Annual report from the regents of the University System of Georgia to his excellency honorable E.D. Rivers governor for the year 1938 [Dec. 31, 1938]

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

DAHLONECA NOI<,.TW GEV~ C.Ol.Lt.<![.

0 AT~t>l'

Of T-Ilt UNIVE~IT"'

GFO~III.

ATLA!J}\

GEO~GI A SC~IO:X. OT rEC.UN<li.O(J)' ..O.TlANTA. 1-..'I.TEN51DII. CEIIHil

JI.P!It1AAENT .
((tO~C,Io\ [)I.P.fi1,J"'ENT ~H...TION
FOI\,SYTW GTAiTE Tl't,CIE.A.~ A.NII AGRICIILTUW..o\L COL~EC.t:.

./1\ llL~~CrCVILl.f
GEORC.IA. !'>TA.T. COl.~Ef<li. ~02. WOi"\EN

AMtlt_tCU!5o GEO!l.(,IA '501.1T~v.'iSTf RN C'OUEGt

"01.1" H GEOR!IA. TCAC~!Il.!'> COL"'!(,!.

ALIIA.NY

GtOctr~ f A.
AC.Il iCULTU

ilNA.O~

RMAL AND> C.OLI.!:GE



TIFTON

..I.IIA.....'lA.'o\ MLI>WIW

b.C.RICI.ILTUQ.Al (OLLEG.t:.

C.O.t.~i~l PI."IN t'>.P!;:Jtii'\ENT ~T...T oON

[)OUGLA$ !IOUTII GlOR.GI O. C:OU.IGf.
FOR THE YEA

1938

ANNUAL REPORT
FOR
1938
BY
REGENTS OF THE
UNIVERSITY SYSTEM OF GEORGIA
TO HIS EXCELLENCY
HONORABLE E. D. RIVERS,
GOVERNOR
DECEMBER 31, 1938

REGENTS OF THE
UNIVERSITY SYSTEM OF GEORGIA
ST)\TE CAPITpL, ATLANTA
OFFICE OF THE CHAIRMAN
Atlanta, Georgia December 31, 19 38 The Honorable E. D. Rivers Governor of Georgia State Capitol Atlanta, Georgia My dear Governor Rivers: I herewith submit to you the seventh annual report of the Regents of the University System of Georgia for the period ending December 31, 1938. This report includes a report from Chancellor S. V. Sanford about the University System for the same period.
2

MEMBERS OF THE BOARD OF REGENTS UNIVERSITY SYSTEM OF GEORGIA

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

REGENT E. D. Rivers

.

ADDRESS Atlanta

Ex officio during term as Governor

Marion Smith

Atlanta

Concurrent with term of Governor

L. W. Robert, Jr.

Atlanta

March 25, 1937-July 1, 1942

T. Jack Lance

Young Harris.

March 25, 1937-July 1, 1942

J. Knox Gholston

Comer

March 25, 1937-July 1, 1940

George Hains

Augusta

March 25, 1937-July 1, 1940

John G. Kennedy

Savannah

March 25, 1937-July 1, 1939

J. D. Gardner

Camilla

September 29, 1938-July 1, 1941

George C. W oqdruff

Columbus

July I. 1937-July 1, 1943

Cason J. Callaway

LaGrange

January I. 1932-July 1, 1941

Clark Howell

Atlanta

July 1, 1937-July 1, 1943

Miller S. Bell

Milledgeville

July I. 1935-July 1, 1941

C. M. Milam

Cartersville

July 1, 1935-July 1, 1941

John W. Bennett, Sr.

Waycross

July 1, 1937-July 1, 1943

Sandy Beaver

Gainesville

July 1, 1933-July 1, 1939

Abit Nix

Athens

July 1, 1937-July 1, 1943

OFFICERS OF THE REGENTS Chairman__________________________________Marion Smith Vice Chairman____________________Cason J. Callaway
Chancellor________________________________s. V. Sanford
Secretary________________________________________L. R. Siebert
Treasurer-----------------------------------W. W. Noyes

Office of the Regents of the University System of Georgia is 330 State Capitol, Atlanta 3

UNITS IN SYSTEM

The University System is now composed of eighteen units. The units, location, and heads are as follows:

LOCATION

INSTITUTION"

PRESIDENT, DEAN AND/OR DIRECTOR

I. Albany

Georgia Normal and J. W. Holley, President

Agricultural College

2. Americus Georgia Southwestern Peyton Jacob. President

College

3. Athens

The University of

Harmon W. Caldwell,

Georgia

President

4. Atlanta

Georgia School of

M. L. Brittain,

Technology

President

5. Atlanta

Department of Adult Charles M. Snelling,

Education

Director

Division of General

J. C. Wardlaw,

Extension

Director

Atlanta Extension

George M. Sparks,

Center-Georgia Eve- Director

ning College, Atlanta

Junior College

6. Augusta

University of Georgia G. Lombard Kelly, Dean

School of Medicine

7. Carrollton West Georgia College I. S. Ingram, 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. M. Thrash, President

11. Experiment Georgia Experiment

H. P. Stuckey, Director

Station

12. Forsyth

State Teachers and

W. M. Hubbard,

Agricutural College

President

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

for Women

14. Savannah Georgia State College Benjamin F. Hubert,

President

15. Statesborq_ South Georgia

M. S. Pittman, President

Teachers College

16. Tifton

Abraham Baldwin

George H. King,

Agricultural College

President

17. Tifton 18. Valdosta

Coastal Plain Experiment Station
Georgia State Womans College 4

S. H. Starr, Director
Frank R. Reade, President

Colleges that award degrees (Senior)
The following constitute the senior colleges: 1. The University of Georgia, hthens 2. Georgia School of Technology, Atlanta 3. Georgia State College for Women, Milledgeville 4. Georgia Evening College, Atlanta 5. South Georgia Teachers College, Statesboro 6. Georgia State Womans College, Valdosta 7. University of Georgia School of Medicine, Augusta 8. Georgia State College, Savannah
Junior Colleges
The following constitute 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. Middle Georgia College, Cochran 5. South Georgia College, Douglas 6. Abraham Baldwin Agricultural College, Tifton 7. Atlanta Junior College 8. Georgia Normal and Agricultural College, Albany 9. State Teachers and Agricultural College, Forsyth
Department of Adult Education
This department is composed of the following divisions: 1. Atlanta Extension Center 2. Division of General Extension
Experiment Stations
The following are the experiment stations: 1. Ge()rgia Experiment Station, Experiment 2. Georgia Coastal Plain Experiment Station, Tifton 3. State Engineering Experiment Station of the Georgia School of Technology, Atlanta.
INSURANCE
All buildings in the University System are covered with insurance as provided by Section 91-40 3 of the 19 33 Code of Georgia. Adequate insurance protection is maintained on the contents in the buildings in the University System.
5

DE RENNE LIBRARY, CONFEDERATE CONSTITUTION
On March 18, 19 38, the Board of Regents authorized the purchase of the famous DeRen.ne Librar)i- for the University of Georgia. The purchase price was $60,000. This price does not include the purchase of the permanent constitution of the Confederate States and the Jones collection of letters, portraits, etc., relating to the Confederacy. The Regents hold an option to purchase these documents at a price of $25,000. This option expires on March 12, 1939.
The University of Georgia is now in the possession of a most complete collection of manuscripts and printed material of the early history of Georgia.
The collection of the DeRenne Library was begun by the great grandson of Noble Jones who was a friend and companion of Oglethorpe. Until the purchase of the library by the University, it was always situated at Wormsloe Plantation where in the early 1900's a splendid building was erected to house these literary treasures. In 18 64, in his march to the sea, Sherman's "Bummers" entirely destroyed the original library. But as soon as the War Between the States was over, the owner began a second collection. The present library was collected by Wymberly Jones DeRenne. Until his death in 1916 Mr. DeRenne requested agents in Europe and this country to search book catalogs and to attend book auctions to acquire rare and fine items.
The library contains many collections that can be found in few other places. The following are some of the documents:
The only known copy of the second Georgia Constitution, 1789.
The "Yazoo Act" itself, as officially printed when first passed.
The only known copy of a pamphlet from the Royal Georgia Gazette called "Account of the Siege of Savannah," printed in 1780 by James Johnston.
A rare broadside printed on satin at Augusta of the Ordinance of Secession of the Republic of Georgia passed January 19, 1861.
It also contains maps, engravings, newspaper items, travel books and manuscripts. Among the newspaper items is a complete photostat file of the Royal Georgia Gazetter, first newspaper in the state, and an original file of the Cherokee Phoenix, a newspaper published by the Indians at New Echota by the Cherokee tribe.
6

A rare engraving in the library is Peter Gordon's view of Savannah as it was on March 29, 1734. George Washington owned
a copy of this engraving, bu.t very few... others have been located.
The library is rich in the books, manuscripts, etc., relating to the War Between the States. It contains confidential letters and telegrams from General Robert E. Lee to President Jefferson Davis and General Sherman's famous reply to the mayor of Atlanta relative to evacuation of the civilian population.
At an expense of $30,000 these documents were indexed by Leonard L. Mackall of Savannah. The index is contained in three large, beautifully bound and printed volumes. A limited number of copies was printed, and some of the index volumes are in the great institutions of learning in this country. It adds greatly to the worth of the collection.
This library will greatly enlarge the facilities at the University for carrying on graduate work.
The original engrossed, permanent constitution of the Confederate States is, of course, a document Qf great historical value and of sentimental attachment for the people of our section. We regret very deeply that it will be impossible for us to spare from the funds available to us the money necessary to exercise the optio.n we hold on this historical paper. Realizing that it should not" go out of the South, and that collecto.rs elsewhere would pay far more than the amount of our option to obtain it, we have offered to the United Daughters of the Confederacy to make this option available to them if they can sponsor and raise the necessary funds to keep this Confederate Constitution in the South. We are very hopeful that they will be able to handle the matter in this way.
This constitution was written by a Georgian. The original manuscript draft is in the library of the University of Georgia. It would be a wonderful thing for this state to add the permanent copy to the historical collection. in the University of Georgia library, but we cannot spare funds for this purpose unless our funds are increased by legislation through which the full appropriation made to us would be paid.
~
I

JUNIOR COLLEGE GRADUATES ATTENDING SENIOR UNITS OF SYSTEM
It is gratifying to report to you tllat, out of the 53 6 graduates of the six junior colleges in the system in June, 19 3 8, there are 169 of these graduates who entered the junior class of the senior units of the system. The remaining graduates are teaching, farming, engaged in business, or other similar occupations.
The following is a detail of the number of 1938 junior college graduates attending the senior units of the system:

NAME OF INSTITUTION FROM WHICH STUDENTS
WERE GRADUATRD

Georgia Southwestern College, Americus ________ 12 4
Atlanta Extension Center (Junior Division) 2
West Georgia College Carrollton ______________________ 20
Middle Georgia College Cochran __________________________ 10
North Georgia College Dahlonega ______________________ 27 6
South Georgia College
Douglas -------------------------- 15 Abraham Baldwin Agri.
College, Tifton ______________ 29 TOTALS____________________ 115 10

2 8 7 1
12 4 1 3 1
2 1 1 9 18 16

1 75 102 8 17
51 72 51 77 82 120 55 72 45 76 1 367 536

169 or 31.5 o/o of the 1938 graduates of the junior colleges attend senior colleges in the University System.

8

ENROLLMENT
On October 15, there were enrolled in the University System 12,987 students. This is the)argest entollment ever recorded by the University System and represents an all-time record. It is an increase of 1,415 students over the enrollment in Octe>ber last year, and an
increase of 4,952 over the enrollment for this period in 1933. In
other wotds, during a period of six years which represents the time that the System has functioned as a system there has been an increase of approximately 5,000 students, or a percentage increase of more than 62%.
This increase has been steadily rising since 19 3 3, approximately one thousand each year. No finer evidence is needed to show the faith the people of Georgia have in their own University System.
9

NAME OF INSTITUTION SENIOR INSTITUTIONS

.1933

The University of Georgia

Athens _______________________ -------------- 2101

Georgia School of Technology

Atlanta ------------------------------------ 1666

Atlanta Extension Center

Atlanta ------------------------------------ 638 University of Georgia School of
Medicine, Augusta ________________ 153

Georgia State College for Women Milledgeville ____________________________ 1032

South Georgia Teachers College Statesboro ______________ _________________ 456

Georgia State Womans College

Valdosta ---------------------------------- 32 3

TOTALS OCTOBER 15 1934 1935 1936 1937
2404 2724 2843 3178 1784 1871 2014 2354
835 842 1105 1165 147 151 148 155 1160 1235 1279 1363 476 440 522 502 343 343 311 306

1938
3379 2493 1279
163 1495
580 341

TOTALS ---------------------------- 6369 JUNIOR COLLEGES Georgia Southwestern College Americus -------------------------------- 219 West Georgia College Carrollton -------------------------------- 232 Middle Georgia College Cocnran ___ _______________________ ___ 293
North Georgia College Dahlonega __________________________ __ 210
South Georgia College Douglas _____ ____________ ___ __ ____ 205
Abraham Baldwin Agricultural College, Tifton ____________________ 86

7149
277 266 267 268 203 169

7606
336 270 286 303 204 217

8222
311 303 346 344 259 250

9023
314 296 345 415 314 317

9730
350 428 403 535 340 377

TOTALS _________________________ 1245
NEGRO INSTITUTIONS Georgia Normal and Agricultural
College, Albany ______________________ 90
State Teachers and Agricultural College, Forsyth __________ ____________ 43
Georgia State College Savannah ____________ ______________________ 2 88

1450
101 50
256

1616
103 101 269

1813
109 64
335

2001
133 72
343

2433
208 93
523

TOTALS ---------------------------- 421 407 473 508 548 824 DIVISION OF GENERAL EXTENSION Atlanta* Enrolled in this department from July 1, '37 to June 30, '38
were 6,470 students. GRAND TOTALS ____________ 8035 9006 9695 10543 11572 12987
Increase of 1937 over 1936-1029 Increase of 1938 over 1937-1415 *Not included in Grand Totals

10

1 9 3 6

Total

1 9 3 7

Total

1 9 3 8

Total

Name of Institution
Senior College Graduates
The University of Georgia

June

S.S.

M WMW

June

S.S.

M WMW

June

S.S.

M WMW

"0" " 0,.., .

-:;)

~ 0

.-
"'

.

--
<;

dz d

b.. Athens ------------------------- 2 63 214
Georgia School of Tech-

81

104 662

336 197

109

103

745

379

220

109

123 831

.... - I)Q ,.,

:;) I)Q

~.

""'!=;;;'
b:j

nology, Atlanta ____________ 257 Atlanta Extension

257 232

232 323

g: 323

......
$

~
$

:":'r'

.t.?.:.:.l

~ r-t ~

Center __________________________ 52 46
University of Ga. School of Medicine, Augusta____ 36 1
Georgia State College for

98 29 8 37 33

37 23 14 33 32 2

- - 37 ,., 0.. 0

34

(1Q
< ~

&~--....-:Q::

0
~
Q

Women, Milledgeville____ ------ 146 South Georgia Teachers
College, Statesboro ______ 30 24

88 234

150

54 16 28

106 256

164

44 33 52

118 282 85

...... ,., 0
i:l"'C/)~
t;;~ ~

~
>
t:1

--

Georgia State W omans College, Valdosta ________ ------ 50 Totals________________________ 638 481
Junior College Graduates
Georgia Southwestern College, Americus ________ 43 95
West Georgia College Carrollton -------------------- 18 32
Middle Georgia College Cochran ________________________ 39 25

81

50 -----192 1392 646

39 422

------ 39 109 209 1386

790

40 492

109

------ 40 241 1632

0' s. a. :;) ,., '0 """'",...,. Cf.)
s ; .... 0~.. $
0. 5 ~

d >
~
t?::l U1

138 32 69

101 39 66

z 105 :O;) oq...<'g> >-t

3 14 67 20 42 64 47 36

8 13 83 9 50 83 36 39

2

11

72 75

:-;) ,~.,,a:;)

go..-..:~::

......
0

z'~--<
.....

North Georgia College Dahlonega ____________________ 39 22

3

3 67 50

8

7

6 71 75 27 12

$ ..........

~

6 120 :..:.:"-',.:,:r' t~ ?::l

South Georgia College Douglas _______________________ 29 24
Abraham Baldwin Agri. College, Tifton _____________ 47 22 Totals _______________________ 215 22 0
Negro Institutions
Georgia Normal & Agri. College, Albany ____________ 9 29
State Teachers & Agri. College, Forsyth __________ 5 4

53 26 27

53 34 37

71

69 41 23

--- 64 49 28 --

77

6 17 458 216 205 15 19 455 242 247 14 17 520

1 7 46 9 36

28 73 15 35

20 70

3 12 2 12 1 12 27 9 15 3 24 51

\0 j;) U1

\j.) .........
'-loq ~
~~ ~

- s 0.. ~

\0
\j.)

~0"'

U~U~11

?0 0 t?::l

>-l ;; ~

Georgia State College Savannah ________ _____________ 15 21 1 1 38 18 19 1 1 39 20 35 6 5 66

::r'~
t';) I

GRAND TOTALS____ 882 755 89 220 1946 891 694 126 269 1980 1076 824 132 307 2339

FIRST HONOR HIGH SCHOOL GRADUATES IN UNIVERSITY SYSTEM

In June, 193 7, the Board of Re~nts authorized each unit in the System to establish scholarships equivalent to the matriculation fee of the respective unit. The first honor graduate of each accredited high school in the state is entitled to this scholarship award. At the present time, there are 49 4 accredited high schools in Georgia. 214 first honor graduates entered the various units of the System in September, 1938, under this award, compared with 163 in September, 1937.

The following table gives the number of honor graduates entering the units of the System for the years 1937 and 1938:

INSTITUTION

Number Sept. '37 Sept. '38

Georgia Normal and Agricultural College

AIbany* ----------------------------------------------------- 6

7

Georgia Southwestern College, Americus____________ 19

11

The University of Georgia, Athens____________________ 31

3 7

Georgia School of Technology, Atlanta____________ 11

13

Atlanta Extension Center_______________________________ None

7

The University of Georgia School

Three years of college-

Medicine, Augusta -------------------------------------- wo.rk are required.

West Georgia College, Carrollton___________________ 15

24

Middle Georgia College, Cochran ____________________ 10

11

North Georgia College, Dahlonega____________________

9

19

South Georgia College, Douglas_______________________

2

3

State Teachers and Agricultural College

Forsyth* ---------------------------------------------------

4

None

Georgia State College for Women

Milledgeville ---------------------------------------------- 37

43

Georgia State College, Savannah*--------------------

5

6

South Georgia Teachers College

Statesboro ________-------------------------------------------- 9

21

Abraham Baldwin Agricultural College

Tifton -------------------------------------------------------

3

None

Georgia State Womans College, Valdosta________ 2

12

TOTALS___________________________________ 16 3 214 Increase over 1937-51 students
*Negro Institutions

12

COMPARATIVE ENROLLMENT INFORMATION OF THE

VARIOUS UNITS IN THE UNIVERSITY SYSTEM
. -SUMMER SCHOOLS 1937-38
INSTITUTION AND

LOCATION

June 1937 June 1938

Senior

University of Georgia, Athens* __________________ 2089

2431

Georgia School of Technology, Atlanta______ 494

598

Georgia Evening College, Atlanta________________ 265

378

Ga. State College for Women, Milledgeville* 1141

1108

So. Ga. Teachers College, Statesboro* ________ 868

1014

Ga. State W omans College, Valdosta** ____

213

Junior

North Georgia College, Dahlonega______________ 224

240

West Georgia College, Carrollton _______________ 217

224

Negro

Ga. Normal and Agri. College, Albany________ 411

456

St. Teachers ~ Agri. College, Forsyth________ 419

380

Georgia State College, Savannah __________________ 444

687

TOTALS____________________________________ 6572 Increase over 19 37-115 7
*These institutions had two terms of summer school.
**This institution did not have summer school in 19 3 7.

7729

ENROLLMENT IN THE UNIVERSITY SYSTEM
During the school year from September 1, 19 3 7, to September 1, 1938, the University System gave campus instruction to 20,754
students.
This is the largest enrollment ever recorded for the System; in
fact, it is another all-time record. It is an increase of 2,370 students over the same period last year, when 18,384 students were given
campus instruction.
It is interesting to note that 7,729 of these students attended
the summer schools of the System. The records on file at the various institutions disclose that the majority of these summer school students were teachers from the public schools of the state. This is gratifying proof that the System is cooperating to the fullest extent with the public school authorities in giving desired instruction to the teachers in the public schools of the state.
A detailed comparative enrollment of these two periods is given on the next page.
13

ENROLLMENT IN THE UNIVERSITY SYSTEM FOR SCHOLASTIC YEARS 1936-37 AND 1937-38

NAME OF INSTITUTION

Fall Quarters Winter Quarters Spring Quarters Cumulative

S.S. & Cum.

1936-37 1937-38 1936-37 1937-38 1936-37 1937-38 1936-37 1937-38 '37

'38*

Senior Institutions The Univerl!lity of Georgia, Athens._________________ 2843 3178 2832 3126 2753 3026 3158 3497 5247 5928

Georgia School of Technology, Atlanta** ________ 2014 2354 Atlanta Extension Center__________________________________ 1105 1165

-------- 1869 2183 2098 2451 2592 3049 869 917 774 810 1379 1503 1644 1881

University of Ga. Sch. of Medicine, Augusta_ 148 155 147 151 145 150 149 156 149 156

Ga. State College for Women, Milledgeville ____ 1279 1363 1212 1304 1179 1303 1343 1453 2484 2561

South Georgia Teachers College, Statesboro____ 522 502 483 486 537 550 642 649 1510 1663

Georgia State Womans College, Valdosta________ 311 Totals________________________________________________________ 8222

306 9023

304 5847

297 6781

313 7570

300 8322

349 340 349 553 9118 10049 13975 15791

Junior Colleges

Georgia Southwestern College, Americus________ 311 314 300 314 290 297 332 344 332 344

West Georgia College, Carrollton____________________ 303

296

285

290

284

296

319

338

536

562

Middle Georgia College, Cochran______________________ 346

345

329

322

315

329

379

400

379

400

:; North Georgia College, Dahlonega ___________________ 344

415

349

408

345

400

397

456

621

696

South Georgia College, Douglas ________________ .______ 259

314

272

273

281

281

300

350

300

350

Abraham Baldwin Agricultural College, Tifton 250

317

219

330

201

329

278

411

2T8

411

Totals________________________________________________________ 1813 2001 1754 1937 1716 1932 2005 2299 2446 2763

Negro Institutions

Georgia Normal & Agricultural Col., Albany__ 109 133 137 129 145 129 172 147 583 603

State Teachers and Agricultural Col., Forsyth__ 64

72

79

78

78

61

89

72 508 452

Georgia State College, Savannah______________________ 335

343

376

407

383

397

428

458

872 1145

Totals________________________________________________________ 508

548

592

614

606

587

689

677 1963 2200

Division of General

In 1936-37, 3,143 separate students did work in this Division in 4610 courses.

Extension, Atlanta***

In 1937-38 6,470 separate students did work in this Division in 11,649 courses.

GRAND TOTALS -------------------------------- 10543 11572 8193 8832 9892 10841 11812 13025 18384 20754

Cumulative enrollment 1938 increase over 1937-1213 or 10.3 o/o S. S. and Cum. enrollment 1937-38 over 1936-37-2370 or 12.9 o/o *Includes 1st and 2nd terms of S. S. where held. **Tech is on the semester basis.
***Not included in grand totals.

FACULTY MEMBERS OF THE UNIVERSITY SYSTEM ATTENDING SUMMER SCHOOL IN 1937 AND 1938

NAME OF INSTITUTION AND LOCATION

WORKING OR RECEIVING THE FOLLOWING DEGREES

Ph.D.

Masters

Bachelors Professional TOTALS

1937 1938 1937 1938 1937 1938 1937 1938 1937 1938

Georgia Normal and Agricultural College,

AI bany* ---------------------------------------------------- 3 ----

4

4

----

----

----

1

7

5

Georgia Southwestern College, Americus____ ----

1

----

1

1

1

1

3

The University of Georgia, Athens______________ 7

9

7

8

----

1

4

4 18 22

Georgia School of Technology, Atlanta________ 4

8

2

----

----

9

----

13

19

Atlanta Extension Center____________________________ 3 ----

2

1

----

----

5

----

10

1

University of Georgia School of Medicine,

Augusta ----------------------------------------------------

----

----

----

----

----

6

6

6

6

,_.

West Georgia College, Carrollton________________ 4

2

3

----

----

----

4

5

\J1

Middle Georgia College, Cochran_______________

----

3

----

1

----

----

4

4

4

North Georgia College, Dahlonega______________ 1

2

1

----

----

3

1

South Georgia College, Douglas __________________ 1

1

----

3

1

1

2

5

Georgia Experiment Station, Experiment____ ---- ---- ---States Teachers & Agricultural College,

1

----

----

----

----

, ----

1

Forsyth* ---------------------------------------------------- ---- ----

1

----

----

----

----

1

1

1

Georgia State College for Women,

Milledgeville -------------------------------------------- 3

9 12 10

3

1

6 12 24 32

Georgia State College, Savannah* ______________ 4

1

2

5

5

2 11

8

South Georgia Teachers College, Statesboro 2

5

5

6

4

1

7 11 19

Abraham Baldwin Agricultural College,

Tifton -------------------------------------------------------- --- ---- ---- ---- ---- ----

1

2

1

2

Georgia Coastal Plains Exp. Sta., Tifton _____ Georgia State Womans College, Valdosta____ 1
TOTALS___________________________________________ 33

----
----
36

.2 40

1 45

----
1
10

----

1

2

----

6

2

6 39 40 122 127

*Negro Institutions

The following table shows the amounts appropriated to the University System and the amounts actually received by the institutions
in the System from 1930 to date: ...
COMPARATIVE ENROLLMENT AND APPROPRIATION FIGURES

Year

Enroll- Inment crease

%

State

Received Received Appropriation

1930-31

$2,001,304.40 88.83 $2,252,866.00

1931-32 1932-33

1,891,264.97 82.19 1,624,927.50 85.50

2,301,116.00 1,900,500.00

1933-34

8,035

1,336,930.00 71.00 1,883,000.00

1934-35

9,006 971 1,177,500.00 78.50 1,500,000.00

1935-36

9,695 1,660 1,387,500.00 92.50 1,500,000.00

1936-37

10,543 2,508 1,275,000.00 85.00 1,500,000.00

1/1-6/30/37} 7/1/37-

666,666.66 100.00

666,666.66

6/30/38

11,572 3,537 1,295,000.00 74.00 1,750,000.00

1938-39

12,987 4,952

590,625.00* 67.50 1,750,000.00**

*Payments received for first half of fiscal year (7 /1/38-1/1/39).

