University of Arkansas Fayetteville - Razorback Yearbook (Fayetteville, AR)

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The Graduate School +..-H- -. -V - --- -.-- - .1.. - -L1, -.,-- ..-. - .-.- - -.-- -M-----n-i-m--------.-n----.- -,-- -----n---.-----u----n--m- - - ---H----P HE student in his first year of graduate work has two aims: He l endeavors, by learning from others, to increase his knowledge of his chosen subject, and he tries to learn something of methods in re- search which will enable him to carry on his studies independently, to increase not only his private stores of knowledge but also the general knowledge of mankind. In accordance with these two desired ends, he undertakes two kinds of work, namely, courses of lectures or reading or laboratory experiments from which he expects to gain more information than he has already come into possession of from his undergraduate studies, and the solution of the problem by which he hopes to discover what DEAN J- C- JCRDAN has not before been known. Small as his discovery may be, it yet has been independent, and it is his own. The graduate school of the University of Arkansas, like all other graduate schools, keeps these two principles in mind. It requires of its students the pursuit of advanced courses under instructors competent to give them, and the completion of a thesis designed to test ability to do original work. The degree of concentration is naturally much more intense than in the undergraduate college, for the graduate student confines himself to two closely related fields of knowledge. His choice of courses and his thesis problem are limited by this consideration. His studies are in many respects free from the ordinary restraints of undergraduate work, but the pur- pose of graduate work he must constantly keep in mind. He must remember that interest and independence are more essential than formal requirements. A graduate school cannot be created out of hand. It must be constructed upon a significant under- graduate life, and not something imposed from above. You cannot, therefore, give sound graduate training without giving sound graduate work. It is impossible for the University of Arkansas to offer the Ph. D. degree at present for these very reasons, but with the present library and research facilities, the splendid faculty, and the program of work outlined for graduate work, we are able to give a master's degree with a pedigree behind it. To do this, however, absolute cooperation between students and faculty members is necessary.

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President John Clinton Futrall -1----v-------------------------------------------------M--------------------I-----------------------.-...-.q. IT is with no inconsiderable degree of satisfac- tion that I look back over the eighteen years that have elapsed since I became the chief execu- tive of the University of Arkansas. I make this statement without apology, for the progress that has been made represents the achievements of many able and loyal men, not only in this period but of an earlier generation. During these years, in the face of the es- tablishment of almost a dozen other colleges in the State, and in spite of an elevation of standards for entrance and for graduation, the number of students on the campus has trcbled. The library has grown from a miscellaneous collection of 15,000 or 20,000 books to a well organized library I . of approximately 100,000 volumes, and is now pRES,DEN-1-JOHN CLINTON FU-TRALL rated as one of the best university libraries in the UNIVERSITY OF ARKANSAS South. Technical and scientific apparatus and equipment have increased in the same ratio. Two of the best and most beautiful educational buildings in the nation have been erected. In the general estimation of the public and of educators, and in accordance with a published report of the North Central Association of Colleges and Secondary Schools, the quality of the faculty of the University of Arkansas is of an unusually high order. lum has been extended to include law, business administration, journalism, home economics, The curricu and other subjects. There has been a notable increase in the amount of research work done by faculty scholars. A graduate school has been established. The institutionhas begun to take on the atmosphere of a real university. The influence of the University has been widely extended through direct contacts made with thousands of citizens in all parts of the State. , The University has, however, still great problems to overcome before it can be the i-mportant factor in life and development of the State that a great university may be. For this purpose it needs money for build- ings,-for equipment, for better faculty salaries, for scholarships and student loans. The solving of these prob- lems is one that calls for the best efforts of the University governing board, the administration, the students, the alumni, and all friends of education in the State.

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College oi Arts and Sciences +.-..-..-......-..-..-..-..-...- -..-..-.......-M...........-..-...........-.......-..-.......-..-......-..-.......-..-..-ng. l HI CALL therefore a complete and generous education, that which fits a man to perform justly, skillfully, and magnanimously all the offices, both public and private, of peace and war, said John Mil- ton, writing in 1644 of what he spoke of as a 'lbetter education than that in vogue. The wording of that definition might be changed to bring it within the range of the peppy English of our day, but r a better definition of the aims of liberal education has yet to be , drawn. Perhaps the next generation will be able to omit of war. Modern science and industry have added a multitude of facts and .t .- machines unknown to Milton, have created hundreds of trades and professions which the creator of Paradise Lostl' could not have DEAN V' L' JONES imagined, even though he was familiar with the new philosophy of Bacon, and had met at Florence the great Galileo who had invented the optic glass that was to bring the rest of the universe close to us. No one can learn more than a small part of the knowledge that man has accumulated, still less can he per- form skillfully all the public duties or the private trades now so numerous because of the complexity of our civilization, but a properly educated person should be able to know the meaning of these duties and these grades, and their relation to the past and the future. He should know the method by which scientists pio- neer beyond the border of known facts. He should be able to distinguish the important among the shifting currents of civilization. He should be able to find uses for his leisure that would minimize the horrors of an old Age of Cards. There is abundant proof in human experience that may have found such values as those in liberal edu- cation. There is no reason why liberal education should not, in greater degree, continue to serve some of rhe most deeply-rooted desires of humanity. The' continued development of machines promises vastly more leisure for a multitude of persons than the present offers. Technological unemployment, the five-day week, over- crowded professions, elimination of middlemen, a surplus of farmers, or coal miners-with such terms we are already familiar, and they promise to figure even more largely in the future. For all these and for other contingencies it is well that the man of the next genera :ion be prepared to understand the meaning of all the offices, public and private, of peace, and to perfzrm whatever work he is fitted to do in the light of that knowledge. I '