Annual report from the regents of the University System of Georgia to his excellency honorable Eugene Talmadge governor for the year 1940 [1940]

AN NUAL REPORT
from the R E G E N T S of the
uNI V ERSIT Y SY ST E M OF G E O RG IA
T o His Excellency
HONORABLE EUGENE TALMADGE
Governor

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FOR THE YEAR

1940

ANNUAL REGENTS REPORT
FOR THE YEAR
1 9 4 0

February 17, 1941
Honorable Eugene TalmRdge Governor of Georgia State Capitol Atlanta, Georgia
Dear Governor Talmadge:
The report of the Chancellor, prepared by Dr.
S. v. Sanford, is attached and covers in detail the
activities of the University System for the past year.
The progress in number of students, standing of our colleges and physical equipment in the last eight years is astounding. The fact that this has been accomplished on limited appropriations, and without going into debt, is most gratifying.
Georgia is liberal to its educational institutions in proportion to its per capita income, but the per capita income of the State of Georgia is less than one-half of that of the average of the United States. This means a burden on the people of the state, and even with their liberality, an inadequate amount of money, comparably speaking, for education. The necessary increase in per capita income must largely come from agriculture.
Leaders in the State of Georgia and the Cotton Belt for years have advocated diversified crops for agriculture as a means toward increasing our per capita income. Since, materially speaking, the product of agriculture goes into food and clothing, then our diversity, generally speaking, must go into these products of large consumption.
With the exception of cotton, there is practically no processing in Georgia of agricultural products.
l

The building of these processing plants along with the

education to process properly are essential to the in-

crease of the per capita income.of our people and to

their well being.



The University System, with its agricultural colleges, experiment stations and extension division, should be a tremendous factor in this endeavor. Our County Agents and Home Demonstration Agents, who generally graduate from our agricultural colleges, need as much practical experience as possible while getting their education. And, since they teach - and properly so - a live-at-home program to our agricultural workers, I believe that a live-at-home program should be put in at our agricultural colleges. This would have the good results, not only of actual experience, but in preparing and training many men and women to lead and take positions in processing our food crops.

When we go into foods, we go into perishable commodities, and from the very nature of these commodities, we must go into processing at the same time. Too often farmers have diversified into food crops only to find their markets restricted to the short season resulting from their produce being pe~ishable. Food stuffs, except for a narrow market, must be either put in cold storage, canned, dehydrated or quick frozen. We are putting in equipment at Abraham Baldwin, our junior agricultural college, to do all of these things, and are planning this year to institute a live-at-home program at the college itself, undertaking to produce and process all the food consumed by the three hundred and fifty boys and girls, except salt, coffee, black pepper, citrus fruits, and a few other minor products which are impractical to grow, due to climate.

This should aid, from both directions, in our endeavor, and I hope will prove so successful that it will be put in at other units in our System, including our senior agricultural college at Athens.

Among the results of the war, this country is now cut off from its source of supply on many agricultural products which are already becoming very high in price or impossible to obtain. Among these are medicinal plants and herbs, which, due to low priced labor

2

in foreign countries, lack of information ~r lack of application, have not been grown here. Since Georgia's climate and soils are ~o varied~ some of these can certainly be grown in our state, perhaps many. This would not only aid in our national defense, but serve as an additional cash crop for our Georgia farmers.
We are planning this year at our experiment stations at Athens, Tifton, and Blairsville to experiment on many of these plants and herbs, expediting this work as much as possible, with the expectation of trying out scores of additional plants, such as condiments, spices and special foods, which are now imported. It is believed that many of these crops can be gathered by a combine, which could well make us competitive with foreign countries, even after the present emergency, and I hope this program will be constantly expanded.
The climate of few sections of the world is more favorable than that in Georgia. Our soils were once rich but now are depleted and eroded due to misuse or by planting almost solely, soil depleting crops. In all of the world where transportation facilities are to be had, there are few places where land would sell for as little as it does here, or produce less.
There is a billion dollars in the Cotton Belt that is crying to be lent, and a billion dollars is needed in building up our land. This credit for adequate permanent improvements, and the prospective borrower are now as far apart as the two poles. In my opinion, money, if properly used on our average lands, to do a thorough job of stopping erosion and building up the top soil by cover crops, can be made to pay an adequate return, not only to repay the loan, but to insure a higher standard of living for the future.
What a great heritage for future generations it would be to do this job, leaving them top soil, which when had, will grow almost anything that can be grown in the United States, and without it, entails a hard way to make a poor living.
Every phase of soil building is being studied in our experiment stations and both studied and taught in our agricultural colleges. The opportunities of the
3

University System for usefulness to the state as a whole will be greater in the future than ever before, and I trust the confidence now in the System has been and will be merited and that the revenue to carry on will be appropriated.
I wish to express my gratitude to the Board of Regents, the Chancellor, the Vice-Chancellor, the Officers of the Board and the College Presidents for their cooperation; also the Rosenwald Foundation and General Education Board for their advice and material aid, and to the fine citizens of the state who have been so liberal in their contributions to the University System.
Respectfully submitted,
Q_L-4--~~0~~ Cason J.~Callaway Chairman
CJC:k
4

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
Eugene Talmadge Ex officio during term as Governor
Willis Battle Concurrent with term of Governor
L. w. Robert, Jr.
March 25, 1937 - July l, 1942
T. Jack Lance March 25, 1937 - July l, 1942
George Hains March 25, 1937 - July l, 1940
J. Knox Gholston March 25, 1937 - July l, 1940
John G. Kennedy July l, 1939 - July 1, 1945
J. D. Gardner Septembe'r 29, 1938 - July l, 1941
George C. Woodruff July 1, 1937 - July l, 1943
Cason J. Callaway July l, 1935 - July 1, 1941
Clark Howell July l, 1937 - July l, 1943
Miller S. Bell July l, 1935 - July 1, 1941
R. D. Harvey August 14, 1939 - July l, 1941
Horace Caldwell October 9, 1940 - July l, 1943
Albert S. Hardy April 5, 1940 - July l, 1945
Earl Braswell July 3, 1940 - July l, 1943

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

5 .

OFFICERS OF THE BOARD
Chairman.............. Cason J. Callaway Vice Chairman .... , ....... ~ohn G. Kennedy Chancellor . . . . . . . . . . . . . . . S. V. Sanford Vice Chancellor . . . . . . . . . . . . . . J. C. Dixon Secretary ................. L. R. Siebert Treasurer ................... W. W. Noyes

COMMITTEES

Education-Finance
Clark Howell, Chairman George Hains, Vice-Chairman R. D. Harvey John G. Kennedy Miller S. Bell

Visitation
T. Jack Lance, Chairman R. D. Harvey Earl B. Braswell Willis Battle George C. Woodruff

Building
L. W. Robert, Jr., Chairman Miller S. Bell, Vice-
Chairman J. Knox Gholston
Albert s. Hardy

Agriculture
J. Knox Gholston, Chairman Clark Howell J. D. Gardner Horace Caldwell Albert S. Hardy

Organization and Law
John G. Kennedy, Chairman Horace Caldwell Willis Battle George Hains J. D. Gardner

Trust Funds and Bonds
George C. Woodruff, Chairman John G. Kennedy Earl B. Braswell L. W. Robert, Jr. T. Jack Lance

Office of the Regents of the University System of Georgia
100 State Capitol, Atlanta

6

UNITS IN SYSTEM
The System con~ists of ~he following institutions, coordinated in that part of the educational work of the State which is committed to the administration of the Regents.
Senior Institutions l. The University of Georgia, Athens 2. Georgia School of Technology, Atlanta
3. Georgia State College for Women, Milledgeville
4. Georgia State Womans College, Valdosta 5. Georgia Teachers College, Statesboro
6. University of Georgia School of Medicine, Augusta 7. Georgia State College, Savannah
Junior Colleges 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. Georgia Normal and Agricultural College, Albany 8. Fort Valley State College, Fort Valley
Experiment Stations
l. Georgia Experiment Station, Experiment 2. Coastal Plain Experiment Station, Tifton
3. Engineering Experiment Station of the Georgia School
of Technology, Atlanta
In addition to the foregoing institutions the Regents have set up a Department of Adult Education which operates two divisions: (A) The Georgia Evening College, and {B) the Division of General Extension, both in Atlanta. The Georgia Evening College gives credit for work done by its students both in junior and senior curricula.
7

jfEADS OF UNI ..S

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

Location

Institution

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
s. Atlanta

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

M. L. Brittain, President
J. C. Wardlaw, Director George M. Sparks, Director

6. Augusta 7. Carrollton

University of Georgia School of Medicine
West Georgia College

G. Lombard Kelly, Dean
I. s. Ingram, President

3. Cochran 9. Dahlonega

Middle Georgia College North Georgia College

L. H. Browning, President
J. c. Rogers, President

10. Douglas

South Georgia College

J. M. I'hrash, President

ll. 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*

Georgia State College

Benjamin F. Hubert, President

15. Statesboro

Georgia Teachers College

M. S. Pittman, President

16. Tifton 17. Tifton

Abraham Baldwin Agricultural College
Coastal Plain Experiment Station

Geor~e H. King, President
s. H. Starr, Director

18. Valdosta

Georgia State Womans College

Frank R. Reade, President

*Negro Colleges.

8

..
Hon. Cason J. Callaway, Chairman
Regents of the University System of Georgia Atlanta, Georgia
Dear Chairman Callaway:
I have the honor to present to you this annual report on the condition and needs of the University System of Georgia. The annual report of the chairman of which the Chancellor 1 s is a part is the major medium giving to the people a brief, accurate account of the many activities and plans projected for the advancement, development, and maintenance of the University System.
The people of Georgia are today more conscious than ever before of the existence of the University System which is dedicated to their service. There are many manifestations of their interest on every hand and as the knowledge of the University System grows, the people will be more and more inclined to give it, the agency of state higher education, their wholehearted backing and generous support.
The University System which came into being in 1932 is so organized as to distribute as widely as possible throughout the State the opportunities for general education and to center on a particular campus specialized technical and professional curricula closely related to one another. Likewise it undertakes to develop the highest standards in practical activities and to disseminate its knowledge broadcast direct to the community as a whole, and also to act as an intelligence branch of government itself. This great engine of modern knowledge presents a fine picture.
During the past eight years, Georgia has evolved something unique in education, something to which other states may look for guidance and inspiration. Each
9

institution is accredited by the properly constituted authorities. Each institution has related its work to other units of the System in such_manner that there is now complete acceptance of the work done throughout the System. I am confident the facts warrant the statement that Georgia is making a significant contribution to the scheme of higher education and is extending these advantages to a large number of young men and women through its widely scattered units.
The University System makes possible facilities for boys and girls of every class and group, if they have the will to learn and the power to climb the ladder of opportunity. It has been and will continue to be the exponent of the power and life of the state. Georgia may not have the wealth of some other states, but with the University System and the spirit which characterizes it, Georgia will take its place with the best in its service to youth and to the well being of the future. The University System represents our investment in future citizenship.
HONORS
It is gratifying to report that the Department of Architecture, Georgia School of Technology, on several occasions has brought great credit to the State. Perhaps its finest achievement occurred during the year just past with the winning of the Beaux-Arts Prize. This distinction was won in competition with the other architectural schools of the country, and was therefore national in its scope.
In January, 1940, the School of Pharmacy was accredited by the American Council on Pharmaceutical Education. This is the one accrediting agency for such schools which means that graduates from accredited schools are eligible to practice in any of the states.
Professor Thomas F. Green, Jr., was notified that his essay was awarded the prize of $3,000 by the judges in the Ross Essay Contest. This contest is conducted each year by the American Bar Association and
10

the following is an excerpt from the June issue of the American Bar Association Journal: "Again the bequest in the will of the late .Judge Er2kine M. Ross has enabled the Association to bring about a notable contribution to the literature and source material of an important and timely subject. This years Ross Essay dealt with the subject, 1 To What Extent May Courts Under the RuleMaking Power Prescribe Rules of Evidence." This is a signal honor that Professor Green has brought to himself and the law school.
In writing this annual report, the Chancellor has drawn freely on the reports of the presidents, deans, and other administrative officers. Likewise it has been necessary to select from the many achievements that absorbed our energies in a busy and pleasant year those events and activities that seemed outstanding. All could not be included in this report - omissions had to be made.
All the reports are on file in the office and available to those interested in the progress and welfare of the state-supported institutions of higher learning. The information and recommendations contained in these several reports deserve and should receive careful attention.
THE UNIVERSITY SYSTEM AND NATIONAL DEFENSE
Last September when it seemed evident that the United States must make preparation, rapidly and effectively, for national defense, the following resolution was sent to the President: "As hwnan liberty on this continent is now in danger there is no time to lose in making possible an adequate program of national defense. Realizing the blackness of the shadow cast by the successes of German arms and the traitors, the Regents of the University System of Georgia at their regular monthly meeting today endorsed the program of national defense emphasizing the increase in the army, navy, and air force and further emphasizing compulsory training, and offer to cooperate with the Federal Government by making available throl~h you the facilities
11

of the units of the University System in training the
. youth of the state for a highly mechanized army and in
whatever other ways may b.e requested."
No sooner had this action been taken than there arose the question as to how the University System cou].d best help in such a program or what new responsibility would be thrown upon it. A committee consisting of the heads of the units was appointed by the Chancellor to submit a plan by which the University System could aid the government in its program of national defense.
At a great price our ancestors secured three great liberties that are now ours, liberty of speech, liberty of public assembly, and liberty of religious worship. The death knell of these priceless liberties has been sounded over large sections of the earth by vast and unrelenting totalitarian systems. Liberty must be maintained, whatever the cost. The defense of democracy is not merely a matter of dollars and cents, of tanks and airplanes, but an intelligent citizenship which is dependent upon education.
The Draft and College Men
The National Association of State Universities has gone on record as opposed to any legislation which would grant deferment, under the Selective Service Act, to all college students. There is no sound reason why young men of draft age, as a group, should be permitted to defer their military service simply because they are students in an institution of higher learning. There is, however, every good reason why the youth in college should be permitted to remain until the close of the year and furthermore there is every good reason why the members of the faculty should be permitted to remain until the close of the year, for the youth now incollege should be instructed by the best faculty possible.
Education and National Defense
The requirements of the nation for national defense call for educational services and efforts far beyond those of ordinary times. The educational needs growing out of the war situation are so immediate and
12

so urgent that they cannot be met through the education of youth alone. National policies which will affect the welfare of this nation for~any decades will be determined in the near future by the judgments of adult citizens. If education is to contribute constructively to the formation of these policies, it must do so at once through service to adults.
Conscription in peacetime seemed impossible in our country a year ago. The rapid turn of events within the past few months has convinced the great majority of people of the wisdom of the fullest possible preparation for any emergency. It is devoutly to be hoped that events will soon transpire to make practicable and imr perative the cessation of war.
The colleges should certainly rise to their opportunity for the development of thoughtful and forceful leaders with trained intellects and generous and reasonable spirits. It is the opportunity for the college to be a veritable pharos which will guide a tempest-tossed world toward a haven of peace and prosperity.
CIVILIAN PILOT TRAINING PROGRAM
During the past year the University of Georgia was designated by the Civil Aeronautics Authority as one of the institutions authorized to conduct a Civilian Pilot Training Program. This program has been carried on most successfully and without imposing any financial burden on the University of Georgia. The only expenditures which the University has been required to make under this program have been more than offset by the $40 fee which the University is authorized to collect from each student registered for the flight instruction courses. During the last regular session the University's allotment was forty students. More than two hundred students applied for the privilege of taking these courses and from this number were selected the forty students who appeared to have the best preparetion for courses of this type. Thirty-eight of the students completed the program successfully.
13

During the 1940 summer session, the University was given an allotment of sixty students. The University is planning to con~inue nex~ year these flight instruction courses and it is believed that there will be a larger quota of students than last year. It is also quite possible that the University will be able to give advanced courses in flying in addition to the elementary courses which have thus far been offered.
Mr. William Tate has been asked to serve as Director of the Civilian Pilot Training Program. Mr. M. N. Tutwiler, as owner and operator of the machines used by our students, and the Clarke County Commissioners, as owners of the field, have cooperated with the University in a splendid manner.
AERONAUTICAL ENGINEERING
A year ago the Civil Aeronautics Authority inaugurated civilian pilot training at the Georgia School of Technology, and the quota was fifty students, who successfully completed this course during the school year.
At the request of the Civil Aeronautics Authority, the quota was increased from 50 to 60 students for the special course in pilot training for the summer, beginning June 15 and closing September 15.
Recent events in the great struggle going on in Europe prove definitely that our people must rely more and more upon aeronautical training. Correspondence and all signs indicate that at Georgia Tech, as well as at all other colleges rendering this service, great expansion must of necessity be required.
The State and local authorities promised the Guggenheim Foundation through the then governor, mayor, and chairman of the Fulton County Commissioners, that they would be liberal with support and expansion if the Foundation made this award to Georgia Tech. The sharp depression ten years ago caused all three to fail in this pledge and, in consequence, they are much more
14

limited in their facilities than would otherwise have

been the case.

..

Other Institutions

The Civil Aeronautics Authority has authorized units to be established at the Georgia State College for Women, Middle Georgia College, and the South Georgia College.

GEORGE FOSTER PEABODY RADIO AWARDS
Designed to give educational recognition for public service by radio, and honoring a distinguished American, the George Foster Peabody Awards were established by the Board of Regents of the University System of Georgia at its May meeting. The awards were set up with the approval and active cooperation of the National Association of Broadcasters.
These awards are designed to provide the field of radio with the same stimulus and incentive to public service that the Pulitzer awards give to newspapers and literature. They will be administered by the Henry W. Grady School of Journalism of the University of Georgia in Athens, in the same way that the Pulitzer awards are handled by the School of Journalism at Columbia University.
At an earlier meeting this year the plan was referred to a sub-committee of the Regents, composed of Albert S. Hardy, editor of The Gainesville News and chairman of the Georgia Press Institute Committee; Clark Howell, editor and publisher of The Atlanta Constitution; Abit Nix, Athens attorney, and George Hains, Augusta attorney. The group met and approved the plan, submitting it to the board, which met in Athens.
The plans are an outgrowth of conferences participated in by Dr. S. V. Sanford, chancellor of the University System; Marion Smith, former chairman of the Board of Regents; Dr. Harmon W. Caldwell, president of the University; Mrs. Marjorie Peabody Waite, Saratoga
15

Springs, N, Y., daughter of Peabody; John E. Drewry, director of the Henry W. Grady School of Journalism; Lambdin Kay, director of public relations for WSB, Atlanta, and Harry Hodgson, Athe;s, personal friend of the late Mr. Peabody.
Several years ago Mr. Kay was appointed to head a committee for the National Association of Broadcasters to investigate possibilities of providing national educational recognition for public service in radio. His work resulted in the establishing of these awards.
The resolution providing for these Peabody Radio Awards, as approved by the Regents, reads as follows:
A PLAN WHEREBY THE OLDEST CHARTERED STATE UNIVERSITY WOULD RECOGNIZE AND ENCOURAGE THE SOCIAL RESPONSIBILITIES OF THE YOUNGEST MEDIA OF COMMUNICATION AND ALSO HONOR A DISTINGUISHED AMERICAN:
Recognizing that the radio is an important medium of information, entertainment and public service, comparable to the press; The University of Georgia, char-
tered in 1785, through the Henry W. Grady School of
Journalism and a board of advisers, in conjunction with the National Association of Broadcasters, will confer annually, beginning in 1940 the George Foster Peabody Radio Awards for the most disinterested and meritorious public service rendered by each of three American radio stations, representing the three major types of stations (local, regional, and national), and also by a national broadcasting chain, said awards are to be given to perpetuate the memory of George Foster Peabody, benefactor and life trustee of The University of Georgia and friend of educational progress everywhere.
These awards will be announced and bestowed publicly by the Regents of the University System of Georgia, upon recommendation of the advisory board set up and maintained jointly by The University of Georgia, through the Henry W. Grady School of Journalism, and the National Association of Broadcasters.
The membership of this advisory board shall consist of the chancellor of the University System of
16

Georgia, and twelve other outstanding American citizens who have demonstrated in a notable degree their interest in public affairs, and who also by position and achievement are prepared toevaluat~ in an impartial and detached manner the contributions of radio stations and chains in connection with this award. The board is to be self-perpetuating,,subject to the approval of the Board of Regents. Nominations for membership are to be made through the office of the director of the Henry W. Grady School of Journalism. The initial personnel of the ~dvisory board consists of:
Dr. s. V. Sanford, chancellor, University System of
Georgia.
Bruce Barton, president; Batten, Barton, Durstine, and Osborn; advertising, New York City.
John H. Benson, president, American Association of Advertising Agencies, New York City.
Virginius Dabney, editor, Richmond (Va.) Times-Dispatch.
Norman H. Davis, chairman, American Red Cross, formerly acting secretary of state, etc., Washington, D. C.
Johathan Daniels, editor, Raleigh (N. C.) News and Observer.
Mark F. Ethrid~e, vice-president and general manager, Louisville lKy.) Courier-Journal and Times.
Waldemar Kaempffert, science editor, The New York Times.
Alfred A. Knopf, publisher, New York City.
Miss Grace Moore, singer, opera star. Dr. John W. Studebaker, United States commissioner of
education; and chairman, Federal Radio Education Commission, Washington, D. C.
Mrs. Marjorie Peabody Waite, daughter of George Foster Peabody, and president of "Yaddo," Saratoga SpriRgs, New York.
Edward Weeks, editor, The Atlantic Monthly, Boston, Massachusetts.
Nominations of candidates for these awards shall be made in writing to the dean of the Henry W. Grady School of Journalism, The University of Georgia, Athens, Georgia. Each nomination must be accompanied by complete and self-evident data setting forth clearly the claim to consideration for one of these awards. Program subjects, program outlines, program transcripts, recordings, letters, and other pertinent data should be so presented as to comprise an exhibit which will be a
17

faithful record of the station's particular contribu-
.. tion to public service offered for consideration in
this connection.
Competition for one of these awards will be limited to work done during the calendar year ending December 31 next preceding. The first award will be made in 1941, based on public service programs of 1940.
The closing date for entries will be January 15.
FIFTIETH ANNIVERSARY
In 1941 the Georgia State College for Women at Milledgeville will celebrate its fiftieth anniversary, Established by an act of the legislature in 1889 and opened to students in 1891, this unit of the University System has continued its growth until today it has one of the largest student bodies of any of the units. Its enrollment of 1500 girls makes it the sixth largest woman's college in America.
Long known as an institution which did a fine job of training teachers for both elementary and high schools, the college now also offers courses in the liberal arts field. It has long been known for its work in home economic& and health education.
Under the leadership of four presidents: Dr. Chapman, Dr. Parks, Dr. Beeson, and Dr. Wells, the institution has been one of the most important and valuable of the State's colleges. From it have been graduated many of the prominent women of our state. Its graduates, as teachers in the public schools of Georgia, have made their imprint on Georgia youth and have made expressive the philosophy of the school.
It is meet that Georgians should celebrate the fiftieth anniversary of the opening of an institution which has made such a contribution to and such' an impress on the state. For this reason President Guy H. Wells has announced this celebration and has proceeded
18

