Annual report from the regents of the University System of Georgia to his excellency honorable Eugene Talmadge governor for the year 1941 [1941]

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IVERSITY SYSTEM OF GEORGIA
To His Excellency
HONORABLE EUGENE TALMADGE
Governor
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ANNUAL REGENTS REPORT
FOR THE YEAR
19 4 1

Hon. Eugene Talmadge Governor of Georgia Atlanta, Georgia
My dear Governor Talmadge:
Pursuant to provisions of Section 10 of the Reorganization Act, I submit herewith to you the required Annual Report of the Regents of the University System of Georgia for the calendar year ending December 31, 1941.
With my report, I am submitting that of the Chancellor and I respectfully request that it be given careful consideration for he has given in detail the achievements and needs of the University System of Georgia.
A WORLD CRISIS
In this world crisis, civilized and democratic nations throughout the world are looking to colleges and universities for leadership in the task of making its young people physically, mentally, and spiritually fit to assume the responsibilities which are being thrust upon them. The justification of state universities is in the service they render to the state and the nation. Such institutions have as their basic objectives the welfare and progress of the state at large.
i

In this world upheaval, education is more essential than ever. The general education of under-graduates to an understanding_ of the _.l!Ocial, economic, political, and intellectual forces which characterize this war period is the responsibility of the colleges and universities.
It is gratifying that the War and Navy Departments are urging youths to complete their education, both high school and college. The crisis of our entire civilization, of which the military conflict is only the most acute phase, is certain to bring far-reaching changes and new problems. The University System - its institutions, its departments, its agencies - is happy to cooperate with the National and the State Council of Defense.
REGENTS AND INSTITUTIONS I desire here to incorporate the names, home addresses, and terms of service of the Regents; the personnel of the various committees of the Regents and the officers of the Regents; the name, head, location, and type of each unit in the University System, and other essential information.
11

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
John J. Cummings Concurrent with term of Governor
L. W. Robert, Jr. March 25, 1937 - July 1, 1942
J. Marvin Bell August 7, 1941 - July 1, 1942
W. S. Morris March 18, 1941 - July 1, 1946
K. S. Varn March 18, 1941 - July 1, 1946
E. Ormonde Hunter
March 18, 1941 - July 1, 1945
Susie T. Moore July 1, 1941 - July 1, 1947
George C. Woodruff July 1, 1937 - July 1, 1943
James S. Peters July 10, 1941 - July 1, 1~47
Scott Candler July 10, 1941 - July 1, 1943
Joe Ben Jackson July 1, 1941 - July 1, 1947
R. D. Harvey July 1, 1941 - July 1, 1947
Julian Strickland March 18, 1941 - July 1, 1943
Sandy Beaver March 18, 1941 - July 1, 1945
Joe I. Jenkins March 18, 1941 - July 1, 1943

Address Atlanta Donalsonville Atlanta Gainesville Augusta Waresboro Savannah Tifton Columbus Manchester Decatur Gray Lindale Valdosta Gainesville Hartwell

111

OFFICERS OF THE REGENTS
Chairman..................... Sandy Beaver Vice-Chairman: ..........~...E. Ormonde Hunter Chancellor.................. S. V. Sanford Secretary................. L. R. Siebert Treasurer ............... W. Wilson Noyes

STANDING COMMITTEES OF THE BOARD OF REGENTS

EDUCATION-FINANCE
Eugene Talmadge, Chairman
George C. Woodruff, Vice-Chairman R. D. Harvey Susie T. Moore E. Ormonde Hunter Scott Candler

VISITATION
R. D. Harvey, Chairman John J. Cummings W. S. Morris Susie T. Moore J. Marvin Bell

BUILDING
L. W. Robert, Jr., Chairman Julian Strickland, Vice-Chairman Joe I. Jenkins J. Marvin Bell
James s. Peters

AGRICULTURE
John J. Cummings, Chairman Joe I. Jenkins, Vice-Chairman W. S. Morris K. S. Varn Scott Candler

ORGANIZATION AND LAW E. Ormonde H~nter, Chairman Eugene Talmadge, Vice-Chairman K. S. Varn
Joe Ben Jackson

TRUST FUNDS AND BONDS
George C. Woodruff, Chairman
L. W. Robert, Jr., Vice-Chairman Julian Strickland James S. Peters Joe Ben Jackson

The chairman of the board is an exofficio member of each s.tanding committee.

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

iv

UNITS IN 'l'HE SYSTEM
The System consist.s of the .following ins' titutions, coordinated in that part of the educational work of the State which is committed to the administration of the Regents.
Senior Institutions
1. 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
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
Experiment Stations
1. Georgia Experiment Station, Experiment 2. Coastal Plain Experiment Station, Tifton
3. Engineering Experiment Station of the Georgia School
of Technology
In addition to the foregoi.1g institutions tne 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.
Negro Colleges
1. Georgia State College, Savannah 2. Georgia Normal and Agricultural Colleg~, Albany
3. Fort Valley State College, Fort Valley
v

HEADS OF UNITS

The University System is now..composed of"-eighteen units. The units, location, and heads are as f"ollows'

Location 1. Albany 2. Americus }. Athens 4. Atlanta 5. Atlanta

Institution Georgia Normal ana Agricultural College Georgia Southwestern College The University of" Georgia Georgia School of Technology Department of Adult Education
Division of" General Extension

Head J. W. Holley, President Peyton Jacob, President H. W. Caldwell, President M. L. Brittain, President
J. C. Wardlaw, Director

University System Center Atlanta Junior College Georgia Evening College

G. M. Sparks, Director

6. Augusta

University of" Georgia School of Medicine G. L. Kelly, Dean

7. Carrollton

West Georgia College

I. S. Ingram, President

8. Cochran

Middle Georgia College

L. S. Browning, President

g. IBhlonega

North Georgia College

J. C. Rogers, President

10. Douglas

South Georgia College

J. M. Thrash, President

11. Experiment

Georgia Experiment Station

H. P. Stuckey, Director

12. Fort Valley

Fort Valley State College

H. M. Bond, President

13. Milledgeville Georgia State College for Women

Guy H. Wells, President

14. Savannah

Georgia State College

B. F. Hubert, President

15. Statesboro

Georgia Teachers College

A. M. Gates, President

16. Tifton

Abraham Baldwin Agricultural College

G. H. King, President

17. Tifton

Georgia Coastal Plain Experiment Station S. H. Starr, Director

18. Valdosta

Georgia State Womans College

F. R. Reade, President

FIVE YEAR INCOME COMPARISON
I am presenting herewith some very interesting facts relating to the income of the University System over a period of five years - income from all sources for educational and administrative purposes. In 193637, student fees accounted for 30~ of the total income and State Maintenance for 36~; in 1940-41, student fees accounted for 33~ of the total income and State Maintenance for 32~. The point is that student fees are increasing yearly, while State Maintenance is decreasing.
The average for the five-year period shows that of $21,061,436.88 spent by the University System for educational and administrative purposes the State provided only 34.85~. General~y speaking the students pay as much as the State for the maintenance of the University System; and Federal grants and other agencies pay as much as the S~ate.
The matriculation fees in all the units are entirely too high, and particularly is this true in the University of Georgia and the Georgia School of Technology. It is evident that unless more funds are pro. vided the University System by the legislature, we will have to increase student fees - if we are to maintain the present high scholastic standards. To increase the cost to the student would be highly inadvisable. We must supply educational needs at a cost which persons of moderate means will be able to afford.
FINANCES
Our colleges and universities are actively and efficiently preparing men and women for effective par-
vii

ticipation in the armed forces, in government, and in industry. They ~re like~ise doing their part in defen sive protection and offensive war in cooperating with related agencies, private and governmental. It is our war. It is a total war that can be won only by a tota effort. Everything must be subservient to winning thi war in the least possible time.
To operate the University System upon a fourterm plan - so that students may complete their colleg career in three calendar years - will require the employment of a full faculty, for each term - for four quarters instead of three quarters. This plan of necess1ty will require additional maintenance funds from the State unless the decreased attendance is greater than anticipated.
Let us review these salient facts: In 1930
there were approximately 6,000 students in all the the existing so-called state higher institutions of learn-
ing. The legislature of 1930 appropriated the sum of $2,252,866.00 for maintenance and actually paid $2,001,304.40 or a per capita of $333.55. In 1933, on
year after the passage of the Reorganization Act which put all state higher institutions of learning under on board - the Regents of the University System - the at-
tendance increased from 6,000 to 8,035; and that year
the legislature appropriated for maintenance the sum o
$1,883,000.00 of which only $1,336,930.00 was paid or per capita of $166.40. For 1941-42, the attendance wa. 12,845 and the maintenance paid was $1,395,308.00 or a per capita of $108.62.
These facts in a simple manner tell this story: Since the Reorganization Act was passed ten years ago, attendance has grown by leaps and bounds, but maintenance from the legislature has steadily decreased, frm
a per capita in 1930 of $333.55 to a per capita in 194: of $108.62. The per capita cost of higher education il
1 Georgia is probably lower than that of any statesupported institution in the entire country. It is seen that the per capita cost to the State is slightly
in excess of $100.00 but less than $100, if we take
viii

into account those students who attend our various summer schools.
- Since the creation of the Regents the attendance
has increased more than a hundred per cent; and yet at the same time the State has spent during this nine year period on an average slightly more than one-half of the money each year that was received by the several old governing boards.
It is an astonishing educational fact that with approximately a doubled attendance and a halved revenue - the University System has gone forward attracting attention by its unique plan and its higher scholastic attainments as evidenced by the fact that each teaching unit is now accredited by the Southern Association of Colleges and other standardizing agencies - a tribute to faithful and diligent work on the part of the administrative officers and faculties and to the cooperation of the members of the governing board of the University System.
In the light of the above facts it is most unfortunate that the Southern Association has seen fit to suspend the member units of the University System effective September 1, 1942 and to continue until removed by vote of the Association at its next or later annual meeting on recommendation of the Executive Committee and the Commission of Institutions of Higher Education. The Southern Association's full report orr this matter is as follows:
REPORT ON UNIVERSITY SYSTEM OF GEORGIA
The Committee of the Southern Association of Colleges and Secondary Schools appointed to investigate the situation in the University System of Georgia, had a preliminary meeting in Birmingham, Alabama, on September 29, 1941, for the purpose of considering the evidence then in hand, and to consider what steps should be taken to insure full and accurate information on the problem. At this meeting it was decided to hold
ix

a hearing in Atlanta on November 3 and 4 to which

all members of the Board of Regents and all presi-

dents of colleges belonging to the Association

would be invi ted. The. Commit tee further agreed

that other organizations wishing to investigate

the matter would be welcome to sit in with the

committee and participate in the hearing. The

hearing began at the Ansley Hotel, Atlanta, at

9 A.M., November 3, 1941, with the following men,

in addition to the Committee, present: President

Ray Lyman Wilbur and Dr. William D. Cutter_ repre-

senting the Council on Medical Education, Dean

Arthur T. Martin representing the American Asso-

ciation of Schools of Law, Dean H. C. Horack

representing the American Bar Association, Presi-

dent Theodore Jack representing the Phi Beta

Kappa Society, President C. C. Sherrod represent-

ing the American Association of Teachers Colleges,

President S. H. Whitley of the Southern Associa-

otironth, eanCdomMmr.issMio. nc.onHIunnsttleityu,

Executive Secretary tions of Higher Educa-

tion.

The following groups were interviewed in

the course of a two day hearing: a committee from

the Board of Regents of the University System of

Georgia, a committee of alumni of the University

of Georgia, a committee of alumni of the Georgia

School of Technology, a committee of students of

the University of Georgia, a committee of stu-

dents of the Georgia School of Technology, Chan-

cellor Sanford, President Caldwell, President

Brittain, President Pittman, President Gates,

several other individuals who asked to be heard,

and a committee of local educators not connected

with the University System who were requested by

the committee to appear before it, Supt. Willis

A. Sutton of the Atlanta Public Schools, Presi-

dent J. R. McCain of Agnes Scott College, and

Vice-President Goodrich C. White of Emory Univer-

sity. The committee was in session for the hear-

ing a total of more than fifteen hours. In addi-

tion to the reports heard on November 3rd and

4th, the committee had before it a fairly com-

plete newspaper file covering the actions of the

Board of Regents and the Governor from May 30 to

December 1, 1941, and an analysis made by Mr.

Huntley based upon a thorough study of the situa-

tion.



After considering all the data the com-

X

mittee respectfully submits the following find-

ings:



l . That Governor Ta.lmt?dge rf:lq\t_es ted the Board of Regents to dismiss Dean Walter D. Cocking, head
of the Depa.ntment of Education at the University of Georgia. on May 30, 1941, though he was recommended for reappointment by President Caldwell and Chancellor Sanford. Upon the refusal of the Board to do so, he gave notice that he would prefer charges, and the date of the trial was set
for June 16. After a. trial lasting five hours, Dean Cocking was exonerated of all charges by a.
vote of 8 to 7, and appointed for another year,
effective September l, 1941.

2. The Governor immediately thereafter denounced
the action of the Board of Regents, gave notice of a. rehearing, and set about t0 change its personnel. Three of his own appointees who voted
against his wishes were asked to resign on the ground of illegal appointment. Failing to se-
cure the resignations of these men he turned to others who opposed his wishes, and finally obtained three resignations. He then appointed three new members. Thus the Board of Regents was
reconstituted for the specific purpose of serving the Governor's will.

3. He then notified Dean Cocking that he would be tried again despite the fact that he had been exonerated on June 16, and that the trial was set for July_l4. President Marvin Pittman of Statesboro, who was recommended for reappointment by Chancellor Sanford, was also summoned to appear on this date for his trial, which had been postponed from June 16.
4. From the record it is clear that these trials were a. mockery of democratic procedure. As if to crown this act of injustice the motion to vote on the validity of the evidence submitted was lost
by a. vote of 10 to 5, and Dean Cocking and Presi-
dent Pittman were dismissed by the same vote.
After examining a. great body of evidence the committee is convinced that the charges preferred against Dean Cocking and President Pi ttma.n were either spurious or entirely unsupported by the evidence.

xi

5. In addition to Dean Cocking and President Pittman who were dismissed arter hearings, the rollowing members or the starr or the University System or Georgia were dis.missed. wJ.thout hearings, and, in the judgment or the committee, without adequate reasons or due notice:
Dr. J. Curtis Dixon, Vice Chancellor or the University System
Dr. C. M. Destler, Chairman, Division or Social Science, Georgia Teachers College
Miss Mamie Veazey, Dean or Women, Georgia Teachers College
Miss Jane Franseth, Assistant Proressor, Laboratory School and Field Service, Georgia Teachers College
Mr._ P. D. Bush, Proressor or Social Science, North Georgia College, Dahlonega
Mr. R. E. Davis, Beer Cattle and Sheep Specialist, Department or Agricultural Extension, Athens
Mr. J. A. Evans, Administrative Assistant, Department of Agricultural E:tension, Athens
Mrs. Lela R. Mize, Department of Agricultural Extension, Athens
There are possibly others whose names should appear on this list, but only these were considered in detail at the hearing.
6. At the Georgi~ School of Technology, Mr. D. I. Barron was elected to the position of Dean of Men without the recommendation of either President Brittain or Chancellor Sanford. The fact that he did not accept the posi t1on does not in any way alter the conviction of the Committee that the Board or Regents or the University System or Georgia has violated sound educational policy in this appointment as in the dismissals listed above.
7. Another reature or the situation in the Univer-
sity System or Georgia which adds seriously to the dirriculty or insuring proper educational administration is the ract that the Governor under the statutes or the State has the authority to modiry in any way he sees rit the budget as adopted by the Board or Regents. He can delete or modiry any item or expenditure or remove any individual rrom the pay roll without the Board's approval. It is thus possible for one man to nulliry the Board's
xii

action by refusing to approve any individual or item. Arbitrary power of this kind in the hands of any individual or agency-is a threat to sound procedure in the operation of an educational system.
8. The Committee was impressed with the earnest-
ness Of the Chairman of the Board of Regents and of other members that appeared before it, but it is clear from the facta stated above that if the Governor is opposed to the action of that body in the appointment of personnel, he can veto it by striking the name or names from the payroll and thus prevent any appointment which he may oppose. That the Governor is willing to exercise this power is clearly demonstrated by the fact that he stated through the newspapers that Dean Cocking would not return to his position in the University of Georgia at the time when the Chairman of the Board of Regents was in communication with Dr. Cocking regarding his reinstatement.
CONCLUSION
In the light of all the evidence the Committee is forced to conclude that the University System of Georgia has been the victim of unprecedented and unjustifiable political interference; that the Governor of the State has violated not only sound educational policy, but proper democratic procedure in insisting upon the resignation of members of the Board of Regents in order to appoint to that body men who would do his bidding; that the Board of Regents has flagrantly violated sound educational procedure in dismissals and appointment of staff members; that every institution in the System is profoundly affected by the preceden~s established and by the actions already taken whether any of its staff has been dismissed to date or not; that there can be"no effective educational program where this condition exists; that in view of the actions of the Board of Regents of the University System of Georgia which brought about this condition, and in view of its dependence upon the concurrence of the Governor in mgtters vital to the operation of the System, the Board of Regents does not appear to be an independent and effective educational board of control.
The Committee, therefore, recommends that
xiii

the following institutions be dropped from membership in the Southern Association of Colleges and Secondary Schools:
Georgia School of Technology, Atlanta, Ga. Georgia State College for Women, Milledge-
ville, Ga. Georgia State Woman's College, Valdosta, Ga. University of Georgia, Athens, Ga. Georgia Teachers College, Collegeboro, Ga. Georgia Southwestern College, Americus, Ga. Middle Georgia College, Cochran, Ga. North Georgia College, Dahlonega, Ga. South Georgia College, Douglas, Ga. West Georgia College, Carrollton, Ga.
It recommends further that this suspension take effect September 1, 1942, and continue until removed by vote of this Association at its next or later annual meeting on recommendation of the Executive Committee and of the Commission on Institution~ of Higher Education.

December 3, 1941

Respectfully submitted, Alexander Guerry

John J. Tigert

0. C. Carmichael, Chairman

It is especially to be noted that the Southern and other Associations did not concern themselves exclusively with the guilt or innocence of those professors and instructors who were dismissed or not reelected. Such matters are altogether in the control of the Board of Regents, provided the Board follows its own established rules and regulations and follows the requirements of the Southern and the other Associations in which the units have of their own accord sought membership. It was the fact that we did not follow such
xiv

established and agreed-upon procedures that has caused our trouble. For instance, our procedures and regulations require that the Board of Regents first elect a Chancellor who then recommends to the Committee on Education the head Executive Officers of the various units. The Committee on Education then approves or rejects the Chancellor's nominees and submits its report to the Board for final action. Then the head of each unit recommends to the Chancellor the pe~sonnel for his unit which the Chancellor in turn approves or rejects and sends similarly to the Committee on Education and then to the Board. If at any time and for any reason it is desired to dispense with the services of a University professor or instructor, there is a definitely established procedure - ratified by the Board - which must be followed. If those things bad been done, we would have spared ourselves the extremely annoying and now embarrassing happenings of the past year.
It is thus seen that our troubles resulted largely from our having "flagrantly violated sound educational procedure" as well as having failed to observe our own established rules and regulations; and if we hope to restore the accrediting of our institutions, we must continue to observe meticulously not only our own rules but those of the different Associatious whose fellowship we sought and whose regulations and customs we willingly agreed to follow. It is also to be noted that the action was not taken because of any irregularities of the adminidtrative officers and faculties nor for any lowering of scholastic standards and ideals. Let us hope, therefore, that the Regents will ta~ the proper steps to adjust their differences with the Southern and other Associations in the shortest possible time.
XV

The Regents-of tha Y:niversity System of Georgia adopted the following resolution or tribute to one of its most faithful and loyal members which resolution is made a part of my official report.
When the state supported institutions of higher learning were placed under one governing board (the Regents) and one chief executive (the Chancellor) a new day dawned for higher education in Georgia. Miller S. Bell was named as one of the twelve regents. He was a man of broad vision and saw the value and necessity for a unified system of the state supported institutions of higher learning - the University System of Georgia.
He was chairman of the finance committee and also chairman or the building committee. His advice and counsel and experience were of infinite value to the chancellor and the heads of the various units.
He was treasurer of the Georgia State College for Women for many years. Whether the state met its financial obligations on time was of little or no consequence to him. He saw to it that every teacher in the Georgia State College for Women was paid promptly. He had confidence in the state meeting its obligations and he was determined that the teacher~ who had performed their duty should not be penalized through no fault of theirs.
Because of his fair dealing with the teachers, he is loved and honored by hundreds, even thoughmany of them never had the pleasure of knowing him intimately. His dealings with the teachers should be an example to others. He was a Christian gentleman and believed in fair play. He had confidence in his state, in his city, and in his fellowman. Business ability of high quality and confidence in his fellowman made him a successful banker and a good citizen. Measured by whatsoever standard one may, Miller S. Bell was an eminent, outstanding, successful Georgian - in banking, in business,
xvi

in civic, in educational, in church, and family relations.
In the last few years of his life he was a man in ill health, but he would not yield to sickness. No matter when nor where the building committee was to meet or the regents, nor how unwell he was, he was present. He met the issues of life with a firm conviction, and grim determination, and with a smile.
Those who knew him best unite in recognizing that he possessed that rare combination of qualities which makes for permanent and deserved success. He had the rare judgment and the wise prudence that come only with years, combined with the aggressiveness and inventiveness of youth. He was a tireless worker, who never spared himself, a hater of shams and hypocrisy, and the most loyal of friends.

CONCLUSION

The Chairman and the Regents express their appreciation of the loyalty and support they have received from the Chancellor, the Executive Officers of the Regents and from the heads and faculties of the various units. We shall continue to work in close harmony and cooperation with the public school system, recognizing that there is only one educational task in Georgia; namely, that of furnishing proper educational facilities to the boys and girls of the State. During the year which has closed, all of us have encountered many diffidult problems and situations some of which must be solved correctly before the close of the calendar year of 1942, if the University System is again to take its place on a level with its sister institutions.

January 1, 1942.

Respectfully submitted,
~o---'-f JQ..~
/
Sandy Beaver, Chairman

xvii

Ron. Sandy Beaver, Chairman Regents of the University System of Georgia Atlanta, Georgia
Dear Chairman Beaver:
It gives me pleasure to present to you and through you to the Regents my report as Chancellor for the year ending December 31, 1941. In this report an attempt has been made to set forth the details of the work undertaken, the purposes which the system seeks to accomplish, the problems under which it is operated, its needs for the future, and the ideals which it hopes to attain.
The Annual Report of the Regents, of which the Chancellor's report is a part, is the only medium, in large measure, that gives to the people of Georgia an account of the many activities of the University System and the plans projected for the development of the state supported institutions of higher learning. Whether this report reaches all the citizens or not, it certainly concerns all of them.
What should be the content of the annual report of the Chancellor of the University System of Georgia is problematical. In substance, perhaps, it should be a report of the director of a great cooperative enterprise, the greatest in the state, except the government of the state itself.
l

I shall be most happy if those who read this report keep this one thought. in mind, for after all it is the annual report reduced to a minimum:
"May the Governor of Georgia, the members of the General Assembly, the Regents, and the friends of education give such fostering care of the University System as will ensure a growth comrnensura te with a proud rna terial development and adequate to the wants of an expanding future. In this plan for the adequate support of the University System and sufficient to meet the needs of an expanding future in the ramparts we watch may the support and the fostering care be not too little and too late. Given the power and the support it needs now, that light may help us and our children to see the way to a solution of our present problems consistent with the highest aspirations and noblest traditions of our past."
In writing this annual report the material of the heads and members of the faculties has been generously used. Much valuable and interesting information has had to be eliminated for lack of space. Where repetition occurs, it is for emphasis. The records of the Regents, the Chancellor, and all the heads of the units are on file in the central office; so are the audits of the several units and of the Athletic Associations o~ the University of Georgia and of the Georgia School of Technology. These audits are made by the State Auditor and published in his annual report.
Our eighteen units, welded compactly together, should supply, through the diversity of their services, a program adequate enough to bring about a constant and steady advance in the well-being of Georgia. Our program at all times involves the expansion of opportunity so as to usher in the more abundant life.
We have made great progress in devel0ping and consolidating the system along the lines recommended by the Survey Commission. Until recommendations 3.re made
2

by the second Survey Commission-now about ready to complete its report, it is my judgment that it would be unwise and a waste of funds to mak~ any changes; but if changes are deemed imperative at any point, then the recommendations contained in the first survey should be followed.
EDUCATION $rusT GO FORWARD
Education has tremendous tasks ahead of it in a world whose future is so obscure that no man can even guess what it will be like in the next few years. But education must go on. In these days it can no more be education as usual than it can be business as usual. We are speeding up our programs planning to use all vacational periods.
America will need educated men and women in the future which will bring problems that only they can solve. Colleges and universities have the greatest responsibility that has ever fallen upon them. In the last .war the college was something apart. Now it is an integral core of the community. Education now is more important than it has been since the world began.
Change forced by external conditions is rarely pleasant. Few individuals or institutions are prepared for sudden drastic changes in their environment. In a recent article in Harper's, "The College in A Changing World," occurs these significant statements: "It is easy to build up a mental resistance to the new conditions and to find reasons for doing nothing. It requires clever vision and courage to face violent readjustment of methods which have been used for generations. Yet there was never a time 'in history when change was so rapid or chaos so near. It follows that the necessity for courageous and rapid adaptation to changing conditions, however painful, was never so great."
3

QUALIFIED MEN NEEDED
In making the American army the best in the world, for it must be the best to win in this world upheaval, both the War and the Navy Departments have announced that the demand for qualified men has far exceeded supply from seniors now in colleges or from graduates with adequate tr~ning in advanced physics, in communications, in electronics, in aeronautics, in navigation, in astronomy, in meteorology, in photography, in differential and integral calculus, and in a limited number of other subjects.
This information is of great value to all college faculties. It furnishes authenic data upon which to build our curriculum for the future and to suggest to students in what field or fields they should major. In a sense it is embarrassing that our college graduates are inadequate to supply the needs of the army and navy in so many important fields and as a result certain universities here and there have had to be designated to train graduates in these advanced subjects already pointed out. As it will require from six to twelve months to train them, it simply means that we must reconcile ourselves to a long war for the American army cannot reach the high water mark in preparation and in efficiency till it has adequately qualified men for every phase of military requirements - on land, on sea, in the air, and in every day positions.
The situation which confronts the nation today for highly-trained men should convince our people of the need of adequate funds to provide for well-trained faculty members on the under-graduate level and also for research and for graduate work. Our colleges and universities can not, as too many citizens seem to think, transform the nation in a few years, if only the proper methods are used. The weapons of education are not the weapons of a man in a hurrv. Thev are forged slowly like those of the ancient craftsmen.
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"Education has many_objecti.2es and these require time. It must see that the minds of men are free; that the pursuits of the teaching of truth is unhampered; that men may be free to differ without fear; to think without danger; to resist propaganda that coerce and appeal to hatred."
One of the most distinguished graduates of the University of Georgia, Hon. J. M. L. Curry of the class of 1845, and also one of the most distinguished men in America, pointed out in an address delivered at the Centennial Celebration of the University in 1901 the need for highly educated men. Said he:
"Higher education gives directive power to graduates, enables them to correct the one-sidedness of elementary education, to hold places in the community as ethical monitors, and as intellectual leaders. Their power is surprisingly disproportionate to their number. The day of the untrained man has gone by. Magna Charta may have been wrested from reluctant royalty by barons, who, unable to write, made their marks. This could not be so now. The government of this country is passing into the hands of the educated men. The government is calling more and more frequently upon them for expert service.
"The university education seeks the genesis of things, makes philosophy its discipline, uses library, apparatus, laboratory, seminar, for investigation and research, and the experiences of others and intellectual perceptions instead of isolated things for rules of action. A monarch is sustained by a few; republics by the entire population. Free institutions are safeguarded not by the eternal vigilance of the uninstructed.
"The true greatness of Georgia lies not in crops, or manufacturers, or mines, in population or bank returns, but in spiritual things, in the purity, fortitude, uprightness of her men and women, in the literature, science, art, poetry, moral worth of their history and life."
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"The first -need of -our country in this hour of peril is the want of men. We want men for all sorts cf high po.sitions - first-rate men if possible; if not, as nearly first-rate as may be. But what means of producing first-rate men has been discovered, except educatio I mean creative education which aims to draw out and discipline all that is best in manhood - to make the mind clear and firm by study, the body strong and obedient by exercise, the moral sense confident and inflexible by disclosing the eternal principles upon which it rests. What means except education can produce another class of citizens - men and women who are capable of recognizing first-rate men and choosing them for the ruling classes. It is of little use for a republic to have higher institutions of learning producing men of wisdom and power, unless it has also a system of universal education producing proper respect for wisdom and power. The university at the summit, reaching as high as human intelligence can go and the public schools at the basis spreading as wide as human nature itself."
It was the opinion of Thomas Jefferson that the best service he rendered to his countrymen was in the thought which he gave to the unfolding of this doctrine, and the work which he did to put it into practice. Certainly there was no other way in which he showed more truly that he was a democrat.
President Madison said: "Popular government without popular information or the means of acquiring it is but a prologue to a farce or tragedy or both. Knowledge will forever govern ignorance." It is clear from this statement that universal education must be the foundation stone upon which we must build for the future and that popular education is a blessing which is indispensable. The school, the college, and the university must be the nursery and the citadel of intelligence, liberty, and Americanism.
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EDUCATION MORE ADEQUATELY SUPPORTED
"We want the public school~ more generously supported and more intelligently directed so that the power to read and to think shall become the property of all, and so that the principles of morality, which must be based on religion shall be taught to every American child. We want the door between the public school and the University System wide open, so that the path which leads upward from the little red school house to the highest temple of learning shall be free, and the path that leads downward from academic halls to the lowliest dwelling and workshop of instruction shall be honorable. We want a community of interest and a cooperation of forces between the public school teacher and the college faculty. We want academic freedom so that the institutions of learning may be free from all suspicion of secret control by the money-bag or the machine. We want democratic universities, where a man is honored only for what he is and what he knows, so that the best scholarship shall be in the closest touch with the national life. We want American education, so that every citizen shall not only believe in democracy, but know what it means, what it costs, and what it is worth." --Van Dyke
COLLEGES AND THE FEDERAL GOVERNMENT
In making readjustments to meet the present crisis there has been no disposition on the part of the armed forces to dictate what the higher institutions of learning shall teach nor to interfere with their work.
Colonel Venable, speaking for the War Department has said:
"The War Department believes in the continuation of the educational processes with as little interruption as possible. It does not feel that we should tern-
7

porize with the situ?tion. The demands made upon the colleges and universities-by the War Department will be to meet only the established needs of the Army."
Speaking in behalf of the Navy Department, Dean Barker has said:
"It is our general policy to recruit the necessary personnel for our two-ocean Navy with the minimum possible q.isruption of the educational establishments of our nation. The future of our democratic institutions rests upon the continuance of the highest and best types of education for the youth of our country who will be necessary for the attack upon post-war problems of industry, of labor and of government.
"Yet the innnediate and pressing national problem is the active prosecution of an all-out war to defend and to protect the very foundation of that democracy against the dastardly attacks of our enemies .
"All-out war means that we must speed up our Navy personnel recruitment and this speed-up involves some interference with higher education. In so far as we can, we will minimize such interference."
All of us realized with the declaration of war by the United States that it would be both necessary and desirable for the University System to do all within its power to prepare students as thoroughly as possible and as rapidly as consistent with high scholastic standards.
It is necessary today that there be the closest cooperation between the higher institutions of learning and the war agencies of the goverrunent. It is necessary to modify university requirements to meet the needs of men leaving for military service. Flexibillty must characterize every aspect of the institution. Changes will be governed by known needs of the nation and of the individual. Basic training programs will be maintained at the highest possible level.
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The universities and colleges are conscious of the great responsibility resting upon them in this critical age and they are making every effort to do their job of sending educated men into this 'troubled world. We are now more than ever convinced that in the future our institutions of higher learning must adopt the policy of having every terminal course fit the student not only for living a life but also for earning a living.
WE SHALL MEET THE CHALLENGE
Above the door of the Sailors' hospital in mediaeval Lubeck is this inscription:
"It is necessary to sail the seas It is not necessary to live."
Our civilization, which seemed so solid, has been shattered and battered by a relatively small number of fanatical men. The dangers facing the world should not be minimized nor should they be magnified. In one way or another much that we value will survive and civilization will not flounder overnight. No thoughtful person looking over the world today can fail to realize that we are separated from complete chaos by a far thinner barrier than we believed. The whole fabric of our civilization is being tested by attacks from without and within and in a thousand directions. Neither Europe nor America is so secure as we once imagined from the fate of the older civilizations.
Only one question is now uppermost in the minds of administrators, teachers, and students in our colleges and universities: "How can this institution, how can I, as an individual, best serve the nation?" The American Council on Education has made it very clear that war changes values for the nation and for the individual. Some immediate goals become more urgent than long-range objectives, Traditions are less binding upon policies.
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Every principle and. t.,radition that we hold dear is now challenged by those who would enslave us and destroy us. We shall meet the challenge. Other sad days must come to us, but, in the end, our enemies shall pay dearly for every American life they have taken or will take in the future. The World situation constitutes a challenge that must be met. Today we are calling on all, young and old, to join hand in hand in manning the ramparts of freedom, not to preserve unchanged our present econowic order, but to insure that the processes of changes, inherited from Britain and reinterpreted by Washington, Jefferson, Lincoln, and Roosevelt shall be preserved inviolate.
Senator Beveridge said: "The Republic never retreats; its flag is the only flag that h~s never known defeat. Where the flag leads we follow, for we know that the hand that bears it onward is the unseen hand of God. We follow the flag and independence is ours. We follow the flag and nationality is ours. We follow the flag and oceans are ruled."
THE BALTIMORE CONFERENCE
The National Conference of College and University Presidents on Higher Education and the War, meeting in Baltimore, at the call of the National Committee on Education and Defense and the United States Office of Education, attracted the largest number of American college and university presidents ever to assemble in one place at one time. There were approximately 1,000
registered. They came from 46 states, one from Canada,
and one from Pue~to Rico.
It culminated in the unanimous adoption of a preamble and ten resolutions, embodying a program of cooperative action between the colleges and universities and the agencies of the government.
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Preamble
"In the present supreme national crisis we pledge to the President of the United States, Commander-inChief of our nation, the total strength of our colleges and universities, our faculties, our students, our administrative organizations, and our physical facilities. The institutions of higher education of the United States are organized for action and they offer their united power for decisive military victory, ano for the ultimate and even more diff.icult task of establishing a just and lasting peace.
"All the needs to win a total war cannot be accurately defined now. Nor can total present and future resources of trained man-power be fully appraised. New areas of need and of potential service will develop as the months pass. We pledge our unstinted effort to meet these needs as they arise.
"For the immediate and more effective prosecution of our varied tasks in the service of the nation, the National Conference of College and University Presidents proposes the following resolutions and makes the following recommendations:
1. "A national survey of man-power and the facilities of colleges and universities to meet these needs:
2. Acceleration of college programs;
3. A study of the extent and bases of federal
aid desirable to make such acceleration possible;
4. A study and development of plans for the solu-
tion of shortages in teacher personnel and related educational fields;
5. The maintenance of standards both in regard
to admission and to the granting of credit for military experience;
6. Development of an exchange of information on
plans and policies pertaining to defense;
7. Necessity of increasing concern for the physi-
cal fitness of the student;
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8. A study of the academic calendar for both the
secondary school and the college;
9. Endorsement of the principle of Selective
Service for the procurement of man-power for the armed forces;
10. Occupational deferment of selected pre-medical pre-dental, pre-theological and graduate students."
Effects of War
Our government requested, firmly but positively, the higher institutions of learning to introduce accelerated programs to make it possible to graduate students before they reach the age for military or other wartime service. The evidence is unmistakable that unless adjustments are made immediately by the University System to render this essential service to its present and prospective students, it will fail to live up to its glorious past and will permit unnecessarily large numbers of young men and women to face this present world crisis and the postwar period deprived of the benefits of a college education. So urgent was the situation, I called a meeting of the heads and deans of the units of the University System to prepare working plans for meeting this emergency.
It was necessary to hold two such meetings. As a result of these two meetings, we believe we have worked out a satisfactory and workable plan. The plan is so flexible that if the emergency should grow more acute than it is today (God forbid that should be), then it will be further streamlined.
GENERAL PRINCIPLES
1. Any man who presents a commission or a certifi cate of capacity and who has received either of them
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from an R.O.T.C. unit be granted full credit for advanced military (two courses). "in the event a student presents a certificate of capacity or a commission earned other than through an R.O.T.C. unit the case will be investigated and the question of credit decided on its merits.
2. WHEREAS, the present emergency has brought about numerous requests for departure from our minimum requirements, and
WHEREAS, it is essential that even in time of war there be substantial compliance with the spirit of these requirements to insure the continuity and integrity of the work done in each 'or the schools and colleges of the University System; and
WHEREAS, such departures as may be made from the minimum requirements for the period of the emergency should be judged solely by consideration of ameliorating individual hardships arising from actual entry into the armed forces of the United States and for facilitating the resumption and ultimate completion of the normal requirements after the war is over;
THEREFORE, BE IT RESOLVED:
l. That the schools and colleges of the University System are urged to make every effort fully to maintain the standards of instruction and examinations for all students who do not withdraw to enter the armed forces of the United States;
2. That any sophomore, junior, or senior who actually enters the armed forces of the United States and who during the emergency has satisfactorily completed at least one-half of the classroom work of any quarter or session, and whose scholarship average at that point is equal to the average required for graduation may, in the discretion o'r the faculty of his school or college, be granted credit for an equivalent number of quarter hours for which he may be registered in that
13

quarter and be exempted from the courses for which he is registered as degree requirements, provided that the time element or other factors beyond the students' control make, in the judgment of the faculty, special examinations or regular examinations impracticable;
3. That any student in the senior class of 1941-
42, who is called into the armed forces of the United States before completing or entering upon the final quarter of his work for graduation may, in the discretion of the faculty of any school or college, be granted credit for an equivarent number of quarter hours for which he may be registered in that quarter and exempted from the courses for which he is registered as degree requirements, provided the scholarship average for any such student is at this point equal to the average required for graduation; and
4. That any student in good standing not coming
within the provision of paragraphs 2 or 3 who withdraws to enter any defense service of the United States shall, when the war is over, be permitted to resume his work as nearly as possible at the point where it was interrupted.
With respect to first term freshmen failing to pass the amount of work required for continuation in the University System the question of their reinstatement be in the discretion of the Dean of the college involved.
For the duration of the emergency seniors within 60 hours of graduation may, in the discretion of the dean of the college involved, be allowed to schedule 20 hours of work per quarter.
The same privilege (paragraph 4 above) is ex-
tended to members of the present junior class.
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Accelerated Calendar
The calendar has been so changed that, without loss of standards and without reduc"ing the classroom work, students may be graduated in four years, in three years, and in some cases, if they work, in two and twothirds years. The new calendar permits students to speed up their program. It likewise permits students to follow the time honored four year schedule. The responsibility rests with the individual student. The new calendar has not forgotten those students who find it necessary to drop out of college to earn money to finance their college work. It makes it possible for them to have a longer period in whicl: to work, for students may drop out for work at periods of the college year other than the summer quarter.
Again for the first time we are in a position to demand that teachers be able to teach and to have a clear idea of the purposes of education at their particular level and, the students having been introduced to real work, should be eliminated ruthlessly from training for which they have no capacity.
The Georgia School of Technology will operate on the trimester plan - three terms of seventeen weeks each. This seems to be the most feasible and agreeable plan to technical schools . . The University of Georgia and the other units will operate on the four term plan four terms of twelve weeks each. Each term in each institution will constitute a complete u-nit of college work.
The next problem that had to be considered was the two types of students - graduates and a large number that will be inducted into the armed forces as enlisted men prior to graduation. Graduates of our American colleges and universities are regarded as potenti~l officer material. Our institutions have and will continue to prepare specialists for specific tasks.
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OFFICER CANDIDATE TRAINING
A high percentage of college men will be inducted into the armed forces as enlisted men and not as officers. Even under the accelerated program, many students will not be able to complete the degree requirements before they are called into the service. Still others will volunteer. We are gratified at what we have accomplished to meet this situation - making a curriculum that will enable these men to qualify for the Officer Candidate Examinations.
It is doubtful whether any curriculum in the country comes as near to preparing students for absorption in the officer training schools a~ our survey curriculum does. Something less than a year ago the War Department requested the American Council of Education through their test service and their consultants to develop examinations for the selection of potential officers from the drafted men for special training in officer training schools.
Each consultant was contacted and requested to furnish research and suggestions. The plans thus received were then discussed with War Department officials: and the materials were drawn up, tried out, analyzed and returned to the consultants for final editing.
Part I of the examination, Comprehension, is the research contribution of the University System, based on our experience with developing and using placement and sophomore examinations. It tests the ability to read.
Parts II, III, and IV are closely allied to what we are teaching in the survey courses. Judgment and Reasoning is a section directly related to our mathematics survey and indirectly to every one of our other survey courses. Contemporary Affairs deals specifically with what we are teaching in Contemporary Georgia, and in the social science courses. The section on
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English Expression covers almost exactly what is our English course and much of what is attempted in Humanities. All of our science surve~ are reflected in Parts I and II.
Under the leadership of Dr. Beers, two of the faculties of the University System of Georgia - the University of Georgia and the Georgia State College for Women - and the faculty of Riverside Military Academy aided materially in editing the final form of the Officer Candidate Examinations.
The present survey course pattern, with a certain amount of added emphasis on health, hygiene, and sanitation in the biology field; radio, electronics, navigation, incendiaries, and munitions in physical science; and the democratic heritage and tradition in the social sciences make excellent preparation for military service. In addition to all this mathematics with particular emphasis on military application has been made mandatory for all men.
Texts
The University System through its various committees is attempting in every way to conform to suggestions from the Army, Navy, and Air Force of the United States. The survey courses, physical and biological sciences, are undergoing considerable revision to meet specific requirements of the armed forces. It is necessary to introduce such new topics as: incendiaries and chemical warfare, electronics, radio, navigation, health, first aid, preventive medicines. The social sciences are likewise undergoing considerable revision, with particular emphasis upon the democratic tradition and heritage, and Contemporary Georgia is likewise being revised so as to include therein war resources, people, and things. To do all of this work requires an enormous amount of energy and time, but our faculties are responding graciously and eagerly for
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they are vitally interestea in the future as in the present of this nation of ours.
Another committee is busily at work preparing an elementary five-hour mathematics course for those who have graduated from the high schools and unfortunately can not qualify for algebra. This committee is also preparing a five-hour course in algebra, and a fivehour course in trigonometry, with special reference to military problems. Courses two and three will be required of all men students plus one if they can not qualify for two and three on entrance. Women students will be encouraged to follow this sequence, but it is optional. Those who do not will take Mathematics 20 as now included in our survey courses.
To explain just what the faculties are doing, chapters already have been prepared for Physical Science II on incendiaries and chemical warfare, for no longer is the soldier in the field the only combatant, but the office worker, the home-maker, and even the child must carry out his part in the "total war." One must learn to acquaint himself with the mechanics of missiles propelled by explosives. It is the purpose of this part of the course to make the student familiar with the manufacture, use, effect, and methods of combating war gases, fogs, smokes, incendiaries, and explosives. Those who study this course should be better able to serve his country through either the armed forces, or the Civilian Defense Corps.
WOMEN'S COLLEGES- ACCELERATED PROGRAM
It has not been so difficult to accelerate the program in universities, technical, and medical colleges as it has been in women's colleges. In the education of women the need for acceleration is very different from that of men, although the draft age and army service do not at the present apply to women. There is a general recognition that women should accel-
18

