Annual report from the regents of the University System of Georgia to his excellency honorable E.D. Rivers governor for the year 1939 [1939]

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

0DAHLOI-lEC.A HOI<JI-I <;.EO~ COLLE.G.

. -ATLAt.~p

.AT~I:W!l
T-IlE UNIVE~ITY Of C<EO~IA

GEOI\GIA SC~OOL Of n:c.uNOL04Y ATL-ANTA E:I.TEIISION CUITEil

COLLE{,

Elt.PfRIME!>IT Cr0fi!..C,IA !Jt.P.t:RIIo\ENT ~TATION
STA.,. TE.O.C~\R:I At-10 AGRICULTURAL COLLEG.
FOP.T VALL~Y

.MllUOt;-EVILLE
Gf01t41A. :!>Tol.T. COI.L.f<~ 'tOR. WOMEN

AME~CU~ GEO~GIA SOUTHWE5T!:RN COLLEGE

.5TATE~P,OP ~OUTH GEOilUIA T~AC~U...!o COLLEGI!.
6AVJ>NNAM GEO~GIA STAT.E

ALI!.ANY

AG<L;ROIRCGOLIT"-U~AN.OL RMCAOLLL.,E_NGDE



TIFTON

AIIR.Aiol.6.M &ALDWIN

AC.RICIJLTUR.AL COLLE<JE

COA~T.O..L PLA.IN l!.l<P1!..1MNT <5T"-1"10N

DOUGLAS SOUTil GEORG lA. COLLEGE
FOR THE YEAR

VALOOSTA
GEO~GfA. STATE WOMAN$ COLLEGE

1939

REGENTS OF THE UNIVERSITY SYSTEM OF GEORGIA
STATE CAPITOL, ATLANTA
Office of the Chairman

A.tla.nta., Georgia December 31, 1939

The Honorable E. D. Rivers Governor of Georgia. Sta.te Capitol Atlanta, Georgia.

My dear Governor Rivers:

I herewith submit to you the eighth annual report of the Regents of the University System of Georgia. for the period ending December 31, 1939.

lor

s.

This report includes V. Sanford about the

a. report from ChancelUniversity System for

the same period.

3

MEMBERS OF THE BOARD OF REGENTS OF THE UNIVERSITY SYSTEM OF GEORGIA

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

Name
E. D. Rivers Ex officio during term as Governor
Marion Sm1th Concurrent with term of Governor
L. W. Robert, Jr. March 25, 1937 - July 1, 1942
T. Jack Lance March 25, 1937 --July 1, 1942
J. Knox Gholston March 25, 1937 - July 1, 1940
George Hains March 25, 1937 - July 1, 1940
John G. Kennedy July 1, 1939 - July 1, 1945
J. D. Gardner September 29, 1938 - July 1, 1941
George C. Woodruff July 1, 1937 - July 1, 1941
Cason J. Callaway July 1, 1935 - July 1; 1941
Clark Howell July 1, 1937 - July 1, 1943
Miller S. Bell July 1, 1935 - July 1, 1941
R. D. Harvey August 14, 1939 - July 1, 1941
John W. Bennett, Sr. July 1, 1937 - July 1, 1943
Sandy Beaver July 1, 1933 - July 1, 1939
Ab1t Nix July 1, 1937 - July 1, 1943

Address Atlanta Atlanta Atlanta Young Harris Comer Augusta Savannah Camilla Columbus LaGrange Atlanta Milledgeville Lindale Waycross Gainesville Athens

OFFICERS OF THE BOARD 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

4

UliiTS IN SYSTEM

The University System is nov composed ~ eighteen units, The unite, location, and heads are as follows:

Location

Ins t1 tut1on

Head

l. Albany*

Georgia Normal and Agricultural J. W. Holley, President College

2. Americus

Georgia Southwestern College

Peyton Jacob, President

3. Athens

The University of Georgia

Harmon Caldwell, President

4. Atlanta

Georgia School of Technology

M. L. Brittain, President

5. Atlanta

Department of Adult Education Division of General Extension Georgia Evening College and Atlanta Junior College

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

6. Augusta

University of Georgia School of Medicine

G, Lombard Kelly, Dean

1 Carrollton 8. Cochran 9. Dahlonega

West Georgia College Middle Georgia College North Georgia College

I. s. Ingram, President
L. H. Browning, President
J. c. Rogers, President

10. Douglas

South Georgia College

J. M. Thrash, President

11. Experiment

Georgia Experiment Station

H. P. Stuckey, Director

12. Fort Valley* Fort Valley State College

H. M. Bond, President

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

14. Savannah* 15. Statesboro

Georgia State College Georgia Teachers College

Benjamin F. Hubert, President
M, s. Pittman, President

16. Tifton 17. Tifton

Abraham Baldwin Agricultural College

George H. King, President

Coastal Plain Experiment Station s. H. Starr, Director

18. Valdosta

Georgia State Womans College

Frank R, Reade, Preaident

*Negro Colleges.

Senior Colleges The following constitute the senior colleges: 1. The University of Georgia, Athens 2. Georgia School of Technology, Atlanta
3. Georgia State College for Women, Milledgeville 4. Georgia Evening College, Atlanta
5

5. Georgia Teachers College, Statesboro 6. Georgia State Womans College, Valdosta 7. University of Georgia School of Medicine, Augusta 8. Georgia State Co~lege, S~vannah*
Junior Colleges
The fo+lowing constitute the junior colleges offering two years of college work - freshman and sophomor
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, Atlanta 8. Georgia Normal and Agricultural College, Albany* 9. Fort Valley State College, Fort Valley*
Department of Adult Education
This department is composed of the following divisions:
1. Atlanta Extension Center, Atlanta Georgia Evening College Atlanta Junior College
2. Division of General Extension, Atlanta
Experiment Stations
The following are the experiment stat1ons:
1. Georgia Experiment Station, Experiment 2. Georgia Coastal Plain Experiment Station, Tifton
3. State Engineering Experiment Station, Georgia School
of Technology, Atlanta
*Negro Colleges.
6

MAJOR OBJECTIVES
1. Survey. The first major. objective of this board was the authorization of an educational survey of the twenty-six institutions which were placed under the jurisdiction of the Board of Regents on January l, 1932. One of the first things that this board did after its formation was to make an application to the General Education Board for a grant of funds with which to make an educational survey of the institutions under its control. This request was granted and funds were provided for the survey. A survey comrndssion of outstanding educators was appointed. Upon the completion of the survey the committee filed recommendations with this board, which have resulted in the removal of the duplication of courses and the consolidation of the twenty-six institutions into the present University System of eighteen units.
2. Building Program. The building program was the second major objective of the board. A review of the buildings and grounds of the University System, when this board was formed, disclosed the buildings needing repairs and painting. Many were inadequate to accommodate properly the educational objectives of the system. More important than anything else was the urgent need for additional buildings. The board believed that the proper way to solve the building problem was to make it the second objective of the board.
Accordingly, this board authorized the making of a survey of the buildi~~s in the system by competent persons with a view of constructing additional buildings to accommodate the educational objectives which this board had deemed advisable to inaugurate for the system.
It is a pleasure to report to you that this board has erected on the campus of each unit at
7

le~st one splendid building which is a source of much gratification tQ the i~titution and its many
alumni. Approximately 74 buildings have been com-
pleted or are under construction at a cost of approximately $5,5001 000.
Overcrowded conditions and the need for additional buildings continue to be a problem of great magnitude to the board and the chancellor. The ever increasing enrollment and the enlargement of the educational objectives of the system make it imperative that the system have additional buildings at a very early date. Especially is it advantageous to erect central heating plants, water tanks, and other similar buildings that materially reduce the operating expense of the system.
3. Agricultural Program. The third major
objective of this board is an agricultural program for Georgia. This board recognizes that if this state is to occupy the position in agriculture which it so justly deserves, it will be necessary that the natural potentialities of the state be utilized to the fullest extent. We have the climate, the soil, and inspired people with which to plan a return of our state to the former position of the Empire State of the South! Furthermore, this board has emphasized that if the University System is to enjoy the confidence ~nd support of Georgians everywhere the services of the system must be extended beyond the classrooms and into the field of agriculture, endeavoring at all times to make Georgia a happier and more profitable state in which to live.
With this objective in mind this board on
October 28, 1938, authorized the appointment of an
Agricultural Committee composed of Regents Cason J. Callaway, as chairman, J. Knox Gholston, and Clark Howell. This committee was asked to formulate a program under which tho.se engaged in agriculture and related fields may be assisted in every
8

way in the solution of their problems either by short instructional co~rses, f~eld demonstrations, or otherwise, with a view of this board's establishing and promoting a program which would concern itself with the further development of Georgia in agriculture and related fields. This program also contemplates the encouragement of the production of additional crops from which cash may be derived the yeq,r round.
It is a pleasure to report to you that progress is being made by the committee toward the formation of a workable program for the further development of this state in agriculture. It is also gratifying to report to you that this board1 the committee, and the chancellor have received the fullest cooperation from the faculty members of the system.
THE ILAH DUNLAP LITTLE BEQUEST
In July of this year Mrs. Ilah Dunlap Little departed this life leaving a will creating a magnificent legacy for The University of Georgia. By the terms of this will Mrs. Little's property, after the payment of certain special bequests, goes to three trustees, namely R. C. Dunlap and G. G. Hardeman of Macon, and Marion Smith of Atlanta. The trustees are to pay the income for life to two of Mrs. Little's sisters (one of whom has since departed this life) and then the entire fund is to be used for a library at The University of Georgia. The trustees are directed to erect the building on the site of the old Chancellor's Home and are given authority to set aside a part of the fund for endowment if they so determine.
Mrs. Little was the widow of the late Hon. John D. Little, one of the leaders of the Georgia bar and at one time Speaker of the House of Representatives of the Georgia General Assembly. Both
9

Mr. and Mrs. Little were devoted to this state and to its institutions~ Haviqg no children of their own and neither of them having any nieces or nephews6 or closely related collaterals6 they determined that their fortune should go for the purposes indicated in this will. The matter was talked over between them in their lifetime and both of them had discussed the matter with the chairman of this board. It is a splendid bequest to this state and sets an example that other of our citizens might bear in mind.
The building is to be a memorial to Mrs. Little's father, the late Samuel Scott Dunlap, to her brother6 the late Samuel Scott Dunlap, Jr., to her first husband6 the late Leonidas A. Jordan, and to her second husband 6 the late John D. Little 6 and to herself.
CONFEDERATE CONSTITUTION
The 1938 report of the Board of Regents
called attention to the fact that the board held an option on the original constitution of the Confederate States6 which we were without funds to exercise6 and that there was danger of this great relic of the Southern struggle passing into hands outside of the South unless something were done to save it. In that situation we took up with Mrs.
Walter D. Lamar, the president of the United
Daughters of the Confederacy, the matter of enlisting the aid of that organization to preserve this historical document for the South. Mrs. Lamar went actively to work on the problem and shortly before the death of Mrs. Ilah Dunlap Little, referred to previously in this report 6 Mrs. Lamar had secured the guarantee of the assistance of the Daughters of the Confederacy in raising the funds necessary to pro~erve the Confederate Constitution as a Southern memorial.
10

We did not act~ally utilize this aid of the Daughters of the Confederacy because after the probate of Mrs. Little's ~ill the-trustees under the will assured the Board of Regents that they would out of this trust estate, at a later date, furnish the funds necessary for the purchase of the Confederate Constitution to be placed in the Little Memorial Library. With this assurance the board secured a sufficient extension of time for the payment of the purchase price for us to be certain of receiving the funds from the Little trust before we were called upon to pay for the instrument.
Hence we take pleasure in reporting to the state that the Confederate Constitution will remain forever in the library of The University of Georgia. We express our deep app~eciation for their willingness to join us as above pointed out. Had it not been for Mrs. Little's bequest we would have called upon them for the aid they so generously offered.
ENROLLMENT IN THE UNIVERSITY SYSTEM
On October 15, there were enrolled in the University System 13,653 students. This is the
largest enrollment ever recorded by the University System and represents an all-time record. It
is an increase of 666 students over the enrollment in October last year, and an increase of 5,618 over the enrollment for this period in 1933. In
other words, during a period of seven years which represents the time that the system has functioned as a system there has been an increase of approxi-
mately 5,618 students or a percentage increase of
more than 69.9~.
This increase has been steady since 1933,
approximately one thousand each year. No finer evidence is needed to show the faith which has been placed in the University System by the people of this state.
11

ENROLLMENT IN THE UNIVERSITY SYSTEM
... FALL QUARTERS

Totals - October 15**

NAME OF INSTITUTION

1933 1934 1935 1936 1937 1938

1939

Senior Institutions The University of Georgia Athens Georgia School of Technology Atlanta Atlanta Extension Center Atlanta University of Georgia School of Medicine, Augusta Georgia State College for Women, Milledgeville
Georgia Teachers College Statesboro
Georgia State Womans College Valdosta

2101 2404 2724 2843 3178 3379 3408 1666 1784 1871 2014 2354 2493 2590
638 835 842 1105 1165 1279 1479 153 147 151 148 155 163 168 1032 1160 1235 1279 1363 1495 1469 456 476 440 522 502 580 514 323 34~ 343 3ll 306 341 353

Totals 6369 7149 7606 8222 9023 9730 9981

Junior Colleges Georgia Southwestern College Americus West Georgia College Carrollton Middle Georgia College Cochran
North Georgia College Dahlonega South Georgia College Douglas Abraham Baldwin Agricultural College, Tifton

219 277 336 3ll 314 350 374 232 266 270 303 296 428 449 293 267 286 346 345 403 432 210 268 303 344 415 535 593 205 203 204 259 314 340 3ll
86 169 217 250 317 377 405

Totals 1245 1450 1616 1813 2001 2433 2564

Negro Institutions Georgia Normal and Agricultural College, Albany Fort,Valley State College Fort Valley Georgia State College Savannah

90 101 103 109 133 208 334 218
'288 256 269 335 343 523 556

Totals 421 407 473 508 548 824 ll08

Division of General Extension Atlanta*

In 1937-38, 6,470 ~eparate students did work in this Division in 11,649 courses, In 1938-39, 6,441 students took 11,639
~ourses.

Grand Totale 8035 9006 9695 10543 11572 12987 13653

*Not included in Grand Totals, **Forsyth included in totals for 1933 through 1938.

12

CUMULATTVE ENROLLMENT INCLUDING SUMMER SCHOOL

The cumulative ahd summe~ school enrollment in the University System for the scholastic year
1938-39 was 19,893 students compared with 20,454 for 1937-38. The decrease is shown in the summer school attendance. Summer school enrollment 193738 was 7,429, in 1938-39, 5,300. These figures
are exclusive of students enrolled in general extension.

ENROLLMENT IN THE UNIVERSITY SYSTEM FOR SCHOLASTIC YEARS 1938, 1939

NAME OF INSTITUTION

s. s. and Cum. Totals Summer School Cum. Totals 1937-8 1938-9 1937-8 1938-9 1937-8 1938-9

Senior Institutions
The University of Georgia Athens
Georgia School of Technology Atlanta Atlanta Extension Center University of Georgia School of Medicine, Augusta Georgia State College for Women Milledgeville South Georgia Teachers College Statesboro Georgia State Womans College Valdosta

3497 2451 1503 156 1453 649 340

3735 2588 1748
163 1596
754 360

2431 598 378

1740
600 300

ll08 837 1014 617
220 146

5928 3049 1881
156 2561 1663
560

5475 3188 2048
163 2433 1371
506

Totals
Junior Colleges Georgia Southwestern College Americus West Georgia College Carrollton Middle Georgia College Cochran North Georgia College Dahlonega South Georgia College Douglas Abraham Baldwin Agricultural College, Tifton
Totals
Negro Institutions Georgia Normal and Agricultural College, Albany State Teachers and Agricultural College, Forsyth Georgia State College Savannah
Totals Division of General Extension Atlanta***

10049 10944 5749 4240 15798 15184

344 338 400 456 350 4ll 2299

385 463 449 580 371 451 2699

344 385

224 168

562 631

400 449

242 216

698 796

350 371

411 451

466 384 2765 3083

147 249

527 368

674 617

72 123

72 123

458 578

687 308 1145 886

677 950 1214 676 1891 1626

1938-9 - Up to date 6,101 students have enrolled in this division.

Grand Totals 13025 14593 7429 5300 20454 19893

*90 students enrolled during short spring term. **Tech is on the semester basis. ***Not included in grand totals.

13

COMPARATIVE ENROLLMENT, APPROPRIATION, AND
FINANCIAL CO..N. DITION
The following table shows the amounts appropriated to the University System and the amounts actually received by the University System from 1930 to date.

Year 1930-31 1931-32 1932-33 1933-311 1934-35 1935-36 1936-37 1/1/37 - 6/30/37 7/1/37 - 6/30/38 1938-39 1939-40

Enrollment
8,035 9,0o6 9,695 10,543
11,572 12,987 13,653

Increase since 1933
971 1,660 2,508 3,537 4,952 5,618

Appropriation $2,252,866.00
2,301,116.00 1,900, 500.00 1,883,000.00 1, 500,000.00 1,500,000.00 1,500,000.00
666,666.66 1,750,000.00 1,750,000.00 1, 750,000.00

Received :1: Received

$2,001,304.40

88.83

1,891,264.97 82.19

1,624,927.50 85.50

1,336,930.00 n.oo

1,177,500.00 78.50

1,387,500.00

92.50

1,275,000.00 85.00

666,666.66 100.00

1,295,000.00 74.00

1,155,000.00 66.00

525,000.00* 60.00

*Payments received for first half of fiscal rear (7/1/39 - 1/1/40). Rote: The enrollment does not include students either in the summer schools or
in extension classes.

OUR FINANC'IAL CRISIS
In the fall of 1930 there were in attendance at the state's institutions of higher learning approximately 6,000 college students. During that fiscal year the state paid over to such institutions in excess of $2,000,000.
In the fall of 1933, the year after this board took charge of the institutions of higher education, there were in attendance in said institutions approximately 8,000 college students. In that year ~he state paid for the maintenance of such institutions approximately $1,300,000.
14

This past fall - that is to say - the fall of 1939, there were in attendance on the campuses of the University Syst~m appr~imately 13,600 students.
If the appropriation to the Board of Regents for the maintenance of these institutions con-
tinues to be 6o%, we will receive, for the mainte-
nance of these institutions, and for furnishing instruction to these 13,600 students, slightly over
$1,000,000.
The steady increase in enrollment in these institutions has not been accompanied by any increase in payments for their maintenance. On the contrary the amount actually received from the state has been steadily diminishing.
The scope of the problem now presented to this board is shown by the fact that we have m~re than twice as many college students as were in attendance at the state institutions ten years ago, and if only 60% of our appropriation is paid, we will receive from the state for the maintenance of these institutions less than half as much as the state was expending for this purpose in 1930.
Even the foregoing does not present fully the weight of this problem. The statement as given has dealt only with attendance on campuses at the fall session and does not include the attendance at the summer school nor those taking extension and correspondence courses.
When the committees of the General Assembly were considering the last appropriation bill this board cut its estimates to the bone and asked o~y the amount that was absolutely necessary to maintain its services without deterioration. If we could receive this amount from the state we believe we could, through rigid economy,,furnish fairly adequate services, although we could not, even with
15

such appropriation paid in full, furn~sh as sat~s f'actory service as the young people of this state should have.
When, however, we are faced with the prospect of receiving only 60% of such appropriation we feel compelled to say to the General Assembly with all the earnestness we can muster, that we face a real tragedy so far as the state's institutions of higher education are concerned.
Consider the alternatives which we face:
1. We cannot increase the number of students to an instructor because we are already beyond the limit considered tolerable under educational standards.
2. We cannot reduce further the salaries of our teaching staff because we are already faced with the danger of losing many of our most desirable professors due to the fact that other institutions are able to pay better salaries.
3. We cannot effect further economies
because we have already gone beyond any sound limit along this line. This is most noticeable in the failure to make needed repairs, with the resulting deterioration in the properties needing the repairs.
4. There remains only the alternative
of increasing matriculation fees to students.
Permit us tp say that this last step should be looked on as a disaster. It will undoubtedly
16

force out of these institutions many deserving young men and women wh~ could qot meet the increased charge and would thus be deprived of the opportunity of continuing their education. Anyone who bears in mind the low ranking that this state has heretofore held in education, who realizes the tremendous steps forward which have been made in the last few-years, who sees as we see, the great possibilities for the state if this educational progress can be continued, must recognize that an increase in these matriculation charges, forcing students out of the institutions, would be nothing short of a disaster.
In this situation we respectfully lay our problem before the General Assembly and before the people of our state. The University System and the state of Georgia stand today at the crossroads. Beyond any doubt, the continued progress of our state depends upon the state's continuing without handicap its educational services and its health services to the people of the state. The system under our management is one of the agencies furnishing part of this service. It is, however, only one aspect of the problem. The broader task before the state as a whole is that the state must not default in the reasonable steps it has undertaken to provide for the education, health, and welfare of our citizens on a basis fairly commensurate with their needs, with our ability, and with what is being done elsewhere.
If it is said that our people cannot afford to furnish these services, our reply is that we cannot afford not to furnish them. The revenue of the state itself depends upon building up the earning capacity of its citizens and the earning capacity of its citizens depends to a large extent upon their education and their health. The sick and the ignorant cannot produce incomes out of which the state will be built up and from which taxes can be paid.
17

We are entirely confident that the General Assembly in its wisd?m and p~triotism will solve this problem. For such aid as it may be to them we deem it our duty to make this declaration of the necessity with which we are faced.
THE LIBRARIES OF THE UNIVERSITY SYSTEM OF GEORGIA
The libraries of the University System have experienced a significant improvement wi thin the past five years. When the Regents assumed control of the several units of the system, a survey revealed that most of their libraries were seriously deficient in personnel of the library staffs, in available quarters, in budgetary support, and in the size and care of the collections of books and magazines.
A closer study of the individual units would reveal that the Georgia State College for Women at Milledgeville possessed a fine, modern building but was understaffed and had too few books to care for the needs of its rapidly growing student body. At the University, the old library building, adequate once for Franklin College, could seat hardly a tenth of the enlarged student body, and because of the lack of stack facilities, it was necessary to house its excess books in a number of scattered buildings. In almost every school, the library staff was so limited in number or so inadequately trained that the best use could not be made of existing collections. Little interest was exhibited in the larger schools in the accumulation of research collections and periodical files necessary to support the graduate schools or the research activities of the faculties.
Much has been done to remedy the deficiencies in spite of the financial handicaps under which the Regents have labored since the reorgani-
18

. zation of the University System. In this the Uni-
versity took the lead.. An addition was made to
the old building in order to provide ample storage or stack space, and the administration has completed valuable periodical files, increased the library book budget, begun the collection of historical manuscripts, and many other valuable collections. A splendid new library is now to be built for the University, for under the will of the late Mrs. John D. Little, it has been made the beneficiary of approximately four hundred and fifty thousand dollars. This will be used for construction and maintenance of the library.
The building program of the Regents with state and Federal funds, with the aid of the Works Progress Administration and Public Works Administration, has made possible the construction and renovation of library buildings at the units of the University System most needing enlarged quarters. New buildings now stand on the campuses of Middle Georgia College at Cochran, West Georgia College at Carrollton, South Georgia College at Douglas, and the Georgia Teachers College at Statesboro. Construction is nearing completion of fine libraries at the North Georgia College at Dahlonega, and at the Georgia State Womans College at Valdosta.
At the Georgia Teachers College, Statesboro, due to the interest and financial support of the Rosenwald Foundation, a model library for Southern teachers colleges has been established with an adequate staff, a re-catalogued book collection, and special facilities for curriculum work and for the children of the laboratory school.
The Georgia School of Technology has an outstanding file of technological publications relative to science and engineering as well as a useful anci comp.rehensive book collection. The building, though, is not adequate for the rapid growth of
19

this institution.