**Amount appropriated for entire fiscal year.

In reading this table it must be borne in mind that the fiscal year

was changed in 1937 to begin July 1 instead of January L and a

half-year's figure enters into the table at that point. We have also

included in this table the fall enrollment by years in the University

System. The following startling facts appear from this table:

The University System is receiving now from the state for maintenance but little more than half of what it actually received in 1930. While we have not the enrollment for 1930, as those figures were not compiled prior to the time the Regents took charge, it is conservative to say there were not half as many college students enrolled then as today.

In other words, the University System is handling twice as many students with but little more than half as much money from the state as in 1930.

Coming to the time within which this Board has operated, the fall enrollment in 1933 was 8,035. To handle these students the Board received from the state in that fiscal year $1,336,930.00. There has been a steady increase in enrollment from that date, and an actual decrease in the amount received from the state. The fall enrollment for this past fall is 12,987 students-in round numbers, practically 13,000. At the rate now estimated at which the Board can draw its appropriation, we will receive $1,071,875.00 on our appropriation. The resulting problem is one which simply cannot be solved without disastrous results.

If we attempt to raise the charges to students, we will inevitably

16

force many deserving boys and girls out of the institutions who otherwise would be able to obtain a college education. If we attempt to cut faculty salaries further, we will destroy the morale of our faculties and lose most of ol!r best me11. It is impossible to effect further economies. We have already been forced to postpone repairs that are urgently needed. We see absolutely no solution to the problem that faces us unless we can receive from the state the amount actually appropriated to the University System.
Finally, let us say that the amount actually appropriated is a half million dollars less than the state was spending on the institutions in the University System back in 19 30 with only half as many college students attending such institutions.
The University System, like the State of Georgia, is at the crossroads. We are endeavoring to furnish at least fairly satisfactory educational facilities to those who wish to go beyond the high school grade. The State of Georgia is attempting to furnish at least fairly satisfactory school facilities and provisions for the health and welfare of its citizens. We must either continue along this line by providing these facilities now, or else the University System, like the state will be set back twenty years in its efforts to serve our people.
FINANCIAL CONDITION
All the units of the University System finished the fiscal year ending June 30, 1938, with all current bills paid.
While this statement is literally true it requires some explanation, namely:
The University System requested from the General Assembly a maintenance appropriation based ori its actual needs. No effort was made to pad the request, but on the contrary it was cut to the bare necessities of the System.
For the fiscal year ending June 30, 1938., the System received only 74% of its appropriation. Notwithstanding this we were able to complete that fiscal year with all bills paid as shown in the above statement, but with some serious sacrifice of efficiency and abandonment of repairs.
For the present fiscal year-that is the fiscal year commencing July 1, 19 38-appropriations for all state purposes have been fur-
ther cut and we are being paid ~n the basis of 55 % of the appro-
17

pnatton. It is an absolute impossibility for the Unversity System

to operate on that basis and we have been forced to secure an

advance from the Treasury in excess of this 55% to the extent of

$125,000.

...

Our hope is that the present General Assembly will be able to solve the state's fiscal problems so that for this fiscal year as a whole
we will not be forced to attempt to operate on 55 % of the appro~
priation, and will thus be able to catch up this advance. If this is not done we must take drastic steps which we fear will be disastrous. We have been unwilling to take them as long as the hope remained that the present General Assembly might solve the state's fiscal difficulties without impairing fundamental services such as public education which the state is furnishing its citizens.

The Board expresses its thanks for the splendid service and cooperation it has received from those connected with the higher educational system of Georgia. To the Chancellor, to the officers and staff of the Central Office, to the heads of institutions, faculties, and employees, we express our deep appreciation. All of us have encountered many problems and difficult situations. We could no.t have gone ahead without the able and loyal support which we have received.

Respectfully submitted,

REGENTS OF THE UNIVERSITY SYSTEM OF GEORGIA,

By Marion Smith, Chairman.

18

REGENTS OF THE
UNIVERSITY SYSTEM OF GEORGIA
STA'I'E CAPITOL, ATLANTA
OFFICE OF THE CHANCELLOR
Hon. Marion Smith, Chairman Regents of the University System of Georgia Atlanta, Georgia
Dear Chairman Smith:
The laws of the state require that an annual report shall be prepared by the Regents of the University System of Georgia and submitted to the General Assembly through the Governor of Georgia. It, therefore, gives me pleasure to present to you and through you to the Regents my report as Chancellor for the year ending December 3 L 1938. 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 audits of the several units and also of the athletic associations of the University of Georgia and of the Georgia School of Technology are available at all times for inspection. These audits are made by the State Auditor. As a matter of fact, all these audits are published in the annual report of the State Auditor, which report, I am informed, has been sent, or is available, to the members of the General Assembly. The records of the Regents are an open book and available to every citizen of the state. We are proud of our administrative, educational, and building record and we welcome an inspection of any and every phase of the activities of the Regents, the Chancellor, and the Central Office. Accuracy, efficiency, intelligence, and economy characterize all the affairs o:f the Regents.
Proud as we are of our achievements and accomplishments, severely handicapped by lack of funds, neither the Regents nor the Chancellor will admit satisfaction with the progress made, great as that progress has been. We are seeking new ideas and ideals to add color, interest, and service to the objectives of the University System of Georgia. With true reverence we think of the University System in the words of the psalmist: "We shall perish, but thou shalt endure. We shall wax old as a garment, and as a vesture shall be changed. But thou art the same, and thy years shall have no end."
19

MEDIUM OF INFORMATION

The annual report of the Regents, of which the Chancellor's is a part, is the only medium; in large l'heasure, that gives to the people of Georgia an account of the many activities of the University System and the plans projected for the development of the statesupported institutions of higher learning-the University System of Georgia. As has been said, "The scholar, the teacher, the farmer, the laborer, the manufacturer, the banker, the government official. and the student, old and young, each according to his interests, finds an opportunity to learn and to express his own ideas as he takes his place in the classroom or at the conference table." It is recognized by all that state institutions of higher learning have qualities of their own. Nevertheless. there are certain common qualities which build for a unity of interest in their joint devotion to national public welfare.

In writing this annual report, I am aware of the fact that much herein written has from time to time appeared in the press of the state which has been most generous in interest and in space, and for which we are indeed most grateful. In writing this report I have, of course, drawn on the materials of the heads of the units, and others. Unfortunately, much valuable information has had to be eliminated for lack of space. Regardless of what has been included or omitted, the Chancellor desires to reiterate what the President of the University of New Hampshire said in his annual report: "The U niversity (System) endeavors to create an environment from which shall emanate understanding, appreciation, and betterment to reach an ever-widening circle of citizens. Thus the University (System) looks upon the widespread application of services of its scholars, of its researches, and of its extension workers as a most serious and important function."

The Chancellor has endeavored to eliminate those items handled

so well by the Chairman. Where repetition occurs, it is fo.r emphasis,

for the one thing needed is adequate maintenance and without this

no group of men, however able, can make the University System what

it should and must be for the preparation of the youth of Georgia.

The absolute limits of economies have now been reached. The Uni-

versity System cannot operate on a dime less than the General

Assembly appropriated, nor can it operate on that sum for the next

two fiscal years. It would be a serious step if anything were

done that would prevent or deter youth from taking advantage of the

opportunities the University System offers. We must go forward,

not backward, nor stand still.

.~..-..~.

'

20

THE REGENTS
The people of Georgia owe a great debt of gratitude to the members of the Regents of ye~terday ans of today. Every member of the Regents is a busy man and yet each has given a great deal of time to the progress and welfare of the University System. Each has willingly devoted much time, at great personal sacrifice and inconvenience, to the problems of higher education. No group of men has ever been more earnest or honest in attempting to carry out a modern, progressive program than has the Regents of the University System of Georgia. Contrary to what many think, the problems have increased from year to year, yet they still continue to give unselfishly of their time to the cause of the System. Without a strong, intelligent, firm group of men, such as constitute the Regents, the reorganization would have been impossible, and without such a continuing personnel. the University System can easily revert to the o.ld system prior to 1932-chaos, inefficiency, duplication, and a reflection on higher education in Georgia.
The Regents were fortunate in having as a guide in their work the report of the Survey Commission made possible by a grant from the General Education Board. There are many more valuable lessons to be learned from that report applicable to some of the problems confronting the University System at present. It is suggested that this report be read from time to time and that no recommendations made to the Regents be considered until careful consideration has been given to the recommendations made by the Survey Commission. In my judgment the recommendations of the Survey Commission should be given first consideration.
Today we are well past the period of readjustment to changes which were made following the report of the Survey Commission. Results have abundantly justified the wisdom of the changes. There is every reaso.n why there should be no increase in the units of the University System. We now have sixteen units \n the University System with faculties and student bodies plus two experiment stations. We should preserve these units, keeping always in mind that each is a service agency. These units, welded compactly together, should supply, through the diversity of their services, a program adequate enough to bring about a constant and steady advance in the well-being of Georgia. Our program at all times involves the expansion of opportunity so as to usher in the more abundant life.
21

THE UNIVERSITY SYSTEM FACING TOMORROW'S WORLD
In the "Proceedings of the New-york Herald Tribune Eighth Annual Forum" is this significant statement: "Year by year the world goes faster. Tomorrow becomes today so swiftly that the youngest of us has difficulty in preparing for it. In government, in economics, in international affairs, in living, change floods the scene. Only the utmost adaptability can keep a people afloat. As never before, there is need that hearts and minds stay young. Clear thinking, imagination, vitality-these are the qualities which we must gain today if we would cope with tomorrow."
In the spirit of this ideal, we are striving to keep the mind of the University System young in spite of those within and without the ranks who fear change and would prefer to keep our system a hoary agent of tradition and adoration and not an instrument of power. But with essential changes, let us keep in mind, the injunction of Saint Paul, "Hold fast that which is good." The University System must change, and is changing, to be in step with the times. There is not a problem that pertains to human welfare that does not furnish it with food for thought. No state institution of higher learning can lose step with current movements no.r fail to consider the sweeping changes that are occuring in every part of the world, unless it is willing to become archaic and incompetent to educate youth for a proper place in the world's affairs. In the final analysis the University System serves "as a promoter of mutual understanding, cooperation, and trust in the upbuilding of the state and its many activities."
The motto chosen for American education week was "Education for Tomorrow's America." "As the tanks and mobile artillery units were rumbling across Europe in these recent days of crisis, as the highways near the national borders resounded to the tramp of marching youths, it was comforting to think that another sort of organized advance was taking place in America, up the hillsides of Pennsylvania, across the prairies of Iowa, and through the orange groves of California, there moved a motor cavalcade of tremendous proportions, bearing millions of youths to fortresses of freedom. Each unit of the motor cavalcade has painted on its sides the words, "School Bus"; and every fortress has over its entrance the inscription, "Public School." There are more than 30,000,000 in that army, and in the colleges and universities of our nation, there are another million and a quarter learning to apply the lessons of the past to the problems of the future so that civilization may advance in an orderly, peaceful, and
22

intelligent way. And in this vast body of youth is found America's greatest asset-our representative form of government presupposes, as no other does, an intelligent and educational citizenry. As Thomas Jefferson so impressively pointed out, *'If a nation expects to be ignorant and free, it expects what never was and never will be. Because the schools of today are better than the schools of yesterday, America's tomorrows are great with promise."
THE UNIVERSITY SYSTEM
The University System of Georgia is unique in many respects. Perhaps its outstanding feature is that all the state-supported institutions of higher learning are governed by a single board (the Regents) and a single executive officer (the Chancellor) , thus following the concept of a single institution. All the units are closely integrated. Though there are many units--only the number needed -there is no duplication of effort.
It is evident that more and more the people are coming to regard the University System as one and the same thing wherever its parts are located. The welfare of each is a consideration inseparable from the public interest. We can not neglect the service of any of the parts without sacrificing that public interest. It is not a question, therefore, of a preponderance of influence among the units, nor of dominance over the rest. The institutions do not live for themselves; all are creations of the people, created to advance the public good.
The University System is something new. It is perhaps natural that from time to time a selfish interest will assert itself, particularly by those long identified with this o,r that unit when each was a law unto itself. There will always be this spirit of rank individualism here and there and the desire for the interest of the special groups to be put before the interest of the System as a whole. I am gratified to report that a "scientifically operated control of all fiscal procedures" is the result, with economies applied where they can be best made, and emphasis properly allocated to the most important phases of the total program. The administration has been economical and the costs of overhead and duplication reduced to the lowest possible level.
The University System exists to aid the people of the State to understand the shifting currents of the time and to build a curriculum which will best serve the youth and the people in the light of these changes. In the past, whether we are willing to admit it or not, we
23

have spent valuable time in discussing the difference between tweedle
. dee and tweedle dum. How many useless hours have been spent on
what should constitute th.e fifteen units required for entrance to
college as if the great public high school system existed only to prepare boys and girls for college. Higher institutions are missing the mark if they look upon the public high schools as merely preparatory to college. I realize there are diverging philosophies on this issue. It is safe to say that neither the theory of the public school men nor of the university men has been correct. Between the two theories there must be a happy medium.
The only thing certain is that neither the public school men nor the college men can maintain a detached view towards the other. After all it is not so much as to what constitutes the constan'ts and what the variables in the fifteen units, as to what constitutes the quality of work done by those applying for admission to our uni~ versities. Is it not time to put the real emphasis on requirements for graduation rather than on requirements for admission? I have little patience with that school of thought which demands as a require~ ment for admission excessive units in mathematics, modern Ian~ guage, physical science or social science. Have we not yet reached that stage in our university work that we are ready to admit that the normal course required for graduation is four years, but for the superior student three years, and the less well~prepared student five years?
After the student has been admitted, no matter what may be the fifteen units submitted, provided the quality is good, are we not spending valuable time because of departmental jealousies, as to the content of the degree? The more quick!y our institutions forget departments and substitute divisions, the better it will be for the students and the state. We cannot forever go on blowing bubbles. Too many of those charged with the responsibility of higher educa~ tion in the University System, so it seems to me, are still looking at the subjects in the curriculum by light from a tallow candle rather than the light from an electric bulb.
The right to exist" as a university carries with it the obligation to live: that is, to maintain the standards and ideals of a university. It is difficult to exclude graduates of approved high schools and yet it is a well recognized fact that students are graduated from high schools who are not capable of doing satisfactory college work. State insti~ tutions must recognize that all graduates from approved high schools can not achieve alike nor move forward at equal rates of speed. Some must fall by the way and others will attempt work which they are
24

n~t qualified to pursue. Our institutions will ever be confronted with students of few talents as well as those of many talents.
Plans are being studied to determi.Pe what students are really
competent to do work on the college level. It takes time and patience to work out a democratic method. Such plans with many variations are being tried by many institutions in all sections of the country. All are working cooperatively with the teachers in the high schools and educational agencies.
Nothing can be more important than this type of investigation and experimentation and yet they should not clog the machinery which must always be and is the vital mission of each unit in the System-"to understand life, and in the light of that understanding, organize a curriculum which will orient students into that life and train them to be citizens as well as workers in a republic."
The University System stands for scholarship t~day. In the annual report of each president is found this or a similar statement: From every viewpoint the year now ending has been one of progress. Additions have been made to the physical plant, enrollment has increased, and improvement has been made in the quality of w~rk. So I can say with emphasis that scholarship is being exalted today in the System as truly as it was in earlier days. Scholastic requirements are higher today than they were in my college days. Furthermore, I am convinced that there are in our faculties men with as dynamic personalities as in my day. I am further convinced that the education which served the older generation will not serve the present. "Whether the older generati~n is willing to admit it or not, life is swifter, its contacts are made in ever widening areas, competition is keener and severer, the problems of politics, of commerce, of business, of education, and of religion, are increasing in number and in difficulty. The older generation surveys the social ho.rizon not so much for an explanation of the swift moving currents of changing life as for a solution of the problems which they create."
THE UNIVERSITY SYSTEM COUNCIL
Although the Council is not a legislative body, it is the deliberative group which considers matters of educational policy and procedure so that the Board of Regents may be more able to carry out efficient administration of educational affairs. Meeting twice yearly in a large group that represents each of the units, divisions, and special interests bodies, the Council nevertheless carries on its work
25

cQntinuously through committees. It will be possible to describe briefly a few accomplishments. And since only a few can be chosen they will be ones that ha.ve develo:Q,_ed over a period of years and are still being continued.
GENERAL EDUCATION. During the past four years the Council has consistently addressed itself to refining and extending the policy of general education at the junior college level, as recommended by the Survey Commission and the Board of Regents. A multiplicity of courses determined by institutions and teachers independently results inevitably in duplication of course content, waste of students' time and departmental jealousies. In the trenchant language of the 19 32 Regents Report, "There was too much competition between our institutions for numbers of students, for the size and appropriations, for expansion of educational courses, and too little competition in learning, scholarship and general excellence of work done." A broad but uniform base of learning has lessened these dangers and has been economically advantageous. Economy is essential, and has been increasingly so during the life of the University System. While a broad base of learning is economical it must, if possible, avoid regimentation of teachers and avoid narrowing the chance of each student finding his peculiar interest. This the CQuncil has been able to do.
Courses have been arranged so that they can be studied "horizontally" by students whose interests are broad and general; or they can be studied "vertically" by students whose interests are somewhat special. Examinations for these courses are so arranged that either type of mind is accommodated. Only such an educational policy as described would be economically possible without limited resources. And yet it has made provision for the expression and satisfaction of a variety of student interests; it assures quality in the content of courses; it makes possible fair examinations, an equitable marking system, and honest! y transferable credits.
It would be wrong to give the impression that the Council has not had its troubles or to suggest that all difficulties have been ironed out. In the fields of mathematics and the sciences the Council has made remarkable fine progress and has earned the just commendation Qf well-known leaders in education. But the Council has made slower progress in other fields. Such a state of affairs is natural. One of the great men of all time, Leonardo Da Vinci describes the situation so well that he should be quoted and his words pondered by laymen and educators alike. He defines science as "Knowledge Qf the things that may come." And in bringing his point more
26

dosely home he says, "In mathematics there is no controversy over whether twice three makes more or less than six, or whether the sum of the three angles of a triangle is greater or less than two right .angles; but all controversy is aestroyed f>y eternal silence and peace subsists among the followers of this science, a peace such as the mendacious fields of study can never attain." Is it not reasonable then to expect that in the less exact knowledges there would be strong divergences of opinion, stubbornness, and as Woodrow Wilson put it, little cliques of "willful men" whose self-interest overshadows their interest in the general good?
In spite of expectedly great difficulties, the council has made a signal contribution both to subject matter of its less exact courses and to the welfare of the state. A documented study has been made .of problems and points and points of view that are contingent upon affairs both social and natural in Georgia. Population, wealth, agriculture, industry, taxation, public health, public welfare, activities and other related things have been studied so that many new and important facts about them are available. Careful analyses of these facts have yielded a social principle that has been made a part of the instructional program and that should contribute to the future welfare of the state. This principle has been generalized as follows: "The real challenge of Georgia problems lies in educating and disciplining human emotions and habits to respond to a sense of community to the same extent that they now respond to the :immediate and the personal. More than upon anything else the solution of the problems of Georgia depends upon a developing sense of community."
RESEARCH. During the past four years the Council has undertaken to study educational problems not only from the point of view :expressed by experts whose opinions are entitled to a hearing but also by scientific inquiry into the problems themselves. Committees and individuals representing every institution and every department have contributed. In all 76 studies have been made which touch on conditions affecting more than one institution; and many of them are vitally concerned with the essential welfare of the University System. Of these investigations 31 have been of sufficient general interest to warrant their publication in professional journals. These are available for the Board of Regents to. study and act upon.
From the base furnished by these inquiries and researches it has been possible to express relative difficulty of courses; to evaluate teaching methods, procedures, and special aids; to shed light upon such administrative and economic considerations as optimum class
27

size, selective admission, vocational guidance, pre-professional and general curricula, and (within severe limits) effectiveness of teaching.
A special study now in process is that undertaken jointly by the Medical College and the Examiner's Office. The outcomes have already contributed materially t~ward a program of preventive medicine and health education. Many definite recommendations wait only upon slightly refined procedures. Already implications for a more adequate physical education program are implicit in the findings, since it appears that students regarding themselves as proficient at sports tend to make superior scholars. The students wh~ prided themselves on athletic achievement had perceptibly higher ratings on the aptitude examinations in social studies, English, mathematics and science.
One of the most serious obstacles in the way of research is lack of adequate clerical facilities. With not enough money to pay teachers or to keep buildings in a state of repair it is obvious that clerical help is bound to be seriously lacking or in many instances absent altogether at junctures where the need is imperative. Some relief has been found in a recently invented instrument for doing the clerical portion of scoring examinations. In the past year this device has saved teachers 2083 hours of clerical work. In terms of class- hour load this represents the time of one instructor for a period of two years. The cost for this clerical service has been less than $500. If done by the average faculty member, this work would have cost not less than $4000. Additional clerical devices are in contemplation as a joint undertaking of the Central Administration of the University System and the University itself. Thus, at a cost of less than the salary of one full time professor the equivalent in work of what 30 clerks could do will be available. This service will cover the mechanics of registration; it will make possible a cost analysis of curricula and educational programs; it will facilitate medical and economic research; and it will permit detailed analyses of enrollments for such light as may be shed on the needs of individual colleges and of the System as a whole.
PERSONNEL. When the Survey Commission made its report in 1932 there was scarcely a department o.f personnel worthy of the name in the System. Through the engineering of the Council every unit except two has at least a fairly efficient service. Five colleges have excellent departments; and the remaining ones are developing their programs as rapidly as time, money and ability will permit. In most instances items are being adequately handled such as vocational guidance, exemptions from required courses and admission to
28

more suitable ones, and selection of promising students for continuation in the senior college. These features of the personnel program stem out from a base of placement and sophomore comprehensive examinations. The possibilities in the tl'se of these vocational guidance tests have appeared sufficiently attractive so that some colleges in each of the Southeastern States make use of them; and the majority of the colleges in our neighboring State, South Carolina, predicate their personnel work on the pattern set by Georgia. One feature of this individualized service in Georgia can be seen in special co.urses that are given to students who come to college with a deficiency in reading. A group of 50 such students in the fall of 19 38 were found to have reading ability equal only to that of second year high school pupils. At the end of a period of three months of special instruction the average for the group has risen to a point equal to that of the average college sophomo.re.
In a very real sense much of the work of the Council has gone to show that the University System is serving children of the average family in Georgia. An even greater amount of work has gone into ways and means of giving to the average children of the average family of the state the kind of educational opportunities most suited to their needs whatever tho.se needs may be. The task is one that has been approached in a spirit of humility on the part of the Council.
PHYSICAL PLANTS
For many years the General Assembly made no appropnat10ns available for new buildings, for repair of old buildings, or for new equipment. Nearly all the buildings erected prior to 19 32 were made possible by gifts from alumni, friends, and foundations. This statement is particularly true of the buildings on the campus of the University of Georgia, of the Georgia School of Technology, and of the School of Medicine. Appropriations for maintenance were so inadequate that little or no part of it could be used for buildings, repairs or replacement of furniture and equipment. Pathetic indeed, through no fault of the trustees, was the situation when the Regents assumed control of all the state-supported institutions of higher learning.
The Regents, being excellent business men, employed an outstanding engineering firm to make a complete survey of every campus as to new buildings, repairs, and equipment needed. The head of each unit was consulted. Finally a report was filed and adopted by the
29