erate their education if they are to engage in further or specialized training. It becomes a question of advice to an individual rather than a program for large numbers. All colleges educating women seemto recognize the validity for acceleration under certain circumstances.
The armed forces of the United States are constantly reminding colleges that their regular contribu-
tion to society is an abidi' ng, asset to the nation,
valuable in war as in peace, and is not to be discarded. 1t must be recognized, however, that if the necessity arises, women have the same obligation to serve the nation as men, and the same responsibility, even to dislocation of their normal action as have soldiers and sailors. Selection for service is as necessary in the case of women as it is for men.
A committee from the American Council on Education has been making a very careful study of the question of women's colleges. This committee has already issued certain constructive suggestions and has pointed out very carefully employment demands and training for women. Perhaps, the most needed acceleration is in the training of nurses. There is a demand also for women trained in engineering who can act as a junior draftsman. Women are likewise needed who are trained in chemistry for the testing of materials and for all kinds of analyses. Accountants, statisticians, and economists are readily employed and a potential need for them is increasing. Of course, there will be a continuing demand for stenographers, typists, and secretaries. Linguists are used as translators in the examining of mail for which further special training in the reading of handwriting is advisable. Multilinguists are employed in connection with broadcasting. It is not advisable, says the committee, for colleges to launch a program of instruction in those languages requiring three or four more years of intensive study for effective use.
A particular field is now open to women and the
19

demand is great for those who have had air force pretraining. An increasing number of women are used as pilots and ground technicians, and our colleges should, to an extent, modify the empitasis of existing mathematics and science courses so as to make them more applicable to specific needs in aeronautics. It has been pointed out that specific training for aeronautics includes advanced high school algebra, solid geometry, plane and spherical trigonometry, descriptive astronomy, college courses in general physics, and courses in cardiography.
It is very evident that as this war progresses greater emphasis will be given in our colleges to the subjects of prominence in the nineties; namely, higher mathematics, languages, and the sciences. We have drifted too far away from these fundamentals and now our boys and girls are having to spend many weary nights in studying the subjects that should have been in every curriculum, particularly mathematics.
Undoubtedly, additional opportunities for women to do work which they have not done will result as a by-product of wartime activity. It is the hope of this committee, however, that student guidance will not be directed towards increasing employment opportunities, per se, for women, but towards having women ready to do the work which the nation most needs. A fundamentaleducation supplemented, but not supplanted by specialist training, provides the most effective preparation for the participation of the college woman in a long war and for her contribution to the period of re~overy.
The war puts colleges nearer the community and woman power is held needed to further our program. All over the country the women's colleges have added to their basic programs of study, courses designed to meet specific needs of the emergency. Some of the significant developments in women's colleges are: the training of women to replace men in industry, on the farm, and in civilian defense; the auxiliary activities; the emphasizing of physical condition; the building of iron
20

morale in the women citizens-to-be by a study of why the war is being fought, and the assumption by already heavily burdened faculty members of additional duties on and off the campus.
To meet the shortage of engineering personnel the Stevens Institute of Technology, as reported in the New York Times, has arranged to admit qualified women who are high school graduates and have completed a year and one-half of algebra, a year of geometry, and four years of English. These qualified high school graduates will be admitted to courses preparing for subprofessional technical positions, such as semi-technical work in aircraft and other defense industries.
The University System believes, therefore, that it is essential for the time being to accelerate the calendar and the program of the Georgia State College for Women and the Georgia State Womans College on the same basis as all the other institutions in the system.
JUNIOR COLLEGES
It seems wise this year to operate our junior colleges on the four term system. It is optional with students whether they attend four consecutive quarters or follow the traditional program. The calendar is so arranged as to provide for those who drop out during any term to earn money to finance their educational program to do so without losing credit, for each term is a complete uhit.
The agricultural extension service through its many agencies is playing important parts in promoting activities throughout the state. Our experiment stations are busy in promoting the conservation and encouragement of increased farm production by the latest scientific information and in promoting the engineering, science, and management defense training program.
The first concern of the University System is to
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help win the war, everything else is secondary. A year ago we informed the-government that the University System was at its disposal for whatever service is most appropriate.
PHYSICAL TRAINING
Another imperative need requested by the War, Navy, and Air forces is a more definite and consistent program for physical training, fitness, and health - a program that must be worked out carefully and required of all students. By physical training is meant that students shall have both skill as furnished by such games as football, basketball, baseball, track, tennis, volleyball, hand ball, bayonet drill, hockey, boxing, wrestling, etc., and ability to walk long distances and after reasonable rest to be able to repeat the walk without experiencing sore muscles or other ill effects. The physical program must provide training for each student in giving commands to groups and to execute them with precision requiring muscular coordination.
Lt.-Commander T. J. Hamilton, U.S.N., Division of Aviation Training, who has prepared a tentative physical training program as an integral part of flight training of pilots for Naval Aviation has this to say: "The need for a physical program is very evident. Our pilots to be inducted into the Naval Service in general come from a soft, luxurious, loose-thinking, lazy, peace-time life in our homes and schools, and must be prepared physically and mentally to meet and defeat pilots and personnel of our enemies who have been thoroughly trained in a purposeful and war-time physical and mental system for years; in fact, from childhood."
"Our American athletic programs have developed mental alertness, agility, initiative, and a sporting competitive spirit, possibly superior to that of our enemies, but there is little question that their youth
22

are stronger, tougher, better physically trained and
stuped in a nationalistic and a ranatical frame of mind
that drives them to carry out their ruthless methods of total warfare. No matter how mentally alert, agile, and clever an athlete may be in hand ball or other sports, he will be defeated invariably by an opponent only slightly less skillful and less imaginative, who has a great superiority in strength, endurance, and a cold-blooded will which pushes aside all rules to win. So in war!!! The mission then is to train our soldiers, sailors, and pilots not only so they are more skillful in flying and fighting technique and knowledge, but in one year subsequent training to place them on the field of combat stronger and tougher, both physically and mentally. To accomplish this, our methods must be revolutionary as compared with our peacetime life. And the most intensive, rigorous, and comprehensive program of physical and mental training that the world has ever seen should be installed. Time is short."
Not Spartans But Strong Men
A nation that has men trained in character on the playing field is prepared for growth, for peace, and for war. When Saint Paul visited Athens, he found that the sports of that city constituted a form of the religion of Greece. 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 is exerting a valuable influence upon youth.
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 work was, experienced self-denial, and strove valiantly for all achievement. In recent years youth has been largely relieved of the hard work which was its portion not so
23

many decades ago. Today life has been made easy for the youth of the country.
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 is one of these and more of our college youth, r~ther than fewer of them, should participate in it and in other activities which develop similar qualities and attitudes. Germany's efficiency in war is due to the fact that emphasis in her educational system is placed upon the physical training of her youth.
The Processes of College Athletics
Over the entrance to the Gymnasium at the United States Military Academy at West Point is carved this utterance of General MacArthur: "On these friendly fields are sown the seeds that on other fields, in other days, will bring victory."
It was the Duke of Wellington who said the Battle of Waterloo was won on the playing fields of Eton and Rugby. It was United States Secretary of War, Honorable Newton D. Baker, who said that if it had not been for the college gymnasium and the athletic field the American army could not have been officered in any such small space 9f time, for we needed not only the trained mind and trained muscles of the American youth, but we needed the spirit of fair play. In addition there was needed the spirit of teamwork and organized games characteristic of college athletics.
"Our clinical opportunity, 11 said Secretary Bakel, "went much further than that." Continuing, he said, "We got an opportunity to survey not only the college men, but we got two other opportunities of great value and great significance. One was to survey the entire youth of the United States, and the other was to undertake to train the youth of the United States by adopting
24

the processes of college athletics, for that is what we did."
Army in the World War
The Army in the World War I proved conclusively that: (l) a proper occupation of leisure time is essential to health and military efficiency; {2) physical efficiency has a definite relationship to military efficiency; (3) athletic sports have a definite relationship to morale; and {4) physical education and sport occupy profitably leisure time and are directly related to physical efficiency, and assist in maintaining morale.
College athletics, properly conducted, have great social values for the mass of college students and for the general public. They keep an ideal of intellectual prowess before the college students. These tests, and the training for them, raise the physical efficiency level of the contestants largely and the spectators somewhat, due to the emotional excitement of watching the conflict. The joys of personal combat and the physical advantages of even watching a combat are largely lost in present war methods. Major Cordon, of the British Army, who introduced the present method of bayonet fighting into the army, said that its chief value was in developing morale, physical efficiency, and personal confidence, not as a means of offensive war.
More Competitors
"What we need to do," says Grantland Rice, "is not less sport, but more sport." "By that I don't mean more big sporting spectacles. I mean more people playing games that will bring on better health and better physical conditions. Those between the ages of 20 and 28 who have drawn the benefits of athletic training should be giving this advantage to_ some form of the
25

service, unless t~ere is. ~ extremely valid reason why they can't. Outside of those called tQ action there should be more older men playing golf, more younger people playing football or boxirig, or any games that will help develop legs and bodies. There should be at least two million lads between 12 and 16 playing some form of football, directed in the correct way. Football is the greatest of all games for developing the type of material needed. Even in the days of peace there is no substitute for good health. Certainly there is no substitute for health in the day of war. In addition to the armed forces we have now, there will be just as urgent a need for these to come along later. The training sports bring can't furnish the entire answer, but it can at least supply one of the essentials needed for any victorious force.
OUR HERITAGE
Another imperative need suggested by the armed forces and the meeting in Baltimore is for greater emphasis on our heritage and tradition in our higher institutions of learning. There are many institutions that have done an excellent job. The older generation rather than the present generation seems to have a clearer grasp of why the struggle of our Western Civilization to maintain itself against the menace of its antagonists is justified,by the nature of man. We are fighting for our ideals because we believe they are firmly rooted in reason and goodness.
Stefan Zweig in his "Treasury of Democracy" said: "Never in my life, until a few years ago, did I give much thought to the conception of democracy. Why should I have done so. Civil liberty was a matter of course . But just as we only feel the need of air when we are choking, and feel the desperate struggle of our lungs when they lack the most indispensable element of our existence, so only now, when we see our freedom threatened do we begin to be aware that democracy has
26

al~ays been essential to our spiritual and moral existence, and that it alone makes pos8'1ble the dignity and the freedom of man. No~ that democracy ha~ entered into a struggle for its existence, it is time to point out ~hat democracy means to us and to bring to the consciousness of the masses (who still do not understand it), ~hat every single person, even the humblest, would lose in precious values of life, if democracy is lost."
Colonel Ernest DuPuy of the War Department has made it clear that the colleges in the readjustment of their courses to ~ar needs must instill a knowledge of America and fighting enthusiasm for its free institutions. The Russian army is well-fed, well-clothed, and well-equipped for a campaign that tests human endurance to the limit. Those things are essential, but they do not constitute the real secret for their endurance. The political education of the Russian army is so highly developed that the Russian soldier knows what he is fighting for. It is tragic but nevertheless true that the communist youth is more militant and more zealous for his system than the American youth is for the democratic system.
I am convinced that the University System has not been negligent in training its students in the fundamentals of the American system of government. It has been able to emphasize this work through the survey courses in Humanities, in Contemporary Georgia, and in the Social Sciences. We have taught the thrilling story of our revolution in all its phases of growth and de~ velopment. We have accomplished much, but we grant there is still much to do and there is much that we have left undone.
Democratic or Totalitarian
Every American citizen must choose between allegiance to the democratic theory of government or allegiance to the totalitarian one. Socrates attributed
27

human shortcomings in civilized society to ignorance. Perhaps he was right. I think so. Just as there are many kinds of schol~rship.s2. there are many types of leadership. It is the function of the really great institutions of higher learning to determine what sort of scholarship shall prevail and this, in large measure, will determine what sort of leadership shall prevail.
If we seek leaders rather than a leader, as has been so clearly pointed out by Roscoe Pound, "We must inculcate in our youth an intelligent faith in our institutions, based on knowledge of how they came to be and wherein they represent experience developed by reason and reason tested by experience. Instead of ignoring them, or measuring them by theories drawn from bankrupt politics abroad, or disparaging them in terms of give-it-up philosophies, we must assure a wise understanding of them. Wise leadership in education in American institutions is the surest way to produce the leaders in our social and political life which our democracy requires."
The totalitarian form of government means a dictator, whether an individual or a party. In a Hitler form of government there can be no difference of opinion, no criticism, no freedom of communication by radio or press; no assembly of citizens except in concentration camps presided over by brutal commanders; no discussion of policies or issues - only the repetition or reiteration of the pet axioms and theories of the dictator.
Such a form of government is so contrary to our 1
democratic form of government that it is difficult for us to understand how human beings can, even under war psychology, seriously contemplate the implications and act upon the principle. Mass organization has no room for the individual or his ideas. On the other hand, while democracy is a form of government, it acts through agents and these have limits to their power; and while it is a form of power, it likewise is an agency involving great responsibility.
28

The Educational Policies Commission in analyzing the immediate threat to democracy says "that American people, to meet the insolent challenge of the dictators, must clarify their thinking and ullite with consecration and unremitting labor in applying their ideals to those conditions of life which the advance of science and technology has given to the world. It is evident that the American people should give close attention to the moral quality of the educational program of the dictatorial regime of Germany, Italy, Japan has given theirs. They should fashion an education designed to guard, to live in, and to develop a free society.
LESSONS LEARNED
World War II is young, but from it we have already learned some valuable lessons. In the twentyfirst chapter of Isaiah is given a graphic description of the fall of Babylon by Sargon I, the Assyrian. Belshazzar made a great feast unto a thousand of his lords. Suddenly the palace was threatened, the walls were stormed, and the banqueteers exchanged their evening gowns of luxury for shields and armor. Looking back to that colorful occasion, it was a picture of careless ease and luxury surprised by sudden terror. Though this is a picture of Babylon in 710 B.C., still it is a picture of France in 1940, and liked to have been a picture of the United States, December 7, 1941, at Hawaii.
World War II has demonstrated the philosophy of Lord Curran as enunciated by him in 1790: "It is the common fate of the indolent to see their rights become the prey to the active. The condition upon which God has given liberty to man is eternal vigilance, which condition, if he break, servitude is at once the consequence of his crime and the punishment of his guilt."
We have also learned that the dictators have performed a miracle, for in attempting to destroy freedom, they have revealed its splendor and inspired for it a
29

passionate devotion. And perhaps the most solemn and impressive lesson is t:qat we }re,cp the good of yesterday only by winning it over again today and making it a little better for tomorrow.
SHOCKING ERA
A recent writer in referring to the tragedy of December 7 said: "We have now come to the end of as pusillanimous an epoch as there ever was in the history of a great people, from August 1914 to December 1941, a period of approximately a quarter of a century."
Youth has seen democracy assaulted by an army of dictators and despots; he has seen capital become frightened by the spread of the teachings of Karl Marx an exponent of communism; he has seen every effort to prepare this country for national defense thwarted by the pacifists and by jealousies and aliens in the army, the navy, and the congress.
This youthful American citizen-has seen a ruthless theory of government based on the policy of racketeering by whole nations; he has seen our traditional institutions and loyalties of modern times riddled in the fray; and he has seen cynicism in high places with special ridicule of deeds of heroism, of righteousness, and philanthropy. As a consequence of all these things, is it any wonder that American youth has lost faith in large measure in the ideals of the Declaration of Independence and in the Bill of Rights?
During this shocking era, at study clubs, in the classrooms of too many of our colleges and universities, in magazines, at forums, this American youth has been taught the maxims and precepts expounded by Karl Marx in "Das Kapital" and by Hitler in "Mein Kampf" rather than the maxims and precepts of Washington, Jefferson, Jackson, Lincoln, Cleveland, Wilson, and Roosevelt.
Karl Marx gave to mankind the first complete explanation of an economic evolution, predicted the major
30

problems of a machine age or a mechanized industry, and offered a definite prog~~ for. t~e complete destruction of capitalism. The philosophy of ~rl Marx has been spread by his followers all over the world. There are millions today whose religion is that of Karl Marx and many millions believe in his philosophy even though they cannot read or understand a single sentence in all that he wrote. One-sixth of the habitable world is actually governed by Marxian doctrines and these followers are increasingly concerned with the extension of the communist order. We cannot dismiss the teachings of Karl Marx with a gesture or a smile. We are compelled to meet the issue squarely.
Hitler gave to mankind "Mein Kampf," a fantastic book with an atrocious style, a book of countless contradictions, which has become the testament of the German people, and this fact alone illustrates the state of mind that Hitler made possible. Strange as it may seem, today a large part of Germany accepts Hitler's assertion that human existence is controlled by the laws of an eternal conflict and struggle upward.
It has been left to Hitler in this cynical age to prove how beautiful a lie may be, whether one turns to his nonsense on race, or his lies touching on democracies, or to the unending deceit of his diplomacy, or the trick of his war news. Hitler in 11 Mein Kampf" emphasizes that force is master over weakness and in the eternal struggle humanity has grown to greatness, but in eternal peace it will go down to destruction. Today Hitler is using every known means to justify his philosophy - a philosophy of deception.
Our youth has been told all about the successes of Hitler, Stalin, and Mussolini, but youth has not been told why democracy presents the most difficult problem imposed by any type of society. Hence, the charge made that the last quarter of a century has been a pusillanimous epoch is in lgrge measure justified. It is a part of the totalitarian propaganda system which shuts out the world and conditions the mind to blind faith in one set of ideas. But remember that those born since 1917
31

have seen a world of chaos and they have known no other. The modern world that existed prior to 1917 is as unreal to them as the days of chivalry or the days of King Arthur and his Round Table are to us.
Education is the only possible s.afeguard which is in harmony with our principles and has the power to defend our institutions without enslaving them.. I know not how this truth could be expressed more lucidly and nobly than it is stated in the charter of the University of Georgia in 1785: "As it is the distinguishing happiness of free government that civil order should be the result of choice and not necessity, and the common wishes of the people become the law of the land, their public prosperity and even existence, very much depends upon suitably forming the minds and morals of their citizens. This is the influence beyond the reach of laws and punishments, and can be claimed only by religion and education."
DEMOCRACY
Today democracy is on trial throughout the world on a more colossal scale than ever before. Mussolini has characterized it as a. rotting corpse; Hitler has denounced it as an open door to bolshevism. Both dictators repudiate the social ideal upon which America was founded and which is set forth in the Declaration of Independence and in the Bill of Rights; both have likewise repudiated the central fact of Christianity.
There are people in the United States who are charging that democracy produces poor leadership. When has democracy had a corner on poor leadership? The pages of history are crowded with the story of ignorant, corrupt, feeble-minded kings and emperors. There is no line of hereditary kings, no line of autocratic emperors that can claim as many good men~ in an equal period of time, as the presidential succession in the United States.
They charge that democracy permits economic in-
32

equality. Is economic inequality chargeable to democracy alone? Riches may be found among the despots of communists, nazis, and fasc):.sts . 'l!lere are those who charge that democracy is inefficient. So are all other forms of government. We admit that our slipshod and individualistic way has had its day, We must become solidly and firmly integrated as a people, if we are to be fit for service. We must take the risk of two faiths - organize at once the entire force of our country; and secondly, display a national and spiritual unity which shall match the fanatical devotion of fascism and nazism with the superior devotion of a free people.
Democracy stands or falls upon the doctrine that no man and no nation need be the slave of destiny or of any insolent minority which assumes the role of destiny. To say that we must submit to a future in which we do not dictate terms is to say that we must submit to Germany or Italy or Japan.
"If it be argued that a one man government, such as that of Hitler, can act more swiftly and more efficiently and more effectively than a democracy like the United States and England, we must remember tha:t society as a whole incurs terrifying risks when a dictator establishes himself as the government. Society is now learning to its sorrow that no neighboring nation is secure. At any moment the dictator's personal prejudice, private hatred, and secret abnormalities may be lifted to the level of national policies and then spread destruction far and wide."
"The weakness with the democratic form of government is that it is designed to procure the blessings of peace at the expense of efficiency in war. It promotes the maximum of comfort in all phases of life for the individual. It must be thoroughly aroused or alarmed to cope with a nation that is willing to throw away its liberty and become the fanatical slave of its masters."
The chief means of control in a democracy is some form of public education. Only through education
33

can we insure an intelligent application of the fundamental principles of the Declaration of Independence. The state university is the heart of the commonwealth and stands at the center of civilization and the maintenance of its nobility of purpose is of permanent consequence to all mankind. It is in universities that the ideas and the ideals upon which the perpetuity of democracy depends are forged.
Education is the greatest factor in our national defense, for the schools, the colleges, and the universities are the armories from which go the boys and girls to defend our liberties. 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 basis of democracy must always be intelligent citizenship for our form of government presupposes as no other does, intelligent educated citizens. Because the schools and universities are better today than they were when I was young, America's tomorrows are great with promise.
It was emphasized in my annual report of 1939
that true democracy resides in the will of a people to achieve the spread of opportunity, of work, of knowledge, of security, of welfare, of justice, and of character. Democracy is certain to decay and perish unless each generation consecrates itself anew at the altar of this high purpose. Here then is the key t0 the true functions of a tax-supported program of education; for it is in Georgia's schools that her youth must catch the vision of democracy, here the knowledge can and must be imparted which will safeguard the heritage of the past and assure the promise of the future. Our program involves the expansion of opportunity so as to usher in the more abundant life. Only through the proper functioning of our schools and colleges shall we be able to convince our people in these days of peril that the American ideal is a reality and not a dream, and failing in this the alternative might result in a Germany or a Russia or a Japan.

COOPERATION WITH RELIGIOUS AGENCIES
At the 1938 session of the National Association of State Universities, one- of the ..topics under discussion was the cooperation with religious agencies. I agree with that part of the committees report which stated that state universities can do more than they are doing in a frank recognition of the place of religion in education, and, without violating the principles of the separation of church and state, can convey to the oncoming generation that a vital, living religion is an essential part of any educational program. By so doing, I think we will escape the criticism that state universities are by their very nature and statutory requirements precluded from giving any consideration to the place of religion in education.
Many of the young men and women of the University System are vitally interested in things eternal, as evidenced by active participation in chapel exercises and in the Voluntary Religious Association. Student pastors render a fine, constructive service. The life of the college student is more natural, more wholesome, more pure than in any previous period in the history of education.
WE MUST NEVER CEASE OUR EFFORTS
As the University System is something unique in the United States and as it has made such progress in the past decade, it has attracted national attention. No person knows better than I that bricks and mortar do not make a great university system. Buildings, laboratories, equipment, gifts are only the visible evidences of progress within an educational system. The real work is found in the work and activities of the teaching staff, in the stimulation given students, and in the encouragement which the University System gives to productive intellectual effort. No person, however, can
35

deny that adequate buildings and modern equipment go hand in hand with good teaching.
Adequate fuhds are ~ssential, adequate modern equipment is needed, competent teachers must be secured all these are of extreme importance, but all fade into insignificance unless the University System is kept free to do its work. Only free minds can train citizens who will be free. I am sometimes filled with despair, but I know we must never cease our efforts. Education is our only hope. The alternative is ignorance and confusion. And as Santayana said: "The ignorant are constantly being duped by the things they know."
THE FUTURE
We do not know, of course, what the future holds in store for the individual or this nation. We can not foretell the conditions under which we shall have to work for a living and carry on civilization when peace returns to the distressed world. It is very evident that the world as we have known it will have largely passed away and that economic problems of immense importance and of the utmost urgency will have to be faced.
The relatively abrupt cessation of production for defense and for aiding democracies is certain to cause a vast dislocation of labor and to produce widespread unemployment and huge relief expenditures. In the South our industry is primarily agricultural and devoted to crops that are dependent upon foreign trade. We may have to compete with a European and Asiatic world controlled by dictators. This situation may hasten our country to a greater degree of centralization. We perhaps shall have more far-reaching organizations for the control of industry and agriculture. This likewise may lead us to the day of free economy despite our desire to hold to that system which has brought us to the position of world leadership.
,

Each unit in the University System must prep~e itself to turn out even greater numbers of young merr and women who are aware of modern trends. Our need l:s for a larger staff of men-and woman as teachers and skilled in research - teachers who attract to the University System the cream of our youth. We can make ' little or no progress in this di;('ection until the salary scale is raised to the point where we can keep our pres~ ent, active, alert teachers and attract superior grade of talent when vacancies occur or expansion becomes necessary.
Upton Close recently said: "The next genera tl:on' must prepare the world for what is to come, the great,. est problem any generation has ever had to face. Also it is the responsibility of educated people now to keep up morale, which means keeping up the fighting heart of the people. The two factors necessary for the winning of the war are a fighting heart and a strong striking. arm. Our morale depends on our faith in America and, our conviction in the ideal for which she stands. It is the job of the radio, the press, and the educated . people to sift the false from the true and to see that Americans get the patient, honest expression of what-. ever happens that is their due. That is what makes the fighting heart. 11
The war we are fighting, the war which we are financing, is a war to preserve the right of free in~ quiry, to seek the truth and to express the truth as we see the truth. Save in the democracies, this right cannot be exercised except on peril of death. Our University System must aid in preserving a way of life which accords freedom to the thinker and respects hia thought.
37

THIS WAR AND THE TEACHER
The Commission on Teacher Education of the American Council on Education in a recent report made on "This War and the Teacher" has this, in part, to- say:
"We know what happened to teaching during the last war. Then experienced teachers were drawn away by the tens of thousands, many to the armed forces, far more to industry. Then, too, college enrollments fell sharply, and with them the supply of well-prepared new teachers. Vacancies mounted swiftly. Thousands had to be filled by persons poorly prepared and poorly suited to their tasks; thousands were never filled at all. At the war's end those who had been employed in desperation often could not be dislodged; many who have nevertaught well are still in service."
If we do not act wisely and at once, past errors will be multiplied. It is right, of course, that many teachers should take up arms, that others should shift to new occupations where they are capable of performing a superior national service. It is to be expected that teacher education should suffer disturbance, that former teachers should be summoned to resume their duties. But a degree of dis~uption is easily possible that would net a dangerous social loss. Already there are shortages of teachers of industrial arts and agriculture, of physical education for boys, of science and mathematics, of home economics and commercial subjects, and of instrumental music. Young men are being drawn away from superintendencies and principalships.
"Now, in a great crisis of our civilization when the guidance of youth has become a matter of supreme moment, teachers must rededicate themselves, and the people must reaffirm their appreciation and support."
38

AMERICAN YOUTH ORGANIZATIONS
I can think of no two fi.n.e.: agencies to promote democracy than the 4-H Clubs and the National Youth Administration. I have great confidence in the 84,141 young boys and girls who are active members of the various 4-H Clubs. A far larger sum of money should be made available by the city, county, state, and federal governments to support the various activities of the 4-H Clubs if we hope to have these 84,141 boys and girls outstanding exponents of our democratic form of government.
There is no federal agency more far-reaching in its influence than the National Yout~ Administration. It has made possible a college education to many underprivileged youth. Whatever sacrifices may be essential for the War Congress to balance the budget, it is my sincere hope that the funds necessary to carry forward the National Youth Administration may not be curtailed.
The hope of democracy, as we interpret the meaning of that word, depends on universal education. The National Youth Administration cooperates with the University System in extending educational opportunities to approximately 1,780 young boys and girls in the state, who would be unable to secure a college education and work experience without financial assistance available through the National Youth Administration programs.
No state has a more effective, efficient, progressive, and cooperative state administrator than Mr. Boisfeuilett Jones and his able and courteous assistants. These men understand the needs of youth and likewise they-understand the rules and regulations under which institutions can operate, public and private. I have only words of commendation for Mr. Jones in his cooperation and in his constructive programs both for the University System of Georgia and for an all-state project program.
39

At my request Mr. Jones has prepared for me to incorporate in this annual report the contributions, financial and otherwise, madl.i. by the National Youth Administration throUgh him to the University System of Georgia. To him we are grateful for his help and cooperation.
4-H CLUBS
Too frequently in the past quarter of a century we have heard ministers, editors, and educators make statements derogatory of democracies and thereby have led youth to believe democracies are sluggish, confused, and bungling when they begin to prepare for war; and that unlike the dictatorships, they cannot cover up their mistakes.
It has been five years since the Nazis began to prepare for ~ar and it must be remembered that the Nazis had absolute control over the lives, liberty, and property of the people of Germany. The Nazis were completely unscrupulous, a quality that no democracy will tolerate in its government.
In a changing civilization those things which are worthwhile and productive in building for a better way of life are the elements which should be preserved. This is the task of those who live now in order that the future generations may build on the foundations which are being laid by the workers of today.
Throughout Georgia, throughout the nation, there are scores of rural people wno form the foundation of our present ci vilizati.on. Y:outh are no small portion of this number and their activities have a strong effect on continued progres&. Therefore, it is important to nntei that the l-argest organization in the world for rural y.oung people is the J!...,H Club, in Georgia alone the number being 84,141.
Mr. W. L. Wilson, Director of Agricultural Exten-
40

sion, states that "in the history of humanity, in times of great crises, it has been the spiritual element that
Ih has carried the people through. this country our
democratic way of life gives expression to the spirit, and it is the only type of government that does. For this nation was founded upon Christian ideas, and today the democracy for which we stand, for which we are willing, if need be, to lay down our lives, is the embodiment of that Christian idea. Our people should be led to understand and appreciate, particularly through their own democratic procedures in relation to their 4-H activities, that this democratic way of live is a heritage to be defended. By doing so, they themselves will increase in spiritual stature; and, in turn, the United States of America will attain new heights as a country of peace and good will with opportunity for all - ever vigilant in maintaining a force effective enough to defend its way of life at all costs. The challenge is plain."
Membership in a 4-H Club is the best experience that a farm boy or girl can have. It not only prepares young people for the duties of farming, but it is the best way of developing a pleasing personality, and the finest way of learning to get along with the people. It is a preparation for life as well as preparation for better farming.
Businessmen, bankers, and even officials at schools and colleges expect ambitious farm boys and girls to take advantage of the opportunities they have at home. Every form of aid is extended by these persons on the basis of the record made by those who seek assistance. Membership in a 4-H Club is an opportunity and an obligation.
Today many of our most successful farmers and homemakers, as well as a great many technical workers in agriculture are 4-H Club members. Our farm youth of today are tomorrow's leaders.
41

THE NATIONAL YOUTH ADMINISTRATION
The National Youth Administration for Georgia is providing part-time employment for more than 1,700 young people to enable them to enter or remain properly in the component units of the University System of Georgia. Without this financial assistance, these boys and girls would be unable to secure such education and work experience.
The college work program provides assistance for about 2,000 young people in attendance at the various units of the University System in order that they may continue their regular college work. Allotments are made to the institutions on a percentage of enrollment basis, and the selection and assignment of students are entirely the responsibility of the college president or a designated official of the institution. Students selected must be between the ages of 16 and 24, inclusive, must be 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-fourth~ 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 replaoe any work normally provided through the regular budget of the institution or agency.
The college. work program - both the students and the schools - suffered a telling blow this year when the Bureau of the Budget set up a reserve~ of $28,400,000 of the Youth Administration's current appropriation. This has perforce necessitated a heavy retrenchment in the number of students receiving assistance. Untold numbers of young people have been f~rced to discontinue their education; many of thes~ held high scholastic averages, since the averages of students receiving NYA assistance is consistently higher than that of the
42

other students, and they also occupied key positions in extra-curricular activities.

The figures cited below show the extent of the assistance at the various units of the University System.

Institution
Abraham Baldwin Agricultural College Georgia School of Technology Georgia Southwestern College
- Georgia State College for Women Georgia State Woman's College Georgia Teachers' College Middle Georgia College North Georgia College South Georgia College University of Georgia School of MedicineUniversity of Georgia Atlanta Junior College University of Georgia West Georgia College Fort Vall~y State College Georgia Normal College Georgia State College

No. Students on Program 1940- 1941
76 306
55 300
59 78 59 76 47

Expenditures 1940- 1941
$ 7,435.00 30,399.00 4,905.00 24,620.00 4,918.00 6,862.00 5; 805.00 8,189.00 4,222.00

16

1,868.00

46 381
73 47 45 ll6 1,780

4,833.00 49,988.00
5, 775.00 4,854.00 4,180.00
7.04~.00
$175,89 .00

Allocations 1940-1941
$ 4,950.00 28,170.00 3,780.00 17,150.00 4,575.00 5,490.00 4,195.00 7,140.00 3, 385.00
1,215.00
4,395.00 36,425.00
3,865.00 3,855.00 3,315.00 7,:265.00 $139.270.00

Officials of units of the University System are, however, hopeful of effecting a restoration of all or part of the sum impounded. The Regional College Work Council, comprising the eleven southern states, recently petitioned the Bureau of the Budget to restore the financial reserve. The Georgia College Work Council, likewise composed of professional educators from private and public colleges and universities, in December, 1941, wrote President Roosevelt that "our country's greatest need is for brains ... It is inconceivable that any youth should be deprived of his opportunity for the maximum development of his potentialities because of the economic status of his family .. Education is one of the main media through which we can preserve and improve the democracy we expect to conserve by our present national effort and ... the National Youth Administration is an even more distinctive necessity under the circumstances."

The college and university officials of Georgia recently asked the President and Georgia's Congressional delegation to request the Bureau of the Budget to re-

store the impounded funds "for the continuation of a healthy and democratic eduoe.tional system in Georgia, ~ declaring that 11 it would be actuallyshort-sighted to endanger the well-established educational procedures that we are now pursuing. 11 The action was taken "with full recognition of the necessities of both a total war effort and the maintenance thereaffer of a democratic leadership in the nation as a whole."
Also representative of the,cooperation between the NYA and the University System are the resident work experience centers, designed to increase the employability of out-of-school and unemployed youths through
practical experienoa in- production work. 'Tile chief em-
phasis in this phase of the NYA 1 s activities is now on equipping young people for jobs in war industries. Under plans worked out by the Chanceilor of the University System, the following units are now spo!lsoring such work experience projects: West Georgia College, Carrollton; Georgia State College for Women, Milledgeville; and Georgia Normal and Agricultural College, Albany. The youths earn wages for productive work done for the Army, Navy, OPM, and other public agencies, including the units of the University System. Training directly related to the youths' experience is provided under supervision of the University System units' officials and financed from federal funds through the Vocational Division of the State Department of Education.
Boys at the Carrollton project are ~orking in machine shop, agriculture, sheet metal, welding, and woodshop, while girls receive experience in power sewing and food preparation. Stress is also laid on all skills useful in rural living. The youths are housed in barracks built by the NYA and in the college dormitories.
Girls assigned to the Milledgeville resident center live in and manage five homes grouped around the college campus. In addition to the experience in food preparation and home management obtained in the
44

houses, the girls also secure work experience in ceramics, sewing, first aid, tea room-service and management, clerical work for faculty members, hospital attendants, public health, and similar fields.

The boys at Albany receive experience through shop work in skills important to the war effort, in construction work, agriculture, and domestic service.

These figures indicate the number of young people assisted through the NYA 1 s res~dent center program at the following units of the University System. (Each youth earns $30.00 per month, $20.00 of which covers his subsistence costs and $10.00 of which he receives in cash. The college unit is the beneficiary of improvements to property, additional facilities, shop production, and service work of all kinds.)

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

No. Youths
125
115
_2Q 290

Approx. Monthly Expend! ture $3,750.00 3,450.00
1, 500.00 $8,700.00

NYA 1 s construction program made further contributions to the University System1 s physical facilities last year, completing six new buildings at a cost of $49,000 and repairing others at an approximate cost of $5,000. A detailed construction report follows:

l. Home Economics Building - one-story, brick veneer on hollow clay tile, fireproof - Abraham Baldwin Agricultural College, Tifton, Georgia. This building will replace a similar building completed by N.Y.A. a year ago which was destroyed by fire. Approximate value - $25,000.
2. Boys 1 Dormitory Building- to house approximately 40 boys, solid brick veneer, semi-fireproof, Georgia Normal and Agricultural College, Albany, Georgia. Approximate value - $10,000.
3. Three experimental barns, frame construction. Geor-
gia Coastal Plain Experiment Station, Tifton, Geor-

gia. Approximate value- $3,500 each or $10,500 total.
4: One experimental tobacco barn, frame construction, Shade Tobacco Station, Attapulgus, Georgia. Approximate value- $3,500.
In addition to the large units cited above, NYA has effected miscellaneous repair work continually at West Georgia College in Carrollton and the Abraham Baldwin Agricultural College in Tifton.
THE UNIVERSITY SYSTEM COUNCIL
The Council, which is the deliberative body of the University System, making recommendations on matters of policy and procedure to the.Chancellor and Board of Regents, has for the past year offered no new suggestions. Rather, through its officers and committees, the Council has put its services at the disposal of the Survey Commission headed by Dean George Works, University of Chicago, who is conducting a survey of the System under a grant from the General Education Board.
The University System is unique among the states. It is a centrally administered, governmentally-supported organization of sixteen colleges now completing its first decade. Whether in Georgia state-supported higher education so conceived and so administered can and should endure is a question which is thus passing in review. Originally the Board of Regents, with the aid of a Commission of prominent educators drawn from several states outlined and set in motion the policies and certain of the procedures for a University System of Georgia. Dean George A. Works who served as chairman of this original ancillary group has been commissioned to review the present status of the organization and to submit to the Regents, for their consideration, a review of the facts about its operation, together with recommendations for the immediate present and the future.
46

It is the task of Dr. Works, with the aid of

specialists and advisers, not only to review the Uni-

or versity System as a phase

sta'te- government but also

to observe closely those aspects of its internal rela-

tionships such as administration, personnel, and cur-

ricula which are the specific manifestations of its

reality. The recommendations of several years ago will

be regarded for their present applicability and to re-

veal the extent to which they have been adopted; socio-

economic changes having occurred in the intervening

years to the present will be studied; and through such

approaches recommendations for policy and procedure

will be formulated.