.

...

New equipment has been installed in the en-

larged quarters of the Georgia Evening College and

Atlanta Junior College. These uni.ts of the University System are increasing their book collections

as rapidly as possible, and mindful of the predominantly commercial training courses of the Evening College, they are building principally a library

of commercial publications and books dealing with

business subjects. .However,. they have the minimum

requirements of art, science, and education publications. This is in accord with t:he long-range policy of the University System to avoid duplication of services and equipmen~, and with the purpose in view of exchanging books among the units whenever possible.

There is also a film library in the University System. The Audio-Visual Extensiorr Service of the Division of General .Extension has 391 educational films which were shown to 828,000 people last year. This unit has a fireproof storage vault and projection room which are satisfactory. Through this department the University System serves all the state,.in rural areas as well as the various institutions.

The School of Medicine at Augusta has its library in renovated quarters, put it does not satisfactorily compare with the standards of the best
medical schools On October 6, 1939,, this Board
authorized the use or approximately $14,000 in the
Julia Flournoy Moore Fund for the enlargement ,of the present library and the .purchase of greatly needed books.

The Georgia Southwestern College at ~ericus will probably change an old auditorium into a library. This will serve for a limited period of time.

20

. The library facilities of the Abraham Bald-
win Agricultural Colle.ge at Tifton are inadequate.
A new library building is now under construction.
At the Experiment Stations, wher.e agricultural research work is done by trained scientists and professors, there is constant use of the scientific publications on file. The Georgia Experiment Station at Griffin has its library in renovated quarters, and for the time being it is adequately accommodated. At Tifton, the Coastal Plain Experiment Station has a new building which provides ample space for good library work.
The Negro institutions a~e fairly well provided with library facilities, the building at the Georgia State. College at Savannah having been satisfactorily renovated, and the library at the Georgia Normal and Agricultural College at Albany having been completed recently. In all, probability, it will be necessary to enlarge the library facilities of the Fort Valley. State College, the newly acquired and well equipped Negro institution at Fort Valley.
The financial condition of the University System, due to non-payment of all its appropriation, has h~ndicapped to a great extent the improvement of the library facilities in the manner desired by the Board of Regents. However, when funds become available, and this is hope.d to be at an early time, each unit will be equipped to a standard comparable to the best of Southern colleges and universities of their respective kind.
AID FROM .FOUNDATIONS
The University System - so far as we know,
for the first time in the history of any o.f its institutions - is beginning to receive generous aid from great educational foundations of the country. This is very gratifying to us who are
21

. charged with the development of the system. It
is gratifying not si.mply because of the increased
work which the system is able to do for the state through this aid, but also because we are told it evidences and springs from a developing confidence in our work on the part of those who have charge of these great foundations.
The Julius Rosenwald Fund has purchased and given to the University System the splendid plant at Fort Valley, to which we moved the Negro institution formerly located at Forsyth. It has helped generously in developing the work of West Georgia College at Carrollton, with particular reference to teacher training for rural communities. It is also aiding in similar work in Georgia Teachers College at Statesboro, and in addition thereto, it has contributed to the library and to the library staff. In addition, it has given generously to the College of Education at The University of Georgia. All of this aid is along lines that are of great value to the state of Georgia, but which we could not undertake on our limited state appropriations without such outside aid.
The General Education Board has made liberal donations to the Georgia School of Technology for research and for cataloging its library. To The University of Georgia it has given generous sums for advancing the College of Education on the graduate level and also generous sums for research.
Within the last few days the John a.nd Mary R. Markl3 Foundation of New York has made a liberal contribution to the School of Medicine at Augusta for the research work being conducted by Dr. V. P. Sydenstricker.
To these foundations and to others, a list of whom appear in the Chancellor's Report, we express the deep appreciation of this board and, we know, of the people of Georgia.
22

.. REPORT OF ECONOMY COMMITTEE .
We desire to express our thanks for the fair and generous report about the University System made by the Economy Committee of the General Assembly. Its investigation of our work and our operations was thorough and able. We believe its report shows a thorough study of the University System and we are gratified that the conclusions it reached are that the system is competently, economically, and efficiently administered. Those of us who appeared before the committee (the chancellor, the chairman, and the secretary of the board), learned quickly that the committee was not approaching the matter with any predilection or prejudgment one way or the other, but that it intended to go to the bottom of the facts. We express our appreciation of the fairness of the investigation and our gratification over the conclusions reached.
BUILDING PROGRAM
Practically all buildings in the building program are now completed. The details of these buildings are shown in the Chancellor's Report. The program, itself, has been outlined in previous reports from the board to the Governor. We are gratified to have been able to complete a program of this magnitude within the estimates made and without complications of any serious character.
The growth of attendance in the system, however, has left us at the completion of the program in a worse over-crowded condition than we were when it started. This, of course, merely means that the young people of this state are seeking an education through the University System in greatly increased numbers. Of course, all of us should be gratified at this fact, even though such increased attendance adds greatly to the complexity of our
23

problems, unless we can receive substantial ~n creases in the amounts paid~s for maintenance by the state.
DISSEMINATION OF THE FINDINGS OF THE UNIVERSITY FACULTIES
Each unit of the University System has asked a member of the faculty to send written reports of the findings of the various faculty members to the chancellor. Upon receipt of these reports in the chancellor's office, they are edited and given to the newspapers and news agencies of the state for publication.
We believe that the information th~t is now being placed before the people of the state is making many friends for the system. On November
3, 1939, this board passed a resolution conveying
its appreciation to the Atlanta newspapers, to the newspapers of the state, the radio stations, and others for the cooperative and generous manner in which these agencies have assisted in informing the people of our state about the findings of the University System in education, agriculture, industry, and other related fields.
FORWARD GEORGIA RADIO PROGRAM
On April 20, 1939, the Board of Regents and
Chancellor s. V. Sanford began a radio program over
WSB. At the present time this pro&ram is given each Thursday evening from 5:00 to 5:15 o'clock. This time is donated by WSB.
The purpose of this program is to present to the people of the state of Georgia information that will be helpful in the state's further development in education, industry, and agriculture.
24


. This board and the system are greatly in-
debted to WSB and its oo. mpetent staff of assistants
for the splendid cooperation given at all times by the persons connected with the station.
IN MEMORIAM
Dr. Charles Mercer Snelling died on September 19, 1939, at his home in Athens. For fifty-one years he served The University of Georgia as teacher, administrative officer, and president, and was named in January, 1932, as chancellor of the newly organized University System of Georgia. He maintained for half a century a permanent place in the educational world and was held in high esteem in the hearts of his students. He retired in June, 1933, to become chancellor emeritus in charge of the Department of Adult Education. His career was successful, solving many perplexing problems with wisdom, justice, diplomacy, and courage.
The public and private life of Charles Mercer Snelling was admirable - clean and inspiring. He was a staunch Christian, brilliant teacher, efficient executive, progressive citizen, charming companion, and a devoted friend. He brought to the University fine scholarship, versatile talent, strong character, and untiring devotion. At all times he commanded the respect of all and the admiration of a host of friends in all walks of life.
A devoted and distinguished educator and a dearly beloved friend has fallen, and the world has been made darker by his passing. In the words of the poet:
"None knew him but to love him; None named him but to praise."
25


IN MEMOR..I.A.M
"RESOLVED, That the Board of Regents of the University System of Georgia shall and it does herewith dedicate an expression of thoughtfulness and appreciation in memory of Charles Madison Milam
who died on June 22, 1939, for the services which
he so freely and so unselfishly gave toward the betterment of the educational opportunities in this state, and for the serious and careful deliberation given to all matters of concern to the Board of Regents and the University System during the time he was a member of this board."
He held many important positiona and was faithful and conscientious to every trust or honor. He was an ardent champion of the public schools and served for eight years as a member of the Cartersville Board of Education.
He was appointed by Governor Eugene Talmadge
in 1935 as a member of the Regents from the Seventh
Congressional District. At the time of his death he was President of the First National Bank of Cartersville, Chairman of the Board of Stewards of the Sam Jones Methodist Church, and a Regent of the University System of Georgia.
In conclusion I wish to convey.the appreciation of the Board of Regents to the Chancellor, those of the central office, the heads and faculties of the various units, and others in the system for their untiring efforts in the operation of the system.
Respectfully submitted,
Marion Smith Chairman
26

Hon. Marion Smith1 Chairman Regents1 University System of Georgia Atlanta1 Georg1.a
Dear Chairman Smith:
I am submitting to you and through you to the Regents my report as Chancellor for the year ending 1 December 31 1 1939. The annual report or the Regents1 of which the Chancellor1 s is a part1 is the only medium1 in large measure 1 which acquaints the people of the state in detail with a brief comprehensive survey of the work being done, plans for the future 1 aims, purposes1 and of the most pressing needs and problems of the University System of Georgia. In preparing this report I have given careful and thoughtful consideration to the material contained in the annual reports of presidents1 directors, deans, heads of div1.sions and other administrative officers.
The past year has been beset with many perplexing problems, yet 1.t has been one of the most satisfactory in the history of the University System. Administrative officers1 members of the faculty1 and students have worked harmoniously for the advancement of the institutions and the cause of education. With confidence it can be said that the various units as never before are cooperating and working together, and further there has never been a time when the University System was rendering as effective and efficient seryice to the state or was as thoroughly conscious of its duty
27

to the state. In a very real sense the University System is serving t~e yout~of Georgia.
THE CHALLENGE TO CIVILIZATION
The theme of the New York Herald Tribune Ninth Annual Forum was the challenge to civilization. This challenge was summarized in these words: "The nations of the world are on the move. From the Rhine to the Pacific has arisen a block of totalitarian states threatening a new world of domination. Facing them stand the Allies, France and England, and a world-wide democratic front united in spirit. The challenge is grave, farreaching. Our home front is wakening to it. Education, science, industry, government rally against it. With undimmed resolve to keep the peace, it behooves Americans to observe, to debate, to prepare." The prevailing opinion among our best American thinkers and educators seems to indicate that the United States cannot respond with vigor to today~s challenge to civilization unless, through education, social mobility may be once again achieved.
It was emphasized in a previous report of the Chancellor that true democracy resides in the will of a people to achieve the spread of opportunity, of work, of knowledge, of security, of welfare, of justice, and of character. Democracy is certain to decay and perish unless each generation consecrates itself anew at the altar of this high purpose. Here then is the key to the true functions of a tax-supported program of education; for it is in Georgia's schools that her youth must catch the vision of democracy, here the knowledge can and must be imparted which will safeguard the heritage of the past and assure the promise of the future. Our program involves the expansion of opportunity so as to usher in the more abundant life. Only through the proper functioning of our schools
28

and colleges shall we be able to convince our people in these days of peril that the American ideal is a reality and not a dream, and-failing in this the alternative might result in a Germany or a Russia, which God forbid.
THE UNIVERSITY SYSTEM
Since the University System of Georgia is something unique in the educational program of the United States, it is essential that from time to time the Chancellor emphasize the fact that 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, there are only the number needed and duplication of effort does not exist.
The University System is nothing more than the University established at many strategic centers in the state. We can not sacrifice the services of any unit without impairing the usefulness of the entire system. These units do not exist for themselves; they are all interrelated. Fortunately, therefore, it is not a question of a preponderant influence among the units, nor of dominance over the rest.
It is well recognized by educators and now by business men and members of the General Assembly, that a modern University System is one of the most complex and intricate institutional agencies of today. Each year student enrollment increases and this fact demands an increase in faculty personnel which in turn demands an increase in maintenance funds. This is one of the many factors which accounts for the cost of higher education.
29

As the student body increases their interests multiply which is something new to the older generation when the eurricul~ was circumscribed to meet the demands of a handful of students in the College of Liberal Arts. Today our University System must meet the needs of boys and girls who wish to major in agriculture1 in agronomy1 in poultry1 in animal husbandry1 in dairy products1 in agricultural engineering1 in horticulture~ in civil1 electrical1 ceramic1 aeronautical, architectural1 textiles engineering1 in pharmacy1 in business administration1 in bacteriology1 in medicine, in law1 in education, in home economics1 in fine arts, in secretarial work, in rural and industrial arts1 in library science, in forestry, in journalism~ and on and on we may enumerate the courses that students demand and courses 'which a University System must be equipped to supply. In addition to those undergraduate courses which are
in demand the University System must make adequate provision for courses above the undergraduate level and supply adequate instruction for those students who demand work in the advanced degrees 1 for the master and the doctorate degrees. To do these things requires money and if we do not provide those facilities, which we are under an obligation to do our Georgia boys and girls will be compelled to attend those institutions in other states where such opportunities are provided.
The sad and lamentable fact is this: when our bright boys and girls are compelled to leave the state for the doctorate or Ph.D. degree which our inadequate funds make it impossible to provide except in limited fields1 they too frequently never return to aid us in developing our state. If The University of Georgia and the Georgia School of Technology - to mention only two of the senior units in the University System of Georgia - could recall their graduates now teaching in other higher institutions of learning to positions in the faculty by paying adequate salaries, how much finer in-
30

stitutions we would have. These men would like to return and assist in building up Georgia, but they do not feel that they can ret~ because of inadequate salaries.
Marvelous as have been the accomplishments o~ the University System of Georgia during these critical years, it has now reached the parting of the ways. The regents and the chancellor can no longer meet the requests of the people who demand many kinds of intellectual and cultural serviees. We know the demands of the people who supply the funds, adequate or inadequate, for maintaining the University System should be met, but if the people through their General Assembly fail to provide the funds, then the University System can not meet the demands of the taxpayers.
TEE AGRICULTURAL PROGRAM
"America derived the funds to establish and maintain her standards of living, her forms of institutional life, including education, from agriculture and its products, from the forests and their products, from the mines and their products, from the development of the streams and their products. Now America faces a new situation. There are no more forests to speak of. The mines are being exhausted; the top soil is becoming thinner; the number of farms is decreasing; water power is being developed, but there is less water to be harnessed than there was a century ago. Meantime civilization has become more complex, its problems more numerous and more difficult of solution."
It is not strange therefore that Chairman Smith called to the attention of the Committee on Economy that the next major problem of the regents will be a better agricultural program for Georgia.
31

A co~ttee on agriculture composed of Regent Callaway, chairman, and Regents Gholston and Howell is now giving time and thought to this necessary but difficult problem. All the agencies of the University System are closely cooperating with this co~ttee in working out a special long-time program.
Today a new spirit exists in Georgia. It is generally admitted that Georgia farmers and their families are continuing their efforts on a broader basis than ever before to live at home. Today more space is being given in the weekly and daily press - column after column, frequently section after section - to the program of live at home, to diversification, to new methods and discoveries, to the closer relations between producer and buyer. Greater encouragement and assistance are being given by banks, by corporations, by merchants, by civic organizations to the problems of agriculture than in the past history of Georgia. It is impossible to operate a store, a bank, or a farm on the methods of a quarter of a century ago. Those who think in terms of yesterday, fail: those who th~nk in terms of tomorrow, succeed.
Georgia with its wonderful climate, its many streams, its variety of soils, its long growing season can produce a great variety of crops and no longer be so dependent on one, two, or three crops. We realize, of course, we are undePtaking a stupendous problem, but the problem must b& solved. In working out an agricultural program, attention is called to the fact that there are two hundred and fifty thousand farms in Georgia with one million four hundred thousand people living on them. Approximately one-half are on the heavy rolling soils north of the fall line, with the remaining half south of it on the more level sandy soils of the coastal plain. Not only soils, but climatic conditions and farm practices differ greatly in these sections. The research workers
32

are concentrating on problems peculiar to these

areas.

...

. In planning a program for agriculture, changing conditions must be met as they arise. If all the automobiles, trucks, and tracto~s we~e removed from the country there would be a great shortage of land to produce feed for the draft animals necessary to do the work. Who could have predicted the influence of motor power on the farms fifty years ago? Experiences of the past fifty years, however, have taught us some of the things which have been neglected, as soil conservation, which must be continued in the future if agriculture is to endure.

There have been a few missing links between the results of research and their application to farm practices. The laboratory or field plat worker makes a discovery. The facts are verified, but the farmers hesitate to use the results until they have been tried out under practical farm conditions. That more basic and fundamental work is needed is true, but a proving ground, on which to make practical application of laboratory and field plat findings, is also necessary.

Realizing that it is necessary to try out verified facts under practical fa~ conditions, the regents accepted approximately thirteen thousand acres of sub-marginal land in Putnam County from the United States Government for the use of the Georgia Experiment Station. This is the proving ground for methods worked out and discoveries made by research workers. Of course it will require additional funds to make this plan effective.
We believe we have made a step forward in the agricultural program by this proving ground. It puts a grave responsibility on the research

33

workers. These men have gone into this practical ~Y of establishing the trutk of their discoveries with great enthusiasm. So far as I know there is no such plan as this in operation at any state agricultural experiment station.
Director H. P. Stuckey states: "It is planned to use a part of the area for increasing new crop varieties developed at the station. New varieties of wheat, oats, and peanuts were grown there in 1939 and limited quantities of improved seed were made available to farmers. It is also hoped that methods of grazing forest land will be developed to conserve the soil and forests and yet afford some economic return to the operators. A breeding herd of beef cattle and a flock of sheep have been placed on this area for experimental purposes and plans are being made for the development of improved pastures. A limited number of tenant families already located on the area afford opportunities to study landlord-tenant relationships. 11
A fundamental difficulty of Georgia agriculture is low production per man. In the lower piedmont section of Middle Georgia, where the boll weevil played havoc with cotton and where soil erosion has taken its toll, several of the counties lost approximately forty per cent of their population in the ten year period between 1920 and 1930. Georgia has more than 25 million acres in farms. Of these only 8,783,552 were planted to crops in 1934, of which approximately 138 thousand acres were not harvested because of crop failure. Considering present yields and prices, these acres will not adequately support Georgia's farm population. More acres per farm and larger income per acre will be required. An increase in production per man means a lower cost of production of crops.
At present it appears that the acreage devoted to cotton will continue to decrease for some

years to come. We must find new crops to replace cotton as a source of income. One agricultural product, now imported heavily; is vegetable oil, and reduced cotton production will further reduce the vegetable oil production in the country. For this reason, the Georgia Experiment Station is making an extensive study of peanuts with the hope that with new varieties they may be made an important crop throughout the state as a source of oil and as feed for livestock.
Forestry and grazing are partial answers to soil conservation, but they do not solve the problem of supporting a dense population on the land. They must be supplemented with higher producing food and cash crops. It requires an excessively large area of land devoted to forestry and grazing to support a family, in comparison with land intensively cultivated to cash and food crops. It takes from 1,000 to 2,000 acres of forest or grazing lands to support a family. For example, the Georgia Experiment Station has produced as much as 900 pounds of fat from one acre of an improved selection of peanuts originated by the institution. Compare this with the butterfat from a dairy cow grazed on the same area.
The increase of timber on a forested acre is from 1/4 to 1/2 cord of wood per year. Compare
this yield with 100 bushels of potatoes, Boo pounds
of tobacco, or 600 pounds of peanuts which may be produced on the same acre. The two types of agri-
cultural pursuits must go hand-in-hand if we are
to check the migration of the farm population.
The Experiment Stations, the College of Agriculture, and other agencies are working to improve the standard varieties of crops now on hand and to find new cash and food crops to introduce ~nto some of the largely abandoned areas of the lower piedmont section of the state with the hope of setting up an agricultural program to meet
35

presen~-day needs of the people of the land.
The basis of our progress depends upon agriculture. In the final analysis every person and every industry depends upon the farm and the farmer and yet the land and the farm - the two are one and the same thing - has and have received the least consideration at the hand of county, state, and federal agencies through the ages. While the New Deal has done more than any other agency in the past century to adjust these inequalities, there is still more to be done.
A careful analysis of the statistics today shows positively that the loss to agriculture resulting from migration to cities is approximately 50 per cent of the farm operators beyond the age of fifty years. This is an unfortunate situation no matter from what angle considered. The South has the highest birth rate and the lowest educational facilities. These ill-prepared people migrate into communities where educational opportunities are excellent, and hence remain always at a low level for they can not compete with either skilled labor or with better educated.people. Unfortunate as were these people still more unfortunate are they in their new environment.
While it is taken for granted in view of the histori of the past that many rural boys and girls will leave the rural districts - tired of the humdrum life and seeking the glare of the lights - it is futile to argue against such a procedure. In other words whatever the circumstances may be a certain number of rural boys and girls will migrate to the cities regardless of condi-
tions. With these we are not concerned, for the
exception proves the rule.
Many rural youths who prefer to live on farms feel they are compelled to transfer to cities where more adequate educational, church, and modern

living conditions prevail. Our schools in rural sections have not provided the type of education to induce the youth to stay on 4he farm. As a matter of fact, the curriculum of the rural school has done its best to induce the youths to seek fields of seemingly greater opportunities and so has the agricultural program of the Federal Government.
A significant change must take place at once or the farms will be abandoned. Rural youth must be taught to love the land and to value its bounties as compared with trying to find a position in cities comparable with those he has abandoned.
The major farm problems facing the farmers and the entire citizenry of our state will never be successfully solved until the farmers of the state recognize major problems and have a desire to do something about them. Most of the problems that are basic, and must be solved before the rural people can have a decent standard of living and enjoy the luxuries of living that others in our population enjoy, are problems that are not recognized as important by the masses of the farm population.
Dr. Aderhold, The University of Georgia, briefly states that some of the more important problems faced by farmers in Georgia grow out of these situations:
1. Of the 250,598 farms in Georgia 172,395 or 67 per cent are cotton-type farms. Texas and
adjoining states can produce the nation's supply of cotton many times over. Should Georgia farmers be led to think about this situation?
2. The average yield of practically all of the crop enterprises in Georgia is far below that of other areas of the country.
37

Yield of Certain Crop Enterprises

Area Corn Wheat

~ats

Hay Cotton

Ga. 8. 7 bu. 8.5 bu. 18.4 bu 56 tons 226 lbs.

u. s. 18.2

12.2

19.9

.91

179

3. The number per farm and production per
head of livestock enterprises in Georgia is below that of other areas of the country.

Area Swine Milk Cows Poultry Gallons Dozens of

Ga. s.o 1.4
u. s. 5.4 3.6

per cow eggs per hen

26

323

3.5

54

474

5.8

The average amount of certain crop enterprises per farm in the state are: corn, 15.2 bushels; wheat, 5.7 bushels; oats, 5.7 bushels; tons of hay, 2.0; and cotton, 3.8 bales. These averages, of course, do not present the whole problem. For example, 72,000 farm families have no milk cow; 35,000 without poultry; 10,000 families not growing sweet potatoes; 80,000 without hog meat; and more than 100,000 families without adequate supply of vegetables.
4. In 16 per cent of the state three-fourths
of the top soil has been lost through erosion. One-fourth to three-fourths of the top soil is gone on 42 per cent of the acres of the state. Eroded soils supply part of the answers to low crop and animal yields.