Regents. This report or engineering survey has been of inestimable value to the Regents, the Building Committee, and the Chancellor.
As soon as the Publi.c Works ,l\.dministration was created, the Regents filed an application with that body for a building program for the University System of Georgia. At that time an application for revenue-producing buildings only could be considered-applications for such buildings as dormitories and dining halls, though in many instances such buildings as laboratories, libraries, classrooms were as urgently needed as dormitories. The institutions are established as teaching agencies, and yet so cro.wded were classrooms of every description that the quality of teaching was at a low ebb for lack of proper facilities.
At a later date the Public Works Administration changed its policy by granting as a gift 45% of the cost of the building
provided the sponsor would furnish the remaining 55 % of the cost.
Under this plan other than revenue-producing buildings could be erected. The Regents filed a new application based on the engineering survey for the buildings most urgently needed. Some were dormitories, revenue-producing, and others were classroom buildings, non-revenue-producing buildings. It was immaterial as to the type of building requested, for the 45% was a gift, never to be repaid.
In making application for buildings to the Public Works Administration the Regents have been governed by the survey made by the engineering firm. The Regents and the Chancellor have followed no haphazard plan nor have they been influenced by pleas of this or that person. The program has been based on actual needs and not on the imagination or enthusiasm of this or that person.
To the 1935 and the 1937 General Assembly we are indebted for funds for a building program. It would have been impossible to secure from the Public Works Administration a grant of 45% of the cost of a building had not the General Assembly made possible
through generous appropriations the remaining 55 % of the cost. As
a result of these two agencies, state and federal, there stands on every campus of the University System new buildings, providing more adequate facilities for the comfort of the youth of the state and for teaching, so that students and faculty alike recognize a forward step in the quality of work being done.
The Regents and the Chancellor are proud of the building program and so are the youth and citizens of our state. The buildings, of course, are visible evidence of progress being made in our system of higher education. The people can see this progress; even though they may not so clearly see the progress being achieved in
30

the academic work as a result of these new classrooms and laboratories.
All the buildings are mo!iern, dra'in by the leading architects in every section of the state, and fireproof. The buildings were advertised in the daily and weekly press and the contract let to the iowest bidder. All bids were opened in the presence of the bidders, and awarded without delay. Not a complaint or appeal has been filed with the Regents. Since the buildings are absolutely fire-resistive, brick, steeL concrete, tile, the upkeep has been reduced to a minimum and so has the insurance. Expert engineers have supervised the construction to see that all the details of the plans and specifications were complied with. The Public Works Administration likewise at all times had present one or more of its own engineers. In the final analysis, the building or buildings were never accepted and turned over to the Regents until the engineer of the Public W o.rks 1\dministration approved every minute detail of each and every project.
No group of men could have been more faithful to duty than the members of the Building Committee of the Regents. They have been alert and faithful to duty and at great personal sacrifice. To Professor R. H. Driftmier, W. B. Lamb, and their associates, the Regents and the people are indebted for a service intelligently and faithfully performed.
The Regents and the Chancellor wish to express appreciation to Mr. H. T. Cole, Regional Director of the Public Works Administration, and his faithful and efficient associates, for their courtesies, cooperation, and assistance in the building program of the University System of Georgia. While we have not always agreed on issues, there has never been any unpleasantness, but a sympathetic understanding of the problems involved. Both have been circumscribed by rules and regulations over which they had no control.
The Regents and Chancellor wish to thank Miss Gay Shepperson, State Director of the Works Progress Administration, and her able and efficient staff, fo.r the many services and contributions made to the building, educationaL and research programs of the University System of Georgia. These services have been of great value and we are deeply grateful.
The Regents and the Chancellor also appreciate the splendid cooperation of the State Highway Board and the County Commissioners in paving the roads and walks on the campus of the various institutions of the University System. Much has been done; much
31

is yet tq be done. The University System belongs to the State and it is only proper that the State should protect and beautify its property. For all they have done we are indeed grateful. So great are the needs of the University Sy,tem that every contribution is valuable, small or great, as the case may be.
Tqo few of our people have as yet grasped the immensity of the University System-sixteen units with large student bodies and faculties, and two experiment stations-scattered over the state at strategic points. To me such a system is ideal and yet I know there are those who would prefer to see all the umts on one campus, as is the case in several of our states.
Our System has its shortcomings for it is only six years old, yet it has made many strong personal friends in the state, and is attracting favorable attention away from home. So effectively is it performing its work that two of the units, West Georgia College and South Georgia Teachers College, have received substantial gifts from the Julius Rosenwald Fund and the General Education Board to carry fqrward a program in the interest of rural teacher training beyond that which the present inadequate state maintenance fund warrants.
Not until we can show by adequate maintenance funds, building funds, and equipment funds that we are doing our part towards education, both secondary and higher, will out-of-state education foundations assist us as we desire, and as they have done in other states. We should not ask others to help us until we show a willingness to help ourselves to the limit qf our ability.
ADDITIONAL BUILDINGS
Simply because we have been able to erect a few buildings on each campus in the University System through the generosity of the General Assembly and the Federal Government, let no person for a moment think that adequate facilities exist on a single campus. Keep always in mind that the University System covers the state and not just one campus. Every dollar could have been wisely spent on the plant of the University of Georgia or the Georgia School of Technology and neither of these plants would be adequate to meet its needs. Thankful we are for the blessings that have come to us in recent years, yet in every letter that comes to us from the heads of the units is a plea for more buildings. There are shacks on every campus that should be torn down and replaced by fireproof structures. So urgent is need for room that we dare
32

not destre>y any building so long as it may be used. The upkeep of such buildings is terrific.
There is a plan by which. dormitor.Y!s and dining halls may be secured without asking the state for additional building funds and without incurring a debt against the state. To do this will require new legislation and this legislation should be enacted without delay, if Georgia is to have the same advantages e>f federal funds as other states. Money can be secured for revenue-producing buildings and the only pledge given for repayment is that of the revenue from the building. Our own Supreme Court has decided the issue so far as counties and municipalities are concerned. No faithful, upright citizen desires any legislation that is contrary to the Constitution. It is my hope that the General Assembly will quickly enact laws in the spirit of the recent decision of the Supreme Court of Georgia so that the properly constituted bodies of the state may have the same powers as municipalities and counties-secure funds for erecting revenue-pre>ducing buildings.
Are additional buildings needed for the University System at this time? Let me answer this question by quoting from the annual reports of the heads of the units to the Chancellor:

President M. L. Brittain, Georgia School of Technology, states: "There are three additional buildings which are vital to the best interest of the Georgia School of Technology-chemistry and chemical engineering, an engineering experiment station, and a textile building. Clemson and Auburn, on either side of us, have just spent a quarter of a million dollars to house their textile work, and we should do likewise.''

President Harmon W. Caldwell, the University of Georgia, says: "The cheaply constructed and antiquated domitories on the C()-ordinate campus make it impossible for us to afford our freshman and sophomore girls accommodations of the type which they desire. A new dining hall for boys and another for girls are badly needed. The lack of quarters in which to house animals which are subjects of study and experimentation will vitiate any conclusions at which they may arrive."

Dean Lombard Kelly, University of Georgia School of Medicine,

Augusta, says: "The affairs of the school are in the best condition

in years, and the outlook is very bright. The ()Utstanding physical

improvement in the School of Medicine during the last century was

-:,~

the construction of Dugas Building. This building has added to the

33

morale and prestige of the School of Medicine. The library building continues to be one of the weaker assets of the school and anything that can be done to improve its housing and t~ increase the number of volumes and journals sliould be d~ne as early as possible.
"A greater participation in the maintenance of the University Hospital on the part of the state is very much t~ be desired and it is time for the state to subsidize beds in the hospital for he treatment of indigents from all parts of the state. Eventually a general state hospital should be built and conducted by the School of Medicine. Much larger classes can be graduated and more physicians may be induced to practice in rural communities."
President Guy Wells, Georgia State College for Women, Milledgeville, says: "Four new buildings badly needed have been completed. We must have funds with which to buy the equipment. Our pressing need is for two large new dormitories, a dining hall, and the completion of the practice schools. All our dormitories are overcrowded. Funds for repairs are badly needed."
President M. S. Pittman, South Georgia Teachers College. Statesboro, says: "It has been a year of satisfying devel~pments in a number of different lines. Most conspicuous and most visible are the physical improvements-three new buildings and a water system. Further imperative needs are a dining hall for 750 students, completion of laboratory sch~ol. a central heating plant, a dormitory, a gymnasium, and completion of driveways. Great as are these needs, more maintenance must be provided."
President Frank Reade, Georgia State Woman's College, Valdosta, says: "Real progress has been made in broadening the curriculum and improving the quality of work. There is urgent need for a library, a music building, and completion of the health building."
Director S. H. Starr, Coastal Plain Experiment Station, Tifton, says: "The new agricultural research building is excellent and will be a great help in relieving congestion and providing better working facilities. Imperative needs of the institution are a dairy building, a horse barn, horticultural barn, and cottages for employees. Office furniture and laboratory equipment are needed for the new building. Six hundred acres of land with fencing are needed to develop the animal husbandry research. More personnel is needed."
Director H. P. Stuckey, Georgia Experiment Station, Griffin, says: "Facilities for field plats and pasture work were impro.ved ,. by the purchase of 335 acres of land adjacent to the Experiment
34

Station's holdings and surrounding the new Spalding County High School which has introduced vocational agriculture. The experimental plats and pastures are used frequently fo.r observation and demonstration by the students and- teachers ef vocational agriculture. A new laboratory building is urgently needed for all the available space for laboratories and office space is severely crowded. It is hoped that the immediate steps will be taken to remedy the condition by providing an additional building."
President J. C. Rogers, North Georgia College, Dahlonega, says: "While faculty and administration are sincerely grateful for the three new buildings, North Georgia College just now finds itself, in many respects, in worse condition than ever before. Enrollment has increased more rapidly than dormitory, classrooms, library, and recreational facilities. From the standpoint of facilities there was an almost entire absence of such when the college 'began to grow.' With three ~r four persons in most dormitory rooms, the responsibility of 500 non-resident students, without an infirmary or nurse, is terrifying and killing in its effect on an overburdened dormitory staff. An infirmary is distressingly needed. The cramped library reading rooms make impossible a high type of college work. The absence of heat in Price Memorial and Band House is little short of tragic. Classrooms built for 20 will not accommodate 40 to 50."
President I. S. Ingram, West Georgia College, Carrollton, says: "We are grateful for the four new buildings, but we need another dormit~ry and a classroom building. With the little funds available we are doing our best to make comfortable the living quarters in the old dormitories which are greatly overcrowded. During the year the Julius Rosenwald Fund established two grants: Rural Education Project $11,000, and a scholarship fund of $1 ,000."
President Peyton Jacob, Georgia Southwestern College, Americus, says: "In many respects this was the most successful year since the beginning of the present administration. We have reached the limit of enrollment of students until a new dormitory is provided. We are grateful for the three new buildings. We are grateful to the following for projects looking towards an adequate plant:
" (I) Laboratory school, provided by city and county school system; (2) building for day students, to be erected by citizens and civic bodies of Americus and Sumter County; (3) grading and landscaping by the Works Progress Administration; ( 4) system ~f driveways by the State Highway Board. Two major buildings are badly needed: a classroom building to relieve crowded classrooms, auditorium and a dining hall with a capacity of 450 students. Heating facilities are bad and new equipment is needed."
35

President J. M. Thrash, South Georgia College, Douglas, says:
. "This has been a good year, increase in attendance, improvement
in quality of work, and b.etter curricula. We are thankful for the
three new buildings, but we are sorely crippled for more dormitory space. We need two new dormitories. Our present qld dormitories are crowded, the rooms are very small, and yet we are compelled to put three to the room. We must have a central heating plant. At present the classrooms, dormitories, laboratories, auditorium, library, dining hall are all heated by individual heaters with coal as fuel. The fire hazard is terrific. We wish to express appreciation to the county board and to the State Highway Board for paving the campus streets and for additional paving now under way."
President L. H. Browning, Middle Georgia College, Cochran, says: "Every effort is being made year by year to develop a high respect for real scholarship. For the new dormitory, the central heating plant, the dining hall we want to express appreciation. We need and must have a new dormitory for girls at once. We are putting four girls in many of our rooms, and in the small wooden buildings, the facilities are distressing. A library building is imperative if we are to improve the quality of our work. For the past several months the Highway Board has been grading and paving all the dirt roads on the campus and the roads leading to the campus. For all these things Middle Georgia College expresses appreciation."
President George H. King, Abraham Baldwin Agricultural College, Tifton, says: "This college continues its growth, having for the fifth consecutive year the largest enrollment in its history406 students. So great has become the demand for admission that temporary barracks have been constructed to care for 50 boys who cannot be housed otherwise, and many others had to be turned away. These crowded conditions exist despite the fact that boys in the old dormitory are placed three to the room and girls three and four to the room. Three new buildings have been constructed-dormitory, dining hall, and an auditorium-gymnasium. A large dormitqry, a classroom building, and a library are urgent needs. I should like to emphasize in closing the urgent necessity that further recognition be given our increased growth and that facilities be added in proportion to this growth."
President Benjamin Hubert, Georgia State College, Savannah, says: "There has been a gratifying increase in enrollment in home economics, agriculture, and trades and industries. The college has .;..' greatly improved in its physical plant, in student personnel, and in the scholarship of its faculty. New buildings have been erected by
36

aid of the Works Progress Administration, but there are still pressing needs-classroom building, .a farm shop, a cannery, completion of health building, equipment for new dormitory, for agricultural building, and funds for purchase of lil!lrary books. The roads and sidewalks on the campus are now being paved. We have here some of the best trained consecrated men and women to be found in any institution. They should receive a fairer compensation for services rendered. Maintenance is an urgent need."
President J. W. Holley, Georgia Normal and Agricultural College, Albany, says: "This has been an excellent year, more generous maintenance is needed. We are badly in need of funds for repairs and equipment. We urgently request a laundry building, a health and recreational building, heating facilities for the library."
PRESSING NEEDS
There are two pressing needs, other than maintenance, to which I must call your .attention: ( 1) Funds for equipping the new buildings now nearing completion. Without funds these buildings, though completed, cannot be used. The appropriation by the General Assembly was for a building program and these funds have been wisely spent. (2) Funds to take advantage of projects already approved by the Public Works Administration and for which state funds do not exist to match Federal funds. If these funds revert to the Federal Government, then it is doubtful if they can ever be regained. It is a trying ordeal to get projects approved, and when they are approved we should leave no stone unturned to match them.
MAINTENANCE
As George Washington so emphatically pointed out, we, too, must keep in mind his words: "Promote then as an object of primary importance, institutions for the general diffusion of knowledge." Everything in this report could easily be omitted, save this one item-maintenance, for upon this depends the present and future life .and progress of the University System. Other items at this time are included largely because there are so many citizens who are unfamiliar with the magnitude of the University System, its aims, its hopes, its accomplishments; and, if these facts are not presented, they would have little or no conception of the urgent need for an increase in maintenance-money not merely appropriated, but actually paid. All history records the fact that the inventions and discqveries, in large measure, which add to the comfort and
37

happiness of the average citizen, have come as a result of scientific investigations made in the laboratories of our institutions of higher learning. There is woefuL lack of knowledge on the part of our people, in every phase of life, as to the real purpose of the University System and of the minimum funds essential for its support.
Let me call your attention briefly to the growth in enrollment. (Elsewhere in this report is a statistical table showing the enrollment at each institution from 19 33 to the present.) The total enrollment in the System in 1933 was 8,035; in 1934 was 9,006; in 1935 was 9,695; in 1936 was 10,543; in 1937 was 11,572; and in 1938 was 12,987. To these figures must be added the enrollment of the fourth or summer quarter. The enrollment would then read: in 1936 was 11.812; in 1937 was 13,025, and in 1938 was 20,754. None of these figures include the enrollment in the Division of General Extension which in 1938 was 6,470. Enrollment figures tell only a part of the story. Significant also is the number of degrees conferred annually as such figures indicate the extent of sustained interest on the part of students.
The number of graduates for the University System is as follows: 1936 was 1,946; 1937 was 1,980, and 1938 was 2,339. In the senior colleges the number of graduates in 1936 was 1392; 1937 was 1,386; 1938 was 1,632.
The number o.f first honor graduates entering the University System in 1937 was 163 and in 1938 was 214.
We are indeed grateful for every dollar which has been appropriated by the General Assembly for the support of the University System. It is evident that what was adequate a few years ago when the enrollment was 8,035 is indeed inadequate today when the enrollment is 20,754. It is not my duty to tell the General Assembly what it should do, but it is my duty to present the facts and to state positively that for lack of funds the University System, like the State, stands at the crossroads-failure or success.
The ever increasing attendance indicates that the people are pleased with the progress of the University System and have confidence and faith in it, or they would not send their boys and girls to the various units. The Regents have consolidated institutions, abolished institutions, eliminated duplication of effort, and prevented waste wherever possible, and yet they have not curtailed the services of the University System, but contrary to belief have increased these offerings in spite of a declining per state capita expense. Again, with the minimum school term of seven months,
38

and with free textbooks provided by the General Assembly, there is every evidence there will be a rapid increase in attendance. The
. responsibility now rests upon. the General Assembly.
To make clear what I am attempting to say, concrete examples are perhaps the most convincing evidence available. I can use as an illustration every unit in the University System, for what is said about any unit, in large measure, is applicable to each unit. There comes a time when a corporation, an industry, or an institution reaches the point where it cannot even stand still, but must fail in its objectives, without additional capital. In such a situation the University System finds itself.
I am sure every citizen is proud of the achievements of the Georgi School of Technology, which this year celebrated its golden anniversary with elaborate ceremonies and which is recognized as one of the great technical institutions of the country. The need for an outstanding technical institution is greater today than ever before, because industries are moving South. It is a well known fact that industries are decentralizing, and as they move into Georgia they will demand more technically trained men, not only in the older but also in the newer technical professions. Our boys cannot be so trained unless our technical institution has more maintenance funds. If our boys are not so trained, then those who are so trained at more favorably supported institutions will be and should be given the positions.
These facts indicating what is taking place in Savannah are typical of what is happening in many Georgia cities. The Union Bag and Paper Corporation has completed and is now operating three units at a cost of over $12,000,000, giving employment to over 2,000 people locally and another 2,000 in woods operated either directly or indirectly, and with plant expenditures of over $4,000,000 a year for labor, freight, wood, etc. The Dixie Asphalt Company, the National Gypsum Company, the Boltz Manufacturing Company, the Pacific Coast Hanger Company, the Illinois Hanger Company, the Savannah Wire Weaving Company, investing millions and employing hundreds of trained technical men, show the need for more Georgia men being trained for the newer industries. The Savannah Sugar Refining Corporation refines approximately 450,000 pounds of sugar annually and pays in duty through the port of Savannah alone approximately $4,000,000 annually.
It is evident that more funds must be allocated to the Regents, if the Georgia School of Technology is to maintain its high rank
39

amqng technical institutions and train youth for these newer m<fustries moving into Georgia.
The Georgia School of Technelogy has this year the largest enrollment in its history-245 2 students. If we include the Evening School of Applied Science and the Summer School, the total enrollment is 3512 as compared with 2942 the preceding year. The demand for trained engineers is greater than ever before. Any business man can easily see that 3512 students cannot be taught with the same personnel as 2942 students. Each year therefore demands a larger maintenance fund than the preceding year. The general per capita maintenance is so small in comparison with institutions of like rank throughout the South as to be humiliating. Again when new men are to be added to the faculty, we should be in a position to pay such salaries as will attract men of superior ability and national recognition for their scientific knowledge and teaching skill. Such men are in demand and they are found in those institutions which are willing to pay for such service. We have to.o many men of mediocre ability in our faculties. They add nothing to the reputation of our institutions. We must have funds so that when vacancies occur or additional men are to be employed they shall be men of prominence who wiii add distinction and reputation to the institution. I am sure that every citizen is anxious to see the Georgia School of Technology, the technical and engineering unit of the University System, continue to advance, but this cannot be the case unless more maintenance funds are made available to the Regents. A technical institution must have modern machinery. Such is not the case for lack of funds.
The University of Georgia Medical School is doing excellent work. It has had a hard struggle. It is a Class A institution at present, but can easily lose that ranking, if adequate funds are not provided. If the Medical School can not retain its Classification A, then it is of little value to the youth and medical profession of the state. Georgia does very little for this fine School of Medicine in comparison with what is done by the City of Augusta. If the City of Augusta should withdraw its aid, then the state would have to make available approximately $500,000 annually instead of $120,000, or abolish the School of Medicine.
The faculty of the School of Medicine feels keenly the need of doing more work than merely graduating a class of medical students each year. They desire to hold high the torch of research and to disseminate the newer things in medicine to the most remote corners of the state; they are anxious to have the School of Medicine
40

looked upon as a champion of better and safer living conditions all over Georgia, and they are anxious to do a higher type of research, particularly in all those problems so vital to the safety, health, and welfare of Georgia, but their hands..are tied for lack of adequate maintenance. It can do little beyond what it is doing now, purely under-graduate work that never gives distinction to a great institution nor can it retain its standing as a Class A institution by the constituted accrediting authorities unless it is given additional maintenance each year.
The educatie>nal standing of a state is, in large measure, ranked by the standing of its state university. It is imperative therefore that its state university be adequately supported and fostered. We think of Minnesota, of Wisconsin, of Michigan, of California, and of Ohio, in terms of the university of each of these states. What is true of the>se great universities across the Mississippi is likewise true of the state universities in the South. We cannot have a great university system without a great university and we cannot have a university worthy e>f the name without adequate maintenance.
The University of Georgia has this year the largest enrollment in its history-34 77 students. If we include the summer school enrollment the total attendance is 5978, as compared with 5241 the previous year. Unfortunately the allocation to the University has not increased in proportion to its enrollment. The result is that the expenditure per student has been declining. The Registrar's report shows that last year the cost to the state for training a student was only $81.92. In the same ratio as the $81.92 bears to each student in the University, so it does to every student in the senior units of the University System.
According to the figures I have before me at this writing, figures compiled under the direction of the Southeastern University Conference, show that the University of Georgia has a lower state income per student than any other state university in the Southeast. The state now pays only 38.3% of the cost of a student's educational training.
The University of Georgia, the Georgia School of Technology, and the University of Georgia School of Medicine have been striving to develop adequate research programs. The heavy teaching load of practically every member of the faculty makes it impossible for the members of the staff who are trained for research work to devote the time to this most important type o.f activity. The research program is hampered by lack of special equipment, special research material, clerical assistance, funds for publication of research studies,
41

etc. In spite of handicap, I doubt if other institutions have made as many contributions in these lines in proportion to funds available as our institutions. After all, it is such contributions that give standing to an institution in the educational world. All three of these senior units must have more funds with which to carry on graduate and research work, for after all it is this advanced work that differentiates a college from a university.
The Georgia State College for Women, an excellent institution, has the largest enrollment in its history-1458; and including the summer school-2736 students. For the first time the American Association of Teachers Colleges gave this unit Classification A rank without deficiencies. The Southern Association of Colleges classified this institution as A and complimented it on its increase in a scholarly faculty on the small state maintenance received.
These facts are interesting, significant, and embarrassing. Alabama's State Woman's College has an enrollment of 819 and a maintenance fund of $270 per capita; Florida, 1860 and a per capita of $286; North Carolina, 1675 and a per capita of $163; South Carolina, 1471 and a per capita of $17 6; and Georgia, 13 64 and a per capita of $115. No one can say that any of these States is richer than Georgia, and yet Georgia stands at the fo.ot, so far as per capita funds are provided. Pathetic indeed is its future unless more maintenance is provided. Without such funds it cannot retain its present personnel in the faculty nor attract the type of faculty member so much desired.
The Georgia State Womans College has the largest attendance in its history-341. If we include the summer school enrollment the total attendance is 544. This is the college of liberal arts in the U niversity System. All phases of education are valuable and should be emphasized in a complex civilization. In a great University System emphasis must be given to technical, vocational, agricultural, medical, legal, forestry, and liberal courses. The attendance in a college of liberal arts cannot be so large as the attendance in those institutions that offer a variety of courses leading to various degrees. The enrollment in this excellent unit indicates there are many young women in Georgia who desire those courses included in standard colleges of liberal arts. The per capita cost of operating such an institution is slightly higher than that of other units in the System, for there is an irreducible minimum at which any first-class institution can be maintained. This institution cannot operate on its present allocation for maintenance. Every economy possible has been made.
The South Georgia Teachers College, Statesboro, is a senior unit in the University System, the primary function of which is teacher
42

training. The enrollment this year is the largest in its history-65 I.
and including the summer school is 16 55. It is interesting to note that the I 014 persons in the S!lmmer scq,.ool, practically all of whom are teachers engaged in active teaching service during the previous year, were from all parts of the state. In the summer school 116 Georgia counties were represented.
Since 1929 the total income of the college has more than doubled, having increased from $108,026.00 to $244,878.00. The state's support has been increased during the same period but not in the same ratio-from $43.403.00 to $63,196.00. In 1929 the fees paid by the students amounted to 12% of the income, and in 19 38 to 19%. In 1928 the state's maintenance was 44% of the in-come while in 1938 it was only 25%.
It is evident from these facts that the state has progressively contributed less and less in percentage to the support of the college. Additional revenue has been made possible from student fees, from au~iliary enterprises, and from gifts. The state must assume a larger portion of the cost, if it desires to encourage higher education among the poor but capable Georgia youth.
Buildings, though badly needed, do not make a college. The quality of the faculty is high. When new members are added, the best should be secured. This cannot be done with the present maintenance fund. The institution must g~ forward. but it cannot do so without additional funds. This institution, because of its fine work in training teachers for rural schools, received from the General Education Board in 1934-35 $9,500.00. and in 1935-36 $9,001.84, and from the Julius Rosenwald Fund in 1936-37, $9,548.39. and in 1937-38, $18,500.00-a total of $46.550.23.
I have dealt with the senior units only to show the pressing need of additional maintenance. The same situation exists in our junior colleges, our experiment stations, our Agriculture Extension Division, in fact in every unit of the System. The minimum maintenance fund is $2.500,000. A wise business people who have regard for their own interests and who cherish what they owe their children will keep constantly at a high level the intellectual and spiritual resources of their life and power. To lower the quality of work and service of the University System for which improvements have been made and which has been achieved by struggles would indeed be a calamity. It would be an irreparable misfortune, if we sacrificed both democracy and our boys and girls in the name of economy, particularly since every economy possible has been made. Today the only way we have of making progress is through educa-
43

tion. It is the only sure guarantee of civilization. If we fail there, we fail everywhere.

