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

Page 25 text:

GOVERNOR OF THE STATE Probably no intelligent citizen in the State of Arkansas, who is interested in the welfare of his state, the nuture and propaga¬ tion of culture and progressive thinking, and the education of his children and the children of his friends and neighbors, can fail to take an active interest in the progress of the Uni¬ versity of Arkansas. The people of the State can well afford at this time to regard their state university with approving eyes, and welcome comparison of its standard of excellence with that of almost any other state university in the United States. It is only to be hoped that the present unfortunate condition of the state’s governmental finances will not be reflected over-much in a depreciation of the university’s admirable administration, faculty and equipment. The state appropriations for the university have been measureably reduced; but this can only be regretted: it has been a move dictated by necessity. Governor J. M. Futrell STATE OF ARKANSAS But the University has more than ever the united and intelligent support of every kind but financial—of the entirety of Arkansas’ intelligent citizenry: it hoped sincerely that soon a sub¬ stantial increase in financial support may be possible, that Arkansas’ admirable state institution of higher learning may progress, expand, and continue to exercise its salutary effect upon the present and future conditions of the state’s culture and social order.

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PRESIDENT OF UNIVERSITY The birth of the state university idea, and the rise and growth of state universities in America, constitute one of the most remark able developments in the history of education. In the first half of the nineteenth century there existed a few institutions which were known as state universities and which re¬ ceived some help from the state government. It was not, however, until after the passage of the Land Grant Act by the Federal Con¬ gress in 1862 that the real development of the American state University began to be accel¬ erated. While some of the great state uni¬ versities of the United States are not land grant colleges — that is to say they do not comprise as a part of their organization the state agricultural and mechanical college— without question the impetus that was given to the higher education of the masses of the people by the federal land grant act has done more than any other one thing to increase the development of all state universities. The state university campus is a place where people of all places, of all political parties, and of all religious faiths meet upon a common ground. The state universities as a class have done more to bring higher education within the reach of the masses of the people than any other influence. In most of the states the state university is the dominating institution of higher education. The University of Arkansas, while founded later than many state universities, and while for the first thirty years or more of its existence being a small and struggling institution, is a typical example of the manner in which American state universities have served their constituencies. In these trying times that the nation is now facing, the state universities will help to carry on the torch of learning. They will suffer from reduced incomes and they will be unable to make improvements and to carry out expansions which they have been contemplating, and which would be for the benefit of their people. But with the aid of their loyal faculties and their devoted alumni and students they will maintain their service to the public on the highest possible plane, and when the clouds that temporarily obscure the sky have rolled by, they will be found to be in the future, as in the past, among the guiding stars that are leading America on to a greater destiny. President John Clinton Futrall UNIVERSITY OF ARKANSAS

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DEAN OF MEN When a certain event seems to be fol¬ lowed inevitably by a certain resultant event, we associate the theory of cause and effect” with these two events. If, for example, a book is released from the hand, it falls to the earth. Here the force of gravity is the cause, and the acceleration of the falling book is the effect. In some cases both the cause and the effect may be understood; in other cases the cause may be understood while the effect may not; in still other cases only the effect may be understood; and in some, neither is under¬ stood. Consequently, in speaking of this cause and effect relation, we can not ab¬ solutely state that one will always definitely follow the other, but from our many observa¬ tions of nature we can imply that nature will always act in the same manner when the cir¬ cumstances are the same. Two circumstances, time and place, do not enter into this relation. Here at the University during the past few years, the workings of cause and effect have become very evident, though in this particular relationship we have entering into it the varying equation of the individual student, and nature has never made this variable into a constant. For this reason, while we know there must be a cause for the very evident effect on the campus, we can only guess as to what it is. Dean G. E. Ripley Although I can not be certain as to the reason for the development of this so marked and so worthy effect upon our student bdy, I do know that it has made our students more serious, more studious, and more sincere, and that this change has been a very decided one for the better.