5. In 1935, 30 per cent of the farms in the state were operated by owners and 70 per cent by tenants.
6. The average per capita farm income in
Georgia is $147.00 as compared with $818.00 in the states of the Far West.
7. Low farm income has resulted in small

investments in farm machinery and home conveniences.
8. There is a need for 8,863 white and 3,664 colored farmers annually in Georgia. To provide four years of high school training in agriculture for this new crop of farmers would require an annual enrollment of 35,000 white and 14,000 colored high school boys. Less than 15 per cent of this number are now enrolled in such courses.
9. The average number of acres per farm person in Georgia is 7.7. The average for the
United States is 13.1. One of our major problems is that of population.
There are many other problems and situations such as tariffs, freight rates, the Agricultural Adjustment program, and the like that could be enumerated, but this list is a fair sampling of the situation that provides prqblems that the fa~ ers of Georgia s~ould be led to think through.
The future of Georgia and the nation is at stake and where we come out depends upon what our educational institutions can do in making the masses of adults intelligent about the pressing problems with which they are confronted.
Dean Paul Chapman, in an interesting and enlightening discussion of the problems faced by our farmers in this section, suggests ten ways of adding to Georgia's farm income:
1. Increase acres of cropland per person. Georgia farmers have only one-third as much cropland per person from which to derive a cash income as the farm families of the ~ddle West.
2. Increase yields per acre. Yields per acre represent an important factor in farm profits. Georgia's yields per acre of the staple crops are
39

approximately two-thirds the national average
...
3. Increase sources of income. Fifty-five
per cent of the cash farm income of Georgia during fifteen recent years came from cotton; this is too much to come from any one source.
4. Increase days of labor. Without live-
stock and winter crops few farmers can work enough days in the year to make an income equal to the national average.
5. Increase use of power. We live in the
age of power and machinery. It is the use of power that has made American industry; it is power and machinery that enables the Western farmer to produce more per man than any farmer who has ever lived at any period in the world's history.
6. Improve quality of products. Quality and price are correlated, the largest returns come from the best products. There is a quality factor in every product; in cotton it is grade and staple.
7. Grade and pack properly. All products
should be graded by U. s. Standards. For all
products we should strive for the efficiency in packing and grading attained by the growers of Georgia peaches and apples.
8. Increase use of land resources. We have
twice as many acres in Georgia farms as are cultivated. Increase returns from these acres by developing productive, year-around pastures, and by following wise forest management policies in the growing of trees.
9. Control insects, pa~asites, and dis-
eases. We lose millions of dollars in cash income yearly through failure to control insects, parasites, and diseases. Boll weevils destroy. our cotton; parasites reduce the prices paid for our
40

. hogs, diseases reduce grain yields by one-third. . 10. Support farm agencies and organizations.
Farm agencies, services, and organizations are in existence which, if used and supported, can increase the incomes of individual farmers.
These ten ways of increasing the farm income apply equally well to most of the states in the Cotton Belt.
INTEREST IN EDUCATION
For nearly a half century, I have been closely identified with public education as a teacher and as an administrative officer, and I am convinced that the story of public education during my lifetime has been a story of achievement. I grew up to believe th.at social and economic problems are not altogether economic but also intellectual and spiritual. I have lived long enough to see my belief come true, for today the doors of the schools and the colleges have been opened to the children of men on every economic level.
In looking back over the half century of progress, I am extremely proud of what Georgia has accomplished in many activities, especially in education. I cannot align myself on the side of the pessimists who see nothing good in what has been done for education and daily criticize our governors and lawmakers. I am convinced that these drastic critics use as their yardstick too small an arc of the cycle of events.
I have never known such a friendly attitude to exist toward public education, secondary and higher, as that which has existed among governors and lawmakers during 1930-1940, the decade just ending - even in the years of the great de-
41

pression. What a marked difference exists on the part of governors and.legislators today than that which existed even a quarter of a century agol They have been friendly1 helpful 1 and anxious to do -'everything possible to provide an adequate system of public education1 secondary and higher, for the youth and citizens of Georgia.
So far as their attitude toward education is concerned1 I have only words of commendation. There are too many critics1 and they lack the courage to lend a hand to make conditions better. It requires no courage to be numbered among those who enjoy the benefits of taxation1 but it does require courage to assist in seeing that those progressive measures be enacted into law which will provide adequate revenue to maintain our educational system. Let it always be acknowledged that the public schools and state universities are the first agencies of the greatest experiment that democracy has ever undertaken.
If the members of the regents and a majority of the members of the legislature will recall the days when they entered the first grade of the elementary schools1 they will realize how little there was to review of public education either in Georgia or throughout the country. Today what a change!
Even here in Georgia such a review tells us of nursery schools and kindergartens; of elementary and high schools; of safety and health education; of school libraries; of free textbooks; of conservation1 radio1 and visual education; of education for exceptional children1 handicapped and gifted; of modern school buildings and equipment1 of transportation1 of recreational programs1 of research1 educational measurements1 and guidance 1 of consolidation1 of accredited schools and supervisionl of vocational education and rehabilitation1 and many other fields and activities.
42

. With such a variety of activities to sup-
port, it is little won.der that additional funds
are needed yearly. The enrollment in the public schools of Georgia in the last half-century has increased from approximately 375,000 to 790,000. The number of students graduating from the accredited high school in 1936 was 17,717, and in 1937 was 18,717 and the number is increasing each succeeding year. More than 23.2 per cent in 1936 and 24.6 per cent in 1937 of these graduates entered the freshman classes in state colleges.
Fifty years ago there was little to review of higher education in Georgia or throughout the country. Today what a changel The Georgia School of Technology and the Georgia State College for Women had just entered the picture. In this halfcentury, there have come into being colleges of engineering, of ag~iculture, of education, of business administration, of journalism, and many others. In my early days, when I attended college, there existed in Georgia only the college of liberal arts.
The cost of educating this army of elementary, high school, and college students must come from the state, or private benefactors, or educational foundations, or increase in fees, or from all of tHese sources. The essential funds come from the state and should continue to do so. We have made progress in this half-century. It must be admitted that to finance an adequate program of public education, secondary and higher, will require the best thought of public officials, statesmen, educators, and progressive citizens to solve this urgent and immediate problem, but one thing is positive - it can not be ignored.
It is gratifying to note that the funds for maintenance, for equipment, for free textbooks, for buildings have greatly increased in the past

decade. It is unfortunate that the sums appropriated have not been paid in~ull through lack of funds. Sometimes; it seems to me that we have attempted to support more agencies o~ state government, essential as they are, than our present financial income from state revenues permit. That, of course, is a problem for the legislature to solve. It is ours to suggest that educational funds be made stable and not vacillating.
Schools and colleges are not like departments of state government and should not be so regarded or administered. There is no shortage of children. For years we have been struggling to give them increasingly superior advantages on the ground that more and better training is needed by each succeeding generation than was given the preceding, if the problems of our complex civilization are to be met and solved.
While it is the problem of the General.Assembly to provide an adequate and at the same time a stable fund for public education, it is our problem to provide a program that will hold the pupils in our elementary, secondary, and higher units. ~1e percentage ratio of fourth year to first year secondary enrollment for the United
States is 54 per cent and that of Georgia is 42.6. Out of every 1000 pupils who entered the first years of high school in 1930-311 only 491 were
graduated four years later. It appears that the modern high school holds somewhat less than onehalf of its entering students until the completion of the course. The high schools' holding power is higher than that of the colleges and uni-
versities which is between 20 and 25 per cent.
This is to any business man a highly wasteful use ot valuable human resources.
It is stated in the report of the Advisory Committee on Education that the failure of the secondary schools with respect both to reaching
44

and holding students can probably be ascribed to two major causes - economic and curricular. Of course, if the fact that societf is unwilling to provide the necessary school facilities being a major factor in the economic cause, I fully agree with this statement. The parent of today, with excellent school buildings, free transportation, and free school books, can not offer as an excuse economic conditions. Under those conditions the only excuse that can be offered is lack of will power and character on the part of parents and children.
To my way of thinking the failure to reach and to hold students is due to an unattractive curriculum. We have not adjusted the curriculum of the elementary, secondary, and higher institutions to meet the needs, activities, interests, and capacities of the school population. "The older generation, if it has kept pace with the time, knows that the education which served it will not serve today. Life is swifter, its contacts are made over larger areas, competition is keener, the problems of commerce, of education, of business, of religion are increasing in difficulty." Swift as these changes are, which we all admit, our problem is to find a solution to reach and hold students in every division of public education from the first grade through the graduate schools of the University System.
Probably the holding power in higher educational institutions is not such a problem as that of secondary education. Problems of higher educational institutions of learning center around lack of funds, health, indifference, and character. Frankly we must admit that the program of education, secondary and higher, is not adapted to the youth of a changed and changing civilization. Furthermore we must admit that there exists a large amount of maladjustment which can and must be adjusted at once. Whether the curriculum of the twelfth, or fifteenth, or nineteenth century
45

was adequate in those days and therefore should be adequate today is not the question involved. The question is simply this: toreach and hold students, secondary and higher, a new curriculum must be offered. It pains us to admit that we are asking secondary and higher students with twentieth century aspiration to attend our schools and universities with a curriculum of the eighteenth century. Modification must be made in spite of those who were graduated a half-century ago when only the curricula of the college of liberal arts prevailed.
Although interest in popular education was at a low level a century ago, the picture is quite different today and should be most gratifying to all loyal American citizens. Not since the thirteenth century has there been so great a demand for education - some types of which are genuine and some unfortunately spurious. High schools, colleges, and universities are taxed far beyond their physical plants and their financial support.
In 1910, one out of ten; in 19201 three out of ten; in 1935, seven out of ten were in the high schools. In such highly developed countries as England, France, and Germany, elementary schools being as universal, secondary education is highly selective, not permitting more than 10 per cent to enter high schools. Fortunate indeed are our youth that they live in America which follows the open door policy rather than the closed door policy of other countries.
Today there are in the United States more than 12,000,000 high school graduates. Who can estimate their influence in the building of a greater America? Who can estimate their influence in keeping America democratic instead of communist or fascist?
46

"Higher institutions of learning during a period of fifty years were expanding, but not in proportion. The growth or univ~sities depends on the growth of high schools. In 1900 there were 285,000; in 1935 there were 1,225,000 students enrolled. Since 1890 enrollment in colleges has been diminishing relative to high school enrollment. In 1890 it was two-thirds as large as high schools; in 1930 it was one-fourth as large. This tendency may be reversed. Significant as may be the enrollment in high schools and colleges, more significant is the increase in adult education through correspondence and extension courses, approximately five million. This is indeed a bright side of the picture - interest in education by the masses and the classes."
Gratifying as is the ever increasing attendance in the University System of Georgia as ~hown by the table published elsewhere in this report from 8,035 to 13,653, or if we include summer school attendance, to 19,271;- this growth iTh attendance is convincing evidence of the faith the citizens, parents, and youth have in the quality of work, of the moral atmosphere, of the efficient management, of the scholarly faculties, of the broad curricula, and of the aims and ideals of the University System.
It is most gratifying to note the large number of the sons and daughters of former graduates now in attendance in the various units. They would not send their children, if they did not have faith in the University System.
Another significant fact to which I desire to call your attention is the geographical distribution of the students - counties and states. In
the table given is shown the number or students in attendance from each county and state during the ::-3gular session, exclusive of summer school students and general extension courses. These figures
47

indicate the ~ide influence of the University Sys-

tem.

...

Mr. Trevor Arnett in a recent article entitled "Trends in Enrollment in State and Endowed Colleges and Universities in the United States from 1928-29 through 1936-37" and published by the General Education Board as Occasional Papers No. lO, reveals these very interesting facts:

In the period under review, the enrollment of students in all divisions of the institutions (exclusive of the enrollment in the summer sessions and in extension courses) increased faster in the state than in the private institutions. If the same rate of increase continues, the enrollment in these state institutions will soon excell that in both the colleges and the universities under private control.

Many private colleges and some universities, especially among those in the east, were sufficiently strong in resources and personnel to limit their enrollments and to secure the number of students they desired. The private colleges which did not limit their enrollment, which class includes those with limited resources, suffered a decline in enrollment.

In so far as executive officers of the private colleges and universities expressed opinions on the effects of the growth of publiclysupported institutions, the majority felt that they had been affected by state-supported higher education, a bare majority did not feel they had been affected by state teachers colleges, and a still larger number felt that their enrollment had not been affected by the growth of junior col-
leges.

The factors mentioned as most likely to result in an increased enrollment were: greater re-
48

- sources, better physical facilities, expanded cur-

riculump growing

improved appreciat

i

oecnonoo.fmtihce

conditi worth

ons, and a of the ins

t

i

t

u

-

tion.

In recent years, as the number attending college was increasing, the proportion going to the state-supported institutions was also increasing. It is difficult to say what was the impelling motive - type of training offered, lower fees, limitation of enrollment in private institutions of their choice, or the fact that in their section of the country the state institution was better equipped and stronger in personnel.

Student choice will depend upon whether the curriculum and advantages offered by the endowed institutions are sufficiently distinctive and attractive, and whether the institutions have adequate resources to enable them to provide the necessary facilities and competent faculties.

49

.. ENROLLMENT BY COUNTIES

Appling

37

Atkinson

23

Bacon

17

Baker

24

Baldwin

141

Banks

15

Barrow Bartow

~+

Ben Hill

64

Berrien

54

Bibb

156

Bleckley

78

Brantley

39

Brooks

71

Bryan

16

Bulloch

214

Burke

47

Butts

32

Calhoun

39

Camden

21

Candler

46

Carroll

206

Catoosa

16

Charlton

10

Chatham

261

Chattahoochee 2f'

Chattooga

26'

Cherokee

YJ

Clarke

466

Clay

20

Clayton

34

Clinch

19

Cobb

102

Coffee

145

Colquitt

98

Columbia

34

Cook

42

Coweta

67

Crawford

18

Crisp

76

Dade

11

Dawson

17

Decatu:r

97

DeKalb

412

Dodge

59

Dooly

55

Dougherty

93

Douglas

35

Early

64

Echols Effingham
Elbert Emanuel Evans
Fannin Fayette Floyd
Forsyth Franklin Fulton
Gilmer Glascock
Glynn Gordon
Grady Greene Gwinnett Habersham
Hall Hancock Haralson
Harris Hart Heard Henry
Houston Irwin
Jackson Jasper
Jeff Davis Jefferson
Jenkins Johnson
Jones Lamar Lanier Laurens Lee Liberty
Lincoln Long Lowndes
Lumpkin Macon
Madison Marion McDuffie
Mcintosh

50

7 29 69 89 42 22 21 112 24 74 3942 13 12 69 59 70 61
73 46 78 24 40 21 58 41 20 31 39 106
33 28 69
39 47 24 19 12 98 19 20 15 16 196 44 59 70 11 37
9

Meriwether

65

Miller

39

Mitchell

97

Monroe

15

Montgomery

22

Morgan

44

Murray

17

Muscogee

164

Newton

44

Oconee

43

Oglethorpe

43

Paulding

21

Peach

48

Pickens

22

Pierce

44

Pike

18

Polk

45

Pulaski

27

Putnam

36

Quitman

13

Rabun

29

Randolph

40

Richmond

168

Rockdale

20

Schley

25

Screven

60

Seminole

27

Spalding

93

Stephens

48

Stewart

26

Sumter

190

..

Talbot

28

Taliaferro

13

Tattna.ll

57

Taylor

43

Telfair

66

Terrell

47

Thomas

106

Tift

94

Toombs

57

Towns

5

Treutlen

21

Troup

86

Turner

53

Twiggs

14

Union

7

Upson

53

Walker

49

Walton

72

Ware

115

Warren

28

Washington

64

Wayne

48

Webster

13

Wheeler

36

White

30

Whitfield Wilcox

53 73

Wilkes

70

Wilkinson

Worth

ENROLLMENT FROM OUT OF STATE

131045

Alabama.

118

Arkansas

20

California.

7

Connecticut District of Col.

39 6

Delaware

4

Florida.

318

Idaho

4

Illinois

20

Indiana

4

Iowa.

3

Kentucky

39

Louisiana

14

Maryland

20

Massachusetts

8

Michigan Minnesota.

7 2

Mississippi

30

Missouri

35

Montana.

2

Nebraska.

3

New Jersey

108

51

New Mexico

2

New York

147

North Carolina

84

North Dakota

l

Ohio

32

Oklahoma

6

Pennsylvania

46

Rhode Island

3

South Carolina

86

South Dakota

2

Tennessee

140

Texas Vermont Virginia West Virginia
Wisconsin Wyoming Washington Miscellaneous

28 8 67 16
3
l l
6
1490

SCHOOL
Ga. Tech
Univ. of Ga.
Middle Ga. College
G.s.c.w. G.s.w.c.
Ga. Teachers College
School of Medicine South Ga. College A.B.A. C. North Ga. College Ga. Southvestern College Ga. Coastal Plain Experiment Station
West Georgia College

FOREIGN COUNTRIES

~
0

,; 0

< !
0

~
1>:
~

<
~
I.:

0

s 0
H

..;

..:

.".:'

~
E-< 0 0
"'

~
E-<

l 7 25 2 l 3 l 4 1 7

2 l3

2

3

6 l

2

1

0

0

H

1>:

~
s "" H

13
~

0 -=i

<E-<
"0 '
0

l1 21

TOTAL 52 16 6
l
2
l

52

NEGRO COLLEGES

COUNTY

ALBANY SAVANNAH

Atkinson
Bacon Baker Baldwin Barrow Bartow Ben Hill Bibb Brooks Bulloch Burke Calhoun Camden Candler Carroll Chatham Chattahoochee Charlton Cherokee Clarke Coffee Colquitt Columbia
Cook Cobb Coweta Crisp Clay Crawford Decatur Dodge DeKalb
Dooly Dougherty Early Elbert Emanuel Evans Floyd Franklin Fulton Glynn Grady Greene Habersham
Hall Hancock

l
5 10
6
2
3 3 4 3 2 l l 15 l 2 46 8 2
6 3 4 l
2

l 2 4 l 2 6 18 6 10 22 l l 5 l 172 4 l l 16 4 2 l l 2 7
5
14
2 2 5
6 2 4 l 24 2 10 2
4 18

FORT VALLEY
2 l 13
2 3 l
l
2
2 l 2
l 3 l
l l 4 l 2

TOTAL
l l 2 6 l
3 ll 31 16 10 22
9 4 5 3 173 4 l 2 19 4
7 l
5 2 10 9 l 2 31 l 2 5 54 9 2 6 3 5 l 34 6 16 3 2 4 18

53

COUNTY
Haralson Harris Hart Henry Irwin Jasper Jones
Jeff Davis Jefferson Jenkins Johnson 11.a.mar Lincoln Laurens Lee Liberty Lowndes Macon Madison McCrae Marion Mason McDuffie Mcintosh Meriwether Miller Mitchell Montgomery Muscogee Newton Norwood Oglethorpe Peach Pickens Pierce Polk Pulaski Putnam Pike
Randolph Richmond Screven
Seminole Spalding Stephens Stewart Sumter Schley
Taliaferro

NEGRO COLLEGES (Cont.)

ALBANY
l l l
2
4 3 l l l 2 2 6 3 l
l 3 l l 2 2

SAVA.N.. NAH
l l 4 3 15
l 3 5 l 2
7 2 10 9 2 l
2 2
2 6 3 22 3 l l 4 4 4 9 6 3
ll
14 4 6 l 3 2
15
1

FORT VA.LLEY
2 2
l 2 4
2 l l 1
22 l l l
7 l

TOTAL
l l 5 3 16
3 2 l
3 5 l
3 2 9 2 10 17 5 l l l l 2 6 1 4 13 3 26 4 l l 26
5 4
9 7 4 l 14 14 4
7 8 4 4 16 2 l

54

.

Tattnall

1

Telfair

2

10

Terrell

12

3

Toombs

6

Tift

7

5

Treutlen

3

Troup Thomas

5

3

7

4

Turner

1

1

Ware

6

11

Warren

2

Washington

8

Wayne

1

6

Wilkes

2

1

Wilkinson

3

Worth

2

1

1

1

13

15 6

12

3

3

11

5

16

2

17 2

8

7

3

3

3

215

656

102

973

OUT OF STATE

STATE

ALBANY SAVANNAH FORT VALLEY TOTAL

New Jersey

2

Alabama

6

Florida

8

1

South Carolina 1

16

Illinois

1

Mississippi

1

New York

1

Ohio

1

Pennsylvania

1

Virginia

5

North Carolina

Tennessee

West Virginia

1

3

2

8

3

12

17

1

1

1

1

1

5

1

1

1

1

1

1

18

26

9

53

55

JUNIOR COLLEGE STUDENTS ENTERING SENIOR UNITS

The following is a tabulation showing the
number of students of the University System junior
colleges entering senior units in the System, 193839 343 Students entered the senior units of the University System during the year 1938-39.

._. ot Inat1tutlon rroa Yh1oh atudeD.ta -re Sl"aduated
GeoJ11l& Southveatern Colll '-rlcua Atlanta J'unior
eonece
Veat, 0eol'81a Collese Carrollton
Jlldd.l.e Geol'81 Colle&e COchn.o
llol"tb Oeozoata College o.hlonesa South 0eo1"1:1& Collese
Dousl
Abr..tlaa Bal.dvin Al;rl. Collese, 'fitton
'l'ot-.la

OniYeraltJ
or
Oeorsla Grad. Ron.
13
29
"
31 18 16 'T 12 152 66

School
or
'!'echnolou Orad. Ron,

avenine Collese Grado, Jon.
10 10

.. .... o.orata
'!'eacben Collese

... ,

Q.-..4, Ron. Orad, Ron, Orad. "on,

21 20

26 1} .

'l'otala - Student
ette1141ne: unlh in
UtUversltJ SJatq Oraduatea lion-Orad.

29

11

11

"' 15

.,28

21

20

2}

16

52

19

119

f=::: 19}8-J9 a. a. '11 13 19 85 1}1 65 9} 537

JUNIOR COLLEGE GRADUATES ENTERING SENIOR UNITS
The following is a table giving the number of graduates of the University System Junior colleges entering senior units in the System, Septem-
ber, 1938 and September, 1939.

Name of Institution
from vhlch students vere graduated

University of
Georgia

38 39

Georgia Southveatern

College, Americus

22

AtlA.nt~J. Extension c~nter (Junior College) 2

West Georg1a College

C"Lrrollton

25 27

M.i::l1le Georgia. College, Cochran

11 14

North Georgia. College

Dahlonega

24 30

5::>uth Georgia College

Dougle.s

15

AbrLh'J.:ll Btldwin Agr1.

Ce>ll~ge, Tifton

41 47

School of
Technology
38 39

Totsl~ 126 H7

Evenins College
38 39

Georgia Teachers College 38 39
15 13

G3C\I 38 39
" 19

OSW'C 38 39

Totals

1938

1939

21

34

29

33

20

28

34

38

18

17

45

50

176

2!~

. NUMBER OF GRADUATES IN UNIVERSITY SYSTEM We wish to cali your especial attention to the large number of students graduated in the Un1-
versity System for the years 1937, 1938, and 1939.
The following table gives this information in de.tail.