SOURCES OF REVENUE

There are two sources of revenue for state supported institutions of higher learning: student fees and state appropriations. There is a possible third source-the auxiliary enterprises. This source should never be given serious consideration, for the returns are, in generaL insignificant. The trend in the past few years has been to shift more and more of the expense of instruction to the students. At the present time expenses in each unit have been reduced to. a minimum, as indicated by the fact that at the University and at the Georgia School of Technology, naturally the two most expensive units in the University System, the matriculation fee is $122.50, while the matriculation fee for resident students at the Universities of Tennessee, North Carolina, Virginia, and Maryland, is, respectively, $13 5, $150, $161.50, and $175, in spite of the fact that these states appropriate more for higher education than Georgia.

It is hoped that fees at the various units of the University System will not have to be increased, but there is no alternative, if the appropriation made by the General Assembly is not paid in full. Mr. John D. Rockefeller in an address at the Commencement luncheon of Brown University, a highly endowed university, threw out the suggestion to the colleges and universities of the country that for future financial support they should give serious consideration to what is the most direct means of improving the finances of any institutions-raising the price to the customers. It is evident that if added income must be secured, the institutions must increase their fees. Such a theory is at variance with those in control of state institutions.

The facts are the richer states have made higher education

as free as it is in the secondary schools. The cos,t should be as

small as possible, for it is recognized that to the extent fees are

increased from year to year, to that extent will 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 the final analysis, the larg.::r the state appro-

.;_:

priation, the smaller the fees of the students. The smaller the:

amount paid by the State appropriation, the larger the fees of the:

students.

44

The Federal Government undertook to provide an end0wment for the university when it set aside Federal lands for its maintenance and so did the General Assembly of Georgia when it set aside state lands in Washington and Franklin eounties. The endowment efforts o.f federal and state governments have proved to be far from adequate. It is a fact that there are now almost no free universities in the country. The fees charged students in the University System are not so large as fees charged by private institutions. If the appropriation is not paid in fulL then the students must pay higher fees and then one of the original, primary purposes of the University System will have been defeated.
RESIDENT AND NON-RESIDENT FEES
From time to time information is requested as to fees charged resident and non-resident students in publicly controlled colleges and universities in the United States. A study of matriculation and other fees charged based on data in the most recent catalogues of 41 publicly controlled institutions has recently been made by Mr. Joe Miller, Graduate Assistant, College of Education, University of Georgia. This study is available to those interested in more details than can be incorporated in this report.
First, the study shows that the average costs, matriculation and other fees, to resident students in publicly controlled colleges in the United States is $92.45, and to non-resident students is $184.75, or 50% more is charged non-resident than resident students.
Second, the matriculation and incidental fees for resident students in the 41 state controlled institutions vary from a low of $33.75 at the University of Oklahoma to a high of $330.40 at the University of Vermqnt. The average is $92.45 and the median is $78.75.
Third, the additional fees for non-resident students vary from a low of 0 at the University of Texas to a high of $250.00 at the University of Maine. The average additional fee is $96.15 and the median is $90.00. The average additional fee of $96.15 is 104% of the average state resident charge of $92.45.
Fourth, the total matriculation and incidental fees for nonresident students range from a low of $70.50 at the University of Texas to a high of $412.50 at the University of Maine. The average total fee to non-residents of $184.75 is 199.8% of the average fee for state residents. The median fee is $156.50.
45

To bring these facts home, I have selected from the study qur

neighbors, arranged in rank order of costs, resident fees, non-resident

fees, and total non-resident costs: ...

University

Resident Non-Resident To.tal

Alabama ----------------Mississippi ________________
Florida -------------------South Carolina -------Georgia ------------------Tennessee ---------------North Carolina -------Maryland ---------------Virginia ------------------

$ 61.50 91.25 42.50
100.00 122.50 135.00 148.98 175.00 161.50

$ 60.00 50.00
100.00 90.00
100.00 90.00
150.00 125.00 200.00

$121.50 141.25 142.50 190.00 222.50 225.50 298.98 300.00 361.50

By this study, it is seen that the University of Georgia stands halfway among its neighbors-four above and four below in the total costs to non-resident students. In like manner it is seen that four of ()Ur neighbors charge less than the University as a non-resident fee; one, the same; and three are higher. On the other hand, it is seen that the University charges residents more than four of our neighbors and less than four of our neighbors. From the facts submitted, it is evident that the University occupies a happy median.

The study made by Mr. Joe Miller sh()ws that the receipts from students fees, as reported by 1,357 institutions, totaled $138,257,350.00 in 1933-34. This represents a decrease of 8.2% from the $150,649,047.00 reported by 1380 institutions in 1931-32. Student fees in 1933-34 constituted 17.9% of the total educational and general receipts of publicly controlled institutions. Student fees at the University amounted to $222,839.00 or 18.1% of the total educational and general receipts. The matriculation charge of $222.50 at the University of Georgia for non-resident students is 20.4% higher than the average of the 41 publicly controlled colleges and universities.

The University of Georgia with a total enrollment of 2,763 students for the year 1933-34, expended a te>tal of $1,230,717.00 or $445.4 3 per student for all educational purposes. Revenue to cover these expenditures was derived from the following sources: Private Gifts, 0.03%; General Sources, 0.5%; Endowment, 1.2%; Sales and Service, 3. 6% ; Student Fees, 18.1 % ; Auxiliary enterprices, 18.3%; State Government, 27.6%; and the Federal Government, 30.67%.

46

These facts, as the study shows, indicate that the University of Gee>rgia is still dependent upon student fees for a large share of its annual operating revenue. As to whether fees charged to non-resident students are too high is a .debatable question. Such a question can only be answered in terms of one's philosophy of governments. If the belief is held that educatie>n is a function of the state for its own citizens, the fees are probably too low. On the other hand, if one believes in equal opportunity to all on a national basis, the fees are probably too high.
Regardless of one's theory as to the place of educational responsibility, accurate determination of fee charges can be made only by an expert cost accountant who takes into consideration all items which relate in any way whatsoever to the annual per pupil cost of education.
FEDERAL FUNDS
As I have never discussed in my reports the question of federal funds in their relation to the land-grant college and the mechanic arts, it has seemed appropriate, for reasons quite evident at the conclusion of this topic, that your attention be called to. the nature and purpose of these funds, particularly as the Federal Government each year makes larger and larger the appropriations to maintain the land-grant college and mechanic arts in each state.
The United States Commissioner of Education recently stated that "the land-grant colleges have played and are playing a vital pioneering role in the development of higher education in this country. They are in the vanguard of the positive influences which are causing our people generally to break away from the traditions growing out of the European philosophy of higher education-a philosophy which we>uld restrict the benefits of higher education to the sele~t few. The reliance upon research and the policy of spreading the results of research among adults as well as among college students are characteristics of the spirit of the land-grant colleges. That spirit has permeated the atmosphere of all higher education in this country much more generally than would have been possible without the experiences of the land-grant colleges and their natural urge to recognize the realities of life."
None of the federal funds may be used for general institutional purposes. The funds must be used for certain specific objectives relating directly to agriculture and the mechanic arts-resident teaching,
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research, and extensiqn. All federal funds are based on the original land-grant act. The support given land-grant colleges by the Federal Government consists of eight different funds. The first was the landgrant act of 1862-the original l\1orrill Act (Senator Morrill of Vermont) constituting an endowment, the annual interest from which is available for the teaching of agriculture and the mechanic arts and for the liberal and practical education of the industrial classes; second, the Morrill act of 1890 and the Nelson (Senator Knute Nelson, Minnesota) amendment of 1907, providing direct appropriations for instruction in agriculture, mechanic arts, the English language, and branches of mathematicaL physical, natural, and economic sciences; the Smith-Hughes Act (Senator Ho.ke Smith, Georgia Representative Dudley Hughes, Georgia) providing funds for vocational teacher training; the George-Deen Act (Senator Walter F. George, Georgia, Representative Braswell Deen, Georgia, Providing additional funds for vocational teacher training with special emphasis on research in connection with the problems of teacher training; the Hatch-Adams Acts (Representative William H. Hatch, Missouri, Representative Henry G. Adams, Wisconsin), providing funds for agricultural experimentation; the Purnell Act (Rerpresentative Fred S. Purnell, Indiana), providing additional funds for agricultural research; the Smith-Lever Act (Senator Hoke Smith of Georgia, Representative Asbury F. Lever, South Carolina), providing funds for agriculture and home economics; the Capper-Ketcham Act (Senator Arthur Capper, Kansas, Representative John Clark Ketcham, Ohio) , providing additional funds for cooperative extension in agriculture and home economics under the terms of the original Smith-Lever Act and the Jones-Bankhead Act (Representative Marvin Jones of Texas and William B. Bankhead of Alabama), providing additional funds for agricultural teaching, extension, and research.
The fact that an institution has a large total income does not necessarily indicate that it possesses resources for the development of a general educational program. On the contrary a considerable proportion of the income may be subject to limitations as to expenditure and use. Some of the land-grant institutions have ample funds for the support of certain branches or divisions while at the same time they lack funds to maintain other colleges or departments on an adequate basis.
THE LAND GRANT COLLEGE
Under the supervision and direction of Dr. Arthur J. Klein, Chief, Division of Collegiate and Professional Education, Office of
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Education, a survey of land-grant colleges and universities was made and the results published in two volumes. It is a survey that should be read by all those interested in the history and progress of land-grant institutions and federal furl"ds for the support of agriculture and the mechanic arts. From this report I am using freely of the informatio.n therein contained.
The history of the land-grant institutions is the story of the growth of an idea-an idea centered in the democritization of higher learning. The first Morrill Act, donating public lands for the benefit of agriculture and the mechanic arts, was passed by the United States 37th Congress, July 2, 1862. The second Morrill Act was passed by the United States Congress, August 30, 1890. The first Morrill Act made available an amount of public land, to be apportioned to each state in a quantity equal to 30,000 acres for each senator and representative in Congress to which the states are respectively entitled by the apportionment under the census of 18 60. The second Morrill Act made available the sum of $50,000 for the more complete endowment and maintenance of colleges for the benefit of agriculture and the mechanic arts now established, to be applied only to instruction in agriculture, the mechanic arts, the English language, and the various branches of mathematical, physical, natural, and economic sciences, with special reference to their application to the industries of life, and to the facilities for such instruction. Provision was also made for using a part of the funds for providing courses for the instruction of teachers for teaching the elements of agriculture and the mechanic arts (August 30, 1890, March 4, 1907).
The first Morrill Act, which provided for the establishment of the most comprehensive system of scientific, technical and practical higher education the world has ever known, contains three outstanding features. The first was the provision for the creation of a permanent endowment through public lands for the organization and support of the colleges. The second was the designation of the type of college to be established. The third was the placing of an obligation upon the states to maintain intact the capital fund of the endowment for the maintenance of the colleges, which carried the far-reaching implication of future financial support by state governments themselves. The act specifically stated that the states should express their acceptance of the provisions of the law through the legislatures within two years and at least one college should be established in each state. Georgia accepted the provisions of the Morrill Act in 1866.
One who is familiar with the history of education m the
49

United States realizes that from the very beginning there was a feeling of the need in a pioneer country like America for an institution in each state that stressed practical education, even though uncertainty existed as to what was practical education. One fact stood out rather prominently-the people were tired of the traditional institutions, and by traditional institution is meant one that places its major emphasis on the ancient language and higher mathematics. Important as these cultural subjects are, the people demanded that other subjects of a more practical nature be included in the curriculum and if the traditional institution would not comply with the wishes of the masses, that other institutions be created.
The Morrill Act, named for Senator Morrill of Vermont, outlined, in large measure, what the masses desired. Even after the passage of the act which had many bitter enemies in Congress, serious difficulties arose as to its meaning and as how to make its provisions effective in a pioneer country. To put into operation a program based on agricultural subjects and the mechanic arts was no easy task. Furthermore it required many decisions from the properly constituted authorities to interpret the meaning of this second Morrill Act.
In the meantime "a variety of plans was adopted by the states by which the new types of colleges could receive the income from the Federal land-grant endowment. The legislatures of 28 states proceeded to establish entirely new state-assisted and state operated agricultural and mechanical colleges. There were 15 states where state universities or colleges were already in operation at the time the Federal land-grant was accepted. The income from the endowment was conferred upon these existing state institutions with the understanding that they were to organize colleges or departments of agriculture and mechanic arts in compliance with the terms of the first Morrill Act. In some states an arrangement was adopted of designating private institutions to receive the annual yield from the endowment, with the stipulation that these private colleges introduce and conduct courses of instruction for the industrial classes and provide them scientific and practical education. Later three of these states converted the private institutions int~ state-controlled landgrant colleges while in the four other cases the states at a subsequent time organized their own land-grant colleges and withdrew endowment income from the private institutions. Three Southern states organized both white and Negro colleges of agriculture and the mechanic arts and divided the funds. Subsequently separate Negro land-grant colleges were organized in 14 other Southern States.
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"In the case of the states which turned over the annual yield from the land-grant endowment to the state-supported institutions of higher learning already in existence at the time of their acceptance of the act, state universities 'were the beneficiary in ten instances. Colleges or departments were added to these organizations to provide the required agricultural and mechanic arts instruction. Six of these state universities were the first organized in the history of the United States, the University of Georgia being founded in 1785, the University of Vermont, 1791, East Tennessee University in 1808, University of Missouri in 18 3 9, University of Wisconsin in 18 50, and the University of Minnesota in 1851. Although these were in actual operation, the income from the land-grant endowment and the introduction of the practical type of education as provided under the first Morrill Act proved a genuine impetus to these struggling state universities. . . . Six states conferred the endowment upon agricultural colleges already organized and operating, four of which were the Michigan State College and the Agricultural College established in 1855, Maryland Agricultural College in 1856 and Iowa Agricultural College in 1858. These colleges were the forerunners of all the agricultural and mechanic arts colleges created under the first Morrill Act and were the first of these types in America. The first Morrill Act, therefo.re, was directly responsible for the creation of a nation-wide system of colleges maintained by public taxation and designed to democratize higher education and provide scientific and practical knowledge to the great mass of people.
USE OF 1862 LAND-GRANT FUNDS
A decision of the Assistant Attorney General rules: "In view of the fact that the acts in question (July 2, 1862, August 30, 1890, and March 4, 1907) require the investment of funds to be made m specific securities, at and not less than a specified rate of interest, and that the entire proceeds be applied without diminution, to the purposes mentioned in the acts; of the fact that the acts require that any funds diminished, lost, or misapplied shall be replaced by the state; that the act of August 30, 1890, makes it incumbent on the Secretary of the Interior to ascertain and certify as to whether the states and territories are entitled to their respective shares, and implies that he should withhold a certificate from any state or territory not thereto entitled, justify the Department of Interior in requiring such institutions to submit the necessary facts to enable it to determine whether the appropriations are being properly invested, maintained, and applied, you (the Commissioner of Education) are accordingly
51

advised that the Department of the Interior is authorized under the acts of the Congress cited, to require a statement in detail from the several land-grant states ~r instituti~ns of the disbursements of the annual income received by them under said act of July 2, 1862, and supplementary acts, and this may be done through your office."
In conformity therewith, the attention of state legislatures, state officers, and officers of institutions receiving the benefit of these acts is respectfully called to the following provisions:
(1) Both in the original act and in the amendment of 1883, it is provided that the money derived from the sale of lands and from the sale of land scrip shall be invested at not less than 5 % interest and shall constitute a perpetual fund. It is held that if the investment yields less than 5% the state must make up the deficiency.
Here may I add that when the 1935 General Assembly of this State convened the bonds representing the land scrip fund ($242,202.17) were past due, as well as other State of Georgia bonds held by the University System. The Assembly enacted a law to cover the refunding of these bonds which was approved by the Governor, March 23, 1935. This law authorized the State Treasurer to issue to the Regents of the University System of Georgia the State's obligation in the form of non-negotiable bonds maturing fifty (50) years from the date of issue. The land scrip bonds bear interest at
5% per annum while all other bonds bear 4y,; % interest per annum.
(2) The interest shall be regularly applied without diminution to the endowment, support, and maintenance of at least one college, where the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts. It is held that instruction in the industries for women is included in instruction in agriculture and the mechanic arts.
(3) The income from this fund is not a fiscal or limited fund. It must remain forever at the disposal of the institution entitled to the benefit of the fund. Nor may it ever be put into general state funds or used for general state purposes. There can be no default to the state by the institution.
(4) It is held that the act of 1890 with the amendment of 1907 is supplementary to the act of 1862, therefore any default in the provisions of the act of 18 62 renders the state liable to non-certification for the annual installments of the funds appropriated by the acts of 1890 and 1907.
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(5) The only restnctwn placed by the acts of Congress of July 2, 1862, upon the expenditure e>f the income derived from the sale of public lands granted for the endowment of colleges of agriculture and the mechanic arts and the "'investment of the purchase money is that no part of such income may be expended for the purchase, erection, preservation, or repair of any building or buildings, nor may this income be used for the purchase of land.
USE OF MORRILL-NELSON FUNDS
I. The reports of presidents must be received by September I before the states can be certified for the annual installments of this fund.
2. The funds annually appropriated by the act of August 30, 1890, must be expended during the year for which they are appropriated and for the purposes specified in said acts, and cannot be allowed to accumulate in the form of an unexpended balance or be invested as a permanent interest-bearing fund (June 20, 1899).
3. The funds are to be applied only to instruction in agriculture, the mechanic arts, the English language, and the various branches of mathematical, physical, natural, and economic science, with special reference to their application in the industries of life, and in the facilities for such instruction and for providing courses for the special preparation of instructors for teaching the elements of agriculture and mechanic arts.
It is held that this language authorizes the purchase from this money of apparatus, machinery, textbooks, reference books, stock, and material used in instruction, or for the purpose of illustration in connection with any of the branches enumerated, and the payment of salaries of instructors in said branches only; but, in case of machinery (such as boilers, engines, pumps, etc.) and farm stock, which are made to service for both instructional and other purposes, the federal funds may be charged with only an equitable portion of the cost of said machinery and stock.
PURPOSES FoR WHICH THE FUNDS CANNOT BE USED
I. No portion of these funds can be expended for the purchase, erection, preservation, or repairs of any building or buildings under any pretense whatever; nor for the purchase of land; nor for permanent improvement to buildings, grounds, and farms, such as clearing, draining, and fencing of land.
2. No part of these funds may be used to pay purely administra-
53

tive officers (presidents, treasurers, etc.) , nor other administrative officers, like superintendents, foremen, matrons; nor the wages of
unskilled laborers and assi.stants in s.h.. ops, laboratories, and fields.
3. No part of these funds may be expended for heating, lighting buildings, musical instruments, military equipment, furniture, cases, shelving, desks, tables, lockers, and blackboards.
4. No part of these funds can be expended for the salaries of instructors in philosophy, psychology, ethics, logic, history, civil government, pedagogy, military science and tactics, and in ancient and modern languages (except English).
5. No part of these funds can be used for salaries of instructors improperly trained or incompetent for the position they are supposed to fill; nor may it be used for salaries or expenses of the experiment station staff, nor for instructors employed in research work or in collecting, classifying and arranging specimens, collections, or exhibits.
6. No part of these funds can be expended for instruction in the elementary subjects, or their equivalent, included in the first six years of the course of study of the public schools of the state in which each institution is located, excepting for students fourteen years of age and over who are devoting at least one-half of their time to industrial subjects as preparatory work in the mechanical trades, industries for wo.men, or agriculture.
7. No part of these funds received under the provisions of the acts of 1890 and 1907 may be used for any form of extension work, and all instruction must be given at the institution receiving these funds, except a reasonable portion o.f these funds provided by the act of 1907 may be used for the instruction of teachers in agriculture, mechanic arts, and domestic science at summer schools, teachers' institutes, and by correspondence, in supervising and directing work in these subjects in high schools.
PARTIAL PAYMENTS
1. When an administrative officer also gives instruction in any of the branches of study mentioned in the act of August 30, 1890, or when an instructor gives such instruction and also devotes part of his time to giving instruction in branches of study not mentioned in said act, only a part of such person's salary proportionate to the time devoted to giving instruction in the branches of study mentioned in the said act of August 30, 1890, can be charged to these funds. In the division of time between instructional and other services, one
54

hour of instruction shall be regarded as the equivalent of two hours of administration, supervising, or experiment station work.
2. All or part of the fun~s provideq by the act of March 4, 1907 may be used for "providing courses for the special preparation of instructors for teaching the elements of agriculture and the mechanic arts."
It is held that this language authorizes expenditures for instruction in the history of agriculture and industrial education, in methods of teaching agriculture, mechanic arts, and home economics, and also for special aid and supervision given to teachers actively engaged in teaching agriculture, mechanic arts, and home economics in public schools. It does not authorize expenditures for general courses in pedagogy, psychology, history of education, and methods of teaching.
THE HATCH, ADAMS, AND PURNELL ACTS
With the development of agricultural research in the colleges, although at first conducted in a small way and applicable only to local soil and climatic conditions, the possibility of the tremendous advantage of further experimentation on an extensive scale was soon realized. A number of states proceeded to establish agricultural experiment stations at the colleges, the results of which were disseminated among the farmers through bulletins, circulars, and hand sheets. The stations became popular throughout the country and a widespread clamor arose for aid from the Federal Government. The original idea of the democratization of higher education was expanding. Direct service in the form of actual scientific knowledge was to be furnished to the farming classes.
In 18 8 7, the Hatch Act was passed providing for Federal aid in the establishment of an experiment station in every state in the Union. As a re~lt of the law, the greatest national system of agricultural experiment stations in the history of the world came into existence. It provided that a station should be established in every state in the Union, preferably as a part of the land-grant college, although separated stations were permitted. With this enactment the functions of the institutions were expanded to include not only resident instruction but also research for the benefit of the agricultural industry.
The Hatch Act contained three principal provisions, the first prescribing the type of work to be performed by the stations; the second providing for general supervision over them by the Department
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of Agriculture; and the third for the dissemination to the farmers of the scientific knowledge obtained through experimentation. The act appropriated from the National Treasury the sum of $15,000 annually for the maintenatl.ce of each station conditional upon legislative assent by the different states. While the subsidy of the Federal Government was not large, it was the great stimulus for creating an experiment station in every state and for further placing an obligation upon the state governments for their support through public taxation. This new type of resident instruction met with popular favor and commanded greater respect in the higher educational field.
Director H. P. Stuckey of the Georgia Experiment Station in his annual report says: "With the very limited funds provided in the Hatch Act, the work of the Georgia Experiment Station, as well as most of the other state stations, was limited largely to fertilizer and variety tests with various farm and garden crops, and cultural practices with these crops under local conditions. Introduction of the deep-furrow method of planting oats. now followed generally throughout the cotton belt, was one of the notable achievements of the Georgia Experiment Station during the period of the Hatch Act."
The Adams Act, passed in March, 1906, provided for the appropriation of $5,000 in 1906 to each agricultural experiment station with an increase of $2,000 annually for five years until a maximum of $15,000 was reached. With the new subsidy under this act, added to the $15,000 already received under the original Hatch Act, the support of the agricultural experiment stations by the Federal Government now amounted to $30,000 annually. The additional funds, however, were to be utilized exclusively for original research, the act specifically stating that they were to be applied only to paying the necessary expenses of conducting original researches or experiments bearing directly on the agricultural industry of the United States, having due regard to the varying conditions and needs of the respective states and territories. As in the case of the other acts. the grant was made conditional upon its acceptance by the legislatures of the states.
Another important Federal enactment expanding the type of research to be conducted by the agricultural experiment stations and providing annual subsidies to defray the cost was the Purnell Act, passed by Congress in 1925. The annual support of the stations was increased from $30,000 to $90,000 annually by the Purnell Act. For the first time, research in the fields of rural economics, sociology, and home economics was emphasized as a part of the program of agricultural experiment stations.
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RULINGS OF THE UNITED STATES DEPARTMENT OF AGRICULTURE
In connection with exami!J.ations of,.,the work and expenditures of the experiment stations under the authority given to the Secretary of Agriculture by Congress, questions have arisen which have led to rulings from time to time on points which seem to require special attention.
1. Permanent Substations. The expenditure of funds appropriated in accordance with the appropriations of the act of Congress of March 2, 1887, for the maintenance of permanent substations is contrary to the spirit and intent of said Act. The Act provides for an experiment station in each State and Territory, which, except in cases specified in the Act, is to be a department of the college established under the Act of Congress of July 2, 1862. The objects of the stations in the Hatch Act are evidently of such a character as to necessitate the services of scientific and expert workers. Most of the lines of investigation named in the Act are general rather than local and involve scientific equipment and work. It is obviously the intent that the stations established under this Act shall carry on important investigations which shall be of general benefit to the agriculture of the several States and Territories. The sum of $15,000 is only sufficient to carry out a limited number of investigations contemplated by the Act.
As the work of the stations in the different states has developed it has been found necessary to limit, rather than expand, the lines of work of the individual stations. Thorough work in a few lines has been found more effective and productive of more useful results than small investigations in numerous lines. When we consider the nJture of the investigations, the amount of money provided for the work of each station, and the fact that the Act expressly provides for only a single station in connection with each college, it becomes very clear that expenditures such as are necessary to maintain effectually permanent substations ought not to be made from the funds granted by Congress to the states and territories for experiment stations. The sums of money which can be expended for permanent improvements under the Act of Congress aforesaid are so small that it is clear that they were not intended to meet the needs of more than one station in each state and territory.
The responsibility for the maintenance of an experiment station under said Act devolves upon the governing board of the institution thus designated. If the legislature of the State or Territory sees fit to
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provide funds fo.r the equipment and maintenance of other experiment stations and to put them under the control of the same governing bo.ard, this does not in any way diminish the responsibility of the board to administer the funds grantf!d by Congress in accordance with the provisions of said Act.
The wisdom of Congress in limiting the number of stations to be established in each State and Territory under the Hatch Act has been clearly shown by the experience of the few states and territories which have attempted the maintenance of substations with the funds granted under the Hatch Act. The expense of maintaining substations has, as a rule, materially weakened the central station, and the investigations carried on at the substations have been superficial and temporary. As far as prcticable, the cooperation of individuals and communities benefited by these special investigations should be sought and, if necessary, the aid of the State sought to carry on enterprises too great to be conducted successfully within the limitations of the appropriation granted by Congress.
2. Purchase or Rental of Land. The purchase or rental of lands by the experiment stations from the funds appropriated in accordance with the provisions of the Act of Congress of March 2, 1887, is contrary to the spirit and intent of said Act. The Act provides for "paying the necessary expenses of conducting investigations and experiments and printing and distributing the results. Provided, however, that out of the first annual appropriation so received by any station an amount not exceeding one-fifth may be expended in the erection, enlargement, or repair of a building necessary for carrying on the work of such stations; and thereafter an amount not exceeding five per cent o.f such annual appropriation may be so expended." The strict limitation of the amount provided for buildings and the absence of any provision for the purchase or rental of lands, when taken in connection with the statement which treats the farm as, in a sense, a necessary adjunct of the educational institution to which the whole or a part of the funds appropriated in accordance with said Aqt might in certain cases be devoted, point to the conclusion that it was expected that the institution of which the station is a department would supply the land needed fo.r experimental purposes and that charges for the purchase or rental of lands would not be made against the funds provided by Congress for the experiment station. This conclusion is reenforced by a consideration of a wise and econo.mic policy in the management of agricultural experiment stations, especially as relating to cases in which it might be desirable for the station to have land for experimental purposes in different localities.
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The investigations carried on by the stations in such cases being for the direct benefit of agriculture in the localities where the work is being done, it seems only reasonable that persons or communities whose interests will be advanced by tht"'station's work should contribute the use of small tracts of land which will be required for experimental purposes.
3. Farm Operation. Expenses incurred in conducting the operation of farms, whether the farms are connected with institutions established under the act of Congress of July 2, 1862, or not, are. not a proper charge against the funds appropriated by Congress for agricultural experiment stations in accordance with the act of Congress of March 2, 1887, unless such operation definitely constitute a part of agricultural investigations or experiments planned and conducted in accordance with the terms of the Act aforesaid, under rules and regulations prescribed by the governing boards of the station. The performance of advisory farm operations by an experiment station does not constitute experimental work. Carrying on a farm for profit or as a model farm. or to secure funds which may be afterwards devoted to the erection of buildings for experiment station purposes, to the further development of experimental investigation, ()r to any other purpose, however laudable and desirable, is not contemplated by the law as a part of the functions of an agricultural experiment station established under the act of Congress of March 2, 1887.
4. Sales Funds. Moneys received from the sales of farm products or other property in the possession of an agricultural experiment station as the result of expenditure of funds received by the station in accordance with the act of Congress of March 2, 1887, rightfully to the experiment stations as a department of the college or other instituti()n with which it is connected, and may be expended in accordance with the laws and regulations governing the financial transactions of the governing board of the station, provided, however, that all expenses attending such sales, including those attending the delivery of the property into the possession of the purchaser, should be deducted from the gross receipts from the sales and should not be made a charge against the funds appropriated by Congress.
5. Limit of Expenditures. Expenses incurred by an experiment station in any one fiscal year to be paid from funds provided under the act of Congress of March 2, 1887 should not exceed the amount appropriated to the station by Congress for that year. Officers of experiment stations have no authority to contract for expenditures beyond the year for which Congress makes the appropriation.
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6. Water W arks. Expenditures by agricultural experiment stations from funds appropriated in accordance with the act of Congress
. of March 2, 188 7, for the. construction of wells, cisterns, ponds, or
other reservoirs for the storage of water, and for piping and other materials for a system of storing and distributing water are properly charged, as being improvements on lands which have hitherto been held to come under the head of "building and repairs."
7. Borrowing Money. Experiment station officers have no authority to borrow money to be repaid out of appropriations made under the act of Congress of March 2, 18 8 7, and charges of interest can not properly be made against funds appropriated under that act.
8. College Purposes. No portions of the funds appropriated by Congress in accordance with the act of Congress of March 2, 18 8 7, can legally be used, either directly or indirectly, for paying the salaries or wages of professors, teachers, or other persons whose duties are confined to teaching, administration, or other work in connection with the courses of instruction given in the college with which the stations are connected or in any other educational institution; nor should any other expenses connected with the work or facilities for instruction in school or college courses be paid from said fund. In case the same persons are employed in both the experiment station and the other departments of the college with which the station is connected a fair and equitable division of salaries or wages should be made, and in the case of any other expenditures, for the joint benefit of the experiment station and the other departments of the college the aforesaid funds should be charged with only a fair share of such expenditures.
9. Extension Work. Expenses for extension work should not be charged against the Hatch fund and only such printing should be done with that fund as will record the experimental work of the station established under the Hatch Act.
10. Adams Fund. The Adams fund is to be applied only to paying the necessary expenses of conducting original research or experiments bearing directly on the agricultural industry of the United States. It is for the more complete endowment and maintenance of the experiment stations, presupposing the provision of a working plant and administrative officers. Accordingly, expenses for administration, care of buildings and grounds, insurance, office furniture and fittings, general maintenance of the station farm and animals, verification and demonstration experiments, compilations, farmers' institute work, traveling, except as is immediately connected with original researchers in progress under the act, and other general ex-
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penses for the maintenance of the experiment stations, are not to be