HEALTH BUILDING PRACTICE SCHOOL
MUSIC BUILDING

CLASSROOM SCIENCE
THE UNIVERSITY OF GEORGIA SCHOOL OF MEDICINE
AUGUSTA
CLASSROOM CLINIC

with plans which will make it a memorable occasion in the educational life of the state.
Many national and stat~dignitaries will be present. The celebration will last for two days during which time academic figures of national prominence, including representatives from most of the colleges of the Southern Association will be present. An academic procession, an address by some prominent educator, a pageant by the students, an Alumni Association program, and special music and dramatic events will make the occasion a memorable one. April 26 and 27 have been named for the occasion of this semi-centennial celebration.
The age of a social institution, such as the American college, is not any proof of the quality of its work or product. Nor does age necessarily imply that it is encysted and case-hardened. But one of the dangers of old age in social institutions is that they may live so much in the heyday of the past that the present loses its significance. Georgians should be proud of this unit of the University System as well as of its other units and should express that pride by cooperating to make this fiftieth anniversary celebration a happy occasion and an important milestone.
ENROLLMENT IN GEORGIA'S HIGHER INSTITUTIONS
State universities are the outcome of the democratic philosophy that evolved with the political, economic, religious life of the United States. I have advocated for many years the importance of a strong University System maintained by the citizens as an essential factor in the development of the State. Figures and statements set forth in this report indicate clearly that there has been a growing response to the idea and purpose and need of such a system as an essential factor to the well-being of the State. It is conscious of its purpose and has rendered assistance to many departments of state.
The University System is a public servant in many fields of human endeavor and its facilities are availa-
19

ble in the development of the State in education, industry, agriculture, art, and in scientific matters. It cultivates a close relati~nship wi~h the masses of the people, It registers concern for anything having to do with the welfare and progress of the State. It cannot expect adequate support unless it renders a worth-while aid to the masses. Besides there is no other path towards an educational democracy open to us.
The problems of higher education for the youth of Georgia have state-wide implications and affect all institutions providing education for those who complete the work of the accredited school. In Georgia there are forty-seven institutions of higher learning, of which twenty-seven are on the senior level and twenty on the junior level. These forty-seven colleges do not include specially chartered schools of law, pharmacy, and business.
The total enrollment in the forty-seven colleges is 22,954 - these figures do not include summer enrollment, The enrollment in the twenty-seven senior colleges is 17,994 and in the twenty junior colleges, 4,960. There are only eight state senior colleges and these have an enrollment of 10,713, while the nineteen senior colleges not maintained by the state have only 7,281. It is thus seen that the state maintained senior colleges are providing education for approximately threefifths of those attending senior colleges. The eight state senior colleges have an average of 1,339 students; the otner nineteen non-state senior colleges have an average of 383 students.
The twenty junior colleges have an enrollment of 4,960; in the eight state junior colleges there are 3,023 students and in the twelve others, 1,937. There are ten colleges for Negroes with a total enrollment of 3,345: three are state supported and seven are not; eight are senior colleges and two are junior colleges. In the eight senior colleges there are 2,798 students and in the two junior colleges there are 547 students. In the three state colleges, there are 1,109, approximately thirty-three per cent.
20

PROGRESS AND GROWTH OF UNIVERSITY SYSTEM
Nine tables are .herewith-presented showing the progress and growth of the University System. Table I shows the comparative registration summary for eight years and Table II shows the cumulative and the summer school enrollment for a period of three years. The enrollment has shown a steady increase ever since the reorganization, both on the undergraduate and graduate level, and both in the regular and in the summer school sessions.
The full scope of the ministry of the University System in the teaching field, however, cannot be appreciated without knowing that the enrollment in resident courses, at the end of the fiscal year was 13,736 and the cumulative enrollment was 15,118. This is an alltime high record, an increase of 648 over the previous

Table I

COMPARATIVE REGISTRATION SUMMARY Enrollment in the University System - Pall Quarters

Name of Institution
Senior Institutions: University of Georgia Athens Georgia School of Technology Atlanta University Center Atlanta University of Georgia School of Medicine, Augusta Gevrgia State College for Women Milledgeville Georgia Teachers College Statesboro Georgia State Womans College Valdosta
Totals

1933
2101 1666
638 153 1032 456 323 6369

1934
2404 1784
835 147 1160 476 343 7149

1935
2724 1871
842 151 1235 440 343 7606

1936
2843 2014 1105
148 1279
522 311 8222

Totals - October 15 1937 1938 1939 1940

3178 2354 1165
155 1363
502 306 9023

3379 2493 1279
163 1495
580 341 9730

3408 3377 2590 2761 1479 1640
168 178 1469 1340
514 506 353 349 9981 10151

Junior Institutions: Georgia Southwestern College Americus West Georgia College Carroll ton Middle Georgia College C0chran North Georgia College Dahlonega South Georgia College Douglas Abraham Baldwin Agricultural College, Tifton
Totals

219 . 232 293 210
205 86
1245

277 366 267 268 203 169 1450

336 270 286 303 204 217 1616

311 303 346 344 259 250 1813

314 296 34'i 1115 314 317 2001

350 428 403 535 340 377 2433

374 449 432 593 311 405 2564

378 468 385 595 309 341 2476

Negro Institutions:

Georgia Normal and Agricultural College, Albany Fort Valley State College

90 101 103 109 133 208 334 241

Fort Valley Georgia State College Savannah

218 306 288 256 269 335 343 523 566 562

Totals

421 407 473 508 548 824 1108 1109

COMBINED TOT~

8035 9006 9695 10543 11572 12987 13653 13736

21

Table II
CUMULATIVE o\RD SUMMER SCHOOL ENROLLMENT Years 1938, 1939, 1940

Institution

CUmulative Totals 19}7-}8 19}8-}9 19}~-4<

Senior Colleges: The University or Georgia Athena
:~~:~~ ~~~~~iaor Tech-

3~97 2451

University System Center Atlanta
University of Georgia School or Medicine, Augusta
Georgia State College for Women, Milledgeville
Georgia Teachers College, Statesboro
Georgia State Womans College, Valdosta

1503 156
1453 649 340

Totals 10049

3735 2588
1748 163
1596 754 360
10944

3688 2678
1910 168
1544 686 391
ll06?

Junior Colleges: Georgia Southvestern College, Americus West Georgia College Carrollton Middle Georgia College Cochran North Georgia College Dahlonega South Georgia College, Douglas Abr&ham Baldwin Agricultural College, Tlrton
Total!!

3114 338 400 456 350 411 2299

385 463 449 580 371 451 2699

398 506 463 6}6 350 447 2Bo0

Negro Colleges:

Georgia Normal and Agricul-

tural College, Albany

147

Fort Valley State College

Port Valley

Georgia State College

Savannah

458

Totals

605

249

401

225

578

6'27

827

125~

COMBINED TOTALS

12953 14470 15118

SWIIID8r School 19J7-J8 >,j.J8-J9 19}9-40

2431

17~0

2906

598

600

755

378

}00

o'

ll08 1014
220 5749

8}7
617 146 42110

989 866
205 612'-

168

206

242

216

219

466

}84

425

527
687 1214 7429

}68
}08 676 5300

671 755 568 1994 8542

SUIIIIDer School and Cumulative Totals 1937-}8 19}8-}9 19J9-'0

5928 3049 1881
156 2561 1663
56o 15798

51175 3188 2048
163 2433 1371
so6 15184

659\ 3'-33 2313
168 2533 1552
596 17189

,.. 562 400 698 350 411
~765

}85 '531 \49 796 371 451 3083

}98 712 463 855 350 4117 3225

674
11~5 1819 20382

617
886 1503 19770

1072 980
1195 32~7 2}661

year and an increase of 6,283 students since the enactment of the Reorganization Act. In other words, with fewer institutions during the period of eight years of the existence of the University System the enrollment has increased 188 per cent.
If to the cumulative enrollment is added that in the regular summer courses, which are in fact a part of the program of regular resident instruction, the total number of students under formal educational discipline is 23,661. If there are added to these those students enrolled in regular extension classes and in correspondence courses, 5,970, the total enrollment is 29,631.
These figures take no account of the large number enrolled in the short courses in agriculture and in other subject-matter courses, technical and liberal. As a matter of fact, the University System has now reached the point where the scope, work, and nature of its educational program are comparable with those of the large state universities of the United States.
Impressive as may be the attendance, even more

22

LIBRARY AND ADMINISTRATIO
SOUTH GEORGIA COLLEGE
DOUGLAS
AUDITORIUM
GYMNASIUM

ABRAHAM BALDWIN AGRICULTURAL COLLEGE
TIFTON

HEALTH

.

BUILDING

LIBRARY

DORMITORY

IICUL.TURAL. 'EARCH BUILDING
' )
.>ASTAL PLAINS <PERIMENT f ATION

impressive was the number of graduates in 1937 - 1,953, of whom 1,014 were men and 939 were women, a total of 1,953; in 1940 - 2,973, of wh~ 1,502 were men and 1,417 were women. Table III sets forth these facts for a period of four years - the number graduating in June, at the end of the regular session and in August at the end of the summer quarter. The graduating class of 1940 was the largest in the history of the University System.
Impress!ve and interesting as may be the growth in enrollment in the regular and the summer session and the large increase in the number of graduates at the end of the regular session and the fourth quarter, equally impressive is the increase in the geographical distribution by counties, by states, and by foreign countries. These facts are set forth in detail in Tables IV, V, and VI.
A study of these tables shows that each county is well represented in the University System. Likewise these tables show that students from 120 counties are attending our institutions for Negro boys and girls at Savannah, Albany, and Fort Valley.

!llJieiR OIU.DUAftD BY THJ. UJIIVJ.!ISI'rY S~ft.JC

ll. . . ofiDitlt\ltlon
SeltlorCollr: Dn.herHJ' or o.orwu. Atbepe Oeorwl School or ,.ecl'tn.olosr. Atl&Dh tlnhrltJ SJU Ce11ter Atllllh DD.lnrllt)'orOeorshS.:bool oflilldlc1De,A\llf\llta OeorslSuu Collea for Von, llllllld&l'l'llle Oeorau. hachre Colla Statelboro ~~~~~~State Vo-.na ColliII
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23

Although industrial conditions have held down enrollment, yet there has been an increase each year. Unless the United States is at war to aid Britain and to destroy the totalitarian pow~rs, there is every evidence that there will be an increase in attendance in 1940-41 session.

Table III shows the number of graduates for each unit. Enrollment tells only a part of the story while the number of degrees conferred annually indicates the extent of the sustained interest.
Table IV shows the geographical distribution of the students in the University System. It will be noted that there are students from each county.
Table V shows the distribution by counties of students in the Negro institutions of the University System. There are students from 120 counties.

Table IV

ENROLLMENT IN THE UNIVERSITY SYSTEM According to Counties
White Institutions

Appling

31

Atkinson

10

Bacon

15

Baker

18

Baldwin

112

Banks

14

Barrow

49

Bartow

39

Ben Hill

54

Berrien

36

Bibb

216

Bleckley

48

Brantley

12

Brooks

58

Bryan

16

Bulloch

167

Burke

65

Butts

22

Calhoun

50

Camden

18

Candler

29

Carroll

145

Catoosa

14

Charlton

10

Chatham

242

Chattahoochee

7

Chattooga

25

Cherokee

37

Clarke

386

Clay

25

Clayton

30

Clinch

10

Cobb

106

Coffee

105

Columbia

25

Colquitt

96

Cook

27

Coweta

78

Crawford

19

Crisp

67

Dade

2

Dawson

11

Decatur

So

DeKalb

516

Dodge

53

Dooly

63

Dougherty

97

Douglas

20

Early

31

Echols

4

Effingham

24

Elbert

56

24

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 Jones
Johnson Lamar Lanier Laurens Lee
Liberty Lincoln Long Lowndes Lumpkin McDuffie Mcintosh Macon
Madison Marion Meriwether Miller Mitchell Monroe Montgomery Morgan Murray Muscogee

70 28 15 13 106 15 51 2580 7 12
59 51 50 62 62 43 73 24 27 21 54 a4 27 25 42 79 32 23 72 42 31
38 14 15 88 12 10 25
2 174
44 31
9 46 64 21 65 22 67 21 21 40 10 168

Newton

46

Oconee

38

.. Oglethorpe Paulding

41 20

Peach

50

Pickens

17

Pierce

24

Pike

23

Polk

45

Pulaski

29

Putnam

31

Quitman

ll

Rabun

30

Randolph

36

Richmond

175

Rockdale

13

Schley

24

Screven

52

Seminole

16

Stephens

32

Stewart

32

Sumter

169

Spalding

85

Talbot

25

Taliaferro

17

Tattnall

47

Taylor

32

Telfair

43

Terrell

54

Thomas

115

Tift

117

Toombs

45

Towns

7

Treutlen

19

Troup

98

Turner

6o

Twiggs

6

Union

21

Upson

31

Walker

46

Walton

69

Ware

117

Warren

26

Washington

58

Wayne

41

Webster

13

Wheeler

27

White

21

Whitfield

57

Wilcox

74

Wilkes

63

Wilkinson

35

Worth

59

Total 10,797

25

Table v

ENROLLMENT ACCORDING TO COUNTIES Colored Insti'tutions

Appling

3

Atkinson

1

Bacon

1

Baker

4

Baldwin

8

Barrow

1

Bartow

4

Ben Hill

13

Berrien

1

Bibb

27

Brooks

18

Bulloch Burke

9 14

Calhoun

7

Camden Candler

3 4

Carroll

5

Chatham

160

Chattahoochee

2

Chattooga

3

Cherokee

1

Clarke

18

Clay

5

Cobb

1

Coffee

2

Columbia

5

Colquitt

6

Cook

1

Coweta

14

Crisp

4

Decatur

36

DeKalb

2

Dodge

7

Dooly

5

Dougherty

55

Early

ll

Elbert

7

Emanuel

10

Evans

2

Fayette

3

Floyd

8

Franklin

4

Fulton

23

Glynn

5

Grady

12

Greene

5

Habersham

1

Hall

3

Hancock

25

Haralson

1

Hart

ll

Heard

2

Henry

6

Houston Irwin Jackson

3 7 1

Jasper

2

Jeff Davis

2

Jefferson

3

Jenkins

10

Jones

8

Johnson

1

Lamar

8

Lanier

1

Laurens

16

Lee

4

Liberty

3

Lincoln

1

Lowndes

30

McDuffie

1

Mcintosh

5

Macon

15

Madison

3

Meriwether

8

Miller

4

Mitchell

14

Monroe

9

Montgomery

2

Morgan

2

Muscogee

36

Peach

47

Pickens

1

Pierce

2

Pike

2

Polk

12

Pulaski

8

Putnam

1

Quitman

4

Randolph

15

Richmond

4

Schley

2

Screven

5

Seminole

ll

Stephens

2

Stewart

6

Sumter

19

Spalding

10

Talbot

3

Taliaferro

5

Tattnall

3

Taylor

2

Telfair

ll

26

Terrell Thomas
Tift Toombs Treutlen
Troup Turner Upson Walker

5 22

Ware Warren

13 6

9 10

Washington .. Wayne

5 4

4

Webster

1

8

Wheeler

2

1

Wilkes

4

1

Wilkinson

2

1

Worth

4

Total 1065

NON-RESIDENT STUDENTS
From time to time many unfounded statements are made relative to the number of out-of-state students enrolled in the University System of Georgia. The committee on admissions carefully selects the out-of-state students and rigidly enforces the rules and regulations as to the payment of all fees required. Of course there are cases where out-of-state students have resorted to the unethical plan of guardianship to avoid the payment of the higher fees. The legal powers are now cooperating with us to a greater extent than ever before.
In this period of national defense, it is more essential than ever that we see that no person alien in thought to the ideals of democracy be permitted to enjoy any of the facilities of our educational systems made possible from state and federal funds. Fortunately, out-of-state students have presented only a few problems. The number of non-resident students in the University System is negligible, except in the University of Georgia and in the Georgia School of Technology.
No out-of-state students need apply for admission to the first year class of the medical college. Only forty-eight students can be admitted to the first year class, and more than a hundred well-qualified resident students apply. Since the medical college can not care for the students in Georgia, it is a waste of time for an out-of-state student to seek admission.
President Caldwell reports that for the 1939-40
session the total enrollment was 3688, and of this num-
ber 433 were out-of-state students, and 14 w~re from foreign countries. He further reports that of these
27

433 out-of-state students 226 were from other Southern states; hence only 207 students were from states of the
- North, East, and West, and foreign countries. . President Brittain reports that for the 1939-40
session the total enrollment was 2678, and of this number 1039 were out-of-state students, and 54 were from foreign countries. He further reports that of these 1039 out-of-state students 748 were !"rom other Southern states; hence only 291 students were from states of the North, East, and West, and foreign countries.
It is evident from a careful survey of the outof-state students in these two institutions that many of them are children of slumni who desire to send their children to the institution which they themselves attended. Some of the students came to Georgia because they had chosen this state as the one in which they wished to spend their lives.
It is my belief and so is it the belief of both Presidents Caldwell and Brittain that the out-of-state students do not constitute a problem for the officials and governing body of the University System. It seems desirable that we encourage out-of-state students to enter the University System of Georgia. The exchange of ideas and viewpoints between our own students and students from other sections of the country produces wholesome results. No thoughtful citizen can deny that such a plan is one of the best safeguards against a spirit of narrow provincialism.
It would be a short-sighted pol~cy indeed to limit the educational facilities of the University System of Georgia solely and exclusively to the youth of the state. Of course the taxpayers of the state should not be burdened with the education of out-of-state youth, and our present schedule of fees and policies and admissions as to out-of-state students leaves little to be covered by state taxpayers. Non-resident students pay $132 in excess of that paid by resident students.
A survey show~ that a large number of sons and daughters of Georgians are attending institutions throughout the United States. This is as it should be. The intermingling of young people from the various states in institutions of higher learning contributes
28

much to the upbuilding of American ideals and is a characteristic of college life that should be encouraged. The out-of-state student brings much to the campus just as Georgia youths ..contribute much to the colleges which they attend in other states. This national movement or exchange resulting from the normal unrestricted selection of colleges by secondary high school graduates tends to destroy prejudice and provincialism and builds understanding and good will.
Economically it is profitable for the University System to admit out-of-state students. The material gains accruing from their fees of $132 a year in excess of the fees required by resident students and their contributions to favorable balances in the dining halls and dormitories are obvious. The matriculation fee for out-of-state students is $274.50; for a resident student it is $142.50 - a difference of $132. The presence of the out-of-state student constitutes no drain on any unit in the University System nor any burden on the State. I am convinced that the Regents will never be unmindful of the interests of the youth and of the taxpayers of Georgia.
Table VI shows the distribution of out-of-state students by states and foreign countries.
Table VII shows the number of out-of-state and foreign students enrolled in the various units in the University System:

Table VI
THE NUMBER AND GEOGRAPHICAL DISTRIBUTION OF OUT-OF-STATE AND FOREIGN STUDENTS ENROLLED IN UNIVERSITY SYSTEM

Alabama Arizona Arkansas California Colorado Delaware Florida Idaho Illinois Indiana Iowa
Kansas Kentucky

126 l
26 10
l 2 407 2
32
8

Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska

15 4
39 26
9 l
53 22
l
3

l

New Hampshire

2

5

New Jersey

122

39

29

New Mexico New York North Carolina North Dakota Ohio Oklahoma Pennsylvania South Carolina Tennessee Texas Utah
Bahama Islands Canada Canal Zone Costa Rica Cuba England Germany Haiti

2 Vermont

3

206 Virginia

55

86 West Virginia

30

1.

Wisc~nsin

9

35 Wyoming

1

10 Hawaii

6

61 Philippines

1

109 Puerto Rico

9

155 District of Columbia 16

23

1

Total

1800

1 3 7 1 30

Jamaica, B.W.I. Panama Scotland
South America Turkey

1 2 1 1 7

1 1

Total

57

Table VII

NUMBER OF OUT-OF-STATE STUDENTS ENROLLED IN THE VARIOUS UNITS OF THE UNIVERSITY SYSTEM OF GEORGIA

Out-of-State

Students from

Students

Foreign Countries

*Georgia Normal and Agricultural

College, Albany

13

0

Georgia Southwestern College

Americus The University of Georgia

5

0

Athens

374

10

Georgia School of Technology

Atlanta

1217

43

University System Center

Atlanta

0

0

University of Georgia School of

Medicine, Augusta

0

0

West Georgia College

Carrollton

2

0

Middle Georgia College

Cochran

27

1

North Georgia College

Dahlonega

10

1

South Georgia College

Douglas

54

0

*Fort Valley State College

Fort Valley

13

0

Georgia State College. for

Women, Milledgeville

23

0

*Georgia State College

Savannah

37

0

Georgia Teachers College

Statesboro

5

1

Abraham Baldwin Agricultural

College, Tifton

0

0

Georgia State Womans College

Valdosta

20

1

Totals

1800

57

*Negro Institutions

30

Honor Graduates
Table VIII shows the number of first honor graduates entering each unit in the University System. Unfortunately facts are not available to indicate the Intelligence Quotients of the students entering each year. These facts are available for some of the units, but since they are not available for all the units, this information is therefore of little value.

Table VIII

FIRST HONOR HIGH SCHOOL GRADUATES IN THE UNIVERSITY SYSTEM OF GEORGIA

Institution

Sept. '37 Sept. 1 38 Sept. '39 Sept. 4o

*Georgia Normal and Agricultural College, Albany Georgia Southwestern College
Americus The University of Georgia
Athens Georgia School of Technology Atlanta University System Center
Atlanta The University of Georgia School of Medicine, Augusta West Georgia College
Carrollton Middle Georgia College Cochran North Georgia College Dahlonega South Georgia College
Douglas *Fort Valley State College
Fort Valley Georgia State College for Women, Milledgeville *Georgia State College Savannah Georgia Teachers College Statesboro Abraham Baldwin Agricultural
College, Tifton Georgia State Womans College
Valdosta

6

7

7

6

19

11

11

15

31

37

42

44

11

13

13

12

None

7

1

7

Three years of college work are required

15

24

20

15

10

11

5

9

9

19

17

13

2

3

7

8

13

21

37

43

39

44

5

6

6

6

9

21

15

30

3

None

15

22

2

12

13

13

Totals

159

214

224

265

*Negro Institutions

31

Table IX shows the number of junior college

students entering the senior units in the University

System.



Table IX
lfUJIIBBR 01" JUNIOR COLLZOE STUDKJfTS Elf'l'IRI'IIO SEifiOR UNITS Fall Quarter - 1940

IIUIJ.or ltutltUtlOD
O.orwla Soutbnat.rn COllasa, a.erlcua
Oll.tnraltJ 8J&t- Canter JUDJ.or COllaca, Atlanta
w..t o.orst Colls
Cari'Ollton
IUddle Oeorsh Colle& Coo braD
Jort.b Geof'll& Colls Dahloua 5o\ltb South O.orsta Coll. . llo\lll&l
~!!r~co~!=~n,~~!~\ll-
'l'otah

tJn1yerdtJ or O.oi"Sla
~ ONd., Orad,
17
27 22 12
16
,. 10
., S5
129

O.orst l0obo<>1 or 'l'echll.olOCJ
~ Orad. Orad..

