University of Connecticut - Nutmeg Yearbook (Storrs, CT)

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'V .,..' 4-,f.,.A-'tr - ,N .. -fr Fi fy., sg ,A -.12-Q'-. -.jg .1 : -N 1- , '. , ,49-..:-w'- ,bl fb- .,,'-,K -.14 -.. 1 .E-' 5- . -fi .Q---,..,s,. ., .G ., - , L .,C,7--,:- L . .'. -.- ,, .-t .A .-1 ,A,., -' f gl ,-.j - -gk --.'-, 45,-j.--.- -H V : f- .- .-. - . -v- - ,- :'. , 1 - ig M DUCK POND Students seemed to feel this name was in- appropriate and changed it first to Frog Pond, no great improvement, and finally to Swan Lake. Pictured in the background from left to right ,are the Experimental Lab, the Chemistry Lab, the Main Buildings and the Water Supply Tower. Students relax in a game of ice hockey on Swan Lake. In the background is the Storrs Experi- ment Station after the Chemistry 5 Lab burned. controversy as to the ultimate aims of the college arose again. Newspaper editorials incited by a deficit of 335,000 at the college wanted to know of what value courses such as English Literature, French and German were to the farmer, and once more public fervor was aroused, with the Grange leap- ing to the defense of the school and its agri- cultural purposes. The General Assembly in 1925 limited the enrollment to five hundred students a year, and for a time this seemed to satisfy those elements in the state who feared its growth to a state university of immense size. Student activities flourished, never- theless, and in this period athletics steadily progressed with intercollegiate schedules in football, basketball and track. President Beach retired in 1928 after twenty years of service and was succeeded by Professor Charles Gentry who one year later turned his position over to Dr. George Works. Dr. Works' connection with the college was brief, for in the spring of 1930 he tendered his resignation to accept an- other position. 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The college celebrated its fiftieth year as an educational institution under Presi- dent McCracken in 1931. His administra- tion was marked by thfe recognition of the college by regional and national associa- tions. Some of the outstanding schools in the nation began to give consideration to its graduates for admission to their gradu- ate and professional schools. With the national economic picture at a new low the school suspended its expan- sion until the New Deal ushered in a new economical framework for a paradoxically bankrupt yet immensely wealthy nation. Firmly rooted in an educational founda- tion desiring to educate for democracy, Connecticut was ready with the advent of the new decade to turn out a group of in- telligent and useful citizens into a world, battered and tired, yet eager to regain its economic footing and share once more its security and happiness. . 1 .. 4,1

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