EXAMINING PROGRAM
So many inquiries have been made in regard to the examining program of the University System and so much misunderstanding about it exists that it seems advisable to review the general characteristics of the program in this annual report. The following clear and succinct statement, at my request, is made by Dr. F. S. Beers, University System Examiner:
The influence of the program is felt far outside the borders of the state of Georgia, as well as within it. Since an office of examinations was set up in 1934 under the direct supervision of the Chancellor and Board of Regents many agencies have called upon it for aid and consulting services, To list some of these agencies may be informative:
U. S. War Department Federal Civil Service, Office of Education,
Social Security Board National Research Council American Council on Education National Committee on Teacher Examinations Cooperative Test Service American Association of Physics Teachers
47

College Associations of Alabam~, Georgia, North and South Carolina, Tennessee
Georgia State Departments of Public Health Public Welfare
Most of the services requested have been in connection with procedures for the selection of personnel, particularly by means of examinations.
Examinations have many possible uses. Many of these uses are defensible; but historically there is a general principle they serve on which a long line of scientists, poets, intellectuals, and statesmen are agreed. The principle has been no more clearly expressed than by Plato in "The Republic": " . . . . No two persons are born exactly alike, but each differs from each in natural endowments, one being suited for one occupation and another for another. . . . Then, apparently, it will belong to us to choose out, if we can, that special order of natural endowments which qualifies its possessors for the guardianship of the state."
In this country, at least since the founding of the United States Civil Service Commission, examinations have been increasingly used for the purpose of refining the process of selection whereby individuals are inducted into governmental service.
A similar responsibility has for a very much longer period of time belonged to teachers and instructors in educational institutions. Clearly, every instructor when he contributes to or makes up an examination is sharing in one of the most critical administrative functions that a school or college may perform. The primary resultants from examining - scores, marks, or grades - find their way to permanent lodgement in records; and these records, in turn, become the official ledger of a student's intellectual bank account. They determine whether he must be placed on probation, whether he is indifferently average, or whether he is fortunate enough to be eligible for the honors list.
48

They are supposed to be ~ne index of his fitness to remain, if he happens to be there~ on the football squad; and they are a still weightier determinant of his chances for election to Phi Beta Kappa. On them his graduation from school or his ignoble exclusion from the intellectual peerage may, and usually does, depend.
The tremendous increase in the content of knowledge in every field has had a profound effect upon the concept of the nature of examinations, whether in education or elsewhere. We realize now that no one person can know all there is to be known about any given subject. The emphasis has fittingly changed from a supposed measure of the absolute quantity of information possessed about a given subject to a measure of the relative amount of knowledge held; and the notion of absolute knowledge about a position to which individuals aspire has properly yielded to the concept of relative degrees of achievement among those who have professed their competence to hold such a position. This' change in viewpoint is specifically reflected in the content of examinations. Since not all of a subject nor all the duties required by a given job can be included in an examination, it becomes necessary to select as many samples of an individual's professed knowledge and competence as is practicable. Hence, the content of an examination on any given subject is based upon the consensus of experts in that field and should represent a compromise among the knowledges of the specialists. Parenthetically, it is quite understandable that Civil Service will be concerned primarily about the relative degree of achievement among those who have met certain minimum qualifications and have thus defended their fitness to stand an examination; whereas, in the field of education the concern will be even more inclusive in that the results of examining will also be regarded for the light they shed on the practices of teaching and on the selection of individual students for specialized opportunity or for remedial instruction.
49

Modern practice assumes that examining will generally be most effective if-it represents a consensue among experts in (A) substance, (B) form, and (C) interpretation of results; and, if the results obtained are such that they may be subjected to analysis.
(A) Consensus with regard to substance for instructional purposes has, for a very long time, taken the form of courses and textbooks, although in regard to the latter there is a growing tendency to use more than one text and to augment texts with collateral materials and special tasks. But there is no such tradition or framework in back of the examining function as exists in support of the definition of subject matter or content regarded as necessary to the field or the profession. It is naively assumed that the end result of examining will be achieved as soon as the purpose of teaching is set and the content of instruction presented, or as soon as the duty to examine has been turned over to members of a profession. More often than not, an examination, if used at all, is a mere gesture.at confirming what is already known about a competitor. But this pre-supposed interdependence has been found not to exist in anything like the measure assumed. As a matter of fact, the content of examining calls for not merely as much as but rather more than the extent of agreement acknow'ledged as requisite to instruction or a profession. Even a small amount of reflection will make it self-evident that any body of knowledge and skill will be more accurately judged by several competent persons than by one person alone.
(B) A first corollary to agreement on the content of examinations is agreement on the form of examination questions. Shall the form be such that the person being examined is invited, as it were, to set out on an excursion? For example: "Tell all you know about hydraulics." If so, the burden of finding out where he has gone and what his trip means is thrown heavily back upon the examiners and must require countless hours of their time to judge accurately in relation to the other quite dif-
50

ferent excursions taken by persons who start off from the same point but in se'{eral di:r;.,ections of their own choosing. This principle of 11 free-lancing" on the part of the person examined may be adapted to usable form with careful planning - defining limits in the questions asked, reaching agreement on acceptable answers, and assigning arbitrary but reasonably defensible degrees of value for varying degrees of generalization and specificity in replies. The difficul.ty of moulding the form to acceptable use will be conditioned by the number of persons to be tested, but the amount of time avai-lable to the examiners, and by the degree of certainty attaching to the meaning of "the right answer." In the main, the principle of free-lancing has been abortive. Its inherent defects are obvious: poor sampling as represented in the total compilation of questions and unavoidable variability among examiners in interpreting and scoring answers.
Very early in the history of modern practice, when science had just begun to contribute techniques to the art of examining, Sir Francis Galton stated a principle that has since come to be accepted as basic: "One of the most important objects of measurement . . should be emphasized. It is to obtain a general knowledge of the capacities of a man by sinking shafts, as it were, at a few critical points. In order to ascertain the best points for the purpose, the sets of neasures should be compared with an independent estimate of the man 1 s powers." Thenceforth examiners who were dissatisfied with free-lancing on the part of the person being examined have often elected as alternative the principle of systematic sampling, as foreseen by Galton, or they have used both methods. In practice, the method of "sinking shafts" has largely taken the form of stating a premise and then sub-joining to that premise several possible applications or resultants among which the reader makes a choice. The formulation may be such that a right answer is to be selected, or the best answer of several partially correct ones given; or one 1 s personal judgment is to be approximated, if possible, from among the variations offered.
51

This multiple-choice form has much to commend it. It reduces to.a purel~mechanical process the arduous and often highly ambiguous grading practices that are a chief fault of essay examinations; it permits systematic sampling of the student's knowledge and judgment in a small fraction of the time that essay writing would require; and it makes possible quantitative, as well as rational, analysis of results. Unfortunately, it does not guarantee good examining. One of its chief functions, in fact, is to subject poor examining to a pitiless spotlight. For it reveals in print, completely open to inspection and sometimes to the ridicule of colleagues, those very judgments and distinctions that under traditional procedures are performed within the merciful walls of the examiner's study.
(C) However well agreement may have been reached on the form and content of examinations, a measuring instrument is still relatively void of meaning until there is agreement on the 1nterpretation of results or scores. Ten departments of English in ten institutions may all use the same examination. They may classify the result into categories, A, B, C, D, F. But unless there is common definition of score-point limits, there will be ten different magnitudes of total score for each of the five categories, A through F. Superimposed on this minor amb1.guity will be a really protean monstrosity. The "distance" between any two successive values in the A through F range will not be the same in any of the ten departments; nor will it be the same between any pair of such points and the allegedly corresponding pairs of points determined by any one of the remaining nine departments of English. Such practices are short-sighted, authoritarian, and irresponsible.
Correction of such ambiguities in grading is not simple. Scaling as one of the corrective processes is known, is a technical matter likely to require specialized knowledge for its application. It is desirable, for example, that scales for grading have certain properties such as linearity and defined zero points,
52

comparability from one subject to another and from college to college within a given population; or, under Civil Service it is desirable that there be linear comparability among the scores made by competitors in a given class, such as physical therapist, for the purpose of job-placement, and that in so far as the examination is common also to the class of physical therapist technician, the scores made by competitors in each of the two classes be comparable. Such comparability is useful, for example in helping to reveal whether, on the common ground, the class paid the higher salary is correspondingly superior in professional
equipment; and, if there are disconcerting over-lappings or displacements between classes, whether the candidates in the presumably higher class are at fault or whether the classification plan defining the knowledge required should be .revised and made more appropriate. Without such techniques of reference, examining is no more than pious incantation; and ~nnovations in practices or continuation of those already in use must be accepted as effective on faith alone and must be defended as divine insight not subject to question.
In modern examining, maps, graphs, diagrams, and conventional symbols belonging to special fields are, broadly considered, a part of the language pattern. As devices for securing a compressed form of description, or of space and positional relationships, or of quantification, they may readily, though not necessarily, represent the most extreme form of economy in expression. On the other hand, a lucid, fairly complete verbalization such as a paragraph, a precis, a stanza of poetry, or some other small unit or cross section, followed by a series of guestions based on that unit, may represent the broadest practical form of verbal completeness.
The parent of most modern examination items is the multiple choice form. Generally speaking, most other forms stem from it. It is, therefore, the most flexible type and may be readily adapted to nearly all fields of knowledge and most mental processes that seem
53

desirable as an end of instruction or as equipment possessed by a person hold:filg a professional or semiprofessional job.
It may be used to test recognition or recall, judgment or knowledge of fact, aspects of appreciation or of inference, application of principles, familiarity with technical terminology, laboratory procedures dependent upon sequence, and situations in which there are issues demanding for their resolution a complex of mental processes plus factual and technical information.
Modern examining does not test mere knowledge, as some believe. It should be remembered that the usual distinction between knowledge and thinking is logically and psychologically unsound. A principle, or a law, or an aspect of appreciation may be as readily learned by rote as the date, 1492. And glib generalizations, as the science of semantics has shown, are used quite as much to avoid thinking as to prove its presence. What may be "thinking" to one person is memory to another. Then, too, the "thinking" of one generation provides for or becomes the knowledge of the next. But individuals think or acquire past-knowledge at vastly different rates, and some do neither - hence one obvious need for examinations.
Under favorable conditions, where examining is the collective responsibility of many people, not merely an individualistic enterprise or a purely personal matter between instructor and student, many teachers quite consistently make contributions that are surprisingly fine, both in terms of ideas and in terms of questions.
The University System administration has provided policies and procedures for examining that furnish a framework within which the talents of individual teachers not only are protected but also are given direction,' often with exponential powers added. Such administrative aids provide for:
54

l. Conferences or committees to formulate the aims of courses a11d the eq,p.tent-outline of examinations, and to consider the limitations imposed upon the objectives of exa~ining by the average student to be served and by the extent of variability from this average of other students who likewise are to be judged on examination results;
2. Participation by teachers in these general formulations, in the types of questions or tasks that will be required of persons to be examined, and in the final selection of materials to be included in an examination;
3. Definite and regular assignments in question making for inclusion in examjnations, with complete freedom to offer innovations at le<! s t to the extent of l/3 of their: assignment; and
4. An office for analysis, research, and collation of the examining function with respect to construction, administration, and inter-pretation.
There are scientific methods for determining the suitability and effectiveness of examination items . .Such measures, however, cannot be applied befo_re the fact. An examination must first be given before it can properly be judged for effectiveness. This may seem to be a cumbersome procedure; but, in the University System, where the Examiners Office exists to aid in building examinations at frequent or repeated intervals, materials tried out and validated in one setting are often of use in subsequent tests.
The most productive attack on th~ worth of examination questions is a breaking down process. What percentage of students were able to answer any one question correctly? Did those who chose the right answer make total scores that were high or average or low? Were the wrong options such as to attract a greater number of the low-scoring than the high-scoring people? From such considerations it is possible to measure the relation of each item to all the questions collectively and to determine whether the contributions of each is posi-
55

tive, neutral, or negative. The basic assumption from which such analysistakes :1!-ts origin is the same as it is for nearly all examinations of whatever kind, namely, that those who make high scores have more of the desirable qualities being sought than those who make low scores.
If it is assumed that those who make high scores have more of the desired know'ledge and understanding than those who make low ones, each question can be made to reveal the extent that it reflects this assumption. The total process is rather complex; but certain essential facts and practical applications can be shown by means of a few simple steps in arithmetic: If the upper and lower 27% of all the papers ar~ isolated and rescored, question by. question, to determine the per cent of each group answering each question correctly, the difference in per cent correct responses between the upper and lower groups for any one question is a rough measure of its differential power, i.e., how well the question reflects the basic assumption and whether its contribution to the total test is positive, neutral, or negative.
The same treatment may be accorded each of the optional answers or decoys that accompany the correct response. If the question is contributing to the examination as a whole each decoy should, on the average, attract a larger percentage of the lower than the upper group. If the question is to be filed for possible use in the future, the options that fail to function should be revised; and if the correct response shows little or no differential power, it should also be revised or replaced or, perhaps, the question should be discarded.
This type of analysis also lends itself to another important consideration, namely, difficulty of the examination, question by question. Altogether too frequently sweeping generalizations may be heard such as "too hard," or "too easy," or "too silly to warrant consideration."
56

"Difficulty" as an ipse dixit has little to recommend it and will vary_ with th2 authority. The resulting contest is neither enlightening nor practical of results. When the idea is harnessed to something tangible, it may not only gain in meaning but also prove exceedingly useful. Difficulty as a concept applied to a question may be defined as the per cent of students giving a correct answer. If the per cent of correct responses for the high-scoring group is added to the corresponding per cent of the low-scoring group, this sum may be divided by two to yield a rough per cent difficulty of the item for the entire group tested.
Ideally examinations should repre.sent in their individual questions a range of difficulty extending from 10% to 90% correct responses. And the items should be distributed along this range with some show of evenness. It is important for purposes of selection and guidance and job-placement that differentiation al~ along the range should be accurate.
As a specific illustration of some of the functions carried on by the examiner's office, the scoring of course examinations might be cited. Each quarter about 12,000 final examination papers are scored, scaled, and reported back to instructors in a period of three to five days.
In a normal year more than 200,000 placement, course, and sophomore comprehensive examinations will be distributed by the office; many of thes.e are used by high school and college associations outside of the state. For example, North and South Carolina frequently use the Georgia tests for high school and college scholarship programs and for personnel data to be used in counselling students.
This past winter the universities of these two states announced that they will admit to college superior high school pupils who have not yet graduated but who have unusual promise of college success. This is a
57

speed-up war measure. Both universities are using Georgia tests for purpo~es of.s~ecial admission, having used these tests long enough in the past to have confidence in their dependability for such a purpose.
Part of the success of the tests is owing to the fact that each time an examination is made and administered generally in the University System, the examiner's office does a detailed job of analysis on the results. Each question is carefully "tested" for its effectiveness; and the results are turned over to the faculty members who originally wrote the questions. They thus learn ways and means of improving their work on the next series of questions that they make.
Perhaps the most interesting service that the office has recently performed is that of consultant on the making of examinations to be used by the War Department in selecting promising men among the selectees for Officer Training. The War Department examinations follow so closely the pattern used in Georgia that students in the system colleges will get excellent training in the type of examination they must take if they aspire to become military officers. Lest this point be misconstrued, let it be said that the military authorities want "educated men." Both the basic courses and the examinations in the Georgia System are designed to help provide them.
To make the point more personal, appreciable numbers of graduate students and instructors in the Georgia System have found, and are now finding in even larger numbers, opportunity under war conditions for servic~ that has been made possible to them because of their training in the research techniques heretofore mentioned.
58

ENROLLMENT IN ALL GEORGIA HIGHER INSTITUTIONS
The problems of higher education for the youth of Georgia have state-wide implications and ~ffect 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 21,042 - these figures do not include summer enrollment. The enrollment in the twenty-seven senior colleges is 16,535 and in the twenty junior colleges, 4,507. There are nine state senior colleges and these have an enrollment of 10,301, while the eighteen senior colleges not maintained by the state have 6,234. It is thus seen that the state maintained senior colleges are providing education for approximately three-fifths of those attending senior colleges. The nine st~te senior colleges have an average of 1,144 students; the other eighteen non-state senior colleges have an average of 346 students.
The twenty junior colleges have an enrollment of 4,507; in the seven state junior colleges there are 2,392 students and in the thirteen others, 2,115. There are ten colleges for Negroes with a total enrollment of 3,126; three are state supported and seven are not; eight are senior colleges and two are junior colleges. In the three state colleges, there are 1,090, approximately thirty-three per cent.
ENROLLMENT IN GEORGIA SECONDARY SCHOOLS
In 1903 the University of Georgia undertook in a definite way the building up and accrediting of the high schools of the state. Dr. Joseph S. Stewart prepared the firs~ list in 1904-1905. There were seven
59

four-year public high schools and four four-year private academies, and thir.ty..nine three-year high schoo~.s listed that year. There were graduated from the fouryear schools that year 54 boys and 40 girls, and from the three-year schools, 161 boys and 277 girls. There were 149 teachers in these fifty schools.

In 1940 there were 438 public and 26 private white; 39 public and ll private Negro aocredited fouryear high schools in Georgia - a total of 514 accredited four-year high schools. There were 1,769 white public and 97 white private school men teachers, making a total of 1,866 male white teachers. There were 2,237 white public and 143 white private women teachers, making a total of 2,380 female teachers in the white schools. In the Negro public schools for 1940 there were 205 men and 115 women. The private schools had 50 men and 37 women teachers, making a total of 407 Negro teachers. This makes a total of 4,653 teachers in the 514 accredited four-year high schools for 1940. The enrollment was 97,499, and the number of graduates was 20,965.

ENROLLMENT OF COLLEGES IN GEORGIA

SENIOR COLLEGES OF UNIVERSI~t~;~ 5 - 1.22!! 12.2.2 1.22 ill7 12.2 ill2_ !2.!!.Q !2..'.!

Ga. School of Technology, Atlanta G. S. C. W., Milledgeville
Ga. State Womans College, Valdosta Ga. Teachers College, Statesboro Ur.i versi ty of Georgia, Athens
U. of Ga. School of Medicine, Augusta University System Center, Atlanta
Total

1784 1871 2014 2354 2493 2590 2761 2835
ll6o 1235 1279 1363 1495 1469 1340 ll89 343 343 3ll 306 341 353 349 316 476 440 522 502 580 514 506 350
2404 2724 2843 3178 3379 3408 3377 2978 147 151 148 155 163 168 178 210
~ 842 _U05 _ll2!i ___l,_gi2 _J,'H9 1640 1602
7149 7060 <!222 9023 9730 9981 10151 9liBO

SENIOR COLLEGES NOT IN UNIVERSITY SYSTEM

Agnes Scott College, Decatur Berry College, Mt. Berry Bessie Tift College, Forsyth Brenau College, Gainesville "'*Colwxbia Theological Sem., Decatur h.ory University, Atlanta LaGrange College, LaGrange Mercer Uni verst ty, Macon "'*Oglethorpe University, Atlanta Piedmont College, Demorest Shorter College, Rome Wesleyan College, Macon
Total

473 478 479 487 481 468 494 477

517 586 611 621 594 600 567 591

246 257 267 254 246 227 183 191

320 334 324 373 381 384 372 369

60 55 49 60' 53 64 68 70

1040 ll09 lll6 1212 1326 1393 1410 1318

99 ll9 ll3 93 127 129 164 154

477 469 444 444 480 466 502 414

381 434 460 588 838 671 235 167

261 239 219 249 190 176 241 195

226 238 215 212 215 210 229 2ll

246~~
431iO 591 4599

288 -:ii!l3I

266~ 260~
5197 5033 li725

Combined Senior College Enrollment

11495 12197 12821 13904 14927 15014 14876 13948

JUNIOR COLLEGES OF UNIVERSITY SYSTEM
Abraham Baldwin College, Tifton Ga. Southwestern College, Americus Middle Georgia College, Cochran No:.oth Georgia College, Dahlonega South Georgia College, Douglas West Georgia College, Carrollton
Total

169 217 250 317 377 405 341 287
277 336 311 314 350 374 378 305 267 286 346 345 403 432 385 354 268 303 344 415 535 593 595 650 203 204 259 314 340 311 309 251
266 ____gw ._}Q} ~ 428 __.'1.49 468 ~ 1450 ltiiO llli3 2001 2li33 250li 24'fb 2275

60

JUNIOR COLLEGES NOT IN UNIVERSITY SYSTEM

Andrew College, Cuthbert Armstrong Jr. College, Savannah Brewton-Parker, Mt. Vernon &lory at Oxford, Oxford
Emory Junior College, Valdosta Ga. Military College, Milledgeville Gordon M111 tary College, Barnesville Junior College of Augusta, Augusta
Norman Jr. College, Norman Park Rabun Gap-Nachoochee, Rabun Gap Reinhardt College, Waleska
Young Harris College, Young Harris Total

94 83 93 80 120 82 85 83

!68 324 334 262 276 263 204

129 109 -109 88 105 127 119 194

83 120 145 154 189 181 171 207

65 65 123 229

72 80
131
247

..58
80 157

61
lll 124
240

50
139 143 264

69 155 136
253

74 176 138
290

63 197 148
259

84 87 109 93 106 140 110 99

58 80 90 81 143 145 137 101

- =61 91 75 71 89 94 89 70

991

'1525858

~ 1530

~ l 7

_2gg 1932

~ 2024

_____w
1937

~ 220

Combined Junior College Enrollment

2441 3172 3343 3677 4365 4588 4413 3968

NEGRO COLLEGES OF UNIVERSITY SYSTEM
Ft. Valley State College, Ft. Valley Georgia Normal College, Albany Georgia State College, Savannah
Total

58 88 107 103 99 218 306 3ll
--& 101 103 109 133 208 334 241 269
~415--4m0 _25.2521 ___527i29 ~30 llO ~ 1109 __120.9Q0

NEGRO COLLEGES NOT IN UNIVERSITY SYSTEM

**Atlanta University, Atlanta

84 109 131 107 100 230 212 ll2

Clark University, Atlanta **Gammon Theological Sem., Atlanta

420 455 513 410 350 360 376 398

~

~

~

TI

ffi ~

M

~

Morehouse College, Atlanta

319 338 416 379 400 415 351 346

Morris Brown College, Atlanta

423 596 614 550 572 639 591 461

Paine College, Augusta Spelman College, Atlanta
Total

179 222 207 193 225 269 261 270
251 ~ ~ 350 ..2'!2 ~ 384 384 l'f38 2072 2259 2055 2Q5l! 2337 2230 2035

Combined Negro College Enrollment

2153 2532 2810 2645 2894 3445 3345 3126

JOMBINED TOTA..

16089 17901 18974 20226 22186 23047 22634 21043

** Graduate School. *** Adult education included for
1934 through 1939.

++ Destroyed by fire. -t++ No records available.

ENCOURAGING FACTS
A study of the growth and progress of the University System as ~artially revealed in the nine statistical tables should be most encouraging to the people of the state and particularly to all friends who believe in a complete and unified educational system for the state, or, as Abraham Baldwin expressed it, 1 one general and complete establishment, 1 by the state controlled and by the state supported.
The enrollment has grown in a decade from 8,035 to 12,845. If to the cumulative enrollment is added that of the regular summer courses, which are in faot a part of the program of regular resident instruction, the total number of students tendered formal educational discipline is 24, 047. If there are added to

these, 4,280 students enrolled in regular extension classes and in cor~esponde~ce courses the combined total enrollment is 28,327.
Let me emphasize that 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. No finer evidence is needed to show the faith which has been placed in the University System by the people.
Impressive as may be the attendance, even more so is the increase in the number of graduates, from 1,946 in 1936, to 3,058 in 1941. The degrees conferred annually indicate the extent of sustained interest.
It is most gratifying to note the wide distribution of students by counties, by states, and by foreign countries. Every county is well represented in the University System, and 126 counties are represented in the institutions at Albany, Fort Valley, and Savannah. It is distressing that so small a percentage of our colored population attend our own colleges as well as others provided for them in Georgia.
In June 1937, the Board of Regents authorized' each unit in the system to establish scholarships equivalent to the matriculation fee of the respective unit. The first honor graduate of each accredited high school is entitled to this scholarship award. The responsibility is put on the superintendent or principal to certify the one person entitled to the scholarship from his school. From the 514 accredited high schools, 227 first honor graduates entered the University System.
As a matter of educational policy we owe it to ourselves and to the state to encourage our most prom-
62

ising students to enter college and complete their education. It is our duty to train them and to instill in them a public spirituai attitud~ and a sense of social responsibility.
We are proud that the University System is no longer provincial but national. This is made evident by the large number of students from other states and foreign countries attending the various units. For the year just closed we had a total of 1,833 out-of-state students and 51 from foreign countries. Of the 1,833 out-of-state students, 894 came from five southern
states: Florida, 424; Tennessee, 157; Alabama, 123; South Carolina, 111; and North Carolina, 79. Cuba furnished 26 of the 51 from foreign countries. Of the out-of-state students, 1,305 attended the Georgia School of Technology, and 336 the University of Georgia.
It seems desirable that we encourage out-of-state students to enter the University System of Georgia. The exchange of viewpoints and ideas between our own students and students from other sections of the country produces wholesome results. Such a plan is one of the best safeguards against a spirit of narrow provincialism. It would be a short-sighted policy to limit the educational facilities of our system solely and exclusively to the youth of the state. Taxpayers of the state are not burdened with the education of out-of-state youth, for our present schedules of fees and policies and admission leaves little to be covered by state taxpayers. Non-resident students pay $132 in excess of that paid by resident students. The only unit to which we do not admit non-resident students is the University of Georgia Medical College.
Economically it is profitable for the University System to admit out-of-state students. The non-resident fee is twice that of the resident students. The material gains accruing from their fees of $132 a year at the University of Georgia and the Georgia School of Technology 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-o:f*o-state stud'ents 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 tax-payers of Georgia.
It is encouraging also to note the large number of students that transferred last year from junior colleges, state and private, to senior colleges. In 1940 there were 444 graduates and 264 non-grad~ates, a total of 708. A further analysis of these figures shows that 349 of these students transferred from junior units in the System to senior units in the University System. Again, of the 708 students transferring from all junior colleges to all senior colleges, 348 transferred to the University of Georgia, 250 from junior units in the System and 98 from junior units not in the System.
The junior college is rapidly assuming responsibility for preparing such of its students as determine to pursue their studies further as well as to give specific vocational training for those who propose to enter on careers immediately after those two years of college work.
As soon as possible, it is our desire to discontinue teaching training, except perhaps in one of the junior college units, and concentrate on the training of citizens, provide skills and comprehension in the semi-professions and still carry on the job of senior college preparation. We need a full junior program as a prerequisite to the study of education. We ought to educate before we attempt to train.
Table I shows the comparative registration summary for nine years and Table II shows the cumulative and the summer school enrollment for a period of three years.
The full scope of the ministry of the University
64

System in the teaching field, however, cannot be appreciated without knowing th~t the e_;;rollment in resident courses, at the end of the fiscal year was !2,845 and the cumulative enrollment was 24,047.

TABLE I

COMPARATIVE REGISTRATION SUMMARY Enrollment in the University System - Fall Quarters

NAME OF INSTITUTION

Totals - October 15

SENIOR COLLEGES: University of Georgia,

122.2 .!ill !.22..2 ~ .!2.2I .1.2.2 12.22 l2iQ 1.23.1

Athens

2101 2404 2724 2843 3178 3379 3408 3377 2978

Georgia School of Technology,

Atlanta

1666 1784 1871 2014 2354 2493 2590 2761 2835

Un! versi ty Sys tern Center,

Atlanta

638 835 842 1105 1165 1279 1479 1640 1602

Uni verst ty of Georgia Sctaool of

Medicine, Augusta

153 147 151 148 155 163 168 178 210

Georgia State College for Women,

Milledgeville

1032 1160 1235 1279 1363 1495 1469 1340 1189

Georgia Teachers College,

Statesboro

456 476 440 522 502 580 514 506 350

Georgia State W"omans Cnllege,

Valdosta Total

~3 _ 9 7, 1 m7 ~ 0 ~~90_3 _ 973_ 0 9m 9 l ~ 101 ~ l 9~0

JUNIOR COLLEOES: Georgia Southwestern College,
A:nericus West Georgia College,
Garrell ton Middle Georgia College,
Cochran
North Georgia College, Dahlonega
South Georgia College, Douglas
Abraham Baldwin Agri. College, Tifton Total

219 277 336 311 314 350 374 378 305

232 266 270 303 296 428 449 468 428

293 267 286 346 345 403 432 385 354

210 268 303 344 415 535 593 595 650

205 203 204 259 314 340 311 309 251

-rffi 128465 ---114.520

l 1

~
l 13

_20i0l1l

__2_4233ll

~
25 4

~
247

_2g275I

NEGRO COLLEGES:

Georgis Normal College,

Albany

.

Fort V"llley State College,

Fort Valley

Georgia State College,

Ssvannah

Total*

90 101 103 109 133 208 334 241 269

-m ----rm2W 306 311

~ 288

~ ____g.2 407 473

~ 50

5

~ 2

110

~ 1109

_210!.9Q0

Cv:nbined Total

8035 9006 9695 10543 11572 12987 13653 13736 12845

*Includes enrollment at Forsyth for 1933-1938.

TABLE II CUMULATIVi AND SUMMER ..SCHOOL ENROLLMENT Years 1937-38, 1938-39, 1939-40, 1940-41

INSTITUTION
SENIOR COLLEGES: The University of Georgia,
Athens Georgia School of Technology,
Atlanta University System Center,
Atlanta University of Georgia School of
Medicine, Augusta Georgia State College for Women,
Milledgeville Georgia Teachers College,
Statesboro Georgia State Womans College,
Valdosta

5928 3049 1881
156 2561 1663
560

5475 3188 2048
163 2433 1371
506

6594 3433 2313
168 2533 1552
596

Total

15798

15184

17189

JUNIOR COLLEGES:

Georgia Southwestern College,

Americus

344

385

398

West Georgia College,

carrollton

562

631

712

Middle Georgia College,

Cochran

400

449

463

North Georgia College,

Dahlonega

698

796

855

South Georgia College,

Douglas

350

371

350

Abreham Baldwin Agricultural College,

Tifton

4ll

451

447

Total

2765

3083

3225

NEGRO COLLEGES: Georgia Normal College,
Albany Fort Valley State College,
Fort Valley Georgia State College,
Savannah

674 ll45

617

1072

980

886

1195

Total

1819

1503

3247

Division of General Extension, Atlanta

6470

6441

4764

Combined Total

26852

26211

28425

6124 3690 2927
179 2433 1307
476 17136
432 655 412 822 333 374 3028
900 1746 1237 3883
4280

66

Table III shows the number of graduates for each ~t. Enrollment tells only a part of th1 story while the number of degrees conferred lflmually indicates the extent of the sustained interest. The figut~s below are the total number of graduates for the years 1938, 1939, 1940, and 1941, including summer school.

TABLE III NUMBER OF GRADUATES UNIVERSITY SYSTEM OF GEORGIA

INSTITUTIONS
SENIOR COLLEGES: University of Georgia,
Athens Georgia School of Technology,
Atlanta, University System Evening College,
Atlanta University of Georgia School of
Medicine, Augusta Georgia State College for Women,
Milledgeville Georgia Teachers College,
Statesboro Georgia State Womans College,
Valdosta

~
831 323
38 34 282 85 43

1222
963 350
52 31 336 96 39

Total

1636

1867

JUNIOR COLLEGES:

Georgia Southwestern College,

Americus

101

73

University System Junior College,

Atlanta

13

13

West Georgia College,

Carrollton

72

81

Middle Georgia College,

Cochran

85

85

North Georgia College,

Dahlonega

120

131

SOuth Georgia College,

Douglas

7l

65

Abraham Baldwin Agricultural College,

Tifton

72

93

Total

534

541

NEGRO COLLEGES: Georgia Normal College,
Albany Fort Valley State College,
Fort Valley Georgia State College,
Savannah

74

123

46

61

46

Total

135

215

Combined Total

2305

2623

1940
1051 407 69 32 460 84 32
2135
97 19 106 go 157 87 93 649
89 57 64 210
2994

1ill
1043 433 69 37 434 120 37
2173
86 31 104 101 164 72 g6 654
ll5 24 92
231
3058

Table IV shows the geographical distribution of the students in the University System. It will be no~ed that there are stuaents from each county.

TABLE IV UNIVERSITY SYSTEM OF GEORGIA ENROLLMENT ACCORDING TO COUNTIES - FALL QUARTER, 1941
White Institutions

Name of
County

NUIDber of
Students

Name of
County

NUIDber of
Students

Name of
County

Appling

19

Atkinson

12

Bacon

17

Baker

ll

Baldwin

99

Banks

12

Barrow

38

Bartow

43

Ben Hill

51

Berrien

36

Bibb

191

Blackley

6:;

Brantley

6

Brooks

60

Bryan

15

Bulloch

142

Burke

65

Butts

37

Calhoun

37

Camden

13

Candler

31

Carroll

102

Catoosa

17

Charlton

10

Chatham

221

Chattahoochee

8

Chattooga

29

Cherokee

36

Clarke

341

Clay

26

Clayton

39

Clinch

19

Cobb

98

Coffee

90

ColUIDbia

23

Colquitt

64

Cook

35

Coweta

59

Crawford

8

Crisp

7l

Dade

5

Dawson

6

Decatur

45

DeKalb

709

Dodge

54

Dooly

49

Dougherty

79

Douglas

16

Early

39

Echols

5

Effingham

19

Elbert

63

Emanuel

70

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 LUIDpkin McDuffie Mcintosh Macon Madison Marion Meriwether Miller l'Utchell Monroe Montgomery Morgan Murray Muscogee.

21 18 16
93 15 56 2295 13 7 50 43 60 50
59 40 88 30 22 24
55 23 34 19 36 64 31 38 55 29 27 28 18 12
94 15
8 15
2
52 42 28
7 33 49 16
87 19 62 14 32 35 17 154

Newton Oconee Oglethorpe Paulding Peach Pickens Pierce Pike Polk Pulaski Putnam Quitman Rabun Randolph Richmond Rockdale Schley Screven Seminole Spalding Stephens Stewart SUIDter Talbot Taliaferro
~attnall
Taylor Telfair Terrell Thomas Tift Toombs Towns Treutlen Troup Turner Twiggs Union Upson Walker Walton Ware Warren Washington Wayne Webster
Wheeler White Whitfield Wilcox Wilkes Wilkinson Worth

NUIDber of
Students
43 38 38 17 42 17 13 17 37 33 29
8 33 30 142 ll 25 54 22 75 26 28 133 18 14 41 30 29 48 101 93 38
6 21 74 52
7 21 43 35 63 98 23 64 36
9 52 15 55 63 48
35 60

68

Table V shows the distribution by counties of
students in the Negro institutions of the University System. There are students from -126 counti~s.

TABLE v
UNIVERSITY SYSTEM OF GEORGIA ENROLLMENT ACCORDING TO COUNTIES - FALL QUARTER, 1941
Negra Institutions

Name of
County

Number of
Students

Name of
County

Number of
Students

Name of
County

Appling

4

Atkinson

2

Baker

5

Baldwin

4

Banks

l

Barrow

l

Bartow

3

Ben Hill

8

Berrien

5

Bibb

23

Brooks

18

Bryan

l

Bulloch

7

Burke

9

Butts

l

Calhoun

ll

Camden

3

Candler

2

Carroll

3

Chatham

157

Chattahoochee

l

Chattooga

4

Clarke

15

Clay

8

Clayton

l

Cobb

l

Coffee

l

Columbia

2

Colquitt

7

Cook

5

Coweta

12

Crisp

3

Decatur

40

DeKalb

l

Dodge

6

Deely

6

Dougherty

58

Douglas

l

Early

8

Effingham

l

Elbert

13

Emanuel

9

Evans

2

Fayette

3

Floyd

9

Franklin

4

Fulton

14

Glynn

8

Grady

ll

Greene

6

Habersham

l

Hall

4

Hancock

16

Haralson

l

Harris

l

Hart

12

Heard

l

Henry

7

Houston

5

Irwin

4

Jackson

l

Jasper

l

Jeff Davis

2

Jefferson

2

Jenkins

3

Jones

6

Johnson

3

Lamar

7

Lanier

l

Laurens

23

Lee

3

Liberty

4

Lowndes

28

Mcintosh

8

Macon

12

Marion

l

Meriwether

9

Miller

6

Mitchell

14

Monroe

ll

Montgomery

l

Morgan

2

Muscogee

29

Newton

4

Peach
Pickens Pierce Pike Polk
Pulaski Putnam Quitman Randolph Richmond Rockdale Schley Screven Seminole Spalding Stephens Stewart Sumter Talbot Taliaferro
Tattnall Taylor Telfair
Terrell Thomas Tift Toombs Treutlen Troup Twiggs Upson
Walker Ware
Warren Washington Wayne Webster Wheeler
Wilcox Wilkes Wilkinaon Worth

Number of
Students
42 l 4 2
ll 6 2 5
10 2 l 2
5 15
8
3 8 23 l 4 l 5 16
9 22 12
7 3 9 l 2 l ll 4 5 4 2 4 l
5 2
3

Table VI shows the distribution of out-of-state students by states and fo'reolgn counties.

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

Alabama Arizona Arkansas
California Connecticut
Delaware Florida
Idaho Illinois Indiana Iowa
Kanaas Kentucky
Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska New Hampshire New Jersey

123

New Mexico

1

New York

28

North Carolina

6

North Dakota

40

Ohio

3

Oklahoma

424

Pennsylvania

2

Rhode Island

31

South carolina

7

Tennessee

3

Texas

4

Utah

32

Vermont

23

Virginia

5

Washington

40

West Virginia

30

Wisconsin

7

Wyoming

2

Hawaii

42

Philippines

19

Puerto Rico

1

District of Columbia

4

2

112

Total

1 215
79 1
32 14 57
2 111 157
30 2 2 55 1
30 14
3 8 1 12 15
1833

Brazil Canada Canal Zone Central America Chile Columbia Costa Rica Cuba

2

Germany

3

3 3

Haiti
Netherlands, w. I.

1 1

1

Nigeria

1

3

Peru

1

1

Turkey

3

2

26

Total

51

70

TABLE VII
NUMBER OF OUT-OF-STATE STUDENTS ENROLLED IN THE VARIOUS UNITS OF THE UNIVERSITY SYSTEM "ElF GEORGIA

Out-of-State

Students from

Students

Foreign Countries

Georgia Normal and Agricultural

College, Albany

15

0

Georgia Southwestern College,

Americus

2

0

The University of Georgia,

Athens

4

Georgia School of Technology,

Atlanta

1305

37

University System Center,

Atlanta

0

4

University of Georgia School of

Medicine, AUgusta

0

0

West Georgia College, Carrollton

0

0

Middle Georgia College, Cochran

19

5

North Georgia College, Dahlonega

14

0

South Georgia College, Douglas

28

1

Fort Valley State College,

Fort Valley

22

0

Georgia State College for Women,

Milledgeville

23

0

Georgia State College, Savannah

28

0

Georgia Teachers College, Statesboro

6

0

Abraham Baldwin Agricultural

College, Tifton

2

0

Georgia State Womans College,

Valdosta

22

0

Total

1822

51

71

HONOR GRADUATES
Table VIII shows the""':nuriJ.ber 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 ENTERING

THE UNIVERSITY SYSTEM OF GEORGIA

INSTITUTIONS
SENIOR COLLEGES: University of Georgia,
Athens Georgia School of Technology,
Atlanta University System Center,
Atlanta Univ. of Georgia School of Medicine,
Augusta Georgia State College for Women,
Milledgeville Georgia Teachers College,
Statesboro Georgia State Womans College,
Valdosta
Total
JUNIOR COLLEGES: Georgia Southwestern College,
Americus West Georgia College,
Carrollton 'iddle Georgia College,
Cochran :>rth Georgia College, Dahlonega :>uth Georgia College, Douglas braham Baldwin College, Tifton
Total
NEGRO COLLEGES: Georgia Normal College,
Albany Fort Valley State College,
Fort Valley Georgia State College,
Savalliah
Total

Fall Suarters
.ill1 ill .1222 1940 1941

31

37

42

44

45

11

13

13

12

14

None

7

1

7

3

Three years of college work required

37

43

39

44

38

9

21

15

30

16

2

12

13

13

11

90

133

123

150

127

19

11

11

15

12

15

24

20

15

16

10

11

5

9

11

9

19

17

13

18

2

3

7

8

10

3

None

15

22

6

58

68

75

82

73

6

7

7

6

4

13

21

13

5

6

6

6

10

11

13

26

33

27

Combined Total

159

214

224

265

227

72

TABLE IX

Students entering senior college&"in the cf!kl term, 1940, from Junior Colleges in Georgia which are members of the Georgia Association of Junior Colleges, as reported by Georgia Senior Colleges,
members of the Association of Georgia Colleges.

JUNIOR COLLEGES:
Andrew Armstrong Junior College Augusta Junior College Abraham Baldwin Ag. College Brewton-Parker Emory Junior ~Oxford) Emory Junior Valdosta) Georgia Military College Georgia Southwestern Gordon Junior College Atlanta Junior College Middle Georgia College Norman Junior College North Georgia College Rabun Gap-Nacoochee Reinhardt College South Georgia College West Georgia College Young Harris

Graduate
18 48 31 48 13 28 13 10 34
6
3 31
5 57 3 9 20
35 32

Non-Graduate
1
7 15 17
8 29
8 7 16 14 24 27 3 48 0
3 8 20
9

Total
19 55 46 65 21 57 21 17 50 20 27 58
8 105
3 12 28
55 41

Total

444

264

708

Number reported from Agnes Scott - 3; Bessie Tift - 3; Brenau - 1;
Emory - 96; Georgia State College for Women- 68; Georgia State Womans College - 11; Georgia School of Technology - 64; Georgia
Teachers College - 38; LaGrange - 12; Mercer University - 33; Piedmont College - 19; Shorter - 5; University of Georgia - 348; Wesleyan- 7.

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

TABLE X
NUli!BER OF EMPLOYEES IN SYSTEM
(Per Quarterly Report 12/31/41)
UNIT
SENIOR COLLEGES: The University of Georgia Georgia School of Technology University of Georgia School of Medicine Georgia State College for Women Georgia Teachers College Georgia State Womans College
73

Number
200 170
50 105
46
30

JUNIOR COLLEGES:

Georgia Southwestern College

22

West Georgia College

42

Middle Georgia College

21

North Georgia College

35

South Georgia College

18

Abraham Balgwin Agricultural College

17

EXPERIMENT STATIONS:

Georgia Experiment Station

42

Georgia Coastal Plain Experiment Station

15

Agricultural Extension

3

ADUI,T EDUCATION:

University System Center

23

Division of General Extension

10

Central Office

7

NEGRO COLLEGES:

Georgia State College

52

Fort Val~ey State College

44

Georgia Normal and Agricul-tural College

26

Total

978

THE UNIVERSITY OF GEORGIA
The University of Georgia has made considerable progress toward putting into effect the form of organization and the changes contemplated by the Statutes of the University adopted by the Board of Regents on August 2, 1940. The University of Georgia is rapidly assuming the proportions of a first rate university in the real sense of the word and the quality of its work is beginning to command respect and admiration in the highest scholastic circles.
, I I
74

Registration
The regi&tration for the 1940-41 session was slightly less than for the 1939-40 session. In 1940-41 the total enrollment was 3631 as compared with 3688 in the preceding year. It is interesting to observe that the enrol~ment of men was 106 less in 1940-41 than it was in 1939-40, while the enrollment of women was 49 more than it was in 1939-40. The enrollment in the graduate school was 19 less than it was during the preceding year. The falling off in the registration of men is undoubtedly due to the fact that some of the students have enlisted in various branches of military service and others have taken positions that have opened up in an ~xpanding business and industry.
The summer quarter of 1940 showed a large increase in attendance over 1939. The registration was 1628 as compared with 1446 for the first term of the summer quarter of 1939, and for the second term 1278 as compared with 1053 for the second term of the summer quarter of 1939.
There were admitted during the year 1407 new students, distributed as follows: high school certificate, 609; advanced standing, 788; special students, 10. There was a decrease in transfers from the senior colleges in the University System of 6.84 per cent and in the junior colleges of 3.69 per cent. The decrease in number transferred from all Georgia colleges was 4.86 per cent, but an increase from colleges outside of Georgia of 2.39 per cent. The decrease in transfers from all colleges, within and without the state, was 3.31 per cent.
The number of graduates - one thousand and seventy-one - was the largest in any one year of the history of the University of Georgia.
The enrollment for the academic year was 3631, for the summer quarter 2129, or a total for the four quarters of 5760. From this total must be deducted 835 duplicates, leaving a net enrollment for 1940-41 to be 4925.
75

SUMMARY OF DEGREES CONFERRED 1940-41

Graduate School Arts and Sciences Law Pharmacy Agriculture Forestry Education Business Administration Journalism Home Economics
Total

Men

Women

69

22

99

102

21

2

9 188

31

36

119

136

36

30

41

12Q

619

452

Tot~l
91 201
2~
9 188
31 155 172
71 , _l2Q
1071

SUMMARY OF ENROLLMENT BY SCHOOLS

Graduate School Arts and Sciences Law Pharmacy Agriculture Forestry Education Business Administration Journalism Home Economics
Total

540 1109
91 72 733 150 802 680 243
__2Q2
4925

Every county in Georgia except Liberty and Twiggs had students in the university in the session just closed. Both these counties had students in other units in the University System. The largest attendance, 404, was from Clarke, closely followed with 327 from Fulton. It is probable that Fulton has the largest student attendance since so many families move to Athens temporarily to educate their children and for other reasons. Excluding these two counties (Clarke and Fulton), about 40 per cent of the students came from counties in south Georgia, considering Bibb County as the center of the state.
76

Personnel Changes
A number of the members br-the faculty severed their connections with the university at the close of the 1939-40 session in order that they might accept positions elsewhere. To fill these vacancies and to do special work that the General Education Board and the Rosenwald Fund proposed to finance, the following new faculty members were appointed and took up thei~ duties at the beginning of the 1940-41 session:
Mr. T. T. Beck, Instructor in Romance Languages Dr. Eugene H. Brown, Instructor in Zoology ~r. John F. Burke, Assistant Professor of Accounting Miss Gwendolyn Burton, Research Assistant in Plant
Pathology Mr. J. B. Cooper, Instructor in Poultry Husbandry Mr. Reuben Gambrel, Instructor in Art Mr. Seth Ward Gilkerson, Instructor in Bacteriology Mr. D. Newton Glick, Instructor in Landscape Architec-
ture Dr. E. C. Griffith, Assistant Professor of Economics Mr. Ernest Hogge, Assistant Professor of Chemistry Mr. Joe Jacob, Special Field Agent, College of Education Mr. J. W. Kelley, Associate Professor of Poultry Hus-
bandry Mr. John W. Kendrick, Instructor in Economics Miss Martha LaBoon, Nursery Teacher Mr. James J. Lenoir, Visiting Professor of Law Mr. M. L. Mauldin, Instructor in Chemistry Mr. R. B. Mitchell, Research Associate in Agricultural
Engineering Mr. John W. Nelson, Assistant Professor of Pharmacy Dr. Eugene P. Odum, Instructor in Zoology Mr. J. D. Salter, Special Field Agent, College of Edu-
cation Mr. Sam Schiller, Instructor in Education Mr. J. L. Shepherd, Assistant Professor of Agricultural
Engineering Mr. John R. Shuman, Associate Professor of Plant Pathol-
ogy Mr. Robert Strozier, Assistant Professor of Romance
Languages and Assistant Dean of Students Mr. D. T. Sullivan, Instructor in Horticulture Mr. Carl Preston Tebeau, Instructor in Chemistry Mr. Karl Thaxton, Instructor in Physics
77