......UIIJ'I', Syet.e Center Col lese ~ Orad., Orad.

"

" " ..

O.oi"Sl teacher Colhs
lfooOrad, 0~~.

O.orste State Calles
for Wo.en
~ Orad. Orad.

Oeors1 State \l'o.au
Collese Mon-
Orad.. Ond,

10

17

29

'l'otal
Orad. ONd.,
"
78 2B 15
"' 17
o 17
lB 12
" "' 20}

Table X shows the number of employees in the University System.

Table X

UNIT

NUMBEF OF EMPLOYEES IN SYSTEM (Per Quarterly Report 10/l/40)

Senior:
The University of Georgia Georgia School of Technology University of Georgia School of Medicine GPorgia State College for Women Georgia Teachers College Georgia State Womans College

Junior:
Georgia Southwestern College West Georgia College Middle Georgia College North Dahlonega College South Georgia College Abraham Baldwin Agricultural College

Experiment Stations:
Georgia Experiment Station Georgia Coastal Plain Experiment Station Agricultural Extension

Adult Education:
Georgia Evening College General Extension Division

Central Office

Negro:
Georgia State College Fort Valley Stat~ College Georgia Normal and Agricultural College

Total

NUMBER
450 218
55 120
68 41
24 47 23 42 19 21
44 20
3
62
21
9
51 72 36 1,446

32

NUt< I H Gl:.CTRGIP\. c:;UL L:: I::Gt:. DAHLONEGA
DINING HALL AUDITORIUM

trW-- I
CARROLL
DORMITORY
AUDITORIUM DIN I NG HALL

RURAL ARTS BUILDI NG

..
LOOKING BACKWARD TO 1801-1901
Chancellor Walter B. Hill, on the occasion of the Centennial of the University of Georgia, 1801-1901, used as his topic "What the State has Done for the University and the University for the State." Among the many fine things he said:
It is to be remembered that 1901 is the centennial of the organization of the University, not of its foundation. Its charter bears the earlier date of January 27, 1785. The centennial year is the natural period from which to review what the state has done for the University and this review justifies three remarkable statements, which will come as a surprise even to some who suppose themselves informed on the subject. It will be indeed an exclamation point in the mental history of a great many people in Georgia to learn that
1. In the hundred years of the existence of the University, the state has given to it only $87,400: considerably less than $1,000 per annum.
2. Mrs. Hearst spent more money in a single transaction for the plans of the buildings which she gave to the University of California than Georgia has given for buildings, equipment, maintenance, and all other purposes in all this hundred years.
3. The City of Athens g&ve to the University in
1875 more than one-fourth as much as the state has given during the century.
The donations of the state to the University were: 1784, value of land given $24,460; 1878, appropriation $15,000; 1881, $2,000; 1884, $3,000; 1888, $5,000; 1894, $3,000; 1896, $29,000; total $81,400.

The following is a list of the appropriations made from 1886 to 1g01 to the various institutions com-
posing parts of the University: 1886, $5,000; 1888, $2,250; 1889, $13,000; 1890, $7,2~; 1891, $68,291.86; 1892, $82,366.66; 1893, $60,400; 1894, $62,850; 1895, $72,768.82; 1896, $104,031.18; 1897, $94,900; 1898, $84,206.50; 1899, $80,400; a total of $737,715.02.

If to the above sum there be added $37,000, the amount given by the state to the University at Athens between the years 1886 and 1901, we should find that during this period of fifteen years the state's annual appropriation to higher education reached nearly $60,000.

The donations to the University from sources other than the state during the hundred years have exceeded the donations from the state:

1801
1802 1807 1854
1859 1873 1879 1881

Gift of 633 acres of land by

John Milledge

$ 1,000

James Gunn, Jr., cash

1,000

John Marks (for apparatus)

1,000

Dr. William Terrell (interest

only)

20,000

Robert Taylor

5,000

City of Athens (Moore Building)

25,000

Charles F. McCoy

15,000

Joseph E. Brown, scholarship fund

(interest available for students

only)

50,000

$118,000

SECOND LINE MEN TOO FEW
About ten years ago, Dr. Henry Suzzallo, former president of the University of Washington, and later associate of the Carnegie Foundation for the Advancement of Teaching, visited the University of Georgia and made a survey of its physical plant, of its faculty, of its needs, and of the State's policies. His first observation coincided with that of the survey commission which stated that Georgia's program of higher education

bore earmarks indicating that at times the amhitions of
. communities have superseded the broader interests of
the State.
Dr. Suzzallo observed that Georgia had a planless educational system as a result of which educational institutions have been created and multiplied. Georgia, perhaps more than any other state, drifted along more recklessly without a well conceived plan for the development of higher educational institutions.
He was right. Colleges were created here and there to gratify local whims and to satisfy the ambitions of local communities with no reference whatever as to the needs of the youth of the State and to money needed to maintain such a system. This reckless plan was put to end by the enactment of the Reorganization Act by the General Assembly in 1931. By this act a new educational plan was made effective immediately.
As badly needed as was a complete reorganization of the state-supported institutions of higher learning into one system with no duplication of effort and no waste of funds was a plan by which adequate funds could be made available to support the University System. It does not require any philosopher, economist, or banker to realize that for many years our state-supported institutions of higher learning were starved and weakened by poverty.
The University System pays no adequate salaries and provides no adequate funds for scholarly books and scientific equipment.. Poverty too long endured finally demoralizes an institution or system. Time will be the destroyer. The years are already taking their toll of the older men and soon that fine ability and loyalty of the first rank men, who give distinction to the System, will disappear.
The older professors, long in the service of the System, are the first line men who keep the work going on a lofty plane. These men of ability have stayed on in the University of Georgia, the Georgia School of Technology, the School of Medicine, the Georgia State College for Women, and others, though not provided with the tools a scholar and workman needs. They will stay on until they die.
35

The second line men are few - far too few. They are not numerous enough to fill the future gaps. And the third line men are y~ung and~half-trained. Once they are fully trained they will be beckoned away by the universities that can offer them tools with which to work and pay sufficient to give self-respect to their women and children. That they are here at all is due to the fact that young men are willing to begin anywhere there is a glorious tradition and a fine name, or to the fact that they are themselves men - loyal to their institutions - who have caught a contagious loyalty from their old professors.
LOOKING FORWARD - NEEDS The steady increase in enrollment in the University System is very gratifying for it indicates that the citizens are well pleased with the work being done. With the large increase in attendance naturally is entailed the necessity for additional maintenance for the operation of the physical plant and an enlargement of the faculty personnel.
In 1932 the State paid for maintenance $1,891,264 or a per capita of $235. In 1940 when the attendance had increased from 8,035 to 15,118 the State paid $1,651,500 or a per capita of $109. Granted that in 1932 the per capita was excessive when the attendance was 8,000, certainly in 1940 the per capita of $109 is far from adequate with an enrollment of 15,118.
The Regents and the Chancellor have made every possible economy and have done everything to prevent waste of funds and duplication of effort. No bank, no industry, no transportation company, no state or federal government is operating on a smaller income today than a decade ago. Those who have studied carefully the operations of the University System are convinced that it is economically and wisely administered.
The amount of money appropriated by the legislature from 1932 to 1940 is given in the first column and t;I,c amount actually paid is given in the second column.
36

The third column shows the percentage of the appropria-

tion paid.

.

Year 1930-31 1931-32 1932-33 1933-34 1934-35 1935-36 1936-37
1937-38 1938-39 1939-40

Appropriation $2,252,866. 2,301,116. 1,900,500. 1,883,000. 1,500,000. 1,500,000 1,500,000
Stop-gap payment 1,750,000. 1,750,000. 1,750,000.

Received

Per Cent

$2,001,304.40

88

1,891,264.97

82

1,624,927.50

85

1,336,930.

71

1,117,500.

78

1,387,500.

92

1,275,000.

85

$666,666.66

1,295,000.

74

1,535,000.

66

1,651,500.

94

When the fiscal year was changed to July l to
June 30, the legislature provided $666,666.66 for that
six months period - a stop-gap appropriation. From 1930 to 1940 the annual appropriation has not been paid in full. The amount received in 1940 is $350,000 less than received in 1930.
It is absurd to think that any body of men, however able, can furnish adequate facilities to an additional 6,238 students with a decrease in student per capita of $126. It cannot be done without a decrease in the quality of instruction given. The youth of Georgia are as bright as any that can be found in any state and are entitled to the same facilities and opportunities as the youth of other states. Such facilities cannot be given with inadequate maintAnance.
Last year additional funds had to be found. These came from an increase in matriculation fees. That the University System has been able to hold its high place in the educational world, with so inadequate maintenance, is nothing short of a miracle in the educational world. That it will continue to grow and progress, to render effective service, and to maintain its prestige and position in the face of growing enrollment unaccompanied by increased maintenance is wishful

37

thinking. The Economy Committee after a thorough and painstaking investigation reached the conclusion that the state appropriation was wisel;y administered but inadequate.
No matter how short or how long I might write this report, it could all be summed up in this one sentence - additional funds are needed both for maintenance and buildings. In determining the needs of the University System, many factors must be considered. Its needs can not be determined by a careless consideration of budget needs, nor by a thoughtless consideration of how carefully and painstakingly every dollar has been expended. If business acumen is not to be considered in making appropriations, then there is no incentive to efficiency, vision, and economy. Ignore these factors and there is no incentive for the faithful discharge of duty.
Economy
During the period of reorganization, the Regents and Chancellor have made every possible economy. These economies were made by reducing salaries, personnel, and funds for necessary equipment, furnishings, and repairs. Every possible cut was made - cuts that brought the institution to the brink of starvation. There is no use to entertain for a moment any further economies, unless the aim be to deprive the youth of Georgia of a system of higher education comparable to its sister states if not to the most forward states elsewhere in the nation.
It is the function of the University System to furnish its facilities to as many young men and women as possible. It would be a serious blow if anything should be done that would defer or prevent youth from taking advantage of the opportunities the University System offers. It is the desire of the Regents and the Chancellor to keep the costs of education as low as possible to the youth of the State. A decrease in maintenance or no increase in maintenance increases the cost to the students.
It must be remembered that the cost of living, of repairs, of fuel, and of everything else has in-
38

creased and is still increasing. Salaries of the faculty must be increased to correspond with those in neighboring states or ~e canno~have those we desire in our faculty - the type that makes an institution great.
Faculty Personnel
Today as never before the University System is compelled to compete with the State and the Federal government and with the great specialized industries of the country. All of these agencies need highly trained men, such as we have in our faculties, and they have the money to out-bid universities.
The technical experts in our various faculties are continuously sought by the Federal government and specialized industries and we shall continue to lose men vital to our work unless we can give them more certain assurance of reasonable security as to position and that the salary promised will be paid in full. This is merely human :"ature, and if it is not realized by the incoming legislature, Georgia will lose the benefit of a long and painfully acquired reputation for good work that is national in its scope. Let me insist that the most vital of all necessities is for maintenance security.
Embarrassing Facts
Here are some facts which must be given serious consideration. To make them real and therefore convincing names will be called. What is true of the University of Georgia and of the Georgia School of Technology, is true of the School of Medicine, and the Experiment Stations; in fact, of every institution in the University System. As stated, unless more funds are available for the support of the University we shall lose our skilled and outstanding faculty members. For example, Mr. Ashley Sellers, of the School of Law, was offered a position paying $2,500 more than the salary which he was receiving at the University. The same is true of each of the following: Prof. Peikert was offered $800 more; Dr. Mote, $1,350 more; Dr. Sutton $1,300 more; Dr. Purdom, $900 more; Dr. Sumerford, $1,800 more; Prof. Williams, $1,300 more; Dr. Cocking $5,500 more, This list by no means includes all who
39

have received offers; it is only illustrative.
The national defense activities have caused unusual embarrassment with regard to-our instructors. Industries and different branches of the government have tempted professors away by offering greater salaries, and usually these are men with fine technical training who are almost impossible to replace. Two members of the aeronautical engineering staff were given increases of approximately $1,000 each to lure them to other positions. The Tennessee Valley Authority has taken the head of the engineering experiment station.
Another Picture
The same considerations that make it difficult to hold the more able men in the University System also make it almost impossible to attract to the University System men of the calibre we must have. For instance, as was pointed out by President Caldwell in his annual report, the University was eager to secure a certain man for the newly created position of dean of students. He is a former Georgian and is well-known in the State, and has valuable experiences in his work as assistant dean of students at the University of Chicago. His salary is $7,500 with promise of an increase in the near future. It has been difficult to secure a man for the deanship of the College of Arts of the qualifications desired for less than $6,500. Men of ability cannot be secured today unless a salary commensurate with that offered in the open market is paid.
Graduate Work
Of course, it is to be recognized that graduate work everywhere costs more than work in the lower divisions. It requires men of unusual ability to provide graduate instruction, and requires additional provisions in library facilities and laboratory equipment. In the long run it will be amply repaid in the training of young men and young women above the under-graduate level. It is impossible for the University, the Georgia School of Technology, and the School of Medicine to build a graduate s~hool that will be on a parity with the best graduate schools in the South unless more funds are provided. We can only do this if we are able
40

GEORGIA STATE WOMANS c
LIBRARY
HEALTH BUILDING

DORMITORY
GEORGIA TEACHERS COLLEGE
STATESBORO

WATERWORKS

PRACTICE SCHOOL.

to retain on the faculty those outstanding scholars whom we now have and to employ men who have great promise. We can do th~se thin&._s only if we have adequate maintenance funds.
The number of graduate students in the University System is increasing. The number to receive the advanced degree at the Georgia School of Technology in 1938-39 was 41 and in 1939-40 was 49. The number at the University of Georgia in 1938-39 was 87 and in 193940 was 103.
At the exercises held in June of this year, the University conferred on two candidates the degree of Doctor of Philosophy. One of these doctorates was in the field of History and the other in Education. They were the first earned doctorates ever conferred by the University. The recipients of these degrees were Mr. Horace Montgomery and Mr. Joseph S. Jacob, There seems to be a gradual increase of interest in the work of the graduate school, We are not drawing, however, the number of students which some of the other graduate schools of the South are attracting. We attribute this, in part, to the fact that the University of Georgia and the Georgia School of Technology are not able to offer any substantial number of graduate fellowships and scholarships, Louisiana State University is offering five times as many graduate scholarships and fellowships as is the University of Georgia, It is only natural that graduate students should be inclined to go to these institutions where financial help is available, The special allocation made by the Board of Regents to the University for the development of graduate work has enabled it to provide a limited number of fellowships and to strengthen various phases of our graduate program. If this support from the Board of Regents is.continued for a few more years, we hope we shall be able to develop a reasonably satisfactory program of graduate studies.
Southern Association of Colleges
The new constitution of the Southern Association of Colleges contains a salary schedule for teachers in member institutions that is somewhat higher than that which is now being paid by the University and by some
41

other units in the University System. For example, under the new scale, the minimum salary for a full professor is $3,000. The University System is now paying many of its full professors o~ly $2,700. Beginning with the 1941-42 session, the University System must observe in letter and spirit the provision of the new constitution. To carry out this provision will require additional funds.
There is still another provision of the Southern Association of Colleges which must be called to your attention. Every institution offering graduate work must have an educational expenditure per student of not less than $250. We are spending only $216.25. We have available, therefore, an amount per student which lacks $33.75 of being the minimum considered necessary and required by our regional standardizing agency. This means that the University and Georgia Tech alone will have to spend at least $200,000 more for educational purposes in order to measure up to the minimum requirements of the Southern Association of Colleges offering work leading to an advanced degree.
BUILDINGS AND REPAIRS
In my previous annual report I set forth in detail the facts concerning the building program and expressed appreciation to Governor Talmadge and Governor Rivers and the members of the legislature for their kindness in making possible state funds to match Federal funds with which to enlarge the physical plant of the University System. For every fifty-five cents made possible by the state, forty-five cents was made possible by the Federal government. This sum from the Federal government was a gift, not one dime of which will ever have to be repaid. Whether such a golden opportunity will ever come again is doubtful.
These funds for the building program have come from the State, from trust funds, from educational foundations, from friends, all of which have been matched by Federal funds, the Public Works Administra-
42

tion, and the Works Progress Administration, a total of $6,3'{6,269.
Of this sum the Public Works Administratio~ furnished $2,000,000; the Works Progress Administration, $1,285,534; the State, $2,333,625; and $757,110 came from trust funds and gifts from several source~, a total of $6,376,269.
Fireproof buildings have been erected, the closest economy followed, and all buildings placed according to a well thought out plan. All of these buildings were badly needed. The seventy-seven buildings are paid for. The funds from the Federal government of $3,285,534 were a gift - a grant. Had it not been for these funds, the physical plant of the University System would today be as hopeless as it was prior to the Reorganization Act.
Gratifying as this situation is, other problems have arisen demanding an additional increase in maintenance. New buildings require additional heat, light, water, janitor service, equipment, etc. Without these new buildings, it would be impossible to meet the needs of the youth. Even with these new buildings, classrooms, laboratories, dormitories, there is not a single unit that can house its students. At several units students have had to be turned away. It is evident that 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 particularly proud to incorporate in this report this conclusion reached by the Economy Committee, composed of five able, painstaking, conscientious members of the legislature, after a thorough investigation of the affairs of the University System. "The committee realizes that this building program was absolutely essential to the maintenance of a state system of higher
education in Georgia. Chancellor s. V. Sanford and the
board are to be commended for seizing the opportunity furnished by the Federal government's public work program to secure this essential building program on a basis of the Federal government bearing forty-five per cent of the cost. This committee believes they are to be commended for the care with which the program has
43

been selected and for the fact that they have undoubted-

ly obtained the utmost possible value for every dollar

spent. 11

...

If the attendance had remained constant, additional buildings would not be needed for some years, but since the attendance is increasing by approximately one thousand each year, funds for new buildings must be provided. There is not a unit in the University System that can house its student body. Prior to 1932 no legislature for many years made funds available for repairs, for equipment, for furnishings, and for new buildings - hence the urgent need for a special appropriation for buildings and repairs.

Merely because the legislatures for the past eight years have made some funds available for new buildings, we must not reach the conclusion that additional money for repairs and new buildings will not be needed for some years. Because no funds were available to repair old buildings and to furnish new equipment, the greater is the need for funds today. The longer these old historic buildings are neglected the greater necessity will there be for increased funds to safeguard them.

To jump to the conclusion that funds for repairs, furnishings, equipment, and new buildings will not be needed for some years is based on mistaken beliefs and mistaken beliefs rest on inadequate knowledge which is one of our major problems, no matter what the issue may be.

There are on file in the office specific requests for new teaching equipment, for urgent repairs, and for badly needed new buildings. I would enumerate each item made by each head if space permitted. This I cannot do, hence I shall give a consolidated report of the total amount requested by each head of the University System with the statement that the detailed information is on file in my office and open to inspection by citizens interested in the welfare and progress of the University System of Georgia.

44

BUILDING AND REPAIRS - NEEDS OF UNITS
The following is a condblidated report of the urgent requests of the heads of the various units of the University System for funds for needed repairs and equipment and for additional new buildings: The University of Georgia, Athens, $478,660.00; Georgia School of Technology, Atlanta, $475,000.00; Georgia State College for Women, Milledgeville, $525,000,00; University of Georgia School of Medicine, Augusta, $200,000.00; Georgia State Womans College, Valdosta, $167,500.00; Georgia Teachers College, Statesboro, $700,000.00; Georgia Evening College, Atlanta, $50,000.00; Georgia State College, Savannah, $75,000.00; North Georgia College, Dahlonega, $470,000.00; West Georgia College, Carrollton, $93,000.00; Georgia Southwestern College, Americus, $94,000.00; Middle Georgia College, Cochran, $85,000.00; Abraham Baldwin Agricultural College, Tifton, $155,000.00; South Georgia College, Douglas, $160,000.00; Georgia Normal and Industrial College, Albany, $75,000.00; Fort Valley State College, Fort Valley, $75,000.00; Georgia Coastal Plain Experiment Station, Tifton, $100,000.00; and Georgia Experiment Station, Experiment, $100,000.00, total $4,078,160.00,
THE SCHOOL OF MEDICINE
The School of Medicine is now well taken care of in the way of buildings for the size of its student body. At a moderate expense nrovision could be made for admission of slightly larger classes and this may be desirable in the near future. The present maximum in the first two years is 48 and the maximum set for the third and fourth years by the accrediting agencies is 40. With increased physical accommodations it would be possible to increase the freshman class and also sophomore class from 48 to 60 students, and with increased clinical facilities it would be possible to increase the junior and senior classes from 40 to 50 or more students.
Although no non-residents of Georgia are consid-
45

ered for admission to the first year class, there are still about twice as many eligible applicants for the first year as there are places. It will be impossible
to increase the present maximum ~f 48 students ir1 the first year class until (1) increased physical accommoda-
tions are provided, (2) increased clinical facilities are made available for teaching in the third and fourth years.
The principal need of the School of Medicine at the present time is adequate support of the school proper and a subsidy for teaching beds in the University Hospital. There is no doubt that the subsidy for teaching beds in the hospital would meet with approval throughout the State, both with the public and with the physicians who would be able to send their patients to the university hospital for diagnosis and treatment. Everything possible should be done to have the next legislature take this important step recommended by the economy committee.
The next building to be erected will be nne to house the administration, the Department of Anatomy, Department of Animal Surgery, Department of Clinical Pathology and the library. The present main building should be transformed into a combined dormitory and student union building.
The allocation made by the Regents of the University System to the School of Medicine is a minimum of support acceptable to the accrediting agencies. When the allocation is not paid in full, the standing of the school is seriously jeopardized. It is necessary to emphasize this because of the fact that the administrative department of the School of Medicine is helpless in its efforts to maintain standards when sufficient funds for this purpose are not received.
Post-Graduate Education
Since the inauguration of the Department of Anesthesia with a full time teacher as the head of it, it has been possible to give post-graduate training in anesthesia to individual physicians.
Post-graduate training in other departments is
46

available on request of individuals and small groups. The sixth annual post-graduate course for Negro physicians was held June l7through~une 29, 1940, and was well attended. Certificates are awarded to those Negro physicians who attend the entire two weeks. One dollar is charged for each certificate. This course is deeply appreciated by the Negro physicians of the State and evokes considerable favorable comment from all sides.
The school authorities still feel keenly the need of doing more than graduating a class of students each year and turning out a laudible amount of investigative work. It is their earnest desire to disseminate the newer things in medicine to the far corners of the State, and they want the School of Medicine to be looked upon as a champion of better and safer living conditions all over Georgia.
Physical Examination to All Students
The participation of third and fourth year students in the examination of newly enrolled students in several of the units of the University System was continued last September. The assistance given by these students has been favorably commented on by the heads of various institutions. A special physical examination form, adapted for four years 1 use, was prepared for the purpose of uniformity and conciseness. It is proposed that this cooperation with the various units in the System be continued.
Recommendations Concerning Students
Because of the many insistent calls coming from the rural sections of the State in need of physicians, it is urged that the Regents devise some plan whereby graduates may be required or persuaded to go into rural communities to practice.for a specified length of time. This might be accomplished by granting scholarships amounting to matriculation fees and having students granted such scholarships sign contracts to engage in rural practice for a term of years.
In lieu of the former recommendation that a fifth or intern year be added to the curriculum, with-
47

holding a diploma and degree of doctor of medicine until after the successful completion of a year 1 s internship, it is now recommended that the Regents memorialize the State Board of Medical Examiners,urging them to require a year 1 s internship before granting the license to practice medicine in the State. This will accomplish the same purpose so far as the State of Georgia is concerned and remove from the School of Medicine the burden of attempting to ~upervise graduates who are serving internships elsewhere than in the University Hospital.
A greater participation in the maintenance of the University Hospital on the part of the State is very much to be desired, and it is time for the State to subsidize beds in the hospital for the treatment of indigents from all parts of the commonwealth. Eventually a general hospital should be built and conducted by the School of Medicine. Much larger classes could be graduated and more physicians could be induced to engage in rural practice.
It can be stated with certainty that the University of Georgia School of Medicine on the basis of the quality of its faculty and student body, on the basis of the research output, and on the basis of physical facilities and improvements is on a higher plane than it has been since its founding in 1928. With the payment of its allocation in full and with some provision for increasing the number of free beds for teaching purposes in the University Hospital, the future of the School of Medicine on a satisfactory basis is assured.
RESEARCH
A state 1 s program of higher education should be developed with the idea of rendering the maximum degree of service to its citizens, but no state university worthy of the name should hold itself aloof from the life of the people who make possible its existence. The responsibilities of the University System are two: one is to provide competent and adequate training in all those fields whose problems are basic to the welfare of a democratic society, and the other is to utilize the scientific resources to the utmost to create
48

better living conditions and to create new wealth. State-supported institutions of higher learning must accept responsibility more and mo~e for research.
There are, of course, many agencies engaged in research. The Federal government in its many activities, various founrtations, specially endowed research organizations, educational institutions, many industries and corporations - these and other organizations promote research continually. Many of them - particularly those supported from public funds - have in mind the public weal, but the research carried on by industrial corporations is stimulated, in the final analysis, by the profit motive. And in this connection human welfare, though it may profit from the results of research, is only an incidental consideration.
The area of application of research is also of particular interest to us. By industry it is restricted to those areas in which are located problems involved in a specific business. The Federal program is broad and inclusive and touches some problems found in our own state. Nevertheless, the aim of Federal research must be nation-wide and not restricted to any state.
It is inevitable, then, that there are many problems in economics, in business, in industry, in government, and in social living which are peculiar to our state and which will not be studied and in part solved, except by the social institutions within our own state. The one great social institution in Georgia available for this is the University System in all its parts.
All people recognize and proclaim the teaching function of our universities and colleges but all too few realize their responsibility for regional research. There are many problems in Georgia - problems economic, governmental, and social - which will receive scant attention unless our institutions of higher education, either directly or indirectly, devote time to them.
Furthermore, a more inclusive and a more effective teaching will result if those who teach have available adequate data, secured by research. It is hoped, therefore, that those who use, those who support, and those who direct our state institutions will see and
49

feel this need for careful and critical research into

both our living and the facts of it.