NUMBER OF GRADUATES IN THE UNIVERSITY SYSTEM

Kame or Inat1tut1on
SBHIOR COLIBOI ORADUAftS 'l'he University of Geo!'gi& Athens Georgia School or
~~~:::ol~te!:~:ta
Center Un1vera1t7 of Georgia SchOol of Nadlclne, Auauata Georgia State College tor Women. 1Ulledgev1lle South Oeorgl.a Teachers College, StatesbOro Georgia State 1lomana College, V&l.doata
Total a
JUNIOR COLIBGJ: ORADUAft& Qeol'gia Southveate:rn College, Americus West Georgia College Carrollton Middle Georgie. College Cochran Worth Oeors;la Collese Dahlonega South Georgia Collese Douslaa Abraham Baldvln Agricultural College, 'l'lfton
Total a
RBORO IXS'!'I'rtn'IOJIS Georgia Rormal & Agrlcul tural Collese, A.lb&n7 State Teachers & Agricultural College, Pora,.th Port ValleJ State College Port Valier Georgia State College Savannah
Total a

J M

un

e v

}}6 197 2}2
29
" 150 16 28
J9 646 422

}2 69 20 42 47 }6 50 26 27 41 2} 216 205

}6 12

18 19 29 67

19s}7. s. v

'l'otal

109 10} 745 2}2
}7
"
lo6 256
""
J9 109 209 1}86

101 1} 8}
8} 71 5} 64 15 19 455

28 7} 12 27

1 }9 41 1}9

ORAKD TOTAU 891 694 126 269 1980

Junev

19a}.8 a. v

'l'otal

}79 220 109 12} 8}1

}2}

}2}

2} u

}7

}2

}4

164

118 282

" 52

85

4}

4}

790 495 109 241 16}5

}5 66

101

9 50

11 72

}6 40

76

75 27 12

120

}4 }7

71

45 27

72

2}4 247 u 17 512

15 }7 15

22 74 24 51

' 21 29

61

45 81 11 49 186

lo69 82} 1}4 }07 2}}}

19}9

Junev

a. s. v

'l'ot&l

m 4}7

12} 126 96}

}50

}50

}1 21 29
210

52
)1
126 }}6

57 J9

96

J9

J9

904 588 12} 252 1867

25 48

8}

21 49

81

47 }8

85

8} }6

1}1

27 }8

65

65 28

9}

268 2}7 11 12 528

10 46

64 12}

11 1}

18 46

17 19

5 46

}8 78 12 87 215

1210 90} 146 }51 2610

57

- CONDIT.IONS AND NEEDS
If one carefully analyzes the statement made by Chairman Smith in his report, one will see that the University System is now receiving for maintenance approximately one-half of what the institutions received prior to the reorganization, even though the attendance has approximately doubled. The money for maintenance has been appropriated by
the General Assembly, but only 60 to 65 per cent
has been paid. It is thus seen that the University System has been severely penalized in maintenance funds since the Regents assumed charge of the entire program of state supported institutions of higher learning. That is not intended as a criticism of state authorities, it is merely a statement of facts.
The appropriation for maintenance comes from general funds collected by the state. These funds have been greatly reduced by recent legislative action known as the homestead exemption act and household and kitchen furniture. Such legislative action is humanitarian and in keeping with modern progressive thinking. It is very unfortunate that additional legislative action has not been taken to replace this loss. It would have been wiser legislation had the two gone hand in hand - homestead exemptions and replacements.
The basic millage tax income has shown a constant decrease due to the lowered level of assessed valuation plus exemptions. This tendency to decrease continues yearly. In contrast to the decline of revenue for the maintenance of the University System, the appropriations for other state functions have actually increased over the same period. By the operation of the so-called grandfather clause, the University System is further penalized by these conditions.
58

This is no attack on the grandfather clause. I favor such a legisl~tive e~ctment to prevent the state from closing any fiscal year in debt. I am against such a procedure unless the grandfather clause applies to all state funds alike - allocated and unallocated. In a democratic form of government, it is extremely doubtful as to whether there should be two types of funds - allocated and unallocated. All funds should be either allocated or unallocated.

Granted there should be both allocated and unallocated funds, it is extremely unfortunate that the grandfather clause applies only to unallocated funds which support the most important functions of state government, particularly, secondary and higher education, and not to allocated funds which support primarily the highway department. There should be no discrimination in funds.

I am a strong advocate of good roads and also of education. I am not advocating that highway funds be used to support or to endow.higher
institutions of learning. History records the fact that Rome built the Appian Way, but neglected her educational institutions, and Rome fell. I strongly advocate fair play. I am likewise confident that a people that can find the funds to build highways can also find the means to support education.

Faced with an ever increasing enrollment,

rising costs of materials, food, and supplies,

additional personnel, the appropriation made by

the General Assembly is woefully inadequate unless

paid in full. Costs have increased, funds have

decreased. The diminution in income has increased

to the extent that unless something is done at

once the University System will have to adopt policies inimical to democracy. If the programs and

(

incomes of the University System are to fluctuate

up and down, largely by the application of the

59

grandfather clause, .then bolh the economic life and the public welfare of the communities it is maintained to serve will suffer.
SALARIES
It is a well-known fact that a great University System will be great in proportion as it has a great faculty. The material with which a faculty works is the student body and the equipment for teaching and research. The students must have good teaching and academic leadership and further the students must have guidance in the fields of research investigation. The students must be brought into stimulating contacts with research opportunities and teachers who can direct their intellectual growth.
The most important need which the University System faces if our students are to be cared for adequately is an enlargement of the permanent teaching ~taff. We have entirely too many instructors and graduate student assistants to the number of full professors and associate professors. In other words, those in the lower brackets are out of proportion to those in the upper brackets in the senior units.
We have in the University System a loyal and devoted faculty the members of which are men and women of scholarship and ability. Many of our members are called to other colleges and universities. So long as other higher institutions have more to offer in rank and salary than the University System, we canriot hope to retain the young men that we so badly need unless more funds are made available for the maintenance of the University System.
Losses in faculty members of the type the University System needs are inevitable if the Uni-
60

- versity System cannot pay salaries comparable with

salaries paid when they are

by our due.

I

ns.disutsetrryi

ns is

titutions paying a

and paid larger

salary than the University System. This is grati-

fying but unfortunate. The Federal Government is

paying higher salaries than the University System.

This, too, is gratifying, but unfortunate. Under

these conditions, how will it be possible to hold

the type of men and women in our faculties essen-

tial to the welfare and progress of the University

System?

INTELLECTUAL SUICIDE
Shall Georgia continue to commit intellectual suicide? Every successful man in industry, banking, and commercial activities knows that our higher institutions of learning graduate only a limited number of sons of ten talents. Are these exceptional students going as they once did into the learned professions - teaching, medicine, engineering, ministry, and law? No, they are going into industry where better salaries are paid and where retirement provisions are made for old age. They are no longer going into the most needed professions - teaching and the ministry - because the salaries paid are too low and too uncertain, and where no provision is made for security in old age - an adequate retirement plan.
Every intelligent citizen realizes that the youth of our state is the only asset out of which an enduring civilization can be built, and yet the policies pursued are driving our best talents into those professions that clothe, feed, and amuse us. We must rely on what is left to fill the positions in our faculties of secondary and highe~ learning and in our pulpits - the two most important fields for the success, welfare, and safety of our nation, state, and community.

61

Between certainty and uncertainty as to pay~ as to permanency of position~ as to aid in old age~ as to freedom from politics: which profession will attract the bright~ intelligent~ ambitious young men and women? Until this situation is corrected~ the two noblest professions will attract only those that industry cannot and will not absorb. It is thus seen that by inadequate pay and no retirement provision the teaching profession is suffering for talented men. Tragic as may be this thought~ it is true~ and will continue to be unless the General Assembly provides adequate funds to attract the most brilliant men and women into the teaching profession.
When~ in 1932~ the regents assumed control of what is now known as the University System~ it was found necessary to resort to every economy to pay the million dollar indebtedness the regents inherited. Every economy known was practiced~ even to a drastic cut in salaries. This was eight years ago. Is it not time to restore these salary cuts~ since banking~ industry~ and government have found the necessary funds to restore salaries to what they were prior to the depression? Other states have found the necessary funds. Funds must be found to save the University System.
In my judgment the people of Georgia believe in higher education more today than at any previous time. Even though our people have been sold to a program of higher education~ which involves expenditures of larger sums of money and the General Assembly has appropriated the necessary funds~ our people have not yet been sold to the plan of raising adequate revenues to pay for it. Failing to do this~ education~ secondary and higher~ suffers the most drastic reduction.
The greatest need of all is for sufficient maintenance funds to do our work properly. In

spite of our increase in numbers, it is a sad fact that we receive from th~ state_one-half of that given us ten years ago. Discouragement over salary cuts and fear for the future caused some of our men to leave and some of our best replacement prospects to decline to come to us as they frankly stated. Georgia, is, o~ course, able to take care of all of its needs, and is, indeed, in a better position to do so than most of the states about us. Rearrangement of our tax plans and reallocation of certain funds would bring this about. I firmly believe that the wisdom and judgment of our legislative leaders will soon combine to put an end to this period of uncertainty and distress under which our state system has been laboring for some time.
Per capita cost of instruction has been determined by experts in finance. These facts are positive, not guesswork. No industry can succeed, if it does not know the per capita cost, no matter what the article may be. The same law holds good in our educa~ional courts. It is self-evident that a large enrollment can not be taught with the same funds as a small enrollment without great sacrifice of other important essentials. An ever growing enrollment, without proportion~te increase in maintenance, destroys the balance between efficiency and economy, no matter what the standards may be, and the institutions tend to become mediocre.

THE BUILDING... PROGRAM
I desire to express appreciation to the Governors and the members of the General Assembly since the enactment of the Reorganization Act in
1931 to the present time, 1939, for their many
kindnesses and courtesies and for their friendly attitude toward the University System. In this critical period of depression which was extremely severe during the years of the readjustment of state supported institutions, more funds were provided by the General Assembly for the expansion of the physical plants and equipment than in all" the years since.the University with its many
branches was chartered in 1785.
During the administration of Governor Eugene Talmadge with Hon. E. D. Rivers as Speaker of the House~ and Hon. Charles D. Redwine as President of the Senate one million dollars was appropriated for a building program for the University System,
payable in three equal installments of $333,333.34 in 1935, 1936, and 1937. The two installments due in 1935 and in 1936 were paid in full. Then came
into being a new administration.
During the administration of Governor E. D.
Rivers with Hon. Roy v. Harris as Speaker of the
House and Hon. John B. Spivey as President of the Senate the fiscal year was changed from January 1
to December 31 to July 1 to June 30. It was there-
fore necessary to pass a stop-gap Appropriation
Act for the period from January 1 to June 30, 1937,
at which time the new fiscal year began.
In this stop-gap appropriation act the
General Assembly provided $433,333.34 for new buildings and equipment in lieu of the $333,333.34 appropriated by the act approved on March 28, 1935.
This sum was paid in full during the first six months of the administration of Governor E. D. Rivers.
64

In the Appropriations Act of 1937-38 the sum of $300,000.00 and.for 193~-39 the sum of $400,000.00 or a total of $700,000.00 was made available for new buildings for the University System. This sum has been paid in full. In the Appropriations Act for 1939-40 the sum of $400,000 and 1940-41 the sum of $400,000.00 or a total of $800,000.00 was appropriated for new buildings. Of course, only a small part of the sums in the Appropriations Act for 1939-40, and 1940-41 is due at this writing, but every dime due has been paid in full.
Under the administrations of Governor Rivers, the sum paid is $1,413,333.34. It is most fortunate that every dollar made available for buildings for the expansion of the physical plants of the units of the University System has been paid in full, otherwise the state would have lost large sums from the federal agencies. A state as badly in need of funds as Georgia can not afford to let any opportunity pass to receive as gifts sums approximately equal to those appropriated. Eventually these buildings had to be erected. The federal agencies have made it possible for the state to save a large sum of money.
Let me emphasize again and again:significant as has been the building funds by the administrators of 1935, 1937, and 1939, more significant still have been the funds which the Public Works Administration and the Works Progress Administration matched approximately dollar for dollar. For every fifty-five cents made available by the state or other sources the federal agencies made possible as a gift, forty-five cents. Not one dime of the $2,470,637.15 received by the Regents from the federal agencies will ever have to be repaid. This sum is a gift with no strings tied to it.
Whether such a golden opportunity will ever come again is extremely doubtful. It should be

gratifying to all citizens to realize that these new buildings which they see~n every campus of the University System are paid for in full, through the generosity, to a large extent, of state and federal agencies.
So far as I see the picture, Georgia would still be without these essential buildings, so vitally needed, had it not been for the incentive to receive a dollar from federal agencies for every dollar made possible by state, county, or city agencies. Georgia has been more progressive in her attitude to avail herself of these funds from agencies than many other states. Had it not been that the General Assembly made possible these funds, the University System would today, so far as its physical plants are concerned, be in the same hopeless position as was the case before the reorganization act.
Gratifying and encouraging as these conditions are, naturally other critical problems arise. It is impossible to have an adequate physical plant and equipment without additional funds for maintenance and upkeep, but without these essentials we can not have an increase in attendance and the essential equipment we need to meet the needs of the youth of the state.
With these new buildings, classrooms and dormitories, there is not a single unit that can house its students. At several units students have had to be turned away. It is thus seen we have no excess facilities. No building has been erected on any campus which was not badly needed. Full value has been received for every dollar spent.
We are extremely proud of our building program. We have worked hard and intelligently and feel confident that our accomplishments are appreciated. From statements made by hundreds of
66

citizens of Georgia and from statements made by the members of the General fossembly.on the floor of the Senate and the House, we are confident we have done a creditable job. If these people did not think so, they would not have said so.
It is a source of gratification also that the Committee on Economy, composed of five able, wise, and conscientious members of the General Assembly, after hearing the statements made by Chairman Smith and the Chancellor, incorporated in its report this statement:
"The committee reali~es that this building program was absolutely essential to the maintenance of a state system of higher education in Georgia.
The Chancellor, s. V. Sanford, and the board is to
be commended for seizing the opportunity furnished by the federal government 1 s public works program to secure this essential building program on a basis of the federal government bearing fo_rty-five per cent of the cost. The committee believes they are to be commended for the care with which the program has been selected and for the fact that they have undoubtedly obtained the utmost possible value fdr every dollar spent."
It is quite certain that when the average citizen reads the list of the buildings published elsewhere in this report, location, type, cost, he, without additional information, will jump to the conclusion that no additional buildings will be needed for years and that no additional funds from the General Assembly will be needed to enlarge the present physical plant of the University System for some time. Such a conclusion is based on mistaken beliefs and mistaken beliefs rest upon inadequate knowledge which is one of our major problems, no matter what the issue cay be.
For many, many years the General Assembly made available no funds for repairs or new build-
67

ings. This is not a criticism for the funds were not available. As a result ~he buildings were sadly in need of repairs and new buildings were urgently needed. It is a well-known fact that unkept buildings deteriorate very rapidly. The longer they are neglected, the more funds are needed for repairs.
Had the attendance remained constant these new buildings would be adequate. But fortunately or unfortunately the attendance has not remained stationary, but jumped from 8,035 in 1932 to 13,653
in 1939, and if we include summer school attendance
to 19,271. These figures include only those taught on the campus of the units in the System and exclude those registered in the Division of General Extension.
All facts from reliable sources indicate that attendance will continue to increase for many years, particularly if the economic income of our people continues to increase. As long as attendance continues to increase, funds must be increased for maintenance and for the further enlargement of the physical plants. The maintenance fund must be increased materially, while the building fund must remain constant for many years.
There are in my office urgent requests for dormitories, dining halls, infirmaries, health buildings, laboratories, student union buildings. The demand is urgent at our experiment stations for dairy barns, mule barns, storage barns, and other necessary buildings. So pressing have been our needs that the Chancellor has not dared to recommend to the Building Committee that a single building be destroyed or torn down, no matter how dilapidated or unsafe the building or buildings may be. The General Assembly for the next decade must provide funds for upkeep and for new buildings.
68

In making an analysis of the funds expended fer the enlargement of the physical plants of the various units, it must be note~that the funds have come from three sources: state funds matched by federal funds; trust funds matched by federal funds; and gifts matched by federal funds. It will be noted thatall funds available for buildlugs from the state, from trust funds, or gifts have been matched by funds either from the Public Works Administration or the Works Progress Administration.
Please bear in mind that trust funds owned by a particular unit could only be used by the unit concerned. The four units having trust funds were The University of Georgia, the Georgia School of Technology, the Georgia State College for Women, and the Georgia State College in Savannah. None of these available trust funds could under the law be used for aid in enlargement of the physical plant on the campus of other units of the University System. The state funds have been spent as nearly as possible in the same ratio on each campus. The expansion of the physical plants has followed a well-defined policy in accordance with plans and specifications made by a survey of competent engineers. No haphazard plan has been followed.
In the study of the building funds, it is seen that the General Assembly has made possible up to date the sum of $2,592,146.91; trust funds amounted to $5931 386.14; and the federal agencies gave $2,470,637.15, a total of $5,656,170.20. Please note also that the overhead cost was 3.6 per cent. This small cost was due to the fact wherever possible we made use of the engineering and architectural and supervisory forces of the Georgia School of Technology, The University of Georgia, and the Georgia State College in Savannah.
69

URIVliRSI'I'Y SYS'l'BM OP !IBORGIA BUILDING PROGRAM

LOCA'l'ION

'I'YPII

'l'OTAL C OP PROJl!C'l'

ALBANY AMERICUS A'l'IIENS
A1'LAll'l'A (TBCR)
AOOOSTA CARROLL!OM COCliJWI DAHLONEGA DOUGLAS PORSYTH MILIEIXlEVILLE STATESBORO TIPTON
(ABAC) TIPTON
(CPES) VALDOSTA A'I' LAliTA SAVIJfltUI

Dormitory Dorm1-tory Auditorium-Health Bldg. Dormttoey Dormitory Science Bldg. Dormtto17 Agricultural Ext. Bldg. Practice School Porestry Building* Classroom Building Dairy Barn Remodelling New and )lk)ore Colleges Dormitory Dormitory Dormitory Home Economics Group Engineering Shop Dairy Building Auditorium* Dormitory!" Dining Hall*
Mech&n1cal Bng1neer1na: Bu1ld1ng Civil Engineer1111 Bldg. A.ud1tor1wn Chemistry Building Annex Gymnasium-Health Buildins: Naval Armory Remodelling Shop Dormitory Dormitory Research Building Classroom Building Classroom-Clinic
Rural Arts Building Dormitory Library Dinina: Hall-Auditorium
Dining Hall Library Dorm1torr Central Heatins: Plant Dorm1torr Dormitory Dining Hall-AuditoriUJil Library* Auditorium 0)'1Dll&s1um Health Librarr
Dormitorr Vocation&l Building
Dormitory Health Building Dormitory Music Building Practice School Dormitory Dormitory Library Water 'llorks Practice School Library* Dormitory D1n1na Hall Auditorium-Health Research Building
Dormitory Library Health Building
Bvening School College Building
Agricultural Building Trades Building Health Building Dormitory Dorm1t017 Academic Building

: 3-.781.80 }2,355.37 62.041.35
61,161.48 46,888.47
95,341.41 102,449.63
78,317.04 215,709.15 122,798.66 149,862.00 34,669.79
34,471.40 117,600.00
1s3o2,,425597..1706
111,919.97 12,000.00
142,751.00 314,227.00 135,000.00
95,000.00
$153,631.01 130,116.30 148,713.79
40,000.00 131,890.00 130,000.00
35,000.00 123,075.60 118,424.40
97 ,ooo.Bo 79,875.75
80,010.00 36,023.15
36,517.67 13,363.03 -9.818.74 32,256.51
~:~:i
24,500.74 50,048.33
73,040.71 66,500,00 JH,200.00
32,998.74
37,152.58 27,605.27
17,763.04 87,394.20 103,526.73 125,094.29
61,000.47 109,371.23 64,571.19
85,271.80 65,927.04 13,727.07 89,793.70 38,300.00
~~:~?U~
73,000.48 60,217.21
61,763.08 72,000.00 22,608.20
$143,990.14 $ 4o,ooo.oo
,1,000.00 5,312.08
92,398.68 43,376.78 16,574.56

TRUST FUNDS

STATE

Plilli:RAL GOVl!RIOO!N'!'

68,699.63 46,817.04 23,419.79

: 20,471.8o 21,105.37 38,416.35 33.575.86
31,138.47 54,391.-1
l~~:~~:~ii
88,655.34

: 14,310.00 11,250.00 23,625.00 27.585.62
15,750.00 -0,950.00 ,,750.00
~;~~:gg
37,350.00 61,206.66
11,250.00

23,221.40 64,680.00 81,159.76 28,657.10 61,555.98

3,000.00 78,513.00
172,825.00 74,250.00
52,250.00

11,250.00
52,920.00 51,}00.00
21,600.00 50,363.99
6~:~~g:gg
141,402.00 60,750.00 42,750.00

67,691.58 65,133 42 53,350.44

84,556.01 71,561.80 74,573.79 25;ooo.oo 77,496.00 15,000.00 15,000.00
46,125.75 44,005.00 22,073.15 25,267.67
8,863.03 27,590.95 19,656.51 22,950.59 15,618.19 24,500.74 27,557.00 46,040.71 36.575.00 22,660.00

~~:m:gg 74,140.00 15,000.00 54,394.00 115,000 .. 00 20,000.00 55,384.02 53,290.98 43,650.36 33,750.00
36,oo5.oo
13,950.00 11,250.00 4,500.00 22,227.79
12,600.00 14,175.00 11,250.00
22,491.33 27 ,ooo.oo 29,925.00 18,540.00

19,498.74 13,500.00

23,652.58
16,355.27 17,763.04
52,294.20
6eo0,,059464..7239
34,000.47 72,471.23
37,571.19 Ji-7,021.80 60,304.11

13,500.00 11,250.00
~5:~~g:gg 44,550.00 27,000.00 }6,goo.oo
~~:~~g:gg 19,350.00

52,893.70 21,065.00
2~:m:u
40,006.48 34,342.21

36,900.00
17,235.00 15,750.00 6, 750.00 32,994.00
$ 25,875.00

34,763.08 $ 27,000.00 39,600.00 }2,400.00 22,608.20

9,000.00

$112..894.96 3,000.00 12,000.00
20,000.00 3,376.78 1,815.60

31,095.18
37,000,00
19,000.00 36,312.08 72,398.68 4o,ooo.oo 14,758.96

*Under construction.

70

SCHOLARSHIP PROBLEMS OF TODAY
I have just finislied readfhg the 1939 report of President Conant of Harvard University and I am incorporating in my report extracts from it, since what he has to say throws light on some of the problems of the University System. Among other things he says: "At the outset of any discussion of educational matters it is necessary first of all to understand the profound changes which have occurred in the last forty years. The present scene is a result of certain basic and fundamental alterations which have been going on quietly, so quietly, indeed, that many people have been only vaguely aware of them. As a consequence, much of this discussion about educational problems often starts from premises which are no longer tenable. Everyone has a strong impulse to argue from his own experience as a youth. For some purposes this may be a valid procedure; but when conditions have been drastically altered, evidence from the past can be admitted only after careful scrutiny.
"Instead of being concerned largely with boys and girls whose interests and abilities were such as to give them high aptitude for 'book learning,' the schools now include every kind and level of ability; the student body comprises youths with the widest possible range of ambitions. The school must accommodate pupils the majority of whom would not profit from the type of education which vas standard two generations ago As a consequence of this transformation of the student body, many modifications of the old curriculum have come to stay. Still more drastic changes are just over the horizon It is clear that varied talents must find their outlet in a variety of tasks and the preparation for these tasks may well vary in many important respects. Sound vocational guidance in the schools and a broad preparation of all.the students for life in a democratic society are clear

. aims which we may all unite in furthering." Again he says: "It is self-evident that drastic changes in our schools must affect the colleges. It is further clear that the best interests of the country can be served only if the schools and colleges unite in facing the new conditions realistically. But effective cooperation is difficult. College entrance requirements have long been a bone of contention. The teachers of our schools and the members of our college faculties have an inherited tradition of viewing each other with critical eyes. The situation will not be made easier if both groups insist on restating educational questions only in terms of their own past experience and with their attention primarily fixed on those immediate objectives which seem to each of paramount importance.
"So far as Harvard College is concerned the changes which have taken place in the composition of our own student body have not made our problems any easier of solution. Throughout the last forty years the proportion of students from outside of New England has steadily grown. While there has been no decrease in the total number of boys from the New England states, the increase in enrollment has come about largely because of a greater attendance of students from the Middle Atlantic and Western sections of tne country. In 1898, the entering class came to us from one hundred and fifty-nine different schools; the freshman class last fall included graduates from three hundred and sixty-one schools. The heterogeneity of our student body is one of the important elements in our strength, but it complicates enormously all efforts to correlate the work of the pre-college years with our own educational objectives. For example, it is important for us to understand the work of the private preparatory schools which each year send us a rel~tively large number of capable students. But to consider American secondary education solely
72

in the light of the experience of special institutions is to neglect the major factors in the national educational prob~ems whfch confront us today We are very anxious that no boy of promise be debarred from entrance to Harvard College because of a previous lack of opportunity to study this or that subject in high school. At the same
time we all recognize the serious handicaps which
confront a student who comes to us with inadequate training. We also recognize our obligation to cooperate with the private and public schools of the country in defining, at least in general terms, a college preparatory course which is materially satisfactory to the schools and the university.