Mr. C. A. Wall, Jr., Instructor in English Miss Claire Weight, Assistant Professor of Health Edu-
cation for Momen Mr. Henry. West, Lecturer in Law School Mr. B. 0. Williams, Professor and Head of Sociology De-
partment Mr. B. M. Woodbridge, Jr., Instructor in Romance Lan-
guages
Certain changes were made in the administrative staff of the university in order that the requirements of the Statutes of the University might be met. Dr. L. L. Hendren was appointed to the new position of Dean of Faculties; Mr. Kenneth Williams was named to the position of Dean of Students; Dr. W. H. Bocock and Dr. W. D. Hooper were past the age for holding administrative positions and were, therefore, relieved of the!r duties as heads of the Greek Department and Latin Department, respectively. These two departments were merged into a department bearing the name of Department of Classical Languages. Mr. R. L. McWhorter was appointed to the headship of this new department. Since Dr. R. E. Park was past the retirement age, he was relieved of his duties as head of the English Department and Dr. John D. Wade was appointed as his successor. Dr. John Morris was, for the same reason, relieved of his duties as head of the German Department and Dr. J. H. T. McPherson of his duties as head of the History Department. Dr. McPherson was succeeded b~ Dr. E. M. Coulter. The matter of a successor to Dr. Morris has not been finally settled. The work in the field of Political Science was formerly carried on in the Department of History and Political Science. This work has been set up in a new Department of Political Science of which Dr. Merritt Pound was made the head. All of the gentlemen who were relieved of their administrative duties have given their whole time to teaching during the 1940-41 session. Mr. Duncan Burnet was removed from the administrative headship of the University libraries in the spring of 1940 and Dr. Ralph Parker was appointed in his stead.
A number of faculty members for various reasons
78

relinquished their positions during or at the close of the 1940-41 session. A list of those whose connections with the University were severed is as follows:
Miss Bess M. Baird, Professor of Home Economics Miss Agnes Barnes, Library Assistant Mr. Lewis C. Branscomb, Library Assistant Miss Betty Clague, Instructor in Health Education for
Women Dr. W. D. Cocking, Dean of the College of Education Mr. Walter Coutu, Associate Professor of Sociology Mr. Claude Davidson, Assistant, News Bureau Mrs. George Donaldson, Instructor in Education Dr. Arthur E. Fink, Associate Professor of Social Work Mr. D. Newton Glick, Instructor in Landscape Architec-
ture Miss Edith Guill, Instructor in Health Education for
Women Mrs. Sylla W. Hamilton, Instructor in Business Adminis-
tration Mr. Ernest Hogge, Assistant Professor of Chemistry Mr. L. D. Haskew, Associate Professor of Education Mr. Capers Holmes, Assistant, Public Relations Dr. Richard Honig, Visiting Professor of Social Science Miss Kate Houx, Associate Professor of Education Dr. Nolen M. Irby, Professor of Education Dr. Joe Jacob, Critic Teacher, Demonstration School Mrs. Mattie Jacob, Critic Teacher, Demonstration School Mr. John W. Kendrick, Instructor in Economics Mr. Dyar Massey, Director of Public Relations Mr. M. L. Mauldin, Instructor in Chemistry Mr. Raymond B. Mitchell, Research Associate in Agricul-
tural Engineering Miss Jessie Mae Parker, Critic Teacher, Demonstration
School Dr. W. A. Purd~~, Assistant Professor of Pharmacy Dr. W. S. Rice, Professor of Animal Husbandry Mr. Sam Schiller, Instructor in Education Miss Alice Mallary Taylor, Instructor in Education Mr. Karl Thaxton, Instructor in Physics Mr. R. B. Thorstenberg, Counseling Assistant Mr. Clifton Albert Ward, Instructor, Animal Husbandry Mr. James C. Wright, Visiting Instructor of Art Dr. William H. Wrighton, Professor of Philosophy
79

The following persons were on leave durir~ the whole or a part of the 1940~41 session:
Dr. c. J. Brockman, Professor of Chemistry, military
service Mr. J. E. Fleming, Instructor in Sociology, advanced
study Mr. J. Alton Hosch, Dean of Law School, military service Mr. R. T. Segrest, Assistant Professor of Economics,
advanced study
Dr. G. W. Sutton, Professor of Finance, to serve as
National Director of U. S. Bureau of Labor Investigation, Spring Quarter
Dr. c. N. Wilder, Associate Professor of Chemistry,
Spring Quarter, military service
Work of the University Under Statutes of 1940
During the 1940-41 session considerable progress was made toward putting into effect the provisions of the statutes of the university adopted by the Board of Regents in August, 1940. The reports of the various administrative officials of the university indicate some of the specific steps that have been taken. The excellent report of Mr. Kenneth Williams, Dean of Students, shows the amazing progress that has been made toward coordinating and providing adequate supervision for the many extra curricular activities of the university students. The report of Dr. L. L. Hendren, Dean of Faculties, indicates to some extent the efforts that are being made to define the proper limits of activity for the faculties of the several schools and colleges of the university and to give the faculties rather broad discretion within those limits. Dr. Hendren's report also shows the progress that is being made toward providing supervision for the work of faculty members and toward giving the administrative officers of the university a means of keeping check on the official activities of faculty members. This report gives
80

a statement regarding the status of each member of the faculty and lists the pub],ication~ of each faculty member during the 1940-41 session. The reports of the deans of the colleges and schools indicate that the professors are giving a great deal of thought and energy to research and writing. Dr. Parker has achieved almost miraculous results in reorganizing the university libraries and bringing order and efficiency into their operation.
Social Work Courses Discontinued
In the fall of 1938 Dr. Arthur Fink was brought to the university as Associate Professor of Social Work. For three years Dr. Fink did excellent work in training students for various phases of social work. Many of the courses offered by Dr. Fink were given in various cities throughout the state as a local service to groups of social workers. It was Dr. Fink's hope and our hope that his program of work would develop gradually into a school of social work. Various agencies were interested in having such a school in Georgia and certain foundations were beginning to be interested in providing funds for the support of such a school. Recent policies regarding social workers have discouraged young people from seeking to prepare themselves professionally for work of this type. Prospects for the development of this type of. work became so poor that Dr. Fink resigned in the fate summer of 1941 and took a position with the Federal Security Administration. No effort is now being made to carry on the work that Dr. Fink had begun.
The University of Georgia Press and The University of Georgia School of Aviation
For reasons of business convenience each of two agencies of the university has been incorporated during the past year. These agencies are the University of Georgia Press and the University of Georgia School of Aviation.
81

Mr. Frazier Moore, Manager of the University Press, reports that during tne year 1940-41 the University Press published eight books and three monographs. All of these publications were of excellent quality and , several have attracted nation-wide attention. In addition to its publishing activities, the press has carried on its usual printing operations. Profit derived from printing operations has supported the publishing enterprises of the press. The financial statement of the press for the 1940-41 year shows a net income of $778.03. This is an exceedingly good showing since the University Press is not operated for profit and most enterprises of a similar type in other universities are heavily subsidized.
The bulk of the income of the School of_Aviation was received under contracts with the Civilian Aeronautics Authority for the training of civilian pilots. Some income was derived from other sources. During the 1940-41 session, the School of Aviation trained 192 pilots under contracts with the C. A. A. Instruction in flying was given to many persons who were not eligible to participate in the C. A. A. program and who, therefore, paid for their training. The net profit on the operation of the School of Aviation for the 1940-41 year was $16,292.97.
Contacts With the Public
The university has endeavored during the past year to keep itself as close as possible to the life of the people of Georgia. In an effort to accomplish this result members of the faculty have gone into all sections of the state to meet and talk to our citizens. Furthermore, various meetings have been held on the campus for the adult citizens of the state. The reports of the deans of the colleges and schools and the report of Dr. E. D. Pusey, Director of Summer Conferences, indicate to what extent the university has been successful in reaching directly the men and women of Georgia.
82

During the summer quarter five conferences or institutes were held. The Woman 1 s Club Institute was held June 10-ll, and eighty-three r~gistered, representing twenty-two Georgia cities and three states. The Institute of Garden Clubs was held on June ll-13. The registration showed a total of two hundred and sixtyeight from fifty-six Georgia cities and three states. The Reading Institute was held on June 26-27 and seventy Georgia teachers were present. The Parent-Teacher Institute was held on June 24-26. Two hundred and twenty-four registered representing fifty-four Georgia cities. The Conference on Education was held on June 9-ll and more than two hundred and fifty were present each day.
THE COLLEGE OF AGRICULTURE
The College of Agriculture is the land grant college a~thorized by Congress in 1862, an integral part of the University of Georgia. It is gratifying to report that the faculty is well organized and working in harmony not only for the advancement of the usefulness of the College of Agriculture, but also for the advancement of the agricultural program of Secretary Wickard and for all phases of national defense.
Registration in the College of Agriculture by classes was distributed as follows: Freshmen, 165; Sophomores, 114; Juniors, 192; Seniors, 203; and Graduate Students, 19. It is unusual for any college to have a larger number of students in its senior division than in its junior division. This is explained by the fact that a large percentage of the students completing the two year course at Abraham Baldwin Agricultural College enter the senior division of the College of Agriculture with full credit.
The figures here given shovvthe departments in which the 1941 seniors. took their major work or in which they specialized:

Agricultural Economics

28

Agricultur~l Education

50

Agricultural Engineering

41

Agronomy

34

Animal Husbandry

37

General Agriculture

25

Horticulture

3

Plant Pathology.

7

Poultry

_2

230

Specialization begins with the third year's work. It is true in the College of Agriculture and seems to be true of all other colleges in all sections of the country that students, in large measure, choose courses or select their major in the subjects which seem most likely to lead to job placement.

Short Courses and Special Meetings
The regularly enrolled, degree course students constitute but a fraction of the total number of persons instructed and contacted by the faculty of the College of Agriculture.
The Department of Poultry Husbandry, for example, gave instruction to more short course students last year than the total number of regular college credit students registered inall departments of the college. And more persons attended its Baby Chick and Egg Show (held last year in Albany) than were registered in the entire university. This same thing is true for the Farm Field Day (Livestock and Equipment Day) held each spring, and for Farm and Home Week held each summer during the second week in August.
The following is a statistical summary of the short courses and some of the special meetings held at the college during the past year, or held elsewhere and conducted by the members of the faculty of the college:
84

Short Courses and Special Meetings

Subject
Farm Planning
Rural Electrification Rural Housing Tobacco Grading Cotton Classing Farm Field Day
Garden School Poultry Production Poultry Production Poultry Production Baby Chick Show Nutrition School
Farm Short Course Farm and Home Week

Depal':'tment in harge
Agr'l Economics and agr'l Education
Agricultural Engineering Agricultural Engineering Agronomy Agronomy Animal Husbandry and Agricultural Engineering Horticulture Poultry Poultry Poultry Poultry Poultry and Animal
Husbandry All Departments All Departments

Length 3 weeks 3 days 3 days 6 days 6 weeks 1 day 3 days 5 days 3 days 4 days 3 days 3 days 8 weeks 1 week

Attendance 35 77 79 13 .15
5,000 314 225 100 50
3,500 100 34
4,000

In addition, the extension service held many meetings for farmers on the campus, also short courses for 4-H Club boys and girls, and meetings for such groups as the State and County Nutrition Committees, which are a part of the defense activities of the Federal Government. Many meetings of such groups as the State Land Use Planning Committee have been held on the campus of the college. The Farm Security Administration, the Agricultural Adjustment Administration, and other agencies hold many meetings on the campus for which the college provides facilities.
It is a pleasure to have these meetings. It is our desire to cooperate and work with all agencies engaged in agricultural work. With this thought in mind, the college has extended invitations to all livestock groups to hold sales and other meetings on the campus. Many have taken advantage of the facilities which the college has.to offer. The Georgia Jersey Cattle Club, for example, holds its annual sale in Hardman Hall. This meeting brings from 300 to 500 visitors to the college including the most eminent breeders of Jersey cattle in Georgia.
85

- A New Short Course
A new type o.f short course was held by the fac-
ulty of the college for the first time in 1941. This was the Winter Farm Short Course. This was a course of eight weeks in length, held in January and February, and open to farm boys between the ages of 21 and 30. There was a registration of 34 boys, 32 of whom completed the course.
The money to finance this course was raised by the dean of the college. It came from commercial firms and banks. The aid of the Georgia Bankers Association made it possible to secure funds to pay the total costs, including living expenses for about 20 boys, each bank paying the expenses of one boy. In some instances the money was made available as a loan rather than a gift.
Much favorable publicity resulted from this course. The college wishes to secure as students: (l) young men now farming for themselves, and (2) young men who are managing farms for others. We speak of the f~rm short course as a two-year course, assuming that
the boys will come back for a second year's work of 4, 6, or 8 weeks. Each year it is assumed that a new, or
first-year group will be started.
The major emphasis in this course was placed upon livestock production, with supporting courses in soils, field crops, and farm management. Two students selected poultry husbandry as a major field for study.
Physical Plant
Some of the most urgent needs enumerated by Dean Paul Chapman are: (a) foreman's home; (b) completion of forestry plant; (c) beef cattle shed; (d) poultry classroom building; (e) plant pathology building; (f) greenhouse; (g) paved roads, and (h) new dormitory.
86

SCHOOL OF PHARMACY
The School of Pharmacy, unde~ the leadership of Dean Robert C. Wilson, was instrumental in interesting former Chairman Cason J. Callaway and the Regents in the possibility of creating a drug plant industry in Georgia and under this impetus a joint effort was made
between the Regents and the s. B. Penick Company to de-
termine which of the various medicinal herbs could be grown to advantage in Georgia.
Experiments were undertaken at the College of Agriculture, representing ~he piedmont area; at the Georgia Experiment Station, Blairsvil:e, representing the mountainous area; and at the Coastal Plain Experiment Station, representing the coastal area. Many medical herbs hitherto imported into the United States cannot now be obtained because of World War II. Many of these perhaps could be grown here in Georgia but have not due largely to low-priced labor in foreign countries, or lack of information, or lack of application. If these medical herbs can be grown in Georgia, they will furnish an additional cash crop for our farmers and serve as an aid in our national defense.
The climate of few sections of the world is more favorable for the growing of all types of food stuffs and medicinal herbs than that in Georgia. Our soils once so rich and fertile are now poor and badly eroded by growing soil-depleting crops. In all the world where transportation facilities are to be had, there are few sections where land sells for as little as it does in Georgia.
The results of our experiments with medicinal herbs were not encouraging the previous year because of lack of rain - a drought not confined to Georgia but to the entire country. Whereas the seasons this year have seriously hampered this activity, we hope some worthwhile results will be achieved. We are convinced that some of the herbs can be grown successfully in Georgia, but not those on which the greatest efforts were ex-

pended in 1941. Assays of the various products grown will be made by facul.ty membe.rs of the School of Pharmacy.
Dr. W. T. Sumerford, Professor of Pharmaceutical Chemistry, says that man can always improve on nature, as proved by the influence of wars upon drug importation and subsequent manufacture of substitutes.
"Beginning with the War between the States, drugs have been greatly influenced by wars as many of our most widely used drugs are imported from foreign countries. In that war, blockades around the South made it impossible to obtain many necessary drugs. Dandelion began to take the place of calomel, tupelo wood from south Georgia to serve as cork, hops substituted for opium, watermelon seeds for unobtainable flaxseed, and inexpensive dogwood bark for quinine, most essential in the South,
and which at one time sold for $25 a dose.
"In World War I the supply of mineral oil which we had imported from Russia was cut off, and we began to rely upon California mineral oil, which proved to be satisfactory. Germany had a monopoly on potash at that time, and even predicted that lack of potash, which is used in explosives and fertilizers was going to whip the Allies. But we went to work and began to open some mines of our own, and no longer rely on Germany for this necessary product.
"Mercury, which we once imported from Spain, we are mining ourselves, and ergot and cork, from Spain, we are trying to duplicate over here with not too remarkable success. Vanilla, which comes from Madagascar, has trebled in price due to high rates of insurance on shipping it through enemy waters. But it is necessary to keep up the morale at home, and we keep shipping it in.
"From the Dutch East Indies we import camphor, menthol, quinine, castor oil, and rubber. Men will miss menthol in their shaving cream, but it is not of
88

particular importance as a drug. Good news for children lies in the inability to gE}t more ~astor oil, which is grown only in India. Synthetic rubber, wheiJ. perfected, will be superior to the original product. From Japan we use oil of citronella, grown right in the islands of Japan proper. We are no longer dependent upon Japanese silk, because Nylon has been perfected. When the chemists perfected it, they shouted, 'Now you lousy old Nipponese, 1 and from the initial letters of those words, the name Nylon came into being."
SCHOOL OF FORESTRY
The enrollment of the School of Forestry during the year consisted of 29 Seniors, 30 Juniors, 30 Sophomores, 55 Freshmen, or a total of 144. Considerable new equipment, mainly for laboratory work, has been purchased. The School of Forestry has now one of the two experimental gum cleaning plants, the other being located at the U. S. Naval Stores Experiment Station in Florida.
Visitors and Speakers
Distinguished visitors to the School during the year included President Foster and Dean Moore, Deans of the Graduate School, both of the University of Alabama; Dr. Buie, Regional Conservator, Soil Conservation Service, Spartanburg, South Carolina; and Dean Graves, Yale University.
Speakers appearing before classes or meetings of the students included Dr. McArlie, Director of the Appalachian Forest Experiment Station; Mr. Frank Heyward, Manager, Southern Pulpwood Conse~vation Association; Professor Dessel, school of Forestry, Michigan State College; W. C. Hammerle, Ex-State Forester of Georgia; and Captain J. F. Eldridge, Director, Sonthern Forest Survey.
89

Xi Sigma Pi, Honorary Forestry Fraternity, Installed
After several years of endeavor Xi Chapter of Xi Sigma Pi, the only National Forestry Honorary Fraternity, was installed at the George Foster Peabody School of Forestry. All members of the Faculty, excepting the Dean, as well as fourteen undergraduates and several alumni, were initiated as charter members. The Dean, Dr. Jackson, and Mr. Buchanan were already members of the fraternity. This new fraternity will mean much to the future graduates of the School and indicates another forward step in the School's history~
Research
Several new research projects were started during the year, as well as others carrying over from the previous one. One, under the direction of Professor McKellar, has to do with the proper spacing of forest trees in plantations. Another, a cooperative project between the School of Forestry and the Botany Department, also under the direction of Professor McKellar, is to study "seasonal physiological changes in forest trees."
Professor Patterson is carrying on a study to determine the feasibility of underplanting pine-hard~ood stands with pines.
A complete report of these and other studies under way has been turned in to the Research Committee of the Graduate School.
General Education Board Grant
During the visit of Dean Graves, who came as a representative of the General Educa~ion Board, a careful study of the needs of the School was made and a tentative budget for the School worked out. The budget included funds for new equipment, additions to the li-
90

brsry snj to the herbariu.'iJ, and for an outstanding lecturer to be on the stafffor a p~iod of the year. This tentative budget WRS approved by t~e President and forwarded to the Chancellor for action. A ten"tati ve G.pprov5l ~as given to the budget.
Mrs. Hunt's Estate
It v>"S through the good graces of Mr. Edgar Dunlap and Mr. Washington of Gainesville that the University of Georgia was :nade one of the beneficiaries of Mrs. Hunt's estate. Because of the severe depression th.at followed Mrs. Hunt's death, the University of
Georgia had to assu1ne an obligat.ion of $5,439.27 or
lose its interest in the estate. So small was the .a:nount in co:nparison with the value of those five thousand acres that we gladly assumed the small obligation.
The University of Georgia needs five thousand acres of land, if it is to have an accredited Scnool of Forestry. If we should sell that property, then the Regents would have to buy another tract of five thousand acres and perhaps at an advanced price and certainly at a greater distance, and therefore more inconvenient. The Regents of the Uruversity System of Georgia have ~lways taken a keen interest in the Hunt property. Many committees from the board have visited and inspected the property and with one accord have recorunended that it be not sold but held as a laboratory for the School of Forestry of the University of Georgia.
The Glades Property
The Glades Property became the property of the University of Georgia through the generosity of Mrs.
J. H. Hunt, who in 1930, deeded approximately 5,800
acres of land to the university. This property, now
known as the Hunt forest, contains 450 acres of farm land, 160 acres of abandoned farm land and the balance,
91

or 5,210 acres, in forest lands, most of which is unsuitable for cultivation.
Some of these forest lands are in young stands, the majority in stands 6" - 12 11 in diameter, and a few small areas are in old, mature stands. A number of abandoned fields have been reforested with pine trees and already are putting on considerable growth.
In 1933 the enrollees from the Cornelia CCC C&~p did considerable improvement work on the forest. New roads and bridges were built, trails cleaned out, and a fire tower built on the highest point of the property.
During 1939 the property was turned over to the George Foster Peabody School of Forestry to manage. A summer camp of 10 weeks duration is required of every student attending the school of forestry and the Hunt forest, after a careful examination, was found to be an ideal place to hold this camp. The forest contains a large number of different species of trees, trees of all ages and sizes, some very rough land and some relatively level land, and a number of streams, roads and trails which cut through the area. All of these are important, especially the varied stand of timber, to the proper teaching of field work in forestry.
During the winter of 1939 a permanent camp, consisting of a large bunk house, a combined dining hall, kitchen and study room, and three small cabins, was built near the center of the property.
The first class of students used the forest as a study area in 1940, when 29 boys and s.everal teachers spent the required 10 weeks in camp. Here the students learn how to run survey lines, map forest areas, cruise timber, make topographic maps, build telephone lines, identify trees, etc.
The second group of students, 34 in number, spent 10 weeks on the forest during the swlli~er of 1941.
92

Each succeeding class of the forestry school will spend this same period on the area. During the regular school year groups of students are taken u.p to the camp for special class work.
The farmers and business men in Hall County get a direct return each summer of $1500 to $2000 from the forestry camp. This direct return is in the form of payment for groceries, fresh vegetables, milk, gasoline, money spent on amusements, etc. This money comes directly from the students and is not university funds.
The camp is located adjacent to an old lake site,
a stream having been previously dammed to form a 6 - 8
acre lake. Through the help of the Soil Conservation Service, the State Division of Forestry, and the CCC Camp at Gainesville, the dam has been reconstructed - a dam approximately 18 feet high having been built by the CCC boys. All tools, trucks, and the many hours of labor were furnished by these organizations. Lumber from the forest, and clay and stone from the nearby fields were used in the construction. The lake, now almost filled, will add considerably to the value of the camp.
During 1939 a considerable number of large sized
telephone poles were harvested from the forest. A member of the forestry school faculty supervised the cutting, in which only finandially mature trees were removed. Their removal consequently was of benefit to the stand. The income from this sale was used to pay off a $5400 debt on the property, as a loan fund for university students, and also to purchase certain needed equipment - such as an icebox and a cook stove - for the newly built camp.
Due to this cutting there 'are only a few blocks of timber that should, under good forestry practices, be cut over in the next few years. Most of the area is covered with a stand of mixed pine-hardwood averaging
6" to 12 11 in diameter. There are,; however, a few tracts
93

THE UNIVERSITY OF GEORGIA ATHENS, GEORGIA
~. H. HUNT~OAN FUND STATEMENT OF INCOME AND EXPENSES JULY l, 1933, THROUGH FEBRUARY 28, 1941

Rents Collected Sale of Poles
Total Income

INCOME

EXPENDITURES
Refund Payment to University of Georgia for amounts paid to clear title to property
Expenses, inspecting property Forestry camp equipment Forestry camp buildings Loans made to students
Total Expenditures Cash balance on hand, February 28, 1941
Total Expenditures and Cash Balance

$ 5,575-95 3.670.54 $ 9,246.49

$ 5,439.27 119.99 605.16 950.00 250.00

$ 7,364.42 1,882.07
$ 9,246.49

J. H. HUNT LOAN FUND BALANCE SHEET

Assets:

Land 5,800 acres in Hall County- appraised value

Loans made to students:

H. D. Wilson

$ 100.00

$

Melisse McConnel

50.00

R. L. Poole

50.00

Ruby Sewell

~

Cash on hand for operations and loans to students

Total Assets

Liabilities: Corpus

$87,000.00

100.00 50.00 50.00
....2Q.,_QQ

250.00 1,882.07 $89,132.07

$89,132.07

Note - Value of the fund on July l, 1933, was as follows:
Land - appraised value Less: Amount paid by University of Georgia to clear the title Net Value

$87,000.00
5,4~9.27
$81,5 0.73

that average better than 12" and should be cut within a short time.

The farm land is leased to a Hall County operator on a year to year basis for cash .rent. Future plans for the Hunt forest include its continued use as an outdoors laboratory and summer camp for all the students in the School of Forestry; certain badly eroded areas will be planted to trees to check erosion; the entire forest will be used as a demonstration of the best methods of logging, reforestation, and forest management. Plans also include the leasing of the farm land on a 5-year basis so as to give the lessee a better op-

94

portunity to build up the soil and to require him to keep the buildings in repair.
It is estimated that over a period of approximately 10 years thP forest should return a net profit of $5000 annually to the university. This will not be an annual return but a periodic return equal to this much annually. Due to the heavy cutting on some sections of the forest previous to the time it was deeded to the university it will be some time before all the forest can be expected to return its share.
Since all funds not needed in the direct management of the property are placed in a student loan fund, keeping the area under sustained yield management will serve to increase the total amount of the fund year by year and make it self-perpetuating

Buildings and Equipment
During the past year a new building was completed on the campus of the College of Agriculture to house the Department of Dairy Husbandry. This building is splendidly equipped with the latest type of dairy machinery and is one of the finest plants of its type in the country. This building should ultimately be tha means of giving a great impetus to the dairy industry in Georgia. The erection of this building releases considerable space in the basement of Connor Hall that was badly needed to provide adequate laboratory facilities for the Department of Horticulture and the Department of Agronomy.
In March, 1941, a new build~ng was completed in close proximity to the Agricultural Extension Building on the campus of the College of Agriculture. This building is leased to the Agricultural Adjustment Administration at an annual rental of $6,000.
95

The largest and finest building on the campus of the university was completed in the spring of 1941 and
was dedicated on May 3o, 1941 :"' This is the Fine Arts
Building and Auditorium. This structure has already become the pride of the campus and is visited by hundreds of people each month. Another building on the North Campus of the university that was occupied for the first time during the 1940-41 session is the new dormitory for boys. This building is in close proximity to Milledge Hall and is now known as Milledge Hall Annex.
In addition to the major structures listed above, several smaller buildings were constructed on the farm of the College of Agriculture. A new central heating plant was also built on the South Campus and the oid heating plant located near Connor Hall, an eyesore for many years, was removed.
A considerable amount of repair work and painting was done during 1940-41. The appearance of the campus was greatly improved by painting the exteriors of the Cha~el, Moore College, and Candler Hall. Considerable work has been done toward grading and landscaping the campus. Work has gone forward on the Founders 1 Memorial Garden which surrounds the building used by the Landscape Architecture Department. This garden was made possible by the Garden Clubs of Georgia whose members undertook over a period of two or three years to raise $&,000.00 for its construction.
GRADUATE WORK
The trme has come where there is hardly such a person as a graduate student who is not subsidized. This condition is destined to grow worse for several reasons. Many graduates who would normally go ahead with graduate work are now in the army. Those who are not in the service are finding it very easy to get highly remunerative jobs in industry and are but little

attracted to graduate schools. The only way they can be obtained is by offering libera~ subsidies.
Dean Stephens of the University of Georgia and Dean Daniel of the Georgia School of Technology are both constantly receiving letters from other colleges and technical schools asking them to nominate seniors for graduate fellowships. There is serious competition among the colleges to get the better grade of graduate students. At present the maintenance fund for the support of the Graduate School is inadequate to compete with institutions of larger funds, part~cularly those who offer substantial financial fellowships.
The College of Business Administration of the university is the only College of Business Administration in the national association that offers practically no graduate work. The faculty is well qualified to do graduate teaching and to supervise thesis work and the library facilities have so improved over recent years that the College of Business Administration is now in a position to do good work in the graduate field. It is impossible to begin this important work without funds for graduate fellowships.
In a state so predominantly agricultural as Georgia, one field at least should be developed and approved in the College of Agriculture - Plant Science.
Dr. J. H. Miller, Department of Plant ?athology and Plant Breeding, says, "A major objective of this department is to build up research and graduate courses in this and allied fields with the hope of soon being in a position to offer majors in plant pathology and plant breeding at the doctorate level. It is not now possible for specialists in the usual fields of plant science to obtain the doctorate in any southern state. Agricultural workers, as teachers, or research workers with this degree, have all obtained them from northern institutions. We think it is of the utmost importance to offer this training here in the center of the lowest farm income area of the country. There are few problems
97

in Georgia that transcend this one. Northern personnel, even with the trainiiig and intelligence necessary, require a long period or adjustment before they can render effective service in strictly local problems, and all agricultural problems are local."
GEORGIA SCHOOL OF TECHNOLOGY
Faculty
Deaths - Edward Benbow Martindale, instructor in machine shop, December 31, 1940; Thomas Witt Fitzgerald, professor and head of Electrical Engineering, February 27, 1941; and Gilbert Hillhouse Boggs, professor and head of the department of Chemical Engineering and Chemistry.
Resignations - Colonel Felix E. Gross, Commandant, Army R.O.T.C.; Commander Paul R. Coloney, Commandant, Naval R.O.T.C.; Lieutenant Colonel Donald Henley; Major Edmund J. Lilly; Major William D. Evans; Major Riley E. McGarraugh; Captain Howard H. Newman; Captain George L. Richon; Captain Edward C. Franklin; Lieutenant Colonel James B. Haskell; Lieutenant Commander Wyatt Craig; Lieutenant Wilton S. Heald; and Lieutenant George W. Ashford; Professor W. Harry Vaughan; Assistant Professor William W. Coffeen; Instructors Glenn V. Elmore, W. R. Bowden, W. P. Hudson, W. H. Sears, L. D. Wyly, Jerry Hoffer, Henry King Stanford, Crombie Taylor, M. H. Bilyk, and R. E. Lewis.
New Appointments - Colonel Robert W. Collins, Commandant, Army R.O.T.C.; Lieutenant Colonel Gilbert S. Brownell; Captains Robert L. Watkins, John B. Day, William J. Burke, William E. Tidmore, Quentin S. Quigley; First Lieutenants Robert A. Van Houten, Marvin H. Floyd, Dick B. Weir, Garnett J. Giesler, and Robert B. Alford; Captain Williams C. Wickham, Commandant, Naval R.O.T.C.; Lieutenant Commander Francis ~- Adams; Lieutenants Henry T. Jarrell, George C. Griffin, Paul D. Ellis, and Henry
98

H. Strozier; Associate Professors Andi Schiltz and Maurice A. Strickland; Assistant Professors M. Gordon
Brown, W. W. Coffeen, Donnell W:"' Dutton, A. J. Pope,
Henry K. Stanford, and Charles F. Wysong; Instructors George F. Wheeler, Lloyd B. Williams, B. J. Dasher, Glenn V. Elmore, Jerome J. Erpenbach, Jerry Hoffer, Wilfred M. Honour, and Douglas T. ~cClay.
Leaves of Absence - Assistant Professors Irvin H. Gerks, Walter Sewell, Kenneth Matheson Thrash, and William R. Weems; Instructor H. C. Hill in the United States Army; Associate Professor James Lawton Ellis and Assistant Dean of Men George C. Griffin, in the United States Navy.

Total Enrollment for

Students
1939-1940 2678

Enrollment by classes
Graduate students Seniors Juniors Pre-Juniors Sophomores Freshmen Specials and irregulars

41 424 489 113 749 840 __gg 2678

Departmental enrollment

Aeronautical Engineering

10

Architecture

102

Ceramic Engineering

29

Civil Engineering

137

Chemical Engineering

194

Chemistry

35

Electrical Engineering

253

General Engineering

73

Industrial Management

372

Mechanical Engineering

457

Public Health Engineering Textile Engineering

s2o2

Unclassified

914

99

1940-1941 2866
44 459 542 119 817 873 12 2866
14 138
26 131 224
33 292 104 392 467
25 66 954

The item, unclassified, above includes all regular and cooperative freshmen in engineering, plus all sophomores in the cooperati~ course and a few irregulars.

Degrees conferred
Bachelor of Science in Aeronautical Engineering Bachelor of Architecture Bachelor of Science (Architecture) Bachelor of Science in Architecture Ceramic Engineering Chemical Engineering Chemistry Civil Engineering Electrical Engineering Mechanical Engineering Textile Engineering Industrial Management General Engineering Public Health Engineering Total

1939-1940
4 3
15
0
8 49
7 35 53
87 25 78 8 6 378

1940-1941
7 12
19
l
2 53
5 22 76 92 22 76 19
8 1"ffl+

Master of Science

26

9

Professional

2

2

Total degrees conferred 400

425

Scholarship - On account of poor preparation and failure to keep up with their classes, 3.9 per cent of the students was dropped. While this is hard, it is necessary if standards are to be maintained and if students are kept from wasting their time and their parents' money.
Conduct - Students' conduct has been excellent as only two students were dismissed for dishonesty in examinations. Four were automatically dropped from the rolls for receiving three offenses each. These offenses were assigned for infraction of dormitory regulations.
Health - Health of the student body has been fair. It is true that there were epidemics of influ-
100

enza, measles, mumps, etc. During the year, there were 11,749 clinic patients, 592 bed patients, 1,213 ultra violet lamp treatments, and 851 rnf'ra red l~p treatments. In the physiotherapy and X-ray department there were 1,766 treatments. In the laboratory there was an average of 219 tests made per month for eleven months. Fortunately there was only one death in the student body, and this was due to an accident to a cooperative student while he was on the job in his home town. This student was Obbie Earl French, freshman class, cooperative plan, March 12, 1941.
Departments
Aeronautical Engineeri~ - The Civilian Pilot Training program under the auspices of the Federal Government has been continued with increased numbers and success. Professor L. V. Johnson has been working under Professor W. R. Weems, and necessarily had to take over the responsibility of conducting this training since Professor Weems had been called into military service. Airplane manufacturers and the Government, itself, have summoned our highly trained professors in this department during the last few months. Professor Albert Gail has gone to the University of Minnesota, and Professor A. M. Schwartz went with the Northrop Aircraft Company in California. All received large increases in salaries. These have been replaced by former Tech graduates. These may be taken during this period of emergency. For the same reason, the five year students have been limited by reason of the fact that the aircraft companies have been tempting the four year men with offers of employment at large salaries.
The state and local Ruthorities 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 the Georgia School of Technology. The sharp depression ten years ago caused all three to fail in this pledge and, in consequence,
101

this school is much more limited in its facilities than would otherwise ha'Je been Wle case. This is not intended as a complaint, but a statement of fact for the record. World events show through this failure that the ability to safeguard the country has been curtailed at an important point. The Georgia School of Technology is doing all it can, but naturally it could have done , much more with enlarged facilities.
Architecture - The enrollment reached 138, an
increase of 36 over 1940.
Through the gener9sity of the General Education Board, this department has been given funds to inaugurate a new feature known as Industrial Design. Mr. Andi Schiltz was secured for this work and it will be concerned with other departments as well as architecture, particularly textile engineering.
Biology and Public Health Engineering graduated its second senior class this past June with the degree of Bachelor of Science in Public Health Engi~eering. Besides the regular class work for nine years past, the school has conducted a short school for water and sewage plant operators of Georgia. 350 men who render this important service were in attendance last October and were from every section of the state, and received material benefit from this special training.
Ceramic Engineering - The former head, Professor W. Harry Vaughan, was tempted away with a large increase in salary and is now with the Tennessee Valley Authority. The new head is Mr. Lane Mitchell who received his Ph.D. from Penn State College the latter part of this summer. Mr. Charles F. Wysong is assistant professor who has done fine work in holding together the department during these changes. The outlook for increased enroll~ ment next year is favorable, and a real increase is expected in service to the State as the 'rlOrk continues to grow.
Chemistry - With the death of Dr. Gilbert Hill-
102

house Boggs on May 13, the Georgia School of Technology and the State of Georgia Sllffered ~ real loss. For twenty-nine years he rendered excellent service in this field, and his passing saddened us all.
A grant of $5,000 was received from the General Education Board and was used mainly for special equipment and library material.
Co-Operative - The Co-Operative Department has increased in enrollment each year. For 1940-1941, 728 students were in attendance. Requiring ~tudents in the upper third of their classes as this department does, high scholarship attainments result. The school has had less difficulty in securing jobs for these young men owing to the emergency situation, the Federal Government, itself, furnishing much aid. It perhaps should be added that these students earn a large part of their expenses required for their education. In order to do this, they alternate study and work periods of three months each for five years in the place of the four years for the regular students. It aids, however, in holding open "the door of hope" to many young men who could not secure college training otherwise.
Electrical Engineering - During the year Professor T. W. ~itzgerald died. He had been head since September, 1920, and his loss is seriously felt. Professor D. P. Savant has been named as his successor. Another loss that has been felt is due to the fact that Assistant Professor Irvin H. Gerks was called to active duty with the Army.
English - This department loses one of its strongest members, Professor L. W. Chapin. This is due to the fact that Mr. H. H. Caldwell, outstanding among the registrars in Georgia and in the South, has been unwell for several months. The extent of his absence has made it necessary to take Professor Chapin from his work and place him as acting registrar ,until more is known as to the outcome of Mr. Caldwell 1 s illness.
103

Mechanical E~ineerin5 - New buildings on the campus have increased the load on the power plant. I~ is necessary to have a new boiler of at least 30,000 pounds capacity per hour. Additional equipment together with this will also be necessary.
Under the direction of the United States Ordnance, the school has had the use of the Gage Laboratory. Owing to the value and high quality of this testing laboratory, it must be kept under first class conditions. The Engineering Drawing Building is so much better than tl.e old structure for mechanical engineering as to make it advisable to move the Gage Laboratory to new quarters. The Federal Government contributed $3,500 toward this change of places.
Throughout the year, this department has had an unusually large number of men in defense training - in the foundry, welding, and pattern shops. Naturally, this 'causes wear and tear on much of the machinery, and application has been made to the Government for assistance and for replacements. Attention should be called perhaps to the fact that so far as time permits the foundry has been making castings for other institutions of the state as well as historical markers. It is difficult to replace instructors taken by the Government particularly in welding.
Military - The emergency situation has naturally caused more changes in the personnel of the Army R.O.T.C. staff than in any other department. Since the beginning of the year in September as has already been shown under resignations there has been a complete change in the teaching staff. Despite this handicap, at the regular annual inspectio'n of the Army R. 0. T. C. units, the school achieved the rating of excellent which is the highest rating given by the Inspection Board.
Navy - As has been the case with the Army, the Naval staff suffered many changes in its personnel. At the beginning of the scholastic year, 208 were permitted to enroll as fo~lows:
104

Seniors

37

':Juniors

45

Sophomores

66

Freshmen

60

Total

208

Later the quota was increased to "225. The quota for the next scholastic year will be 243.
During the summer of 1940, these Naval cadets
were trained on the U. S. S. Wyoming and.the U. S. e,
Broome, and included in their itinerary Charleston, South Carolina; Annapolis, Maryland; and Portland, Maine. Due to the present emergency situation, no summer training on board ships was possible. 200 regular Naval officers were stationed at the school this summer for an eight weeks course.
Physical Training - In addition to the ten sports in inter-collegiate competition and the intramural activities, the school plans to require standardized work in the freshman and sophomore years. Physical education classes will be instituted for those students who are unable to take military training. The gymnasium wi.ll be kept open at night for those who do not have time to take part in this phase of training during the day. Furthermore, since 17 per cent of the boys who enter Georgia Tech do not know how to swim, it is planned to require this knowledge of all our students.
Graduate Studies - During the year just closed, due to the serious illness of Dr. Boggs, Professor John L. Daniel was named dean of Graduate Courses, and he has made considerable progress in the organizing and systematizing of the work. Nine Master of Science degrees were granted last June.
Library- 5,752 volumes were added to the library since July l, 1940, and this brings the total to 52,336. The General Education Board made a grant of $7,500 for this part of the work, and it has enabled the library
105

to complete their files of important journals and book A new library building is badly needed.
Engineering Experiment Station - The Tennessee Valley Authority took the head of this station, and the new leader of this important phase of the work, Dr. Harold Bunger, was later taken by sudden death. The budget for the year was slightly more than $61,000, nearly half of which came from cooperating industrial agencies. A gratifying gift of $15,000 was received from Mrs. Joseph R. Lamar to establish a Research Professorship to be known as "The Philip R. Lamar Research Professorship in Cotton Seed Products." She paid $5,000 of this $15,000 last July and also sent $500.00 interest on the balance of the $15,000 unpaid. Philip R. Lamar, the son, was a graduate of this institution in the class of 1900. This will be used as requested by Mrs. Lamar.
Sixteen research projects were investigated dur.ing the year, among these being the helicopter and a plant for processing Georgia flax.
At present by reason of financial limitations, the head of the Engineering Experiment Station is of necessity a part-time man since he is also head of the Chemical Engineering Department. As soon as possible, a full time industrial director will be employed to keep in contact with the industrial forces of the state and the school as a whole. Approximately $20,000 is needed for equipment of various kinds besides an increase in annual maintenance.
Personnel - For the past year the work of this office has been carried on by the Dean of Men, Professor Floyd Field; the National Alumni Secretary, Mr. R. J. Thiesen; and the Assistant Dean of Men, Mr. George C. Griffin; who gives his time to so many things that it is difficult to describe them all. Besides the personnel work, he has had'charge of the NYA and certain scholarship assignments in athletics. Mr. Thiesen plays an important part in the placement of the graduates, and keeping in contact with them. Professor
106

Field has an important task at the beginning of every term with the orientatiocy work ot;. new students and the Interfraternity Council. Naturallywith 2,800 students, the three men in charge have more than they can do and they call in as many members of the faculty as possible, particularly those who have a 'gift' for this type of work. Several of them have been useful with their valued assistance. Nor must it be forgotten that the personnel officials keep the graduates in touch with the industrial world. It is a real misfortune that Professor George C. Griffin is compelled to leave for service with the United States Navy .
.Needs - The most vital of all the needs is, of course, for mental and financial security. The morale of any unit of the University System of Georgia is an important factor in its work. Should we lose men vital to our undertaking in behalf of the upbuilding of this state, we shall be in danger of losing the benefit of the long and painfully acquired reputation for good work that is national in its scope.
The outstanding physical need is for a new boiler of at least 30,000 pounds capacity per hour for our Power House. After this, next comes a new library building; then follows a mod~rn, up-to-date textile plant.
THE EVENING SCHOOL OF APPLIED SCIENCE GEORGIA SCHOOL OF TECHNOLOGY
The Evening School of Applied Science is Georgia Tech's engineering night school, conducted on the campus for those who, for various reasons, are deprived of its day classes.
The manufacturing industries, railroads, and utilities provide a broad field for the technically trained men from the day classes. Many men, however,
107

,
in these various lines of industry, who have not been privileged to obtain a college course, feel the need ~f special instruction, either- to enable them to advance in their present occupation or to prepare themselves for an advantageous change of employment. In a number of these cases, such men have been deprived of the opportunities of high school training. As the school attempts, through evening classes, to render services to these, it naturally follows that some courses of a trade school nature are necessary.
And so the night classes have been established with two purposes in mind: first, to provide an opportunity for educational advancement for these with high school preparation who find it necessary to work during the day; second, to give those whose educational preparation is limited a chance to supplement their practical knowledge through evening study. Trade type courses are therefore provided for those who wish some specialized training, either to improve their skill as craftsman or to acquire skill in a new vocation.
Two types of courses are provided for those of high school preparation: first, regular college courses, credit for which is obtained by means of day school examinations upon satisfactory completion of the courses; second, two year certificate courses, specializing in the various engineering professions. The demand for the college courses now includes the first three years of college work.
The evening classes meet on the Georgia Tech campus and are distributed through the various buildings, laboratories, and shops according to the nature of the course. Not only is the laboratory and other physical equipment available for the use of the night classes, but the faculty is very largely composed of the members of the day school teaching staff. For some of the special trade courses, men from industry are employed who are specialists in their respective subjects.
Since September, 1940, the night school has been
108

cooperating with the Federal Emergency Defense Training agencies by conducting numbers of special courses in an effort to speed up the trainingof skilled mechanics, technicians, and especially trained personrtel so necessary for the successful operation of our defense industries and war effort.
The demand for these classes far exceeds our ability to accommodate it. It is necessary to maintain a waiting list for the majority of the special defense classes. At the request of the defense training agencies, the evening classes were conducted on a twelve months basis during 1941, the summer session enrollment being 694. In a further effort to train as many as possible for the defense program, the shops are now operating on a twenty-four hour schedule.
The student body of 1,646 men and women during the 1940-41 session was drawn from over 400 different firms located not only in the Atlanta area, but also in neighboring towns such as Alpharetta, Canton, Carrollton, Cartersville, Gainesville, Griffin, Lawrenceville, Newnan, Villa Rica, etc.
This is Georgia Tech 1 s contribution to those who work: a willingness and a desire to serve those who wish to devote a portion of their evening hours to study. The primary object is to render service. The chief ambition is to have the students leave the classes possessed of breadth, ability, and usefulness.
UNIVERSITY OF GEORGIA SCHOOL OF MEDICINE
The University Hospital management in the spring of 1939 was placed in the hands of a new Board of Trustees which is still in office and apparently will continue. Dr. W. H. Goodrich, former Dean of the School of Medicine and Professor Emeritus of Clinical Gynecology, was named acting superintendent on June 16, 1939,
109

and agreed to take the position for one year. It seems apparent at this time that he will continue in office indefinitely.
The present Board of Trustees of the University Hospital which conducted the affairs of the hospital in a very business-like and economic'al manner is wholeheartedly in favor of full cooperation with the School of Medicine. It is true, however, that some of the economy measures taken by the board are not in every way conducive to the best interest of the medical school.
A contract has been drawn up to regulate the relations between the University of Georgia School of Medicine and the University Hospital and has been approved by the Regents of the University System of Georgia and by the Board of Trustees of the University Hospital. This contract is now awaiting confirmation by the City Council of Augusta.
The medical and surgical control of indigent patients in the hospital, in the out-patient department and in the city at large, is in charge of the Hospital Committee, which consists of nine members, four of whom are elected by the visiting staff of the hospital and four of whom are appointed by the dean, who is exofficio chair.man,of the committee.
Administration
The management of the school is in the hands of the dean and an Executive Committee as heretofore. The Advisory Committee, consisting of the heads of preclinical and clinical departments, makes recommendations to the dean and Executive Committee and also serves as the Committee on Admissions.
Faculty
Since the previous report five faculty changes
llO

of importance have occurred. Dr. Richard Franklin Slaughter, Professor of N~urosurg~ry, died at the close of the school year, and Dr. Frederick A. Mettler,_Professor of Anatomy, was given one year's leave of absence to serve as a research associate with the New York Neurologic Institute. To take the place of Dr. Mettler next year will be Dr. William F. Alexander, from the Louisiana State University School of Medicine, and to fill the place in Pharmacology, Dr. Benedict E. Abreu, has been employed. Dr. Robert Irvine Bryson, Instructor in Dermatology and Oncology, died on June 4, 1941. He was a volunteer teacher.
A change in the set-up of the city physicians was made, effective at the end of the 1938-1939 session, and is still in force. The Department of Domiciliary Medicine has charge of all patients treated in their homes with the exception of obstetrical cases and will continue in charge of Dr. Lansing Lee, who is employed part-time by the School of Medicine. Resident physicians in the University Hospital will alternate under Dr. Lee in active charge of this work.
A change in the outside obstetrical service which was made at the end of the 1938-1939 session and described in a previous report is still in effect.
Through the generosi~y of the United States Public Health Service, a grant of $2,000.00 was in~ creased last year to $2,400.00 for the purpose of financing research in the newer venereal diseases. During the year Dr. Robert Brandt, research fellow, employed under this fund, resigned and his place has been filled by Dr. Frank Mortara. This research work wilL continue in the Department of Experimental Medicine during the 1941-1942 session.
Added Equipment
During the 1940-1941 session it was possible to add a considerable quantity of new permanent equipment,
111

including instruments, through the provision of special funds for this purpose. The ~urchase of this equipment has ~reatly improved the teaching and research facilities of the school.
New Building
The new building which houses the Department of Pathology on the first floor, and the Department of Bacteriology and Public Health on the second floor, was occupied in September, 1939. Although it was not completely equipped at that time, funds have subsequently been provided for this purpose and the building is now well equipped. In its present state the building is an adornment to the campus as well as a most useful addition to the plant of the School of Medicine.
The School of Medicine is now well provided with buildings and equipment for the student body of approximately 180 students. The freshman and sophomore classes
have been limited to 48 students each and the third and
fourth year classes have had about 40 students each.
There is a great demand for more places in the school and the facilities for handling larger classes can be provided if sufficient funds are made available for that purpose. In addition to increasing the size of the laboratories and classrooms and adding the necessary permanent equipment, it will also be necessary to add more free beds for teaching purposes. It is estimated that to increase the student body by 50 per cent will require an expenditure over a four year period of about $250,000.00. After this expansion has been accomplished, the annual increase in maintenance will be in the neighborhood of $75,000.00 a year, or $200,000 annual maintenance from the state.
Students
Although no non-residents of Georgia are con-
112

sidered 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 of 48 ~tudents in the first year class until (1) increased physical accommodations are provided, (2) increased clinical facilities are made available for teaching in the third and fourth years.