.

~

For years Georgia has been principally an agri-

cultural state with the greatest portion of its income

and living being derived from tilling the soil. In the

past few years Georgia has been steadily advancing in

industry, so that today Georgia is among the leaders in

the great progress made both in agriculture and in in-

dustry. It has more spindles and consumes more cotton

than many of the great textile states of the East. This

growth in the manufacture of the finished product of

many articles has continued in spite of unjust and dis-

crimnatory transportation rates. Some of the contribut-

ing factors to offset this evil are cheap power, ample

labor, marvelous climate, and lower taxes.

Nothing else but a prosperous, stable, and developing agriculture will serve as a basis of permanent prosperity for railroads, banks, industries, business,
and for the adequate support of the essential functions of government and an adequate educational program such as that afforded by other progressive states. It is from this standpoint of mutual dependence that the discussion of any subject which concerns the development of agriculture and the welfare of business, banks, industries, and education must be approached. Agriculture is the basic industry of all our economic prosperity and transportation is the indispensable factor of all our industrial progress. The difference between ancient and modern conditions of life is mainly a difference in character of transportation. Improved means of transportation have increased the standards of living. But for the facilities of transportation we would all be farmers, producing our own foods and subject to the conditions of life of the pioneer settlers of a century or more ago.

Transportation, business, industries have shown marked progress, but a one-crop system of farming in the cotton belt and successive years of low prices for products, combined with a general tendency on the part of the majority to plan their operations year by year brought on serious problems. During these long years, land was eroding, crop yields were low, prices continued down, resulting in farm incomes and living conditions
50

on a low level all of which reduced the morale of the farmers almost to the breaking point. While these unfortunate conditions 9ontinue ~o exist to some extent, there is a growing feeling that something is being done to remedy the situation.
GEORGIA PROBLEMS Some time ago there was set up in the University System an Institute for the Study of Georgia Problems. The aims of this Institute were to correlate and coordinate the activities of various research workers in the University in so far as those activities touched on the problems of Georgia. Many interesting meetings of this research group have been held and some valuable work is being done. Within the past eighteen months, the Institute has published the following studies that have been made by its members:
Monographs:
Financial Statistics of Local Governments in Georgia, by L. B. Raisty, Ph.D., April, 1938.
The Needs for Vocational Education in Agricul-
ture in Georgia, by 0" c. Aderhold, Ph.D.,
April, 1939"
Pamphlets:
Georgia Faces a Financial Crisis, by R" P. Brooks, Ph.D., January, 1939.
Homestead Exemption Problems in Georgia, by L" B. Raisty, Ph.D., February, 1939.
Conditions in the Milledgeville State Hospital: Mental Disorders as a Public Health Problem in Georgia, by J. E. Greene, Ph"D., and J. S. Jacob, A.B., M.Ed., July, 1939.
Margarine and Georgia, by T. H, Whitehead, Ph.D,, April, 1940.
The Significance of Freight Rates to the People of Georgia, by Thomas F. Green, Jr., J.S.D., July, 1940"
51

Contacts with the Public
The University System tries at all times to reach as many members of the general p~blic as possible both for the purpose of aiding them and also for the purpose of aiding the University System by making the public generally acquainted with its activities,
SUPREMACY THROUGH RESEARCH
The State Engineering Experiment Station stands for the development of the human and natural resources of the South and the adaptations to economic and industrial changes from the engineering viewpoint.
The Station is qualified through its personnel and equipment to embark upon virtually any engineering research project of a meritorious nature, and the services of the Station are available to anyone willing to undertake the cooperative financial support of the research programs in which they may be interested.
The Georgia Tech helicopter is a new type of aircraft having a rotating wing; an aircraft of extremely simple, compact and economical design; an air vehicle that may become tomorrow's motor car of the air; a product of engineering experiment station research. This helicopter will be able to rise straight up and land straight down automatically; land in a backyard, open lot, or on a flat roof; put on the brakes and come to a full stop in mid air; travel forward, backward, and even sideways in flight; turn literally on a dime; make about 20 miles per gallon of gas at 100 miles per hour. Six years of scientific study will culminate next summer in actual flight test on a single-seater machine now being built at Georgia Tech.
Flax Research
The purpose of the flax research program is to give to the South a new cash crop designed to aid the Southern farmer from a financial and a soil-conservation point of view. Large quantities of flax are used in
52

this country yearly. Domestic production has been almost negligible compared to imports. The reason for this is that American.product~n costs cannot compete commercially with European practices. Curtailment.of imports by the present European war has resulted in pressing demands for flax fiber by industry in this country. To establish a sound flax enterprise it was realized that a successful process widely divergent from the expensive European method would have to be developed and be able, even in normal times, to compete with imported flax fiber.
It has been shown that if flax fibers of very uniform quality can be mechanically prepared, suitable all-flax yarn can be spun on cotton machinery. Fibers of fair uniformity can be mixed with cotton, rayon, or both and spun satisfactorily. Also fibers of research is culminating in the construction of a pilot plant using a process developed by the State Engineering Experiment Station. The plant is scheduled to go into production in February, 1941, and to have an output of approximately 50 pounds of finished fiber per day. This fiber will be turned over to textile mills to determine whether commercial processing is practical and if there is a suitable demand for the product.
Agronomists at the Agricultural Experiment Station at Griffin are cooperating by attending to growing and harvesting problems pertinent to Georgia. The acreage of fiber Tlax is being increased this spring to supply the pilot plant at Georgia Tech with raw material.
Rayon Research
It has been demonstrated that sulfite pulp from Southern pine is suitable for the manufacture of rayon by the viscose process. The pine pulp does display some differences from spruce pulp in processing, with no wide variations from usual procedures. Tests indicate that the addition of zinc and magnesium sulfates to the spinning bath improves the strength and elongation of the fibers.
X-ray analysis of samples of this rayon produced by changes in processing detail reveal wide variations in molecular structure. Mathematical interpretation of these results is continuing.
53

Industrial Economic Research
Objective: To determine what types of industry (new or old) will make the broad~st contribution to the income and standard of living of the whole community and to describe the problems (both economic and technical) of each such industry in sufficient detail that an individual or group will have a complete picture of the available markets, the sources of raw materials, the available labor, the effect of freight rates, the investment required, suitable areas for location, and technical advantages and difficulties.
Thus far the work completed includes a preliminary economic evaluation of Georgia Counties, a basic
analysis of industrial statistics which discloses 55
industrial types which appear to have economic advantage in Georgia, and the detailed analysis of one type, the Food Preservation Industry, to be published as a prospectus in January.
Work now under way includes the preparation of prospectuses dealing with the ceramic whiteware industry and the wool industry. Cooperative work is being carried on with the Industrial Development Council, the National Resources Planning Board, and the South Georgia Industrial Committee.
Paper and Pulp Industry
The pulp and paper industry has increased enormously in the South in the past few years, and is at present producing nearly five million tons of pulp annually. There are two very pressing needs which must be met if the Southern pulp and paper industry is to consolidate its recent gains and should wish to expand in the future.
These needs are, first - to study some of the problems that are characteristic of the processing of Southern pulp in contrast to Northern pulp, and second a continuous reservoir of technic~l men specifically trained for this Southern industry.
Upon becoming cognizant of this situation, and in pursuit of its regular policy of aiding in the development of the natural resources of Georgia and the
54

region, the University System has offered financial and other aid to collaborate with the industry in the establishment of a Southern pulp and paper institute. Such an institute, established upon the graduate level, will help industry with both of the needs mentioned above.
Representatives of the Regents and the Chancellor, and of the pulp industry, and of the Georgia Engineering Experiment Station met and discussed the matter. The general plan was favorably received at this meeting and a committee was appointed to draw up specific details for presentation to the entire Southern industry. This committee has been and is now functioning.
Forestry
On January 1, 1940, the Bureau of Plant Industry of the U. S. Department of Agriculture established a permanent station at the University of Georgia with its headquarters at the School of Forestry. Mr. Crandall was transferred to the station and is working on various types of tree diseases. June 1, 1940, Mr. Buchanan was appointed to the station and with Mr. Jackson, who is transferred from a discontinued station at the University of Pennsylvania, will work entirely on the 'little leaf' disease of shortleaf pines. The establishment of the station will mean much to the School of Forestry, since the Bureau will work in close cooperation with the school in all its problems connected with tree diseases.
Plantings have been made on the Denmark, Whitehall, Hunt, and Hardman forests. On the Hardman property have been planted black locust, black walnut, pine, persimmon, chestnut, and oak trees. Mr. Crandall of the Bureau of Plant Industry planted 623 persimmons, 112 chestnuts, and 58 oaks. He also made plantings on the Whitehall area and the Denmark forest.
A start on a permanent arboretum has been made utilizing part of the Whitehall tract. Trees from the school nursery were planted in the spring. It is planned to develop this from year to year as additional stock becomes available.
55

Plant Pathology
The work of Dr. Julian Miller and the other members of the faculty of the Plant iathology Department, University of Georgia, has been outstanding and has attracted the attention of the General Education Board. Last year the General Education Board gave to the Plant Pathology Department a grant of money to encourage studies of plant diseases. A few weeks ago the General Education Board made another grant to this department of approximately $11,000. This money is to be expended during the 1940-41 fiscal year and it will go far toward making our department of plant pathology one of the really strong departments in this section of the country.
Archaeology
During the past two years, Dr. Robert Wauchope of the Department of Archaeology, University of Georgia, has been doing some good research work in discovering the remains of prehistoric life in Georgia. Dr. Wauchope 1 s study was financed by the Works Progress Administration. The cost of the project was approximately $75,000. Much valuable material was collected by him and is now the property of the University. Within the next few months, Dr. Wauchope will have ready for publication the results of his study. We regret that Dr. Wauchope has tendered his resignation from the University of Georgia in order that he may go to the University of North Carolina to become Professor of Archaeology and Anthropology in that institution.
Education and Biology
The School of Education and the Division of Biological Sciences at the University of Georgia are doing some excellent research work in connection with their programs of study leading to a doctorate. The report of Dean Cocking of the School of Education lists some of the topics on which the members of his faculty and graduate students in the School of Education have been working during the past year.
Practically every school in the University of Georgia is doing some sort of research work. At the present time there are five full-time research workers

LIBRARY AND ADMINISTRATIO
MIDDLE GEORGIA COLLEGE
COCHRAN
CENTRAL HEATING PLANT
DINING HALL

AUDITORIUM HEALTH

WE.!:) II:..RN LUI:.C t:.:GE

in the College of Agriculture. Two of these receive their entire salaries from the United States Department of Agriculture; one ~eceives ~is full salary from the Experiment Station of the University System; another receives a portion of his salary from the United States Department of Agriculture.
THE UNIVERSITY OF GEORGIA PRESS
The University of Georgia Press was set up about two years ago. During the past year, the press was incorporated. The incorporators and trustees of the Press are Mr. Hughes Spalding, president, Mr. Charles M. Brown, Mr. Harry Hodgson, Mr. James M. Hull, and Mr. Hatton Lovejoy.
There are certain distinct advantages in having the University Press function as a corporation. It can now enter into contracts and other commercial transactions to which it could not be a party as long as it was the mere agency of the University.
The aim of the University Press is to encourage the production of scholarly books and articles dealing with conditions in Georgia and in the South by providing a medium of publication for such productions. The Press has already made an enviable name for itself and we believe that it is destined to take its place as one of the more important activities of the University of Georgia.
Since its organization approximately two years ago, the University Press has published the following books:
Edd W. Parks, Segments of Southern Thought
Fred Birchmore, Around the World on a Bicycle
Rae Neely, Marguerite
Robert H. West, The Invisible World
John B. Clark (Ed.), Sherwood, Gazetter of Georgia, 1827 57

Georgia Writers' Project, Georgia: A Guide to Its Towns and Countryside
L. L. Hendren, A Survey of~hysical Science, Part I
L. L. Hendren, A Survey of Elementary Physics
J. C. Bonner and L. E. Roberts (editors), Studies in Georgia History and Government
Georgia Writers' Project, Drums and Shadows
CLINICS AND CONFERENCES
As has been stated several times in this report, I feel that the,units of the University System have obligations and responsibilities extending far beyond the walls of the classroom and the boundaries of the institutional campus. Only by acceptance of the challenge involved in these obligations and these responsibilities will the University System become the public service institution which it should and must become. This philosophy is, I think, accepted by the various units and by the majority of the faculties. In this acceptance and in the resulting efforts to meet the issues and to solve the problems involved the University System is being carried to the people of our state as their agency, is becoming established in the minds of our people as a social agency devised for their good and for the good of the state, as well as the good of the pupil enrolled, and is growing in popular favor.
Inadequate funds make it difficult to extend these services beyond institutional walls but the value of the services rendered those who may not enroll in any one of the units more than justifies the effort required to devise and provide such service. Nor is this by any means all of the value involved in such extra-institutional service. It is more than likely that the benefits accruing to the institutions, the departments or divisions, and to the groups or individuals rendering such service is of more value
58

than the service rendered. For, in undertaking such tasks, those who lend their efforts to them get out into our state and me~t on th~ campuses of our units the people who have and can state their concepts of what an educational institution should be. This, more than almost any other technique or device, may break down the cloister-like existence of faculty members, rubbing their noses in the reality of existence of everyman, blackening their hands with the soil of rural Georgia, and presenting to them some of the problems of our people which, if they remained in their halls of learning, might ever be unknown to them. Ultimately, such off-campus activity is bound to affect both the purposes of our teaching and the content of that which is taught.
Almost all of the units can report instances of their cooperation and their leadership in such ventures. Educational clinics, conferences, experiments, cooperation with other agencies - these and other types of activities are more and more furnishing evidence that the University System is going to the people as well as waiting for the people to come to it. Many instances of such activity and such service might be cited. In industry, in agriculture, in education, in medicine and public health, in art, music, and the drama, and in widely diversified research are to be found instances and examples. Not all of these can be recounted and described, of course. But, descriptions of a few such projects may serve to evidence both the variety and the quality of a service.
Educational Clinics
With special funds provided by the General Education Board, fifty or more educational clinics were held in various sections of the state last year. These were promoted by the College of Education of the University of Georgia under the leadership of Dr. Nolen M. Irby. They had for their purpose aiding school officials in becoming aware of their problems, in diagnosing them, and in providing possible solutions to them. They dealt with the improvement of reading, problems of transportation of school children, of consolidation, of building, of finance, and of the work of boards of education.
59

For these clinics Dean Cocking of the College of Education made himself, his staff, and all the facilities of the college a~ailable,.and in so doing not only rendered a needed service but also made the oncampus program of the college more realistic and more practical. Other institutions of the System rendered similar services in the area of their interests and duties.
Conferences
In these interest areas several of the institutions have, during the last year, sponsored conferences of various types, thereby enlarging their programs and rendering greater service to the State.
The School of Medicine, in cooperation with the State Department of Health, has promoted a program of post-graduate training in venereal diseases for the physicians of this State.
The Georgia School of Technology sponsored a conference of representatives of the paper pulp industry in the South.
The College of Education at the University of Georgia sponsored a conference of county and city superintendents, a conference of rural school principals, and a conference on rural life. Some of these were conducted in cooperation with the State Department of Education or other agencies. The Rural Life Conference held at the University during the summer is illustrative. Financed by a special grant from one of the foundations, it brought to the campus a cross-section of the people who live and make their living in rural Georgia, the people whom a large percentage of our schools must serve. Discussion was free and unrestrained and the authorities of the college made an effort to learn from rural Georgians how and by what process the rural school might aid in improving rural life.
Abraham Baldwin College and the College of Agriculture sponsored short courses of a varied nature in their efforts to render the kind of service which I have been discussing.
60

Field Services and Studies
Most of these conferences and some of these clinics were carried on withi~ the confines of the various campuses. But in field services and studies the University System, through its various units, sponsors and encourages a type of service in which the System and its facilities are in reality carried to the people. Several units have rendered such services, but a notable example is the College of Education at the University of Georgia which, because of the availability of Dr. Irby, the director of field service, was fortunately equipped and geared for sueh service.
Under the guidance and direction of Drs. Irby and Cocking and with the cooperation of the whole staff, this division during the year rendered valuable service, advice, and guidance to various county and urban school systems. They advised and assisted superintendents and boards of education in their study and plans for the solution of problems of consolidation, transportation, testing programs, school costs, pupil retardation, etc.
Likewise have the School of Forestry and other units cooperated with individuals and with groups in an effort to carry the facilities of the System to the people.
College of Agriculture
The College of Agriculture, perhaps to a greater extent than any other division of the University, comes in direct contact with thousands of the citizens of the State, During the past year, the College of Agriculture has sponsored short courses, special meetings, and institutes which have brought to the campus 16,124 persons. The departments of the College of Agriculture have made available to the people of the State various types of special service.
The Agronomy Department tested approximately 1,700 samples of soil; the Animal Husbandry Department tested several thousand cows for production records; the Department of Agricultural Engineering sent out more than 2,000 building and equipment plans on the
61

request of farmers who are planning to construct farm houses; the Plant Pathology Department examined several hundred specimens of diseased plants, identified the diseases and recommended control measures; the Poultry Department examined more than one thousand diseased chickens, diagnosed the trouble and recommended the type of treatment that should be administered. Altogether the College of Agriculture has handled approximately 20,000 special inquiries of this nature.
The University itself has continued to sponsor the meetings of the Institute of the Parent-Teachers Association, the Woman's Club Institute, the Garden Club of Georgia, and many other like conferences and institutes,
Summer Workshop
The enrollment in the Georgia State College for Women for the two combined summer terms of the 1939 summer session was 1,115; for 1940 it was 1,252. The latter is an increase over the previous summer (1939) and it is due to two factors, Through the aid of the General Education Board, who made that unit a grant of $4,000, the College has a summer workshop for the entire faculties of eight public schools. This was a rather new approach to the problems of a teacher. This group of teachers studied the things in which they were interested in order to improve their work. The supervisors of the Southern Study gave a high estimate of the workshop here. Another factor in the increase was that the public school teachers were better paid than the year before.
Short Seminars
In October of each year, a short course is conducted at the Georgia School of Technology to aid water and sewage plant operators, From all parts of the State, 270 were enrolled, With the cooperation of the City of Atlanta Health Department, State Department of Public Health, and the U. S. Public Health Service, a seminar of three days each year is conducted on milk sanitation. The attendance this year was forty-seven.
62

THE UNIVERSITY SYSTEM COUNCIL
One of the poP.ular new~ magazines recently described higher education in the United States as "a rapaciously competitive industry." And there is some justice, ln addition to humor, in this pithy observation. Whatever of truth lies back of this quip is owing in large part to the isolation in which most colleges exist. In the first place, their financial support comes from sources for the most part independent of each other, but frequently open to appeal from all; next, their student bodies overlap - geographically, in intellectual capacity, and in religious affiliations; and again, their professors tend to come up from the ranks of graduates and thus to perpetuate and deepen the college and departmental traditions. They rapidly become permanent members of the administrative and teaching staff, all too frequently neither seeking outside contacts of their own free will nor having such contacts made a part of their lives by the nature of their duties.
Among Georgia state-supported colleges these vectors making for isolation and competition are appreciably lessened in magnitude and direction by a central administration for the sixteen colleges and by the operation of a University System Council.
The council is the open forum for policy making, for the exchange of ideas, and for developing friendly relations among the administrative and staff members of all colleges. Its bi-annual meetings, which bring together more than three hundred teachers, deans, presidents, registrars, and treasurers are unique in the field of higher education. No other state has a similar organization or one affording as g~at possibilities for converting inter-college competition into intercollege cooperation in the interest of a better education for students and better services to the community.
During the past year, following a policy of rotation, meetings were held in Milledgeville and in Augusta at the colleges located in these two cities. Some members of the Board of Regents attended each meeting. Local civic leaders and organizations participated in the deliberations; and representatives and speakers

were present from private colleges, the State Department of Education, and learned societies and foundations.
Among the topics discussed were buildings and grounds, finance, enrollment, survey courses, scholarship, student health, student personnel, professional and graduate education, and council organization.
Statutes and By-Laws
The greatest single achievement of the council during the past year has been the formulation of statutes and by-laws. These were drafted, at the request of the Chancellor, by a committee composed of the presiqents of the four-year colleges. In effect, the statutes and by-laws define the administrative and academic functions of the council with considerable clarity and provide for two major classes of committees, one exercising administrative functions, the other having academic and curricular obligations, but both reporting to an executive council with the Chancellor as chairman.
It is anticipated that this clear, forceful definition of structure, functions, and methods of procedure will contribute toward the solution of a perennial issue that faces the University System, namely, that of educational-economic policy. This issue, which is rarely defined in entire clarity, insinuates itself into every council meeting and, doubtless, into most faculty meetings. It is, roughly speaking, whether the path of higher education in Georgia shall proceed along traditional lines with department heads as key men; or whether it shall subordinate tradition in favor of some more coherent plan. The issue is, of course, appreciably intensified-by relatively weak financial support of the University System, and mounting enrollment.
Traditional Departmental Plan
From 1934 to the present, the traditional departmental plan has been carried on concomitantly with a more general and more centralized one, at least at the junior college level. The time has, perhaps, come when the two should be evaluated relatively.
64