"Such an undertaking is immensely difficult. On the one hand, we must consider what would be an adequate curriculum in a private school three quarters or more of whose graduates enter college. On
the o~her hand, we may be concerned with the edu-
cational program in a type of small high schools to be found all over the country, not 10 per cent of whose students are headed for a liberal arts college. The work of the first type of school may
seem of greater importance if we confine our at-
tentions to the entering class of Harvard College. The educational problems of the second type, however, are infinitely more significant if we lift our eyes from our immediate task to consider the total load carried by the secondary schools of the countl"J."
The educational problems of this age are, in large measure, identical, whether the institution involved be endowed, denominational, or state. Many of these perplexing problems, so far as they relate to high scholastic attainment, arise from the fact that the public high schools are open to the children of men on every economic level. This is as it should be -in a democratic government.
73

In a democratic country such as ours we must give serious cohsidera~on to the majority of students in our secondary schools rather than the minority in our highly specialized preparatory schools. Again when we realize that there are approximately seven million students enrolled in the public secondary schools and that not more than one-fifth of the students in high schools go to college, the question arises as to what extent the colleges should readjust their programs. The one thing we must keep in mind is - the state supported institutions, secondary and higher, belong to the people who support them.
Everyone has a strong impulse to argue from his own experience as a youth. Fortunately or unfortunately the past is always distorted and deceptive. To look backward too often results in one's losing all sympathy with the present and all hope for the future. In fact I agree with the philosophy which states that we can profitably look back into the past only if we go there to seek lessons for the future. What retards progress today more than anything else is that our schools and colleges are governed by men who think of the educational program in terms of their experiences. Even though many weaknesses exist the mass results of the colleges and universities are encouraging.
President Coffman, University of Minnesota, once said: "It is asserted that the average ability of the student bodies in these days is lower than it was fifteen years ago. This may be true; it probably is. But the claim is based upon a priori evidence, and hence is difficult to establish. The standards of admission to college and the standards of college work certainly are higher today than ever before in the history of American education. This is as true of the state universities as it is of the privately endowed universities. If one listens to much of the current criticism he de-
74

spairs of the college student, but he takes heart. when he observes on commencement day that thousands of those who were supposed to 'be mentally incompetent have completed to the satisfaction of the faculty all the requirements for their degrees. And it should be remembered that those requirements are determined for the most part by those having the alleged superior intelligence of a generation ago. 11
It is indeed gratifying to report to the Regents that all the units are giving greater attention to improvement in teaching and to higher scholastic attainment than ever before in the history of the University System. These quotations are sufficient to indicate the emphasis being given to higher scholarship.
President Wells of the Georgia State College for Women reports: "For the past several years, the special concern of the faculty and .the administration has been the raising of the standards of scholarship. A significant fact is that students and faculty have given their whole support to this undertaking. Perhaps at no time in the history of the college have assigned grades meant as high quality of work as they do today. The former practice of some teachers of giving most of their students an 1 A1 or 'B' plus is almost unknown now. The University System Exruniner has given us very definite assistance in making grades mean what they should."
President M. L. Brittain in his annual report to the Chancellor states: "Due largely to poor preparation and to the necessity for main-
taining high standards 4.4% of the students were
dropped for lack of ability to keep up with their classes. Much of this trouble is due to the fact that there is a tendency in the 'picture show' age to take the easy preparatory courses and the line of least resistance. This is seen, for instance,
75

in the apparently increasing tendency to drop or to minimize studies like alsebra, geometry, and physics, and to substitute for them easier subjects. The excuse is further offered that this is advisable because the majority of the students do not enter college and do not, therefore, need the old preparation. In the first place, many of the easier subjects could be read by any bright boy or girl. Thus the experience of the ages shows that mathematics, for instance, has no superior and hardly any equal for mental training. Further still, even if a student never expected to spend a day in college, he ought to have this thorough mental discipline instead of the paper cutting trivialities introduced into our high school curricula of late years by so-called 'practical' or 'progressive' educators. OUr students show this lack of good fundamental preparation more each 76ar, and I earnestly hope that this lowering of standards in secondary education will be discontinued."
President H. W. Caldwell of The University
or Georsia in his annual report to the Chancellor
states: "1fhis yeuo ve b&ve a particularly strong committee on scholarship. Under the leadership of its cha1.rman, Dr. G. H. Boyd, the committee has worked diligently and has submitted to the faculty some excellent recommendations. The regulations fixing scholastic standards which must be met by students have been considerably stiffened. These regulations have been strictly enforced by the dean of administration. During the past year 251 students or 8.1~ vere dropped from the University because of poor scholarship. This action has had a salutary effect on the student body. The increased attention which the students are giving to scholastic vork is one strong reason for the fact that problems of discipline for improper conduct have become practically non-existent."
President Browning, Middle Georgia College,

says: "I believe that this college is doing its utmost to quicken a desire for real scholarship 1n the student body. Eve~ stud~t is carefully checked in full faculty meeting at least once a month, tentative marks are read to all, those who are not making good grades are analyzed; in many cases parents are notified and asked for assistance. We are doing our best and we believe we are getting results. Under the rules and regulations of the University System Council we had to ask more than 50 students to go to summer school d~ ing the summer or not register for the first quarter. This has had a most wholesome effeet on both students and parents."
The Chancellor, the presidents, the deans,. the University System examiner, and many members of the faculties know that our academic life is sadly in need of revitalizing. As previously stated only a fifth of our high school graduates are attracted to college, and of these, it is not the best only who come; in fact, those above aver-
age who do not come are 84 per cent as great in
number as the entire freshman enrollment. And the same is as nearly true after they come. We gra~ ate little more than a fifth of those who enter and those who do graduate are not exclusively the most promising citizens. Both of these points bear out the need for making our educational program more attractive.
Dr. Beers, University System examiner, states that vocational guidance is predicated on two basic concepts - good measurements and reliable standards of scholarship. Scholarship in the survey courses has been improved, but it has-not been materially improved in other courses. The deans met this fall to attempt informally to do something about the situation. When their reports were made at the beginning of the quarter, only three were in the same terminology, that is, were based on the marking scale common to all survey
77

courses. It is obvious if one unit gives letter marks, another percentages, ~nother numerals - all without an obvious relation to a standard - not

FIRST HONOR HIGH SCHOOL GRADUATES IN UNIVERSITY SYSTEM

INSTITUTION Georgia Normal and Agricultural College, Albany*

NUMBER Sept. '37 Sept. '38 Sept. '39

6

7

7

Georgia Southwestern College Americus

19

ll

ll

The University of Georgia Athens

31

37

42

Georgia School of Technology :Atlanta

11

13

13

Atlanta Extension Center Atlanta

None

7

1

The University of Georgia School of Medicine, Augusta

Three years of college work are required.

West Georgia College Carrollton

15

24

20

Middle Georgia College Cochran North Georgia College Dahlonega

10

ll

5

9

19

17

South Georgia College Douglas

2

3

7

Fort Valley State College

Fort Valley*

13

Georgia State College for Women

Milledgeville

37

39

Georgia State College Savannah*

5

6

6

Georgia Teachers College Statesboro

9

21

15

Abraham Baldwin Agricultural College, Tifton

3

None

15

Georgia State Womans College Valdosta

2

12

13

Totals**

214

224

Increase of 1938 over 1937 - 51 students Increase of 1939 over 1938 - 10 students

*Negro Institutions. **1937 total includes Forsyth.

78

much can be accomplished so far as comparing scholarships and standards is concerned, and without .known standards, how can it be determined whether a given student would do better in law, or journalism, or science? Progress in scholarship cannot be accomplished in the University System unless there is a genuine spirit of cooperation and sound purposes behind the schemes.
HONOR GRADUATES
Upon the recommendation of the Chancellor to the Regents a policy was adopted giving a scholarship to the first honor graduate of each accredited high school in the state. The scholarship is equivalent to the matriculation fee charged at each unit. This scholarship though small has been instrumental in attracting to the various units many gifted and talented boys and girls. The number of accredited high schools in Georgia is
500. In 1937 the number of first honor graduates entering the University System was 163; in 1938 the number was 214, and in 1939 the number was 224.
Each year, since the policy was authorized there has been a steady increase. Interesting details are given in the table on the opposite page.
ADVANCED WORK
The University of Georgia and the Georgia School of Technology offer the master's degree in a large number of fields, but the doctorate is offered only at the University and only in three fields. The only field in which candidates are actively at work is in education. The University is preparing itself, as rapidly as possible, to offer the doctorate in three fields.
There has been a steady growth in the numr ber of graduate students in the master's degree
79

both at the University and at the Georgia School of Technology. The number receiving the master's degree from the Georgia Schdbl of Technology was 34 in 1938 and 49 in 1939, and from the University was 70 in 1939. The registration for the master's degree in the University was 122 +n 1938 and 153 in 1939. During the 1938 summer session the number was 534 an increase over 1937 of 117. This is explained by the new state requirements for teachers.
The University of Georgia School of Medicine began its advanced work this year. Many excellent gifts for special work will aid this school greatly. It has an able faculty well qualified to do excellent work. With the new buildings and excellent equipment the difficulties which heretofore existed have now been eliminated. The faculty of the School of Medicine feels keenly the need of doing more work than merely graduating a class of medical students. They are anxious to have the School of Medicine looked upon as a champion of better and safer living conditions all over Georgia, and they have long wanted to do a higher type of research, particularly in all those problems so vital to the safety, health, and welfare of Georgia.
The Institute for the Study of Georgia Problems at The University of Georgia has sponsored the publication of four studies of various phases of state affairs. No study, perhaps, has attracted so much favorable notice both in the weekly and daily press, as the study of medical plants of
Georgia by Dr. R. s. Justice of The University of
Georgia, School of Pharmacy. Many faculty members in the University System have written scholarly articles which have been published in the journals of learned societies.
The College of Agriculture this year issued a special bulletin containing the results of vari-
80

ous research projects which it has been carrying on. In the UniversitY. System.there are more than 200 research studies under way. It is evident that the constructive and progressive members of the faculty of the University System appreciate the fact that the University System has functions other than of teaching.
Funds are badly needed for doing both advance degree work and research work in those units so well qualified by equipment and personnel. It is this type of work that differentiates a university from a college.
THE GUIDANCE PROGRAM
In 1934, the beginning year of the guidance
program, the work of this nature carried on in the University System reached approximately 5,000 students. This year the program will touch the interests not only of all University System students but also of many others in private colleges and high schools of the state and outside of the state, a total of approximately 75,000 students.
The essentials of the program in our own colleges have to do with health, academic background and development, emotional adjustment, and vocational guidance.
In the fall of the year, through assistance rendered by the Medical College, each student registering is given a thorough examination. From the results of this examination he is advised about the kind of athletics most suited to his needs and is helped to select his courses and the amount of work he should attempt in the light of his physical stamina. Over a period of four years the results of the medical check up reveal the college population in our units to belong to the healthiest class
81

of people in the United States. This observation is not an opinion but a well-established, scientific fact.
However, not all of our students are entirely healthy. It appears that certain physical defects are common enough among them to warrant our giving careful attention to correcting defects and to helping the student maintain a good state of health. The most extensive disorders and the greatest incidence of communicable diseases are to be found among the students coming from rural areas. It is an interesting fact that medical se~vices and advice are most needed and most gratefully received by the sons and daughters of a group for whom the University System has designed a large measure of its offerings.
In addition to medical guidance the program undertakes to aid the student who has not altogether found himself. The services of a psychiatrist are available for severe cases of this kind; but the majority of counselling is done by teachers who have been especially selected for their ability in this kind of work by their deans. Accordingly, every student is assured that there is at least one understanding and sympathetic person to whom he may turn for pe.rsonal help as distinguished from academic help.
Vocational guidance is likewise provided for each student wishing to avail himself of such help. This type of guidance is based upon a system of placement examinations in the subject matter of high school and college and the requirements of the various professions. By means of such tests a student readily learns whether he has acquired sufficient professional or general knowledge to be able to compete successfully in a given occupation with others who are already established.
Very often a student will be quite compe-
82

tently informed in each of several fields and may be advised to ~elect o~e, not.upon the basis of his knowledge but rather upon the basis of the direction of his more certain interest.
All students in the University System are given an opportunity to have their interests compared with those of successful professional and semi-professional peopl~ in many different fields. Thus the student who might be as well equipped intellectually to be either a teacher or a lawyer will be wise to choose that field in which his interests are relatively stronger.
It is the earnest desire of all administrative officers and teachers to do all in their power not only for the mental make up of students but also for their physical, emotional, and vocational needs and interests.
RETIREMENT
There is not an annual report from the head of any senior unit which does not emphasize the fact that one of the most pressing and urgent needs is a retirement policy. The efficiency, the effectiveness, and the scholarly advancement of the senior units are suffering tremendously for lack of such a plan. New men sought for faculty replacements always ask what plans are made for retirement.
Progressive business organizations make it a matter of pride to look after the interests of their employees after they have given the best years of their lives to the service. The United States Government sets the example by doing this fo~ the officers and men of the Army and Navy and Civil Service employees.
There is hardly any corporation of any mag-

nitude or any great educational institution that has not made provisions for ~he retirement of its faithful servants. The success of a corporation, a bank, or an educational institution depends, to a large extent, upon youth. Great universities have thought it just and wise and in accordance with the best interests of public policy to give either a retiring allowance or pension to elderly professors.
If it be argued that a retirement policy cannot be put into effect because of a certain statement in the Constitution of Georgia, then I favor striking that inhumane provision from it. I am at a loss to understand why pensions can be provided for members of the Supreme Court and not for other deserving members of the state government. I favor the legislation which provides for the Supreme Court judges. They deserve this consideration.
An excellent study of "Retirement Plans for Colleges and Universities" has been made by R. B. Robbins. He states clearly the various plans in operation. In this work also is given in detail the status of colleges and universities in America and Canada with reference to retirement plans. Until some very efficient plan is worked out, and that cannot be until funds are available, then I hope the plan which I have recommended, will be made effective at once.
My plan is that members of the faculty be placed on partial time employment at half pay at the age of sixty-five" This is the age which experience proves to be the wisest. By this plan, no discrimination can be used. It is an automatic rule. There is no law which this plan violates.
84

. TEACHER TRAINING PROGRAM
Georgia is a rural state. While approximately 80 per cent of its population lives in rural areas, 95 per cent or more of the entire population of the state is dependent upon rural life for its social and economic existence. The attention of the people of the town as well as~ those who live in the country must be directed to the problems of rural living.
From our point of view the school exists as one agency which a democratic society has created for the fundamental purpose of aiding people in the solution of their problems, social, economic, health, cultural, governmental, etc. If such a point of view be accepted, then almost the entire effort of the school system of Georgia should be directed toward the improvement of rural life.
The vital force which makes the wheels of the school go round is its personnel; teachers and administrators. It is still true that "as is the teacher so is the school." The point of view of the school teachers in Georgia is therefore of great concern, and their preparation for implementing this point of view is important not only to successful school performance but to the entire. life of the State of Georgia.
The State of Georgia has recognized the importance of the work of the teacher by providing certain facilities for the education of teachers. Specifically in the University System of higher education, there has been established the Georgia Teachers College at Statesboro and the College of Education at .The University of Georgia with the sole function of educating teachers. In addition the largest apparent objective of the Georgia State College for Women at Milledgeville is teacher preparation. At West Georgia at Carrollton major
85

attention is directed to teacher preparation on the lower college level. Other colleges of the University System while not-directing their efforts primarily to the education of teachers do as a usual thing offer the courses in professional education specified by the State Board of Education as prerequisite to the granting of a teacher's license.
To recapitulate, if the entire life of Qeorgia is dependent upon the well-being of its rural sections, if the major purpose of the school is to aid the people of the state in the solution of their problems, and if the success of the school is dependent primarily upon its teachers, then the education of teachers is one of the most fundamental interests which the state can have.
The education of a proper teacher for Georgia's rural schools, along with agriculture, might well be considered as a primary concern of the entire University System. With this in view, the Chancellor has set up a coordinating committee, under his leadership, both for the white and the colored schools (1) to plan the steps necessary for the close coordination of the programs, and (2) to take such measures as are necessary to implement the program. Such a coordinated program should result (1) in a unified program through which the state might properly discharge its responsibility for the education of teachers at all levels of its rural program; (2) in coordinating the facilities of the institutions working to a common end; (3) in making possible the demonstration of teacher education both on a state-wide and local front; (4) in offering possibilities for a unique demonstration in teacher education by showing how an entire state program of teacher education might be coordinated and united. Such a resulting program would certainly be unique in American education.
86

. President Wells states that teacher train-
ing still continues to .be the leading function of
the Georgia State College for Women. More than
So per cent of the graduates enter teaching after
leaving college, and that unit is giving increasing attention to teacher preparation. In addition to the campus laboratory school, the students do directed teaching at Hardwick and cadet teaching in Atlanta. Last year most of the students preparing to teach home economics received their practical training in apprenticeship centers throughout the state. The additional expense for this work is borne by the State Board for Vocational Education.
The University System of Georgia through its unit at Carrollton is carrying on an experiment in the training of teachers for rural schools. Fortunately for the project of teacher-training at West Georgia College, the Rosenwald Fund has given substantial financial support. This experiment has now been operating two years. The project embraces six definite phases.
1. The establishment of a cooperative program with the Carroll County Board of Education in a project of supervision for the county schools.
2. The establishment of'a Carroll County Bureau of Materials for teachers in service and for teachers in training.
3. The taking over of three rural community
schools to supplement the .teacher-training p~ogram at the college, and to demonstrate the building of a curriculum around the problems of living which include all members of the community.
4. The establishment of a cooperative pro-
gram with the Carroll County Board of Education and with the Jeanes Foundation in a project of supervision in the Negro schools of Carroll County
87

and of studying Negro education on an elementary level.
5. The inauguration of rural life courses
with a coordinator who brings together all influences for the betterment of rural life.
6. The institution of more effective train-
ing in English usage and in the teaching of English.
The work at West Georgia has received wide interest and attention. Dr. Morris Mitchel, formerly of Columbia University, and now located at Florence, Alabama, writing in the December issue of Progressive Education, states that " the teacher-training program this past summer at West Georgia College is bearing fruit in the redirection now shown in the teaching of those who attend."
Georgia Teachers College is devoting its full energies to the task of the preparation of teachers. It is undertaking to prepare both men and women teachers for all types of teaching positions in the public schools of Georgia.
Since its student body consists of both men and women, at a ratio of about two to three, it has the task of preparing men teachers as well as women. The college reports that its demand for teachers is far more than it can supply; and this is even more true of its men than its women. The demand has been especially great for men teachers to serve as athletic directors and teachers of high school subjects, as principals of elementary school buildings in cities and towns and of consolidated elementary schools in counties, and as teachers of industrial arts in city and town schools. Through the aid of the Rosenwald Fund special consideration has been given to the preparation of teachers of industrial arts.
88

. The women teachers are in great demand es-
pecially for primary, in.termediate, and grammar
grades; for that reason particular emphasis is being given at Georgia Teachers College to the preparation of women teachers for elementary grades.
The laboratory, or practice school, is the heart of a teachers college just as a hospital is the heart of a medical college; Georgia Teachers College is building up an excellent system of laboratory schools to which is given a large portion of the credit for the effective work of its graduates.
Since basically all of South Georgia is rural, from which the major portion of the students come and to which a major portion of the graduates go as teachers, special emphasis is placed upon the problems of rural life including farm production, conservation of natural resources, rural housing, the rural church, and kindred problems of rural Georgia.
The College of Education at The University of Georgia this year has intensified its program for the training of supervisors. Through the generosity of the Julius Rosenwald Fund a special grant of $25,000 over a two-year period has been made available for this wurk. The major part of this grant is being used for scholarships to enable outstanding teachers to secure a year of graduate study as a preparation of themselves as supervisors. At present fifteen outstanding young men and women are taking this training.
Emphasis is being placed on training supervisors for rural situations. The present program involves a minimum training period of nine months on the graduate level. Special attention is being devoted (l) to the cultural background of the trainees; (2) to acquaintance with and understanding of learning processes; {3) to a familiarity
89

with the research which has been done in connection with the improvement of instruction; (4) to observing efficient supervisors atwork; (5) to requiring a three months practice period of actual supervision in field situations under the direction of trained supervisors.
This program is proving very helpful, and meets a real need in the current Georgia educational program.
SCHOOL OF MEDICINE
The University of Georgia School of Medicine is recognized by the Council on Medical Education and Hospitals of the American Medical Association as an acceptable school of medicine and is a member in good standing of the Association of American Medical Colleges (medical colleges are no longer rated as Class A, B, or C as formerly, but as approved or unapproved). Recent improvements have gone far toward establishing this recognition on a firmer basis. Among the most important changes have been the following:
The construction of the Milton Antony Wing of the University Hospital to house the outpatient department on the first floor and the contagious disease pavilion on the second. This building was erected with funds from the alumni association,
city of Augusta, county of Richmond, and the Pub-
lic Works Administration.
The reconstitution of the faculty, sadly
depleted in 1934, was done so that some fifteen
new members were added to the full-time staff. New members of the faculty were selected with special reference to their ability to carry on individual investigation and the large amount of research turned out by the school in recent years
90

can be attributed largely to this factor. The school was the first i~ the ex~reme Southeast to have full-time teachers in the departments of medicine, surgery, pediatrics and obstetrics. It is the only one in this area still to have such teachers in the departments of gynecology, psychiatry, neuro-surgery, anesthesiology, and tuberculosis.