The effect of increasing the size of the freshman class from 40 to 48, which was done three years ago, will not show up in the graduating class'until 1942. The third and fourth year classes, after the 1941-1942 session, will have about 46 and 42 students respectively. This is above the limit of 40 students in these two classes set by the Council on Medica"! Education and Hospitals several years ago when there was more clinical material available than there is at present.

There were no outright failures in the freshman class. Thirty-five students had clear records. The remainder had one or two conditions.

Failures in the sophomore class during this session were about the same as in the preceding year when three sophomores were dropped. Three were dropped from school this session and one permitted to repeat the year in another school.

One third-year student was required to repeat the year.

There were no failures in the senior class.

Herewith is a summary of withdrawals, conditions, and failures during the 1940-1941 session:

Class
lst 2nd 3rd 4th

Failed or

Failed

Conditioned

Admitted Year Withdrew Courses Incomplete Promoted Graduated

51

0

2

14

48

3

0

10

43

1

0

9

37

0

0

0

0

35

0

35

0

33

0

0

37

113

Library
As predicted in the preceding report, the expansion of the library, which was made possible by the removal of the Department of Bacteriology and Public Health to the new building, has become an accomplished fact. The space formerly occupied by this department has been renovated and made into a beautiful library reading room which will cost when equipped between $9,000.00 and $10,000.00.
The library was fortunate in having allocated for its use the proceeds of the Moore-Carter Fund derived from a legacy to the School of Medicine in 1926 and amounting to nearly $15,000.00. A second request to the Rockefeller Foundation to match this fund for library improvements was finally successful to the extent that a grant of $10,000.00 was made for the purchase of books and journals. It is expected that the balance of the Moore-Carter Fund not used for the physical improvements for the library reading room will be added to the library endowment which is known as the W. J. Young Fund. The income from the W. J. Young Fund is used entirely for books and journals and brings in an annual income of $1,500 to $1,800.
Research
All departments in the school continue the pace set in carrying on original investigation and a notable amount of investigation work was carried out during the current year. A resume of publications can be seen by consulting the individual departmental reports.
As recognition of the value of investigative work being carried on in the School of Medicine, it is noteworthy that at the present time grants have been made to several teachers by the foundations and other agencies indicated elsewhere in this report.
114

Needs
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 Center for diagnosis and treatment. Everything possible should be done to have this important step made a reality.
If it should be possible to erect another building it is suggested that it house the Administration, the Department of Anatomy, Department of Animal Surgery, Department of Clinical Pathology, and the library. In such case the present main building could be transformed into a combined dormitory and student union building to great advantage.
Maintenance
The allocation made by the Regents of the University System of Georgia ~d the School of Medicine is the 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.
Safer Living
The school authorities still feel keenly the need of doing more than graduating a class of students each year and turning out a laudable amount of investigative work. It is their earnest desire to disseminate
115

the newer things in medicine to the far corners of the state and they want. the Sc~oJ of Medicine to be looked upon as a champion of better and safer living conditions all over Georgia.
Post-Graduate Education
Since the inauguration of the Department of Anesthesiology 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 available on requests of individuals and small groups. The seventh annual post-graduate course for Negro physicians was held June 9 through June 21, 1941, and was well attended. Certificates are awarded to those Negro physicians who attend the entire two weeks. $1.00 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 Department of Experimental Medicine is now providing a post-graduate course in office endocrinology, which is well received. _The first course was given in June, 1941, and was limited to 20 physicians. Quite a number were turned away and 22 insisted on being registered.
Other post-graduate courses will be added as the growth of the clinical staff will permit.
Physical Examination of Newly Enrolled 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
116

students has been favorably commented on by the heads of various institutions ..
A special physical examination form, adapted for four years use, was prepared for the purpose of uniformity and conciseness. It is proposed that this cooperation with the various units in the system be c.ontinued.
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 for a specified length of time to practice. This might be accomplished by granting scholarships amounting to tuition fees and having students granted scholars~ps sign contracts to engage in rural practice for ~ term of years.
Possibly a better plan for inducing young welltrained physicians to locate in the.more sparsely populated areas of the state would be to have several counties buy small well-equipped hospitals and to have small towns furnish well-equipped offices free of charge and pay a stipend of $2,000 to $3,000 a year, permitting the incumbent to charge fees to those who are able to pay. In this way such physicians would be enabled to make a decent living, something that would not be possible without the subsidy. Sooner or later the Federal Government or the State may take over this proposal if the local communities do not do so themselves. It would be much better for the local communities to take care of themselves in this manner rather than to lean toward state medicine and regimentation of the medical profession by having the Federal Government or the State underwrite the cost.
It is hoped that the State Board of Medical Examiners will require a year's internship before grant-
117

ing students the li?ense to _practice medicine in the state. Such a plan will remove from the School of Mecicine the burden of attempting to supervise graduates who are serving internships elsewhere than in the University Hospital.
Status of School and Outlook
At the close of the 1940-1941 session the prospects of the future of the School of Medicine seem much brighter than at the close of the preceding session. This was due largely to the payment of the allotment in full, enabling the school to pay salaries promptly and also by the provision of a special allotment for the purchase of new equipment and for repairs during the year. If payments of the school's allotment continues there is every reason to feel that the progress of the school will continue as satisfactorily as heretofore. This is predicated upon the assumption that more free beds for teaching will be provided for the larger third and fourth year classes which we expect to have from now on.
It is most urgent that a marked increase in the number of free beds in the-university Hospital for teaching purposes be effected and it is also imperative that the very modest allocation be increased and then paid in full.
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 can be graduated and more physicians may 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
us

quality of its faculty and student body, on the basis of the research output, and on the basis of physical facilities and improvements, is ofi.a higher plane than it has been since its founding in 1928. With the payment of its allocation in full and some provision for increasing the number of free beds for teaching pur-. poses in the University Hospital, the future of the School of Medicine on a satisfactory basis is assured.
THE GEORGIA STATE COLLEGE FOR WOMEN
Fiftieth Anniversary
The Georgia State College for Women celebrated its fiftieth anniversary with appropriate exercises on April 25 and 26, 1941. Several prominent speakers, including Chancellor Boucher of the University of Nebraska, Miss Harriet Elliott of the National Defense Council, and Dean Agnes Ellen Harris of the University of Alabama, delivered excellent addresses to large audiences. The dignity and importance of the college was brought to the attention of the state in a very impressive way.
Fifty Years of Service
Within the fifty years of the life of the college, approximately 30,000 students have been registered for one or more years of college training. In addition something like 15,000 have attended one or more sixweeks summer terms. The first degrees were granted in 1921 to a_class of four seniors. A total of 3568 bachelor's degrees have been conferred in the past twenty years. Most of the graduates and thousands of those who have done less than four years of work have gone into the public schools as teachers, and later have become the wives and mothers of past and present generations. A few of the more ambitious have become leaders in the business and professional world.
119

Enrollment

Fourteen hundred and one students registered in the college for the past academic year. The summer school registration was: first term, 656, and second term, 353. Both academic and the summer sessions showed a small decrease in registration. The enrollment listed by classes, old and new students, and summ~r terms for the past ten years, is herewith presented:

Year 1931-32 1932-33 1933-34 1934-35 1935-36 1936-37 1937-38 1938-39 1939-40 1940-41

Enrollment From 1221 to 1241 1 Listed Bl Classes

Fresh. SOJ2h. 544 369 445 406 431 320 524 352 533 364 528 408 636 371 661 432 671 393 517 361

Junior Senior Total 167 141 1221 188 131 1170 224 189 1164 200 169 1245 216 188 1301 221 186 1343 265 179 1451 260 244 1597 259 219 1542 276 247 1401

Former New 689 475 647 598 706 595 736 607 764 687 921 676 913 628 872 529

Summer lst 2nd
1122 841 738 798 262 864 314 1050 398 958 528 714 400 833 369 656 353

During this period the freshman class has fluctuated between a low of 431 in 1933-34 to a high of 671 in 1939-40, while the senior class has gained almost steadily from 131 in 1932-33 to 247 in 1940-41. The small decrease in the total enrollment tor the past two years can be attributed to a number of causes. The other senior colleges in the University System, including Valdosta, Sta~esboro, Athens, and the Evening College in Atlanta have all increased their accommodations and attractiveness for women students. The junior colleges of the system are enjoying greatly increased prestige and are attracting many students who would otherwise enter four-year institutions. The college could render a better service to the state if the enrollment levelled off at 1000.

Degrees and Diplomas Below is a record of degrees and diplomas as

120

granted for the past ten years:

Year 1931-32 1932-33 1933-34 1934-35 1935-36 1936-37 1937-38 1938-39 1939-40 1940-41

l:l.S. B.S. A.B. B.S. B.S.Ed. H.Eco. Sec.Tr. Total Nor. Sec. Total

78

10

82

24

51

12

79

30

87

25

95

29

76

27 115

33

78

16

94

43

3

85

24 112

26

9

76

2l

il2

50

24

82

16 141

66

31

69

15 183

63

30

75

10 135 100

23

194 190 13

:103

1'1'2 200 12

212

236 180 15

195

251

156

17

173

234 103 27

130

256

107

50

157

283

60

54

114

336

45 58

103

360

48

53

101

344

37 54

91

It will be noted from the above ~hat the number taking the liberal arts degrees, A.B. and B.S., has not changed materially, while the vocational degrees have increased rapidly. Sixty per cent more B.S. in Education degrees were granted in 1941 than in 1932, while the B.S. in Home Economics degrees increased more than four-fold. The large number of B.S. in Education degrees in 1940 is accounted for by the fact that that was the last year when a degree could be conferred without one year of senior college residence. The number of normal diplomas has decreased in the ten years from 190 to 37. With the present trend in public school requirements, this diploma can soon be discontinued without serious inconvenience to anybody. The secretarial diploma has shown a decided increase and probably will be necessary for many years.

Faculty Training
The faculty last year held degrees as follows: Doctors, 24; Masters, 71; Bachelors, 12; no degree, l. One member of the faculty was at Chicago on a TeacherEducation fellowship, and two were at Columbia, one for the whole year, and one for a semester. About twenty members did graduate work or advanced study of some kind during the summer.

Ranking and Salary The instructional members of the faculty have
121

the following ranking:

Professors

23

Associate Professors

24

Assistant Professors

9

Instructors

46

- Assistants .

2

The number of instructors is much too large proportionately. The majority of the forty-six so listed have long earned promotion, but since faculty rank has been coupled with salary schedule, it has been impossible to advance them. Any members of the faculty with a Master's degree who has given satisfactory service for three or four years ought certainly to be advanced to the rank of assistant professor with the minimum salary of $1800.

Group Insurance
For the past three years our faculty has carried group hospital insurance. This has cost the college nothing, and has been a very great benefit to several unfortunate individual members.
Last year the administration cooperated with the faculty in institution group life insurance. The members carry policies ranging from $1000 to $3000 depending on the salary received. ERch member of the faculty pays a fixed premium of $7.20 a year for each thousand of insurance. Last year the bursar drew on some funds not in the college budget to make up the difference in premium. The amount advanced was about $800, about $400 of which was returned in dividends at the end of the year. This year the extra premium will be deducted from the salaries of the cooperating teachers. All new members added to. the faculty hereafter will be required to participate in the life insurance, with no expense to the state.

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Off-Campus Teacher Training
The number of students prepn~iTig to teach home economics has far outgrown the facilities of the laboratory school for practice teaching. In cooperation with the State Board for Vocational Education, the home economics departments of about fifteen high schools have been approved for practice for the home economics seniors. Sixty-five students were given one quarter of practice under actual school conditions last year. Also twenty-one cadet teachers did one or more quarters of actual teaching under supervision in Atlanta, after they had done on-c&~pus practice teaching.
Southern Studies Workshop
The representatives of most of the 33 southern
studies high schools in eleven states held their annual summer workshop on the campus in July and August, 1941. About a hundred. teachers were in attendance. These teachers were not officially a part of the summer school, but the college furnished them board, room, and instructional accommodations at approximately cost. The prestige derived by the college from having the conference was worth all of the trouble it cost and even more.
Buildings and Repairs
The college completed the new annex to the Atkinson Dining Hall during the fall, and it is now in use. The Atkinson Dining Hall has sufficient space to accommodate all the students except the senior class, which will be cared for in Sanford Hall. The college expects to discontinue the dining rooms in the Ennis Mansion group as soon as possible. Work is in progress on the equipment of the Sanford Hall kitchen, but owing to the difficulty in getting certain materials, its completion may be delayed for some time. The usual routine of repairs and painting has been carried on throughout the year.
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A floor and shelves in the library stacks, increasing the space 13-bout fitty per cent, were added during the year. This was a much needed improvement and another floor should be added as soon as funds are available.
Needs
Apparently the nation is entering a period of inflation and increased cost of living. Some step must be taken as soon as possible to increase salaries and wages in keeping with the cost of living. The great danger is that salaries will be frozen at a level f.ar below that justified by the income of society as a whole or by salaries paid by the federal government. We can not compete with industry and government, state and federal, unless corresponding salaries are paid.
The college needs a large dormitory housing at least 200 students to eliminate crowded conditions. A science hall and a student activity building are also greatly needed.
THE GEORGIA STATE WOMANS COLLEGE AT VALDOSTA
For the past two years the Georgia State Womans College at Valdosta has opened with all dormitory rooms filled to capacity. Such a condition indicates that this college, designated as the liberal arts unit for women in the University. System, is highly regarded throughout the state.
During the current session, there has been a decrease in the number of day students, as a number oi these young women have been able to find well paid positions at Moody Field, the recently established air base near Valdosta.
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Library Dedication
Last spring the new $75,000 library building was formally dedicated. Dedication exercises were conducted by the students and, after brief preliminary remarks by Chancellor S. V. Sanford, Chairman Sandy Beaver, President Frank Reade, and others, the principal address was made by Mrs. Franklin D. Roosevelt. A very large crowd was present. The citizens of Valdosta appreciate this institution and respond cheerfully to every call made on them.
Central Heating Plant
In the early summer of 1941 actual construction was begun on a $50,000 central heating plant. The equipment for this plant is the best that money can buy, and the college is fortunate in being able to have thi; splendid addition to its physical plant.
Changes in the Curriculum
For several years past the faculty at the Georgia State Womans College has been working toward an experiment in curriculum building. At first this was largely in the line of remedial work and in methods of teaching, such as a comparison of courses taught extensively and intensively. More recently, however, definite study of the territory from which most of the students come, together with a study of the students themselves, has led to certain interesting changes in the curriculum. Set up as a liberal arts college for women, the Georgia State Womans College was theoretically supposed to offer no immediate training for any profession or occupation. However, it was found that practically all of the young women expected to earn a living immediately upon graduation, and also that many of them interrupted their college courses to accept remunerative positions which might enable them to complete their degree requirements later.
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As most students entered the teaching field, and as the background courses 111' education which were offered were sufficient to the attainment of a provisional state teachers certificate only, a cooperative exchange plan has been worked out with the Georgia State College for Women and, for the past three years, any student wishing a professional certificate has spent a quarter at the Georgia State College for Women getting the necessary functional courses and practice teaching.
Meeti~ Modern Needs
Anticipating the call for workers in social security and welfare projects in Georgia, pre-professional work in welfare was introduced in September, 1936. This has proved to be a successful venture, and all students in this field have been placed before graduation.
Also in 1936 shorthand and typing were offered as extra-vocational subjects; later, these, plus a course in accounting, were offered as regular courses, not credited toward the A.B. degree, but regarded as an integral part of the students' program. Grades in the courses are a part of the students' permanent records and are accepted by the State Department of Education toward a teachers certificate.
About this time a number of "elective minors" were set up to meet apparent needs. A few new courses were introduced, but the success of these minors depended upon guidance. Elective minors were organized in the fields of education, library science, physical education, home economics, and music. Every student who plans to teach takes an elective minor in education; in home economics, a group of five courses is designee and ordered to build a home makers' program; and so on.
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Fttting the Curriculum to the Student
Perhaps the most extensive change in the curriculum is now in process. In the fall of 1939, a complete inventory of the student body and the curriculum was made. It was found - and the same situation is found to be true everywhere - that students fell into three classes:
(a) About 20 per cent of the students are of such poor mental capacity, have received .such meagre preparation, and are so lacking in interest, that they are usually excluded from college at some time during their freshman year. These students waste their time and their parents 1 money.
(b) From 15 per cent to 20 per cent of the students enter college well prepared, are interested in academic work, and are often outstanding during the freshman year. These able students gradually become the victims of that intangible college atmosphere which persuades them to be satisfied with 11 just getting by, 11 and many of them complete the college course as mediocre students.
(c) The remaining 60 per cent to 65 per cent of the students are able to take care of themselves and, in a general sort of way, to profit by the formal college courses which have been regarded as 11 standard 11 for many years.
In an effort to meet the needs of these three classes of students:
(a) For the lowest 20 per cent, courses have been built, written, and taught during 1940-41. Through these courses, the faculty attempts to lead the students, by slow and easy steps, to some sort of understanding of college work. Apparently, these courses have been taught and received with considerable success, and with gratifying results.
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(b) For the upper group, departmental specialization is planned, with the mone advanced work being of-fered as honors courses, or independently. Entrance to the honors courses ls carefully guarded, and exit from this group will be by way of comprehensive examination.
(c) For the large middle group of students, the divisional major, rather than departmental specialization, is offered. Here, the survey courses of the junior college are followed by general education at the senior college level, and the A.B. degree is awarded for a spread of courses in a division.
The experimental work now being done at the Georgia State Womans College, whereby the curriculum is fitted to the student rather than the student fitted to the established curriculum, if it continues to develop successfully, doubtless will spread to the other units of the University System
. GEORGIA TEACHERS COLLEGE
President A. M. Gates was selected as President of the Georgia Teachers College which opened its doors to freshmen for the 1941-1942 session on September 19 and registered upper classmen on September 24. The enrollment was considerably fewer than anticipated but the personnel of the students was good. After the usual procedure of classific~tion the students seemed to take an active interest in their classwork and accomplished fairly good results during the fall quarter.
The faculty of the Georgia Teachers College is made up of men and women specially trained for the task at hand and are willing and faithful workers. They give the students close personal attention, thus developing a spirit of friendliness and kindness which pervades the campus of the college.
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Intercollegiate athletics will be discontinued during the period of the war but.a~ expanded program of intramural sports conducted in connection with the physical education department will be carried forward.
The special departments such as piano, voice, wind and string instruments have done some splendid work, but the students taking private lessons have been very limited as to numbers. There is some splendid taleat in this department.
The upper classmen of the college have taken the usual advantage of the laboratory schools and have shown themselves to be good prospects for successful teachers. The success of former students from the Georgia Teachers College has been clearly demonstrated by the demand for teachers in the public and high schools of the State.
The laboratory school has offered unusually good advantages to children of this county and the college is proud of the splendid work that the teachers of the laboratory school have accomplished; unfortunately for the college the local county Board of Education has paid no part of the salaries of the teachers. It has paid for the transportation of the children to and from school.
The physical condition of the college property is in fair state of repair. The laboratory school building needs repainting and the gymnasium needs repairs as soon as possible. There are many minor repairs that have been made during the year and there are others that need to be made but cannot because of the lack of funds.
The college dining hall and kitchen are wholly out of keeping with the remainder of the college property, and it will be very unfortunate if the college can not have a new building for this purpose. Anderson Hall should be remodeled so that it can be used as an industrial arts building. The science hall is a good
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building and is in good condition, but it is entirely too small; it needs an addit~on to it or a new buildi~lg. There is still about a half mile of paving needed on the college campus, and the college should by all means have a home on the campus for the president.
The college farm is an excellent asset. It shows a profit each month in spite of the fact that it has furnished food for the dining hall at a cheaper price than the same food could have been bought on the open market. The college has a splendid herd of milk cows and Poland China hogs.
While it is the purpose of the Georgia Teachers College to train teachers for service in the public schools, it endeavors to keep in mind that no teacher is worthy who does not have the proper mental attitude, social bearing, and spiritual outlook; therefore it tries to make the social life of the students wholesome and to keep around them the usual organizations which are spiritually uplifting and inspiring.
GEORGIA EVENING COLLEGE
"All the scholastic scaffolding falls, as a ruined edifice, before one single word-faith." Thus said Napoleon at a. time when once before the world was burdened in a turmoil as it is today.
Back in the years of the reorganization of the University System of Georgia, and even when the nationally known Survey Committee had commended this institution and pointed the way of its operation, there were many who doubted the wisdom of such an institution. It was a too progressive step for many in the University System.
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Contrary to what a few friends believed would be the case, the actual acholas.t:t,p structure has been strengthened as attested by the pubiished reports of the University Examiner. The Southeastern Aptitude chart shows that students of the Georgia Evening School rated only C plus on the freshman tests on entering college but on the sophomore achievement tests, two years later, tied with Georgia School of Technology for first place with B plus.
Director George M. Sparks reports that no college or university refuses to accept credits. Annapolis and West Point, after accepting students nave written that all the college work will be received at full value, especially credits in mathematics and science. Those students taking graduate work in other colleges are among the academic leaders on their respective campuses. The maturity of the student, their directive in life, and the administrative method of having the best qualified and experiencej professors teach the first and second year students, gives them an excellent start on their academic voyage through college.
In the Spring Term of 1941 the Evening College lead the way of all the colleges of the South in offering such emergency courses as: Military Mathematics, National Defense through Physical Science, Human Biology in War Defense, Diplomacy and Propaganda, Industrial Personnel, Problems in Trigonometry for Defense, Nautical Astronomy, Elementary Statistics in National Emergency, American Government for National Emergency, Spanish Grammar for Latin America, ~nd Aviation Coaching Lessons for Flying Cadets.
Chiefly because of these war courses offered the men students, and being the only Evening College in the United States having students deferred until June according to the American Association of Urban Universities, this preference was given the students entering the armed forces: 400 entered service in 1941 - 150 were commissioned or entered training schools; 125 were
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made non-commissioned officers as instructors in camps; 50 were rated as specialists or other preferred places. No details known to date of" others as many already have sailed under sealed orders.
According to records made up every two years by the leadingprofessional commerce fraternities in Chicago the Evening ColLege for the third year has the largest commerce enrollment in the South, day or evening. In the enrollment of women in commerce the Georgia Evening College is second only to the College df the City of New York with its five separate colleges.
Despite the discontinuance of N.Y.A. funds from all evening colleges the Georgia Evening College continues its fine financial condition, showing at the end of the fiscal year an allocation from the state of a little more than one dollar per student, yet having the largest cash balance proportionally of any college in the state.
All this has been done because of several contributing factors, as: well organized student credit union; rental book system; active student job placement bureau; Indian Creek Lodge activities in DeKalb; active personnel board.
The administrative staff of the school seems not to be alone in the belie!' that following the present war emergency there will be a big enrollment in all evening colleges. For this enlarged program we badly need a fourth story to our present building.
Dean M. C. Miller, University College, Rutgers University, had this to say in the New York Times: "A real boom will be experienced by the evening colleges for several years after the war is over. Thousands of resident students who have joined the ar.mP.d forces may later choose to finish their educational program in the evening college. Also hundreds of thousands of others who have been trained in the production skills of de-
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fense industries will be faced with the necessity of re-educating themselves .:for pea<l,etime activities. The evening college will be ideal for this purpose.
"The evening colleges face a real opportunity with this group in the years after the war. With a vast rehabilitation program in the offing, the sound, established evening college will be one of the most logical and accessible of educational programs open to young adults whose education will be curtailed by war demands.
"During the current year the evening college must do more than merely mark time. It must be planning its program, developing its facilities and organizing all its resources to enable it to carry the load that is certain to come."
THE DIVISION OF GENERAL EXTENSION
It gives me pleasure to report that no phase of the work of the University System of Georgia is rendering a more worthwhile state-wide service than the division of general extension under the direction of J. C. Wardlaw a~ his able staff. I hope the board will become more familiar with this important work of the University System. All the units of the system cooperate in the organization of extension classes in the areas accessible to the resp'ecti ve units.
The faculties of several of the units are natural!~ more active and cooperative than ave the representatives of other units of the system. There canno~ be the same sense of responsibility in all the units of the value of the general extension program. What is true of general extension is true of all other specialized activities of the system.
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We are fortunate in having a beautiful and commodious building at-223 WaHon Street, Atlanta, a building owned by the Regents of the University System of Georgia, as headquarters for the Division of General Extension. That part of the building not needed for general extension is rented to an outside agency which brings in an income of approximately $1,200 annually.
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 a unit 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 degrees, as is permitted in the University System of Georgia.
The division has employed during the year 19401941 five full-time faculty members for the organization and instruction of extension classes. In addition to their own work these make contacts and organize groups for the members of the faculties of the several units of the University System. Courses in a wide rang~ of subjects have been given in extension classes. Two hundred and ninety-nine ( 299) 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.
It will be noted that the enrollment figures for 1939-1940 and for 1940-1941 are somewhat lower than for the years 1937-1938 and 1938-1939 but that these figures are considerably higher than the figures for 1936-1937. By way of explanation of the apparent fluctuation of enrollment figures, it probably would be well to state that the year 1936-1937 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 1937-1938 and 1938-1939 would be considered
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"freak" years in the matter of enrollments for extension work due to the new salary scale requirements inaugurated by the State Department of !ducation when practically every teacher wishes to qualify for a higher salary. Therefore, the enrollment figures for 19391940 and for 1940-1941, which show a marked increase over those for the normal year 1936-1937, are considered gratifying, 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 Stat8 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 co~responQence course in curriculum fundamentals for the validation of curriculum study in local groups under approved local leadership. Correspondence courses are available to enlisted men in Civilian Conservation Corps camps, at a special rate. Non-credit reading courses have been provided for study groups of Women's Clubs, Parent-Teacher Associations, and other local organizations:
Audio-Visual Extension Service
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 science.s, child psychology, teacher training, industry, travel, et cetera, are included in the library which is known throughout the entire United States as one of the most extensive and complete film libraries in this country.
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The catalog, which may be had upon request, contains descriptions of the many fine films available. Since the Audio-Visual Extension Service of this division began its operations four and one-half years ago, many leading universities throughout the nation have followed our lead in this field and have used our plan of operation as a pattern in instituting similar services.
On November 13, 14, and 15, 1941, the fifth annual Southern Conference on Audio...:Visual Education was held in Atlanta. The visual educational aids in teaching Americanism were 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.
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 of the use of audio-visual teaching aids throughout a wide section of the United States. The director of General Extension is chairman of the Southern Conference.
It is interesting to note that eighty-four (84) cities and towns in sixteen (16) states were represented at the last conference, the total registration being four hundred five (405).
Film Libraries
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 ana-
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tional clearing house for information with reference on all audio-visual materials_, partic.J.llarly new releases and numerous excellent visual mater~als, and publishing comprehensive catalogs of good educational ~otion picture fi1ms. The Director of General Extension, Mr. J. C. Wardlaw, is serving his fourth year as president of the Association of School Film Libraries.
In addition to the above the Division of General Extension cooperated with the Motion Picture Project of the American Council on Education in conducting a supplementary demonstration center in Atlanta in evaluation of educational motion pictures. The rapid growth of interest in audio-visual aids, especially in this state, encouraged the organization of the Department of Visual Instruction of the Georgia Education Association, of which the Director of General Extension is chairman.
The efficiency in the film service rendered by the Division of General Extension and the strategic location of this film distribution agency have brought the Audio-Visual Extension Service of the Division of General Extension to the attention of the principal motion picture periodicals and of the producers and distributors of educational motion pictures throughout the United States. For some time, Mr. Don White, assistant in charge of the Audio-Visual Extension Service of the Division has conducted a monthly page for The Educational Screen, the leading American magazine devoted to visual education, "New Films of the Month as they Look to a Teacher Committee." The monthly News Letter of the national Association of School Film Libraries is edited by the personnel of the Division of General Extension.
Engineering Defense Training
The great need for engineering talent in the defense preparation of the United States caused the formation of the engineering derense training program, a program of courses at the college level.
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Since the courses are of college rank, they presuppose a certain amount of p~evious training for admission. Some courses require only high school graduation, others require high school graduation plus a certain amount of college training. Satisfactory experience in industry itself may be accepted as meetihg part of the academic training requirements. However, any modifications made in admission requirements for a course will depend upon the circumstances in the individual case.

The following courses are included in the program so far. This group of subjects can be expanded to meet the engineering talent defense needs of the industries of the state:

1. Engineering Drawing 2. Machine Design
3. Production Engineering 4. Production Supervision 5. Tool Engineering 6. Construction Materials
Inspection
7. Metals Inspection

8. Explosives 9. Materials Inspection 10. Textile Testing
11. Textile Production Supervision
12. Textile Testing and
Inspection

Courses in chemistry, physic~, engines, and other engineering courses will be given if industry feels the need for such defense training and there is a sufficient number of qualified students to take the work. These courses train men for inspection, for supervisory positions, and for technical engineering positions.
Through cooperation of the Division of General Extension, courses will be given on the campus at the Georgia School of Technology and at any industrial center where there is a need for engineering training.
Courses will run from 12 to 36 weeks depending
upon the material to be covered in the course. Classes will meet two or three times a week for a period of from two to three hours for each meeting.
Courses will be given in the daytime if students

find that time available; otherwise, they will be given in late afternoon and early evening. Students may be employed or unemployed. Certificates will t>e given to those who satisfactorily complete all the work in the course.
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 c~nnot further pursue their education as resident students; teachers desirous of further academic or professional training; to business men ana women who wish ~o 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; to women's clubs, parent-teacher associations, civic clubs, and other groups of forward looking men and women in, every walk and relation~hip of life who wish to widen their knowledge.
NORTH GEORGIA COLLEGE
Exclusive of the Georgia Evening College, which is in a class by itself, North Georgia College remains the fourth largest University System unit. Since 1933 the freshman enrollment has increased 157 per cent. There is no room for non-resident students. The 625 students of the regular nine months session represents 115 Georgia counties. While the junior college enrollment during the summer cannot equal that of the regular session, it is of such size as to indicate there is still a service to render. The summer enrollment was 197. These came from 77 Georgia counties. The final annual enrollment was 822 and these represent 121 Georgia counties.
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Church Affiliation
The following represents chur~h affiliation:
Baptist, 317; Methodist, 205; Presbyterian, 44; Episco-
pal, 17; Christian, 10; Catholic, 9; no preference, 21;
Lutheran, l; and Evangelical, 1; total, 625.
The fact that only 21 students of the 625 enrolle during the reguar session expressed no church preference, pointedly suggests the responsibility of even a state school for providing a campus atmosphere in which the early Christian training and beliefs may grow and mature into an abiding and sustaining faith. The atudent voluntary religious organizations exert a very positive influence upon the campus life, but of particular value is the vital Religious Emphasis Week under the sponsorship of the students themselves but directed each year by one of the state's outstanding clergymen and young people's workers. This year the leader was 11 Scotty11 Young of Newnan, who at the close of the week's services remarked he had never received for discussion and answer so many searching and thoughtful questions.
Occupation of Parents
The students have reported 47 different basic
occupations in which parents are engaged. As usual, North Georgia has enrolled most of its students from the homes of farmers. The other occupational listings further reveal how completely the student group is a cross section of Georgia life. Only 20 students indicated complete unemployment in the home.
While the number of graduates has increased more rapidly than enrollment the complete picture is not revealed inasmuch as the second-year students, who are inclined to take their re-enrollment for granted, find their return impossible because of limited dormitory space.
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Graduate Follow-Up
Of the 164 graduates (194e-41) 41 enrolled in
the university units for .further study, wheFeas 15 entered other colleges. Others are engaged as follows:
Teaching, 16; in business, 19; military service, 7; farming, 1; coaching, 2; secretarial, 5; civil service, 2; engineering, 3; Georgia Evening College and business, 5; not reported, 48; total, 164,
Faculty
Vacancies due to resignation or the operation of selective service were acceptably filled. D. W. Booth,
department of English, on leave during 1939-40 for ad-
vanced study at the University of North Carolina, returned.
The continued enrollment increase has year after ye~r kept class sections too large, whereas the diversified student interests have demanded curricula expansions. The following additional faculty members were
therefore added in the fall of 1940:
(1) W. D. Young, formerly registrar and dean of Cumberland University (Tenne~see) became registrar and instructor in social science.
(2) Engineering mathematics and drawing were introduced, and William Blankenburg of Case School of Applied Science and of University of North Carolina was secured to direct the work.
(3) Francis Andrew (Indiana University and L. S. U.) became instructor in social science and education.
(4) The induction of Captain Hutcherson (O.R.C.) into the U. S. Army did not interfere with his duties as commandant of cadets, but it immediately became
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necessary to relieve him of his non-military teaching load. For this work in mathematics Charles M. Yager (Davidson College and University of Maryland), superintendent of schools, Jonesboro, Georgia, was engaged.
Military-Physical Education
A thousand representatives of American colleges in the recent Baltimore meeting feverishly petitioned the Government to place R.O.T.C. units in all colleges requesting them. After years of indifference or outright opposition to military training the majority of these colleges "saw the light" with surprising suddenness. At-Dahlonega, the military life and discipline have prevailed since the founding of the college and through the years the school has been quietly making its contribution to national defense, turning out upstanding young men of loyalty, initiative, self-reliance and versatile personality. Of particular interest just now is the fact that Major General Courtney H. Hodges, Chief of Infantry, United States Army, received his preliminary military training at North Georgia College.
Throughout the nation colleges are now getting front page mention because of the intramural athletic programs that are being introduced as a contribution to physical fitness, yet at North Georgia such activities
were set up seven years ago. This year 93 per cent of
the men students participated and the coeds responded similarly. The program included basketball, baseball, soft ball, volley ball, touch football, horseshoes, track, cross country, tennis, badminton, boxing, hockey, rifle competition and other sports.
The War and Student Problems
Col. John N. Andrews, U. S. Army, Reemployment Division, National Selective Service System, when addressing the Baltimore meeting said in part:
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"Unless satisfactory guidance work is ~one, students will feel ill at ease in tl:le1r college work when so many more grave issues are at stake ... Under these trying conditions, guidance programs, particularly in the junior colleges, take on increased significance .... Specialists recommend that friendly and understanding counseling programs be instituted. Freshmen and sophomore orientation, curricula selection and speech instruction should be emphasized."
Such things as Col. Andrews suggests need not be introduced at North Georgia; they were an integral part
of the college program long before December 7, which
fact is gratifying to the administratlon, faculty and students alike.
Joseph Spencer Stewart Library
The new library building equipped with modern furniture and stacks was opened for general college use
September 20, 1940. It meets a long felt need and is
accepted by the students as a place for quiet, serious study, work and meditation. The changed student attitude toward the library merely indicates again that young people can respect and use decent equipment. The library was dedicated to Joseph Spencer Stewart June 6,
1941, in memory of Dr. Stewart, who served as president of North Georgia College from 1897 to 1903.
During the year, 1548 volumes were added through purchase, gift or redemption: 1121 volumes were discarded, leaving a net addition of 427. The large dis-
card is bringing the collection up-to-date and providing much needed space - even in the new building - ninetytwo newspapers and periodicals are regularly received through purchase or gifts - for future additions and
accessions. Total now in library, 9855.
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Moore Fund
"
The John H. Moore Student Aid Fund which operates on the basis of gift scholarships to graduates of the Lumpkin County High School is year by year exhausting itself. The original fund of $2400 was reduced at the close of the first year to $1785. During 1939-40 awards amounting to $1200 were made. This total award was reduced to $900 through a tuition refund of $300 representing the difference in charges prevailing during 1939-40 and 1938-39. The balance in the Moore Fund as of June 30, 1941, is, therefore, $885.
Other Aid to Students
Work scholarships-laboratory assistants, assistants in Students Exchange, waiters, company commanders and others totaled $2787.35 Fifty-three students received such assistance. The NYA funds assisted 78 boys and girls, the amount being $8189.67. Loans from the Brow"n Fund amounting to $590 assisted seven young men.
The Physical Plant
The generous special grant made possible extensive repair work. Many disgraceful and unsightly spots have disappeared. Company barracks and a band house were replastered and new floors laid. Bathroom facilities were enlarged and both buildings otherwise modified and repaired throughout. The individual room stoves in band house are gone and steam heat was turned on November ll, 1940.
Price Memorial was partially reworked, but there yet remains much to do. However, faculty offices have been set up and equipped. The basement area which for years was unusable waste space has been redeemed through concrete floors and modern steam heating.
, Academy Building has also been repaired and the
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rooms repainted. The kitchen and refrigeration rooms in connection with the new 4in1ng ball were unsatisfactory and inadequate from the ve~ first. These have now been enlarged, rebuilt, and reequipped. ~ The social room of Barnes Hall has been fitted with attractive and comfortable settees and chairs and with smokers. Drinking fountains have been placed in all residence halls. A campus-wide system of cement walks connects all buildings.
One of the most outstanding and welcome developments of the year is the new drill field, the Gold Bowl. This was made possible through the cooperation of the Lumpkin County Commissioners who graded and shaped the field at practically no. cost to the college. The field is surrounded by a paved horseshoe and is entered by way of wide concrete steps. This field and its concrete reviewing stand give a beautiful and adequate setting for the military work and the Sunday parades. At the latter there are frequently more than a hundred cars present, bringing friends and parents from all sections of the state - from Blue Ridge and Clayton and from Albany, Cordele, Macon.
Buildings
Including the infirmary which is nearing completion five new buildings have been erected during recent yearsJ whereas a sixth, Moore Hall, came as a practical gift. All have been equipped and are fully utilized. Dormitories, old and new alike, are crowded beyond capacity. Indeed, the growth of the enrollment has been out of proportion to the additional facilities and the facilities are now as inadequate as formerly. All basement space in Price Memorial, Academic and Barnes halls is in daily use, and it is literally true that not another room is now available.
145

WEST GEORGIA COLLEGE
The West Georgia College at Carrollton, like the other units of the system, has its peculiar field. It is a junior college giving two years of general education- work that will lead to A.B. and B.S. degrees in the senior college division at Valdosta, Statesboro, Milledgeville, and the_University.
The differentiating purpose of the West Georgia College is to bring within the reach of earnest young men and young women of the state the advantages of a standard state junior college, and to aid in the betterment of rural and urban life through the training of ~ural elementary teachers and future citizens. To this end a third year has been added in cooperation with the University System and the Rosenwald Fund. While the work is in its initial state, a definite direction in philosophy and approach is already apparent.
Dr. Folger, dean of instruction, in commenting on the teacher education program, states: "The primary objective of teacher education at West Georgia College is the improvement of rural life. If teachers are going to b~able to improve living through rural elementary schools, they must be more than masters of improved techniques of teaching. They must not only know how to use the environment, but they must know to what purpose. We must help them develop insights and understandings of the broader aspects of the teacher 1 s job and to rise above the level of mere technicians. The development of the program of teacher-education at West Georgia College is done cooperatively; students, teachers, administrators, supervisors, and teachers in the field are working together on common problems."
Enrollment
The enrollment for 1940-41 is as follows: freshmen, 177; sophomores, 135; third year students, 32; and
146

residential NYA students, 116, a total of 460. Of these 460, the men are 229 and the womeD are 231. In the summer school there were 167, and of this number 34 were men and 133 were women. The cumulative enrollment for
the regular academic year was 488.
Plans of Emphasis
Briefly it may be stated that the plans of the faculty are to try at all times to keep in mind the objectives of the college: (1} to have intimate contacts with individual students and to provide a liberal and democratic set-up conducive to the mutual development of the college community. {2) The faculty believes that instructional work will be enhanced by audiovisual aids. (3) It believes that a health program is essential and what funds have not been available from the state fortunately have been provided by the Rosenwald Foundation. (4) It believes that competent recordings of the studies should be made by members of the staff in the fields of rural education and rural living. (5) It insists that there shall be a functional program of student personnel and guidance, and (6) further it demands greater emphasis on the internship of students and teachers in the farm laboratory schools.
If these goals are attained, and they will be, West Georgia College will be outstanding in teacher training - a program unique and original.
Improvements
In the past year West Georgia College has made marked progress in the improvement of the physical plant, in the type and the character of the college, and in the expansion of its influence of service in its area.
Specifically the physical renovations include the library, Aycock Hall, the administration building,
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some furniture replacements, stage equipment, and campus improvements. Relative to the work in the college, definite emphasis was given-to functional schooling and living. Perhaps the greatest advance came in the laboratory school through its program of school and community life.
Needs The most pressing physical needs are for maintenance, repairs, replacements, and new facilities. Listed under four heads, they are: (1) general repairs, $4,000; (2) replacements, $3,000; (3) new buildings in order desired: (a) annex to men's dormitory, $20,000; (b) science building, $30,000; (c) central heating plant, $15,000; (d) day student building, $10,000. The minimum annual maintenance fund from the state for the next fiscal year must be at least $50,000.
Professor Bailey Gordon Watson On June 19, a distinguished member of the University and the head of the English department was striken in his classroom and died immediately. Mr. Watson was one of the original members of the staff of this infant institution and organized and developed the English department. He served with merit and distinction.
148

MIDDLE GEORGIA COLLEGE

Attendance-

The attendance during the entire year has been good. That fact is best shown by the steady inflow of finances at the beginning of each quarter and month.