charged to this fund. The act makes no pro.vision for printing or for

the distribution of publications, which should be charged to other

fun&.

-

11. Establishment of Independent Stations. The Hatch Act contemplates that where stations have already been established disconnected from the colleges, the legislatures of such states may make such provision in regard thereto as they may deem proper; but it does not authorize the establishment of stations except in connection with the colleges that were at the time or might hereafter be established under the act of July 2, 1862 (January 30, 1888).

12. Division of Funds Between Stations Already Established. Where there is an agricultural college or stations which may have been established by state authority and is maintained by the state, the act would authorize the state to designate the station to which it desired the appropriation to be applied, whether to one or more, or all, and the Secretary of the Treasury should make the payment under the appropriations to whichever one the state might desire. (February 14, 1888).
13. Designation of Beneficiaries of the Hatch Fund. A. When an agricultural college or station has been established under the act of July 2, 1862, each college is entitled to the benefits of the provisions of such act (March 2, 1887).
B. In a state where an agricultural college has been established under the act of July 2, 1862, and agricultural stations have been established, either under the act of July 2, 1862, or by state authority, before March 2, 1887, the legislature of such state shall determine which one of said institutions, or how many of them, shall receive the benefits of the act of March 2, 18 8 7.
C. If the legislature of any state in which an agricultural college has been established under an act of July 2, 1862, desires to establish an agricultural station which shall be entitled to the benefits of said act, it must establish such station in connectio.n with said college. (February 15, 1888).
D. It is within the power of the legislature of any state that has accepted the provisions of said act of March 2, 1887, to dispose of the amount appropriated by Congress for said station to each one or all of the agricultural colleges or stations which may have been established in said state by virtue of either the provision of the act of July 2, 1862, or the provisions of said act of March 2, 1887.
E. The whole responsibility rests upon the state legislatures as to how the fund appropriated by Congress shall be distributed

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among these various institutions of the state, provided there is one or more agricultural colleges with which an agricultural station is connected or one or more agricultural- stations (December 7, 1888).
14. Franking Privilege. Bulletins or reports of progress (one copy to each newspaper in the state or territory in which the colleges hereafter referred to are located, and to such individuals actually engaged in farming as may request the same) and the annual reports may be sent to any address (required by law to be published by the agricultural experiment stations established under the provisions of the act of March 2, 1887, entitled "An Act to establish agricultural experiment stations in connection with the colleges established in the various states and territories under the provisions of agriculture and the mechanic arts") in the mails of the United States free of charge for postage, under such regulations as the Postmaster General may from time to time prescribe.
THE SMITH-LEVER ACT
(AGRICULTURAL EXTENSION WORK)
The activities of land-grant colleges for many years had been confined chiefly to resident instruction and to agricultural research. The third great epoch-making event in the history of the land-grant colleges was the enactment by Congress of the Smith-Lever ActSenator Hoke Smith o.f Georgia and Representative Asbury F. Lever of South Carolina. It had become evident that the land-grant college could not reach the mass of industrial classes and the rural populations through resident instruction. Only a limited number of young men and women could attend college, but the college could be sent to the people.
To meet the expense, the sum of $480,000 for each year was appropriated out of the Federal Treasury, $10,000 of which was to be paid annually to each state provided the legislature assented to the terms of the new law. The act further appropriated the sum of $600,000 for the fiscal year following, and for each year thereafter for seven years an additional sum of $500,000, and for each year thereafter there was permanently appropriated the sum of $4,100,000 in addition to the original sum of $480,000. The additional sums were to be paid to each state in the ratio which their rural population bears to the total rural population of all the states. Thei colleges were required not only to submit plans for the extension work to the Secretary of Agriculture before the Federal funds were available for expenditure, but they were also to arrange with the Secretary of
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Agriculture for a definite organization for carrying on the work. With the enactment of the Smith-Lever law, the land-grant college has been developed into a distinctive institution that defined its character and function in terms different from those of the ordinary college or university. Practical education in agriculture and home economics was carried from the colleges to the people. A particular phase of the plan was that women were for the first time recognized and home economics instruction was to be furnished them.
The provisions of the act which placed the cost upon a 50-50 basis was as follows: "That no payment out of additional appropriations made herein provided shall be made in any year to any state until an equal sum has been appropriated for tht year by 1the legislature of such state, or provided by state, county, college, local authority, or individual contributions from within the state, for the maintenance of the cooperative agricultural extension work provided for in the act."
The Smith-Lever extension owes its present position to five contributing factors, namely: "The historical ideal of direct service, substantial Federal support, private economic advantage, political consciousness, and cooperation supplemented by effective publicity." The Smith-Lever Act includes not only vocational training but also important social and humanistic purposes. It likewise fosters attitudes of mind and capacities which will enable rural people better to meet the individual and civic problems with which they are confronted.
THE CAPPER-KETCHAM ACT
The Capper-Ketcham Act, which was passed by the Congress of the United States in 1928, provided f~r additional funds to the land-grant colleges. It provided additional funds for cooperative extension in agriculture and home economics under the terms of the original Smith-Lever Act. An additional $980,000 annually was appropriated to develop further the work, of which $20,000 was to go to each state and the Territory of Hawaii annually conditional upon their acceptance of the provisions of the law. There was appropriated for the fiscal year foll~wing that in which this appropriation became available and for each subsequent year the sum of $500,000. In order that the colleges may receive the benefits of the additional funds under the Capper-Ketcham Act, the amounts must be matched either by the states, counties, or colleges, or through local contribution in the states. A special provision of the act stipulated that 80% of the appropriations should be utilized for the payment of the salaries of county extension agents to develop the cooperative ex-
63

tension system in agriculture and home economics with men, women, boys, and girls.
OBJECTIVES OF SMITH-LEVER EXTENSION
The Smith-Lever Act in establishing cooperative agricultural extension work emphasized the vocational training of farm people by stating that its purpose was "to aid in diffusing among the people of the United States useful and practical information on subjects relating to agriculture and home economics and to encourage the application of the same." Obviously the basis of argument used by those who urged the passage of this Federal Act was largely that of the great need of increasing the earning capacity of farmers through more efficient production and distribution of their products. This was the economic motive.
Accompanying this appeal, and usually to strengthen it, was the underlying reason for desiring greater economic returns, namely, the need of changing the "standards of rural living" by providing those essentials of physical and mental satisfactions that make for richer life.
In other words, the ultimate objective was not more and better food, clothing, and housing, these were merely means and conditions prerequisite to improvement of human relationships, of intellectual and spiritual outlooks. Apparent preoccupation with economic interests must be interpreted in the terms of the purposes that material welfare is intended to serve.
The fundamental function of Smith-Lever extension education is the development of rural people themselves. This is accomplished by fostering attitudes of minds and capacities which will enable them better to meet the individual and civic problems with which they are confronted. Unless economic attainment and independence are regarded chiefly as means for advancing the social and cultural life of those living in the open country, the most important purpose of extension education will not be achieved.
RULINGS OF THE SMITH-LEVER ACT
(USE OF EXTENSION FUNDS)
1. No part of said funds shall be applied, directly or indirectly, to the purchase, erection, preservation, or repair of any building or
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buildings, or the purchase or rental of land, or in college-course teaching, lectures in college, promoting agricultural training or any other purpose, not specified in this act, and not more than 5% of each annual appropriation shall be "applied to the printing and distribution of publications.
2. Further, no part shall be applied, directly or indirectly, to pay a fee to the Association of Land-Grant Colleges; to transfer funds to any cooperating institutions or agencies; to. pay travel. subsistence, tuition, or other expenses of members of boys' and girls' clubs, farm bureaus, or other organizations or individuals in attending club camps or c~urses of instruction in schools or colleges, or for making tours of observation, or purchasing livestock or other materials.
3. Exhibits prepared for fairs and paid from Smith-Lever funds must be confined to those illustrating definite phases of extension work. Exhibits showing in a general way the equipment and wo.rk of the college or the experiment station can not be paid from said funds. Said funds cannot be used to pay the expenses of musical entertainments given in connection with demonstrations, meetings, or extension schools; nor for the purchase of uniforms, prizes, insignia, pennants in connection with extension work.
4. Publications prepared, printed, and distributed with SmithLever funds must be confined exclusively to those containing "useful and practical" information on subjects relating to agriculture and home econ~mics prepared in form suitable for use in extension work and certified to by the extension director as in "furtherance of the purpose" of the Smith-Lever Act.
5. The paragraph in the appropriation act of 19 36 making available $1,300,000 of Federal funds to supplement the Federal Smith-Lever funds contained the following:
"Pr~vided, that of the above appropriation not more than $300,000 shall be expended for purposes other than salaries of county agents."
In order to carry out the intent of Congress each state should expend not less than 77% of its Federal supplementing funds for salaries of county extension agents.
6. Smith-Lever funds may be used t~ purchase seeds, fertilizers, or other materials for distribution to farmers or others or for use in field demonstrations only when it can be clearly shown that provision for such demonstration could not be made in any other
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way and that the importance of the demonstration outweighs the obvious disadvantage of such a practice as affecting the principle of self-help which demon,c;tration ~rk should always inculcate; said funds may also be used to pay a part of the salaries of professors only when they regularly perform duties pertaining to extension work under approved project agreements and the portion of their salaries which is to be paid for their performance; further, said funds may be used to pay for rent, heating, light, power, and janitor service based on the actual service rendered to the extension division of the college; and for Farmers' Institute only when they are planned and conducted in accordance with the terms of the projects for this purpose.
7. Expenses incurred in attending conferences of extension employees within the state to receive information to be used in extension work may be paid from Smith-Lever funds when the employee has received authority from the extension director to attend the conference. Salaries and expenses of extension workers while taking courses of instruction in schools or colleges must not be paid from Smith-Lever funds, nor can Smith-Lever funds be used for salaries or expenses at college courses of instruction, such as short courses held at the colleges.
8. Smith-Lever funds may be used for expenses outside of the state:
(a) In traveling to conferences called joint!y by the Federal Extension Service and the Committee on Extension Organization and Policy of the Association of Land-Grant Colleges.
(b) In traveling to conferences with officials of the Federal Extension Service.
(c) In bringing to the state persons to. advise specifically Extension workers in conference on approved projects.
(d) In bringing in persons whose employment is under consideration or in visiting such persons up to a reasonable expense.
(e) In nq other way may expenses for travel outside the state be charged to said fund except those which will further m some definite way the work of a regularly approved project.
9. No part of said fund shall be used to print or distribute college announcements, nor for the publication of repo.rts of the proceedings of organizations; of circulating libraries; of farm bureau
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officials; of correspondence courses; of permanent equipment in county offices; of grain and seed certification; of influencing Congress; of travel outside the state for commercial purposes; of reports of experiments; of publications intended..for use in schools, or songbooks.
I 0. Funds from any source used by any state as offset to Federal Smith-Lever funds must be used under projects approved by the Secretary of Agriculture for the same purposes and accounted for in the same way as Federal Smith-Lever funds. Smith-Lever funds budgeted as reserves or not allotted to any approved pr~ject must not be expended for any purpose until the department has approved their use for particular projects.
II. College officers must not receive any portion of their salary from Smith-Lever funds unless they regularly perfo.rm duties pertaining to extension work under approved project agreements or plans of work setting forth the nature and extent of these duties and the portion of their salaries which is to be paid for their performance.
SMITH-HUGHES ACT
(VOCATIONAL EDUCATION)
The 64th United States Congress passed the Smith-Hughes Act (Senator Hoke Smith and Representative Dudley Hughes of Georgia) in June 1917 which provides for the promotion of vocational education; for cooperation with the states in the promotion of such education in agriculture, in the trades and industry; for cooperation with the states in the preparation of teachers of vocational subjects, and for appropriate money and regulations for its expenditure.
A. The act appropriates the sum of $3,000,000 annually for the purpose o.f cooperating with the states in paying the salaries of teachers, supervisors, or directors of agricultural subjects. The allotment is made in the ratio of rural population of the state to the total rural population in the United States. The all~tment of funds to any state shall not be less than $10,000 annually. A special annual appropriation of $27,000 is provided for this purpose.
B. There is also appropriated annually the sum of $3,000,000 for the purp~se of cooperating with the states in paying the salaries
67

of teachers of trades, home economics, and industrial subjects. The allotment is made in the ratio which the urban population of each state bears to the total urban population of the United States. The allotment to any state shall not be less than $10,000 annually and for this a special provision is made. Not more than 20% of the money appropriated shall be used for paying salaries of teachers of trade, home economics, and industrial subjects for any year.
C. There is also appropriated annually the sum of $3,000,000 for the purpose of cooperating with the states in preparing teachers, supervisors, and directors of agricultural subjects and teachers of trade and industrial and home economics subjects. The allotment is made in the ratio which the population of the states bear to the total population of the United States. The minimum allotment for each fiscal year to any state shall not be less than $10,000, and for this purpose a special appropriation of $90,000 is made.
D. To secure the benefits of the appropriations provided in sections A, B, and C, any state shall, through the legislative authority thereof accept the provisions of this Act and designate or create a state board having all necessary powers to cooperate as herein provided, with the Federal Board for Vocational Education in the administration of the provisions of this Act. Provision must be made for the acceptance by the state of the benefits of any one or more of the respective funds.
E. It shall be the duty of the Federal Board of Vocational Education to make, or cause, to have made studies, investigations and reports, with particular reference to their use in aiding the state in the establishment of vocational schools and classes and in giving instruction in agriculture, trades, and industries, commerce and commercial pursuits, and home ec~nomics. The sum of $200,000 is appropriated to the Federal Board for Vocational Education for said purposes.
F. There is further appropriated the sum of $500,000 for the fiscal year 19 30, and for each year thereafter, for four years thereafter, a sum exceeding by $500,000 the sum appropriated for each preceding year. One half of such sum shall be allotted to the states in the ratio their farm population bears to the total farm population of the United States, and shall be used for the salaries of teachers, supervisors, and directors of agricultural subjects. The remaining half in the ratio their rural population bears to the total rural population of the United States, and shall be used for the salaries of teachers, supervisors, and directors, development and
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improvement of home economic subjects. There is appropriated an additional sum of $100,000 annually fe>r the Federal Board
. of Vocational Education for investigation and helpers.
G. In order to secure the benefits of the appropriation for any purpose in these acts, the State Board shall prepare plans, showing the kinds of vocational education for which it is proposed the appropriation shall be used; the kinds of schools and equipment; courses of study; methods of instruction; qualifications of teachers; and, in case of agricultural subjects the qualifications of supervisors or directors; plans for the training of teachers; and, in the case of agricultural subjects, plans for the supervision of agricultural education. Such plans shall be submitted by the state board to the Federal Board for Vocational Education.
H. The appropriation for the salaries of teachers, supervisors, or directors of agricultural subjects and of teachers of trades, home economics, and industrial subjects shall be devoted exclusively to the payment of salaries of such teachers, supervisors, or directors having the minimum qualifications set up for the state, with the approval of the Federal Board for Vocational Education. The cost of construction supplementary to the instruction and agriculture and in trade, home economics, and industrial subjects, necessary to build a well-rounded course of training, shall be borne by the state and local communities, and no part of the cost thereof shall be borne out of the appropriation made. For each dollar of Federal money expended for such salaries the state or local community, or both, shall expend an equal amount for such salaries, and that appropriation for the training of teachers of vocational subjects, shall be conducted th~t such money be expended for maintenance of such training and for each dollar of federal money so expended for the state or local community, or both, shall expend an equal amount for the maintenance of such training.
I. Any state may use the appropnatwn for agricultural purposes, or any part thereof allotted to it, under the provisions of this Act, for the salaries of teachers, supervisors, or directors of agricultural subjects, either for the salaries of teachers of such subjects in schools or classes or for the salaries of supervisors or directors of such subjects under a plan of supervision for the state to be set up by the state board, with the approval of the Federal Board for Vocational Education. That in order to receive the benefits of such appropriation for the salaries of teachers, supervisors, or directors of agricultural subjects the state board of any state shall provide in its
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plan for agricultural education that such education shall be that which is under public supervision or control; that the controlling purpose of such education shall be to fit for useful employment; that such education shall be of less than "College grade and be designed to meet the needs of persons over fourteen years of age who have entered upon or who. are preparing to enter upon the work of the farm or of the farm home; that the State or local community, or both, shall provide the necessary plant and equipment determined upon by the State board, with the approval of the Federal Board for Vocational Education, as the minimum requirement for such education in schools and classes in the States; that the amount expended for the maintenance of such education in any school or class receiving the benefit of such appropriation shall be not less annually than the amount fixed by the State Board, with the approval of the Federal board as the minimum for such schools or classes in the State; that such schools shall provide for directed or supervised practice in agriculture, either on a farm provided for by the school or other farm, for at least six months per year; that the teachers, supervisors, or directors of agricultural subjects shall have at least the minimum qualifications determined for the State by the State board, with the approval of the Federal Board for Vocational Education.
J. In order to receive the benefits of the appropnatton for the salaries of teachers of trade, home economics, and industrial subjects the State board of any State shall provide in its plan for trade, home conomics, and industrial education that such education shall be given in scho.ols or classes under public supervision or control; that the controlling purpose of such education shall be to fit for useful employment; that such education shall be of less than college grade and shall be designed to meet the needs of persons over fourteen years of age who are preparing for a trade or industrial pursuit or who have entered upon the work of a trade or industrial pursuit; that the State or local community, or both, shall provide the necessary plant and equipment determined upon by the State board, with the approval of the Federal Board of Vocational Education, as the minimum requirement in such State for education for any given trade or industrial pursuit; that the total amount expended fo.r the maintenance of such education in any school or class receiving the benefit of such appropriation shall be not less annually than the amount fixed by the State board, with the approval of the Federal board, as the minimum for such schools or classes in the State; that such schools or classes giving instruction to persons who have not entered
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upon employment shall require that at least half of the time of such instruction be given to practical work on a useful or productive basis, such instruction to extend over not less than nine months per year and not less than thirty' hours per"'week; that at least one-third of the sum appropriated to any State for the salaries of teachers of trade, home economics, and industrial subjects shall, if expended, be applied to part-time schools or classes for workers over fourteen years of age who have entered upo_n employment, and such subjects in a part-time school or class may mean any subject given to enlarge the civic or vocational intelligence of such workers over fourteen and less than eighteen years of age; that such part-time schools or classes shall pr<~vide for not less than one hundred and forty-four hours of classroom instruction per year; that evening industrial schools shall fix the age of sixteen years as a minimum entrance requirement and shall confine instruction to that which is supplemental to the daily employment; that the teachers of any trade or industrial subject in any State shall have at least the minimum qualifications for teachers of such subject determined upon for such State by the State board, with the approval of the Federal Board for Vocational Education: Provided, That for cities and towns of less than twenty-five thousand population, according to the last preceding United States census, the State board, with the approval of the Federal Board for Vocational Education, may modify the conditions as to the length of course and hours of instruction per week for schools and classes giving instruction ito those who have not entered upon employment, in order to meet the particular needs of such cities and t~wns.
K. In order for any State to receive the benefits of the appropriation in this Act for the training of teachers, supervisors, or directors of agricultural subjects, or of teachers of trade, industrial or home economics subjects, the State board of such State shall provide in its plan for such training that the same shall be carried out under the supervision of the State board; that such training shall be given in schools or classes under public supervision or control; that such training shall be given only to persons who have had adequate vocati~nal experience or contact in the line of work for which they are preparing themselves as teachers, supervisors, or directors, or who are acquiring such experience or contact as a part of their training; and that the State board, with the approval of the Federal board, shall establish minimum requirements for such experience or contact for teachers, supervis~rs, or directors of agricultural subjects and for teachers of trade, industrial, and home economics subjects; that not
71

more than sixty per centum nor less than twenty per centum of the money appropriated under this Act for the training of teachers of vocational subjects to any State fo,.r any year shall be expended for any one of the following purposes: For the preparation of teachers, supervisors, or directors of agricultural subjects, or the preparation of teachers of trade and industrial subjects, or the preparation of teachers of home economics subjects.
In order to secure the benefits of the appropriations for the salaries of teachers, supervisors, o.r directors of agricultural subjects, or for the salaries of teachers of trade, home economics, and industrial subjects, or for the training of teachers as herein provided, any State shall, through the legislative authority thereof, appoint as custodian for said appropriations its State treasurer, who shall receive and provide for the proper custody and disbursements of all money paid to the State for said appropriations.
The Federal Board for Vocational Education shall annually ascertain whether the several States are using, or are prepared to use, the money received by them in accordance with the provisions of this Act. On or before the first day of January o.f each year the Federal Board for Vocational Education shall certify to the Secretary of the Treasury each State which has accepted the provisions of this Act and complied therewith, certifying the amounts which each State is entitled to receive under the provisions of this Act. Upon such certification the Secretary of the Treasury shall pay quarterly to the custodian for vocational education of each State the moneys to which it is entitled under he provisions of this Act. The moneys so received by the custodian for vocational education for any State shall be paid out on the requisition of the State board as reimbursement for expenditures already incurred to such scho.ols as are approved by said State board and are entitled to receive such moneys under the provisions of this Act.
Whenever any portion of the fund annually allotted to any State has not been expended for the purpose provided for in this Act, a sum equal to such portion shall be deducted by the Federal board from the next succeeding annual allotment from such fund to such State.
The Federal Board for Vocational Education may withhold the allotment of moneys to any State whenever it shall be determined that such moneys are not being expended for the purposes and under the conditions of this Act.
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If any allotment is withheld from any State, the State board of

such State may appeal to the Congress of the United States, and if the

Congress shall not direct such sum to be paid it shall be covered into

the Treasury.