ATLANTA
:IVIL ENGINEERING JUILDING
RESEARCH BUILDING

MECHANICAL. ENGINEERING BUIL.DING
\UDITORIUM Ji EAL.TH
DORMITORY

For the most part, courses under the departmental plan, numbering about 853 at the junior college level, have not been subjectep to any~systematic inquiry or analysis. The quality of their content has never been examined; neither have their purposes been stated nor their objectives defined. To what extent they may be similar from college to college or to what extent they may overlap each other in any given institution is a matter of conjecture. Individual institutions, or department heads within a college, or instructors teaching these courses may have, and in some instances very likely do have, knowledge that would contribute materially to a digest of the nature and interrelationship of these courses. But such knowledge has yet to be assembled, scrutinized, classified, and generalized before it can have any predictive or administrative significance for the University System as a whole.
On the other hand, considerably more is known about the courses making up the unified, non-departmental part of the curriculum. Being fewer in number, more comprehensive in content, and uniformly administered, these courses are more amenable to analysis and, perhaps for this reason, more open to revision.
University System Courses
There are a total of ten such University System courses, each five hours per week per quarter in length. They are: Georgia problems, Human Biology I and II, Humanities I and II, mathematics, Physical Science I and II, and Social Progress I and II.
These University System courses have all been frequently revised, some more extensively than others. Each tends to cut across departmental lines and to depend for its content upon a number of carefully selected, standard textbooks. The framework of each course has been set up in the form of a syllabus, or an outline of assignments; in a few instances, however, reading matter tantamount to a textbook has been prepared and printed. Final examinations in these courses are compiled, administered, and scored by the examiner's office with the cooperation of the faculties. Achievement in these courses has been made the subject of analysis by the

examiner and other administrative officers; and the content of these courses has been a primary subject of deliberation on the part .of the UEiversity System Council and its sub-divisions for a period of six years. For a brief resume of the scope and substance of the several courses the reader is referred to the table of contents of the syllabus for each course, or to the assignment sheets.
Economically if not educationally it is an important fact that the enrollment per class in the University System planned courses is twice that of the enrollment per course in the strictly departmental courses; but the costs of instruction in the departmental curriculum are at least double the costs of instruction in the general or University System curriculum.
One of the frequent and pertinent criticisms leveled against the strictly departmental curriculum is that it encourages the needless multiplication of courses and teachers, or in other words that it diverts departmental interests from research activities toward ambition for a larger number of courses, increased student enrollment, and expansion of staff.
One of the equally pertinent criticisms of the University System curriculum is that it requires of our teachers greater talent than they possess and that, from the specialist's point of view, the courses tend to be superficial and pyrotechnic rather than substantial.
Both of these commonly heard strictures fall wide of the mark, unless they are interpreted in terms of the abilities and capacities of individual students what they know when they come to college, how much they can learn as undergraduates, and to what use they can put their knowledge after they have graduated.
Student Opinion
Apart from purely logical considerations, through the cooperation of the examiner's office and the administration of the several colleges, the council during the past year attempted to review student opinion of
66

the issue of University System as against departmental education. All sophomores were requested to express their opinion of Uni~ersity S~stem courses by answering in some detail what they would do about recommending these courses t.o brothers or sisters and what they thought of their relative quality and difficulty as compared with departmental courses. Their replies show that from 64~ to 84~ would recommend University System courses, of which there aPe ten, to their brothers or sisters, and that from 60~ to 84~ regarded each of these ten courses as better in quality and more difficult than departmental courses. These findings in regard to student opinion of University System as against departmental courses bear out almost exactly the result of a
similar survey of student opinion carried on in 1937.
Placement Examinations
From the origin in 1934 of the University System
courses, the council through its divisional heads and the examiner's office has sponsored placement examinations at the beginning of each year for the vocational and educational guidance of entering freshmen. Similar examinations are administered at the end of two years of college work, and the differences between freshman and sophomore scores are determined as a measure of gain. During the past year approximately 78 1 000 of these freshman-sophomore examinations were administered in the University System and in neighboring states which have taken advantage of the plan. In addition to these examinations, the council sponsors course examinations in the University System courses. Approximately 40,000 of such examinations were administered during the past academic year.
The uses of test results call for some explanation. In general, there are two points of view about the uses of examination scores, the personnel or guidance objective and the administrative point of view. The former has been given elaborate notice and exposition. The latter point of view has received much less, if, in fact, any very wide-spread consideration. In emphasizing the latter point of view the University System Council is unique and has made an important contribution to educational policy.

From the administrative point of view test results furnish a reasonably valid instrument for determining whether a student manages \o live up to the quality of work that may be expected of him or whether he exceeds or falls below this level. They likewise furnish a check on whether teachers tend to give disproportionately high or low marys or to be irregular in their marking practices.
Since scores on such batteries of tests, as they are used by the council, tend to correlate highly with comparable test scores derived from two to four years later, administrators have in placement examination scores an important instrument to use in bringing about more equable marking by teachers. Obviously, until teachers' marks are reasonably reliable and are related to ability levels in students, the use of test results to guide students into courses is not likely to show positive results; but, on the other hand, is likely to discredit guidance.
Placement tests and the repetition of these or comparable tests at the end of a given period of time can yield valuable information about the effectiveness of ability groupings for purposes of instruction and about the relative advantages of a large number of fragmented courses in a field as compared with a smaller number of more comprehensive courses. Test results are also extremely valuable for revealing the relative effectiveness of large and small classes and the "question and answer" as compared with the lecture method of instruction. Tests will not in themselves shed any light upon economic consideration nor upon faculty preferences.
Medical Examinations
Examining, as sponsored by the University System Council, has not been confined solely to taking intellectual temperatures, Although this is an important phase of the council's work, an equally important undePtaking is the sponsoring of a medical examination.
The annual medical examination survey carried on with the close cooperation of the medical college of the University System has been conducted primarily to
68

establish systematic procedures in the colleges in sanitation and preventive medicine. For example, a few years ago there was ~ot in sowe of the institutions a single sanitary drinking fountain; in some of them toilet facilities were inadequate and the conditions frequently bad; the examination of food handlers was practically unknown; and the disposal of refuse and garbage was haphazard. For the most part all of these shortcomings have been corrected or at least improved upon materially. Keeping standards at their present high level, however, will be at the price of eternal vigilance.
An exceedingly important feature of medical examining is that it records the physical status of students in quantifiable terms and makes the practice of remedial medicine more intelligent. A very considerable percentage of boys and girls are bound to have defective teeth and other fairly easily remedied defects. The medical examiners advise with students with reference to the correction of defects, and local physicians emr played on a full-time or part-time basis by the colleges do follow-up work that is of material benefit to many of the students. The medical examination also provides and of their personal or emotional adjustment. There is plenty of work to be done by clinicians and counselors along the line of mental hygiene and of bolstering up the personalities, outlooks, and attitudes of a goodly proportion of students. Constant attention to the physical as well as to th6 mental health of students is one of the most important obligations of the University System Council.
QUALITY OF WORK
This striking growth in scope of ~urriculum and in attendance has been in progress for some years and likewise has been the progress made and maintained in the quality of work. I can not subscribe to the doctrine that the University System should admit only the students in the upper bracket. If the University System should ever set itself up as a class institution,
69

as some members of the faculty seem to indicate it should, I am confident that funds for its support no longer will be available.
If the education of a generation is to become increasingly selective so that only the gifted possess knowledge concerning the complex problems of modern life that we are constantly called on to consider and, we have thought, to assist in solving, if university education is only for the select, then it becomes alien to the spirit which gave birth to public education represented by the public school and the University System. If pursued to its logical conclusion, the doctrine means that free government based on universal free education cannot endure. Surely we are not ready as some would do to create by deliberate act an uneducated and uninformed proletariat.
Perhaps it is sound philosophy to admit to the University System those pupils who hav.e satisfactorily completed the work of the accredited high schools. That they have successfully completed the work and received the certificate of graduation should be evidence of their capacity and interests to carry on in college. It must be remembered that the University System cannot offer work in all branches of learning. There are special fields that it would be costly and unwise for the University System to carry on. Common sense and consideration for the taxpayers must actuate us in our program of higher education.
The University System has not adopted a policy to admit all who apply, nor has it adopted a policy of selection, but a middle ground policy or perhaps a more comprehensive policy in which the State of Georgia extends the privileges of the University System to all persons qualified to enter.
The University System does not receive patronage, but is itself the patron of those who seek its privileges and honors. It is maintained at public expense for the public good. It cannot, however, be the patron of inefficiency, idleness, and dissipation. Its classes have not room except for those who diligently pursue the studies of their choice and are willing to be governed in their conduct by the rules of propriety. Every
70

student owes to the public a fare equivalent of expenditures made by the State in his behalf, both while in
. the institution and afterwards
Executive and faculty members must be patient and recall that all students can not achieve alike or progress at the same rate of speed. Some will fall by the wayside and others through mistaken beliefs will attempt work for which they neither have the ability nor the talent. We must not condemn those of one talent because they have not five or more talents. The University System is established to provide opportunity for students of few talents as well as students of many talents.
GUIDANCE
One of the most important phases of modern education is guidance, and yet in spite of its importance it is a phase of education that has not received the development it should have because of its intangible character and the difficulty of checking results. The conservation of human resources requires an adequate program.
Professor Sweigert of the Georgia School of Technology says that a large number of persons enter Georgia Tech with no sound basis for having selected engineering as a career. Such a situation points to educational ineffectiveness and waste. Nothing in our educational system is more important and probably harder to devise than a scientific plan of guidance because of its intangible character.
A counselling and guidance program will be worked out in the near future based on experience and common sense and when this is done the number of student failures will drop materially. Let us continue to seek ways and means by which we may guide the youth of today in the wise selection of the course he may follow to make it possible for him to live a life and earn a living.
71

FAILURES
President Caldwell reports that 347 students or g.4 per cent of the students who r~istered in the Uni-
versity of Georgia were required to withdraw because of inability to meet the scholarship requirements. President Brittain reports that 3.2 per cent of the students who entered the Georgia School of Technology were dropped. This had to be done to maintain high scholastic standards and to keep parents and students from wasting time and money.
Many reasons have been given for the large mortality not only in the University of Georgia and in the Georgia School of Technology, but in all the other units of the University System. The two most significant reasons are: poor preparation, and pressure by parents to select a field in which the student has no interest.
What is the Solution?
It is admitted that there are many students whose scholastic attainments are so low that they are required to drop out for a quarter - that is, they fail to pass half the subjects with quality points, and there are others who fail to make the necessary grades to return to the institution. There are still others who are permitted to return but upon the completion of two years work are not sufficiently prepared either with number of courses pursued, with or without quality points, to enter a senior college.
To aid these students, perhaps it would be wise for one of the junior colleges to conduct a summer session of six weeks for those students who failed to complete the necessary courses with adequate quality points to enter the sophomore class or to enter the first year of the senior division of a four-year college.
No matter what policy we adopt, the University System should not refuse to give the individual student a chance to spend more than four years in accomplishing a given task. Where trained intelligence exists, there we seem to have the best citizenship, and citizenship is a function all people are expected to exercise.
72

TEST STRIP WITH AND WITHOUT TREATMENT FOR BLUE MOLD
TOBACCO RESEARCH
SHADE TOBACCO USING TUNG OIL FOR POISON

MAKING BUTTER

<:.;ULLEGE OF AGRICULTURE
JUDGING MI~K COW AT FARM SHORT COURSE

CANDLING EGGS

AGRICULTURE
The University ~ystem, ~ike other state-supported institutions of higher learning, must contribute to finding a solution to the urgent and perplexing problems of agricultural, industrial, social, and moral development now troubling this nation in this crisis of a changed civilization. It is no easy task to define the objectives of our higher institutions of learning. Some can do one service, others can do another, but all must play a part in the making of a state and nation.
Since the College of Agriculture and the Experiment Stations are maintained largely by Federal funds supplemented by State funds, it is imperative that these particular units do all within their power to promote and develop an agricultural program. The University System cannot withhold its hand from any of the problems that advance the progress, welfare, and development of any worthwhile phase of the State's activities.
The Regents and the Chancellor, through proper units, are doing all in their power to assist in making a better agricultural program for Georgia. It is essential that a program be developed that will lift the earning capacity of our people to a higher level. This can be done, we believe, by new cash crops, by finding new uses for old crops, by producing more quality crops, by producing quality and quantity crops with greater economy.
Hand in hand with this type of agricultural production is linked the establishment of small industries; for example, canning and preserving plantd for fruits and vegetables: the dehydration of fruits and vegetables: the manufacture of fruit and vegetable syrups and oils, and the quick freezing of meats, fish, fruits, and vegetables.
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GEORGIA 1 S HARVESTED CROP
In the year just c~osed, th! Georgia crop reporting service of the United States Department of Agriculture states that the harvested crop increased 14 per cent over 1939. The value of these harvested crops was $163,382,000. Cotton production, lint and seed, was valued at $58,144,000 - almost $7,000,000 more than the previous year; corn was valued at $31,857,000 - approximately $4,000,000 more than in 1939; the peanut crop brought $17,715,000, an increase of $6,454,000 over 1939. The only major crop bringing a smaller total than for the previous year was tobacco - $12,328,000, a drop of 2.5 per cent.
COTTON BELT
Now so long as cotton continues to be the leading major crop, it must receive major consideration. Those of us living in the cotton belt know that cotton is a crop, under present production methods, that requires a large amount of farm labor an acre. No problem is more baffling than to find employment for this type of laborer. It must be remembered by state, regional, and national leaders that practically any normal change of the type of farming in the cotton belt will release labor and thus add to the national unemployment problem. It is also significant that any extensive change in the farm program of the South is likely to make further adjustments in other sections of the country necessary.
The farm problems of the nation must be considered both from the standpoint of commodities and farm production. Of the two, the problems of the people must be given the first consideration. The South has the largest percentage of its people engaged in farming, has the lowest total per capita income, and is suffering most from the situation which makes agricultural adjustment necessary.
For generations the South has exported a larger part of its agricultural production than any other part
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of the country. The vanishing foreign markets for all products of the United States have fallen most heavily on Southern farmers.
Importance of Cotton
The problem of cotton is far more than a Southern or regional problem - it is an American problem. Cotton is the principal crop of more than one-fourth of all the American farms and it grows on nearly one-third of all American farms. It accounts for one-fifth of the total crop acreage of the United States. It and cotton seed combined normally produce an income equal to one-fourth of that received by all the farmers for all crops. It is the basis of tax structure of hundreds of counties and even of whole states. It is the source, directly or indirectly, of the livelihood of nearly half the population of the South.
It is the most important fibre plant in the world as well as the plant which will both feed and clothe the human family. The oil from the seed is made into foods, medicine, soap, butter, lard, etc. Henry Grady said of cotton:
"What a royal plant it is! The world waits in attendance on its growth; the shower that falls whispering on its leaves is heard around the world; the sun that shines on it is tempered by the prayers of all the people; the frost that chills it and the dew that descends from the stars are noted; and the trespass of a little worm upon its green leaf is more to England than the advance of a hostile army on her Asian outposts. It is gold from the instant it puts forth its tiny shoot. Its fiber is current in every bank, and when, loosing its fleece to the sun, it floats a sunny banner that glorifies the fields of the humblest farmer, that man is marshaled under a flag that will compel allegiance of the world and bring a subsidy from every nation on earth."
Future of Cotton
No other people has a more golden opportunity than the cotton farmer, provided he adapts his farming
75

methods to tested knowledge. Soil improvement, rotation of crops, intensive methods of cultivation and a more intelligent use of ferti~izers c~tribute to increased production an acre and greater economic independence.
Cotton farms are a vital link in a balanced farm program. In a modern farm program cotton should be considered as a surplus money crop. The farmer should no longer depend on cotton alone or on any one crop, b~t on diversification. The Georgia farmers made great progress last year in working out a well-balanced farm program, one based on improved agriculture and a more abundant farm life. Farmers are more alive today to the fact that farm programs must be adjusted to the times and that a system of long time planning is essential to solve a live-at-home program. This cannot be done over night - hence, the need of long time planning. The main feature in such a program is to make such changes as will adjust the program to meet the needs and conditions for greater security and a finer farm life.
The future of cotton in the United States is, in large measure, dependent on two factors: finding new uses for it and finding how to grow it cheaper than any other nation in the world. This can be accomplished only by research and research costs money and requires time. If these two things can be done in our University laboratories and Experiment Stations, how small will be the cost to the textile people and to the farmers in the cotton belt. A small tax on each bale sold might result in happy days through added millions to a crop now on its way out. The research laboratories of our institutions are available, if and when adequate funds are made possible with which to do this important and needed investigation for the progress and welfare of the cotton belt.
Sheep Available to 4-H Club Boys
The University Extension Service has made it possible for 4-H boys in Georgia to get a start in the sheep raising industry. Only recently a number of sheep was released to these boys through the office of the county agent in several counties in the State.
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Southeast Georgia pecan groves offer excellent pasturage for the sheep raising industry. It has been proved that sheep add acres oC productiveness to farms and at the same time bring revenue.
While South Georgia is fast becoming the livestock section of the nation and farmers are raising cows and hogs at a profit it now appears that many boys are interested in securing a start in raising sheep. Many of the landowners in the southern section of the State have large numbers of sheep on the open range and find the business profitable. Sheep go where the plow cannot follow. Beating a path over hills and through brush, they give value to rough shallow soils unsuited for crops or other livestock. In doing so they produce revenue for three cash crops. A flock of sheep brands the farm or ranch as one where land and labor are effectively used throughout the year and where prosperity reigns at Christmas time.
Hampshire and Southdown Sheep
Georgia offers good opportunities in lamb and wool production for farm income in off-season. Georgia has a large area of cheap grazing land that could be used profitably for sheep which produce multiple incomes. With proper management and minimum expense sheep will pay greater dividends, probably, than any other class of livestock for the amount of money invested.
Sheep require slightly less concentrates to produce a pound of gain than most other animals and they have no equal as weed destroyers. Six years of experiments show that ewes which have been on a clean pasture the year before and dr0pped their lambs in the winter while on a temporary pasture have raised their lambs to marketing weight without medicinal treatment with an average daily gain of 1.9 pounds a head. Ewes dropping lambs while on permanent pastures averaged a gain of one and a half pounds daily. The annual ewe cost is approximately seven dollars and the sale of lamb and wool is twelve dollars, a net earning of five dollars a head.
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It has been proved both at the College of Agriculture and at the experiment stations that with proper management and minimum expense sheep will pay a greater dividend than any other ciass of livestock for the money invested. Ewes should be bred from July 1 to September 1 for December and January lambs. Seven ewes are equivalent to one animal unit.
A small flock of five to fifteen ewes is an excellent spring cash crop. Many farms can handle this number to great advantage. Sheep raising produces three incomes during the year - the sale of lambs in the spring, the sale of wool, and the sale of sheep. The safe of lambs and wool in the spring furnishes a source of cash at a time when farmers need money and when there are no salable crops. Sale of mature sheep culled from the flock each year is another source of income. Georgia1s climate and geographical conditions make Georgia one of the leading spring lamb producing states in the nation.
DAIRYING
With Georgia 1s mild climate, home market, and other important advantages, there is every indication that dairying is rapidly becoming a major enterprise in Georgia. The United States census shows dairying to be one of the most profitable enterprises in the State. To make dairying successful in Georgia it is essential to produce feed at low costs, to have healthy cattle, to have the proper equipment, to follow careful management, and to produce high quality products.
Some of the best dairy cattle in the United States are on Georgia farms. Georgia 1s dairy products rank high in interstate contests. With State and Federal funds a modern dairy barn and a dairy products building have been completed at the University of Georgia for offering instruction in dairying, cheese making, evaporated milk, and other dairy products.
Where there is a minimum volume of 5,000 pounds
of milk available daily within a radius of 15 to 20
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miles, there ought not to be any difficulty in finding men with funds to build a cheese factory. If the volume can be increased to 50,000 po~ds a day, the area should be very attractive to a condensery. For many years productive areas have been sought for the establishment of such plants. Such factories would offer a regular market for practically unlimited quantities of milk in the communities in which they operate.
In every town in Georgia there is a market for all the dairy products that can be made available. There should be butter and milk on every table and the cheese which comes from other states should be manufactured in Georgia. More and better dairy cows will result in greater wealth and independence for Georgia farmers.
Livestock
Successful livestock production in Georgia is dependent on pastures. Experiments conducted at the Georgia Coastal Plain Experiment Station show that pastures receiving a complete fertilizer produced 266 pounds of beef more an acre than land receiving no fertilizer. Experiments conducted at the Georgia Experiment Station show that pastures receiving one ton of lime and 400 pounds of superphosphate an acre produced 150 pounds of beef more an acre than pastures receiving no fertilizer.
The average Georgia farmer needs more livestock on the farm which will give the farmer a better distribution of labor, a utilization of those foods produced without intensive cultivation, and help him maintain and increase soil fertility. The number of hogs produced in the State can be doubled to advantage and the production of beef, butter, and eggs can be greatly increased. Fall pigs are fattened on the crops that have been used in the State for many years - namely, corn, runner peanuts, and sweet potatoes. Early winter is the best time for hogging-off runner peanuts and sweet potatoes, and late winter is best for corn.
The importance of the sweet potato in Georgia makes it well worthwhile to use potatoes more extensively for livestock feeding. Dried sweet potatoes
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ground into meal are good for fattening cattle. More sweet potatoes than corn can be grown on an acre of ground, and if the cost of drying and grinding sweet potatoes can be reduced, this crop~offers promise as a cattle feed for a much longer season than is now the practice.
GEORGIA EVENING SCHOOL
The Georgia Evening College together with the Junior College, which is part of the program of the institution put in operation by the present chancellor, is this year not only enjoying the largest enrollment in its history, 2131 for the academic year, but already has enough increase to reach approximately 2500 by June.
Its safe financial condition, its high academic accomplishment as realized by students transferring to other institutions, strict adherence to the college regulations of those colleges more favored by endowments and financial support, and its belief that it is fulfilling the place in the University System of serving all the other institutions, and more especially the young men and women of Georgia, have made its task pleasant though exacting.
According to printed figures of last year the Evening College has more commerce students enrolled than any other commerce school in the South, day or evening. It still holds fifth place in the United States in enrollment of commerce students for Evening Colleges, and is the third largest in enrollment of women students for commerce courses.
We believe the program has only "scratched the surface" in its offering of service to the people in Georgia. With only a slight change in its prescribed program its enrollment not only will serve the former students of more than 400 Georgia high schools as now enrolled, but also will open, at little cost to the State, the way of higher education and a profitable career for all who may desire.
So