Tw'O new buildi:np:s were constructed with funds from the state and from the Public Works Administration. The first of these, the Dugas building, houses the departments of biochemistry, physiology and pharmacology and an auditorium seating three hundred and seventy-five persons. The ~econd houses the departments of pathology, bacteriology, and public health. These are excellent buildings, well equipped and no better sign of growth of the school could be adduced as evidence than the erection of these fine testimonials to the interest and energy of those concerned with the growth and improvement of medical education in Georgia, particularly the Chancellor and Regents of the University System.
Construction of new buildings has made possible expansion of the departments left in the administration building, so that the department of anatomy now occupies a whole floor instead of half of one and added space is available for and is being transformed into a h~ndsome and commodious reading room for the library. The space formerly occupied by the department of pathology on the ground floor is now serving to house the department of experimental medicine.
Additions to and renovation of the University Hospital were made possible by means of $200,000.00 derived from a bond issue voted by the citizens of Augusta. A three-story annex has been added to the Doughty Nurses Home and a three-story brick building has been completed to house the
91

colored nurses. In addition new quarters are being constructed for.the cliaical laboratories, X-ray department, and the emergency rooms. The operating-room pavilion will be enlarged and improved and the hospital as a whole renovated and made more serviceable.
Evidence of the attention that has been attracted to the research program of the school is offered by the grants for investigation made by the foundations and by others. It is noteworthy that the largest such grant is the latest one that has been made, the grant of $6,000.00 for research in deficiency diseases (especially pellagra) by
Dr. v. P. Sydenstricker. A list of the grants now
in force and the amounts donated will be found in the section on gifts.
The school can be placed on a fir.m foundation for permanent recognition by having the state supply an adequate sum for maintenance and sufficient beds for teaching purposes, the latter by subsidizing beds in the University Hospital for the treatment of patients from outside Richmond County (as recommended by the Economy Committee of
the recent session ot the Legislature after an ap-
peal to the Committee by the Chancellor).
NATIONAL YOUTH ADMINISTRATION
I am incorporating in my report a statement which I requested Mr. D. B. Lasseter, State Director of the National Youth Administration, to prepare for me. I was extremely anxious to have a report prepared which would show the accurate sums of money made available to the students in the University System. Here may I say that in my opinion, no state has a more efficient, cooperative, and constructive state administrator than Mr. Lasseter and his able and courteous assistant
92 .

Mr. Jones. These men have cooperated with the Chancellor and the he~ds of t~e various units wholeheartedly and we have tried to meet their wishes in every detail. These men not only understand the problems of youth, but they likewise understand the rules and regulations of the Regents. Just as these men are circumscribed by federal laws, so are we by state laws.
It is my desire that the Regents, the members of the general assembly, and the presidents of the various units read this report carefully. In this critical period of the finances of the state, I am at a loss to understand why any executive should not be gratified and who should not be willing to cooperate a hundred per cent. All agencies are circumscribed by the terms of the acts which created them.
There is no federal agency more far reaching in its influence than that of the National Youth Administration. It has made possible a college education to many an underprivileged youth. Whatever sacrifices may be necessary for the present Congress to balance the budget, it is my sincere hope that the funds necessary to carry on the National Youth Administration may not be reduced.
Only those of us intimately acquainted with the financial affairs of the University System can really appreciate what the contribution of
$131,479-95 for 1938-39 and what the allocation of $185,320.00 for 1939-40 means to the youth, the
citizens, and the support of higher education in our system. We need the financial support and should do all in our power to see that Congress continues the appropriation, with no diminution of, but, if possible, with a substantial increase in available funds.
The hope of democracy, as we interpret the meaning of that word, depends on universal educa-
93

tion. I concur with the statement made by President Madison: "A pop"Ular go,ernment without popular information or the means of acquiring it, is but a prologue to a farce or a tragedy, or perhaps both. Knowledge will forever govern ignorance; and a people who mean to be their own governors, must arm themselves with the power which knowledge gives."
Mr. D. B. Lasseter's report follows.
The National Youth Administration for Georgia cooperates with the University System of Georgia in extending educational opportunities to approximately 3,100 young people in the state, who would be unable to secure such education and work experience without the financial assistance available through the N.Y.A. programs.
The college work program provides assistance for about 2,700 young people in attendance at the various units of the University System in order that they may continue their regular college work. Allotments are made to the institutions on a percentage of enrollment basis, and the selection and assignment of students are entirely the responsibility of the college president or a designated official of the institution. Students selected must be between the ages of 16 and 24, inclusive, must be citizens of the United States, must be of good character and possess ability to perform good scholastic work, and must carry at least threefourths of a normal schedule. The work assigned to the students is under the supervision of college officials or public agencies in the community, but must not replace any work normally provided through the regular budget of the institution or agency.
The following report shows the extent of such assistance at the various units of the University System.
94

Institution
Abraham Baldwin Agricultural College.
Georgia School of Technology

. No, aided 1938-39
75 361

Expenditures 1938-39
$ 3,264.80 24,163.50

Allocation 1939-40
$ 4,645.00 32,751.00

Georgia School of Technology Evening School

25

Georgia Southwestern College

86

Georgia State College for Women

221

Middle Georgia College

82

North Georgia College

65

South Georgia College

61

Georgia Teachers College

ll5

University of Georgia

480

1,165.80 3, 781.00 16' 278.50 4,448.25 4,370.50 3,330.00 6,612.20 35,014.90

2,565.00 4,725.00 27,345.00 5,670.00 7,407.00 4,590.00 7,830.00 45,735.00

University of Georgia Evening College

203

ll,475.00 12,285.00

University of Georgia School of Medicine

15

1,083.20

1,350.00

University of Georgia Atlanta Junior College
West Georgia College

21

1,620.00

3,510,00

76

3,780,00

5,265.00

Georgia Normal and Agricultural College
Georgia State College
State Teachers and Agricultural College
Fort Valley State College
Total

37 145
9
2,148

1,800,00 5,030.40

3,105.00 7,29Q.OO

357.00

4,455.00

$131,479.95 $185,320,00

The N.Y.A. resident program was established in order to provide more adequate training and work experience for out-of-school youths. Chancellor S. V. Sanford of the University System encouraged officials of the various units to investigate the possibilities of such a program in their institutions. As a result, N.Y.A. resident projects are in operation at four units of the University System: West Georgia College, Carrollton; Georgia State College for Women, Milledgeville; Georgia State College, Savannah; and Georgia Nor-
95

mal and Agricultural College, Albany. The youths work approximately one-half time and attend classes about one-half time. The coftrses are especially adapted to fit the educational level of the students and to meet their needs when they return to their homes after a period of approximately one year. The curriculum is established as a practical terminal education.
Emphasis is given to training for rural life at the resident project operated in connection with West Georgia College. The basic courses are agriculture for the boys and homemaking for the girls. Youths assigned to this project usually have completed high school, and the courses for the N.Y.A. group are practically equivalent to college work. The N.Y.A. group lives in the dormitories with the regular college group and participates in all activities on the campus.
Although Dr. Guy H. Wells, president of the Georgia State College for Women, Milledgeville, did not have dormitory facilities to accommodate a resident project, he was interested in establishing such a program. He, therefore, arranged for the N.Y.A. group to rent five houses adjacent to the campus of the institution. The girls live in groups ranging from 15 to 30 girls in each home, with a home economics supervisor in charge and living in aach home. The girls decorate their own homes, perform all the tasks necessary in daily living, secure work experience through jobs of a public nature assigned by college officials and the project supervisor, receive related training in home economics and other departments of the college, and are accepted into all regular activities of the college. A variety of work experi~nce has beenmade available to the N.Y.A. group, resulting in high placement in private employment.
Georgia State College, Savannah, sponsors a N.Y.A. resident project, located on its campus.

President Benjamin F. Hubert developed the program for the N.Y.A. group by using the faculty members in the agriculture, trades, an~ home economics departments for supervising the work experience and related training. The boys and girls are housed in college dormitories along with the regular students, but their work and training are arranged according to a practical schedule worked out by President Hubert and N.Y.A. officials. The college has excellent equipment and facilities for agricultural training and for instruction and experience in various types of trades and industries offering possibilities of ~mployment to Negroes in this state.
Another resident project for Negro youth is operated in connection with the Georgia Normal and Agricultural College, Albany. An agricultural, work shop, and construction trades program has been developed for the boys, and a complete homemaking and domestic service program for the girls. The girls are housed in a building in the city rented by the school for the purpose and the boys are housed in the regular school dormitory pending completion of cottages in a pine forest on the school property which they are building as their own residences. Girls will be housed on the campus as soon as residence facilities there can be completed through a N.Y.A. work project.
Last July when the Board of Regents took over the Fort Valley Normal and Industrial School, Fort Valley, and combined its program with that or the State Teachers and Agricultural College, Forsyth, the physical plant formerly used at Forsyth was turned over to the Monroe County Board of Education with the understanding that the facilities would be used for a county high school for day students and a N.Y.A. resident project. It is expected that this project will develop into an outstanding Negro project, offering practical homemaking, craft, agricultural, and trade train-
97

ing. There are about 125 youths now at this pro-

ject.

"'

The following report shows to some extent the assistance being rendered through the resident project program at the various units of the University System mentioned above.

Institution

Approximate No. Youths Monthly Expenditures

West Georgia College

So

Georgia State College for Women

110

Georgia State College

60

Georgia Normal and Agr1. College

110

$ 2,4oo.oo 3,300.00 1,800.00 3,300.00

Total

360

$10,800.00

The approximate expenditure shown above is based on $30.00 per month per youth enrolled. The institution receives $20.00 per youth for subsistence under a contract arrangement, and the youth receives $10.00 in cash.

GENERAL EXTENSION AND AUDIO-VISUAL EDUCATION
Extension is a natural outgrowth of the healthy, resourceful, democratic life of the University System. It is not something grafted upon the institution from without. The purpose of University Extension is to carry some of the benefit and satisfaction of higher education to the large number of people who for the time being are unable to attend campus courses. Increasingly the Uni'.rersity System is reaching out through its various departments, organizations, and intellectual resources to every community and every individual, and as rapidly as new and larger needs arise provision will be made for them.

The University System has three important functions: to give thorough instrUction to resident students in the cultural, professional, and vocational branches of higher education; to promote research and investigation on the part of the members of its various faculties in the important fields of human interest and experience; to disseminate information and extend knowledge; and to render the state such public service as may legitimately be rendered by a state university, in the largest possible measure commensurate with equipment and faculties of the University System.
It is this last function that an extension division especially furthers through its teaching and welfare service, thus it carries as far as possible to off-campus students the opportunities for culture and instruction offered in residence, disseminates in non-technical form valuable knowledge obtained through research and investigation, and serves as a cooperative bureau through which education and public service resources outside of the University System may be made readily available for effective public use.
University service ought not to stop where the campus ends. Universities are not only centers of culture and investigation: they are also dynamic forces in the life of the people. It is not enough to open the treasure houses of knowledge, skill, and accomplishment. If the people cannot come to receive the organized knowledge of the institution, it is faced with the challenge of taking it to them and extending its beneficent influence to every home in the state. It is the function of the University System to extend the campus walls to the extreme borders of the state, thus making the state really the campus of the University System.
In every community there are those who are unable to adjust themselves to the formal system
. 99

of education or to conform to the regular administration of education~! work ~f the institution. These persons, having ability, leisure, and ambition, have a claim upon the state for educational opportunities outside the formal routine of the schools. They want to go forward with their intellectual aspirations. The constant aim of the University System is to bring the school and the home in close touch so as to give everyone a chance to obtain the benefits of higher education at the lowest practicable cost.
Through its extension activities the University System is reaching out a helpful hand to every citizen, endeavoring to add to the resources of life and education and to effectiveness in the affairs of the professional men and the business men, of the employer and the employee, of the teacher and the student, of the housekeeper and homemaker, indeed, of all citizens.
General extension, in large measure, is another name for adult education. The idea that education ends at the time of graduation from grammar school, high school, or college, is now recognized as untrue. If it were true it would be a fact, also, that education never begins for some pupils, those unfortunates who are unable to attend, let alone graduate from, any educational institution.
It has been only within recent years that organized education has been made available as a continuous process through university extension service. General extension now enables graduates or undergraduates to continue their studies, as well as providing educational opportunities to those who were denied the chance of attending school of any type.
Valuable as these extension courses are, it is easily recognized that there is great need for
100

coordination of educational programs within our communities to preven:t over-).Ji.pping. The Agricultural Extension Service has contributed enormously to community planning in rural areas. Such planning should be developed and is also badly needed in urban communities.
While adult education has had a phenomenal growth during the past quarter of a century and has had many contributing factors, the programs have failed to reach people in the lower economic levels and of poorer educational backgrounds. We must study and investigate how to reach this group. Each year brings greater educational opportunities to all classes from the bottom to the top or the economic ladder. In a few years any adult with the will and desire to learn will be given the opportunity. The determination to take it will remain as essential as the providing of the service itself.
Let it be emphasized that adults and students.have an opportunity to take the same courses and receive the same credits as offered at the various units in the University System through the General Extension Division. The University System extension carries the opportunities and advantages, the benefits and facilities of the University System beyond the traditional four walls of the University campus to those who are not in a position to attend or to do work in residence.
When this plan of instruction was begun, approximately seventeen years ago, the total enrollment in extension classes and correspondence courses in Georgia was less than 1,000, but today
is 6,500. Today there are in Georgia 375 classes
in 125 towns and cities. For the past few years the Division of General Extension has successfully operated one of the most outstanding educational motion picture film distribution libraries to be found anywhere in the United States. The library
101

contains nearly ers in schools,

1c,o0l0le0.geses,lecante"d'dufnilimvesrstiot

aid ies.

teachThis

work has received recognition throughout the coun-

.try and more than a half dozen other states in the

Southeast have followed the example set by the Di-

vision of General Extension.. As a result of this

experiment, there came into being the Southern

Conference of Audio-Visual Education.

Each year more than 10,000 films are shown to approximately one million high school, college, and university s.tudents. Subjects on films vary from biology, chemistry, agriculture, to social customs in every land, music, sculpture, and films of scenic beauty. Six full time extension professors and one hundred and seventy-five part time members of the University System faculty participate in the extension teaching program. In addition to the classes conducted, the Division of General Extension conducts forums for the nonpartisan discussions of public affairs in approximately twenty counties in the state and has provided non-credit reading courses for local organizations such as Civic clubs, parent-teacher associations and women's clubs.

It has been only within recent years, comparatively, that organized education was made available as a continuous process through college extension services. Although coming belatedly it now enables graduates to continue their studies, as well as providing educational opportunities to those who were denied the chance of attending school of any type.
We need of course to make this plan of education as inexpensive as possible so that it may be available to those in the lowest economic group. Yet this form of education brings each year greater educational opportunity to all classes from the bottom to the top. After all, the determination

102

to take it will remain as essential as the providing of the service itself.
AGRICULTURAL EXTENSION SERVICE
The Georgia Agricultural Extension Service is a unit within The University of Georgia, operating under a cooperative agreement between the United States Department of Agriculture and the Board of Regents of the University System of Georgia. Headquarters for the state are in Athens, Georgia. A branch office is maintained at the Coastal Plain Experiment Station in Tifton, Georgia. The personnel consists of three administrative officers, one editor, one illustrator, fortyfour supervisors and specialists, two Extension
soil conservationists, 158 county agents serving all of the state's 159 counties, 89 county home
demonstration agents, 20 assistant county agents, two assistant home demonstration agents, 23 Negro county agents and 24 Negro home demonstration agents.
It is the function of the Georgia Agricultural Extension Service to carry on an educational program for the improvement of agricultural conditions through (1) organization for agricultural program formulation and development, (2) use of educational methods effective in Extension teaching in getting the programs adopted by farm people, and (3) closely correlating the work of the Extension Service with that of all federal and state agencies and organizations, groups, clubs, and others concerned with and interested in the improvement of the welfare of farm people. In addition to its regular educational program, the Extension Service has been delegated the responsibility of carrying on the educational phases of the programs of all agencies of the United States Department of Agriculture.
103

There is but one agricultural program in each county. The Extension Service is striving to assist farm people to.think clearly through their many problems in the formulation of a program to which they and all cooperating agencies can lend their best efforts in developing on the individual farms so as to obtain an income which will provide a desirable and satisfactory standard of living and at the same time conserve and improve their most valuable capital asset - land. The Extension program in this state is as broad as the agricultural program and touches all phases of its development.
There has been organized and is now in operation a State Land Use Planning Committee, the membership of which consists of 10 leading farmers over Georgia and the administrative officers of federal and state agencies concerned with land use. The Director of Extension is chairman of this committee. The responsibilities of the committee are to formulate a state program, coordinate the activities of agencies toward its development, and serve as a liaison agent between counties and the United States Department of Agriculture in the matter of new programs and suggested improvements in existing ones.
In each county within the state a Program Planning Committee of leading farm people has been organized. The committee in each county, with the advice and assistance of a technical group composed
of agricultural workers, worked during 1939 on the
formulation of an agricultural program and lines of .action for the development of this program which wo.uld coordinate all contributing efforts. The county agent is executive secretary of the County Program Planning Committee and chairman of the technical group. These county programs serve as a basis for a state program.
These organizations in the state and in
104

each of the counties are prvvi~ effective in providing for a coordina~ed appr~ach by both people and agencies in work on activities designed for the improvement of agricultural conditions.
The Extension Service, in close cooperation with the Exper~ent Station and the Bureau of Agricultural Economics, assisted farm people through county and community land use committees in 12 counties in making an intensive study of their land use problems, and at present this work is going on in 18 additional counties. This activity provides a very fine basis on which to formulate the land use phase of the county program and help farm people make definite recommendations as to the best ways in which they, as well as cooperating agencies, can go about solving their land use problems. This work is receiving the close cooperation of both farm people and representatives of the various agencies.
Many of the problems with which farm people throughout this state are confronted require action by groups for their most effective solution. The Extension Service, in recognition of this
situation, has, through its program in 1939, as-
sisted farm people to build the necessary community and county organizations, associations, councils, and other things that will promote on a sound basis the development needed for satisfactory solution of this type of problem. The following types of organizations illustrate the results of activities along this line: rural electrification associations, cooperative livestock markets, county soil conservation associations, cotton improvement associations, 4-H club councils, livestock development associations, t~ber protective associations, home demonstration councils, community cl~bs and agricultural program planning committees.
An increased efficiency by individual farmr ers in their farm and home operations is one of
105

the recognized needs that require action on the part of the individual. The txtension Service, through educational methods such as result demonstrations, method demonstrations, county tours, publicity and meetings, continued in 1939 to carry to the individual farm family the best information available concerning ways in which to use more ef-
ficiently the resources at their command.

A phase of the Extension program that has been carried forward with increased emphasis in 1939 has been that of assisting farm people to take every advantage of those services offered by agencies created to render assistance on certain important farm problems. The desirability of as well as the methods for using the services of the Agricultural Adjustment Administration, Soil Conservation Service, Farm Security Administration and other agencies in various phases of individual, community and county agricultural programs was an important Extension activity. In carrying this work on, the Extension Service closely correlated its work with that of each of the cooperating agencies.

Although tabulations of 1939 results are not yet complete the following are a few of the outstanding miscellaneous accomplishments:

1. Agricultural Engineering

Through cooperation with R.E.A., rural elec-

tric service has been extended into all of Geor-

gia's counties except 13.



213,060 acres of land were terraced with

assistance of the Extension Service.

2. Soil Conservation and Improvement Crops The greatest acreage in history was sown to
lespedeza in 1939. 172,905 acres were sown in 1938 and 106,395 acres were left to reseed. Although seed prices and weather were unfavorable for seeding winter legumes, interest in all soil-building

106

activities is increasing and seedings have been relatively large. The_re is m<lre interest in pasture improvement than ever before.

3. Livestock
Interes:; continues to increase. As an indication of this, the following number of pure bred animals was placed on farms in 1939.

Males Females

Beef' 1270 1173

Sheep 60 577

Dairy 328 715

Hogs 2076 2302

4. Forestry
The Extension Service assisted in getting approximately 9,000,000 forest-tree seedlings planted by farmers.

5. Home Improvement
Under the leadership of' home demonstration agents and specialists, there has bee~ an increase both in individual and group activities in every project activity in the home demonstration .f'ield. More pantries are better stocked with f'ood this year than ever before.
Food production, based on a food budget, is becoming more definitely a part of the general farm program, and farm women and girls are learning to feed the family as a unit.to promote and maintain health.

6. 4-H Club Work 81,213 4-H Club members were enrolled in
1939 - an increase of about 4,000 over 1938.

1. Cotton Improvement Work
Cotton variety improvement work was carried on in 200 communities in 79 counties, from which f'armers received an additional revenue of approximately $1,500,000 because of increased yields and premiums for improved quality of staple.

107

. 8. Marketing

County

agents

a.. s s i s t e d

farmers .

through

co-

operative efforts in,selling and purchasing.

$4,661,293.59 worth of miscellaneous products at a

saving of $355,742.09 to farmers. 2,062 head of cattle were sold at 14 cattle

shows at an average price of $9.75 per hundred

pounds.

Three additional cooperative livestock mar-

k(:lt1ng associat;I,ons wer.e opganized which are oper-

ating successfully.

The Extension Service assisted ginners i1;1,.

getting cotton bagging to wrap 113,000 bales of

cotton.



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9. Plan-!; ])iease .and.Igsect Control

More cotton seed were tre~:t~d before plan~~

ing to control seed-borne diseases than ever be-

fore.

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to:cori- 'L.~.3~1.e;:re,eff,o. r' ts we. ;.re ..m..a'O.e. l...l. y. . t'"ali~in.ers. .::. ... -

tro.L"bp,il .'l.ee.vi;J,,s ,th~n_ev!3r befqre.,. . .

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., .,,.: Go.QQ ~~~.ults, w~er~.,pl;:ltained f.;rprp., ~?bacco- .; __

bed' Sp.:r.-ayiJ)g .o..e!llOP.Stl;'.t~qn,s fpr .control; of. blue

mold.. L ,

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10. Hort:t.:culture
Co:nttnued progre:;!s was made in the c.ertified. -seed I.:rish potato project in the ~o1,U;l.tain . counties . Eleyen cars of ~eed._potato,~s weJ;'e
shipped; two of these went to Cuba ...: .. , As an indication of interest in landscape
gardening, the Extension spe~ialist;a~one. carrted
on 500 :demonstrations in 90 countj,es In improve-
ment of home grounds and schoo~ grounds,,

In discussing the ne~qs.of theU:niversity Systent befo;re .the Colllll,l.i:t'lfE(e on: Ec0n9In.Y~ both Chairman Smj.th. and the. C!J.ancello~. stressed the ; ..