..

If any portion of the moneys received by the custodian fo.r vocational education of any State under this Act, for any given purpose named in this Act, shall, by any action or contingency, be dimin: ished or lost, it shall be replaced by such State, and until so replaced no subsequent appropriation for such education shall be paid to such State. No portion of any moneys appropriated uncle rthis Act for the benefit of the States shall be applied, directly or indirectly, to the purchase, erection, preservation, or repair of any building or builclings or equipment, or for the purchase or rental of lands, or for the support of any religious or privately owned or conducted school or college.

The Federal Board for Vocational Education shall make an annual report to Congress, on or before December first, on the administration of this Act and shall include in such report the reports made by the State boards on the administration of this Act by each State and the expenditure of the money allotted to each State.

GEORGE-DEEN ACT
(VOCATIONAL EDUCATION)
The George-Deen Act was passed by the Congress of the United States in June 1936 which provides for the further development of vocational education in the several states and territories. This Act is the result of the activities of Senator Walter F. George of Georgia, and of Representative Braswell Deen of Georgia. To carry out the provision of the act the sum of $12,000,000 was appropriated beginning with the fiscal year July I, 193 7, and annually thereafter. The funds must be matched by state or local funds or both-50% until 1942; 60% until 1943; 70% until 1944; 80% until 1945; 90% until 1946, and 100% annually thereafter.
The bases of the apportionment among the states are one-third in the ratio their farm population bears to the total farm population of the United States; one-third in the ratio their rural population bears to the total rural population of the United States; and one-
73

third in the ratio their non-farm population bears to the total nonfarm population of the United States.
In addition to the sum authdtized to be appropriated in the :first paragraph, there is appropriated, and required to be matched in the same proportions the sum of $1,200,000, to be allotted to the states in the ratio their total population bears to the total population of the United States, and shall be used for the salaries and necessary travel expenses of teachers, supervisors, and directors of, and maintenance of teacher training in, distribution of occupational subjects in such states, provided the minimum allotment to any state shall not be less than $10,000 annually, for which a special appropriation of $54,000 is made.
For the purpqse of cooperating with the states in preparing teachers, supervisors, and directors of agricultural, trade, industrial, and home economics subjects, there is appropriated the sum of $1,000,000 effective July 1, 1937, and annually thereafter. Said sum shall be allotted to the several states in the ratio their population bears to the total populatiqn of the United States, provided the minimum allotment to any state shall not be less than $10,000 annually, for which a special appropriation of $54,000 is made.
An appropriation of $350,000 is made to the Office of Education, Department of Interiqr, which appropriation is effective July 1, 1937, and annually thereafter, for administrative expenses.
The Secretary of the Treasurer, through the Division of Disbursements of the Treasury Department, shall, upon the certification of the United States Commissioner of Education, pay, in equal semi-annual payments on the first day of July and January of each year, tq the custodian for vocational education of each state designated in the act approved February 23, 1917, the monies to which the state or Tterritory is entitled under the provision of this Act.
The appropriation made by this Act shall be in addition to and shall be subject to the same conditions and limitatitons as the appropriatiqns in the former Act, July 23, 1917, except that the appropriation made by this Act for home economics shall be subject to the conditions and limitations applicable to the appropriation for agricultural purposes under said Act of February 23, 1917, with the exception of that part of the Act which requires directed or supervised practice for at least six months per year; that such monies as are provided by this Act for trade and industrial subjects, including public and other service occupations, may be spent for part-time classes operated for less than 144 hours per year; that the pro-
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visions Qf Section Eleven of the Act of February 23, 1917, requiring at least one-third of the sum appropriated to any state to be expended for part-time schools or classes shall be held to include any parttime day-school classes for workers fobrteen years of age or over, and evening school classes for workers sixteen years of age and over, except that the appropriations made by this Act for distributive occupational subjects shall be limited to part-time and evening schools as provided in said Act of February 2 3, 19 17, for trade, home economics, and industrial subjects and as qualified by this provision of this section, and that the appropriations under section 4 of this Act shall be available for expenses of attendance at meetings of educational associations and other organizations and for expenses of conferences called to meet in the District of Columbia or elsewhere, which, in the opinion of the Commissioner, are necessary for the efficient discharge of the provisions Qf this Act.
No part of the appropriations herein authorized shall be expended in industrial plant training programs, except such industrial plant training as may be bona fide vocational training, and not a device to utilize the services of voctiona1 trainees for private profit.
The appropriations authorized by this Act shall be in lieu thereof and not in addition to the appropriations in the Act approved May 21. 1934.
THE JONES-BANKHEAD ACT
This is a three-fold Act, for it provides (a) for research into the basic laws and principles relating to agriculture; (b) for the further development of cooperative agricultural extension work, and (c) for the more complete endowment and support of land-grant colleges.
Under this Act, the first provision is for research relating to the improvement of the quality of, and the development of, new and improved methods of production of, distribution of, and new and extended uses and markets fQr, agricultural commodities and byproducts, and manufacturers thereof; and research relating to the conservation, development, and use of land and water resources for agricultural purposes. Research authorized under this act shall be in addition to research provided for under existing laws.
The sum of $1,000,000 was appropriated, and fo.r each of the four fiscal years thereafter $1.000,000 more, and $5,000,000 for
75

each fiscal year thereafter. Sums appropriated in pursuance to this ittle shall be in addition to, and not in substitution for, appropriations for research or other activities of the Department of Agriculture and sums appropriated or otherwise..made available for agricultural experiment stations. No part of this fund shall be used for the prosecution of research heretofore instituted or for the prosecution of any new research project except upon approval in writing by the Secretary. One-half of such special research funds shall be used by the Secretary for the establishment and maintenance of research laboratories and facilities in major agricultural regions at places selected by him.
The sum of $8,000,000 was appropriated for cooperative agricultural extension work between the agricultural colleges in the several states receiving the benefits of the Act of Congress approved July 2. 1862. and all acts supplementary thereto, approved May 8, 1918, and for the fiscal year following an additional sum of $1.000,000, and for each fiscal year thereafter an additional sum of $1,000,000 until the total appropriations authorized shall amount to $12,000,000 annually. (I) The sum of $980.000 shall be paid to the several states and territories in equal shares; ( 2) the remainder shall be paid in the proportion that the farm population of each bears to. the total farm population as determined by the last preceding decennial census; and ( 3) the several states and territories shall not be required to offset the allotments.
The sum of $980,000, the sum of $500,000 for each of the two fiscal years thereafter, $500,000 more than the amount authorized to be appropriated for the preceding fiscal years, and for each fiscal year thereafter the sum of $1,500,000 for the more complete endowment and support of the colleges in the several states and the Territory of Hawaii entitled to the benefits of the Acts approved July 2, 1862, as amended and supplemented. The sums appropriated shall be in addition to the sums appropriated or authorized under such Act of July 2, 1862, as amended and supplemented, and shall be applied only for the purpose of the college as defined in such Act as amended and supplemented.
As succinctly as possible, I have tried to present to the Regents the gist of the Federal laws for the more complete development and support of the land-grant colleges and universities---colleges of agriculture and the mechanic arts. During the entire period of their development the major educational policies of the institutions have been based upon the provisions of Federal statutes making appropria-
76

tions to assist in their support. As pointed out in the "Survey of Land Grant Colleges and Universities," the land-grant college or university is essentially a state institution. Its physical plant is public state property. Although in most cases originally..established by public grants from the Federal Government and at present the recipient of subsidies from this source, it is a distinctly state operated establishment and an integral part of the public educational system of the State.
EXPERIENCES AND TRENDS
The following pages discuss the experiences and trends in handling "Special Land Grants and Appropriations for the Benefit of Agriculture and the Mechanic Arts." The Regents control these funds, under limitati~ns prescribed by the Congress, just as they do all state and other funds. Of course these Federal funds can only be used for the purpose for which they were appropriated.
The Survey Commission in its report gives considerable thought to the problems of agricultural education-resident teaching, research, and extension, and makes certain very definite suggestions as well as recommendations. These same problems have from time to time been considered by special committees of the Council of the University System. The problems involved relate to the proper coordination of Federal funds for the advancement of all phases of agriculture, whether it be resident teaching, extension, and research, or other phases.
Let it be clearly understood that there is no criticism of the work each is doing, but there is grave doubt as to whether there is the proper coordinatio.n among these agencies. It is my judgment that the time has now come for these parts of the System to be more closely related, for I am confident from experience that more efficient work can be done by a more closely knitted coordination of all these agencies.
ORGANIZATION
In the "Survey of Land-Grant Colleges and Universities" though many pages are devoted to organization, I can call your attention only to a few facts. Before doing so may I remind yo_u that the landgrant college, the college of agriculture and the mechanic artsoccupies a strategic financial position. It is supported by public
77

taxation and is therefore reasonably assured of a stable income. Sources of support of private institutions are confined to interest or endowment, gifts, and student fees. Not only does the land-grant college enjoy practically all these ~urces of support but it also receives regular revenue from both the Federal and State Governments. There has been a remarkable and almost an unbelievable mcrease in the receipts of the land-grant colleges during the past twenty years.
"While there is much similarity in organization in all the land-grant colleges and universities there is one difference between them that is of major importance. In the typical university form of organization, one individual known as the dean of agriculture is usually responsible directly to the president for the agricultural work of the instituti~n in the three fields of resident teaching, research, and extension. In the college type of organization three officers known as directors or deans of resident teaching, directors of research, and of extension, are each responsible for one division of work. In a number of instances one of these officers is responsible to the president for two divisions, such as resident teaching and research. He then usually has the title of dean and director.
Where a dean of agriculture is responsible f~r all of the agricultural work of the institution it usually is necessary for him to have three officers reporting to him, each one directly responsible for the details of administration of one of the three divisions of work. They may have the titles of assistant deans, assistant directors, or directors in accordance with the terminology that best fits the institution as a whole. Under this type of organization one of the important duties of the dean is to see to it that work of the three lines of service under his supervision and direction is fully conducted so that resident teaching, research, and extension function as ~ne team for the best interest of the students and the people of the State.
Where this type of college organization is used, the responsibility for coordination and team work in the three divisions rests directly upon the president of the institution. Where his other duties are not too heavy for him to give ample time to the very important function and where his training, experience, and point of view are such that he naturally and easily performs it, this system is workable and effective. Where this is not the case there is little doubt that the agricultural work of the institution is best secured if ~ne officer is given the responsibility for the organization and coordination of the three functions of resident instruction, research, and extension.
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Both in the college and university type qf organization, the work of institutions in agriculture normally is further subdivided into departments organized on the basis of subject matter, such as agronomy, animal husbandry; horticultttre, etc. At the head of each of these departments is an officer known as a department head. The department head may be immediately respqnsible for all the work in the subject matter of the department in teaching, in research, and in extension, and all the workers in this field be members of the department. Where the latter is the case, the department head is responsible to the director of resident instruction for the teaching work and to the appropriate director of research or of extension for the other portion of his departmental functions. The individual carrying on extension work in the subject matter of the department is known typically as the extension specialist and is primarily respo.nsible to the director of extension.
The essential differences in the two plans may be stated as follows: Where the department plan of organization is primary, the department head is directly responsible for all the subject-matter work of the department whether in teaching, research, or extension. Where the divisional plan is primary, he is directly responsible for only a part of the work in his subject-matter field, and coordination of the work in the various lines must be provided for in other ways.
In whatever way the institutions may be organized, full coordination of work, of subject matter, and of policies in teaching, research, and extension, is not only desirable but essential. Only where this condition prevails can the institution efliectively serve its students, develop agricu(tural science, and be of the greatest help to the rural population through its extension and service work.
AGRICULTURAL EDUCATION
The Survey Committee recommends that the College of Agriculture of the University of Georgia should be developed as the State's principal center of instruction, research, and extension in agriculture. It is commonplace to say that agriculture is a fundamental industry of Georgia and as such should have a conspicuous place in the University System. This does not necessarily mean large numbers, but it does care for sufficient emphasis on research and extension to make the influence of the College of Agriculture felt on farmers throughout the entire State.
President Caldwell states in his annual report: "The enrollment of
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the College of Agriculture continues to grow. During the 1937-38 session 625 students were registered in the College of Agriculture. The work of the Dairy .Departmewt has been handicapped because of lack of adequate dairy equipment and also because the Dairy Barn is still in an incomplete condition. We are greatly encouraged by the prospects of obtaining funds with which to complete the Dairy Barn and also by the possibility of securing funds with which to erect a new building to house that part of the Animal Husbandry Department which c~ncerns itself with dairying activities. Other departments of the College of Agriculture have been able to make satisfactory progress during recent months. The Poultry Department in particular has been expanding its program and is improving the quality of its work. That it has been able to do this has been largely due to the fact that 200 acres of the Whitehall property were assigned to the poultry department. Mr. Frank Mitchell, head of that department, is now giving attention not only to the raising of chickens but also to turkeys and other fowls.
So much for this phase of the work of the College of Agriculture. I shall now return to the report of the Survey Commission which states that "the work in agricultural extension has been too widely separated from the rest of the administration organization of the College of Agriculture and has been given too large a degree of independence from the head of the College of Agriculture."
The Survey Committee recommends that the Regents appoint a Director of Research for agriculture. This Director should be appointed by the Regents on the recommendation of the Chancellor after there has been full consultation with the Dean of the College of Agriculture and the President of the University. This Director of Research should be immediately responsible to. the Dean of the College of Agriculture, who should take the initiative in his selection, and who should have the responsibility for the coordination of the research in agriculture at the College of Agriculture, at Griffin, and at Tifton.
The College of Agriculture should have three coordinate divisions: resident teaching, agricultural extension, and the experiment stations. These three divisions would be organized under the Dean of the College of Agriculture. The integration of these several phases of the activities ~f the College of Agriculture should be carried even further. Ea~h of these three aspects of the work-teaching, extension, and research-should be coordinated through the several departments of the College of Agriculture. For example, the Department of Horticulture would have an interest in teaching, extension, and
80

research, and it would have its staff and facilities developed with those activities in mind. The proposed organization will reduce to the minimum the dangers of the present situation which are great because of the existence of three practical'ty independent divisions concerned with agriculture. Furthermore, the effective administration of such an organization as has been proposed will give the people of the state larger returns than can be obtained under the present plan.
Preparing students for general farming is no longer a primary function of the resident under-graduate work of colleges of agriculture in the land-grant institutions. Social, economic, and educational advances require that this fact be recognized frankly by the institutions and by heir constituencies.
The objectives of higher education in agriculture are increasingly and properly those of preparing: First, research workers in the scientific and social fields related to agricultural production and distribution and to rural life; second, extension workers for service in the dissemination of knowledge concerning the application of scientific and economic truth to the problems of rural living; third, workers in all types of business and commercial activities related to agricultural production, distribution, and service; fflurth, teachers of vocational agriculture and science in the public high schools; fifth, public servants in the investigating and regulatory departments of the State and National Governments; and sixth, overseers and managers of specialized and large-scale farm enterprises.
The basic problem of organization of agricultural work in the land-grant institutions is one of devising methods for integrating and coordinating resident teaching, experiment stations research, and extension activities. Tendencies to develop research and extension in related isolation from resident teaching require administrative attention.
The Committee on Land-Grant Colleges recommends that "in view of the necessity for specialization in serving the needs of modern agricultural research, extension, and teaching, and in view of the widespread development of public junior colleges, it is advisable that the land-grant institutions give consideration to reorganization of the agricultural division into junior and senior divisions, with specialization delayed until the end of the second year. Such reorganization is in harmony with current tendencies in higher education and not incompatible with any of the objectives o.f college education in agriculture except the vocational one of preparation for general farming.
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HOME ECONOMICS
In accordance with the recommendations of the Survey Committee the School of Home Economics, be:tring the same relation to the president's office as do the other schools of the University, was created. It was also recommended that the Regents should plan to make this the leading center of influence in the State for research, teaching, and extension in home economics. In connection with the Georgia State College for Women, the School should train high school teachers for home economics. The University should be the one center for the training of home demonstration agents, dietitians, institutional managers, etc., and should at present limit its instruction to the undergraduate level. As the SchQol is strengthened graduate work instruction and research should be developed.
A three fold program should be developed-resident instruction, research, and extension. These should be represented and coordinated through the departmental organizations and the Director, as indicated in the case of agriculture. The twQ cases are parallel in every respect. In connection with the agricultural stations, it was recommended that a director be appointed. The director should also be director of research in the field of home economics. The director Qf extension in the College of Agriculture should also serve as the director of extension in home economics.
At both the University and the Geo.rgia State College for Women, in addition to the instruction offered to the students specializing in home economics, courses of a service character should be provided for students from other departments. None Qf the other institutions for adult students in the University System should attempt more than service courses for prospective teachers and for the general students.
CURRICULA
The Survey Commission recommended that in all four year institutions, except the Georgia School of Technology, the first two years of the four-year curricula should be directed to general education. Such a recommendation is in harmony with the general trend in higher education by which specialization is being delayed until the end of the junior college period. This recommendation holds whether or not the specialization is represented by a professional school or in some academic field.
The character of the junior college curriculum is a subject with which, except the School of Technology, all the four-year institutions,
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the two year teacher training institutions which also offer a general college curriculum are concerned. This curriculum should be substantially the same in all the instit!Jtions. ln.,)arge measure this has been done in all the institutions, but there are unfortunately some schools in the University that have not accepted this theory. There is today no unit, certainly no school within a unit, so strong as the University System itself. The faculty of each unit is fast learning that its institution finds its largest opportunity for useful service as an integral element in the University System.
The Survey Committee recommended in no uncertain terms that "curricula should be so arranged that students may obtain two years of general education in any of the independent junior colleges o.r in the junior college period of any four-year institution and then transfer to the University or the Georgia State College for Women for specialization in home economics." What is true of home economics is also true of agriculture. A state's program of higher education should be developed with the idea of rendering the maximum degree of service to its citizenship. The Regents and the Chancellor are charged with the responsibility of developing a system of higher education for the needs of Georgia, regardless of the fact that some deans or directors of schools have a contrary opinion.
It is a well known fact that "higher education in general is confronted by several situations and conditions that are especially important to an avenue of instruction so clearly in process of development as is home economics: First, the junior college as a separate unit ~r as the extension of the public high school is developing rapidly. Graduates of these institutions in increasing numbers are demanding admission to the home economics unit of the land-grant colleges with the expectation that they may secure their home economics degrees without special inconvenience or material loss of time. Inother words, the land-grant college home economics units will be asked with ever-growing insistence that they adjust their specializations t~ permit graduates of junior colleges to enter them without handicap and to complete their work in two years."
Again, in every state where there are private colleges or junior colleges whose students in considerable numbers may wish to secure college training in agriculture or home economics, it is desirable that these institutions and the land-grant college in the state in which they are located take steps to facilitate the transfer of students from one institution to the other with little or no loss of college credit. Clearly, however, it would be wasteful and otherwise inadvisable for the junior colleges and private institutions to secure the expensive
83

facilities required to teach agriculture upon the college level in order to accomplish such ease of transfer. It would appear that such adjustments as are desirable shoulil be made by the agricultural college. It is probable that the change of objective on the part of the students will always entail some loss of time.
EXPERIMENT STATIONS
Originating as they did through the interest of the people as a whole, and made a part of a state and national system, the agricultural experiment stations from the first have been subject to supervising control by Federal as well as by State governments. At creation, also, they were in most states made a part of the respective land-grant agricultural colleges, and as a result have been subject to the control of the institutional authorities.
The individual agencies that may directly or indirectly exercise overhead control have grown in number, as governments and colleges have grown, and become divisionalized and departmentalized. State administrative control, for the most part, stops with the president of the institution and the Regents or corresponding agency which consitutes the governing body of the institution. Federal control is limited to the supervising work of the Department of Agriculture in connection with Federal subsidies provided through the Hatch, Adams, Purnell, and Janes-Bankhead funds.
Let us now discuss a few facts that deal primarily with organizations and staffs. By law the station is to be organized as a unit of the college with which it is connected. Agriculture in these institutions is now generally segregated upon the basis of the character of the work or function into resident teaching, research or agricultural experiment station work, and agricultural extension service. The division promotes effective development and administration of the different broad divisions of work but coordination and cooperation are imperative. By the law the stations are a part of a national system and have many and varied relationships with the Department of Agriculture and with each other.
Research, whether purely scientific or essentially practical is for the purpose of securing information that is so.und, is scientifically tested, and can be interpreted. On the other hand, extension is a process of teaching and implies reliable information to begin with. The division line, theoretically, is where reliable knowledge of a subject or problem begins or leaves off. New findings must be reduced to practice for application and until they are the field is experi-
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mental. Afterwards it is teaching and extension. The two agencies

should recognize clearly that the ultimate aim of both is betterment

of agricultural and public welfare through discovery and its practical

application.



"'

The main problem of institutional organization is the establishment of the proper relative strength of resident teaching, station research, and agricultural extension, together with the coordination of the efforts of these three divisions. Although little progress has been made in relating the work of graduate students to the research programs of the station, attention should be given to the possibility of developing graduate work upon the basis of the institution's research program and setting up limitations upon admission study in accordance with the range and purposes of these programs.

The problems with which experiment stations must deal increase in number as knowledge is extended and as society becomes more complex. The number of unsolved problems increases year by year. Organized research requires the coordination of the efforts of many individuals, but the form of organization should be such as to avoid suppression of individuality and division of attention from research problems to control procedures. The main problem of institutional organization, so far as the experiment station is concerned, is the establishment of the proper relative strength of resident teaching, station research, and agricultural extension, together with the coordination of the efforts of these three divisions.

The relationships of the stations with chemists, physicists, biologists, economists, engineers, and staff members from other divisions of the institutions should be made closer. It seems desirable that institutional agencies and procedures be devised for the coordination of the research of the institution as a whole in order that an institutional research program may be developed. Careful consideration of such plans should result in focusing institutional attention on major problems, in prevention of unnecessary duplication of efforts, and in assignment of problems to take advantage of staff facilities in the largest measure. In the same way, further cooperation between the specialists and the facilities attached to the station itself is a problem of administration that requires further attention and action. More attention must be given either cooperatively or independently by stations to the problems of agricultural engineering and to research in veterinary medicine. Progress, in a limited sense only, has been made in relating the work of graduate students to the research programs of the stations. This is an acute problem that needs attention.