GEORGIA EVENING COLLEGE DIVISION OF GENERAL EXTENSION

; ADDITION TO MAIN BUILDING
HOME ECONOMICS

Its success for several years in job finding through the Evening College students already employed in Atlanta business houses has~made it bold enough to state to all high school principals that it will assume the responsibility of finding a job and giving a college education to those they recommend to it as desiring a college education and as not being able to attend other colleges. This unit will prepare them to become a breadwinner for themselves, and in many instances it will give them an earning power sufficient to send younger members of their family through college.
We believe this plan means that through this institution the University System of Georgia can now boast of actually serving, not just a few who have money to send the student off to college, but the masses, a service the wealthier states by big appropriations have been giving for many years. In actual endowment money many millions of profitably invested securities would be necessary to thus educate these five or six hundred job-found Georgians a year. A recent survey has shown that attendance at the Evening College increased the earning power of the student 10% a year.
These former Georgia high school .students gathered here in Atlanta not only are taught by a faculty rated by the academic standards as being good as any in the state, but also have the 800 Atlanta business houses as their daily workshop. Added to this, the school, without fanfare or even known publicity, carries on a well-regulated activity program to socialize the students for better living among their fellow men. Experts are employed in this program. Despite such a commercialized center it is still our contention "man cannot live by bread alone."
The growth of the Junior College began five years ago with 70 students. In the years since then the enrollment has been 139, 209, 335, 421, and for this year the total enrollment will exceed 500. The records made by these students when transferring to other schools have been remarkable according to Mr. T. W. Reed and others who have tabulated their college grades.
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Many students enrolling could not have attended other colleges. Having found their worthwhileness for other college work,it last year transferred to the University of Georgia, 113; Georgia State
College for Women, 53; and a total of 191 to other col-
leges in the University System. It also transferred to colleges and universities other than those in the University System, 107.
The one great factor in the successful financing of so many from the more than 400 Georgia high schools is the Student Credit Union which is similar to other Credit Unions. It was chartered by the State Banking Department and has all the legal guarantees that such a charter carries, but there is this big difference the payments cannot be made compulsory by deducting from a salary check, or by other compulsions such as those in cases in which employees and employers own stock. Despite this lack of compulsion, the Georgia Evening College has over a period of three years lent to students nearly $40,000 and has lost only onethousandth of one per cent. This loss is not by the school but by the Credit Union, an incorporated group.
Surely these are remarkable people who work all day and go to school three evenings a wee~ from six to nine o'clock. The success of the Credit Union has borne out their confidence in themselves. They also finance all student activities without the usual activity fee collected by all other colleges.
The students are happy, the faculty is functioning properly, and all that is needed is a little more money for equipment, an enlargement of plant, and re-arranging of program to better serve the University System of Georgia, and thus every section of Georgia.
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EVENING SCHOOL OF APPLIED SCIENCE
This important division of the Georgia School of Technology shows coutinued ~crease in enrollment. The number for this year reached a high water mark of 1,206. Those who receive the advantage of this aid are, for the most part, men already in employment who find that they need additional training along technical lines. The territory served is not merely that of Atlanta, but many miles away. The individual is aided in securing a better knowledge of his particular trade and the public interest is generally better served.
CD-OPERATIVE PLAN Six hundred and fifty-six students were enrolled in this important part of our work. It is increasing in popularity and influence year by year, furnishing as it does a "door of hope" to many young men who are enabled to defray through their work a part of their school expenses. It is becoming an increasing important feature in our training. Professor J. E. McDaniel, Georgia School of Technology, knows his work well, and looks after it with excellent efficiency.
DIVISION OF GENERAL EXTENSION
The plan of operation of the Division of General Extension contemplates full cooperation with all units of the University System in the organization of extension classes in the areas reasonably accessible to the respective units.
The academic standards of the University System are fully maintained, and students doing extension work receive the same credit as do resident students for the same or equivalent work. One-fourth of the credit required for a degree in an institution of the University System may be obtained through the Division of General Extension. Other leading universities in the United

States allow more, some twice as much, extension credit

to be applied toward degree, as is permitted in the

University System of Georgia.

~

The Division has employed during the year 19391940 six full-time representatives for the organization
and instruction of extension classes. In addition to their own work, these officers make contacts and organize groups for the members of the faculties of the
several units of the University System.

Courses in a wide range of subjects have been
given in extension classes. Three hundred and two (302)
correspondence courses were offered by members of the faculties of five senior colleges of the University System, four for white students and one for Negro students.

Although the enrollment figures for 1939-40 are somewhat lower than those for the years 1937-38 and 1938-39, these figures are considerably higher than the figures for 1936-37. By way of explanation of the
apparent fluctuation of enrollment figures, it probably
would be well to state that the year 1936-37 would be
considered a normal year; that is to say, it was a year
showing a steady increase in enrollment figures over
the previous years. The years 1937-38 and 1938-39
would be considered "freak" years in the matter of enrollments for extension work, due to the new salary scale requirements inaugurated by the State Department of Education when practically every teacher wished to qualify for a higher salary. Therefore, the enrollment
figures for 1939-40, which.show a marked increase over those for the normal year 1936-37, are considered grati-
fying, especially in view of the recent restriction placed by the State Department of Education upon the amount of extension credit to be applied toward a
teacher's certificate.

The Division of General Extension has cooperated to the fullest extent with the State Department of Education in the state-wide program for the improvement of instruction, offering special courses in curriculum revision and curriculum construction, and a supplementary correspondence course in curriculum fundamentals for the validation of curriculum study in local groups under ap-

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proved local leadership.
Correspondence_courses~are available to enlisted men in Civilian Conservation Corps camps at a special tuition rate.
Non-credit reading courses have been provided for study groups of Womens Clubs, Parent-Teacher Associations, and other local organizations.
Probably one of the most outstanding accomplishments of the Division of General Extension during the past few years has been its Audio-Visual Extension service, inaugurated in 1936, the success of which has far exceeded all expectations. Through this service educational motion picture films may be obtained at reasonable cost for use in classroom and laboratory work. Films in biology, botany, physics, chemistry, astronomy, geography, geology, the social sciences, child psychology, teacher training, industry, travel, et cetera, are included in the library which is known throughout the entire United States to be one of the most extensive and complete film libraries in this country. Since the Audio-Visual Extension Service of this Division began its operations three and one-half years ago, many leading universities throughout the nation have followed our lead in this field of education and have used our plan of operation as a pattern in instituting similar services. The remarkable increase in the demand for this type of service is indeed gratifying and encouraging.
On November 14, 15, and 16, 1940, the fourth annual Southern Conference on Audio-Visual Education was held at the Biltmore Hotel in Atlanta. The use of motion pictures, radio, recordings, film-strips, and other audio-visual educational aids in teaching Americanism was a principal topic at the conference. The program included the showing of new educational motion pictures, addresses, demonstrations, and specialized group forums. Many nationally-known experts in the audio-visual field appeared on the program. Of especial interest to those attending the conference were the exhibits of the latest types of projection equipment, cameras, sound recorders, radio, centralized sound systems, et cetera.
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Since its first meeting in the fall of 1937 the Southern Conference on Audio-Visual Education has grown to be a permanent institution and a leading factor in the promotion and development o~ the use of audio-visual teaching aids throughout a wide section of the United States. J. C. Wardlaw, Director of General Extension, is Chairman of the Southern Conference.
It is interesting to note that eighty-four cities and towns in sixteen states were represented at the recent conference, the total registration being 405.
The Audio-Visual Extension Service of the Division of General Extension cooperated in the organization in 1937 of the Association of School Film Libraries, Inc., New York, N. Y., an organization providing anational clearing house for information with reference to all audio-visual materials, particularly new releases and numerous excellent visual materials, and publishing comprehensive catalogs of good educational motion picture films. The Director of General Extension is president of the Association of School Film Libraries.
In addition to the above, we have cooperated with the Motion Picture Project of the American Council on Education in conducting a supplementary demonstration center in Atlanta in the evaluation of educational motion pictures. The rapid growth of interest in audiovisual aids, especially in this state, encouraged the organization of the Department of Visual Instruction of the Georgia Education Association.
The efficiency in the film service rendered and the strategic location of this film distribution agency have brought the Audio-Visual Extension Service of the Division to the attention of the principal motion picture periodicals and of the producers and distributors of educational motion pictures throughout the United States. At the present time, our Mr. Don White, Assistant in Charge of the Audio-Visual Extension Service of the entitled "New Films of the Month as they Look to a Teacher Committee" Division, conducts a monthly page for THE EDUCATIONAL SCREEN, the leading American magazine devoted to visual education.
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Extension courses and community services provided by the Division of General Extension are designed for all and are open to all, and are of particular interest and value to high school graduates and others who cannot further pursue their education as resident students, to teachers desirous of further academic or professional training, to business men and women who wish to supplement their training and to keep abreast of advancing knowledge, to home-makers who feel the need of intellectual stimulus, to parents who wish to study in order to be of greater help to their children in their school work, to those who must earn while they learn, and to Women's Clubs, Parent-Teacher Associations, civic clubs, and other groups of forward-looking men and women in every walk and relationship of life w~o wish to widen their knowledge.
The noteworthy success and achievements of the Division of General Extension could not have been accomplished without the support and cooperation of the loyal and efficient members of the staff.
THE JUNIOR COLLEGE
The rapid development of the junior college in the Unitad States during the past generation is not accidental. It marks the coming more obviously into existence of that plan of educational organization which has long been well established in Europe. Nearly fifty years ago when the principles involved in the junior college movement were first discussed in the United States by President Eliot of Harvard, President Butler of Columbia, and others, it was pointed out that the effect of the establishment of a junior college or of a two-year course in the existing colleges would be nothing more than the acceptance here in the United States of that plan of educational organization long familiar on the continent of Europe. The lycee, the gymnasium, the liceo and the ginnasio covered in their several curricula not only the work of the American secondary school as it then existed, but the first two years of the work of the American college as well. The graduate of one of those European institutions went at
87

once to the university for advanced study and re~earch or for training in this chosen profession of law, of medicine or of theology. In othe~ words, the educational systems of continental Europe covered the period of instruction following the elementary school with two institutions, the lycee - or the gymnasium, the liceo and the ginnasio - and the university. In the United States, on the other hand, this same ground was divided among three institutions, the secondary school, the college and the university. The American college, it is true, had been started practically on the model of these European institutions of secondary education, but as the years passed it had extended its curriculum, reaching up in its junior and senior years into the field of the European university. When the attempt was made in the United States to found universities without colleges attached to them, it proved to be impracticable, and college instruction was promptly added to the work of the newly established university in order to give that university a link with the existing educational system.
Nevertheless, the movement for junior colleges went forward, at first quietly and afterwa~s with increasing speed and wider support. It has now reached a
point where there are in the United States 575 junior colleges and 196,710 students enrolled in them. These
institutions are doing a service of the highest importance. Doubtless a large majority 0f their graduates will not wish to go forward to a university career, but they will have received a sound training up to eighteen or nineteen years of age, and they will be ready to enter upon a lifework of usefulness and competent service to society. The smaller number who wish to go forward to more advanced work can readily be provided for in the existing American universities, each one of which has a four-year college course attached to it. It remains to agree upon a suitable and generally accepted form of credential for those who successfully complete the work of a junior college. The degree of Bachelor of Arts will naturally continue to be reserved for graduates from the old-fashioned four-year college course.
88

It would be interesting to trace the history of the American college from the point of view which the existence of the jun~or colle~e leads one to take. Much material might be found through the eighteenth century and the first two-thirds of the nineteenth century to show how the principle which underlies the junior college was being sought in order that it might find application in the four-year college which was to become the basis of a university. In these four-year colleges it will be found that the student's freedom of choice in the two upper years of the curriculum and the methods of instruction followed give to those years practically the characteristics of the university. On the other hand, the first two years of the college will be found to correspond largely to the work of the junior college. In other words, what is going forward is a quiet and orderly adaptation of institutional organization to human needs.
This very healthy and laudable process has developed rapidly in Georgia since 1932. The seven junior colleges for Whites and the two for Negroes perform a vital function in the State's scheme for higher education. Widely distributed over the State and thereby available to all areas, they have developed into service units as well as ports of entry to the four-year colleges.
Of the S75 junior colleges in the United States, 317 are private and 258 are public. The number of students enrolled in the junior colleges in California is 73,669; in Illinois is 14,711; in Texas is 12,804; in Missouri is 7,831; and in Georgia is ),92). Georgia therefore ranks fifth in junior college enrollment. Again of the 575 junior colleges, the North Georg_ia College ranks forty-one in attendance.
We are proud of our junior colleges - the North Georgia College, Dahlonega; West Georgia College, Carrollton; Middle Georgia College, Cochran; Georgia Southwestern College, Americus; Abraham Baldwin Agricultural College, Tifton; South Georgia College, Douglas; Atlanta Junior College; Georgia Normal and Agricultural College, Albany; and Fort Valley State College, Fort Valley. These institutions have well-trained faculty members who are genuinely interested in young people.

Their closeness to the people is adequate guarantee that they will always have a program to meet changed and changing conditions of the pe~le and the age. They must have the closest cooperation with the communities - a major factor so essential to the success of the junior college. Our junior colleges are doing a magnificent work in training young people for responsible citizenship and acting as the local center for cultural activities.
The junior college is the ideal institution for young and immature students who need to have home influences prolonged, for students where finance plays an important part, for students who need counselling and guidance, for students who can only attend a higher institution for two years, for all students who wish to have a close personal contact with students and faculty members. There is no magic in the number 'four.' There is no certainty that the possession of a degree from a college which has prestige will forever after guarantee social and economic security.
The junior college occupies one of the most important places in American education.
THE AGRICULTURAL EXTENSION SERVICE
The needs and demands for assistance for the farmers and farm boys and girls of Georgia are almost without limit and each new Federal agency that is placed at the farmers disposal throws an additional responsibility upon the extension agents since extension is officially responsible for the educational phases of all Federal farm programs. The following is a statement of the most urgent needs as seen at this time.
Personnel
Home Demonstration Agents: At present county
agents work in every county of the State but only 94
home demonstration agents. We could place at least 20 more if we had funds. Many counties have their part of
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HARVESTING G~ORGIA RICE GROWN UNDER DIRECTION OF AGRICULTURAL EXTENSION SIERVJCE

MULE PROJECT
COLLEGE OF AGRICULTURE
HERFORD COW 0 F BEEF CATTLE BREEDING HERO
MORGAN MARES USED IN MULE BREEDING PROJECT

the funds ready and it is difficult to explain to them

why we are cooperating with other counties but cannot

cooperate with them.

...

To provide this additional personnel would require $1,200 a year from Extension funds for each agent (they furnish their own car and all expenses), or $24,000.

Assistant County Agents: There are approximately 300,000 farm boys and girls of 4-H Club age in Georgia. In 1940 we reached 82,000 of them. With the many important functions and responsibilities of the county agent today, it is physically impossible for them to do justice to their 4-H Club work. They are doing an outstanding piece of work along this line as it is, but think of the wonderful opportunity that would be ours to reach a far greater number if we had additional personnel, especially in the larger counties.

We have at present 12 assistant county agents who devote the major portion of their time to 4-H Club work. Many other counties are asking for these assistants to work under the county agent but to devote their time largely to the young people. These counties are ready to pay their part of the salaries. Some of them are rather insistent. We could easily place fifteen additional assistant county agents at $900 each from Extension making a total for assistants of $13,500.

Specialists: A specialist is needed to devote his entire time to sheep and workstock. The present livestock specialists should spend their entire time on dairying, beef cattle, and hogs. Horses and mules on Georgia farms are valued at $55,018,000, while all other livestock is valued at $37,799,000. In 1936 Extension assisted 4-H Club boys and adult farmers in purchasing twelve hundred draft type brood mares. Sheep production is growing rapidly in importance.

R. E. A. is one of the greatest services that has ever come to farm people. Only 13 counties in the State are not served by REA projects at this time and they likely will soon be included. Georgia county agents have won national recognition for the fine work they have done in the organization of these projects
91

but the technical education information as to the use of electricity on the farm is coming largely from commercial people. These pe?ple are.capable and efficient but they are naturally more interested in selling equipment and building up load than they are in the farmers getting just the right equipment and using it to the best advantage. We should have specialists in rural electrification.
Visual Education is rapidly becoming one of the greatest means of doing extension work. The State Extension office has bought com?aratively little equipment for visual education but a number of the specialists have bought their own equipment personally and a number of the county agents have contrived in one way or another to get equipment. At present we have about 30 movie projectors and about the same number of slide and film strip projectors. A group of agents made one film and the Georgia Power Company is financing another. We have no one to head up and supervise and guide this rapidly growing and advancing project. We will have to meet it in some way. The Extension editor is trying to handle it at present but he cannot begin to do justice to it and look after his other work too. We are actually holding the county agents back from getting more projectors until we can get in position to give them more assistance and supervision. We are very badly in need of a specialist in visual education.
Rural housing is becoming an important extension project in many states. The Federal Tenant Purchase Program and the Federal Rural Housing Program are designed to lend money to farmers for construction of homes built on Federal specifications and under Federal supervision, but there is a great need for more expert assistance to farmers who want to do their own building and repairing with their own farm labor and materials. Extension with additional engineering specialists could go far toward rendering this service.
The specialist in Child Tralning resigned three years ago and we have not been able to replace her. We need funds to carry on that work.
It will take approximately $4,000 to pay salary and travel for each additional specialist.
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There is an ever growing insistence and pressure on the part of certain Negro land grant college officials and others to have e~tension ~ork for Negroes set up as a separate organization with funds appropriated through the Negro land grant colleges. This, of course, would be most unfortunate, especially for the Negroes.
We have at present 23 Negro county agents, 24 Negro home demonstration agents, a State agent and his assistant, and a State 4-H Club agent and his assistant, or a total of 51 Negro workers.
In order to maintain the proper balance between White and Negro personnel, it will be necessary to place some four or five additional Negro agents during the coming year. A part of this will be done with funds carried over from last year.
GEORGIA EXPERIMENT STATION
For 52 years the Georgia Experiment Station has been studying the basic facts underlying the production, improvement, marketing, and utilization of farm products, and has in many cases been able to convert this information into practical benefits for the farmers of the State. During this period the institution has expanded
from 4 staff members to 50, and from 130 acres of land,
located on the outskirts of Griffin, to an experimental area of over 700 acres. In addition, the station operates a 220-acre tract as the Georgia Mountain Experiment Station near Blairsville in Union County for the study of farm problems peculiar to the north Georgia mountains.
These experimental acreages were expanded enormously when in 1938 the Board of Regents of the University System entered a lease agreement with the Bureau of Agricultural Economics of the United States Department of Agriculture whereby the experiment station assumed operation and management of approximately 13,000 acres on the Plantation Piedmont Development Project Area, near Eatonton.
93

Because of the great diversity in soil types and in crop systems in different sections of the State, many experiments are carried out in different localities in cooperation with either individua~s or other institutions. Altogether, experimental studies are made in about 60 counties of the State.
Reports of experimental results are often of immediate practical interest. For instance, many farmers follow the reports of fertilizer trials with such crops as cotton, corn, peaches, and pimentos in different sections of the State from year to year and adapt their own practice accordingly. When it is remembered that the crops of this State are produced only after an expenditure of some $14,000,000 to $20,000,000 each year for commercial fertilizers, the importance of these trials and recommended practices for the efficient utilization of fertilizers becomes evident.
Since the institution became a unit of the reorganized University System in 1932, some of the more important results have been: methods for control of diseases in tomato plant fields in south Georgia, and of pimento diseases in middle Georgia and development of improved varieties of wheat, oats, soybeans, peanuts, and muscadine grapes. The new Sanford wheat increases the prospect of profitable grain production in this section. Practically every year the station has a better variety of some crop to recommend, which is usually the result of years of work with that particular plant.
This station has done more research with pimentos than any other State or Federal agency and has published information regarding breeding, culture, disease control, and nutritive value of this crop.
This station has carried on an extensive peanut breeding program for several years, and has furnished seed of high yielding strains to farmers in the peanut areas of the State.
One of the problems of peach growers is conservation of the soil without losing control of insects and diseases. In cooperation with the Soil Conservation Service, this problem is being studied in orchards terraced and seeded to cover crops.
94

DEVELOPED AT
GEORGIA EXPERIMENT
STA... TION
TERRUFF OATS DEVELOPED AT
GEORGIA EXPERIMENT STATION
IRISH SEED POTATOES BLAIRSVILLE

DAIRY HERD AND PRIZE BULL AT
GEORGIA COASTAL PLAIN EXPERIMENT STATION
SHEEP DEMONSTRATION AT EATONTON

Results of pasture tests are showing farmers how

to use grass mixtures for long grazing seasons with high

carrying capacity.

~

The mountain station has demonstrated the adaptability of that region for lettuce production and for seed potatoes.
In addition to the research duties related to specific projects, the station staff renders other services both of a routine nature and as requested by individuals and agencies throughout the State. For example, the department of botany maintains a cropseed analysis service administered in accordance with rules and regulations adopted by the Association of North American Seed Analysis to test seed for germination and purity. The department of agronomy analyzes soil samples to determine the fertilizer needed for that particular soil. For five years the department of horticulture, in cooperation with the Georgia Dahlia Society, has maintained a dahlia trial field to determine those new varieties best adapted to local conditions.

The expansion of station activities at Eatonton has afforded an opportunity to study uses of abandoned lands and practical grazing problems, but for an undertaking of such magnitude the available funds are inadequate for full use of the opportunity of working on a large scale.

Results of experiments conducted in the past 8 years have been made available to the public by the publication of 8 annual reports, 24 bulletins, 20 circulars, articles in scientific journals, numerous press bulletins, and articles in newspapers; by radio talks giving results of varied lines of research; and by talks of staff members at farmers meetings and to interested organizations.