The statistics are:

Freshmen Sophomores Irregular Special
Total

Boys
157 103
1 1
262

Girls
85 59
5
1
150

Total
242 162
6
2
412

A number of teachers left the college because of higher salaries. The present faculty is well trained and experienced.
Scholarship
The reputation for go?d scholarship at Middle Georgia College has been established in this state. If it were possible to grade exactly alike, no better could be found in this section.
Thirty-one pupils could not return in the fall because their quality points were not sufficient. The requirements of the University System are not too high and each year better enforcement of thes& requirements is made by our colleges. The pupils and parents are also finding that the colleges are not looki~ for those who are not prepared or who will not apply themselves. There is a crying need for more and better work by all.

149

Library
The circulatiQn of refL,erved books was 50,338, total non-reserved 7,474, total circulation 57,862. The library was open 196 days. The number of books in the library June, 1940, was 6,963; books added, 252; total June, 1941, 7,215. The number of magazines is 84. The indirect lighting system was changed to the new fluorescent lights giving twice as much light for about one-half the amount of electricity. During the latter part of the year, beautiful light oak furniture replaced the old furniture. Middle Georgia College has an excellent library.
Buildings and Grounds
The campus and buildings are in the best condition that they have ever been. There has been a steady improvement in living conditions and parents, faculty, and students appreciate the efforts of the constituted authorities in this more than in many other effort~ that have been made for the efficiency and comfort of all.
Aviation
The aviation classes are doing good work and many of the graduates from this preliminary training are making good in the advanced training. This aviation school does not cost the college anything, but the college has made a profit each year. It is aiding in every way possible to make the fighting forces of the country the best in the world.
There were 250 boarding boys and 116 boarding girls, ~r 88.8 per cent boarding students. The aviation students attended aviation classes during the summer. This made a combined total enrollment of 422.
The new developments at the government building
150

in Macon and other cities in this section required the services of a large number of stenographers and semiskilled students well prepared to accept paying positions, and for this reason a dec~ase in attendance was inevitable.
Faculty
The faculty did good teaching, enforced as a whole unusually good discipline, required a high grade of work, marked without fear of undue criticism, st-udied each student, and did the best possible for the advancement of each. In some moments it looked as if the marking system was hard and close, but on investigation the students were found to be inferior in intelligence or did not take advantage of their opportunity. Faculty members made sacrifices and personal denials to aid interested students.

GEORGIA SOUTHWESTERN COLLEGE
The fine spirit of cooperation of the faculty and the greatly improved morale of the student body were even more marked during this session.

Enrollment

Men

Freshmen Sophomores

_10n5

Total

152

Boarders Day Students
Total

Number Graduated:

Normal Diplomas Junior College
Secretarial Science

Total Number Graduated

35

Women
161
_1tl
248

Total
266
lli
400
238 162 400

20 62
4

51

86

151

Occupational Distribution of Graduates

Teaching

19

General Business

12

Returning to G.S.C. as special students

3

Nurse's training

3

Working in army camps

2

Army draftee

1

Studying business course

1

Have no record

7

Unemployed

-.2

Total

51

Enrollment by Curricula

Regular Junior College

228

Normal Department

67

Secretarial

54

Home Economics

47

Specials

4

Total Enrollment

400

Changes in Personnel Vacancies
Ten members of the staff left the institution at the close of the academic year:
Miss Elizabeth Burns (now Mrs. Horace Odum), critic-teacher of the fifth grade, accepted a teaching position in Monroe, Georgia.
Mrs. Jane Quarterman Comer, critic-teacher for the first grade, accepted a position in the Butler schools.
Mz>. R. T. DeWitt, diz>ector of physical education since 1935, accepted a very z>esponsible position in Louisiana State Univez>sity at a gz>eatly increased salary. Mz>. DeWitt was selected to develop the new program of
152

health, physical education, and recreation. To him goes most of the credit f~r the successful inauguration of this new type of program designed to obviate the objectionable features of inter-scholastic athletics and provide a more wholesome and better balanced program for development of the personalities of all the students.
Miss Ouida Glisson, critic-teacher for the second grade, resigned to take a supervisory position in Alabama at a greatly increased salary.
Miss Grace Hogg (now Mrs. Ewell Barnes) is critic-teacher in commercial education in the Peabody Laboratory School at Georgia State College for Women.
Miss Ruby Lois Hubbard, critic-teacher in the fourth grade, resigned to accept a much more lucrative position in the State Teacher's College in Troy, Alabama.
Mrs. Comer, Miss Glisson, and Miss Hubbard were three of the original staff brought to the institution in the fall of 1938 to help inaugurate the new laboratory school.
Mr. Morris McKeehan, professor of biology, returned to West Georgia College at Carrollton, after a stay of one year, where he was recalled to do a special type of research work in his field.
Mr. Horace Odom, director of the laboratory school, resigned to accept a position in the Monroe Public Schools.
Mrs. Mildred Slappey, secretary to the dean and recorder, resigned and now has a business position.
Additions
The following were selected to fill the vacancies:
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Instructor in French and English, Miss Annie Brown, of Lawrenceville, Georgia, A.B., University of Georgia, A.M., Emory.
Instructor in Secretarial Studies, Miss Beulah Thaxton, of Milledgeville, Georgia, B.S. in Commerce, Georgia State College for Women.
Director of physical education, Mr. Coleman Heard, of Itta Bena, Mississippi, A.M. in Physical Education, George Peabody College for Teachers.
Professor of biology, Dr: J. Fred Denton, of Homerville, Georgia, A.M., University of Georgia, Ph.D. in Biology, Rice Institute, Houston, Texas.
First grade critic-teacher, Miss Dorothy Cromley, of Brooklet, Georgia, B.S. in Education, Georgia Teachers College.
Second grade critic-teacher, Mrs. Herschel V. Davis, of Richland, Georgia, M.S. in Education, Univer: sity of Georgia.
Fourth grade critic-teacher, Miss Margaret Black, of The Rock, Georgia, B.S. in Education, Georgia State College for Women.
Recorder and part-time instructor in secretarial studies, Miss Flavia Tween, of Greenville, Tennessee, A.M., University of Tennessee.
Internal Administrative Changes
The ten resignations made possible administrative reorganizations that reduced the staff by two members and, at the same time, secured an increased teaching force with a slight increase in graduate training. The resignation of Mr. Horace Odom made it necessary to
154

provide expert direction for the laboratory school. Dr. T. E. Smith assumed ~he dire~torship of the laboratory school in addition to his duties as dean of the college. Dr. Paul Murray, chairman of the committee on registration has charge of registration and scheduling of classes. Mr. Sam Wiggins was put il'l charge of the boy's dormitory.
Improvement to Plant
The new day students annex is attached to the rear of the administration building and faces the auditorium-gymnasium, thus making a secondary front concealing the bare wall of the old building. The first floor contains a study room each for girls and for boys and a large room between, which houses the post office, book store, and lunch room. This building was started by the raising of $1700 in subscriptions in Americus and Sumter County. This was supplemented by allotments from the Regents. When the auditorium-gymnasium was erected in 1939, funds were insufficient to finish the stage. The work was completed during the summer. Approximately $2000 of laboratory equipment for the physics, chemistry, and biology laboratories was provided.
Terrell Hall, the boys' dormitory, is sadly in need of repairs. Much of the plaster has fallen and the woodwork is in bad condition. Many of the rooms are poorly heated, due either to defective installation of radiators or to insufficient boiler capacity. Altogether, the building needs an expenditure of $12,000.
Further Material Needs
Major material needs are indicated below:
1. Increased boiler capacity for Terrell and Wheatley Halls.
155

2. New furniture for the forty rooms in Terrell Hall, and as soon as possible, complete renovation of the building.
3. Lockers and tables for the day students 1 annex and plumbing for two bathrooms.
ABRAHAM BALDWIN AGRICULTURAL COLLEGE Enrollment
For the first time in seven years enrollment showed a decrease. The enrollment for the past several years has been as follows: September, 1937 - 317; September, 1938 - 377; September, 1939 - 405; September, 1940 - 341.
The cause for the decrease in enrollment for 1940-4l'is attributed to the fact that the NYA withdrew its local works project from the school. This, while causing the enrollment to drop, can not be considered as a misfortune since three hundred students is the optimum enrollment from the standpoint of good teaching and satisfactory living conditions.
' New Buildings
Completed during the year was a new home economics building which burned just before occupancy. This building was covered by insurance and is being rebuilt.
One of the greatest improvements made during the year was the renovation of the old dining hall. This building was brick veneered and the interior was reworked, giving ample library facilities to the students. The project was carried out by student labor and the entire cost was less than $3,000. This year was the
156

first in which the new classroom building was occupied and the results in teac~ing hav~ been excellent.
There was started on the campus during the year an outstanding project - a quick-freezing cold storage unit in combination with a canning plant and a meat processing plant. The college on its farm will grow everything possible for student consumption and the food will be processed and preserved in this new food conservation plant.
Equipment
New equipment was added during the year. The laboratories and equipment are the equal of any of the colleges in meeting the needs of the students.
Teaching
During 1940-41 the college attempted to practice a more rigid selection of students, taking only those students interested in agriculture or home economics.
The short course work sponsored by the college in cooperation with Sears, Roebuck and Company has lived up to expectations. During the year approximately 700 farmers were reached in short course work - which work is being aided by the vocational division of the State Department of Education. During the coming year the college hopes to reach 1,000 farmers and farm women in intensive courses.
Needs
The first need is a central heating plant for the three original buildings. Two of the buildings are dormitori~s and each room is heated by an individual coal burning stove. The students are protected by
157

many fire escapes, but the loss of any one of the buildings would jeopardize the ltves of the young people.
The second of our needs is a combination dormitory for girls with living quarters for short course farmers and their wi ves.
The third need is a central water system for the experiment station and the college. This would be a self-liquidating project.
"Good Morning"
In Dr. Louie D. Newton's column entitled "Good Morning" published daily in the Atlanta Constitution and in other daily papers, appeared the following complimentary statement about President George King, his faculty, and the student body. Dr. Newton wrote: "We walked into President King's office and there on the wall was a black bass that he had caught in the lake on the campus and he started in talking about fishing. Man, man!
"They drove me over the campus of hundreds of acres, showing me the quick-freezing plant, itself sufficient reward for the trip. They took me in one room where the temperature was 30 below. They will be able now to freeze for indefinite use all their vegetables, eggs, meat, and so forth; and not only for the school, but for the community. Dr. King is rightly very proud of this new equipment.
"And then the cattle. He showed me 300 of as fine white-face cattle as I have ever seen; and a herd of hogs that are ready for anybody' s show. There are chickens in abundance, and other poultry. I was specially interested in the underground silos. I examined the silage and it was as good as any I ever saw in an expensive concrete silo.
"But those boys and girls. They took my eye above and beyond the fine buildings, the livestock, the
158

test fields for grasses, trees, grain, and all the rest. Those boys and girls in Abraham B~ldwinAgricultural College are as fine a set of young folks as I have seen in a long while. I wish I could see them every day.
"And the faculty, with Dr. Claude Gray, impressed me as an unusually able group. It was a day I shall cherish right on and on. 11
SOUTH GEORGIA COLLEGE
The South Georgia College closed a very successful year. The attendance was, boys 142, girls 113, total 325. The dormitory facilities are crowded to their full capacity and there can be little or no further growth in attend~nce at the college until additional dormitory facilities are made possible.
Highway Department
The State Highway Department has been unusually good to South Georgia College. It has widened the street leading into Douglas from the college, paved it, including curb and gutter, and it has also paved two sidewalks from the college into Douglas. All walks and dri'l1es on the campus are paved. A new highway is now being built through the property paralleling the Georgia and Florida Railroad. This highway is a great asset to the college. A new athletic field is under construction. The grandstand will be moved to a new site and two football fields will be completed for the next football season, one a practice field and the other to be used for a playing field only. The Highway Department has done approximately one hundred thousand dollars worth of work on the airport. The City of Douglas and Coffee County have bought property adjoining the airport and have leased it to the Raymond-Brinckerhoff
159

Company. It has built twelve barracks, hospital facilities, a dining hall, administ~ation building, an educational building, two large hangars, and other improvements. These improvements are built on the property adjoining the college airport. Approximately one hundred men are being trained for the air corps every ten weeks. This number may be increased in a short time.
Repairs
The two brick dormitories on the front campus, Powell Hall and Davis Hall, have been remodelled in every respect. Hardwood oak floors have been put down, new plaster, celotex ceilings, up-to-date electric wiring, and new toilet fixtures throughout both buildings. This work was done at a minimum cost to the state due to the fact that it was not let by contract but was done entirely by the school authorities. All of the dormitories have been refurnished with new furniture. This gives South Georgia College dormitory facilities equal to any in the system, with the exception of steam heat.
All dormitories, class rooms, laboratories, the auditorium, dining hall, and gymnasium are heated by individual heaters with coal as a fuel. Each stove presents a fire hazard. There are approximately two hundred on the campus which constitutes two hundred hazards; whereas, if the college had one central heating plant it would have only one fire hazard.
A modern refrigeration plant has been installed in the dining hall.
The library is modern and up-to-date. During the year 1940-41 the college spent an average of $4.268 a student on books.
160

General
The general trend or interest in the student body is towards commerce and education. While the education department has always filled a large demand, it has grown rapidly in the past two years. The commerce department has almost doubled in size in the past two years.
THE GEORGIA NORMAL COLLEGE
The Georgia Normal College has had a good year and is making some progress towards the attainment of the objectives outlined by the Chancellor and approved by the Regents.
Teacher Training
It must be remembered that all three of the units in the University System for the education of Negroes have as thei~ primary objective the training of men and women as teachers. No one of the units has a monopoly on this phase of education. Statistics will show that each of these three units has rendered its just part in this particular work. Were it not for the higher institutions of learning boards of education would be at a loss to find an adequate supply of teachers for the public school system. It is a pleasure to report that the Georgia Normal College has rendered an effective and efficient service in training teachers for the public school system.
Graduates
During the regular session of 1940-1941, 74 persons were graduated with two-year diplomas, two-year
161

certificates, or both. During the summer quarter more than 600 persons attanded two-sessions with more than 100 receiving their two-year certificates and with more than another 100 either renewing or raising their present certificates. All graduates of the class of 1941 have been placed as far as we are able to learn, most of them in teaching positions in Georgia.
Library
The library is the center of work at any college. The Margaret Rood Hazard Memorial Library was erected in 1934 by Miss Caroline Hazard a benefactor of the school. A trained librarian has been in charge since it was opened. Books have been added constantly until the number is approximately 10,000 volumes. Additional books have been given during the year by Miss Hazard and her niece, Mrs. Rush Sturges.
The Providence Library, which is connected with Brown University, contributed a number of volumes during the past two years. Libraries and individuals have sent to the Georgia Normal College many books.
National Defense
The Home Economics Department has spent much of its time preparing "Bundles for England," and knitting for soldiers, as well as working for the RedCross. The entire department is now devoting much of its time to making garments for persons in occupied territory in Europe and working wholeheartedly with the Red Cross and other defens~ agencies. Every teacher and worker is buying defense bonds.
Entertainment of Soldiers
Officers from Fort Benning came to Albany and with the mayor of the city visited the institution and

inspected facilities for caring for soldiers in groups of 200 or 250 over the w_eekend. _ They found that the grove on the south .side- of the campu.s, with the bath house at the NYA project, provided a nice setting for these men to camp, while the dining hall and training school afforded places for entertainment.
Groups came over during the latter part of the .summer and early fall, but with the opening of college the institution was not in position to receive as many but it has made available all of its facilities to smaller groups.
When the recreation center is developed on the campus the college will be able to handle soldiers in larger numbers. The college is taking care of a small number of Negro soldiers stationed here at the airport. There are now 106 Negroes and it is said that the number will reach 600 at a later date. Such a recreation cente~will be an absolute necessity.
The NYA Resident Training Project
President Holley says that "through the kindness of the chancellor, the NYA project secured funds for a dormitory and it is being occupied by boys at the present time. We had already six cottages, a bath house, dining hall, and a well equipped workshop. Quite a number of boys have been sent out as bricklayers and carpenters, in addition to a number who have been placed at the local airport (17) and a number sent to Fort Benning as cooks. Judging from the calls received for others, the work of those already placed must be satisfactory."
Urgent Needs
There are certain pressing needs which should be met at the earliest possible date.
First, a sewage disposal system, the estimated

cost of which is $5,000; second, the campus should be lighted, and to tha.t end st.l,ldents have already built concrete posts and these need to be provided with under~ ground cables and the installation of a lighting system. The estimated cost of this is $1,000. Third, the college needs a laboratory high school building for teacher-training in high school home economics, the estimated cost of which is $25,000. Fourth, the college needs a nursery school building to house nursery school children at an estimated cost of $10,000. Fifth, funds are needed to erect a practice house for girls in homemaking. This building would also take care of the department of dramatics, household arts, and mechanical drawing. The estimated cost is $35,000. Sixth, a laundry is needed at an estimated cost. of $15,000 .

THE FORT VALLEY STATE COLLEGE
The year 1940-1941 marked the progress of this institution to full four-year status, with accred~ta tion by the Committee on Approval of Negro Schools of the Southern Association of Colleges and Secondary Schools resulting in the admission to membership in the Association of Colleges and Secondary Schools for Negro Youth at its pecember, 1941, meeting at Scotlandville, Louisiana.
This institution had already been an "A" rated junior college member of the Southern Association. The new rating was that of a four-year B 11 11 school, indicating that it did not meet in full all requirements of the association. The deficiencies in this respect, which have principally to do with faculty salaries, training, and the library will be removed in the course of another year.
164

The Faculty
Aided by generous grants from various philanthropic agencies, the program to bring the faculty to the highest level of academic achievement proceeded with great rapidity. C. V. Troup, registrar, studied at the University of Minnesota on a four-quarter fellowship; W. H. Pipes, instructor in English, and R. J. Pitts, instructor in mathematics, studied for four quarters each at the University of Michigan. Shorter periods of study were numerous. W. W. E. Blanchet, dean, studied at the University of Michigan during the summer of 1941. Inez Jenkins, dean of women, studied at the University of Chicago under a University Fellowship. R. H. Beasley, assistant in the business office, was at the University of Wisconsin. Lucille Baker received a college fellowship for study for the year 1941-1942 at Smith College. W. S. M. Banks studied agriculture at Iowa State. William M. Boyd pursued studies leading to the doctorate at Michigan. Cathe~ine J. Duncan spent the spring quarter at Chicago. Therman B. 0 1Daniel at Pennsylvania, William O'Shields in physical education at Minnesota.
The faculty is becoming stabilized. However, the fact that the faculty was recruited on the basis of the expectation of long-time building of young people into a good faculty has recently, in this war-time emergency, shown itself to have certain disadvantages. Seventeen members of the college with high sqhool and elementary school affiliates, were registered in the first registration on October 17, 1940. At the present time seven members of the faculty are classified in I-A, and one member of the faculty has been called to report for January 27, 1942. Replacements will be difficult to make. However, the authorities will do their best to forward the program in these emergency times and advance the natjonal cause in this emergency.
165

The Curriculum
Various devices developed at the college to attain a more satisfactory practical device for the education of teachers for rural schools attracted wide attention. The college held fast to a list of objectives derived from the program of the State public schools, of which health is the most important, and in which the function of the institution as a teacher training institution is ever to the fore.
The arrangement of activities appropriate to the attainment of these objectives in an evaluation device called a "scope chart," and printed in the catalogue, was one device. Inquiries regarding these devices were received from educational authorities as far removed as Canada and South Africa. Departments of education at Wisconsin, Ohio State, Michigan, and Chicago, among others, requested further informat~on regarding details of the program in vogue at the college.
Realizing that the best education is that provided by the individual himself, and that the function of the institution should be to provide as numerous opportunities for self-education as possible, the college has given increasing emphasis to the study of the program by faculty-student committees. These studies will eventuate in even more constructive developments in the future.
In this connection it may not be amiss to say that one of the concerns of the college is the fact that the students are generally from much lower income and environmental brackets so far as economic, educational, and cultural advantages are concerned, than those found, for example, in the white colleges in the University System. In application, this factor creates one problem where the use of the basic survey courses are concerned. These courses are beyond compare so far as their organization and scope is concerned. The previous preparation of the students, however, both in the schools, and in the entire cultural world of which
166

they have been a part, is not of such a nature as to make their approach to the.se rna te:r;:;Lals, or methods used in teaching them, identical.
For example, comparative data shows that on an ABCDE scale, practically all of the Negro students enrolled in the University System would make scores of E as established in the white colleges. What needs to be done by way of adjustment is not clear, but the faculty feels that something needs to be done. Minor adjustments, doubtless, can come from the classes in remedial reading that have been instituted, for one of the basic handicaps from which they suffer.
One way to meet this situation is to realize that all educational values are not exhausted by aca~ demic learning alone. If what has been done here has any value, it lies in the effort to develop an educational scheme based on the whole person - and to make an evaluation of success in terms of the individual objectives which in their totality contribute to the whole individual.
Community Survey
One most interesting development with reference to the program of the institution came as a by-product of the work of th~ special committee of the Regents to investigate the Negro institutions, and headed by the Honorable James S. Peters. Solicited by Regent Peters to obtain counsel from "interested" citizens of the community with reference to the program, questionnaires were prepared and circulated to all of the registered voters of Peach County. A more than 15 per cent return of these forms elicited one of the most heartening and interesting documents which a Negro college has ever obtained. Testimonials were not asked for; but in the generous proposals submitted, the wide sympathy shown by the white clientele for the higher education of the Negro, and the acute observations regarding the program, these questionnaires deserve rank as a unique educational document.

- Enrollment
The enrollment . continues at capacity. There are
indications that the demands of the military service has cut in heavily upon the male enrollment. The wide disproportion of females in the college population suggests, however, that even with the withdrawal of young men to enter the armed forces, it will not suffer in gross totals so far as young women are concerned.
Data accumulated by the Regents of the University System shows a rapid growth to capacity between 1939-1940 and 1940-1941. With a current enrollment of _311 for the fall quarter of 1941-1942, this figure cannot be much increased owing to dormitory limitations.
Figures for the period 1934-1941 follow (State ownership since 1939):
..!..2..2! .1222 12.2 12.21 1.22 12.22 1940 1941
58 88 107 103 99 218 306 311
Figures for the summer school are as notable. With 914 persons enrolled during the first term of the 1941 summer session, the college is approaching capacity in classroom space. It can have a much larger summer than regular enrollment because the summer students do not require as st~ict supervision regarding housing as is true of the regular enrollment of college students; and large numbers of summer students commute considerable distances daily to attend the institution.
Finances
Reference to the auditor's report for this institution will show that the financial progress has been considerable. Student fees continue to provide a percentage of income entirely unanticipated at the time of the inauguration of state operation. Income from the Regents continued to increase.
168

Physical
The year-round usage of the plant p~ts a heavy strain on the plant, some of which is good, but some portions of which are in extreme stages of dilapidation. The war emergency probably ends immediate prospects of further building; however, funds for renovation and repair are greatly needed.
Conclusion
The year has not been without difficulties. It is gratifying to feel that these difficulties have not appreciably affected the steady growth of the institution. "Into each life some rain must fall." In spite of difficulties the Fort Valley State College, in 19401941, rendered a distinctive service in the education of Negro citizens of the State of Georgia; and the state is a better place in which to live because the college has been here.
GEORGIA STATE COLLEGE
During the past year, the Georgia State College has made progress in many fields. The personnel of the student body has shown continued improvement. This is indicated by the improved personal appearance of the student body, and by the scholarship records. The college has adhered to its general objective of preparing young men and women to serve in a common sense, practical way.
All of the technical courses, including agriculture, industries, home economics, and natural sciences, have stressed the value of a common sense approach to the problems that confront our state and nation. Main emphasis has been placed on the training of men and women who will be able to take their places in the community life of Georgia, and assist in building a greater state.
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Division
Agriculture Home Economics Arts and Sciences
Total

Enrollment

Fresh:
46 55
lli
268

Soph. -Junior

25

18

29

19

104

_2!:!

15{3

91

Senior
20 18 ~ 83

Special 2
_l 18

Total
111 121 2
618

ENROLLMENT IN TRADES
Shoe repairing Auto mechanics Laundering Painting Building construction, carpentry Shorthand, typewriting Sewing and cooking Bri ckma sonry Steam-fitting and plumbing Applied electricity, radio work
Total
Summer school enrollment Enrollment in extension courses Enrollment in correspondence courses
Total number of students reached during year 1940-41
Graduates for 1940-41

30 20 14 27 12 101 32 18
8
~
285
619 93
212
1,542

Agricultural Experiments
(a) Experimental work has been continued in the building of permanent pastures for dairy and beef cattle. The use of Sea Island cotton and a mixture of lespedeza, carpet grass, dallis grass, white clover, and bermuda sod, have evidenced the fact that a perma- nent pasture can be developed at small cost. The results already obtained point to the fact that Georgia farming would be much more profitable if a great deal of attention were given to the development of permanent pastures for cattle. The agricultural division of the college is continuing these experiments so as to find the very best pasture mixture, and the best methods of procedure in developing pastures for both the coastal and middle Georgia regions.
(b) Experiments are conducted in the growing of peanuts in cooperation with the Georgia Experiment Sta-
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tion at Experiment and the United States Department of Agriculture. This year, 3.acres. o.f peanuts were grown at the college. There were 80 different varieties included in this acreage. It is still too early to make a statement about the results of these peanut experiments, but from observation, it would appear that very definite information has been gained as to the kind of peanut that will give best results in the coastal territory. It is expected that these peanut experiments will be continued next year.
(c) Experiments in Sea Island cotton were continued with the cooperation of the Georgia Experiment Station. The season was not favorable to the growing of Sea Island cotton. The production on the one-half acre experimental plot has been less than what was expected. It is anticipated that these experiments will be continued, as the growing of Sea Island cotton in the middle and southeastern sections of Georgia is becoming increasingly important.
(d) The ramie experiment has been continued. Perhaps some way may be found whereby ramie may be used for the production of cloth. Since ramie is grown very easily in the coastal areas, the production of ramie in marketable qualities would offset the disadvantage that has come' about through the loss of the Sea Island cotton as a money crop in this area.
(e) Experiments in the growing and preparation of materials for rations for dairy and beef cattle are undertaken at the college. The objective is to provide feed with the right kind of nutritive value that can be substituted for the more costly commercial feeds.
(f) Other experiments are carried on with the use of TVA in the production of corn, oats, and velvet bean hay.
Livestock Program
The agricultural department of the college has established as one of its objectives the educating of
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Negro farmers of Georgia to the point where they will not be satisfied wi t.P. poor ],J. ves tock on the farms. Students and teachers in residence at the college, along with the county agents and farmers and 4-H club members who gather from time to time for their meetings, are informed as to the type of livestock that will demonstrate the benefits that may be derived from the use of pure-bred livestock. The college purchased this year some of the very best Guernsey pure-bred cattle obtainable. These cows and a very fine bull came from the best breeders of Guernsey cattle in the southeast. The college also purchased a pure-bred Hereford bull, and a pure-pred heifer of the same breed to add to the nucleus of Hereford cattle so that the teaching of better methods in beef production will be made more practical and stimulating. A still larger number of cattle in both the dairy and beef herd is needed so that the college will be in position to supply the Negro 4-H club boys and New Farmers of America with the high-grade stock needed in their community development programs. The college ought to have herds sufficient to furnish all the necessary food for the college dining hall.
The fine herd of registered Duroc-Jersey hogs and the modern hog sanitation project provide a splendid opportunity for students to learn how to raise hogs on Georgia's farms. During the past year many pigs were distributed for breeding purposes to Negro 4-H club boys in various sections of Georgia. A large quantity of meat was sold from the farm to the college dining hall. Pigs and shoats are now being fattened for use in the dining hall.
Poultry
The poultry department has been enlarged for the teaching of poultry raising to the students of the college. An incubator house, including classrooms, demonstration rooms, and laboratories has been constructed. It is now being completed. When finished, it will be as fine as found in any Negro college in the South. The college has in its flock 1,000 hens, single-comb White Leghorns and pedigreed Parmenter Reds. Much emphasis
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is placed on poultry since it offers the easiest and most economical way to apiU'Oach t~ whole question of teaching agriculture to the Negro farmers and farm'women of Georgia. The starting of a poultry flock on the farm requires a very small outlay. In addition to the income derived therefrom, it usually affords a medium by which the whole community can be stimulated to improve its methods in general farming.
Plans are being made for the building of a broiler plant so that students will have the opportunity to learn how to raise broilers for the market. Other brooder houses and laying houses are needed in order to make the plant serve in the largest possible way.
Gardening
A program is being developed in truck gardening and home gardening to the end that all students may understand how to prepare a garden for home use with sufficient surplu~ for marketable purposes and for canning. This year the college has been fortunate in completing and equipping a cannery where students and visiting. groups of farmers and farm women will be taught how to can and preserve their own food supplies. Much canning has been done in the canning plant this year.
Farm Shop
The farm shop has been enlarged and improved. The purpose of this shop is to train students - largely students in the agricultural department and elementary teachers - who will be able to furnish a leadership in Georgia in remodeling and building up run-down houses, barns, outhouses, improving the fences, and other unsightly landmarks in rural Georgia. Boys and girls are taught to build and remodel houses, build steps, hang gates, and paint up the whole farmstead. They also become experienced in building concrete posts and bridges, walks and drives. This division has been most helpful to the college in keeping up the general repairs on buildings and grounds.
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More Land ...Needed
Perhaps more land is needed for an expansion of the agricultural program. At present, it has approximately 100 students enrolled in agriculture. Most of these are planning to become leaders in the agricultural life of Georgia. They want to lead in developing programs that will enable the people to produce for themselves the things that make life worthwhile. The agricultural committee of the Board of Regents at a recent meeting at the college made a rather thorough investigation of the needs of the college in agriculture.
If additional farm land were provided, boys studying agriculture could be placed on this land for from three to six-month periods and allowed to learn how to do some of the things that they probably could not learn on the smaller farm at the college. The present college farm is needed for dairying and poultry raising and as a testing or experimental farm, so as to tie more closely the work in the classroom with practical farming under normal conditions. From 500 to 600 acres would provide sufficient land for beef cattle pastures, land for farm crops, and land for experimental work in forestry.
The Home Economics Division
The home economics division has continued to make progress. More young women are studying home economics at the college than in any other division. There is need for more room in the development of the teachertraining work in home making. The present facilities are being used to their capacity. One of the greatest needs is a home economics building and a practice cottage to furnish leaders in home making for the communities in all sections of Georgia.
Emphasis is placed in this division on the teach-
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ing in a practical way, how the housewives might use to greater advantage whit they n"';w have in order to improve the living standards of their families. Such things as cooking, sewing, dressmaking, interior decorating, home beautification, and gardening are emphasized in a common sense way.
Training Teachers
The primary job of the college is to train efficient teachers and community leaders. The courses in the arts and sciences are scheduled and arranged in order to supplement courses offered in agriculture, home economics, and trade education in these respective divisions of the college. These courses also offer opportunity to students who desire to major in general, primary, and secondary education. The natural sciences, social sciences, and allied subjects are open to students who would like to make special preparation in these fields. There is a growing need in the elementary rural schools of Georgia. The teacher who has training in these fields, with special skill in some mechanical or other trade, will find rare and challenging jobs awaiting him.
Trade Education
The Georgia State College requires every student to select some trade or industry in addition to his regular theoretical program. A student from college who knows how to do something well with his hands will find larger opportunity in Georgia today than students who simply think and discuss abstract subjects without being able to lend any light upon the application or practical use of the knowledge they have at hand.
During the past year courses have been given in carpentry, painting and glazing, masonry and cement work, sheet metal work, auto mechanics, and electricity. Many other courses should be added to the college cur-
175

riculum so that Negroes in any section of Georgia who desire to become better pre:I!ared in these fields will have the opportunity provided at their own state college. Sheet metal work, steam-cleaning and plumbing, electrical welding, applied electricity, radio repair service, and steam engineering should be made a permanent part of the trade and technical education.
The summer school has continued to meet the needs of a large number of underprivileged teachers in Georgia. During the past year the enrollment reached a total of 619. Teachers are anxious to improve their knowledge and their rating in the state system. This provides for the college an important field of service.
Cooperation at the College
The business practice division has made definite progress in the training of students who can furnish a leadership badly needed in the business life of Negroes in Georgia. The college has not only taught cooperation and better business methods to students and teachers in the college community. It has also furnished a leadership to the 300 or more small businesses owned and operated by Negroes in Chatham County. These businesses ara gradually being brought to a point where they.become conscious of the value of cleanliness, the need for k~eping better records, and more prompt and efficient service. The college community _consumer cooperative, established by teachers and students in 1935 and located just off the campus, furnishes ari' excellent example of how poor people might organize to help themselves. Many students employed in this cooperative are working their way through college. The business division of the college has pioneered in developing among Negroes in Chatham County a better business association.
Agricultural Extension Service
The Agricultural Extension Service, carried on
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cooperatively between the Georgia State College and the Division of Agricultural Extensi~n, has made a distinct contribution to the progress of Negroes in Georgia. A summary of the activities carried on by this division cooperatively with the college is as follows:

Total homes and farms visited Total homes and farms visited in conducting
extension work Total men and women agents Total boys and girls reached in club work Total method demonstration meetings held Total result demonstration meetings held Total attendance at result demonstration meetings Total boys and girls in attendance at state-wide
conference (1940) Total attendance at annual wild life camp

15,366 36,217
48 29,046 10,746
~.071
28,710 500 200

Physical Improvements
Certain physical improvements have been made during the past year. They consisted of improved fencing; the building of a small outdoor part; and the completion of the community house. Most of these projects have been carried on with little or no expense to the college. Boys who are taking up trade work have completed these projects as part of their trade education. It is expected that other projects will be planned and carried out during the ensuing year.
The Library
The library has attempted to serve the college community. The library has approximately 8,000 volumes. It should have at least 50,000 volumes. At present, the library is housed on the first floor of Walter B. Hill Hall- the boys dormitory.
Fire Protection
The college needs fire protection service. At
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present, the water supply, W'hich is obtained from the town of Thunderbolt, is not strong enough to serve efficiently the second and third floors of the buildings. The city of Savannah main is on the rear of the farm. A line could be brought from this main through to the campus, and fire plugs could be installed at various points on the campus so as to afford adequate protection to the students and teachers and to the property of the state.
New Entrance to the College
The college should have a better entrance. The public approach to the college is a round-about approach through the town of Thunderbolt. A direct approach from Victory Drive was surveyed some time ago. There shpuld be a direct entrance from Mechanics Avenue to the college. It would add to the beauty of the college. It is hoped that something can be done about this immediately through cooperation between the state and the county.
Other Necessary Improvements
(1) There is great need for playing fields. Available land should be purchased near the campus and an athletic field built with proper seating arrangements for students and the general public.
(2) The science and agricultural laboratories need more equipment for the teac.hing of natural and agricultural sciences.
(3) The college should have a greenhouse in order that it may have a place to grow garden plants and flowers for the use of the college. The greenhouse is needed in the teaching of the natural sciences.

GEORGIA EXPERIMENT STATION

The 74 problems under invest"igation at the Georgia Experiment Station during the past year were selected with the aim of rendering the greatest service to the largest number of people. Naturally the majority of the studies dealt with agricultural problems, but even many of these had a direct bearing on the general welfare of all the citizens of Georgia, such as is exemplified by the studies in foods and nutrition. Practical agricultural studies, which enabled farmers to obtain the best results from their land and thus to make a better living, also benefited the people in general, for any activities which raise the standard of living of one group affect the state as a whole.

The Georgia Experiment Station received national

recognition in 1941 when the Progressive Farmer selected

Director H. P. Stuckey as the 11Man of the Year" in re-

search in the southeast. Because of the valuable re-

search carried on under his direction, he was also

recognized on the National Broadcasting Company's Farm

and Home Hour February 6, 1941, as one of the foremost



southern agriculturists, and was awarded a token of

appreciation for many years of faithful service to

agriculture by the Association of Southern Agricultural

Workers at its 42nd annual convention in February, .1941.

The work of the Georgia Experiment Station is carried on at the main station at Experiment which includes an experimental area of 900 acres; at the Mountain Station with 420 acres in Union County; at the Eatonton Project Area of 14,000 acres in Putnam County; and by cooperative experiments with farmers in more than 50 counties throughout the state.