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THE CHARTER OF 1785
. Georgia was first to charter (17 8 5) a state university and in that
charter outlined very def.initely an educational system, logical and
beautiful, but too elaborate to succeed in a state busied as Georgia was in trying to get physical possession of herself. Baldwin would organize, not a university, which was impracticable, but a complete and unified educational system for the state, or, as he expressed it, "One general and complete establishment, by the state controlled, and by the state supported." To make such a plan effective would of necessity be a slow process. The reason the University did not open until 18 0 1 was that academies had to be established in every county where the population warranted, to prepare the youth of the state for admission to the University. Early Georgians, particularly that brilliant scholar and statesman, Abraham Baldwin, were more interested at the outset in the establishment of academies (high schools), well-endowed, than a state university, but Baldwin was even more interested in seeing that the academies and the University were controlled and supported by the State.
Draper, in his story of "American Education," in commenting on academies said that "they were the product of the best thinking of almost a century of American progress. They were the embodiment of as fine heroisms as ever found expression in any educational institutions, and there have been no finer in the world. They did a work entitling them to enduring gratitude because of wide and permanent values. Then as a prevailing class they were forced aside by a new class of institutions (high schools) which sprang out of advancing and fresh thoughts. The interest of the mass is the best endowment an institution can have. It is more steadfast than statutes."
In the century and a half that has passed since the University was chartered, it has been modified only in minor matters. The supervision of elementary and secondary schools has been placed under local and state contro.l. but the support and control of the state institutions of higher learning still remain under the control of the Regents. They are the agents bound to the law, competent, and authorized to conduct the activities of the State in higher education. Baldwin's charter in its essentials still stands as the foundation and code of government of the first of American state universities, and has served as a model for many subsequently founded.
As I have emphasized, and shall continue to emphasize, no reform has been conceived and carried out with the vision or thorough-
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ness of the reorganization of the University System of Georgia. Until that time the multiplication of the branches of the University continued so fast that it was not halted until there was fastened upon the state an educational monstrosity wit'h twenty-six branches bearing the misnomer, the University of Georgia. Reorganization was imperative. So intelligently were plans drawn and a program outlined that at present the University System has assumed a position of leadership on the national horizon. Let it be emphasized that while the number of institutions has been decreased there has been no decrease whatever in service. In fact the offerings have been increased and the quality of the work vastly improved. Dr. White, in his excellent biography of Abraham Baldwin, says: "While to Baldwin is unquestio.nably to be accredited the authorship of the charter and general scheme of the University, it is to be noted, as indicative of the wisdom and the farseeing patriotism of his colleagues among the public men of his day, that he received their cordial cooperation and support, and there is no record of a single vote entered against his educational proposals."
AMERICAN STATE UNIVERSITIES
Foerster in his illuminating story of the "American State University" has related many interesting facts. Among others he states that "the influence of Yale dominated over the University of Georgia, the first state university to receive a charter (1785), though not opened till 180 I. A frontier university, placed far up in the hills on the edge of the Indian country, it had as its first presidents Yale graduates, and its first building, curriculum, and instruction followed Yale models. Its location was optimistically named Athens. Practical education was not seriously urged till the time of Andrew Jackson. A Department of Agriculture was provided for in 18 54."
"The task that faced the founders and early administrators of the state universities was not easy. They looked to the eastern universities for guidance, as the East, in its own beginning time, had looked to Oxford and Cambridge. They felt the momentum of historical forces, of a cultural heritage accumulated through the centuries. But they also felt the influence of their environment, of great forests and prairies almost without human history, of scattered men and women bent upon subduing nature to their ends-men and women not devoid of memories but looking to the future more than to the past. The desire for education was clear, the need for it was clear, but the sort of education that would satisfy the deepest desires and needs of the community was not clear."
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It was the impetus given by the Morrill Act of 1862 that
. started state universities on their rapid growth and progress. From
that day to this, so far as. the funds permit, they have offered all
sorts of practical education to all sorts of people, believing that there is no intellectual service too undignified for them to perform.
Within the last decade educational survey commissions in many states have recommended the elimination of some higher institutions of learning, the consolidation of others, the centralization of author~ ity, and a general reorganization of the whole program of higher education among state supported and state controlled institutions. Today unified control of higher education exists in Oregon, Iowa, Kansas, South Dakota, North Carolina, Florida, and Georgia. Today also unified control of all public education, secondary and higher, exists in Idaho, Montana, North Dakota, and New Yoik More than thirty states have coordinated the training of teachers.
It has been possible to do. these things because of the progress made in highways, because of the economic conditions, because of the necessity to avoid waste and duplication of effort, and because of a finer spirit of cooperation among those charged with the re~ sponsibility of an effective and efficient system of higher education.
In two. states, Maine and Oklahoma, movements have been initiated to provide coordinated state systems of higher education including all institutions of higher learning, public and private. "The arguments advanced in favor of such a scheme are that these insti~ tutions are supported out of social income and render service to society."
OBLIGATION TO THE SOCIAL ORDER
There are two types of universities. Each has a definite place and mission. One is state supported and controlled; the other is de~ nominational or privately endowed. State universities have a dual function; one on the campus and the other off the campus.
President Coffman, University of Minnesota, in his address on the "Obligation o.f the State University to the Social Order," said: "State universities originated in response to public demand and have been maintained, fostered, and encouraged all these years by the citizens of the states in which they are located. Doubt still lingers in the minds of some as to how far a university should go in extending its off~campus service to. adults. if it does so at all. There are those who look upon this practice as a prostitution of learning
88

and others who look upon it as a sheer and unmitigated dissipation of the intellectual life. Whatever else may be said, it is nevertheless true, that state universities have accepted and are attempting to discharge the responsibility with all the eff<!ttiveness at their command, and they are unabashed and without shame in doing it. If this be treason to the traditions of the university idea and ideals, the state universities of America must for the most part live in a world of outcasts, for instead of decreasing their contacts with the world, they propose to increase them."
America needs such excellent institutions as are the denominational and privately endowed universities. They have a peculiar misison to perform and they are doing their work well. America, likewise Georgia, needs its progressive state universities, as they must perform a dual function. In some quarters we hear drastic criticisms of the state universities because of their off-campus work. Common sense demands that the two types of institutions be judged in terms of their objectives which brought them into being. One type will always exist for the classes; the other for the classes and the masses. The State university system must strive to keep the cost of education at a minimum if it is to serve the youth of Georgia.
STATE-WIDE WORK
It is evident, as I have indicated, that the state universities have two distinct functions-one is to provide competent and adequate training in all these fields where problems are basic to the welfare of a democratic society, and the other is to utilize its scientific resources to the utmost to create better living conditions and to create new wealth. To aid in these state-wide activities, which are increasing and changing each year, the federal government appropriates many millions annually, for the use of the land-grant college and the mechanic arts. Earlier in this report these Federal laws and appropriations are discussed.
These state-wide agents which constitute part of the University System are: The Agricultural Extension Division, which includes county agricultural a~d home demonstration agents, agricultural trained subject matter specialists, 4-H Club Work, Research Agricultural Experiment Stations and Research Experiment Engineering Station; The State Soil Conservation Cqmmittee; Land Utilization; Institute for the Study of Georgia Products; the Industrial Development Council. and the Division of Adult Education, including extension and correspondence courses.
89

These agencies are needed for our whole agricultural program is changing. Cotton production is on the decline and new cash crops must be found. Such crops, for example, are being found in cattle, hogs, and poultry. Many ,nstances can be given but this is not the place to go into such details.
It is particularly appropriate, in addition to what has just been said, that consideration should be given to what is known as the off-campus activities, as this year marks the golden anniversary of the Georgia Experiment Station which came into being under the provisions of the Hatch Act passed by the congress of the United States in 1887, providing for the establishment of Agricultural Experiment Stations in every state in the union.
Director H. P. Stuckey has issued a very attractive and instructive bulletin setting forth many facts worthy of attention and study. I trust that the Regents and the peQple of Georgia will find time to read carefully the excellent report which gives in detail the accomplishments of the station and some of the many problems yet to be solved.
The Georgia Experiment Station is a unit in the University System. As stated in the annual report, "The facilities and personnel of the station have increased from year to year, and today it has the largest and best equipped library, laboratories, and trained personnel for agricultural research found in Georgia. Work carried on in more than fifty counties of the state serves well as an adjunct to the more technical phases done in the laboratories at Experiment. This institution, with nearly fifty technical workers, has made many notable contributions to agriculture. The staff members, devoting their entire time to research, undoubtedly make greater progress than would be possible with other duties assigned them. The results of research are often difficult to measure accurately, but each year farmers Qf the state are turning more and more to the Georgia Experiment Stati<m for the solution of their problems, for they have learned that the successful farmer must make wise use of the results of agricultural research.
"The Regents have recently entered into a lease agreement with the Bureau of Agricultural Economics, United States Department of Agriculture, whereby the. Georgia State Experiment Station will assume future operatiQn and management of approximately 14,000 acres of land in the Plantation Piedmont Development Project Area, located near Eatonton, Georgia. The land will be used to determine the possibilities of pasture, livestock, and forest management on an
90

extensive basis; to increase new crQp vanettes; to develop economic crop production, and at the same time control soil erosion. Tenantlandowners' relationship will be studied by placing a limited number of tenants on this area, and working wit'b them to determine methods and types of farming by which they may earn a fair incqme, and yet yield reasonable returns to the landowner. This project in time will become self-sustaining, through the sale of timber and farm produce, but at the outset it will require additional state funds from the Regents to initiate the program."
The Georgia Coastal Plain Experiment Station, Tifton, Georgia, another unit of the University System was established eighteen years ago. Director Starr, in his annual report, states that "from a small beginning it has developed into a research institution that is effectively serving the coastal plain of Georgia. It has a corps of trained investigators, two office and laboratory buildings, two greenhouses, several farm buildings, and 1500 acres of land. The function of the Coastal Plain Experiment Station is to solve in a practical way problems confronting the farmer that will assist in raising the level of farm incomes and farm living. This is done by developing facts through research that serve as a guide to more economical production, better quality products, and better utilization of products raised on the farms.
"Information of this kind makes it possible to increase yield and income per acre on cash crops, thereby releasing more acreage for food and feed crops. The prqduction of gardens, orchards, and other crops essential to providing food for the farm family is encouraged. The way is pointed toward producing the required amount of fo.rage or feed crops for adequate livestock production, one of the most deficient phases of our present agriculture. It makes possible a better balanced farm program. Georgia should not only produce normal supplies of tobacco, cotton, peanuts, and other cash crops, but ample food, feed, and livestock products to meet the needs within the state."
"During the year a shade tobacco substation was established in Decatur County to. improve the quality of this type of tobacco. Shades have been erected and experiments are being made to determine the effects of fertilizer in the quality of the finished products. Certain plant foods, such as potash, calcium, and magnesium, are known to affect materially the taste and burn, as well as the appearance of the leaf. An attempt is being made to correlate better the various plant food elements with burn and taste and thereby contrql them. The problem of disease is also a major one
91

with shade tobacco growers, and the tobacco station is working on various control measures."
I commend to the Regents and.,.to the people of the state the published report of the Coastal Plain Experiment Station which discusses many native problems-cotton, corn, peanuts, tobacco, soy beans, Bermuda grass, pastures, beef cattle, swine, truck crops, fruits, tomato seedlings, nematode combine by chemicals, etc.
THE COLLEGE OF AGRICULTURE
"The College of Agriculture of the University of Georgia is devoted to the improvement of farming conditions in the state," President Caldwell in his annual report says. "It seeks to fulfill its mission not only by the offering of courses to duly registered students but also by imparting knowledge and instruction to those who are already engaged in farming activities. During the year the College of Agriculture spQnsors various exhibits, field days, and short courses. During the past year, according to estimates of Dean Chapman, I 0,000 persons have visited the campus of the College of Agriculture for the purpose of observing and participating in these activities sponsored by the College for the benefit of the farm people of the state. Particular attention is being given to the development of short courses of practice instruction in various phases of agriculture work."
I desire to call your attention to the bulletin on Research at the College of Agriculture, University of Georgia. "This is the first report," says Dean Chapman, "of such activities ever published by the College of Agriculture. Of course, it was possible to include in this first bulletin only a partial report of the research and investigational activities carried on by the members of the faculty." This report contains a great deal of valuable information and should be widely read by the people of Georgia.
THE STATE ENGINEERING EXPERIMENT STATION
This engineering research agency of the University System, located at the Georgia School of Technology, has been in operation four and a half years. Directory Harry Vaughn says:-
The personnel consists of 26 full- and part-time faculty members, 6 full-time research fellows, I 0 research graduate assistants, and 15 technical assistants.
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The Station was the first laboratory to spin and fabricate com~ mercial quality rayon from Georgia pine pulp. Acetate rayon waste, which accumulates in our rayon and textile mills, has been success~ fully spun into a very fine wool~like ya"rn and made into socks and suiting fabrics. A mechanical and chemical process is approaching perfection for the manufacture of linen and mixed yarns and fabrics from Georgia flax. It is believed that this investigation will open up remarkable new lines of endeavo.r in our Georgia agriculture and cotton mills.
A new high-quality, super~duty firebrick has been produced from Georgia kaolin. From gum rosin, a new emulsifier for asphalt road paving and wood preservative has been developed.
Through improvements in the cotton drawing process, the quan~ tity, strength, and uniformity of spun cotton yarns has been increased, while simultaneously decreasing the cost.
Processes have been developed for working the Georgia pecan so as to extract an oil equal in quality to olive oil and simultaneously making a satisfactory cooking meal from the pressed meats as well as an activated charcoal from the hulls.
The Station is about to embark on the construction of a full scale helicopter. a safe, easily flown and economical new type of aircraft. If successful. this development may serve as a basis for an industry a third as large as the present automotive industry.
During the year, two circulars and four bulletins have been pub~ lished. The bulletins deal with the cotton drawing process, the processing of rayon from pine pulp, efficiencies of the internal com~ bustion engine, and new pecan products.
The cooperating agencies at present are the Cotton Manufactur~ ers Association of Georgia, District No. 5 of the Work Progress Administration, the Tennessee Valley Authority, the Industrial Development Council. the Daniel Guggenheim Foundation, the National Advisory Committee for Aeronautics, and various Cham~ hers of Commerce. The financial support from these external sources is more than two-thirds of the State Budget of the Station for the present fiscal year.
At present investigations are under way concerned with cotton, flax, turpentine, Georgia sands for concrete, rayon, Diesel engines, and helicopter aircraft.
An economic, technologic, and social study of nation-wide in~ dustries to determine those most valuable and suitable for Georgia
93

has been inaugurated by the Industrial Development Council, under the auspices of the Station. The most intimate details of what, why, how, and where of our present and fuure industrial devel~pment will be answered by this investigation. It will be generally admitted that this research study now being made into the comparative value to Georgia of different industries is potentially one of the most valuable undertakings for the future economic prosperity of Georgia of any that has been undertaken for decades.
This Station has been handicapped by lack of a building and the fact that State funds will fall below $30,000 for the present fiscal year. We believe that it has an efficient organization and a highly qualified personnel. In terms of actual industrial and agricultural benefits as well as post-graduate training in industrial research, we could well afford to provide an adequate laboratory and an annual budget exceeding $75,000 from the state alone.
COUNTY TECHNICAL ADVISORY COMMITTEE
Director WalterS. Brown, Agricultural Extension Service, among other vital matters in his annual report, gives the following clear statement of what is being done by this agency of the University System in coordinating and developing agricultural programs in Georgia at the present time.
A number of new "action" agencies have been put into the field of agriculture recently. Each of these agencies has a special program attacking a more or less specific farm problem. The Agricultural Extension Service has since its creation concerned itself with the development of a well-rounded program for agriculture. Its interest lies in all of these special problems and particularly as their solution brings to our farm people a better living. In the final analysis, and so far as the farmer is concerned, there is but one program and that is taking care of his farm and increasing his farm income.
To coordinate the programs and efforts of the different agencies, and to prevent confusi~n and duplication in so far as possible, the heads of all of these agencies in Washington spent several months working out a plan for coordinated program planning. Since the Extension Service is interested in all phases of the agricultural problem, and since it is primarily an educational agency, it was designated to take the lead in the development of a coordinated program for agriculture. In other words, Extension was designated as the coordinating agency.
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Progress has been made in this state, for in each county a committee consisting of all representatives of state and federal agencies
. concerned with the betterment o.f agriculture has been organized with
the county agent as chairman. This committee has been termed the County Technical Advisory Committee.
During the next few months committees of leading farm people, men and women, who are concerned with the improvement of agriculture in their respective counties will meet to consider mutually their farm problems and frame an agricultural program for the county. These committees will be assisted by the Technical Advisory Committees.
A State Program Planning Committee composed of the administrators of all federal and state agencies concerned with the betterment of agriculture has been organized. The Director of Extension has been designated chairman of this committee. This committee has the responsibility of coordinating all planning work in the various counties and ultimately to bring county agricultural programs together into area and state programs. This committee has already approved a three-year project calling for land-use classification and recommendation by committees of farm people in each county in Georgia. This project is now awaiting approval in the United States Department of Agriculture.
We feel that these county programs are the bases of area and state agricultural programs, and the State Program Planning Committee will bring them together just as fast as they are ready.
INSTITUTE FOR THE STUDY OF GEORGIA PROBLEMS
In the winter of 1938 a group Qf professors at the University of Georgia, acting upon the suggestion of President Caldwell, organized an institute for the study of Georgia problems. The organization includes 25 faculty members experienced in research and representing the Divisions of the Social Sciences, the Physical Sciences, and the Biological Sciences, and the Colleges of Agriculture, Education, and Law. Over this group is an Advisory Council of which President Caldwell is chairman, Dean Stephens, of the graduate school, vice-chairman, and Dean Brooks, director.
Of course, research in many fields relating to Georgia has been in progress at the University for many years. Now a clearing hQuse for the discussion of Georgia problems has been set up, realizing some of these problems can best be attacked cooperatively, since they are many-sided in their ramifications and implications.
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Such an organization will through discussio.n and publication stimulate research. Heretofore no medium has been available for publishing results. Often .times pap(l&s produced by university teachers are of such purely local interest as not to be attractive to the national publications. It is the purpose of the Institute to. print at intervals pamphlets of a timely sort on current Georgia problems. The first of these is now in the hands of the printer. It was prepared by Professor Brooks and will discuss the financial crisis which now confronts the state. A second pamphlet will also appear in January. It will be an analysis of the effect upon state and local finances of the recently adopted constitution amendment granting exemption from the property tax.
In addition to these timely pamphlets the Institute intends to publish from time to time studies of a more comprehensive nature. The first of these appeared in April last under the title "Financial Statistics of Local Governments in Georgia." It is a volume of 355 pages and embodies the results of a state-wide Works Progress Administration project, under the directio.n of Dr. L. B. Raisty, of the School of Commerce of the University. This monumental work was published under the auspices of the Institute at a negligible cost to the University, although upward of $70,000 was expended in collecting the data.
DEPARTMENT OF ADULT EDUCATION
The Department of Adult Education consists of two divisionsnamely, the Evening College-Junior College division, formerly known as the Atanta Extension Center, and the Division of General Extension.
The program of the Division of General Extension contemplates full cooperation with and service to each of the several units of the University System in the organization and conduct of classes in areas reasonably accessible to them.
Through correspondence instruction the senior units are enabled to extend their service and influence to communities in every section of the State as well as to individuals beyond the confines of Georgia.
These and other services provided by the Division of General Extension are designed for all and open to all. They are of especial
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interest and value to high school graduates and others who cannot further pursue their education as resident students; teachers in need of further academic or profess!onal training; business men and women desiring to supplement their education and to keep abreast of advancing knowledge; to home-makers who feel the need of intellectual stimulus; to parents who wish to study in order to be of greater help to their children in school work; to those who must earn while they learn; to Women's Clubs, Parent-Teacher Associations, civic clubs, and other groups of men and women in every walk of life who wish to widen their knowledge and improve their education.
Of around 23,000 teachers in the public schools of Georgia, something over 9,000 are graduates of four-year colleges, 8,500 have had two years of college work, 2,500, one year, and 3,000 or more have had no college work at all.
It is to these poorly educated and poorly equipped teachers that we are looking to educate and train the children of Georgia.
Realizing this situation and in order to remedy it as far as possible, but without doing violence to the school system, or the teachers who are dependent on it for a living, the General Assembly and Governor in 1937 provided that improved rank and salary should be allowed to teachers for improvement in their educational and professional equipment.
Few teachers in service can afford to stop their teaching work in order to attend college. Not many can afford to attend a summer school and those who do must spend at least three years in order to obtain a year of college credit.
In the light of these facts it would seem that extension is practically the only means available to many Georgia teachers whereby they may increase their efficiency and improve their professional standing.
The solution imposes a very heavy responsibility upon the University System in general and the Division of General Extension in particular.
The Division sends full-time representatives for the organization and instruction of extension classes. In addition to their teaching work these officers make contacts and organize groups for members of the faculties of the various units of the University System.
Courses in a wide and varied range of subjects are being offered. For 1937-19 38 three hundred and eight ( 308) correspondence courses were offered by members of faculties of the five senior colleges
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in the System,-four for white and one for negro students. Junior
. colleges do not offer correspondence courses. . The following tabulations will give some idea of the increased
demand fQr extension instruction, both by correspondence and in classes in the past two years.

19 36-3 7 Number of classes (wbite) __________________________________ }08 Number of communities______________________________________ 59

Number of classes (negro)---------------------------------- 27 Number of communities_______________________________________ 12

19 37-3 8 Number of classes (white) ----------------------------------2 50 Number of communities______________________________________ 65

Number of classes ( negrQ) ----------- ---------------------116 Number of communities______________________________________ 51

Separate Individuals Enrolled in Correspondence Courses

19 36-3 7 White__________________ l642

Negro___________________ 92

19 37-3 8 White__________________25 72

Negro_________________ _2 61

Separate Individuals in Extension Classes

1936-37 White_________________ 997 1937-38 White_________________ l91 0

Negro__________________ 412 Negro. _________________ 172 7

Grand Total Separate Individuals In Correspondence Courses and Extension Classes

19 36-3 7 White_________2 639 NegrQ---------- 504

19 3 7-3 8 White________44 82 Negro________ l9 88

ToTAL_______314 3

TOTAL_____ 6470

The Division has cooperated fully with the State Department of Education in the state-wide program for the improvement of instruction, offering special courses in curriculum revision and curriculum construction, and a supplementary correspondence course in curriculum fundamentals for the validation of curriculum study in local groups under approved local leadership in various communities.

Correspondence courses have been made available to young men in the Civilian Conservation Corps at a special reduced rate. Noncredit reading courses have been provided for study groups of Women's Clubs, Parent-Teacher Associations and other organizations.

Beginning with the current college session, the Division of General Extensiqn completed the first eight months of operation