w0rk. of ..the. Divi s.ion C?f . ,Agric\11 t:u:J;>al ~x.tenston . ~nd
tne ,nee;ds of tnat .agenc-y. .Tll,is e:x;t,ract i~ from , the Report of the CollllUi:tt~e ,on Economy: "The Ex~.
tension Service is stretching its meagre fund of

108

$851 000 just as far as it will go. .The salary scale, due to so many c~:mnties ..in the state, is
low as compared with, most of the other states.
But after spreading the money out as.. thinas the Regents c~n and cutting down on equipment, publi-
cations, and supplies, just as low as they can to
keep going, ther<;J are. s.till twenty-one additional counties ready-. to put on home de;rnon:;~tr.at,ion ~gents
as soon as we can c<Joperat.e with them. , Four. addi-
tional specialists are needed to meet the ever in-
creasi.Qg, de:!lland for.. assistance in11vestock, ~rono:my, hor:t,ic:ulture_, a~d .other, :\fOrk. Other states .a~d .otJ:;Le,:r qrgan.i.~ations ~e talcilJ$ s<;>me or the best men that we now have and the7 ~re h~V,ing to be replaced with men of less experience. An ~dd.itional sum of $25,0.00 J.s neede~ ,fa,~: th~ work."

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a 4DH cttib work~)~~ plir(' 6t' th6. ~:ri~~ltural

ror Ex~enfhdn S~rv:+c~,; and :-tits pufPos~ 18':to' c66t.dinat~,

administer;: and conduct extension work:

rural ...

boys and gi:rl ~ 10 ''to 20. ye~rs of' age' ahd yo~ men and ~on;ten 18 to'25 6r'30 years of' age a~ local.cir-
a cumstances miifirl.dib'ate best, . as' part . of ~he gen-

eral plan of extension work; to offer rural boys

and girls through.approved farm and home projects in~truct'i.on and practical demonstra.tions in be~ter

farm and home practices; to develop fine ideals of farm, home and CQfumlinity life; to. develop i~ fa~: boys.k:rid'~gi:ri~s a deep S.ense of appre'ciatiorl. ~rtd

conservation-mind,edness of all nature_and.its .many economic and aestli~tic values; to develap'a:PJ;recla.;;

tion and spirit of _cooperation through community,

or..; ' coUr;ty-and' state'organization~i and to teach the
value and proper .use of leisure time through

. gap.ized .. .

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Since Georgia 'is prima:riily' a M!ral a.gricul.:. tural state with an average annual per capit~' gross

1.09

farm income of $147.00 as compared with a total per capita income of $343.00, ouP major need is to raise the level of living for rural families. This can be partially accomplished through farm and home demonstrations of approved practices in scientific agriculture and homemaking that are offered through 4-H Club work. This should result in increased incomes, better standards of living, and an enhanced satisfaction of farm life.
Farm men and women often refuse to adopt new and approved practices but unconsciously are influenced by a practice that a 4-H Club member readily adopts.
Aggressive, intelligent leadership is needed, and is one of the essentials for a well-rounded agriculture. Club work develops wholesome, industr~ous and public-spirited leaders and citizens.
The United States and Georgia are indeed fortunate in having these 4-H Clubs. The program changes each year to meet new conditions. Intelligent planning and alert leadership, among professional supervisors, lay leaders, and friends of youth everywhere are needed to meet changes in new problems.
The program is not theoretical but thoroughly practical. "Its roots are embedded in the soil, close to the people. It is helping to meet real life problems and situations. It is developing in youth the homely virtues of industry, thrift, loyalty, and wholesome fellowship."
There are in the United States approximately 26,000,000 boys and girls from 10 to 21 years of age. About 12,775,000 are classified as rural, and of these 8,000,000 live on farms. There are 500,798 rural boys and girls between the ages of 10 and 20, inclusive, inGeorgia, and in 1939 we had an enrollment of 81,213 club members.
110

On the farm the family is the economic unit. In the city the individpal is ~e economic unit. The outlook of the country boy and girl follows closely the pattern of the family. The financial returns of the farm family are lower than the average city family, but in other respects the rural mode of life has its advantages and compensations.
Statistics are convincing on these pertinent facts: rural young people marry early; rear more children, more dependent upon each other; have fewer divorces; help parents more than any other division of the population. These families are the primary evidence of the makings of democracy. Again educational opportunity in rural America is far below that in urban America. Little is offered in the way of vocational guidance. There is a tendency for farm youth to discontinue school at an early age, particularly those who are children of farm laborers and farm tenants. Yet 4-H Club work is available to this group and many are helped by it.
So strong is the attachment of rural boys and girls for their parents - helping them in earning a living for the family - that an astonishingly small number has enrolled in the CCC camps. Naturally excellent highways, automobiles, radios, forums, town meetings, have almost made rural and urban life one and the same thing. The rural boys and girls do not wish to leave home, contrary to what so many people seem to think. With the coming of the fine program of REA, the inducements to stay on the farm will be greater than ever before.
While unemployment has been a great problem for some years and will continue to be so: it must be noted as a significant fact that 4-H Clubs offer each member something to do which will produce a profit or savings in dollars. Each member has a
lll

part time job that also e.dds something to the sum

total of wealth.



Viewed fran any angle, 4-H supplies a. unique educational program - a. type of vocational guidance and training. If a. member does not like agriculture or a. girl does not like home economics, the boy or girl has found out how to look for new fields of endeavor. In other words, through 4-H Clubs boys and girls are helped in finding life's work.

"The 4-H ideal extends beyond the realm of materialism. It encircles many spiritual values and practices sociability. It teaches kind~iness and courtesy. It vffers opportunity for individual expression through parties, drAJllatic productions, music presentations, camps and services of a civic nature. Its members become leaders in community efforts and progress. 4-H Club members themselves are the best witnesses to the fact that active 4-H Club membership has overcome timidity and inferiQrity complexes. It has given farm youth the courage to step out and ask for what is wanted and needed."

THE ATLANTA EVENING CENTER
I herewith present a report of Director George M. Sparks of the Atlanta Evening Center.
Through the cooperation of the units of the University System of Georgia; the wide reputation with other schools and colleges through holding fast to academic standards; additional full time faculty members; two years of favored development in the first College Student Credit Union in America.; and the loyal support by the Chancellor,
112

the Board of Regents, and the employed staff thereof, the University.System~f Georgia Center now enjoys the most prosperous year in the history of the school.
The director is especially proud of the growth of the school. When he was introduced to it for t~e first time it occupied four attic classrooms over a shoe and piano glue shop with an enrollment of less than 300. So satisfied with the growth is the faculty, many of whom had battled along with the director during these years, that all were quite happy in the celebration during the year of the Twenty-Fifth Anniversary of the school.
Every prediction made by the Survey Committee in the reorganization of the University System except one, so far as the Evening College is concerned in the report, has been more than realized. That one exception is the cooperation with the University of Georgia School of Commerce in the givingof graduate work. This work was pointed out as a great need in the interest of better fitting Georgia students for a more practical business career.
The student body now has students from 247 Georgia high schools. This has been made possible through the support given us by The University of Georgia administration in recommending the courses here not given there, or in transferring students here who could not continue their studies on the campus, or by the thoroughness of our personnel department in securing more than 600 jobs in Atlanta for boys and girls, who may by such employment continue their college education. The personnel department, according to a survey made, has raised the income of the student body 10 per cent a year by securing for them either increased earnings because of better trained minds in business &ffairs, or adjusting them to jobs where they
113

are better fitted to earn more as the years of

proficiency increase.

*

Our neighbor, Emory University, now recommends students to us who are to finish later in one of their professional departments. This is also true of other colleges, and especially of the larger universities of the country where our students are accepted on an equal basis with those from much older and better established institutions.
As a recent delegate to the organization of the Evening College division of the American Association of Urban Universities it was brought out that the work of the Georgia Evening College was en a par with that done at the other .colleges of the country. Our special task there was to place before the body the work done by this school of the only Student Credit Union in the country and the present book rental system. Other colleges were especially interested in the big program of student activity, and without any designated student activity fee charged to students. Since the return from the association meeting the program has been enlarged to include a more permanent rural recreation center than has been in use for several years.

At the fall opening more than 200 students were turned away because of no room for extra sections in some of the survey courses. This leads us to ask that we be allowed to search the city for some interested person, as was done in the case of the late R. R. Johnson, to build not only for the future but care for the Georgia boys and girls from 247 Georgia high schools, most of whom are unable to attend a campus institution.
In a recent survey of schools of commerce sent out from Chicago the Georgia Evening College was listed as the fifth such college in the United

114

States and the third largest in the enrollment of women. It is also the ~argest.in the South in commerce 1 day and evening.
The Evening School of Applied Science
It is difficult to overestimate the importance and value of this arm of Georgia Tech's service to the working man of Atlanta and vicinity. The night classes have been arranged with two purposes in mind: first 1 to provide an opportunity for educational advancement for those with high school preparation who find it necessary to go to work; second1 to give those who are employed, or those who seek to be employed1 in some phase of engineering or industry, but whose educational preparation has been limited, a chance to supplement their practical knowledge through evening study.
For those who wish some specialized training either to improve their skill as craftsmenor to acquire skill in a new vocation, are prortded
trade type courses, such as, auto engines ana
ignition analysis, blue print reading, commercial art, drafting1 estimating, machine shop practice, radio service1 . refrigeration, weldi~, and woodworking.
For tho.se. of high school preparation are provided two types of training. First, regular college courses, credit for which is obtainedby means of day school examinations upon satisfactory complet:Lon of the cou~ses; and second, two year certificate cour~es, specializing in the various engineering professions.
And so, while.the day cl,asf:leS are open only to those of. high ~;~chool training, .an. endeavor\ through the night classes is made to assist all
115

who earnestly desire to improve their engineering

training.

"'

Through the classes of the Evening School of Applied Science, the entire plant and facilities of Georgia Tech are made available for those who work in Atlanta and vicinity. The faculty is very largely composed of members of the day school faculty, although, for some of the special trade courses, the instructors are men from industry, who are specialists in their respective subjects.

During the 1938-39 session, 1013 students
were enrolled in these night classes. Of these
students 91 per cent were employed and were drawn from more than 250 different firms; 44.3 per cent
of the students were enrolled in college courses; 26.5 per cent, in the two year certificate courses,
and 29.2 per cent in trade and special courses.

The Evening School of Applied Science is Georgia Tech's contribution to those who work. It is no small link in the chain of service being rendered the community and the state by its School of Teclmology.

ENGINEERING EXPERIMENT STATION
The State Engineering Experiment Station is located at the Georgia School of Teclmology. The primary purpose of the station is to investigate engineering problems of importance in the development of Georgia and the southeastern region. To make the results of its scientif1.c investigations available to the public the station publishes and distributes teclmical bulletins.
It should be apparent that the research of the State Engineering Experiment Station must conform primarily to the more pressing needs of the
ll6

people in this section of the country. The most valuable industries ar~ those_which utilize the human and natural resources of the section in the manufacture of products which will yield a high price compared to the cost of the materials used in them. Moreover, it is desirable to have these industries financed locally to the maximum extent.
Engineering research concerned with the solution of problems dealing with the industrialization of the southeast is fundamental to the welfare of this section as well as of the nation.
The first commercial quality rayon produced by the viscose process from Georgia pine pulp was spun and fabricated in the station laboratories.
Acetate rayon waste has been successfully spun by the cotton mill method at a processing cost of less than one cent per pound above the normal processing cost for cotton. The resulting yarns and fabrics have new and valuable-properties.
Improvements in the uniformity and tensile strength of spun cotton yarns have resulted from an investigation of factors in the drawing process. The plant proving of these results indicates that, conting.mt upon industrial aas1milation of the indicated changes in the drawing process, millions of dollars annually may be saved in the cotton textile industry.
An improvement in structure and properties has resulted from a study of kaolin firebrick refractories manufactured by the stiffmud process.
Valuable emulsions and emulsifiers have been made from rosin and its compounds.
Scientifically valuable knowledge has been added to helicopter theory, the chemistry of
117

turpentine, the theory of axial blowers and the control of viscose rayon prod.J:lction.
President Brittain states that the new building for the Engineering Experiment Station will mean much to assemble its work under one roof instead of having it scattered about the campus as at present. Interesting research projects have been carried on during the past year, some of which have attracted considerable attentioL. It means much to the state to support properly this phase of our work, and good friends, realizing so plainly, have aided us privately and personally with the funds to carry on these industrial research problems.
THE INDUSTRIAL DEVELOPMENT COUNCIL
By way of indicating the objectives of this Council,.the following is a quotation in part from the Petition for Charter:
1. "Said Corporation is to be without capital stock and is not organized for the pecuniary gain of its members.
2. "Its object is to stimulate industrial development, to promote the fullest utilization of natural resource, including the products of the soil, and to foster research, invention, and discovery so as to provide a constantly improving technique in that behalf.
3. "Petitioners desire for said Corporation the
right and privilege to accept donations by gift and bequest, to acquire, hold, and administer property, real and personal, including patent and proces~ rights and whatsoever interests may be connected with or incident thereto."
ll8

In pursuance of these objectives, the Industrial Development Council i~ concerned with process efficiency, utilization, conversion, and establishment problems of old and new industries, and carries on publication, clearing house, and administrative activities connected with research and industrial development.

At present, the principal work of the Council is concerned with the development of an industrial pattern of plants which will be continuously prosperous and which will, therefore, make the greatest sociological contribution to the future of the state and section. The Council is attempting to do this through investigations and the publication of a series of Prospectuses on proper industrial types for Georgia and the Southeast. Such Prospectuses will contain not only economic information concerning capital requirements, the cost of production, and the economically available markets, but will -also contain req,.-1~-:Jd technologic information concerning equipment essentials, processing costs, proper locations and organizations;

By thus aiding in the elimination of "wildcatting" aspects of past attempts to bring about industrial development, a more rapid growth of valuable industry may be achieved simultaneously with conservation in utilizing our capital resources.

At present, the Board of Directors of the

Industrial Development Council includes:

Preston S. Arkwright, Chairman

George J. Yundt, Treasurer

Philip Weltner

Kirk Sutlive

M. A. Ferst

Millard Reese

Fuller E. Callaway, Jr. C. C. Chappell

Paul J. Brown
w. H. Glenn

Samuel C. Dobbs

119

GEORGIA EXPERIMEN... T STATION
The Georgia Experiment Station has served
the state for 50 years, and its discoveries influ-
ence practices on practically every farm of our commonwealth, as well as the homes in the cities. Many of these practices have become so well established that the source of t.he information, in some instances, may have been forgotten by the users.
Scope of Work
The scope of the work of the Georgia Experiment Station has widened greatly in recent years. Laboratories located at Experiment are well equipped for agricultural research and serve outlying experiments in other sections of the state, including those carried on in cooperation with other institutions. For example, soil and pasture plants from Blairsville, Athens, and Tifton are assembled and analyzed at Experiment. The same is true for peanuts from Tifton and tung nuts from Cairo. Specimens of cotton wilt, watermelon wilt, and seedling diseases. of beans and tomatoes are brought in from the cooperative field experiments of the Coastal Plain section of the state for laboratory and greenhouse studies at Experiment.
Cooperative Relation
Cooperative work with both state and f'ederal agencies has been continued and enlarged. Pasture work carried on in cooperation with the Experiment Station at Tifton, the Georgia State College at Savannah, the College of Agriculture at Athens, the Tennessee Valley Authority and the Mountain Experiment Station at Blairsville covers the state in a way that no very large climatic zone or important soil type has been omitted. Peanuts grown at Experiment, Tifton, and Eatonton afford good field
120

records of production and disease control, as well as peanut products, such as peanut oil, meal, and shells to be processe(i in thE!' laboratories at Experiment and at the Georgia School of Technology in cooperation with the Tennessee Valley Authority.
Studies in Farm Organization, Farm Tenancy, Livestock Auction Markets, Economic Hog Production in the Peanut Area, Cotton Grade and Staple and Market Prices, Farm Management, and Farm Labor carried on in cooperation with the United States Department of Agriculture and the Agricultural Extension Service have covered a majority of the counties. In a like manner studies in nutrition, conducted in cooperation with the State Department of Health, have reached a large part of the state's population.
The director of the Experiment Station, being a member of the State Soil Conservation District Committee, has aided in setting up the work in the various Soil Conservation Districts and has cooperated closely with the Soil Conservation Service in coordinating the vork of the Experiment Station with that of the Soil Conservation Service and the state agencies interested in soil co_nservation work.
The .Spalding County High School, which is surrounded by lands of the GeoPgia Experiment Station, continues to use the field plats and results of the experiments more and more for the benefit of the students taking vocational agriculture. During the year arrangements were made with the State Department of Vocational Education for the school to take over an area of forest lands of the Experiment Station for silvicultural practices and studies.
The cooperative flax work has continued with additional emphasis being placed on processing. This work is carried on cooperatively between the
121

Georgia Experiment Station, the Georgia School of Technology, and the Tennessee*Valley Authority. The Georgia Experiment Station is responsible for growing the flax and making field experiments in South Georgia, where the crop is planted in the fall, and in Central and North Georgia, where the planting is done in the spring. The Engineering Experiment Station at the Georgia School of Technology is responsible for processing this flax.
Testing Soils
Methods of testing soils for plant food deficiencies used in the soils laboratory of the Experiment Station are now being used for testing field soils out in the state. Arrangements are being worked out with the director of the Agricultural Extension Service by which county agents may collect soil samples and send them in to the Experiment Station for analyses. It is well known, of course, that chemical analyses, as formerly made, gave little information regarding the amount of available plant food in the soil. The newer methods of analyses being worked out, taken with records of the field from which the soil came, give a better indication of the needs of the land in order to grow better crops. It should be understood, however, that a handful of soil sent into the laboratory withdut an intelligent record of previous treatment will not enable the Experiment Station to make recummendations for fertilizer practices. For this reason, the sampling should be done systematically under the direction of the county agent or someone familiar with soil technique.
The Mountain Experiment Station
Studies in soil and water conservation and increased crop production have been set up in
122

. North Georgia in cooperation with the Tennessee
Valley Authority. Th.is work is directed by a coun-
cil composed of the Dean of the College of Agriculture, the Director of the Agricultural Extension Service, the pirector of the Georgia Experiment Station, a representative of the Tennessee Valley Authority, and a representative of the East and West Farmers' Soil Conservation Association in Tennessee Valley counties. The Mountain Experiment Station is headquarters for this work and covers the Tennessee Valley Area of North Georgia. The regular program of work has been continued at the Mountain Experiment Station with increased interest on the part of the people of North Georgia, as shown by increasingly large numbers of visitors seeking information there every year.
Some Needs of the-Georgia Experiment Station
In April the roof of the nutrition laboratory was burned. The work was temporarily set up in another building. An application with W.P.A. is pending to replace the burned building, but unless action is taken at an early-date, it will be necessary to make other arrangements.
There is a very pressing need for a dairy products building combined with cold storage facilities for horticultural products. There is also an urgent need for a grain storage barn in which to handle increased improved seeds grown at Experiment and at Eatonton. If the institution is to render its greatest service to the farmers of the state, it must have adequate facilities for handling the improved seeds after they are grown.
A marketing shed at the Mountain Experiment Station will serve for storage and for marketing produce handled for the farmers in that community is also greatly needed.
123

More Citi~ens Seeking Information

.

..

The work of the Georgia Experiment Station

is being appreciated more and more each year.

Letters seeking information and requests for bulle-

tins have increased so as to necessitate the em-

ployment of additional clerical assistance. Visi-

tors are coming in much larger numbers, especially

during the summer months when field work is most

active. Demands for staff members to address

farmers' meetings and other gatherings have in-

creased to such an extent that the personnel is

unable to meet appointments, though efforts are

made to comply with as many of these requests as

possible.

With the continued service of the present staff of well trained men and women devoting their entire time to .researc.h, the . demand~ fpr information on the part of the people will be met better and better each y(3ar.

SHADE TOBACCO STATION
The research work with shade (cigar wrapper) tobacco being carried on at the Shade Tobacco Station~ near Attapulgus, Georgia, is divided into two
phases, viz., nutritional and pathological.
The objects of the nutritional investigations are.as follo~s:
1. To study the influence of nitrogen, phosphorus, potash, calcium, magnesia, sulphur, chlorine, and boron on the stand, growth, yield and quality of cigar wrapper tobacco.
2. To determine the ratio in which these elements should be combined in order to produce the most profitiable crop of cigar wrapper tobacco.
124

3. To determine the optimum ratio of 0rganic
to inorganic nitrogen and to what extent the present practice of using all organic nitrogen can be altered to include various forms of inorganics.
4. To determine the most economical and profitable sources of nitrogen and phosphorus.
5. To study the effect of fertilizer residue
on soil reaction.
Due to the necessity of following the crop through to the final product - the cigar - data.
are not a.vaila.ble on the 1939 crop. However, 1938
results show the following trends.
The optimum application of nitrogen was approximately 200 poUiids per'' acre. Heavier a.pplica.,;;, tioris caused considerable injury: to the young seedlings., while. lighter applications did riot pro"' duce desirabB~ quality. 0 Phosphorus applied at the
rate of 350 polinds P205 per a.cre.gave better re.:.
sults than otner rates, and potash applied at the rate of 200 pounds K20 per acre seemed to be' 'a.de- quate. Heavy applications of active calcium reduced yields considerably. ' The opt:tnium: rate seemed to be aroUn.d 50 pounds Oe.O per acre.; Ap..; proximately the same quantity of :m8.gnesia. wa.s required for the best yields, but higher a.pplicatiohs tended to improve the burn of the leaf. Sulphur had a tendency to reduce fire holding capacity of the leaf when used in increasing quantities. Where boron was applied there was no increase in the size or quality of the crop, indicating that there is no deficiency ofthis element in the soil used. Chlorine failed to affect seriously the fire holding capacity of the leaf but gave a black ash o~ the finished c1gar. Whtle there was some advan.:.. t'age in substituting barnyard ma,nure foi' some o'f the commercial fertilizer, it is doubtful that the use of more than 6 tons pe~ acr~ is eco.nomically advantageous. 'l'he best organic source of nitrogen
125

seemed to be cottonseed meal with tung oil pomace
ranking second. Basi.c slag .a...nd superphosphate
were good phosphate sources, but produced dark ash colors on the finished cigar.
At present the disease work is confined principally to developing means of reducing damage from black shank and root knot, the two most destructive diseases of shade tobacco. Several acres of isolated soil have been selected to carry on pathological experiments for breeding and selecting varieties resistant to these two diseases.
In 1938 sixty-five hybrids and varieties were
planted on this location. These plantings were inoculated with black shank to make sure that this disease w9uld be present in the soil for future plantings. An examination of plant roots _showed that root knot nematodes were already abundant in the soil. Now that the soil has been inoculated with both diseases, several methods of attack will be tried. Rotations, chemical treatments of the soU, and breeding or improving already existing resistant varieties are the methods of attack being planned at present.
In addition to the work outlined above, pure seed are being produced for the growers each year. These seed are grown from selected plants, the seed heads of which are enclosed in paper bags to prevent cross pollination. These seed are sold to growers at prevailing prices.
SOIL CONSERVATION
The Georgia Legislature of 1937 passed an
Act known as the Soil Conservation Districts Law. This Act provided a procedure by which farmers and landowners of Georgia could organize themselves for cooperative action to.apply on their land erosion control practices learned from demonstration
126

projects which are being conducted by the Soil Conservation Service of the United States Department of Agriculture. This Act-also provided a means for landowners securing the cooperation and assistance of the Soil Conservation Service.