Georgia leads all other states in the production of peanuts. Thus this product, one of the state's important food and feed crops, is receiving deserved attention in research work at the experiment station. For the past 10 years the station has carried on a

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peanut breeding experiment to develop varieties with a higher yield and of a better quality. Approximately 1,350 strains appear worthy of further test. These include the following general types developed for various uses:
l. Disease-resistant bunch types with non- sprouting seed.
2. High-yielding strains similar to Spanish but not disease-resistant.
3. Very tall, erect bunch types to be cut for
hay.
4. Very viny bunch types to be harvested for cat-
tle feed.
5. High-yielding runners with low oil percentage
in the seed for hogging-off.
6. Early-maturing runners for hogging-off.
Studies have shown that peanuts have a high food value as they contain fairly large amounts of phosphorus, potassiUm, and sulphur, and appreciable amounts of calcium, copper, and iron, necessary minerals for the body; nicotinic acid, the pellagra-preventive vitamin; thiamin, vitamin B1 ; and riboflavin, vitamin B2. They have been recognized as an economical source of protein. The Georgia Experiment Station is studying new methods of processing peanuts to obtain the greatest economic and nutritive value from them, and it is trying to develop new dietary and industrial uses for this highly nutritious and economic product.
A study is now in progress to determine to what extent peanut meal can be incorporated into chick a~d broiler feeds to replace some of the more expensive animal protein.
The development of new crop varieties well adapted for growth in Geo;r'~ia is receiving attention at the experiment station. The Sanford wheat, a highyielding variety resistant to leaf rust, was first increased and made available to farmers in 1940. Additional seed will be released for fall planting. In-
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creased seed production, which enables farmers to obtain seed of new, improved varl~ies, is made possible on the Eatonton Project Area.
New selections of oats which give higher yields and are more resistant to rust and smut than varieties in common use are being developed. The experiment station expects to increase yields and fix the types so that in the near future new varieties of high-yielding, smut and rust-resistant oats can be released to Georgia farmers.
Similar work is being carried on with other small grains in order to produce economically better food for man and better feed for livestock.
The results of fertilizer trials with many Georgia crops save farmers thousands of dollars annually. When it is remembered that they spend from $15,000,000 to $20,000,000 each year for commercial fertilizers, the importance of these experimental tests which enable the station to recommend efficient fertilizer practices is easily recognized.
Chemical soil testing work has been continued on a larger scale. Each year's results are expected to bring greater refinement and accuracy in the use of rapid chemical methods, so that the experiment station can render an even greater service in analyzing soil samples and recommending needed fertilizers.
Cotton remains Georgia's leading cash crop. To enable farmers to produce a more economical and more profitable crop, the experiment station is continuing its efforts to develop better varieties and better cultural practices by breeding cotton for better yields, better staples, and more resistance to disease and by determining more efficient fertilizer methods.
Georgia farmers lose approximately 10 per cent of their crops annually because of insect damage.
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There is also a great ...loss be..::ause of plant diseases. The experiment station is endeavoring to reduce these losses by its studies in methods of their control. Some of these studies in progress are: diseases of muscadine grapes, resistance of pepper to southern blight, peanut seed treatment, control of peanut leaf spot, disease control on tomato seedlings, breeding watermelons for resistance to wilt, root rot of snap beans, diseases of Austrian winter peas, vetches, and lupines; and methods of controlling the cowpea curculio, tomato fruit worm, southern corn root worm, and miscellaneous insects.
Pimento peppers is an important cash crop in Georgia. Consequently, research work with this important product has been emphasized with the results that the variety has been improved, and the most complete knowledge of pepper diseases and methods of control available in the country is to be found at the Georgia Experiment Station.
In cooperation with the Tennessee Valley Authority, the Georgia Experiment Station has enlarged its facilities for conducting research in food processing. During 1940 and 1941 preservation by freezing continued to receive major attention. A study of the kinds and varieties of fruits and vegetables best suited for freezing, together with methods of preparation for freezing, storage after freezing, and consumer acceptance of the frozen product is being made. A two year study of the factors affecting the quality of frozen lima beans was concluded during the year. It was found that green lima beans, which grow well in Georgia, is one of the most suitable of all vegetables for preservation by freezing.
In view of the importance of tenancy in Georgia and the increasing interest of many people regarding land tenure, an inventory of the general tenancy situation within the state was prepared to furnish factual data concerning tenancy, and to supply a better basis for discussing and understanding this problem in Georgia.
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Flower enthusiasts also receive help and suggestions from the Georgia Experiment Station. The dahlia variety test,which has been in progress sev~ral years, enables the station to recommend each year those new varieties best adapted for growth in the state. The annual Dahlia Field Day in October attracts thousands of visitors throughout the state.
Work with improved pastures and livestock, especially sheep and beef cattle, is enabling the Georgia Experiment Station to recommend feeding practices fur the most economical production of livestock. The Mountain Experiment Station is encouraging farmers in that section to raise sheep because sodded crops for feed and grazing will grow on the steep hillsides which are useless for any other type of planting. Such use of rough, hilly land will solve a land use problem, aid in preventing soil erosion, and at the same time prove profitable for the farmer.
The Georgia Experiment Station realizes that the most valuable information is useless unless it is available for the public to put into practice; therefore, an effort was made to release all possible information. This was accomplished in 1940-41 by the publication of an annual report, 13 bulletins, 8 circulars, 12 press bulletins, 17 articles in scientific journals, and numerous newspaper reports; by 19 radio talks and many other speeches at farmers meetings and to inter-
ested organizations; by 9 field days planned during the
year for specialized groups; and by encouraging visitors at all times to inspect the work in progress at the institution.
Approximately 15,000 persons visited the Georgia Experiment Station last year, and 10,000 the Georgia Mountain Experiment Station.
It is encouraging that individuals and organizations of the state are realizing more and more that the Georgia Experiment Station is designed for their bene-
183

fit and that only by their active interest in, contacts with, and use of it~. facili_ties can the institution render maximum service.
GEORGIA COASTAL PLAIN EXPERIMENT STATION
The Georgia Coastal Plain Experiment Station is situated in an area typical of the farm lands of South Georgia. The greater part of its work consists of experiments with field, pasture, orchard and truck crops and livestock. It is actively assisting farmers in solving their problems, which should result in a better balanced farm program and raise the level of farm incomes.
With such field crops as peanuts, cotton, corn and small grain, efforts are being made to increase economical production and improve quality through breeding, variety and fertilizer tests, and insect and disease control.
Peanuts are a very valuable source of vegetable oil, but during the harvesting process the nuts and entire vine are removed from the soil in August, leaving the land bare, therefore, this crop when harvested is considered "hard" on the land. Peanuts remove large
' quantities of plant food from the soil, yet they are
not sensitive to direct applications of fertilizer like other field crops. The peanut has the ability to use residual fertilizer left over from other crops, thus it is either necessary to fertilize the preceding crop, make a direct application of fertilizer to the peanuts or the crop that follows if the fertility of the soil is to be maintained. While harvested peanuts are "hard" on the land, peanuts hogged off are excellent soil builders.
184

In addition to fertilizer and variety tests with cotton, the Station is Qreeding~ strain superior in staple to those ordinarily in use in South Georgia.
Through its corn breeding program it is undertaking to produce types of high productive hybrids, and commercial varieties that will produce a more certain supply of feed because of characters developed in them that will reduce losses caused by insects, disease, storm and drought.
Realizing the importance of pasture development in any livestock program, the Experiment Station for the past several years has conducted experiments in the development of improved pastures. These include both lowland and upland permanent pastures and supplementary or temporary pastures. On its lowland permanent pastures it has found that fertilization increases the yield four-fold. In addition to pasture development a grass breeding program is in progress and many promising new grasses are being developed. Intensive breeding and selection are in progress in an effort to improve Bermuda grass, Dallis grass, Bahia grass, Wooly Finger grass, Sudan grass, cat tail millet, Napier grass, Vasey grass, Harding grass and White Dutch clover. Strains of Bermuda grass are being produced that are far superior to the common type. A new strain of Sudan grass is being developed that is much more diseaseresistant than ordinary Sudan grass. Preliminary tests suggest that cat tail millet selections will be valuable as temporary grazing crops. A short, very leafy selection of Napier grass that shows promise for reserve pastures and for late season grazing is being increased to permit its evaluation for these purposes.
Along with pasture development and grass breeding, livestock feeding and breeding are being studied. Livestock and pasture production are receiving as much consideration by the Georgia farmer today as any phase of Georgia's agriculture. Beef cattle are coming in for a major portion of that interest. There are many
185

factors responsible-for thia situation, among which are reduced acreages of cash crops, decreased labor supply, evidence of needs for soil conservation and a general interest in diversified agriculture. This Station recognizes the increased interest in beef cattle production and is trying as far as personnel and funds will permit to cope with the problems that are confronting the farmers that are just getting into the cattle business as well as those who are already established.
The swine work includes research in both feeding and breeding lines. An attempt is being made to perfect the year round hogging off system that has been developed at this Station during the past six years. This hogging off system is being developed from a practical point of view. It is generally recognized that hogging off crops on sandy soils rather than harvesting the crops and feeding them in dry lot has many advantages in economical swine production. The hogging off of the crops not only saves the cost of harvesting and storing, but has the additional advantage of being an excellent soil building practice.
The breeding phase of the swine work is necessarily a long time program. An attempt is being made to produce a superior strain of hogs that possess desirable characteristics such as acceptable type and conformation, high fertility, efficient producers of high grade carcasses and early maturity.
A large number of the mules being used at the Station by the various departments were raised on the premises. These mules were sired by good jacks weighing approximately 900 to 1000 pounds and are out of good grade draft mares weighing from 1200 to 1400 pounds.
Experimental results in plat series again showed clearly the need of a much extended dusting schedule for Sea Island cotton.
Variety tests, fertilizer tests including sources of fertilizer materials are being continued with sweet
186

potatoes, tomatoes, watermelons, lima beans and other truck crops. In additionto the vork at Tifton, truck crop studies are being made in the tidewater section near Darien.
A breeding program is in progress with sweet potatoes to select or develop strains or varieties that are adapted for use in the manufacture of starch and that are of greater value as a livestock feed.
Research work with disease control of tomato seedlings is being continued along the lines of seed treatments, sprays, spore dissemination, physiological relationships and transportation as they affect the spread and development of stem canker, or collar rot. The acreage of tomato plants has greatly expanded during recent years, but its development has not been without handicaps such as disease losses, fertilizer deficiencies, plant standards, packing methods and transportation facilities.
Investigations are in progress with chemicals as soil nematacides. While no chemical cheap enough for general field use has yet been found, chloropicrin and methyl bromide have been proved to be of value for nematode control in greenhouses or on small areas of valuable soil.
Experiments in methods of improving the production of flue cured tobacco include studies of seed bed management and diseases, soil types, fertilization both in the seed bed and field, the control of field diseases by rotation, the effect of certain rotations on yields and quality, and the selection of varieties for improved quality, yield and resistance to disease. During the past few years the Station has developed a fertilizer formula that is in general use throughout the Georgia flue-cured tobacco belt, and it has developed an inexpensive spray which is still being perfected that effectively controls blue mold on tobacco plant beds. Successful commercial control of root knot
187

nematode has been obtained through the use of crop rotations.
The shade tobacco (cigar wrapper) work in progress at the shade tobacco station in Decatur County includes nutrition tests, fertilizer placement tests, seed bed fertilizer tests, seed production and disease control. The Station has been provided with a tract of land in the lower part of Decatur County for the purpose of working on the problems confronting the shade tobacco growers.
Information obtained through the Station's experimental program is disseminated in many ways. Several thousand farmers visit the Station annually. Publications are issued from time to time and correspondence is heavy. The Agricultural Extension Service, Soil Conservation Service, Farm Security Administration, Abraham Baldwin Agricultural College, Vocational Agricultural teachers and County Agents are all active in placing the information developed through research before the farmers.
STATE ENGINEERING EXPERIMENT STATION
The development of Georgia and the South depends upon the advantageous utilization of its human and natural resources. It is the function of the State Engineering Experiment Station, through its engineering and industrial research program, to aid in this development The equipment, available trained personnel and organization of the Station are such that it is qualified to carry on scientific, engineering and pilot plant studies in practically all branches of engineering. Its services and facilities are available to individuals and groups of individuals willing to undertake the cooperative financial support of meritorious research programs.
188

During the year 1941 some twenty major research projects were carried on at the S'boation in the various fields of engineering and industria~ economics. Some were continuing long term projects while others were carried to completion and the results made available to the public through publication. Nearly half of the projects were cooperatively supported and sponsored by external groups. Many of the projects had important national defense aspects, in that they dealt with the processing and obtaining of critical and important raw materials and defense equipment.
Flax Research
The objective of the flax growing and processing research program continues to be that of giving the South a new cash crop, which would aid the farmer from financial and soil conservation standpoints and furnish the textile industry with an added Georgia. raw material to process.
In spite of the fact that large quantities of flax are used in this country, domestic production of flax for textile purposes has been negligible, principally because American production and processing costs could not compete with European practices. Consequently, new methods in practically every stage of the processing of the flax from the harvesting of the straw to the making of the linen yarn have had to be studied and developed in the light of the requirements of establishing a. sound enterprise. These have brought about the development of new machf.nes, practices and chemical proces.ses.
After a. long series of laboratory and small scale tests on the mechanical and chemical treatment of flax, a complete pilot plant was designed and constructed at the State Engineering Experiment Station and then put into full-sca.le processing operation in May, 1941. Since then large quantities of excellent Georgia. grown flax straw have been processed to the point where the

11 cottonized 11 stapled +inen fi2_er could be handled and spun on existing cotton textile machinery. Much of this fiber has been sent to various textile mills for testing and processing, while the major portion has been spun and woven into test yarns and fabrics in the Textile Department of Georgia Tech. Samples of many types of yarns have been spun and satisfactorily made up into various types of linen materials, both in all flax numbers and in high flax percentage blends with cotton and rayon.
The curtailment of flax imports by the present war has resulted in greatly increased interest in domestic flax for essential civilian and defense needs. Some of the research efforts have been directed towards the supplying of suitable linen yarns for these particular needs.
The highly important studies relative to the economical growing and harvesting of flax in Georgia have been carried on in several counties of the State under the supervision of the Agronomists at the Agricultural Experiment Station at Griffin. An excellent crop was harvested in 1941.
Microscopic studies of the flax plant and fiber have been carried on in the Plant Pathology Department of the University of Georgia and have aided greatly in the determination of the proper seed varieties, growing procedures and processing practices.
Aeronautics
The war emergency has greatly increased the interest in the development of rotating wing aircraft capable of great maneuverability. Bidding fair to meeting the requirements is the Georgia Tech Helicopter, designed, under the auspices of the Station, as a rotating wing aircraft of simple, COI}lpact and economical design. The machine will be capable of almost unbelievable maneuverability in the air; it will be able to
190

travel vertically at low or high speeds, stop quickly and hover in midair and then proceed to travel in any desired direction, forward, reverss or even.sidewise. Certain features of the method of driving the rotating wing appear to be far superior to methods used in other current helicopter developments. It is expected that the seven years of scientific investigation carried on at the Station on rotating wing aircraft will culminate next summer in actual flight tests with the full-scale single seater machine now nearing completion.
Primers for Yellow Pine
Late in 1940 a cooperative project was set up at the Station with the objectives of finding or developing a satisfactory outside white primer (first coat) for southern yellow pine which would require only one additional or top coat. A study of the behavior of the different paints on the various types of southern yellow pine is also being carried out. This work is of interest to the public in general, the paint manufacturers and the lumber suppliers of the South, since so much yellow pine is used in construction here.
To carry out these investigations a small fully equipped paint laboratory has been set up to formulate paints according to large scale pl?actice, along with. the necessary apparatus for studying the physical propepties of the raw materials and the finishing paints. Approximately one hundred different test paints have been formulated. Actual weathering tests are being carried out on pine panels on test racks located out in the open ten miles from Atlanta.
Magnesium from Olivine
In March, 1941, a cooperative project directed toward the production of magnesium from the abundant Georgia ore, olivine, was initiated. Experimental work carried out on the project indicated that the process
191

was technically feasible on a semi-commercial scale of unit operations.
The final test of the commercial suitability of the process could only be demonstrated by full-scale pilot plant tests to coordinate the several unit operations involved, and to obtain accurate cost figures for comparison with other magnesium production processes. The~e final full-scale tests are being carried on at Wilson Dam by the original sponsor of the work.
Industrial Economic Research
The studies in industrial economics have as objectives the determination of which possible types of industry could make the broadest contribution towards raising the general standard of living in the South. The scope of the work involves the description of the problems (economic and technical) of each industry so that information will be available to formulate a complete picture of markets, sources of raw materials, available labor, investments required and suitable areas for location.
During 1941 prospectuses on the Food Preservation Industry and the Wool Industry were completed and published. In process is a prospectus dealing with the ceramic whiteware industry. Previously completed work includes an analysis of industrial statistics indicating some fifty-five industrial types of likely economic value to Georgia.
General Other studies in process at the Station include investigations in Naval Stores, Cotton Seed Products, and special problems in Heating and Ventilating, Chemical, Mechanical, Civil and Sanitary Engineering, Chemistry and Physics. Earlier work of the Station included work and publications in Cotton Drawing Processes, Viscose Rayon from Southern Pine Pulp, and Utilization of Georgia Pecans.
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SUPERVISORY DISTRICTS

The state is divided into four supervisory dis-

tricts:

District No. l L. c. Westbrook, N. E. Georgia

District No. 2 L. R. Lanier, District No. 3 J. A, Johnson,
District No. 4 L. s. Watson,

s. E. Georgia s. w. Georgia N. w. Georgia

District Agents
District No. 1, northeast Georgia, consists of
39 counties; District No. 2, southeast Georgia, consists of 40 counties; District No. 3, southwest Georgia,
consists of 42 counties; and District No. 4, northwest
Georgia, consists of 38 counties. This division is
made on a supervisory load basis.
There are 159 counties in Georgia of which 158 haye county agents and 97 have white county home demon-
stration agents employed cooperatively. 138 have ex-
tension clerks, and 16 have assistants. Nine of the 16 assistants are in the TVA area and salaries are paid in full by TVA. There are also 25 Negro county agents and 24 Negro home demonstration agents.
Every effort is put forth to select the personnel on a basis of qualification. Those selected must be graduates of an accredited four year agricultural college, farm reared, personality adapted to county agent work, and preferably men who have had either vocational agricultural teacher training, served as county administrative officer, AAA, FSA county supervisor, or assistant county agent.
In order to be eligible for the position of county extension clerk, the applicant must be able to take dictation accurately and rapidly, type reasonably fast, and must have had training in filing and office .management.

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Objectives"of the ~upervisory Program
l. To maintain sufficient county appropriation to employ an efficient county agent in every county.
2. To assist county agents in organizing the county_offices for rendering efficient service.
3. Assist county agent ih developing an organization
for building a county agricultural program. 4. Assist with the coordination of activities of all
agricultural agencies.
5. 4-H Club Work
4-H club work is considered one of the most important phases of the extension program. a. A substantial 4-H club enrollment required of every county. The completion of projects or projects carried through the year is the measurement of the 4-H program in the county. b. Regular planned meetings of 4-H club members expected during school period. c. Participation in 4-H contests and demonstrations. County agent should train a minimum of one team of boys each year, and enter district contests. 6. Food and feed in the defense program a. To-assist agents in becoming familiar with the defense program and the part the extension service is to play in the production of food and feed phase of the program.
Activities and Accomplishments
l. County appropriations a. From time to time contact is made with the
county cooperating authorities and extension work discussed in some detail. The problem of maintaining constant county appropriations in sufficient amount to employ competent county agents is continually confronting the supervisory staff. Due to the constant contact by the supervisors and the splendid work of the county agents in most counties the county cooperating authorities have maintained the appropriations and in many cases increased the financial 'participation.
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One hundred and fifty-seven county agents have been employed for full time serviae in the individual counties. One county agent rs serving in two counties. Many of the counties are anxious to participate financially in the employment of assistant county agents.
In order to be in position to assure service to the counties the supervisory staff is ever on the alert for additional personnel that is qualified for county agent work.
2. Organizing county offices a. In order to release the county ag~nt for more
field work extension clerks have been placed in 138 of the 159 counties. The counties are not asked to participate in the employment of these clerks.
b. The staff has rendered every assistance possible in the proper housing of the extension service in the counties. There has been a noted improvement.
c. From time to time in group meetings and on personal visits to offices the matter of office arrangement and filing have been discussed in detail with the agents and extension clerks. There has been a fine response to suggestions offered.
d. Information files and transfer files have been furnished every county office.
3. Program planning
a. Regular monthly meetings were held during the winter months with CO'lnty agents to discuss the problems involved in the building of a county agricultural plan of work. District agents and subject matter specialists discussed the farm situation in the different sections of the state with the county agents. Follow~ ing these group meetings data covering the farm situation was presented to leading farm men and women by county and home agents and other agricultural workers as a basis for the county plans of work for the counties.
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Resulting from the foregoing mentioned activities a county plan of -work -from evry county in Georgia has been -worked out.
4. Coordination of activities of agricultural agencies
a. District meetings -were held throughout the state, at -which representatives of all agencies came tog~ther to study the main features of the programs of the Soil Conservation Service, the AAA, and the FSA programs and ho-w these provisions could best be used by the farmers. Follo-wing these meetings county representatives of the different agencies held community meetings wi:th farm men and women to acquaint them with the provisions of the different programs.
Resulting from these activities the farmers of Georgia are in position to use the AAA program and the Soil Conservation Service in their plants to produce more food and feed crops, to improve their soils and in the production of their cash crops.
5. 4-H club work a. Special meetings in all districts held for the
purpose of discussing club -work with county agents. 4-H club leaders led these discussions. From time to time in regular group meeting~ problems relating to 4-H club work have been discussed in detail.
b. Setting up county goals has been discussed but no action taken. This policy may be resorted to unless expected cooperation is given by the agents.
c. Approximately 85,000 club members enrolled in the state. This is the second largest enrollment in the nation.
d. A large number of the counties participated in 4-H contests, demonstrations and camps, such as livestock judging contests, demonstration team contests, health, 4-H declamation, paint demonstration teams, wild life camp, local county camps, and state camps.

6. Food and feed in the defense program
Prior to the spring planting season a state-wide campaign was waged through promotion meeti:ogs on the district level first. The production specialists spoke to all county and home demonstration agents in district groups.
The county extension workers conducted local campaigns on food and feed production through (a) commu:hity meetings with white farmers, (b) community meetings in some instanc.es with Negro farmers, (c) countywide meetings.
Following this series of meetings the subject matter specialists were assigned to about six counties each to do follow-up work through meetings in counties with groups of farmers, farm women, and with civic clubs.
The county extension workers reported widespread acceptance and accord in undertaking this type of program.
Since the special promotion program for food production has been in operation, another important matter has been brought in for promotion. This new phase in connection with food is the nutrition and health program. It has been launched as a part of the National Defense Program in this country. The county agricultural programs are making food production and nutrition a major part of their promotion work throughout the year.
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GEORGIA AGRICULTURAL EXTENSION SERVICE
Not since the Smith-Lever act was signed in 1914 making possible extension work have farmers of Georgia taken more interest in the program of this organization than they have this year.
Rallying to the cause of growing more food and feed crops for national defense, Georgia farmers have fallen in line with the Extension Service's 11 preachings" of the past 27 years and have adopted not only a liveat-home program but a long time program of agriculture which includes more food and feed crops. These crops are being used to supplement such cash crops as cotton and tobacco. Also, much of the land formerly put in soil depleting crops was planted this year in soil conserving crops.
These practices are a fair indication that Georgia farmers are diversifying. But there is something else that is even more important. Not only are they carrying out these diversified practices but they are actually helping to plan the agricultural program to be initiated in their respective communities through county planning committees.
The extension program and the farmers' program is one and the same thing. They cannot be separated. The agricultural committees, made up of real farmers and the county agents, plus the home demonstration agents, are doing much through their planning to add impetus to the national defense program. And they are doing it together!
Besides, the work being done by the extension service personnel and the farm people, themselves, the other agricultural agencies are taking a vital part, too, in this cooperative movement to live-at-home and help Uncle Sam to put up a food and feed program that will not only assure America of ample food but will help the allied nations to fight a Hitler regime which has as its purpose the idea of destroying democracy.

There is much progress yet to be made and with the cooperation of the farm men !!l>nd women of Georgia, the _4-H clubs, and other agricultural agenc~es, rather rapid strides are being made in the agricultural fields of this good, old southern state.
In brief, the following is a synopsis of what each department of the extension service has done since January 1, 1941.
Agricultural Engineering
The amount of improved farm machinery has rapidly increased this year making the need for information on the use and care of this machinery necessary. Plans are under way to hold several tractor .schools later this year to see if information can be carried to the homes of new tractor owners.
The farm building plan service, maintained jointly by the extension service and the Agricultural Engineering Department of the University of Georgia, continues to be very popular. Thousands of requests for plans have already ~een filled this year.
The Agricultural Engineering Department continues work with the cotton ginners in the state in an effort to improve the quality of lint cotton and decrease rough preparation of cotton. Eleven meetings were held this year with a total attendance of 340 gin owners and operators or farmers. One of the agricultural engineers visited about 75 gins this year and plans to reach 500 before the cotton season is over.
A 4-day rural housing short course was conducted in Athens with members of the extension staff cooperating on the program.
According to county agent reports, terrace and soil conservation continues to play an important part
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in Georgia. This is evident in that 130 of 159 counties in the state reported terra~ng.
The Agricultural Engineering Division also assisted the home demonstration workers in conducting sewing machine and kitchen clinics.
Beef Cattle and Sheep
In 1940, 1,034 purebred beef bulls were placed with Georgia farmers and although there are no definite figures for 1941, the number this year should compare favorably with previous years.
During the year emphasis was placed on grading up the beef cattle instead of recommending or suggesting .any increase in numbers. This procedure was adopted on account of the inadequate amount of feed stuff that was being produced in the state.
The fact that 16 of the 23 fat cattle shows held in 1941 showed home bred calves to the grand championship is conclusive evidence that the 4-H clubs are doing their part in promoting the beef cattle industry in Georgia.
Interest in sheep production has been revived to such an extent that considerable time was devoted this year to this project. In this, too, the 4-H clubs have taken the lead. Some 300 Georgia bred and fed lambs were sold at two sales held this year.
Considerable time and effort were also given to the district livestock organizations. Included in this work was the conservation of beef and beef products conducted in cooperation with the food preservation specialist.
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Cotton
Seventeen new one-variety cotton communities have been organized this year, making a total of 212 now in operation. These communities are located in 96 different counties.
County agents gave information in regard to, treating and delinting cotton seed for planting purposes, and a high per cent of the seed planted this year was treated for seed-borne diseases.
Through the cooperation of the Cotton Seed Crushers Association of Georgia, 150,000 copies of a cotton circular were distributed to every cotton producer in the state.
Boll weevil infestation this year was the heaviest since the early 1920's, and an intensive campaign on the pest control was carried on through meetings, newspaper articles, radio and circular letters. Checks on fields that were poisoned showed a much lower infestation and a fair crop of bolls as compared with fields where no poison was used.
In an effort to reduce the amount of rough ginned cotton, which amounted to 90,000 bales in 1940, the extension service cooperated with the Georgia state-wide committee for better ginned cotton in an educational campaign to reduce the vast amount of rough ginned cotton.
Dairying
Realizing that roughages are of prime importance in the economical production of dairy cattle and dairy products, a feed program for Georgia dairymen is being conducted this year. It is estimated that 300 new trench silos will be dug and filled in 1941. Much of the 151 thousand tons of hay produced last year was used by dairy cows.
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Many excellent high. ~oducing dairy herds have been developed in the state and from these herds outstanding dairy sires are available for farmers and dairymen. It is estimated that 275 pure bred bulls have been placed with farmers so far this year.
At present there are about 1,400 dairy cows on production test - an increase of 5 per cent over the same time last year. More than one-half of this number is on dairy herd improvement test.
Meetings stres~ing production of quality cream and milk were conducted, and assistance rendered to cooperative dairy groups in six Georgia. cities.
Approximately 3,000 4-H club members are enrolled in dairy projects. Demonstration teams have been trained in 18 counties this year.
Farm Management
Cash income from crops during the first five months during 1941 was $15,049,000 as compared with $12,374,000 for the same period for 1940. Income from livestock and livestock products was $17,441,000 as compared with $12,849,000, and that from government benefit payments was $11,159,000 as compared with $12,368,000 for 1940.
If the present increase in cash farm income for the first five months of 1941 is maintained, the total cash farm income for the state this year should approximate $174,000,000. The purchasing power of the cash farm income, however, in terms of things that farmers buy, is much higher than a year ago.
The acreage of the principal cash crops - cotton, tobacco, and peanuts - is estimated to be three per cent less in 1941 than in 1940. Present indications are that the income from cash crops will be greater in 1941 than last year because of higher prices.
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In an effort to deal with the problems faced by the farmers, the extensioh work i~ farm management includes the following types of work: agricultural program development, land use planning, agricultural outlook, farm accounts, and special work.
County program planning committees organized in all Georgia counties have continued their work in the formulation of agricultural programs &nd their execution on farms throughout the counties.
The county committees developed plans of work for each of the problems which involved recommendations, goals, and methods of attack.
As members of community land use planning com-
mittees, 936 farmers participated in various phases of
this work in a total of 258 meetings.
Since it is important that farmers be kept upto-date as to current economic conditions, 5,000 copies of an agricultural outlook report for Georgia were distributed to farmers, agricultural workers, and newspapers at the beginning of the year.
Thus far this year 642 complete farm records have been received from individual farmers. These accounts will be summarized, analyzed, and returned to these farmers.
Special work has been done this year to assist in relocating farm families who had to move in order to give way to national defense projects. Close contact with the Farm Security Administration was maintained on this work in connection with 2,300 families. Around 300. families are being reestablished with the cooperation of the TVA.
Feed and Forage
The production of soil conservation improvement
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crops is an important part of the extension program this year. Last fall-approximately 15,300,000 pounds of winter legume seed were sown for soil improvement purposes in addition to 92,400 acres of rye. The major part of these acreages were turned under in the spring of 1941. A good portion of 524,000 acres planted in lespedeza in 1940 was also used for soil improvement this year.
The problem of low yields of corn is being attacked through the soil conservation and improvement program. Farmers throughout the state are getting increases' of from 10 to 15 bushels of corn per acre following winter legumes.
There was an increase of 73,000 acres and 20,000 tons of hay this year over 1940. A large part of this increase is due to lespedeza, small grain, winter legume mixtures and perennial crops like kudzu and lespedeza sere cia.
There has been a great deal of interest in the establishment and management of pastures. The acreage established in 1941 is not now known, but judging from the calls for information and the damand for seed there should be an increase over 1940. In southwest Georgia, county agents in 13 counties have made surveys of pasture problems this year and are arranging for meetings this fall and next spring :to promote the work.
For the last few years special emphasis has been given for more small grain for food, feed, and soil protection. The extension service is promoting this work through the food and feed program, wi th special emphasis given to early planting, smut control, fertilization, and adapted varieties and harvesting.
A per acre yield of 835 pounds in 1940 as compared with a 5 acre average yield of 730 pounds shows that farmers are using best production methods with their peanuts. During this year the extension servioe
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recommended close spacing, better seed, fertilization, and better harvesting methods, and the information given has helped materially.
In the extension program this year emphasis has been placed on seed production on the farm. This applies to all seed, but particularly to lespedeza, vetch, peanuts, cowpeas, soybeans, velvet beans, and corn. This is important both from the standpoint of increased production and releasing nitrates for defense.
Along with the nutrition program, the production of syrup and sorghum was emphasized this year.
Forestry
Fourteen general forestry demonstrations have been given this year with 364 farmers attending. At these demonstrations extension foresters have attempted to demonstrate the following practices: planting, thinning, fire protection, naval stores work, and measuring and marketing timber.
Inasmuch as the youth phase of the extension program is considered to be one of the most important parts of the over-all program, considerable time has been spent on this work by extension foresters. Twenty- one county 4-H club camps, with an enrollment of 1,013 club members, were visited. At these camps the boys and girls were taken on field trips and given instructions relative to forestry and wild life projects. A total of 700 4-H club members were contacted at 4-H club district contests. They also attended 12 4-H club meetings, with a total attendance of 1,624, giving instructions on general forestry, wild life, etc. Six demonstrations were given on establishment of 4-H club nursery projects.
Through the guidance of the extension service
farmers in 9 Georgia counties planted approximately one
million tree seedlings on badly eroded hillsides.
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.. Assistance was also given to the FSA. "
With the extension forester as chairman, a committee of foresters from all agencies h8ve provided the AAA State Advisory Committee special recommendations as to practices which should be carried out on farms to conserve the land.
During the first seven months of this year 1,768 bulletins were distributed to 4-H club members and farmers. In addition to these seventy posters, 382 letters, and 1~, 435 circular letters were sent to farmers and 4-H club members of the state.
The extension foresters also paid 130 visits to county agents to assist them with establishing constructive forestry programs.
The extension service has a cooperative agent who is employed on a 50-50 basis by the extension service and the Bureau of Agricultural Chemistry and Engineering. This agent carries naval stores assistance to the producers, such assistance being rendered through introduction of better methods concerning processing and marketing as developed by the Naval Stores Station.
During this year the following work has been done by the Cooperative Agent: 65 visits have been made to naval stores producers, 4 thermometers installed, 2 test charges on turpentine stills run, 3 turpentine stills repaired, 18 new turpentine stills constructed, 3 complete turpentine plants constructed, and 4 new type jet condensers installed. Assistance was also given to a large naval stores company on making a survey of building turpentine plants to afford more and better markets for purchase of crude gum from farmers.
Hogs
Work among farmers interested in hogs was carried on as a part of a long time program with special
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emphasis placed on 4-H club pig work, education of the public to better practices in hog-production, swine sanitation, disease control, and better breeding stocks.
The swine specialist who is located at Tifton worked closely with the Coastal Plain Experiment Station passing on to county agents information obtained at the station.
In May four swine sanitation demonstrations -were set up and a number of farmers and county agents contacted with reference to swine sanitation for better management projects.
Several pig chains were also started in the state and a number of purebred pigs were purchased for 4-H club members.
The swine specialist also judged and assisted in four fat cattle shows, held one swine production meeting and discussed at two meetings of county agents the part hog production plays in the food for defense program. The swine spec~alist has been called to the Army. This work is being carried on by a substitute.
Horticulture
Over this period the extension horticulturist
visited 85 counties, taking part in 39 meetings, six
county planning group sessions, and conducted 44 demonstrations.
There has been a special eff.ort during this year to bring before Georgia farm folks the necessity of having a supply of fruit and vegetables throughout the year, and also to can surplus products. Considerable information has been given the farm people as to planting schedules of vegetables, lists for most suitable fruits and vegetables to plant for home use, informa-
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tion in regard to best methods of fertilizing and cultivating their gardens and orchards, and materials and equipment suitable for insect and disease control.
There are approximately 320,000 far.m families in Georgia and over 30,000 of these do not. have home gardens. The extension service is making special efforts to reach as many of these families as possible and to encourage them to produce their food supply.
Some work was also done with commercial peach and apple orchards in the way of fertilization methods, pruning, spraying, and orchard management.
Commercial vegetable work has been carried on in most every section of the state where these crops are grown for market. This work has been mainly giving advice as to the source of seed, best varieties to use for the market, most adaptable fertilizers to use in each locality, and disease and insect control methods.
Landscape Gardening
Georgia far.m families continue to show an increased interest in improving their home grounds. So far this year 181 plans have been drawn for improvements, 373 homes have been fitted, 27 schools given assistance, and 54 miscellaneous projects carried out.
The extension landscape specialist has visited 123 counties, conducted 77 meetings and consulted with 130 county agents.
It has been estimated that a home well landscaped is worth 25 per cent more than one not landscaped. Allowing an average value of $1,000 for each home and a ten per cent increase in value, the wor.k so far this year represents an increased value of $3,730, to say nothing of value of plans and advice.
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Marketing
Twenty-two fat cattle show sales were held this
year. Complete records of 16 of these show that the farmers and boys sold 3,273 head of cattle for $233,184.63. Range of steers other than those sold as prize winners were $9.50 to $12.50 for choice, $8.10 to $13.00 for good, $7.50 to $10.00 for medium, and $6.75 to $9.60 for common.
Two lamb show'S were also held, one at Forsyth,
and one at Rome. The one at Rome had over 270 lambs, 28 grading as U, S. choice, 55 as D. S. good, 90 medium, 73 feeders, and 34 rams and ewes. This show demon-
strated the possibilities of lamb and wool production in Georgia.
The marketing division continued dairy work with the cooperatives already set up in Georgia. Among those started this year was a cooperative at Milledgeville
which will handle 700 gallons of whole milk daily.
Starting last fall and continuing through the spring of this year the extension service in cooperation with the Surplus Marketing Administration put ~n a cotton improvement and marketing project in the area
around Newnan. On this project 16,000 bales of cotton were classed, of which 12,000 were sold through the
Georgia Cotton Producers' Association to mills. Twentyseven cotton classing schools were held in July.
Nine USDA tobacco graders held 225 demonstrations
at packing sheds in south Georgia. These were arranged by the county agents. In addition, county agents ar-
ranged for 107 demonstrations at schools with children
old enough to sort tobacco. These had an attendance of
5,433
This year the G.F.A. Peanut Association, which was set up in cooperation with the extension service,
handled over $17,000,000 worth of peanuts.
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One of the marketing specialists this year has devoted the major portion of hls time to the marketing of fruit and vegetable crops, hogs, and miscellaneous marketing.
This specialist has also made a detailed survey of the army camps in Georgia regarding their needs for fruit and vegetable crops. Also in this survey information was obtained as to what would be necessary on the part of the farmer in order that he could take advantage of the army marketing outlet.
This survey revealed that these camps would consume some four million dollars worth of fruit and vegetable crops and early in March this information w~s carried to county agents and farmers through group meetings.
Considerable work was also done with Georgia mountain counties in connection with the marketing of fruits and vegetables. Cooperative associations in this area had each year marketed a large per cent of the farmers' produce. This year a central market organization was set up in the mountain counties and it is :xpected that this organization will do some $75,000 to $100,000 worth of business during 1941.
The extension marketing division has also been devoting considerable time aiding rarmers in the mountain counties to sell their certified potato seed. Another important project this year has been the corn, okra, and tomato project whereby farm families can put into cans a mixture of these vegetables and sell as canned products. Special emphasis was also placed on marketing Georgia sweet potato crop. In connection with this project a commercial business firm (radio station WSB, Atlanta, Ga.) has offered to furnish several hundred dollars worth of seed sweet potatoes as an inducement to farmers to improve this crop.
In connection with the marketing of hogs the extension marketing division has laid stress on the time
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of marketing hogs as well as on the quality and weight basis. The home curing of meat~for farm use and home cured hams and shoulders for sale has also been encouraged.
From January 1 to August 15, the poultry marketing specialist held 157 meetings at which 4,593 attended. He also gave 164 demonstrations and contacted 172 county agents.
Poultry
The hatching season of 1940-41 which came to a close on June 30, shows that there were 8 record of performance breeds in 42 Georgia hatcheries that qualified under the National Poultry Improvement Plan with a total hatching capacity of 2,423,866 eggs. There were over 700 flocks that were officially selected, tested, and branded during the year. This enabled flock owners to obtain a substantial premium for their hatching eggs.
As a part of the "Food for Def.ense" program, the Secretary of Agriculture in April urged increased production of eggs. Immediately after this announcement, the extension service started a campaign to increase poultry production in the state.
In meetings, at demonstrations, in news stories, and over the radio farmers have been urged to fill their laying houses with hens this fall. As a result of this campaign it is estimated there will be from ten per cent to fifteen per cent more layers in Georgia this fall than were on hand the previous year.
Since the government is planning to buy ten million cases of eggs a~ a part of the Lend-Lease Program this year, there is little danger of a surplus production for the next few years.
Since Janua~ 1 there has been a rapid increase in the broiler industry, and it is estimated that there
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will be at least 75 per cent more broilers raised in the broiler section during 19Jtl than in 1940.
Since January 1 the extension service has assisted the Department of Poultry Husbandry, College of Agriculture, University of Georgia, in conducting a five-day poultry short course; prepared ih cooperation with the Agricultural Engineering Division of the University of Georgia a bulletin on poultry houses, and revised three bulletins and one circular.
Publications
The information program of the Agricultural Extension Service is carried on through newspapers, radio, distribution of bulletins, circulars, letters to county and home demonstration agents, direct contacts with newspaper editors, radio managers and extension workers.
So far this year daily newspapers have been supplied with 230 releases, weekly newspapers 203 releases, and also 76 stories were sent direct to county agents for adaptation to local newspapers. In addition to these stories, 32 homemaker stories were sent to home d~monstration agents. Two pages of agricultural fillers were sent to both weeklies and dailies, and a page of short paragraphs was sent to all Georgia newspapers each week, and every week a column of farm briefs and three advice stories by extension specialists were submitted to all weekly papers.
A system of routing spot news stories through the AP, UP, and INS was continued in 1941, and at the request of farm magazines and newspaper feature sections articles on various subjects of agriculture were prepared.
A weekly radio program over WSB, Atlanta, was continued, and the editor's office was also responsible for 20 broadcasts over WSB's early morning program.
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Extension radio work was also carried on through 13 smaller stations throughout the state. A total of 227 farm flashes were prepared in addition to fBrm flashes released from Washington. Five weekly programs were presented over WGAU, Athens, and five over Station WTOC, Savannah.
Publication of 10 bulletins and 17 circulars was supervised by the editor's office this year.
The extension illustrator handled 912 odd jobs, and in addition did an amount of miscellaneous work used for extension teaching and educational exhibits.
An associate editor, in charge of visual education, was employed this year. The work in this field included the development of a story on rural electrification which was financed by the Georgia Power Company. Several prints of this picture are being made available and will be shown over the state.
Arrangements have also been worked out with the Division of General Extension of the University System of Georgia whereby the films produced by the Agricultural Extension Service will be distributed by the Di.vision of General Extension.
Slide lecture series have been developed and are available now. These series are minature color slides ranging from 20 to 40 slides in each lecture.
Film stPips produced by the extension service are also available to county agents.
Approximately 250,000 people have been reached by various visual presentations in Georgia through Agricultural Extension workers since January 1.
Since April 1 this year 1,620 pictures have been made by the associate editor in charge of visual education.
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Field q,_rops
Pastures - Georgia farmers planted 62,000 acres to permanent pastures in 1941. This compares with 54,000 acres for 1940, 53,000 acres for 1939, 38,000 acres for 1938, and 35,000 acres for 1937. In addition to that planted, 40,000 acres were cleared or recleared but not planted. A part of this will be planted in 1942. Around 100,000 acres of pasture were improved by fertilization, plowing, or reseeding.
Temporary pastures, both winter and summer, are very important in connection with permanent pastures. Approximately 159,000 acres were sown to small grainwinter legume mixtures in the fall of 1941 for grazing and 141,000 acres for hay. In addition to this, 94,000 acres were sown to rye for forage most of which will be grazed. Lespedeza sown on small grain, on Bermuda grass or alone, has become very popular and profitable within the last few years. Around 345,000 acres of lespedeza were sown in 1941 and 257,000 acres came from areas that reseeded. This 602,000 acres of lespedeza will be used for grazing, soil improvement, and hay. Perennial hay crops, such as alfalfa, Kudzu and lespedeza sericea have gained in acreage. There are now growing in Georgia around 4,700 acres of alfalfa, 39,000 acres of Kudzu, and 15,000 acres of lespedeza sericea.
Soil improvement is of major importance in Georgia and is recognized as such by farmers. The seed shortage reduced the acreage sown to winter cover crops in 1941, but records show 350,000 acres were sown to such crops as vetch, Austrian winter peas, crimson clover and rye. These crops will add a large amount of fertility to the soil for the 1942 season.
A home supply of planting seed has been one of our Extension projects. Approximately 5,788,000 pounds of seed of certain crops were produced and harvested by Georgia farmers in 1941. This amount was made up of 136,000 pounds of vetch, 22,000 pounds of Austrian
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winter peas, 1,225,000 pounds of crimson clover in the chaff, 43,000 pounds of blue lupine, 3,794,000 pounds of lespedeza, 367,000 pounds of crotalaria, and 201,000 pounds of lespedeza sericea.
To get the most from the crops mentioned and from others planted by the farmer, plant food and soil amendments must be added to the soil. In 1941, around 60,000 tons of phosphate materials and 83,000 tons of limestone were used on Georgia farms. This does not include the phosphate in mixed fertilizer. Grazing crops received a large portion of these materials used.
This report does not show the regular crops J_ike corn, hay, peanuts, and small grain. There was a good increase in the small grain acreage sown in the fall of 1941.
Rural Electrification
Although continued progress has been made in extending electric service to Georgia farmers, the developments this year have not been as outstanding as those in the past. There were comparatively few additional allotments made for line construction and some difficulty is being experienced in obtaining rural line materials.
Yet, Georgia ranks high among other states in rural electrical development. From the standpoint of money lent to cooperatives by the Rural Electrification Administration, Georgia stands second in the South and sixth in the nation.
The REA has lent about 17 million dollars in Georgia for the construction of rural lines alone. As a result of these expenditures more than 50,000 customers in the state are now enjoying the benefits of electric service from the lines of about 44 cooperatives. The power companies have some 20,000 farms re-
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ceiving electric service, making the total number of farms electrified a~bund 70:000. Incidentally 157 of the state's 159 counties are affected by REA projects.
During this year two wiring demonstrations were held. At one of these 15 potential wiremen assisted with the demonstration. At another the vocational agriculture class participated in the instructions. Another meeting was held to acquaint the people of a mountain community with planning wiring installations.
The Electro-Development Farm program constitutes a good method of educating the farm people to the various uses of electricity on the farm. The selection of Electro-Development Farms is not based on the amount of high priced equipment the farmer has installed, but on the merits of the equipment as applied to the type of farm. The program is open to all farmers with electric service.
Interest is growing rapidly in various forms of community refrigeration service. The extension service has received a number of requests on this subject and during the year a publication was supplied by the TVA entitled "Community Refrigeration," which was made available to the county agents in the service area.
During the year assistance was given on the installation of an electric hotbed, an irrigation system, and a hammer mill. Fifty-seven farmers were also contacted to make recommendations concerning the installation of electrical equipment. This included garden watering, water systems, irrigation, sweet potato curing and storage, electric fences, community refrigeration, brooding, wiring, and lighting and feed grinders.
Although it is difficult to measure the value of these individual demonstrations it is definitely one of the most effective methods known in rural electrification work. These installations were visited by about 1,200 people, resulting in educating some of the farmers
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in the territory as to some of the profit making uses of electricity adapted to the .a:r.:.ea.
Tobacco
According to reports of the Georgia State De'partment of Agriculture, 19,464,059 pounds of tobacco were sold on the 15 Georgia markets the first week the market was open at a total of $4,435,735 or an average of 22.79 per pound. This compared with the first week of 1940 when the sale was 1~,732,534 pounds sold for a total of $2,350,342.38 or an average of 18.43 per pound.
In spite of the excellent work carried on by the Coastal Plain Experiment Station and the educational work of county agents, unfavorable weather conditions resulted in a heavy attack of blue mold which killed a large number of plants and brought on a severe plant shortage. Farmers were advised by the extension service not to obtain plants from other sections because of the danger of introducing and spreading diseases.
Results obtained ln the past two years in North Carolina indicate that danger from root-knot can be greatly reduced by turning under a crop of rye immediately. before tobacco is planted. County agents expect to call these results to the attention of tobacco farmers before fall.
TVA Program
The TVA program is made up of unit test farm demonstrations. Although phosphate is a means of approaching and holding unit farms, each farm covers every problem, practice, and situation of a complete farm, including family and home. In Georgia the TVA program has been a program of agricultural development and conservation of natural resources with special emphasis on soil fertility.
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There are 366. unit faxms in 9 valley counties testing triple superphosphate and 31 testing calcium metaphosphate. Fifteen of these have been added this year. In these same counties there are l5 active area demonstrations with 648 active cooperators, 169 of which have been added since January, 1941.
In the out of valley counties there are 563.unit farms testing triple superphosphate and 178 testing calcium metaphosphate, making a total of 741 - 124 of which have been added this year.
From December 11, 1940, to August 15, 1941, 3,237,400 pounds of triple superphosphate and calcium metaphosphate have been alloted to Georgia farms.
Out of 42 counties in the northeast Georgia district, 18 counties with unit farms have used 10,164 tons of limestone and 1,587 tons of phosphate, while the 24 non-unit counties have used only 3,426 tons of limestone and 1,598 tons of phosphate.
In the northwest Georgia district 20 counties with unit farms have used 14,574 tons of limestone and 1, 351 tons of phosphate, while the 19 non-unit counties have used 6,146 tons of limestone and 1,750 tons of phosphate.
Soil Conservation
The program of education in soil conservation in Georgia has been carried out through the usual extension channels. The work of a general and statewide nature included educational exhibits at a meeting of over 200 peach growers at Manchester, at a wildlife conference in Macon, and at a state convention of County Commissioners of Roads and Revenue at Augusta. Twelve news articles were prepared, two radio broadcasts, four talks delivered at farm bureau meetings and discussions
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of the program were held with supervisors of soil conservation districts at 20meetiEga.
During the period covered by this report, the extension soil conservationists visited 107 counties to assist county agents with various phases of their program. They attended a total of 79 meetings with an attendance of approximately 3,000.
Home Demonstration
There have been 939 community home demonstration clubs and 1017 4-H club girls meeting regularly each month this year to study how to improve farm family living in the state. There has been a combination membership of 59,984 women and girls in these clubs. In addition to direct contact, home demonstration work has reached a large audience through project leaders and demonstrators.
This work has been carried on by 94 county home demonstration agents, assisted by 6 home economics subject matter specialists under the supervision of four district agents and one state home demonstration agent.
Members of home demonstration clubs include 53 per cent farm owners, and 47 per cent tenants and sharecroppers. Ninety-eight per cent of the clubs are organized in rural communities and communities of less than 1,000 population, while two per cent are in villages of 1,000 to 2,500 population.
The State Home Demonstration Council is a coordinate committee of citizens for fact finding concerning the economic and social conditions of Georgia, and is the only organization for rural women in the State. Members of this council and community home demonstration clubs are members of the State Nutrition Committee for Defense, developing a plan for strengthening and promoting nutrition activities in programs of 38 organizations in Georgia.
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One of the principal projects carried on through the home demonstration departnf'!9nt in 1941 was the mattress program, designed to reduce the surplus of cotton and to give mattresses to low income families. To date there have been completed more than 240,000 cotton mattresses and 100,000 comforters. Home demonstration workers have trained leaders and supervised this program.
Special emphasis has also been placed on adequate food and feed supplies, with particular stress on a food production program as a basis of the nutrition program. Special community and county-wide canning demonstrations have been conducted and more food is being conserved and stored this year than generally.
In addition, emphasis has been laid on the preparation for total defense, with home demonstration work having the opportunity of helping farm families not only to improve the health and tnutrition habits but also in keeping up the morale of the families. Discussion groups and study on subjects relating to families and community life are used. In the national nutrition movement, many farm women, as well as home demonstration worke.rs, are serving on committees and endeavoring to promote all programs designed to help farm people in the immediate situation and to be prepared for the reconstruction period after the war.
Clothing
Educational sewing machine clinics were held during January and February in 20 counties. 134 machines were reconditioned with 349 people attending the meetings.
The cotton mattress demonstration work was also given much time and effort, and the clothing specialist was responsible for handling the educational phase of the cotton order stamp program.
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Clothing construction short courses were held in counties carrying clothing as an emphasis project. The clothing specialist also directed the 4-H elimination contest in clothing in which 75 girls participated.
A total of 94 demonstrations on various phases of the clothing program have been given this year, and 11,852 people were in attendance at 121 meetings. Method demonstrations were given on clothing, mattress, and comforter construction.
Food Preservation
In 1940 a total of 12,341 farm families produced and preserved home food supplies, according to annual budgets, while 12,275 families assisted in the canning and preserving of fruits, vegetables, and meats. These families canned 3 million quarts of vegetables, fruits, and meats, and filled 825,000 containers of jam, jellies, and other products. - A total estimated value of all products canned and preserved was $1,198,426. Some 7,837 families followed recommendations for storage of the home food supply, while 11,000 families assisted in using timely economic information as a basis for readjusting the family food supply.
This year it is expected that a larger amount of food will be preserved due to the general world conditions.
The food !preservation specialist cooperated with various agencies in the utilization of the 1941 Georgia peach crop, preparing recipes to be distributed throughout the State showing how to use the fresh peaches. Similar work was done with Georgia peanuts.
Demonstrations were given in the large centers stressing the use of Georgia grown beef.
The use of home grown wheat, as well as grinding of the wheat in the home, was prom9ted and work was
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done to encourage thG making -of homemade breads.
During the year a bulletin on "Canning for Home and National Defense" was prepared and to date approximately 35,000 copies have been distributed.
Home Improvement
Kitchen clinics have been held in 17 counties and were attended by 860 people. Incomplete reports of the work done as a result of these meetings showed that 1,057 kitchens have been improved and 1,355 homes screened. Result demonstrations in kitchen improvement are now being made in 65 counties.
Economic information on various phases of family living have been given to Georgia farm families. Particular stress has been laid on the importance of budgets and accounts and household buying information.
In order to arouse interest among farm homekeepers in better .nanagement of money, farm family living outlook information was presented to home demonstration clubs in 17 counties this year. Assistance was also given agents in getting 452 farm and home planning demonstrations started.
The extension home furnishing program received added stimulus during 1941 from the cotton mattress demonstration work.
The REA program has stimulated the home furnishing program considerably, and the specialist has given 25 method demonstrations in electrified homes.
Method demonstrati~ns in 22 counties on better storage space for the homes have also been given.
Leaders in 80 counties have been trained in home improvement work, and demonstration teams for 25 counties in painting the interior of the farm home have been organized.
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Home Industries
So far this year the home industry specialist has given 70 de~onstrations, including handicraft work, cOJ:~forter, and mattress making, and canning for defense. She hRs given 55 handicraft demonstrations, visited 48 ho,ne demonstration and county farm agents, and attended 21 miscellaneous meetings relative to extension service work and national defense.
Handicraft short courses were held in 7 counties, and a handicraft exhibit assembled and sent to the USDA in Washington to be displayed in a national exhibit shown for the benefit of those attending the national 4-H club camp.
Marketing Home Products
Reports from 33 counties show a total of $87,167.59 in retail sales of the state miscellaneous marketing project. Six markets were built or equipped,
7 new roadside markets reported, 33 market exhibits
shown, 59 special poultry sales held, and 27 special projects developed.
An effort was made in the county programs not only to increase the family income but to sell high quality products and to dispose of surplus commodities not needed at home so that other things may be bought that cannot be produced on the farm. Methods used to carry out these aims included curb market sales, roadside market sales, miscellaneous sales to individuals and stores, gift sales or bazaars, sale of handicrafts, sale of corn, okra, and tomato Vegetable mixture, and bartering.
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Nutrition
An intensive program in nutrition is carried on in a definite number of counties each year. This year this emphasis program was conducted in 16 counties. The nutritionist also assisted with the follow-up pro-
grams in the 17 counties which emphasized nutrition
last year, and she carried on a preliminary program in the counties which will lend emphasis to nutrition next year.
Early this year leader training meetings were
held in 8 sections of the state. The use of budgets
for the food supply was again stressed this year, and some 75,000 budget outlines were supplied farm families. About 35,000 families have made a canning budget so far in 1941.
Considerable stress was also given garden result demonstrations, the purpose of which was to interest others and teach them the best methods of gardening. A campaign was also started to get farm families to grow vegetables which they have not grown before.
Other demonstrations this year included dusting and spraying, poultry, pantry, orchards, and dairy.
A series of demonstrations on food selection was also conducted.
The nutritionist further assisted with the school lunch program in Georgia.
Three health projects for 4-H members were also sponsored by the nutritionist, and she supervised a food preparation contest carried on by club girls.
4-H Club Work
The Georgia 4-H club now has a membership of
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84,141, an increase of 2,938 over the membership of January l, 1941.
Considerable interest was manifested in pigs, poultry, beef, and dairy cattle projects. Members raised 13,288 swine valued at $265,760, fed out 2,854 beef animals valued at $159,824, raised 1,955 dairy cattle valued at $177,300 and completed poultry projects amounting to $228,846.
Corn projects of club members were valued a~ $183,460, with 7,855 completing this project, growing 24,989 acres of corn which produced 244,613 bushels. Approximately 900 club members were the producers of 793 acres of peanuts valued at $7,640, while 1,162 club members.enrolled in potato projects, planted 439 acres and produced 46,450 bushels valued at $42,428.
Of the 2,633 club members enrolled in the cotton project, 2,011 completed their work, growing 2,304 acres with an average production of 843 pounds per acre, valued at $77,704.
Club members completing the garden project totaled 29,000 growing 6,866 acres, value at $465,240. Some 3,800 also completed orcharding projects.
In the food preservation project 4-H members canned 821,158 quarts of fruits and vegetables and dried 634,523 pounds. This work has value of $285,452.
In health 25,319 projects were completed with 15,067 members doing definite health work and 19,545 taking physical examinations.
Pig chains were established during the year and follow-up work was done on the chains already established.
A 4-H club poultry show was held at the annual Southeastern Fair in Atlanta, with a total of 90 en-
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tries and 270 birds. This project is encouragir~ boy~ and girls to make poultry raising a profitable enterprise.
Demonstration teams of 4-H clubs helped bring about improved practices. For exa~ple, in eradicating household pests a team demonstration in control of these menaces reached 600 Richmond County homes and resulted in 180 of the families following eradication measures, 30 screening their houses, and 360 following instructions for protection against moths for the first time.
In clothing 29,223 club members completed the project, making clothes valued at $308,203. A number of members also participated in the handicraft program, 10,669 of the 10,975 4-H club girls enrolling in the project completing their work.
Members of Georgia 4-H clubs derived many benefits other than profits and experiences from their projects. They were taught the value of useful and enlightened citizenship. They learned how to serve as leaders, both in their clubs' and their communities. Through various sports and games, in which both boys and girls engaged, they found the meaning of sportsmanship and fair play.
Projects and recreation are being combined t.ogether to make all 4-H members better citizens, healthier young folks and happier residents of rural Georgia.
Negro County Agent Work
There are at present 25 Negro county agents at work, covering 47 counties, with a total of 27,037 Negro farm operators, the majority of whom are sharecroppers. The extension work with Negroes this year: has emphasized family food needs, a better interest .in
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, livestock and soil improvement, and an all-around im-
provement in physical 11 ving conditions .
The program planned and being carried out includes: A garden for each family to provide a variety of fresh vegetables throughout the year for canning preserving purposes followed closely by corn, hay, and pastures to furnish meals for the family; keep the workstock in shape the year round; fatten hogs for an annual pork supply; and feed cows and chickens. Family size flocks of poultry are also being urged:
The following presents the program reported by
Negro far1n agents this year: l, 425 corn demonstrations, 2,489 garden demonstrations, 34 canning plants in operation, 140 wheat demonstrations, 297 oat demonstrations, 171 pastures started or improved, 223 livestock feeding demonstrations, 1,566 method demonstrations, 303 field meetings, and 32 tours. In addition 473 milk cows have been secured, 150 beef animals obtained and 501 farm meetings held.
Negro Demonstration Work
Twenty-four Negro home demonstration agents report that sales from vegetables for the first seven
months of this year have amounted to $4,712.07, and sales from fresh fruits to $533.05.
Special emphasis has been placed on improvement
of home grounds and 99 per cent of the 1,000 families
planting blooming flowers made other attempts to improve the looks of their home grounds.
A 58 per cent increase was made in the number of
homes that put in glass windows and celled and plastered
the home inside, while 300 homes are reported to have
built porches or added additional rooms to the home. Fifty homes reported putting in kitchen sinks.
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Poultry raising s,eems to have made a greater increase this year thanhas any-other extension enterprise. Many families who have never owned chickens before have raised flocks of from 25 to 200 birds. A total of $9,300 has been received from poultry sales of club women and girls.
For the first seven months of the year $5,029.43 were made from sales of dairy products.
There was also an increase of ten per cent in the number of hogs owned this year by club women and Negro girls.
Meat canning of pork, beef, anp poultry products is being demonstrated by Negro home agents this year.
From discarded scraps of meat club women and girls made approximately 20,000 cakes of soap.
In the home marketing project, the women and girls sold approximately $2,000 worth of vegetables, canned products, fruits, etc.
Approximately 50 community clubs purchasen canning outfits.
Considerable interest was also manifested by the Negroes in the mattress program.
Negro Club Work
There are 12,000 Negro 4-H Club members enrolled in 460 different communities in Georgia.
This year 106 beef cattle were fattened and sold at fat stock shows and sales. The prices received per pound ranged from 7 to 12, with an average price of around 9. Total sales amountd to $7,602.65.
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There were Negro club members enrolled in the following projects: 103 in. legume .and forage crops, 484 in potato work, 186 in peanut projects, 165 in cotton, 3,821 in home gardens, 207 in market gardens, 486 in wild life conservation, 196 in home beautification and grounds, 2,027 in poultry, 34 in dairy, 243 in beef cattle, 3,049 in swine, 629 in health and sanitation, 2 in food preservation, and 24 in miscellaneous projects.
SOIL CONSERVATION WORK
Organization Work - During 1941 landowners in ten additional counties in Georgia voted in favor of having their lands included in soil conservation districts organized under the prov~sions of the State Soil Conservation Districts Act of 1937. The area now included in districts organized under the provisions of this act includes all of the lands in 109 counties and part of the lands in one additional county. The total acreage included in the soil conservation districts or~anized in Georgia to December 31, 1941, is 23,888,358. This is 63.8% of the total area of the state.
Educational Work - The provisions of the State Soil Conservation Districts Act, the causes and effects of soil erosion, the practical measures for the control of erosion, and the manner in which soil conservation districts organized under the state law could be of assistance to farmers in checking erosion losses was explained to farmers in seventeen counties not in organized districts but in which counties there were farmers who requested the information in order that the landowners could decide whether or not the majority of them were ready to vote for the inclusion of the county in a district. Landowners in ten of these seventeen counties voted during the year in favor of being included in organized soil conservation districts.
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Each of the l9soil c~servation districts which have been organized to date has a governing body of five supervisors. Two of these supervisors are appointed by the state soil conservation committee and three are elected by the qualified voters of the district.
The duties of this governing body of five supervisors are to secure for the owners and operators of farms in the district all possible assistance in the conservation of the soil and the control of soil erosion on the farms in the district. Such assistance may take the form of money, materials, seeds, labor, machinery, trained technical assistance, or educational information. During the year supervisors of several of the organized districts have secured for some farmers of the district C.C.C. and W.P.A. labor for assistance in the control of erosion. Supervisors of nearly all districts have secured some materials, such as Kudzu plants and tree seedlings; some machinery, such as tractors, terracing equipment, and trucks, and much trained technical assistance from the Soil Conservation Service of the United States Department of Agriculture. The office of the State Soil Conservation Committee was not in position to furnish very much in the way of money, material, seeds, labor, machinery or trained personnel, but did attempt to assist with e<;J.ucational information. This assistance consisted of talks on the causes and effects of erosion and the practical measures fdr the control of erosion at meetings of farmers, farm leaders, and other groups; assistance in organizing and conducting tours of farmers to places where effective erosion control measures had been established; assistance in organizing and conducting demonstrations in the establishment of such erosion control measures as terracing, planting Kudzu and trees for the protection of highly erodible land, planting and growing strips of protective erosion-resisting cover crops on long erosive slopes and the planting of cultivated row crops on the contour; news articles on soil conservation for the local papers and bulletins on soil conservation and erosion control for distribution to interested farmers in the district.
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Finances - An appropriation of $10,000 per annum was authorized by the General Assembly in 1937 for the administration of the St-ate Soil- Conservation Districts Act. The Board of Regents of the University System of Georgia was named as the state agency through which this money was to be expended. During all of the years since this appropriation was authorized by the General Assembly the income of the state has been less than the funds authorized by the General Assembly to be appropriated and the office of the State Soil Conservation Committee has endeavored to keep its expenditures to a minimum. Expenditures for the administration of the State Soil Conservation Districts Act for the calendar year January 1 to December 31, 1941, were only $6,199.69 or approximately 62~ of the $10,000 authorized to be appropriated. These expenditures were principally as follows: $542.77 for advertising hearings, referenda, and elections in local papers; $200.72 for postage, telephone and telegraph; $1,140.00 for clerical help in the office of the secretary to the state committee; $2,390.00 for expenses incurred by supervisors of districts in the performance of their duties as supervisors; $10.00 for supplies and matenials; and $695.20 for miscellaneous personal services of election managers and trained technicians.
Accomplishments - During the year terraces were constructed in soil conservation districts on 55,265 acres of land with assistance supplied by the supervisors of the districts. During the same period farmers used assistance made available by supervisors to set out Kudzu on 18,249 acres of abandoned land or badly eroded crop land' to protect these and adjoining acres from erosion and to supply hay and grazing for livestock. Other outstanding results accomplished in districts during 1941 were the planting of 3037 acres of Sericea Lespedeza to stop erosion on steep slopes and in water disposal areas, the actual establishment of strip rotations of cultivated crops and close-growing erosion-resisting crops on 24,550 acres of sloping land, and the clearing, fertilization, and seeding of 16,806 acres of improved pastures. Other erosion control prac-
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tices such as the e2-tablis~nt of definite crop rota tions that provide for growing erosion-resisting and soil-improving crops in rotations with cultivated row crops, the planting of trees on abandoned land or highly erodible cropland, the establishment of meadow outlets to take care of water that runs out of fields from terrace ends and the establishment of fire breaks to stop forest fires and check erosion in forests have been established on thousands of acres during the year.
Complete erosion control plans have been worked out for 7764 farms containing 1,607,775 acres of farm land in the four years since work began in the first areas to be included in districts. On these farms for which plans have already been worked out 427, 598 acres have been or are to be terraced, 276,355 acres are to be planted in strips of erosion-resisting crops and cultivated crops, 68,181 acres are to be planted in Kudzu and 144,699 acres are to be developed into improved pasture. Plans made to date cover only about 7% of the farmland in the state and erosion practices have already actually been established on only about 25% of the land for which plans are made. However, more than half of the terracing, pasture improvement, and planting of Kudzu accomplished in the entire time districts have been in operation was accomplished during i94l and progress should be more and more rapid as time goes on.
FORWARD GEORGIA
I am confident that one of the most valuable contributions made by the University System of Georgia to the people of the state is the program over WSB of the Atlanta Journal every Saturday afternoon at 2:30 a program known as Forward Georgia. The time is given by WSB as a public service - a free contribution.
The many letters received and the many excerpts carried in the press will convince anyone that the program is of vital importance to the citizens, particu-
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larly the farmers, and a wopthwhile contribution of the system. This service is greatly- valued and appreciated by thousands of our citizens.
All the talks made over WSB on the Forward Geor~ program are carefully prepared by the faculties of the University System. These papers must not only be accurate but written in a style suitable to a radio audience. From these papers pertinent excerpts are taken-and sent to the daily and weekly press.
To broadcast these talks over WSB each Saturday, valuable as they are, and as much as we appreciate the cooperation of the Atlanta Journal, requires much time, study, and personal sacrifice on the part of the faculties. Mr. L. R. Siebert is directly responsible for these programs. To him the credit is due. To this phase of our work he gives time, thought, and effort. All the faculty members gladly respond to his request. As a matter of fact, all of us take pride in the radio program for we are conscious that we are serving a large number of our people in a practical and useful way - those not in the classroom or in the laboratories but those in the homes, in the fields, and elsewhere.
The following are given merely to indicate the type of programs broadcast from week to week:

February l February 22
March 8 April 5

R. S. Howell, director, Georgia Tech Evening School. "The Georgia Tech Evening School of Applied Science."
J. C. Rogers, president, North Georgia
College. "The North Georgia College Serves the State."
0. E. Sell, Georgia Experiment Station. "Pasture Development in Georgia."
Peyton Jacob, president, Georgia Southwestern College. "The Junior College of Georgia."
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July 19 August 16 August 23 September 20 October 4 October ll October 18 November l
November 8
November 15 November 29 December 6

D. J. Weddell, dean, School of Forestry, University of Georgia. "Income From-Georgia Forests."
C. C. Murray, College of Agriculture, University of Georgia. "Georgia Farmers Should Plant More Grain."
Guy H. Wells, president, Georgia State College for'Women. "The Georgia State College for Women."
E. D. Alexander, Agricultural Extennion Service. "Cover Crops for Georgia Farms. "
T. M. Cordell, Abraham Baldwin Agricultural College. "Short Courses for Georgia Farmers."
G. Lombard Kelly, dean, University of Georgia School of Medicine. "Health Problems in Georgia."
W. S. Rice, Agricultural Extension Service. "Increasing Farm Income With Sheep."
B. L. Southwell, Georgia Coastal Plain Experiment Station. "Georgia Farmers Should Raise More Livestock."
Georgy H. King, president, Abraham Baldwin Agricultural College. "More Canning and Quick-Freezing Plants for Georgia. "
H. P. Stuckey, director, Georgia Experimemt Station. "Additional Cash Crops for Georgia Farmers."
J. C. Bell, College of Agriculture, University of Georgia. "Poultry Production in Georgia."
Walter S. Brown, director, Agricultural Extension Service. "A Program for the Further Development of Agriculture in Georgia."

December 13 December 27

G. A. Rosselot, di:rrector, State Engineering Experiment Station, Georgia School of Technology. "How Georgia Can Attract More Industries. 11
T. M. McClellan, registrar, University System Center. "The Georgia Evening College. 11

GIFTS
THE UNIVERSITY OF GEORGIA:
The University received from the General Education Board during the 1940-41 session a gift of $12,500 for the support of the general activities of the library.
It received from the General Education Board through the University Center $5,642.25 for work on the Union Catalogue project.
The University received from the General Education Board $2,000 as a contribution toward the salary of Dr. B. 0. Williams, head of the sociology department.
The General Education Board contributed $3,600 to the division of biological sciences for the support of certain research projects.
The General Education Board gave the University $1,000 as a contribution toward the salary of Dr. H. A. Shinn, dean of the College of Arts and Sciences.
The General Education Board gave to the University $5,000 for the support of the educational clinics project in the College of Education.
The Rosenwald Fund gave to the University $12,500 for the training in the College of Education of supervisors of rural schools.
The Historical Record Survey has decided to place in the library a volume of each of the 3,050 counties in the United States. Some of these books have already been received. When all the books shall have come, the University will have a complete inventory of county archives.
235

Judge S. Price Gilbert gave to the University 800 shares of Coca-Col~ stock~ith instructions that the shares be sold and the proceeds used for the erection of a new infirmary building. These shares of stock were sold by a coinmittee of the Board of Regents for a sum of $77,900. This money is now available for the erection of a new infirmary as soon as plans are completed.
The Oberlaender Trust of Philadelphia gave to the University $750 as a contribution toward the salary of Dr. Richard Honig.
The Emergency Committee in Aid of Displaced Foreign Scholars gave to the University $1,200 as a contribution toward the salary of Dr. Richard Honig.
The Episcopal Church gave to the University $100 as a contribution toward the salary of Dr. Richard Honig.
Mrs. Harold Hirsch gave to the University $1,500 as a contribution toward the salary of Dr. Sigmund Cohn.
The Emergency Committee in Aid of Displaced Foreign Scholars gave to the University $600 as a contribution toward the salary of Dr. Sigmund Cohn.
The Womens Auxiliary of the Augusta Branch of the State Pharmaceutical Association gave to the University $100 for the library of the School of Pharmacy.
The Garden Club of Georgia has given to the university during 1940-41 $1,925 to be used for the purpose of constructing the Founders Memorial Garden. This $1,925 is a part of the sum of $6,000 that the Garden Club has undertaken to raise for this purpose.
The International Business Machines Corporation has installed in the College of Business Administration equipment with a rental value of $4,500 per year. This equipment is in addition to that installed here in 1939-40. The total IBM equipment in the Colle~e of Business Administration has a rental value of $7,800 per year.
The Oberlaender Trust of Philadelphia has given to the University $750 as a contribution toward the salary of Mr. Rudolph Katrina.
Mr. Edward s. Shorter of Columbus, Georgia, has
given to the University $1,000 which was used to pay

the University's part toward the cost of a Carnegie Art Set. This set consists of very valuab~e books and reproductions of master pieces of art work.
The Carnegie Corporation of New York has given ~ to the University an art set valued at approximately $4,000. The condition attached to this gift was that the University pay $1,000 of the cost. Mr. Edward S. Shorter gave to the University $1,000 to be used as the University's contribution on the cost of this set.
The Chicopee Manufacturing Company of Gainesville, Georgia, gave to the University $1,000 for the purpose of supporting the work of the Institute for the Study of Georgia Problems.
The family of the late Dupree Barrett gave to the University $500 for the Dupree Barrett Loan Fund.
Various donations totaling $629.95 were made to the University for the purpose of establishing a Music Scholarship Fund.
Through the Elijah Clarke Chapter, N.S.D.A.R., $500 was given to the University by Miss Richmond Walton Atwater and another $500 was given by the Walton family for the purpose of establishing the Richmond Walton McCurry D.A.R. Loan Fund. Another gift of $500 was made to this fund by Miss Richmond Walton Atwater through the John Houston Chapter, N.S.D.A.R.
Various donations totaling $41.64 were received. for the establishment of the Columbia County (Dawson) Home Economics Loan Fund.
Various gifts have been made to the University of Georgia Foundation for the use of the University of Georgia in Athens. Since title to the gifts is vested in the Foundation and not in the University, no itemized list of these donations is given here. Such a list appears in the recent report issued by Mr. Hughes Spalding, treasurer of the University of Georgia Foundation.
THE GEORGIA SCHOOL OF TECHNOLOGY:
A lot on Tenth Street valued at $10,000 given by Captain John Smith.
A donation by the Carnegie Corporat"ion of New York of $6,000, to be paid in three annual payments, to be used for the purchase of books for our library.
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A donation of $570 t~ard the purchase of music study material, 1941 selection.
Equipment donated by different firms for the use of the mechanical engineering department, valued at $2,945.
Supplies and equipment donated by industry for the use of the textile engineering department valued at $3,950.
Equipment donated by different companies for use of the ceramic engineering department valued at $533.50.
UNIVERSITY OF GEORGIA SCHOOL OF MEDICINE:
United States Public Health Service donated $1,396.66 for research in venereal diseases.
For research under Dr. R. B. Greenblatt, a total of $4,000 was contributed by the following: Upjohn Company, $500; Parke, Davis and Company, $500; G. D. Searle and Company, $500; John Wyeth and Brother, $600; Sharp and Dohme, Inc., $500; Ciba Pharmaceutical Products, Inc., $900; Schering Corporation, $500.
Eli Lilly and Company (Lilly Research Laboratories) $1,500 for research by Drs. Greenblatt, Hamilton Torpin, and Woodbury.
General Education Board, $4,632.23, grant for purchase of books, journals, and binding for library.
The John and Mary R. Markle Foundation, $5,000, grant for research under direction of Dr. V. P. Sydenstricker.
Dr. Meinhard Robinow, $50 donation for research under direction of Dr. V. P. Sydenstricker.
American Medical Association, $125 grant for research under direction of Dr. W. Fo Hamilton, grant #447.
From friends of the school, $690 donations for Dean's Discretionary Fund.
GEORGIA STATE COLLEGE FOR WOMEN:
Mr. H. G. Ray of Moultrie, Georgia, gave the college the camp in Rabun r)unty near Clayton, Georgia

to be known as Camp Ray. The cost was $1,648. The camp is to be used for re9rea tion~,l purposes by the faculty and students and for training in nature study, botany, and other camp and recreational activities.
The student body gave small bronze markers for each college building, the cost $150. They also bought defense bonds which, when they mature ancr are paid in 1953, will form the G.S.C.W. Defense Loan Fund, value $500. These are series "F" United States saving bonds. When the loan fund is actually established, it will be administered in the same way as other student loan funds and will be used to help worthy girls attend
G.s.c.w.
Gifts totalling a value of $1,373.50 were given to the old Mansion by a large number of individuals. Mrs. R. G. Hunt of Griffin, Georgia, was the principal one. Among these gifts are antique pieces of silver, china, and glass, a portrait of Abraham Baldwin (given by the Atlanta G. S.C. W. Club..), small pieces of shrubbery, a hand-carved chair, and a colonial clock.
GEORGIA STATE WOMANS COLLEGE:
Scholarship loan fund, $1,000 - ~he donor asks that his name be withheld.
WEST GEORGIA COLLEGE:
Rosenwald Fund: old program, $4,000; greater
trogram, $18,500; students, $1,500; library books, 1,000. Whiteside Fund: Knights Tem~lar Scholarships, 1,000. Total gifts to the school, ~27,800.
ABRAHAM BALDWIN AGRICULTURAL COLLEGE:
Hon. Cason J. Callaway for processing plant, $5,000.
Sears, Roebuck and Company for short courses, $750.
Department of State Vocational Education for salary of short course director, $2,400.
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DEATHS
GEORGIA SCHOOL OF TECHNOLOGY: Thomas W. Fitzgerald, professor and head of the Depart-
ment of Electrical.Engineering; born, November 16, 1885; died, February 20, 1941. Came to Ge~rgia Tech in September, 1920. Gilbert Hillhouse Boggs, professor and head of Departments of Chemistry and Chemical Engineering; born, October 5, 1875; died, May i3, 1941. Came to Georgia Tech in September, 1903.
UNIVERSITY SYSTEM CENTER: Elmer R. Enlow, professor of educa~ion and mathematics;
born, January 8, 1894; died, October 31, 1941.
UNIVERSITY OF GEORGIA SCHOOL OF MEDICINE: Robert Irvin Bryson, instructor in clinical dermatology
and oncology; born, February 14, 1896; died, June 4, 1941. Richard Franklin Slaughter, Jr., professor of neurologic surgery; born, September 4, 1906; died, July 4, 1941. George Albert Traylor, professor of clinical surgery; born, October 7, 1879; died, September 15, 1941.
GEORGIA STATECOLLEGE FOR WOMEN: Miss Alice Lenore Tucker, professor emeritus of music;
born, 1887; died, March 27, 1941. Mrs. Mary T. Middlebrooks, house mother; died, February
1,4, "1941.
WEST GEORGIA COLLEGE: Bailey Gordon Watson, professor and head of the ~nglish
department; born, 1901; died, June 19, 1941.
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ABRAHAM BALDWIN AGRICULTURAL COLLEGE:
J. J. Williams, department of farm mechanics; died, October 2, 1941..
GEORGIA EXPERIMENT STATION:
Harold S. Mills, research in cooperation with the U. S. Department of Agriculture in peanut breeding; died, October 30, 1941.
THE ACCREDITING SYSTEM
Chancellor Walter B. Hill 1n 1901 said: "While Georgia claims priority in many of the forward movements of the century and a half since the adoptio~ of the Constitution of 1777, its proudest boast is in two charters: that of Wesleyan College, 1836, the first woman's college to grant a woman a degree in the world, and that of the University of Georgia, chartered in 1785, and therefore the first of American state universities. We are proud of our magna charta - a noble document."
The most remarkable features of this charter are sections XIII and XIV.
Section XIII: The serratus academicus at their stated annual meetings shall consult and advise, not only upon the affairs of the University, but also to remedy the defects, and advance the interests of literature through the State in general. For this purpose it shall be the business of the members, previous to their meeting, to obtain an acquaintance with the state and regulations of the schools and place of education in their respective counties, that they may be thus possessed of the whole, and have it lie before them for their mutual assistance and deliberation. Upon this information they shall recommend what kind of schools and academies shall be instituted, agreeably to the constitution, in the several parts of the State and
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prescribe what branch,es of eci.J.lcation shall be taught and inculcated in each. They shall also examine and recommend the instructors to be employed in them, or appoint persons for that purpose. The president of the University as often as the duties of his station will permit, and some of the members, at least once a year. shall visit them, and examine into their order and performances.
Section XIV. All public schools.. instituted or to be supported by funds or public moneys, in this State., shall be considered as parts or members of the University, and shall be under the foregoing directions and regulations.
These sections clearly show that to the mind of the author, Abraham Baldwin, Georgia was to have a complete unified system of public education from the first grade through the university and as Baldwin called it "one general and complete establishment" by the state controlled and by the state supported. The opportunity was unique, such as was afforded by no other of the thirteen American states. There was no educational tradition to be observed or opposed; there was no ministerial class assuming to direct and control educational efforts; there were no existing institutions to offer rivalry or opposition. It was a virgin field of educational experiments.
It is thus seen that Abraham Baldwin conceived of the University as the head of public education and wisely declared it to be the duty of the University to v~sit and inspect the schools and to put those worthy on the accredited list. Dr. Meigs, the first president, and Dr. Findley, the second, visited and inspected the schools as required by law for a period of eleven years and made their recommendations to the proper authorities. Whether the other presidents did or did not, the record is not clear.
In after years Baldwin's plan was modified in
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many minor matters, and in some essential particulars. The establishment in 1810 of a S"ystem of public schools gave the state supervision and control of elementary education to independent boards, and not to the Univer-
sity; high schools were later included in the public school system and the academies gradually passed under immediate local control. But the control and supervision of state supported institutions above the grade of high school rests with the Regents of the University System of Georgia. The Regents are the only agency known to the law competent and authorized to conduct the activities of the State in higher education, and it is so specifically stated in the Constitution of 1877. Baldwin's charter still stands, in its prime essentials the foundation and code of government of the first of ~~erican state universities, and has served as a model for many subsequently founded.
Historically speaking, Abraham Baldwin conceived of public education as one system, and declared it to be the duty of the University to visit and inspect the schools and to put those worthy on the accredited list. It was left to Chan~ellor Walter B. Hill in 1889 to declare that the University with its branches was a unit; in other words, a system. Our pioneers who established the University knew it should be a system in order that hearty cooperation might prevail among the units. ~o make this workable, the faculty of the University of Georgia adopted a system of accrediting the high schools of the state. Is it not strange that we waited more than a century to make effective Baldwin's plan- an accrediting system? lt was the General Assembly of 1931 which made this system effective by law - the Reorganization Act.
In 1903 the University of Georgia undertook in a definite way the building up and toe accrediting of the high schools of Georgia, a plan which was accepted by all the colleges of the state. Upon the reco!llt'I!endation of Chancellor Hill, Dr. Joseph S. Stewart was elected a member of the faculty with the title of Inspector of

High Schools, which title was changed in 1920 to Professor of Secondary Education. Immediately he began his constructive work and.in 1904_published the first list of accredited schools: seven four-year high schools, four four-year academies, and thirty-nine three-year high schools - a total of fifty schools. Gradually the number of accredited high schools has increased until the list for 1941 contains the names of 515 four-year high schools.
Prior to 1903 there were no standards to which high schools should conform and hence every high school was a law unto itself. So great was the work of Dr. Stewart that the General Education Board offered to pay the travel expense and one-half the salary of a man in each of the Southern States for similar work. In 1920 the General Education Board provided funds to pay the salary of a State High School Inspector for a period of five years./ Mr. E. A. Pound was selected for this position. Both the university and the state had high school inspectors. Pound and Stewart worked in close harmony. Dr. Stewart's title was changed to Professor of Secondary Education. In 1925, at the expiration of the five-year period, the General Assembly provided the necessary funds to pay the salary of the state high school inspector.
The original accrediting commission was a creation of the University of Georgia. So effective and efficient had been the work of the commission that Chancellor Barrow in 1920 enlarged the personnel so as to include three representatives from the Georgia Association of Coll~ges and two from the Georgia High School Association. That plan has been slightly modified so that the personnel of the commission now consists of four members. of the Georgia Association of
Colleges, four members of the Georgia High School Association, a representative of the State Department of Education, and an executive secretary from the University System - the only person who is paid. No state can boast of a more democratic commission.
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This co~ission represents all the educational ins t1 tutions (secondary and higher). Year by year the cmmnission has grown in importance and now has the confidence and respect of ali school-authorities. How times have changed! Progressive communities are no longer content with a school on the Georgia accredited list, for they demand that it shall be on the accredited list of the Southern Association of Colleges.
Today the State Board of Education prescribes the standards for accrediting the elementary schools and the standards for certification of teachers. The High School Accrediting Commission will not consider an application from a high school unless the proper authorities present a certificate that the elementary school is accredited. The State Board of Education therefore holds the whip-hand over the high schools.
Attention must be called to the fact that the State Board of Education which accredits the elementary schools is an authorized agency of the state, while the agencies that accredit high schools and colleges are voluntary organizations whose only objective is to raise and enforce standards, or to identify the acceptable and high standard institutions.
As a result of Dr. Stewart's experience and at his own suggestion a similar commission was organized within the Southern Association of Colleges known as the Commission on Secondary Schools. In recognition of his services he was chosen chairman and remained chairman for six years, in fact until at his suggestion the policy was changed to make the chairmanship rotate.
The struggles and trials through which Dr. Stewart passed are not known to the people as a whole. It was a bitter fight for many years to induce superintendents and boards of education to make the necessary changes to entitle the school to a place on the accredited list. He was severely criticized and often misunderstood, because his plans for the improvement of
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the schools required the expenditure of additional funds for more teachers, better equipment, and library ' facilities. It was.repeateQ.ly charged that the accrediting system was primarily to the advantage of the colleges and not of the pupil~ and the community. He held his ground, stated the case frankly, showed the value of a standard high school from the viewPoint of pupils and tax payers, outlined the standards that had to be met, and then accredited the schools only when the requirements had been complied with. A man of less vision and of less stamina would have yielded to the whims and wishes of those content to let well enough alone; but he realized that the only scientific quality which is constant is inertia in opposing change.
As the number of accredited schools increased, the attitude of school men, boards of education, and citizens changed. No sooner did it become known that one town had an accredited school and its rival neighbor did not that plans and money were forthcoming for a standard school. At this stage antagonism ceased and cooperation began. They now sought his advice and cooperation in helping them solve their problems. They realized that they had to keep pace with progress. The first step hAd been won.
As the accredited system grew in popularity, then began the second battle - higher standards - a four-year course instead of three, and seventy-five per cent of the faculty graduates of a standard four-year college or university. To remain on the list schools must meet the requirements and must maintain scholastic standards from year to year.
At present it is difficult for a person to be a member of a high school faculty unless that person is a college graduate. This accounts for the very large increase in the number of teachers of long and successful teaching experience attending the summer schools. Men and women who ten years ago thought a college degree unnecessary are now making real sacrifices to get that which they then considered of little value.
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Since 1938 the Joint Committee on Accrediting made up of representatives from the National Association of State Universities and from the National Association of Land-Grant Collages has-been studying the problems arising from accrediting. The Committee went on record at the outset as recognizing the necessity of accrediting agencies of some kind; only because of these is it possible to distinguish fish from fowl among American institutions. It is generally recognized, however, that there are certain evils that attach to accrediting movements and that the colleges and universities have suffered in some ways from accrediting activities, though they have been helped in others.
It was made clear that certain accrediting agencies were dominated by privately controlled institutions and were refusing recognition to practically all state institutions and employing standards, which in some parts were not adapted to conditions in state universities. It was also made clear that there were accrediting agencies that were overlapping in their -work.
The Committee also pointed out that there were too many accrediting agencies extending from an institution basis into departments and separate curricula. Duplication of effort results in laying excessive fees upon instit~tions. There are other objectionable features, but these seem to be the most.general.
In the absence of a central governmental authority it was but natural that colleges and universities form voluntary associations for developing cooperation among these institutions and deliver them and the schools. The first organization of this kind was the New England Association of Colleges and Preparatory Schools.
The Southern Association of Colleges and Secondary Schools was organized in Atlanta in 1895 at a meet-
247

ing of delegates from a number of Southern colleges and universities. The purpose of the meeting was threefold: (1) To organize Southern schools and colleges for cooperat1on and mutual' assista1'1.ce; (2) to elevate the standards of scholarship and to effect uniformity of entrance requirements; and (3) to develop secondary schools and to eliminate high school work in the colleges.
The Southern Association is composed of members who voluntarily join and willingly accept its standards. It does not des~re 1n the least to exercise authority over institutions which are not members; and it brings no pressure of any kind to have schools or colleges join its ranks. It wishes to have an attitude of inclusiveness so as to welcome those who wish to join and who are properly qualified, but .it is insistent that institutions must meet its requirements in letter and in spirit before they are accepted and after they become members.
I accept the principle of accrediting as being necessary and as being desirable in the development and conduct of American education. I believe the accrediting associations have had a long, and on the whole, a very honorable history, and I think of myself as being a friend of the accrediting movement.
I think Dr. George F. Zook, President of the American Coun~il on Education, has stated clearly and briefly the philosophy of the accrediting agencies.
It shou~d be remembered by anyone who interests himself in this matter .of accrediting that it really goes back to the fundamental fact that the United States Constitution does not confer upon the Federal Government authority in education, including higher education. That authority, hence, is reserved to the states and local communities. You are quite aware, I am sure, that states in turn, especially in the earlier days, largely
248

handed over that same authority to local communities and to privately controlled corporations. So it has been only within recent years, relatively speakir.~g, that the states have attempted to.. reassume much of the authority which they so willingly gave away in the earlier days and to private corporations.
That meant, of course, that there were just as many authorities in higher education as there were units of higher education in any of the various states in the Union. It provided indeed widespread opportunities for fraudulent practices and inferior types of work on the one hand, up to the very best and most acceptable practices.
As time went on people began to feel that they could not stand for fraudulent and inferior practices in any field of higher education. Therefore, it was suggested that in the absence of federal and state authority there be organized voluntary associations which, by identifying the acceptable and high standard institutions, would have a tendancy to eliminate thefraudulent and inferior ones. This has been a slow process, but it has been somewhat effective, especially in the field of medicine. Some of these low standard institutions have ih the past prepared doctors or engineers so badly as for them to be, in effect, a threat to human life and a menace to public health. In those instances, too, the public has been entirely-willing to see a voluntary organization, or organizations, established for the purpose of identifying the good and acceptable institutions and thereby helping to eliminate those of low standards.
There is a higher reason for the organization of these voluntary associations, namely, they operate primarily as a means of helping to raise the standard of work offered in higher institutions. Here again the public has been willing to ~ee a voluntary educational association organized for the purpose of identifying the better institutions in order that those which did
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not have such good facilities might have the stimulus of attempting to reach a recognized standard.
Not only is it. essen:t~l to have an accrediting agency for our elementary schools and high schools, QUt also for our colleges and universities. We remember with gratitude the service rendere:d by the Carnegie Foundation by its investigation, through Dr.' Abraham Flexner, of the medical schools of America. Dr. Flexner's elaborate report, based on personal visits to the medical schools and picturing in forthright language their deficiencies, was effective in putting the dishonest schools out of business and strengthening those schools which had both intelligence and conscience in this field of education.
We have to acknowledge with shame that there has been a good deal of dishonesty ~n many so-called colleges and universities and that this has not been entirely eliminated yet ahd that outside agencies qave been of some value in meeting this lamentable situation.
It is regrettable that the Southern Association of Colleges and Secondary Schools, at its annual meeting in Louisville, Kentucky, in December, passed a resolution dropping the University System of Georgia from its accredited list, effective September l, 1942. All the work done in the University System up to that date is fully accredited.
It is admitted by all that great progress has been made, that scholastic requirements have been raised, that enrollment growth has been amazing, and that the University System, an educational organization unique in many ways, has attracted national attention.
Relative freedom of the University System from entanglements since its reorganization is well known to all. There are very few so well-nigh completely free from disturbing conflicts as has been the case with the University System during the past nine years. The Georgia affair is a sporadic case, growing out of a con-
250

flict of ideals and str.ong convictions of strong personalities.
The merits or demerits or-the controversy that has arisen on this subject need not be further discussed. The first week in December, 1942, the Southern Association of Colleges and Secondary Schools will hold its annual meeting. If then our accredited relations are restored, the work done in'the University System for the fall quarter will be as fully accredited as that done before September 1.
CONCLUSION 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 Presidenta, Faculties, to the Central Office Force, and the host of friends of education, I desire to express deep appreciation and gratitude.
Respectfully submitted,
~47?.,.....
S. V. Sanfor Chancellor
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