The station has a mailing list of approximately 250 newspapers and magazines, 4,000 farmers, and 250 institutions who receive information from the station on many agricultural problems. In recent years letters seeking information and requests for bulletins have increased to such an extent that it has been necessary to

95

employ additional clerical assistance" In addition, approximately 15,000 annual visitors seek information at the station, discuss ?gricult~ral problems with the staff, and observe the experimental operations. Probably 8,000 to 10,000 visit the mountain station each year.
Although the primary purpose of the institution is to give service to farmers, many citizens engaged in other activities make use of the information obtained;
and many of the 74 agricultural problems under investi-
gation at the present time have a bearing on the general welfare of all our people, such as is exemplified by the studies in foods and nutrition.
COASTAL PLAIN EXPERIMENT STATION
The Georgia Coastal Plain Experiment Station at Tifton has limited laboratory facilities for agricultural research, but its main efforts are concerned with field experiments designed to solve problems affecting agriculture in the coastal plain of Georgia. The coastal plain comprises more than half ot' the total area of the State and lies south of the fall line extending through Columbus, Macon, and Augusta. Due to its comparatively level sandy soil and mild climate, it is adapted to a wide variety of farm enterprises. This wide diversity of agriculture places numerous demands on the station and makes a correspondingly wide range of experiments necessary. Experiments with field, forage, pasture, orchard, truck and other crops, including livestock, are conducted on a tract of 2000 acres of land typical of the coastal plain" The stations many contributions toward improved farm practices are evidence that the results of these experiments have a practical application on the farm.
From ten to fifteen thousand farmers visited the station during the year looking for information to help them solve their problems. Information is disseminated by publications, heavy correspondence, and by various agricultural agencies including the Agricultural Exten-

sian Service, Soil Conservation Service, Farm Security Administration, Abraham Baldwin Agricultural College, vocational agricultur~l teach;rs and county agents.
Scope of Work
Some of the activities of the coastal plain station are briefly referred to in the following paragraphs:
Through livestock investigations it has been found practicable to produce an excellent quality of beef by crossing native scrub cattle with purebred beef type bulls. Breeding studies for improvement of purebred animals show that the offspring of some bulls put on gains with much less feed than others. Thus a bull whose offspring requires a comparatively small quantity of feed to put on a given amount of gain is the most valuable as a herd bull. Feeding studies with cattle are showing that it is practical and economical to use home grown rations for fattening and finishing beef cattle for market.
Since a good pasture is the first requisite in succP-ssful cattle production, the station is emphasizing its work of developing by selection and breeding grasses of high yield and palatability, good seed production, and disease resistance. Pasture investigations e.lso include methods of development and management.
Although the station1 s work with fattening hogs is purely a research program designed to work out a year-round hogging-off system, it is also proving valuable as a demonstration of this system and has attracted wide attention throughout south Georgia. As with cattle, a type of hog better adapted to conditions in the coastal plain is being developed through breeding.
Although special efforts have been made during recent years to supply timely information concerning livestock production to meet the demands of this rapidly expanding phase of agriculture, the station is not losing sight of the importance of other farm activities.
Fertilizer formulas for bright leaf tobacco recommended by the stat~on are used almost 100 per cent throughout the Georgia belt. The station has also de-
97

veloped an effective but inexpensive spray for the control of blue mold in tobacco plantbeds which has saved the growers millions of dollar~. Through the use of proper rotation, commercial control of root knot nematode, the most serious field disease of tobacco, has been obtained.
The staple of upland cotton is being improved through breeding. Tests have shown that sea island cotton can be successfully grown if intensive and persistent poisoning is practiced for control of the boll weevil.
Through breeding studies an early maturing yellow corn is being developed for hog grazing, and a late maturing yellow variety for high yield.
The peanut breeding program and nutrition studies should be of value to those growing this important cash crop.
The hayseed soybean developed at this station continues to be popular when used either for seed production or hay production. Another soybean selection called "Pluto" is proving to be very desirable as a hog grazing crop.
The comparatively new industry of tomato seedling production for shipment to the large canning centers of the North is reaching large proportions. Through its research program the station is actively assisting growers in combating diseases affecting the tomato plant.
In the field of horticulture, studies are being made of a number of fruit and vegetable crops. The coastal plain is noted for its heavy production of such truck crops as watermelons, cantaloupes, sweet potatoes, cabbage, tomatoes, lima beans, etc. While soil and climate favor growth of these crops, qiseases and insects take a severe toll if not controlled and must receive attention in the experiment station's ~esearch program.
The Coastal Plain Experiment Station operates a branch station for the study of shade grown or cigar wrapper tobacco near Attapulgus in Decatur County. The principal lines of work on this crop are studies of
98

disease control measures and the influence of nutrition on quality.
In Mcintosh County1 near Darien1 studies are being made of lettuce and other truck crops which show promise of being adapted to the tidewater section of Georgia.
Condition of Physical Equipment
The new agricultural research building used for offices and laboratories is in splendid condition, The building occupied by the Agricultural Extension Service1 Soil Conservation1 and the Farm Security Administration is in fair state of repair. The greenhouse is in fairly good condition. Practically all of the other buildings1 consisting of barns1 storage houses1 laborers' cottages and outhouses1 are in bad condition and should be repaired and painted.
Forest Range Grazing
The main objective of the cooperative forest range grazing project is the utilization of vast cutover lands in the coastal plain for beef cattle and forest production. The United States Forest Service and Bureau of Animal Industry now have available $251000 to be expended for this purpose during the present fiscal year. These Federal agencies will pay salaries and part of the supplies and equipment. The Coastal Plain Experiment Station must furnish cattle1 labor1 ferti-
lizer1 fencing and equipment estimated to cost $71500
during the present fiscal year. The land is to be furnished by the station1 but arrangements are being made with the Soil Conservation Service to turn over to us approximately 81 000 acres.
The dairy unit is a credit to the Experiment Station1 and what is being done there may be done on a greater or lesser scale under actual farm conditions. The dairy is not only self-supporting1 but the station last year was awarded the silver trophy for having the highest producing herd of Jerseys in the State, This is the first time a state institution has received such recognition. Based on labor and prices of materials
99

already received, it is estimated that it will require $7,000 additional to complete the dairy.
In moving the dairy unit from the college campus, where it was extremely objectionable, and placing it in a new location, the swine experiment set-up was practically destroyed. To take care of relocating the swine project will require farrowing houses, fences, and platform scales estimated to cost $1,500.
New Publications
The principal findings of the experiment station are contained in its annual reports. At the request of various packing plants, railroad agencies, vocational teachers, extension workers, county agents and others, a circular on "A Plan of Economical Swine Production for the Coastal Plain Area" was prepared. Funds for printing 25,000 copies of this circular amounting to $350 were donated to the institution by interested parties.
4-H CLUB WORK IN GEORGIA
There are 81,213 farm young people enrolled in the 4-H Clubs of Georgia, a veritable army doing things worthwhile. These club members carried 379,692 projects which consisted of growing corn, peanuts, potatoes, cotton, gardens, pigs, sheep, dairy cattle, poultry, beef cattle and orchard crops, while others were canning foods, learning to make their own clothes, and carrying health projects that would help establish them economically and help them to grow into finer men and women. The projects grown by these club members are valued at $2,666,710.54. Georgia ranks second in enrollment in the United States and first in the number of projects carried. Just think of this! An organization that is making a real contribution to the economic welfare of the State while it is developing real citizens with noble purposes and ambitions. These 4-H Club members are from 50,231 farm homes.
100

Two relatively new projects in 4-H Club work are; one is sheep and the other is 4-H cooperative homes for boys and girls attend.ing the ~niversity of Georgia.
Governor Eugene Talmadge has suggested that there should be more sheep in Georgia and that he felt the 4-H Club boys and girls were the ones to bring back to the people of the State this great source of farm income that was once theirs in the days before cotton became king. Already in one county, Monroe, 260 ewes have been placed with the boys and girls. This is only the beginning. The plans call for the placing of 200 to 500 head of ewes in each of fifteen counties, extending across the State from Wilkes to Troup, and, following this, in other counties north of this area.
Many boys and girls from the farm homes of Georgia find it more difficult, if not entirely impossible, to secure a college education under the economic conditions they face. In order to aid, the 4-H Club department has established five 4-H Club cooperative homes for students, two for boys and three for girls. These homes at present house 122 boys and girls who, by cooperating in doing the chores in the homes, bringing food from home, and careful planning, have been able to save from $10.00 to $20.00 each per month in living costs.
The first of these homes was established in 1937. Twenty-two girls lived there so successfully that another home was added in 1938 and two others in 1939, one of these for boys. During 1940 another boys' home is being successfully operated. The cost has ranged from $8.60 to $15.00 a month for a student which includes table board, room rent, heat, lights, water, and laundry.
101

THE ACCREDITING COMMISSION
The Georgia High School Accrediting Commission, founded by Dr. Joseph Stewart in ~903, is composed of ten members: four from the Association of Georgia Colleges, four from the Georgia High School Association composed of the 464 white accredited high schools - one each from the University System and the State Department of Education. The University High School Inspector is the secretary and executive officer, ex-officio of the
Commission. Dr. W. D. Hooper is Chairman and Mr. Sam
Burke, Thomaston, is treasurer. The other elected members of the Commission are Dean Paul W. Chapman, College of Agriculture; Dr. J. G. Stipe, Emory University;
Dr. s. G. Stukes, Agnes Scott; Supt. F. E. Barron, vice-
chairman, Homerville; County Superintendent Marvin
Starr, Newnan; Mr. T. J. Dempsey, Jr., State Department
of Education; and Supt. H. B. Causey, Monroe.
There are 514 accredited four year high schools in the State of Georgia, with an enrollment of 97,499 50 colored high schools with an enrollment of 9,659.
Reports of Georgia high schools made to the accrediting Commission indicate a healthy improvement in respect to personnel with high professional training. The physical plants show marked improvement. Many of the best equipped school plants today are found in the strictly rural communities of the State.
THE NATIONAL YOUTH ADMINISTRATION
It gives me great pleasure to hear testimony to the fine contributions made by the National Youth Administration for Georgia under the leadership of Mr. Bosifeuillet Jones, state director, in aiding worthy boys and girls in securing a college education - boys and girls to whom a higher education would have been impossible without such aid. Some of the highly endowed institutions may see little value of the aid given the National Youth Administration, but state universities welcome such aid for their students who need help however large or small.
102

It is doubtful whether many states have such a competent, understanding, and sympathetic state director as Georgia has in it~ own son_- Bosifeuillet Jones. He has worked with all units in the University System in a fine way, and we in turn have worked with him in a spirit of appreciation and cooperation.
The National Youth Administration for Georgia is cooperating with the University System of Georgia in extending educational opportunities to approximately 2,300 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 following report shows the extent of such assistance at the various units of the University Sys-

Institution

No. Students on NYA Program 1939-1940

Abraham Baldwin Agricultural

College

92

Georgia School of Technology

510

Georgia Southwestern College

74

Georgia Tech Evening School

of Applied Science

10

Georgia State College for

Women

410

Georgia State Woman's Colleg"

69

Georgia Teachers' College

llO

Middle Georgia College

84

North Georgia College

92

South Georgia College

67

University of Georgia School

of Medicine

12

University of Georgia Atlanta

Junior College

43

University of Georgia Evening

College

172

University of Georgia

538

West Georgia College

93

Fort Valley State College

47

Georgia Normal College

35

Georgia State College

100

Expenditures 1939-1940
$ 5,122.30 32,741.70 4,723.00
788.40
26,915.90 5,097. 55' 7,765.80 5,894.95 7.394.27 4,810.00
1,290.80
3. 510.00
12,285.00 46,608.15
5,264.40 4,455.00 2,760.00 7,290.00

Allocations 1940-1941
$ 7,445.00 32,130.00 4,725.00
23,895.00 4,860.00 6,615.00 5,535.00 7,830.00 3,915.00
1,620.00
4,320.00
46,170.00 5,4oo.oo 4,320.00 4,185.00 6,885.00

Totals

2558

$184,717.22 $169,850.00

103

The college work program provides assistance for about 2,000 young people in attendance at the various units of the University S~stem 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 able to qualify on the basis of need for such payments as they may receive, must be citizens of the United States, must be of good character and possess ability to perform good scholastic work, must be able to perform satisfactorily the work to which they are assigned, and must carry at least three-fourths 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 N.Y.A. resident work experience center program was established in order to provide more adequate work experience for out-of-school young people. In recent months particular emphasis has been placed on work experience in skills and trades important in defense industries. Chancellor S. V. Sanford assisted in working out plans for this program, and arranged to have the following units in the University System sponsor such projects: West Georgia College, Carrollton; Georgia State College for Women, Milledgeville; and Georgia Normal and Agricultural College, Albany (Negro). The youths are paid for productive work which they perform for public agencies, for the most part directly connected with units of the University System at which resident centers are established. Related training especially adapted to the needs of the group is provided under supervision of the University System units 1 officials and financed from funds available through the Vocational Division of the State Department of Education.
A shop program has been arranged for the resident project at West Georgia College, Carrollton, embracing skills which may be useful in rural living as well as in defense industries, The work experience and activi-
104

ties programs at this project are planned particularly for rural young people who expect to continue living in rural sections. Therefore, wotk experience in ~gricul ture for the boys and homemaking for the girls is also given,

The girls assigned to the resident project at the Georgia State College for Women, Milledgeville, live in five houses near the campus of the school. From fifteen to thirty girls live at each house, under the gu1Cance of a resident supervisor. They perform all tasks necessary to maintaining the home, and do work of a public nature assigned to them by the college officials or project supervisor. Work experience in a number of other fields including arts and crafts, public health, etc., is available for girls interested in such work. The practical work experience available for the N.Y.A. group has resulted in a large percentage of placements in private employment.

At the present time the resident project at the Georgia Normal and Agricultural College, Albany, is set up for boys only. Work experience is available through shop work in skills and trades important in national defense, in construction trades, and in agriculture,

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

Institution
West Georgia College Georgia State College for Women Georgia Normal and Agricultural College
Total

Number Youths
125
115
50 290

Approximate Monthly
Expenditure $3,750.00
3,450.00
1,500.00
$8,700.00

Each youth assigned to a resident project earns $30.00 per month, which takes care of his subsistence costs and allows him $10.00 per month in cash in addition. Assets are realized by public sponsors of these

105

projects in the form of improvements to property, additional facilities, and service work of various types.
~
Plans are underway to expand the project at West Georgia College to 200, boys and girls, and the one at Georgia Normal and Agricultural College to 100 boys,
PHYSICAL EDUCATION AND ATHLETICS
It is generally conceded that the first World War emphasized the value of the educated man to the government in times of emergency, of the value of university military training, and the value of the physically trained man. Military experts have likewise stated positively that the World War not only taught that athletics have real military value but also testified that the American soldier possessed agility, endurance, courage, judgment, initiative, adaptability, and perseverance - soldierly qualities - in large measure, acquired thrOugh participation in intercollegiate athletics and intramural sports.
Napoleon and many other great military leaders have said that morale ~s an important fRctor in the strength of an army. College sports afford wholesome mental and physical recreation which helps materially in maintaining the morale of the army. It is well known that idleness breeds discontent, grumbling, and disloyalty.
The War Department in its efforts to build a great modern army recognizes that men must not only be hardened and trained in the ordinary routine of the soldier, but they must be given wholesome recreation which should contribute directly to their physical power and their morale.
A nation that has men trained in character on the playing field is prepared for growth, for peace, and for war. It was the Duke of Wellington who said that Napoleon was not defeated on the battlefield but on the football fields of Eton and Rugby. When Saint
106

I Ht:. UNIVt:..t-(~11 Y Ut- l:it:.Ut(l:iiA
ATHENS
DAIRY BUILDING
SCHOOL OF AVIAT ION

ATHENS
PRACTICE SCHOOL LANGUAGE BUILDING
5CIENCE BUILDING

Paul visited Athens, he found that the sports of Athens constituted a form of the religion of Greece. It is an historical fact that when the sports of Greece were purest and greatest that litt~ country and a small group of men gave a leadership to the world that has not since been equallec.
History seems to be repeating itself, for today the soldiers of that little country, Greece, are giving courage to similar small countries during the second World War to stand their ground and thereby maintain their liberty and freedom. Because of the heroic courage of Greece against overwhelming odds, it is commanding the attention and admiration and courage of all free, courageous and liberty-loving people.
It is easy to understand from what has been said why our colleges and universities encourage a program of physical education, intercollegiate games and intramural sports. Experience has taught us that an activity that appeals to the popular imagination and wins the sustained interest of the people is an active agent in promoting physical development, mental alertness, honorable self-denial, and in exerting a valuable influence upon youth.
No phase of college life has seen such great development and improvement as college sports. For years strong hands have been directing their course, College sports have found their proper place in the good American college.
Every American university with rare exception has a beautiful stadium to promote and to encourage intercollegiate games and intramural sports. The value of the stadium is, in large measure, to attract people of all classes to the campus, many of whom would but for it never have an opportunity to see and to come in touch with the institution. As friends and alumni return to witness the athletic contests and walk through the campus they at least see the physical needs of the institution.
The positive virtues of athletics are: the clean thrill of fine sportsmanship, superior physical endeavor, the healthy rivalry, the acclaiming of physical prowess
107

that is as old as the race, the pageantry - all of these things youth and age alike prize too dearly easily to abandon, and these things find after all their finest expression in our intercollegia~ contests.
In the early days of our country the man who survived did so because he was hard and therefore able to cope with a harsh nature and a highly competitive society. Youth, as well as adults, knew what hard work was, experienced self-denial, and strove valiantly for all achievement.
As our country became settled and developed it grew stronger and richer. In recent years youth has been largely relieved of the hard work which was its portion not so many jecades ago. More of them have been able to go to college. Both their parents and the institutions which they attend have made the sacrifices and put forth the efforts necessary for them to secure the benefits of a higher education - and, incidentally, a higher education much softer than it used to be. Education, in fact, has become such a fetish in our country that parents and government go to extreme ends so that the American boy and girl may be educated.
These efforts, combined with the higher standard of living we have achieved have made life easy for the youngsters of this country.
Now, this would be fine if such a condition existed elsewhere in the world. But international relationships are such that softness and moJlification have no virtue or effect. The common world language is hard and cynical. Neither the soft word nor the friendly gesture have any effect in diplomacy or international trade. The mailed fist has replaced the friendly hand, harsh words the kindly sentiment, and lies and deception truth and honesty. It is not thought that Georgia boys and girls should be Machiavellis or strong arm artists but they should be able to recognize hardness and meet it adequately when the occasion arises.
Not much of our education is directed to the development of such qualities in the individual. In America we have been interested in making people vocationally proficient and adequately functioning members
108

of society. This is all quite well if we could insulate ourselves from the rest of the world but, since we can't, we must be qualified ~o compet~ on the basis on which other peoples insist on operating. Our education and our experiences must enable us to do this successfully.

CONTRIBUTIONS BY THE ATHLETIC ASSOCIATION OF THE UNIVERSITY OF GEORGIA AND OF GEORGIA SCHOOL OF TECHNOLOGY TO THEIR INSTITUTIONS

Contributions made by the Athletic Association to The University of Georgia

Sanford Stadium Baseball Field
Woodruff Hall
Tennis Courts Improvement on buildings Land New Equipment Miscellaneous

$ 365,000.00 50,000,00
75,000,00 6,000,00
u,ooo.oo
1,000.00
25,000.00 15,000.00

$ 548,000,00

contributions made by the Athletic Association to the Georgia School of Technology
Grant Field Rose Bowl Field Land Tennis Courts Equipment Improvement on buildings Foundation and improvements in
swimming pool New building for Armory and office
use Miscellaneous

$ 310,580,00 74,200.00
272,400,00 7,500.00
25,452.00 87,000.00
30,000,00
50,000.00 25,000.00
$ 882,132.00

Total contributed by the Athletic Association of The University of Georgia to The University of Georgia
Total contributed by the Athletic Association of Georgia School of Technology to Georgia School of Technology
Total
109

$ 548,000,00
$ 882,132.00 $1,430,132.00

We cannot and should not become Spartans, but we should use such sports as will enable us to develop those personal qualities which will help us compete in the world of today. Football i~one of these and more of our college youth - rather than fewer of them should participate in it and in other activities which develop similar qualities and attitudes.
There is an impression to the effect that funds from our State appropriations - small as they are - are sometimes used for the support of athletics. Germanyls efficiency in military operations is almost certainly due to the fact that emphasis in her educational system is placed upon the physical training of her youth. We may, ourselves, be forced to this, but certainly at present no public funds have ever been used for this purpose. Receipts from our athletic contests - particularly football - have supported all athletic activities and enabled us to secure additions to our campus which would perhaps have never been possible except for the admission fees paid by a generous sports-loving people.
NEGRO COLLEGES
In my report for 1939 I gave considerable consideration to our Negro colleges. I am omitting further discussion in this report till the recommendations are made by the newly appointed Survey Commission for the University System of Georgia. All of these institutions are doing good work.
It is our desire as soon as adequate funds are available from public or private sources to make all three of the units four-year colleges and all on the accredited list. Merit, scholastic requirements, confidence in the head and faaulty, and adequate financial support alone are the factors for having an institution recognized by nation-wide accrediting agencies.
110

I - " I W . _ , I - I..., ,-,..liiiilii0011iiiiiii1
FORT VALLEY

... ~~~ ~~~----------------

LIBRARY AND ADMINISTRATION

AGRICULTURAL



BUILDING

I
EORGIA TATE OLLEGE

\VANNAH

STUDENT SELFSUPPORT PROJECT

D AGRICULTURAL COLLEGE
ALBANY
TRADES

FORWARD GEORGIA
The Atlanta Jou~nal, thrQugh its radio station, WSB, makes possible to the Regents each Saturday at 12:45, a program of vital interest to all the people of the state, known as Forward Georgia. The time is given by WSB and is a free contribution to the University System of Georgia by the Atlanta Journal. For such cooperation in our state-wide program the Regents and the Chancellor are extremely grateful and take this opportunity to express appreciation.
All the talks made over WSB on the Forward Gear~ program are carefully prepared by members of the faculties of the University System. From these papers pertinent paragraphs are selected and sent to the press. The radio talks serve a double purpose. We value highly the fine cooperation given us by these fine agencies. Reliable information is now given many citizens of Georgia through the radio, the press, and the county agents.
To broadcast these talks over WSB each Saturday,
valuable as they are, and as much as we appreciate the
opportunity afforded us by WSB, we realize requires much time, study, and personal sacrifice on the part of these loyal faculty members.
Here are some of the programs which have been broadcast over WSB and which the daily and weekly newspapers have published either as news articles or material for editorials. Space forbids that more than a limited number of these articles be enumerated.

January 4

J. C. Wardlav, director, Division of General Extension.
"University Extension Courses. 11

February 22 President L. H. Brovning, Middle Georgia College.
"Middle Georgia College."

March 16

A. L. Smith, Georgia Experiment Station. "Control of Cotton Diseases."

April 27

Professor Montgomery Knight, Georgia School of Technology.
"An Aircraft Industry for Georgia."

May 25

President J. C. Rogers, North Georgia College.
"This Thing Called College Life."

lll

June 8

Dr. Harry A. Little, Georgia State Col-

lege for Women.

"Summer School at Georgia State College

for Wom~n. ''

.,

June 29

George P. Donaldson, dean, Abraham Baldwin Agricultural College.
"Inauguration of Short Courses in Agricul-
ture."

July 6

Presi6ent Peyton Jacob, Georgia Southwestern College.
"What a High School Principal Wants to
Know."

July 13

S. H. Starr, director, Georgia Coastal Plain Experiment Station.
"Tobacco. 11

August 3

Dean Paul W. Chapman, College of Agriculture, University of Georgia.
"tJeorgia's Annual Farm and Home Week."