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of its Audio-Visual Extension Service. Through this service educa-
. tional motion picture films may be obtained at reasonable rental
cost, for use in classroom and l.aboratory work.
During six months of active operation in the first year this department furnished films to seventy-seven (77) schools, with a total of two thousand and fourteen (2,0 14) showings and an estimated attendance of two hundred twenty-nine thousand, four hundred and ninety-six (229,496). During the full second school year of operation the Service furnished films to one hundred seventy-eight (178) schools in twenty-eight (28) states, providing eight thousand four hundred seventy-four (8,4 74) showings with a total attendance of seven hundred twenty-six thousand, one hundred and one (726,101).
A large number of teaching films in biology, botany, physics, chemistry, astronomy, geography, geology, the social sciences, child psychology, teacher training, industry, travel, etc., are owned by the Division and the stock is being constantly augmented. A catalogue of these films is available to schools, organizations and individuals that may desire to use the Service.
This activity had its beginning when the Chancellor and Regents authorized the Division of General Extension to spend $2,000 of its accumulated savings in the purchase of educational films, for rental at small cost to schools in the state.
The enterprise was successful from the beginning and before very long was attracting wide-spread attention from educators and educational and film publicatiqns.
Largely through pioneer work of the Division of General Extension there has been organized a National Association of School Film Libraries. This organization was formed on the initiative of the General Education Board of New York and it is rather noteworthy that of some sixteen persons invited to attend the first conference, the Director of our Division of General Extension was the only one coming from a state south of Washington, D. C. Furthermore, when the committee on incorporation was set up, he was designated as its chairman and when the organization finally was perfected he was made its president.
The Association, which began active service July 15, 1938, provides a national clearing house for information regarding all audiovisual materials, particularly new releases and visual materials not heretofore available. The General Education Board has made a grant of $20,000 fqr the first year's operation of the Association.
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Offices have been opened in Washington, D. C., in connection with the American Council on Education and in New York where a full-time Executive Directpr and ad.Ininistrative staff are employed.
In addition to the foregoing, the Division has cooperated in the organization of a Department of Visual Instruction in the Georgia Education Association.
In October, 19 37, the first South-wide Conference on AudioVisual Education was held in Atlanta. A second such Conference was held in November, 1938. At these conferences nationally recognized leaders in modern educational thought and practice gave addresses and participated in the discussion. Each of the conferences continued for three days and was attended by more than one thousand superintendents, principals, teachers, officers of Parent-Teacher Associations, Women's Clubs and other organizations.
With the removal of the Evening College-Junior College to new quarters, the Division of General Extension took over the building at 223 Walton Street, N. W., Atlanta.
The Southern College of Pharmacy that has occupied quarters in the building for several years has been given some additional space. The Real Property Survey of the Atlanta Housing Authority occupies the top floo.r. The College of Pharmacy and the Survey pay rentals adequate to cover such expense as their occupancy of the building entails.
The cost, $11,403.85, of remodeling and equipping the building was met entirely out of savings accumulated by the Division within the past few years.
In the period that has elapsed since the organization of the U niversity System in 193 3, attendance at the Evening College-Junior College increased from 529 to 1703.
This phenomenal growth is the best evidence that the institution is measurably successful in meeting the purpose for which it was established, namely, to afford educational opportunities both cultural and practical to young people at the same time that they are working hard for a living.
Atlanta, the largest city in the Southeast, offers a large variety of opportunity for students to find full-time and part-time employment. The class program of the Evening College-Junior College is organized and arranged to meet the needs of young people who are in the practical work of life.
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In this connection is worthy of note the service performed by the personnel office of the Evening College-Junior College in placing students in business positions. Many of these young people, forced by financial stress to discontinue"' college work, are attracted to Atlanta in the hope-indeed almost the excpetation, that they will be able to obtain employment sufficient to pay their expenses while they continue their educational courses in the Evening College -Junior College. It is gratifyng to say that these expectations are seldom disappointed. At the present time more than two hundred such students are attending the institution. Many of these plan to return to and graduate from the institution of their original choice as soon as their resources will permit.
The instructional staff consists of 56 members, 18 of whom hold the Ph. D. degree. Of the 56 members of the faculty 17 are employed full time. The part-time instructors are drawn from the faculties of the Ge~rgia School of Technology and other educational institutions in the Atlanta area.
In the scholarship and ability of its faculty, the character and quality of its instruction, the standards of the institution will compare favorably with those of any other unit of the University System.
The record of its students transferring to other institutions to continue undergraduate work or entering graduate schools is testimony to the quality of the instruction and the standards of the institution. Statistics in the office of the University Examiner from year t~ year give every evidence of the high average of achievement of students in the Evening College-Junior College.
The new building, 162 Luckie Street, Atlanta, was occupied by the Evening College-Junior College for the first time beginning with the current session.
In class rooms, library space, laboratories, lecture halls, officies, study and recreation halls, the building seems well adapted to. present needs, but at the rate of growth of the past few years, it will be but a short time before considerably increased facilities will be needed.
THE SCHOOL OF FORESTRY
The School of Forestry was accredited in 19 37-3 8 by the Society of American Foresters. In 1935, after a five year study by the Society, the various schools in the country were rated. At that time 14 schools were approved as giving adequate instruction and
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having adequate facilities, and 6 schools were listed as covering in their instruction the general field of the profession of forestry but approval was withheld because.. they did not meet fully the standard set up by the Society. Georgia was one of these 6 schools.
Following nQtification that our school had not been placed on the accredited list, efforts were undertaken to remedy the deficiencies which were evident in the report. In December, 19 37, a detailed report was submitted to the Society with the request that the accomplishments of the last two years be reviewed, and with the hope that the school would be approved. After a further study and the submitting of additional information, we were officially notified on June 20 that the school had been approved. This approval was based in part on the new forestry building now nearing completion, and the equipment planned for it.
On the basis of trends in the other forestry schools in the country it was expected that there would be a decrease in the enrollment. A final check-up showed that there was actually an increase of a little over 4%. The total enrollmen,t for the year was 258 as contrasted to 248 for the previous year. A check on these students show that they came from 25 states. Students from Georgia represent 63%, and those from Georgia, Florida, Alabama, South Carolina and Tennessee total approximately 84%. The other 16% were scattered from Massachusetts to Idaho and Texas.
One of the serious problems in connection with the enrollment has been the influx of students from junior colleges and other institutions which they have attended for one or more years. Almost every transfer student enters with a different background and each presents a different problem in scheduling. Most serious of these problems, however, is the coordination of their work.
During the year a little over a half a million trees were distributed to the farmers and land owners of the state. Of these, 401,000 were slash, 68,000 loblolly, 63,000 longleaf, and 2,000 shortleaf pine. In addition to this, several thousand trees were planted on the school forests.
THE GEORGIA SCHOOL OF TECHNOLOGY
The Fiftieth Anniversary celebration of the founding of The Georgia School of Technology was planned as an epitome of the history and present scope of the institution. A technological training institution to have carried on its mission must, from its very nature and from the rapid growth to technological industry, have been intimately and increasingly entwined in the history and life
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of its state and generation. It was to be expected therefore that the home-coming of the Alumni, the social gatherings, the athletic events, the tours of business and industrial Atlanta, the felicitations from other institutions of .learning, -the addresses, the scientific demonstrations and their applications in the technological industrial exhibits all would have stressed the contributions of Georgia Tech, through its graduates, t~ the technological development, and hence to the economic life of America during the half century just closed.
But as the plans for the celebration developed, and more particularly during the celebration itself, there was emphasibed the growing realization that engineering progress, and the training of engineers to accelerate that progress, is not only setting the pattern of the economic life of our people; but is posing and solving for them profound social questions as well. Indeed, out of this and, if as Thomas Mann points out, "To come close to Art is to come close to life," the theme of this Semi-Centennial celebration might be phrased as Georgia Tech's contribution to the Social Life and Culture of Georgia.
Opening Thursday morning, October 6, and in continuous operation until Saturday night, in the Naval Armory, the Mechanical Engineering Building, the Electrical Engineering Building, the Guggenheim School of Aeronautics, the Ceramic Engineering Building, the Chemical Engineering Building, the Architectural Department, the Civil Engineering Building, the Physics Building, the Military Building, and the Academic Building, the following demonstrations and exhibits attracted the attention of thousands of visitors to the contribuions ~f Georgia Tech's training to the economic, social life, and culture of our times; fifty years of engineering development, scale models of the original campus and the present campus; the modern making of pottery; drawings and illustrations ~f homes, schools, ecclesiastical, public, industrial, and business buildings designed by alumni and undergraduates; the evolution of the automobile; the wind-tunnel for aeronautical experimentation; Georgia textiles; other Georgia manufactured products; the relationship of Georgia industries t~ Georgia farms; the manufacture of rayon; the uses in the home and industry of gas and electricity; voice recording; sound amplifying; air purification; electric power generation and distribution; diesel engines; blast furnace in operation; the melting o.f iron in water; the magnetic peg; the talking light beam; the new army scout car to replace the horse; modern army tanks, trench mortars and machine guns; naval torpedoes, mines and guns; the model of the U. S. S. Savannah; the X-ray;
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photoelectric counting, magnetic heat motors, air jet pheno.mena, high voltage corona discharge, gyroscopic effects, the uses of polar-
. ized light, and other demon. strations of pure and applied sciences.
The so.cial and athletic events of the celebration occupied Friday and Saturday afternoons and nights. Golf and tennis matches and motor tours Friday afternoon preceded a reception at 5:00 P. M. by Governor and Mrs. Rivers to the official delegates at the Executive Mansion. The dinner for the alumni, given by Dr. Brittain at the Georgia Tech Dining Hall on Friday night, October 7, was featured by the attendance of a large gathering of pioneer registrants of Georgia Tech, and about seven hundred prominent alumni.
Saturday noon occurred President Brittain's luncheon for official delegates from almost one hundred higher institutions of learning and learned and professional societies. The Notre Dame-Georgia Tech football game, open-house by all fraternities, and dances occupied the afternoon and night. The presentation by Dr. Frank P. Graves, National President of the society, of the charter to the Georgia Phi Beta Kappa Society featured its dinner Saturday evening.
The Commemoration Exercises, also signalizing the formal opening of The Georgia School of Technology Auditorium, started at 9: 15 A. M. Saturday with the Honorable Marion Smith, Chairman of the Board of Regents, presiding. Over three thousand people were in attendance. The invocation was pronounced by the Right Reverend H. J. Mikell, Bishop of the Episcopal Diocese of Atlanta, and the Welcome by President M. L. Brittain of Georgia Tech. Governor E. D. Rivers, the first speaker of the day, outlined "What Georgia Tech Means to the State of Georgia" during the course of which, among many significant passages, he said, "Except through Georgia Tech the vast industrial progress of Georgia would not have been possible." Chancellor S. V. Sanford of the University System of Georgia, introduced President Frank Graves of the University of the State of New York, the second speaker of the day. Dr. Graves pronounced Georgia Tech the o.utsta~ding technological training institution in the South, and cited the repeated National recognition of the school as a training center for economic and social leaders in o.ur increasingly technological civilization. To such superior intellects, Dr. Graves asserted, the average individual looks for a type of workable progress that will keep civilization from stagnation and for an aristocracy of social service in the fine old Greek sense o.f leadership by the best.
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GEORGIA STATE WOMANS COLLEGE
The Silver Anniversary-twenty-five years of service-of the Georgia State Womans College_ was celeb~ated on January 14 and 15, 1938. It was a beautiful occasion. Dr. Mary E. Woolley and Dr. C. Mildred Thompson-two noted educators-were the principal speakers. Many prominent citizens and educators from every section of the state were present.
This institution has rendered a distinct and valuable service to the young women of Georgia. It is a college of liberal arts which offers high grade collegiate training for any young woman who desires to teach and for any young woman who wishes culture and knowledge with no vocational end in view.
It has made progress year by year and today its physical plant is as beautiful as can be found anywhere: A birthday is a good time to pause and reflect. As has been well said of the college:-
Behind it are those trying years when the college struggled against tremendous o_dds in establishing itself in the life of this section and against the additional handicap of the lack of finances. Now the college has become of age and has demonstrated beyond a doubt its value. Today it looks forward to years of even greater servtce.
The past years may not have formed a "Utopia" on the campus -mistakes have been made and corrected but when the sum total is reviewed, the picture is pleasing. We are justly proud of our college; its friends have been most kind in their statements concerning its record of achievement.
One of the many influences that have contributed to the campus spirit of Georgia State Womans College is the liberal attitude on the part of the college toward its students-the belief that the organizations and activities should be the natural expression of the girls who make up the student body. In this way strong characters are developed which later reflect credit on the institution.
In the coming years may the college continue to justify the tribute paid it by David Barrow who called it "Georgia's fairest gift to its daughters."
NEGRO EDUCATION
The Survey Commission in its report stated that Georgia has depended to a considerable measure on private resources for the
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higher education of Negroes. This is reflected in the high percentage of colored teachers, as contrasted with white teachers, who have obtained their preparatioq in priva~ institutions, as well as in the evident failure on the part of the state to provide adequately for its higher institutions for Negroes.
It was recommended that a more liberal policy of support than prevailed in the past be provided. It was likewise recommended that before any new developments are undertaken, careful consideration should be given to the formulation of a plan that gives promise of adequately meeting the needs of the colored population of the state for higher education.
The Chancellor has been in a quandary as to what to do for Negro education so far as it relates te> three units in the System for the higher education of the colored population. Only one thing was certain, and that was our institutions should be in the area south of Atlanta. Whether to abandon Forsyth and divide the functions between Albany and Savannah was a real problem; whether to abandon Forsyth and locate a new school for Negroes in the Macon area was also a problem. I am convinced that three institutions are needed for the adequate training of the colored population. I am likewise convinced that one of the institutions should be in a farming region fairly typical of the farming area occupied by Negroes.
Upon recommendation of the Chancellor to the Regents, application was made to the Re>senwald Fund and to the General Education Board for $2500 each for a survey of Negro education. The foundations granted the requests and Dr. Walter D. Cocking, Dean of the College of Education, University of Georgia, was named Chairman to. undertake the survey. The purpose of the survey was two-fold: To discover present status of higher education for Negroes in Georgia, and to propose recommendations for a future program.
In scope, the study included public, private, and regio.nal colleges for Negroes to discover the facilities for higher education; social and economic status; occupational opportunities; and as far as could be determined all other factors related to higher education of Negroes in Georgia. The Chancellor acting for the Regents, and the State Superintendent of Schools acting for the State Board of Education authorized the use of such personnel as was needed. The personnel was drawn from state, public, and private colleges, State Department of Education, and from other states. Leading Negroes acted as consultants during vairous stages of the study.
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Dr. Cocking submitted the report to the Regents at their

regular monthly meeting in October. The report contained the

following recommendations:

.

( 1) That the following purposes be accepted as the Georgia

program of higher education for Negroes:

(a) The educating of elementary and secondary school teachers

(b) The educating of farm and home leadership

(c) The training in trades and industries available to Negro workers

(d) The educating of adults

(e) The cultural education of selected Negro people

(2) That a coordinator for Negro higher education be employed whose duties will be advisory and not administrative and who will be responsible to the Chancellor

(3) That the State will continue to maintain three institutions for the higher education of Negroes, but that the institution at Forsyth be discontinued and the physical property of the institution now known as the Fort Valley Industrial and Normal School be secured as more ideally located for the third institution.

( 4) That the Board of Regents give constant attention to the development and upkeep of physical plants.

(5) That a continuous study of the curriculum of the Negro colleges be undertaken in the light of changing needs of Negro life; this study to be a cooperative task including the college personneL specialists, lay and professional members, and official representatives of the Board of Regents.

( 6) That training on the graduate level be provided carefully selected Negro students through schools open to Negro.es.

(7) That the public colleges in the state assume leadership in a move to establish and maintain cooperative relations with the private colleges to prevent duplication of effort and to_ provide a unified educational service.

{8) That an advisory council on higher education composed of both white and Negro members be established immediately, to propose helpful measures in the development of an effective program of higher education f0 r Negroes; the
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members to be chosen by the Board of Regents or its officials.
(9) That a detailed and unif~rm system of financial records and accounts be developed and maintained so as to provide accurate and speedy determinatiQn of the cost of any phase of the colleges' programs.

( 10) That extensive facilities be provided to enable needy students to earn all or a part of their college expenses; that these facilities be provided without regard to profit; and that a liberal policy of loans and scholarships be established.

( 11) That the quality of the administrative and teaching personnel be improved as rapidly as possible and that salary and teaching conditions be such as to insure reasonable tenure.

(12) That definite and clearly understood policies Qf relations and respQnsibilities for Negro higher education be developed by the Board of Regents of the University System and the State Board of Education, these policies to be operated by the coordinator for Negro higher education.
The report was accepted and a committee appointed to work out the details for a well rounded program of Negro education in the units of the University System. This will require time, but an excellent beginning has been made. It is confidently believed that funds from outside sources will soon be available to assist in this program.

The time has come when we should make the units in the University System for the education of our colored population adequate to meet their needs and that of the state. We must educate them to meet the state teachers requirements. Until we do that teachers from other states will be given positio_ns in our public school system.

These institutions must meet all the standards set by the author-

ized accrediting agencies. It is of little value in these days to have

educational institutions which are not accredited, for such grad-

uates will be placed at a great disadvantage when seeking employment

as a teacher, a county agent, or any other position where minimum

standards are required.

::

We have allocated to these institutions every dollar the appropriation would warrant. They should be given larger funds. They

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are doing good work. Justice demands that we give larger funds to these worthy institutions.
TENURE
According to the present regulations of the Board of Regents regarding tenure of office of faculty members, instructors are employed from year to year. Faculty members above the rank of instructor, after serving a probationary period of two years, hold office for life or during good behavior. They can be removed only for cause and then on ninety days notice.
It so~etimes happens that a young man who shows great promise at the beginning of his teaching career later loses interest in his work and is lulled by his sense of security into a state of repose and inactivity. The only thing which will stir him to vigorous action is the effort of the administration to replace him with a new man who will be more useful to the University System. He will deny that cause for his removal exists and it is exceedingly difficult for the University administration to prove that it does. for success in teaching is dependent on a variety of factors of a very intangible sont. Rather than risk a fight the outcome of which is doubtful. the authorities usually decide to d~ nothing-and the students frequently suffer.
In an effort to correct this situation a committee was appointed to study the whole question of faculty tenure and to make recommendations regarding policies which the University System should adopt relative t~ this matter. The members of this committee corresponded with administrative officers of representative institutions in all parts of the country and on the basis of its findings made certain recommendations. It recommended the creation of a "Distinguished Service Group" which should consist of those faculty members who have done outstanding work for the University System and to whom the University System should pay salaries in excess of the regular range of salaries. This report also recommended that faculty tenure should be on the following basis:
Tenure
1. All contracts of instructors should be for one year only.
2. No person should be retained continuously in the rank of instructor for more than four years.
3. Appointment of assistant professor should be for a
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period of three years and this should be renewable, but nq person should be encouraged to accept more than three successiv~ appoint~ents of this rank.
4. Appointment of associate professors should be for :five years and these appointments should be renewable.
5. Items 3 and 4 are not intended to imply that a person may not be promoted in a shorter period.
6. Appointment of professors should be for life."
Perhaps these regulations cannot be made retroactive sq as to affect faculty members whose tenure has already been established on a permanent basis. However, some such regulations as these should be adopted as soon as possible so that incoming faculty members will be bound by them.
Among the institutions of the country which have adopted regulations quite similar in form to those set forth above are Yale, Princeton, University of Virginia, University of North Carolina, Massachusetts Institute of Technology, University of Wisconsin, University of Minnesota, and Ohio State University.
HIGH SCHOOL INSPECTION
Professor J. Harold Saxon, Executive Secretary of the Accrediting Commission and High School Inspector, submits the following report:
The University is maintaining an office in Athens, which serves as the headquarters of the high schools of the state. This office has charge of the annual state high school meets, including debates, literary and athletic contests. It also has charge of the state basketball tournament which is held in Athens each year.
The home of the accrediting commission is also in the office of J. Harqld Saxon. The accrediting procedure in Georgia is in two divisions-the Georgia Commission composed of four representatives elected by the College Association of Georgia Colleges, four from the High School Association, one from the State Department of Education and Mr. Saxon, Executive Secretary, Mr. Saxon representing the University System.
The Georgia Commission of the Southern Association is composed of six members. Two high school men, one private school head, a
11 ()

representative from the State Department of Education, two from institutions of higher learning.
In Georgia there are 481 four yeal"' accredited high schools, of which I 25 are members of the Southern Association of Colleges and Secondary Schools. There are 410 white public and 26 private schools. There are 34 negro public and 1 I private high schools.
Enrollment in Georgia High Schools for past 4 years increased I 9,022.
Graduates Georgia High Schools for past 4 years increased 2,840.
Freshmen enrolled m Georgia Colleges for past 4 years increased 2,251.
The University System through the office of the high school inspector is cooperating with the two experiments going on in secondary education. Three schools from Georgia are participating in the Southern Association Study of the Curriculum Commission and they are participating in the National Cooperative Study.
Through the High School office school men of the state are kept informed as to the progress of these and other studies going on in the country.
There is a spmt of full cooperation existing between the University System and the private and denominational colleges. Through the three-year program of the Georgia Education Association and through co.operative efforts, working in close harmony with the State Department of Education, many problems which have beset us in the past are being ironed out. It is especially pleasing to report that there is now existing a spirit of closer understanding between the University System and the high schools of the state. The great majority of those in both fields are working toward a common end and in sympathy.
In years gone by those in charge of the destiny of the University did not seem to realize that it was necessary to carry the message of the University to the people and to the high school superintendents, principals and teachers. The campus of each unit of the System is open to secondary school people for their various activities, and the classrooms for their experimentation work.
With the wave of increased enrollment coming into the colleges it is necessary that we face the problem of increased financial sup-
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port and that this financial support cannot come unless and until the University System and the common sch~ols pool their common interests in a great educaJional pro~ram.
RELIGIOUS IDEALS
A University System must meet the needs of the age and the society it serves. To do this it must meet the physical. spiritual. and 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 previous years. Young men and women are vitally interested in things eternal. as evidenced by active participation in the Students Voluntary Religious Association. Student pastors are likewise rendering a fine service. To my way of thinking the life of the college boy and girl is more natural. more wholesome, more pure than in any prev10us period in the history of education.
The test ~f 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.
ATHLETICS
A modern program of physical education includes as a constituent part thereof the work in intercollegiate athletics. The overwhelming conclusion among educators is that the inherent educational value of inter-collegiate contests, properly controlled, is great and should and will be preserved as a permanent part of the educational program of our institutions. Every sensible person must recognize that the very rapid development of intercollegiate contests naturally brought into prominence a certain number of recognized evils. Those have to a large extent been eliminated by responsible faculty control.
No unbiased person can deny that competitive sports have a desirable place in American colleges. The stimulated mind is, of course, the primary purpose of the college. But is not the man whose intellect has been stimulated doubly valuable to society when he is qualified to become an effective agent in the community in which he lives? As preparation for this, the ideals of the college community have influence beyond reckoning. No agency of undergraduate life so powerfully binds the college community together nor, on the whole so advantageously permeates its ideals as do the undergraduate sports.
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Let us not deny them either the consideration or the credit which is rightfully theirs.
Honorable Newton D .. Baker. fqrmer Secretary of War, in an address to the members of the Nati<mal Collegiate Association, said that "if it had not been for the college gymnasium and the athletic field, I venture to say that the American army could not have been officered in any such small space of time, for we needed not only the trained mind and trained muscles of the American youth but we needed the spirit of fair play. We needed the spirit of teamwork. the spirit of organized games, which has come to be characteristic of college athletics. We needed all that. and it was a contribution of inestimable value, and one which in any future emergency that confronts this country we must look to you again."
President Angell of Yale University in an able address on Athletics stated that "Athletics have in many of the large universities served to create and foster an institutional solidarity afforded in like degree by no other agency. To some it may seem a humiliating admission, but it is certainly the fact that athletics have in many institutions constituted practically the only bond of common interest. Similarly they have served to develop alumni interest and loyalty out of all proportion to any or all o.ther means."
National defense depends a great deal on the athletic ability of the mass of population. In the sixth century of the Romans was this slogan: "While the Coliseum stands, Rome shall stand; when the Coliseum falls, Rome will fall. and with it civilization." When the virility of the Roman race disappeared and luxury came to take its place; when instead of its own citizens defending their country. they entrusted its defense to mercenaries, Rome fell. Football is the one virile American game and it is needed badly in our American life. The benefits are derived not only by the thousands who play the game but by the many more thousands who withness these contests. Our boys in too many homes live a life of luxury and ease and spend too much of their time on the soft, easy cushions of automobiles. What they need and must have to fit them as men-real men-are the very things which are taught and developed on the football field-a strong, alert body, a keen, quick-thinking mind, and that unconquerable fighting spirit which overcomes all obstacles in the end.
The Athletic Association of the University of Georgia has given to the State of Georgia. Sanford Stadium $365,000, a baseball field $50,000, Woodruff Hall $75,000, tennis courts $6,000, improvements on buildings $11.000, land $1.000. new equipment $25,000,
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and miscellaneous items $15,000, amounting to a total of approximately $525,000. The Athletic Association of the Georgia School of Technology has given to.the State ~f Georgia, Grant Field $310,580, Rose Bowl Field $74,200, land $254,400, tennis courts $7,500, equipment $25,452, improvements on buildings $87,000, and miscellaneous items $25,000, or a total of approximately $784,000. These two associations through economies and good business management have added to the State's physical equipment approximately one million dollars in land, buildings, and permanent improvements.
Not one cent of any appropriation ever made by the General Assembly has been used by the Athletic Assqciations to maintain, directly or indirectly, intercollegiate athletics and intramural sports. The funds have come fr<?m the thousands of people who like clean manly sport and who desire to encourage recreational sports for college youth. Without the support of the public, it would be impossible to conduct a physical educational program. Our physical plant, equipment, and instructors make it possible for more than five thousand students to have the advantage of physical education, a phase of education not yet provided by the State.
The critics of college athletics, especially football, suggest that we should have less football, or none at all, and promote athletics for everyone. What have these done and what are their experiences in establishing, financing, and putting acro.ss such a voluntary program? Those in charge of intercollegiate athletics through the funds obtained almost entirely from football, have financed and developed a broad program of intercollegiate and int~amural athletic program, based on voluntary participation. Intercollegiate athletics and intramural sports are so closely related and interwoven that they must go hand in hand. If we do not have these games of wholesome out-door exercise, how and where will these boys use their time?
CONCLUSION
The University, originally conceived by p1oneers, has been constantly cherished through colonial and statehood days by our people. The University, now the University System, is the servant of the whole State. Every citizen has a right to ask for any reasonable help or advice of his University System, and expect a helpful answer. So it seems wise to repeat to ourselves this simple fact that we are of and for the State, because "it is all too easy for a faculty and administration to veer to the opinion that this is their institution. And sometimes it is all too easy for small groups of students,
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even, to attain to a degree of selfishness which, for the moment, enlarges their ego so much that because they have condescended to live in our midst, that they are the pe~ple, and that their emotions and biases should control au; University System."
The University System, like all other servants of the State, is supported by the State. It is imperative that we keep ourselves close to the essential needs of the State and likewise it is just as imperative that the State see to it that we are able to yield the results which it expects. For the State to ask us. its servants, to provide aid and advice for its citizens. and sound education for its youth, would be grossly unsound and unfair, unless it provides us with adequate support.
If the citizens of the State wish to know how to control blossomend rot of tomatoes, what is the proper fertilizer mixture and amount to use in peach orchards, which is superior for fattening cattle, peanut or cotton seed meal. how to prevent root rot of snap beans, how to beneficiate ores, how to determine the economic value of the cotton stalk. how to harness the water of the state, which type of the pine tree to plant, they will apply to the University System for assistance. Every unit in the University System will find larger opportunities for community serviceableness in the future.
There is a feeling among the people of this nation that, perhaps. we have undertaken in our governments more than we can accomplish. There is not a state that do.es not provide protection, government. roads, relief, a-!J.d education from the first grade through the graduate .school. All these functions are essential in a democracy. but it is evident to every serious minded person that there must be degrees of importance among these services. It would show lack of wisdom on my part to suggest the relative rank of these fine services. It does seem, however, that when funds are inadequate to meet all sorts of obligations. that it is unwise to pro rate the money undiscriminatingly. In making this observation, I am thinking of state support of education from the beginning to the end, in every public .school and" every institution of higher learning in the State. Ours is a common undertaking.
In many respects this has been an excellent year. Attendance increased, the physical plant expanded, scholastic attainment improved and the faith of the people in the University System manifest.ed itself in many ways. These factors present the bright side. That the General Assembly made the appropriations both for maintenance .and for buildings is indeed gratifying, but the fact that at this writing
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the state has not been able to pay the appropnatwn destroys morale and throws a damper over all the good things accomplished and those things hoped to .be achievi.d. Hope still exists that the needed funds will yet be provided.
RECOMMENDATIONS
It is recommended that the Regents request the General Assembly to make the following appropriations for each of the new fiscal years 1939-40 and 1940-41-these are the minimum amounts needed for the University System-these appropriations to be paid in full:
1. MAINTENANCE ------------------------------------------$ 2, 3 75,000.
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 confronts 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. It is good business judgment and the part of wisdom to take advantage of the provisions of the Public Works Administration. Approximately every dollar appropriated by the State will be matched by the Federal Government. The buildings will have to be constructed and it is far better for the State to receive funds from the Federal Government than to have to ask the State for the entire amount. The plan_ now will save the taxpayers money, and the opportunities presented now may never come again.
3. A GRADUATE SCHOOL__________________________________$150,000.
Each year the demand for graduate work increases. Our teachers and students resent having to leave the State to do advanced workwork for the degree qf 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
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University System to make a beginning in limited fields. Without

graduate and research schools we only have a college and not a uni-

versity system.

.

4. NEW EQUIPMENT, APPARATUS, MACHINERY__ $100,000.

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 SCHOOL OF MEDICINE_____________________________ $75,000.

We cannot afford to jeopardize the rating of the School of Medicine. An institution that loses its rating with the standardizing agencies is in a critical situation. The School of Medicine is today in good standing, but it will not be unless it is more adequately financed and unless its facilities and equipment are increased. If 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 School of Medicine must have some funds to care for State patients. Hospitals to make possible a School of Medicine are now built and financed by Richmond County and the City of Augusta. The State is fortunate in having these facilities.
6. REPAIRS _________________________________________________________$50, 0 00.

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.

To the Governor, the General Assembly, the Regents, the heads of institutions, the friends of education, and to the efficient staff in the central office, who have always assisted me in my work cheer-
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fully, in spite of the endless details connected with the building program which required many hours long after the day's work
ordinarily clqsed, I desire to. express nw sincere appreciation.
Respectfully submitted, S. V. SANFORD, Chancellor.
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