The Act established a "State Soil Conservation Cmmnittee., 11 which has power to define the boundaries of each District., to encourage the organization of Districts., to bring about an exchange of information and experience among the Districts in the state., and to coordinate the several District programs "so far as this may be done by advice and consultation." Each District is an independent unit. The Act provides that the State Committee shall have four members., and that the following shall be its members: The Governor of Georgia., the State Director of Extension, the Director of the State Experiment Station, Experiment., Georgia, the Director of the Georgia Coastal Plain Experiment Station., Tifton, Georgia.
Funds to finance the operations of the Districts will come from these sources:
1. Direct appropriations out of the State Treasury, to be divided among the Districts by the State Committee.
2. Grants-in-aid made., either directly to the Districts or through the State Committee, by the Soil Conservation Service or other federal agencies. The Districts are not authorized to levy taxes or special assessment~ or to issue bonds.
It is important to note that this Act is permissive legislation. Complete power is reserved to the farmers to determine whether a District shRll be organized, to elect a majority of the governing board and to determine whether land-use
127

regulations shall be adopted and what such regula-

tions shall provide:

"'

The law gives no authority to the supervisors to require any farmer to do anything except through voluntary agreement and understanding.

People are becoming conscious of the need for conservation of our soil resources and this Act is the democratic method by which the recognition of the need is being translated into action.

The Legislature m~de an annual appropria-
tion of $101000 to the Board of Regents for operating the State Soil Conservation Co~ttee and
establishing the soil conservation Districts.

The State Soil Conservation Co~ttee has received 60 petitions from landowners1 and in keeping with the provisions of the Act has conducted 105 hearings. The Committee has given public notice of hearings and referenda in 101 county newspapers and has financed and conducted referenda in 84 counties for establishing Soil Conservation Districts.
Sixteen Soil Conservation Districts have been granted charters by the Secret~ry of .State covering more than 181000 1000 acres of land in Georgia. The State Co~ttee has appointed two supervisors for each.of those Districts and has held elections for the three additional supervisors of each of the sixteen Districts.

The supervisors of twelve of the Soil Conservation Districts have formulated District Soil Conservation programs and plans of work which have been approiTed by the State Soil Conservation Committee1 and have secured the cooperation of the Soil Conservation Service of the U. S. Department of Agriculture in furnishing planning technicians to individual farmers, to3ether with pine seed-

128

. lings, Kudzu crowns, and use of terracing and
other conservation equipment
Complete conservation plans have been perfected upon 2006 farms in ll Districts, covering
397,937 acres.
Fifty-six work units of Soil Conservation Service have been located within the Districts. Thousands of pine trees have been set on lands best adapted to that use; miles of terraces are being constructed daily, and acres of eroding and abandoned land are being made productive through the use of Kudzu, Sericea Lespedeza, and other land-improving crops.
The planning of the farms for conservation does not only include conservation practices such as strip cropping, terracing, crop rotation, etc., but provides for a complete water disposal system, pasture improvement, woodlot management, plans for wildlife cover and food, and each erosion control measure is made to merge into a harmonious whole farm program, and each measure is made to support the other and each field is treated according to its needs and adaptations.
The State Soil Conservation Districts Act exemplifies the state's changing attitude toward the land. It is the state's acceptance of the fact that society and the farmer have a mutual interest in the land and it provides the methods for that partnership to preserve its productivity.
The State Soil Conservation Committee and the Soil Conservation Districts are functioning smoothly and effectively in Georgia.
129

UNIVERSITY HIGH SCHOOL INSPECTOR
...
The office of the Georgia High School Association is located at The University of Georgia. Through this office were cleared the participating
records of Boo high school students in the follow-
ing literary events, state and district competition: debate, reading, declamation, piano, violin, essay, one act plays, home economics, spelling, art, farm shop - including rafter cutting, identification of building materials, identification of builder's hardware and tools, mower adjustment, machinery examination, concrete judging, const~c tion, forging, and soldering.
There were 400 students competing in ten events in track and field including in addition tennis, golf and swimming. All competition in literary and athletic events is on strict scholarship eligibility. This eligibility is strictly enforced.
The state basketball tournament in March was successful from the standpoint of attendance and financial returns. All districts were represented in the three divisions. Eatonton won the "B" division, Winterville won the "C" division, and Wesley Junior High School (Emanuel County) won the "C" division. More than 7,500 attended the tournament games.
The office is also the home of the Georgia Accrediting Commission, which commission is a voluntary organization composed of ten members as follows: four from the Georgia High School Association, composed of the 450 white accredited high schools; four from the Association of Georgia Colleges, one from the State Department of Education; and one from the University System. The University High School inspector is the secretary and executive officer, ex-officio, of the commission; Dr. W. D. Hooper of The University of Georgia is
130

chairman, and Mr. Sam Burke, Thomaston, is treas-

urer.

The

other

member.s

of

the ...

Commission

are

Dean Paul Chapman, College of Agriculture, Dr.

J, G. Stipe, Emory University, Dr. s. G. Stukes,

Agnes Scott, Superintendent F. E. Barron, vice-

chairman, Homerville, Superintendent Marvin Starr,

Newnan, Mr. T. J. Dempsey, State Department of

Education, and Superintendent A. P. Jarrell,

Cusseta.

The Accrediting Commission has had the full and active support and cooperation of the high schools and colleges in maintaining nine months as the basis for accreditation of Georgia high schools. There are 450 white accredited high schools in
Georgia with an enrollment of 84,767, and 50 Negro
accredited high schools with an enrollment of 9,202, a total of 500.

This office edits and publishes the bulletin of the Georgia High School Association and the High School Accrediting bulletin.

During the year the annual meeting of the Association of Georgia High School Principals held its meeting in Athens, and the members of the association were guests of the University Athletic Association at the South Carolina football game. The fall meeting of the Tenth District Association was also held at the University, in addition to the called meeting of the state executive committee. Conservatively estimated there have been visits to the office of the High School Inspector by approximately 400 superintendents and principals of Georgia High Schools.

There now exists a closer cooperation between the high schools and the University System than in former years. The. high school people appreciate fully the fine spirit of understanding that is manifested by the University System and in return they are giving a wholehearted response.

131

. GIFTS "'
The University of Georgia
Mr. W. W. Johnson, President, Johnson and Johnson $5,000, payable in five equal installments for the aid of the Institute of Public Affairs.
A Friend, $5,000, for the equipment of a
laboratory, School of Pharmacy.
The General Education Board, $1,800, for a
library survey and $12,000 for employing additional library staff members; $15,000 to finance educational clinics conducted by the School of Education; $5,000 for promoting various phases of research work; and $14,400 payable over a period of three years to aid in the preparation of a union catalogue.
The Julius Rosenwald Fund, $25,000, for the
purpose of expanding the program of the College of Education.
Mr. Edward Shorter, Columbus, $1,000, for
the Department of Fine Arts.
Mrs. Marjorie Peabody Waite has set up a fund the income of which is to be used for the purpose of providing an annual scholarship for a student in the School of Forestry.
Judge Edgar Watkins, Atlanta, presented to the Law School sixty-nine general volumes of briefs and several volumes of briefs in the Southeastern Class Rate case. These volumes cover a period of almost a half century and are a valuable addition to the law library.
132

Georgia School of Technology
Mr. E. 0. Batsom, $5,00Q as a scholarship fund.
From Friends: $3,780 to the Engineering Experiment Station for special research investigation; $17,500 to the Engineering Experiment Station for special investigation; $10,000 for special equipment and supplies.
From the General Education Board $2,400 for cataloguing the library for a union catalogue; $25,500 for a general research program.
From Georgia W. Harrison, Jr., $20,000.
Georgia State College for Women
Mr. George M. Brown and friends $1,150 to the Carrie Hoyt Brown Loan Fund, in memory of Mrs. Carrie Hoyt Brown.
To the Executive Mansion in an effort to restore the period furnishings:
J. Bulow C~bell, Atlanta, boxwood $200; Mrs. Phoebe H. Elliott, Savannah, four pieces of Spade china; Mrs. Addorole Kincaid Hart, Griffin, a silver punch bowl and ladle, two oil portraits General Robert E. Lee and President Andrew Jackson. Mrs. W. M. Miller, Dr. J. L. Beeson, and the Baldwin County G.S.C.W. Club, crystal chandeliers; Miss Katherine Scott, Milledgeville, a silver case basket; Mrs. Mamie Harris Edmondson, Eatonton, a silver candle holder; Han. Carl Vinson and sisters, Milledgeville, a rosew"Ood box grand piano.
Special gifts to the College Georgia History Museum. (The gifts to the mansion and to the History Museum can not easily be valued in money.)
133

Louisa Porter Minis

.

...

The Minis will provided under Item 23 (b)

as amended by Item 3 of the codicil the following:

"After the death of my husband, the sum of Ten

Thousand {$10,000.00) Dollars is to go to the

Georgia Normal and Industrial College {now the Georgia State College for Women) at Milledgevill~,

in fee simple." Item 23 {e) of the will pro-

vides: "To the Georgia Normal and Industrial Col-

lege {now the Georgia State College for Women) at

Milledgeville, the sum of Forty Thousand

($40,000.00) Dollars, to be used for a building

called 'Anthony Porter Hall.' The Trustees of

said College are authorized to erect a dormitory

equipped in the most modern way, or a hall with

mechanical equipment for instruction."

Regent John G. Kennedy was designated by Governor E. D. Rivers as special assistant to the Attorney General to handle that part of the Minis estate relating to the Regents of the University System of Georgia. He has done and is doing a fine work. It will require some time to wind up all the affairs of this large estate. Regent Kennedy feels confident that approximately the entire amount will be paid. As funds are collected from the sale of property, they will be paid in accordance with terms agreed on by the legal representatives of the estate.

Regent Kennedy has sent to the central office to be placed to the credit of the proper accounts, $2,042.28 under Item 23 (b), and $8,668.14 under Item 23 {e), or a total of $10,710.42.

The Building Committee believing, from all the information available, that the funds under Item 23 (e) would be paid approximately in full recommended to the Regents that this $40,000.00 or so much thereof as might be needed be advanced from the state building fund to be matched by

134

funds from federal agencies to erect the building provided for in the Minis will. The funds collected under Item 23 (e) were to b-e credited to the advance made from the state building fund.
A mu~i~ building costing $61,000.00 has been erected on the campus of the Geo.rgia State College for Women and named, as the will provided, the 'Anthony Porter Hall.' The Regents authorized to be advanced the sum of $34,000.00. This was matched by the Public Works Administration to the amount of $27,000.00. By this plan the Georgia State College for Women has a $61,000.00 music building instead of a $40,000.00 building as provided for in the will and with no additional cost to the state.
I have recited this instance to indicate how alert the members of the Building Connnittee have been to take advantage of every available dollar from state or trust funds or gifts to match federal funds. The trust funds available at The University of Georgia were $398,210.70. With these funds four buildings costing approximately $100,000.00 each could have been built. By matching these funds with federal funds, the sum available was $662,144.67. This plan made possible seven buildings costing approximately $95,000.00 each. The Georgia School of Technology had $186,175.44 of trust funds available. With these funds two $90,000.00 buildings could have been built but when matched by $152,325.26 federal funds, making a total of available funds $338,500.80, four buildings instead of two were made possible. The $584,386.14 of trust funds made possible as a gift from the Public Works Administratio.n an additional sum of $416,259.35, or a total of $1,000,645.49. Such a procedure doubled the value of the trust funds and relieved the state of having to appropriate an additional six hundred thousand dollars at this time for a building program.
135

Who can find fault with this procedure? Trust funds have beenincreas~d in value; additional housing facilities provided; classrooms and laboratories increased, and better facilities for teaching and for the comfort of students made available.
The Georgia State Womans College
A Carnegie Music Set; Lyon-Healy phonographs, 600 selected records; history of music $1,500.
From a Friend: $2,500 for loan scholarship and other purposes.
Mrs. Frank Marin, Huntington, West Virginia, in memory of her sister, Mary Murray Talbot, a ten year gift scholarship, which pays all expenses of a Valdosta girl.
The family of Dr. Archie Griffin, Valdosta, established a loan fund {indefinite amount).
The Georgia Teachers College
The Julius Rosenwald Fund, through the central office of the Regents, made available to the Georgia Teachers College for teacher training and library staff the sum of $16,875.00.
West Georgia College
The Julius Rosenwald Fund, through the central office of the Regents, made available to the West Georgia College for teacher training and scholarship funds $10,297.10.

North Georgia College
Mr. John w. Mocrre, Dahtonega, a building to
be used as a dormitory.
Mr. and Mrs. Frank West, Demorest, presented valuable collection, classified and catalogued, to
w. be known as the Frank White Collection~ It is
difficult to place a monetary value on such a collection.
The Division of General Extension
The General Education Board gave to the Regents to be accounted for through the Division of General Extension the sum of $5,000 to aid the Fact Finding Committee of Georgia.
South Georgia College
Dr. Clark presented to the library twentyfour (24) very valuable volumes; Mr. Knight like- '
wise presented four (4) valuable volumes.
Georgia Experiment Station
Mr. George M. Rommel donated over 2,000 pieces of agricultural printed matter including books, pamphlets, bulletins, scientific journals, and unpublished manuscripts to the library of the Georgia Experiment Station. The donation contained an excellent collection of books pertaining to horses and other phases of animal husbandry and also two valuable volumes of Documentary History of the Constitution of the United States, 17861876. The collection was shipped to the Experiment Station from Mr. Rommel's private library in savannah, Georgia.
137

Research Grants and Funds to Medical College

American Medical Association, Grant #564 (Dr, Greenblatt) Dec. 1939

Armour and Company

Jan. 1940

4oo.oo 350.00

G. W. Carnrick Co.

Oct, 1939

500.00

Ciba Pharmaceutical Products, Inc.

Dec. 1939

300.00

Cutter Laboratories

Sept. 1939

500.00

Lederle Laboratories, Inc. (lst payment on yearly grant

of $300,00)

(Dr, Greenblatt) Jan. 1940

75.00

Schering Corporation

Jan. 1940

500.00

Sharp & Dohme

Nov. 1939

300.00

John Wyeth & Bro.

Nov. 1939

200,00

Total

$ 3,125.00

Josiah Macy, Jr. Foundation (Dr. Hamilton) Balance available 7/1/39

American Medical Association, Grant #385 (Dr, Hamilton) Sept. 1939

Friedsam Foundation, Inc. (Dr. Mettler) July 1939 Jan. 1940
Balance available 7/1/39

$500,00 500.00 52.25

242.61 125.00
1,052.25

Pellagra Research Fund (Dr, V. P. Sydenstricker)

Balance available 7/1/39

$ 922.57

Mrs, J. W. Clark, Oct. 1939

300,00

John and Mary F. Markle Foundation, Jan. 1940 6,ooo.oo

United States Public Health Grant (Dr. Torpin) Total available to date during 1939-40 Continues at rate of $166.66 per month until next fall (Dr. Torpin or Dr. Green-
blatt has a file of correspondence).

7' 222.57 1,151.10

General Grants Pelvimeter Fund (Dr. Torpin) Total available since 7/1/39 Chancroid Fund (Drs. Sanderson & Greenblatt)(Total available 1939-40) DeansEmergency Fund (Dr. Kelly) Special Research (Physiology)(Dr. Hamilton) Moore Fund (Library)

1,057.66 199.16 114.79 89.57
$14,878.38

138

FORT VALLEY STATE COLLEGE
. ...
The Regents transferred, in January 1939,
the physical plant of the State Teachers and Agricultural College at Forsyth to the Board of Education of Monroe County, as a county high school for Negroes. It ceased to function as a unit of the
University System on June 30, 1939. The Fort Val-
ley Normal and Industrial College owned, controlled, and supported largely by the Episcopal Church and
the Church Council on Education of New York, was
transferred to the Regents, through funds made possible by the Julius Rosenwald Fund and concessions made by other agencies which for years had operated the school, without costing the state a dollar.
The work hitherto done at Forsyth was transferred to Fort Valley. The number of units in the University System was not increased. The transfer gave to the Regents an excellent institution for aiding in the program of Negro education. It is located in the Negro belt. The state is the gainer in this transaction from whatever angle viewed.
Mr. Hamilton Lokey was designated by Governor E. D. Rivers as special assistant to the Attorney General, at the request of the Regents. He has handled all the many legal matters involved in a most satisfactory manner. In a letter to the Chancellor, November 29, 1939, Mr. Lokey states: "We took a final order before Judge Malcomb D. Jones, Macon, yesterday which completes the transfer of the Fort Valley school and the endowment to the Regents We had a complete abstract of title made of the properties transferred and the court approved an order paying for the abstract out of the $50,000.00 provided by the Julius Rosenwald Fund. According to the final report of the Fort Valley Board of Trustees, approximately $41,600.00 of the $50,000.00 was spent in paying the debts of the school and the costs of this transfer. The
139

balance of approx~ately $9 1 000.00 will be paid to
the Regents and this sum wil~be added to the permanent endowment of the school."
Both Mr. Lokey and Mr. Weaver of Macon who made the abstract of the title to the properties recommended that a survey be made as soon as possible and the boundary lines of the college property be staked out. The transfer of the school to the Regents in all particulars has been completed by Mr. Lokey and his associates. The name of the institution was changed by the Regents to the Fort Valley State College. The property became that of the Regents, July 1, 1939.
Upon recommendations, through proper channels, the Regents elected Dr. Horace Mann Bond president of the Fort Valley State College. In the short time he has been with that institution1 it is quite evident that the Regents were fortunate in the selection of this able educator to direct the affairs of the institution in a critical period.
The cumulative enrollment in the Fort Valley Normal and Industrial School in the college department in 1938-39 was 114 students. It is remarkable that so many applied for admission1 since so great uncertainty existed as to what the status of this institution would be1 private or state1 and this was not settled till July 1. Facilities for girls were overcrowded within three days after the opening on September 141 and further applica~ tions had to be denied. The enrollment is as fol-
lows: freshmen 129; sophomore 74; and juniors 17.
In contrast to 200 enrollment1 400 could be enrolled next year1 if facilities were available.
The Regents have requested the Committee on Education and the Chancellor to visit each of the Negro colleges in the system and make a report as to the specific objectives of each of the three institutions1 the personnel1 and all other essen-
140

tials necessary to qualify these units to meet the needs of the Negroes and the standards of accrediting agencies. To be.eligible to teach in the public schools or to be selected as a county farm agent or county home demonstration agent 1 one must be a graduate of a standardized college. Until these institutions are accredited1 the graduates are at a great disadvantage. First choice should and will be given to applicants presenting a diploma from an accredited college. Every unit in the University System should and must be accredited.
It is hoped that within another year we shall have solved the many problems involved in meeting the educational needs of the Negroes of our state in the realm of higher education. Wit.h funds made available by the General Education Board and the Julius Rosenwald Fund a complete survey of the situation has been made by a competent committee of educators and business men of both races within and without the state. Careful and thoughtful consideration is being given not only by the Committee on Education but by the entire membership of the Regents. It is realized1 through lack of funds 1 that nothing can be done to improve the situation until the meeting of the 1941 session of the General Assembly.
MEETINGS
There is not a unit in the University Sys-
tem1 senior or junior college or experiment station that does not hold on its campus various meetings1 institutes, and conferences and in many instances sponsor similar activities elsewhere in the state for students1 citizens, and special groups. Each year there are held institutes of citizenship, of public health, of insurance, of public affairs, of fine arts, of livestock, of women's clubs, of edu-
141

cational and economic conferences, of public safety, of the press, of mining, of medicine, of forestry, of old age pensions, of religion, and many others.
Of all these gatherings, perhaps, none is so important as the institute of religion to promote the religious life of the students and the citizens of the state. Visit any campus of the University System and one will be gratified with the emphasis now placed on the religious life by the Voluntary Religious Association and other similar organizations or activities, all of which attempt to aid in developing the spiritual side of the student's life.
As the University System is state supported, it is not possible for it to offer religious trainlui as a part of its curriculum, but it attempts to throw around the students a spiritual atmosphere which is not only valuable but essential. I cannot share in the opinion of so many of my sincere but over zealous friends that the younger generation of today is more irreligious than the youth of other generations.
Skepticism which prevailed at the end of the eighteenth century does not exist today. Not skepticism prevails but intellectual conceit. The present generation, fortunately, or unfortunately, has grown up in an age when so much has been accomplished in the scientific world that this has created a superficial attitude towards life. Old and young judge everything by material standards.
Rapidly this spirit is changing, for our young people are conscious as never before that as in the laboratory, so in religion, faith is an ex~':rimental verification. No man ever became a mast~r mariner on a sea that was always calm or untroubled. Naturally the religious side of one's :J.aturn will always furnish new and fresh material for study.
142

No member of the faculty who comes in intimate contact with the student body can fail to appreciate the fact that.the li:&e of students today is more natural, more wholesome, more pure than in any previous period of college or university life. Infidelity so far as increasing in our higher institutions of learning is being conquered there. Certainly the unprejudiced must admit that the Christian faith is passing through a transitional period, but it is not being destroyed but being made more practical and less ecclesiastical.
Students, parents, and citizens seem to be joining in an effort to elevate the life of the community, the state, and the nation. Such expressions of the religious spirit but serve to tie more closely the bonds of those who work together and to make that work stronger and more lasting. As with individuals, so with universities, the full religious spirit finds expression in maintaining a true worship, in cultivating a reverence for truth, and in putting forth strong effort for the upbuilding of humanity.
We of the University System are convinced that it cannot be great unless it dedicates itself to a task of larger scope than teaching, research, and extension. The test of any university, state, or nation is its dedication to the things of the human spirit - literature, art, science, and religion.
CALENDAR
The following calendar for 1940-1941 was adopted by the Executive Council of the University System on January 18, 1940 as the unanimous report of the
calendar committee, I. s. Ingram, Chairman. Sopho-
more examinations for the System should be administered for the Spring Quarter of the present year between April 29 - May 4.
143

FALL QUARTER Placement examinatio~s for ~eshmen and sophomores to be held before Tuesday, September 24. Classes to begin Wednesday, September 25. Classes end Saturday, December 14. Fall Quarter examinations begin Monday, December 16. Fall Quarter examinations end not later than Thursday, December 19.
WINTER QUARTER Registration on or before Thursday, January 2.
Classes begin Friday, January 3.
Classes end Tuesday, March 11. Winter Quarter examinations begin Wednesday, March 12. Winter Quarter examinations end not later than Saturday, March 15.
SPRING QUARTER Registration on or before Wednesday, March 19. Classes begin Thursday, March 20. Classes end Saturday, May 31. Spring Quarter examinations begin Monday, June 2. Spring Quarter examinations end not later than
Thursday, June 5.
Commencement not later than Tuesday, June 10.
SUMMER QUARTER Registration on Wednesday, June 11. Classes begin Thursday, June 12.
144

Classes end for quarter Wednesday1 August 20.
(Where this Quarter is divided ...into two terms 1 examinations for the First Term to be Thursday1 Friday1 July 17-18. Examinations for the Second Term to be Thursday1 Friday1 August 21-22.)
Classes for Second Term to begin Monday1 July 21.
DEATHS
1. Dean Herman J. Stegeman1 dean of m~n1 director of athletics1 and head of the Department of Physical Education for men1 died on October 221
1939
2. Professor Arthur V. Henry1 head and professor of Ceramic Engineering, for sixteen years,
Georgia School of Technology, died on May 22 1 1939.
3. Mr. Homer H. Norman1 instructor in work-
shop for forty-eight years, Georgia School of
Technology, died on July 11 1939.
4. Rev. W. H. Marshall, Chaplain1 Fort Val-
ley State College, died in July, 1939.
FORWARD GEORGIA
The University System through the generosity and courtesy of .radio station WSB of the Atlanta Journal, .conducts a program each Thursday aft.ernoon with emphasis on forward Georgia. These programs deal with those problems essential to the welfare and progress vf the state.
The:-members of the faculty prepare their talks, s~nd then to the central office in advance so that. they will b.e available to the press immediately upon delivery. In this way the public is reached both by radio and the press. The members of the faculty cheerfully cooperate in this program
145

. of forward Georgia even though they not only have
to prepare the talks .but must come from distant
points in the state to make the talk over radio and return that evening to be on duty the next morning.
These programs deal with the industrial, agricultural, economic, and educational progress
of the state. From the letters in our office, we
are confident these talks are extremely valuable and helpful to our citizens, especially those relating to tobacco, cotton, livestock, plants, fruits, and insects.
It requires talent, effort, and patience to arrange for these progressive, attractive, and interesting programs. This excellent work is done 'by Mr. L. R. Siebert, secretary of the Regents. He has done and is doing a splendid service. To him and his assistants all credit is due for its success.
CONCLUSION
In presenting this incomplete report to the Regents, Iam profoundly impressed with the magni~ tude and importance Of the work and influence of the University System. In nine years it has become a system of vast proportions. Its pro.blems instead of decreasing year by year have multiplied.
To the Governor, the members of the General Assembly, the Regents, the heads, the faculty, the members of the central office who have unselfishly assisted me, and to many friends who have been loyal and.helpful, I desire to express appreciation and gratitude.
Respectfully submitted,
~4~
v
s. V. sanford, Chancellor
146