September 7 Walter S. Brown, director, Georgia Agricultural Extension Service.
"Agriculture and ~he War."

September 14 Dean W. Vernon Skiles, Georgia School of Technology.
"Engineering Education."

October 12

Professor H. E. Dennison, Georgia School of Technology.
"Increasing Economic Opportunity in Georgia. 11

November 2 November 9

Professor L. E. Roberts, West Georgia Gallege.
"The Place of the Rural School in Improving Georgia's Social and Economic Life."
Professor F. w. Bennett, College of Agri-
culture, Universitr, of Georgia. "Dairying in Georgia. '

November 23 H. P. Stuckey, director, Georgia Experiment Station.
"Some Cash Crops for Georgia."

December 21 B. L. Southwell, Georgia Coastal Plain Experiment Station.
"Livestock Program for Georgia."

December 28 Professor J. E. McDaniel, Georgia School of Technology.
"Co-op Engineering at Georgia Tech."

January 4

George M. Sparks, director, Universlty System Center.
"The Georgia Evening College Helps Develop Georgia."

For the success of the program of Forward Georgia over WSB of the Atlanta Journal, each Saturday, at 12:45 P.M., we are indebted, in large measure to Secretary L. R. Siebert, who devotes thoughtful and careful consideration to this work and prepares under his watchful eye the press releases.
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..
GIFTS TO THE UNIVERSITY SYSTEM
During the past year the University System has received grants and donations from various sources.
The General Education Board gave to the Univer-
sity $12,500 with which to employ additional workers ~
for the library staff. This money was made available
to the University on the first of July, 1940, and will
be used during the current year.
The General Education Board gave to the University for the develo~ment of the work of the Plant Pa-
thology Department '11,608.50. A considerable portion
of this fund will be used for the purchase of books and equipment and the remainder for the employment of an additional research worker.
The General Education Board gave to the University for the use of the Biological Science Division the
sum of $3,600. Of this amount, $2,200 will be used for
the purpose of paying the salary of D~. Eugene Odum who comes to the University this year as a teacher and research worker in the field of botany. We shall use
$1,400 for the employment of a research assistant in
zoology.
In 1939 the General Education Board made a grant of $15,000 to the University for the purpose of financ-
ing the Educational Clinics Program of the College of Education for a period of three years. Of this amount,
$6,000 was made available during the 1939-40 sossion, $5,000 will be made 13.Vailable to us during 1940-lfl, and the remaining $4,000 will be available during 1941-42.
The General Education Board made a grant of
$2,000 which will be available during 1940-41 for the
purpose of paying part of the salary of the new head of the Sociology Department.
The General Education Board made a grant of
$1,000 which is to be used toward the payment of the
salary of the Dean of the Liberal Arts College when he is selected.
In 1939 the Julius Rosenwald Fund made a grant
to the College of Education for the purpose of enabling the college to train supervisors for rural schools. Of
this amount $12,500 was made available to the University during the 1939-40 session and the remaining $12,500 will be paid to the University during the 194041 session.
113

The Rosenwald Funo made a grant to the Univer-

sity of approximately $500 for the purpose of financing

the Rural Life Conference which was held on the campus

during the summer of 1940.

..

The State Conference of the D.A.R. voted last year to place at the University of Georgia the May Erwi~
Talmadge D.A.R. Loan Fund. This fund contains at the present time approximately $4,000 and the D.A.R. 1 s indicated that it is their intention to build this fund up to approximately $5,000. This money is to be used for making loans to worthy girls.

Mr. Meldrim Thompson made a donation of $100 to the Peter Meldrim Scholarship Fund which Mr. Thompson
started sometime ago.

The Carne~ie Corporation has made to the University a grant of ,1,000 for the purpose of paying the salary of a resident artist during the first half of the 1940-41 session. The artist whom we have selected is Mr. John Held, Jr. Mr. Held was artist-in-residence at Harvard last year.
Mr. John J. Wilkins, who died in June of 1940, left an insurance policy payable to the University. The net amount which the University received from that policy was approximately $3,500. This money, according to the terms of the gift, must be used for the purpose of developing Camp Wilkins.
The International Business Machine Corporation has installed in the School of Commerce approximately $20,000 worth of equipment that will be used by the School of Commerce for instructional purposes.
The University last year received $2,100 for the purpose of paying the salary of Professor Sigmund Cohn, a refugee scholar. Of this amount, $1,500 came from the estate of Mr. Harold Hirsch and $600 from the New York Foundation. It is our understanding that Mr. Hirsch's estate will pay to the University another $1,500 during the 1940-41 session. The Emergency Committee in Aid of Displaced Foreign Scholars has made a grant of $600 to supplement Mr. Cohn's salary.
Mr. Robert w. Woodruff, Atlanta, gave $5,000 to
equip in the most modern and up-to-date manner laboratories in pharmacy, in pharmeceutical chemistry, and in ideal dispensing.
The University received during the 1939-40 session the sum of $2,000 for the purpose of paying the salary of Professor Richard Honig, another refugee scholar. One half of this amount was paid by the Emer-

114

gency Committee and the other half by the Oberlaender Trust. For the coming year, we have received grants in
the amount of $2,050 fpr the p~pose of paying Mr. _
Honig 1 s salary.
Various sums have been contributed during the past year to the University of Georgia Foundation. The Foundation has a Board of Trustees of which Dr. Phinizy Calhoun is chairman. A report of the amount received by the Foundation during the past year has already been made in the pages of the Alumni Record.
From the City of Atlanta and the County of Fulton
to Georgia School of Technology, Atlanta, $500.00 - material for wall on Fowler Street, $450.00 - gravel for walks and $500.00 - asphalt from State Highway for walks
on the campus.
From Mrs. Jose~h R. Lamar to Georgia School of
Technology, Atlanta, $15,000 - $5,000 of which has been ~aid; $500.00 additional, interest on the balance of
$10,000, has also been received. This fund is to establish 11 The Philip R. Lamar Research Professorship in Cotton Seed Products. 11
From the General Education Board, New York, to
Georgia School of Technology, Atlanta, $25,500,00 to be
used as follows:
$10,500 for an Instructorship in Industrial De-
sign for a period of three years, be-
ginning with January 1, 1940;
$ 7,500 for the Departments of Chemistry and
Chemical Engineering for special equipment, materials, and for binding of technical Journals;
$ 7,500 for books for the library in the post-
graduate field. The last two amounts
were to be spent by Dec. 31, 1940.
From Manufacturers, to Georgia School of Tech-
nology, Atlanta, $2,565.50 for equipment and supplies
for the Textile Engineering Department.
From American Medical Association to Dr. R. B. Greenblatt of the University of Georgia School of Medi-
cine, to further work in his Department, $4oo.oo.
From Armour & Company to Dr. R. B. Greenblatt,
of the University of Georgia School of Medicine,
$350.00 to further work in his Department.
From G. w. Carnick Co., to Dr. R. B. Greenblatt,
of the University of Georgia School of Medicine, $500,00
to further work in his Department.
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From Ciba Pharmaceutical Products, Inc., to Dr.
. R. B. Greenblatt of the University of Georgia School
of Medicine, $300.00 to .further work in his Department.
From Cutter Laboratories to Dr. R. B. Greenblatt, of the University of Georgia School of Medicine, $750.00 to further work in his Department.
From Lederle Laboratories, Inc., to Dr. R. B. Greenblatt, of the University of Georgia School of Medicine, $500.00 to further work in his Department.
From Schering Corporation to Dr. R. B. Greenblatt, of the University of Georgia School of Medicine, $500.00 to further work in his Department.
From Sharp and Dohme, Inc., to Dr. R. B. Greenblatt, of the University of Georgia School of Medicine, $300.00 to further work in his Department.
From John Wyeth & BrothRr to Dr. R. B. Greenblatt,
of the University of Georgia School of Medicine, $200.00 to further work in his Department.
From Josiah Macy, Jr., to Dr. W. F. Hamilton, of the University of Georgia School of Medicine, $400.00 to further work in his Department.
From American Medical Association to Dr. W. F. Hamilton, of the University of Georgia School of Medicine, $250.00 to further work in his Department.
From Friedman Foundation, Inc., to Dr. F. A. Mettler, of the University of Georgia School of Medicine, $1,000.00 to further work in his Department.
From The Gilliland Laboratories, to Dr. E. s.
Sanderson, of the University of Georgia School of Medicine, $200,00 to further work in his Department.
From Mrs. J. W. Clark to Dr. v. P. Sydenstricker,
of the University of Georgia School of Medicine, $300.00 to further work in his Department.
From The John and Mary R. Markle foundation, to Dr. V. P. Sydenstricker, of the Universi~y of Georgia School of Medicine, $6,000.00 to further work in his Department.
From the United States Public Health to Dr. Torpin, of the University of Georgia School of Medicine, $1,999.92 to further work in his Department.
From The Fannie Trammell D.A.R. Loan Fund to the Georgia State College for Women, Milledgeville, $4,220.91 to ~e used in aiding girls attending college.
ll6

From donor, paintings of Lee and Jackson, for the mansion on the campus of the Georgia State College for Women at Milledgeville - value not known.
From the Julius.Rosenwald Fund to the Georgia Teachers College, Statesboro, $9,181.32 for training rural teachers and to promote rural teacher training.
From the Claude Davis Ingram D.A.R. Loan Fund to Georgia State Womans College, United States Bonds, value $4,600.00, cash $556.69. The fund accruing in cash over $5,000.00 in bonds is to be loaned to worthy students of this college.
From a donor, who wishes that his name be withheld, a Gift Fund to the Georgia State Womans College of $1,000.00. This fund is also to be used as loans to students.
From a Committee of the City of Americus, to the Georgia Southwestern College, $1,700 is now in the bank to be used toward the erection of a day student annex.
From the Julius Rosenwald Fund to West Georgia College, Carrollton, $8,000.00 on the Old Program.
F'rom the Julius Rosenwald Fund to West Georgia College, Carrollton, $18,500.00 on the Greater Program.
From the Julius Rosenwald Fund to West Georgia College, Carrollton, $20,000.00 used in the construction of a Library on this campus.
From the Julius Rosenwald Fund to West Georgia College, Carrollton, $1,500.00 used in the awarding of scholarships.
From the Whiteside Fund to West Georgia College, Carrollton, $1,500.00 used in the awarding of Knights Templar Scholarships.
From Mark Etheridge to West Georgia College, Carrollton, $50.00 used as a Loan Scholarship to worthy students.
From the Carnegie Corporation to West Georgia College, Carrollton, a $1,000.00 music set.
From the library of the late Dean C. C. Childs to South Georgia College, Douglas, about two hundred volumes of books. This gift is valued at approximately $400.00.
From Sears-Roebuck and Company to Abraham Baldwin Agricultural College, $750.00 contribution for the carrying on of various Farmer Short Courses.
117

From Mrs. Henry Hodge to Georgia State College, Savannah, $1,000.00. This gift was in payment of a pledge of $1,000.00 to match the~$1,000.00 that Mrs. Hodge had already given to construct a community house at thisinstitution.
From the Julius Rosenwald Fund to Fort Valley State College, .3,075.00 for the purchase of 50 acres of land and attorney 1 s fees.
From the Julius Rosenwald Fund to Fort Valley State College, $38,500.00 to assist in the expenses of this institution during the year 1939-40.
From the Carnegie Corporation to Fort Valley State College, a $5,000.00 Art Set.
From the General Education Board to the Fort Valley State College, s $2,000.00 Study Grant.
From the library of the late Dr. W. H. Harris to Fort Valley State College, 100 valuable books presented to the school by his son, Roderick Harris of Athens. The value of these books is unknown.
From Dr. Howard W. Odum to Fort Valley State College, a gift of one thoroughbred registered bull calf. Dr. Odum resides at Chapel Hill, N. C.
From the Woman 1 s Auxiliary of St. Paul 1 s Protestant Episcopal Church of Augusta, to Fort Valley State College, $10.00 to be used for payment on scholarship for worthy student.
From Mrs. George W. Seli~man, New York City, to the Fort Valley State College, '10.00 as a gift.
From Mr. Arthur Drinkwater, Cincinnati, Ohio, to the Fort Valley State College, $1.00 as a gift.
From Mrs. Ida L. Lawson Hartford, Connecticut, to Fort Valley State College, $5.00 to be used in the entertainment at Christmas time for the poor.
From the Woman 1 s Auxiliary, St. Paul 1 s Protestant Episcopal Church, Augusta, to the Fort Valley State College, $5.00 to be used as a scholarship.
From Mr. Richard W. Davids, Erie, Pennsylvania, to the Fort Valley State College a $5.00 gift.
From Mr. J. D. Crump, Macon, Georgia to the Fort Valley State College, $10.00 gift for the Hunt Memorial Fund.
From Mrs. Suydan C. Cutting, New York City, to the Fort Valley State College, $100.00 gift.
118

From Mr. Henry M. Haviland, New York City, Attorney, to the Fort Valley State College, $27.50 for
.. the Henry W. Wilbur Memorial Fund
From General Education Board, New York City, to the Board of Regents, $22,000 for a re-surve~ of the University System.
JUDGE PRICE GILBERT
Judge S. Price Gilbert, born in Stewart County, January 31, 1862, graduate of Vanderbilt University, Bachelor of Science, 1883; Yale University 1885, LL.D., married Mary Howard, Columbus, Georgia, December 12, 1895; two children, Price, graduate of the Georgia School of Technology, and Francis (deceased) graduate of the University of Georgia. Judge Gilbert began the practice of law in Atlanta in 1885; moved to Columbus in 1886, elected solicitor general 1893-1908, judge of Superior Court, 1908-1916; justice of Supreme Court, 1916-1937, and during these active years was the recipient ~f many honors.
His father, Dr. Jasper Newton Gilbert,was a graduate of the University of Georgia School of Medicine, Augusta, and practiced medicine all of his life a man who went about doing good. Judge Price Gilbert, jurist, scholar, gentleman, gave to the Regents of the University System of Georgia for use by the University of Georgia, one hundred shares of Coca-Cola International stock, the equivalent of eight hundred shares of Coca-Cola Common, with which to build an infirmary, and to be a memorial to his father and his son, Francis.
While the enrollment has year by year increased, little has been done to enlarge the hospital facilities. This great-hearted Georgian has rendered Georgia many distinguished services. This building will not only care for the sick, but it is hoped that it will prove a center to prevent disease. It will be a research institution to find the causes of diseases and the ways and means of preventing them.
119

To Judge Gilbert the deep appreciation of the Regents, faculty, and students is hereby acknowledged. This gift will not only ~id the flUffering, but will prove an inspiration to others to render a similar or equivalent service.
NEW SURVEY COMMISSION
The Regents of the University System of Georgia were organized January 1, 1932. Almost immediately the Regents made an application to the General Education Board for twenty thousand dollars for the purpose of making an educational survey of the state-supported institutions of higher learning - the University System of Georgia. The sum was granted and the survey was completed early in 1933. The Chairman of the Survey Commission was Dr. George A. Works of the University of Chicago. The recommendations of the Survey Commission are well known to the people. Results have abundantly justified the wisdom of accepting the recommendations.
The Regents followed the recommendations of the Survey Commission on all important points in an effort to develop an adequate program of public higher education in Georgia. It is gratifying to report that the citizens of the state are in accord with the concept of a University System of Georgia - its objectives and needs. We have been operating the University System on the basis of these recommendations for seven years.
These recommendations have been applied in terms of our interpretation of the Survey Commission's proposals. Furthermore, the seven years intervening between the date of the survey and the present have seen almost cataclysmic changes in some of our social and economic patterns, in our governmental structure, in the complexity of educational organization and administration, in the relationship of government - state and federal - to education, and in the agricultural pattern of our state.
In view of these facts and in view of the need for periodic check-up, assessment, and evaluation of
120

any program - whether of business or of government or of education - the Regents and the Chancellor of the University System of G~orgia ha~e felt the need for an appraisal of the program of higher education in Georgia in terms of (1) the original survey proposals, (2) present s"ocial, economic, and other conditions, and (3) possible future trends. We feel that we should now take stock of the present development of the University System and project, perhaps as another stage in the life and development of that System, a future program for as many years as may seem advisable. We feel, in fact, that such periodic appraisal and evaluation are of such value as to indicate its desirability at the end of each decade.
The validity of proposals and recommendations varies with times and conditions. We, therefore, have felt it necessary to know whether we were adhering to the philosophy and policies recommended by the original survey staff, what changes in those recommendations are now indicated, and whether or not we are using present resources - both personnel and material - to the best advantage. Specifically we wish to know whether present programs are adequate and properly related to present needs.
To answer such questions as these we felt that a re-survey of the University System would be of great value. The Chairma~ was requested to ascertain if assistance, similar to that secured from the General Education Board in 1932, could be secured again. Acting under these instructions of the Regents the Chairman and the Chancellor explained to the General Education Board what we had in mind and made application, in the name of the Regents, for a grant for the purpose stated.
On December 5, 1940, the General Education
Board acted favorably on this request and granted the sum of $22,000, or so much thereof as may be necessary, for the re-survey.
We felt that there would be great value in having the re-survey directed by the same man who directed the first survey. It was thought that (1) he would already have full knowledge of the System, (2) he would be able
121

to view it in terms and in the light of its status and stage of development of eight years ago, and (3) he had convinced the Regents, by his d~ection of the first survey, of his professional ability and sympathy with the problems of our state and our university system.
For these reasons, Dr. George A. Works, of the University of Chicago will direct the re-survey.
CONCLUSION
As will be evident from a study of this report to the Governor of Georgia we have attempted to promote an educational program which is broad and which, to some, may seem pretentious and impossible of achievement. This, however, we do not think. We realize full well our obligation and duty to promote that part of our program which can be conducted within the walls of our colleges. Also we consider equally as important the responsibility of the University System to serve the needs of the people of our state in the varied aspects of their lives. Our scholars and scientists, our field and laboratory research workers serve their institutions, their students, and the state as fully by working with those outside of the colleges as working with those enrolled in them.
An essential part of the duty of the University System is to serve Georgia - her manufacturers, her owners of natural resources, her farmers - and to do this the influences, efforts, and activities of our faculties and staffs must be continuously struggling to solve the social and economic problems of all of our people
In keeping with this idea I have tried to call attention to new and unusual ventures by a social institution such as the University System.
My illness in the spring and summer imposed heavy additional burdens of labor and responsibility upon the members of the staff of the central office. Now, happily, I am restored in health and have re-
122

turned to service with a sense of gratitude to a benign Providence for His goodness and to my associates in the University System for the ability and devotion with which they cared. for the interests of the System.
The good will and sympathetic understanding which you and the other members of the governing board gave in all matters looking to the welfare and advancement of the University System are a constant source of strength and encouragement to those of us who are more directly charged with the conduct of' its affairs.
Our faith in the future of the University System as the great servant of the State in all its ac-
tivities is made stronger as we contemplate the devo-
tions with which you gave yourselves to its every interest. In presenting this report, I am impressed with the magnitude and importance of the work of the University System.
To the Governor, the members of the General Assembly, the Regents, the heads, the faculty, the central office, and the host of friends of education, I desire to express deep appreciation and gratitude.
Respectfully submitted,
-d:-Y4~rs. V. Sanford, Chancellor
123

.. INDEX
Accrediting Commission............. 102 Aeronautical Engineering ........... 14 Agricultural Extension Service ..... 90
4- H Club Work .................. 100 Agriculture ........................ 73
Cotton........................ 74 Dairying. . . . . . . . . . . . . . . . . . . . . . . 78 Livestock .................... 79 Sheep ......................... 76 Athletics, Physical Education and .. l06 Buildings and Repairs .............. 42 Needs of Units.. . . . . . . . . . . . . . . 45 Chairman 1 s Report ............... l-9 Civilian Pilot Training Program.... 13 Clinics and Conferences ........... 58 Coastal Plain Experiment Station... 96 College of Agriculture ............. 61 Committees......................... 6 Conclusion......................... 122 Cooperative Plan................. 83 Cotton Belt ........................ 74 Dairying ......................... 78 Division of General Extension...... 83 Donations and Gifts ................ ll3 Enrollment. . . . . . . . . . . . . . . . . . . . . . . . . 19 Evening School of Applied Science .. 83 Experiment Stations Coastal Plain.................. 96 Georgia ...................... 93 Failures ........................ 72 Fiftieth Anniversary of G.S.C.W.... 18 Four-H Club Work in Georgia ........ lOO General Extension, Division of ... 83 George Foster Peabody Radio Awards. 15 Georgia Evening School ............. 80 Georgia Experiment Station......... 93 Georgia Problems. . . . . . . . ... . . . . . . . . . 51 Georgia State College for Women, Fiftieth Anniversary of ....... 18 Georgia's Harvested Crop ........... 74 Geographical Distribution by Counties. . . . . . . . . . . . . . . . . . . . . . 24
124

Geographical Distribution by States and Foreign Countries ... 29
Gifts to Uni~ersity szstem . . . . . . . . . 113 Graduate Work. . . . . . . . . . . . . . . . . . . . . . 40 Growth of University System ........ 21 Guidance ........................... 71 Heads of Institutions.............. 8 Honor Graduates .................... 31 Honors ............................ 10 Introduction...................... . 9 Junior College ................... 87 Location of Institutions .......... 8 Looking Backward .................. 33 Looking Forward -'Needs ............ 36 National Defense, The University
System and..................... ll National Youth Administration...... l02 Needs ............................. 36 Non-Resident Students .......... 27 Physical Education and Athletics ... l06 Pilot Training.. . . . . . . . . . . . . . . . . . 13 Progress and Growth of University
System ....................... 21 Quality of Work . . . . . . . . . . . . . . . . . . . 69 Radio Awards ....................... 15 Regents............................ 5 Research .......................... 48 School of Medicine ................ 45 Second Line Men .................... 34 Statistical Tables .............. 21-32 Supremacy Through Research ......... 52
Archaeology... . . . . . . . . . . . . . . . . . 56 Biology ........................ 56 Flax . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Forestry ...................... . 55 Industrial Economy . . . . . . . . . . . . . 54 Paper and Pulp ................ . 54 Plant Pathology ............... . 56 Rayon ......................... . 53 Units of the University System.... . 8 University of Georgia Press ........ 57 University System Council .......... 63
125

...
INDEX OF ILLUSTRATIONS
Opposite page
Abraham Baldwin Agricultural College ................... 22
Coastal Plain Experiment Station.22-95 College of Agriculture ........... 73-91 Division of General Extension . 80 Fort Valley State College ....... llO Georgia Evening College ....... 80 Georgia Experiment Station..... 81-94 Georgia Normal and Agricultural
College .................. 111 Georgia Rice.... . . . . . . . . . . . . . . 90 Georgia School of Technology .... 64-65 Georgia Southwestern College ... 57 Georgia State College ......... 110-111 Georgia State College for Women .... 18 Georgia State Womans College .. 40 Georgia Teachers College ....... 41 Irish Potatoes .................. 94 Middle Georgia College ........ 56 North Georgia College ............ 32 South Georgia College ......... 23 The University of Georgia .... 106-107 Tobacco Research............ 72 University of Georgia School of
Medicine. . . . . . . . . . . . . . . . . . . 19 West Georgia College ...... 33
126