University of Texas Austin - Cactus Yearbook (Austin, TX)

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The President ' s Message To the Students of 1921-1922: Did ou ever really stop to think about the organization and life of the University in relation to yourselves and the obligations which rest upon ou because of it? No institutions have e er been founded and maintained with a clearer object than the American state universities. They are governmental agencies, written into the organic law of the various commonwealths and sup- ported out of public revenues, to perform certain definite functions and to accomplish certain definite things. That purpose, so far as Texas is concerned, is found in the legislative act of 1858, which was an attempt to establish the University, so as to place within the reach of our people, whether rich or poor, the opportunity of conferring upon the sons (and daughters) of the state a thorough education, and as a means whereby the attachment of the young men (and women) of the state to the interests, the institutions, the rights of the state, and the liberties of the people might be encouraged and increased. In the light of this expression, therefore, the University is performing a two- fold function, one to you in equalizing your opportunities whatever may be your individual condition, and one to the state itself in the provision of an upright and intelligent citizenry, not only capable of but actively interested in taking part in the performance of public service. It is this latter which takes the University out of the list of charitable institutions and puts it in the constructive class. Its efforts do not terminate upon you as an end, but as a means to an end, so that when you have finished here you may go out into the state with a strong attachment to the interests, the institutions, the rights of the state, and the liberties of the people. The history of our country shows that governmental attitude has passed through about four stages, that is, so far as the dominant notion is concerned. At first it was largely repressive, then preventive, then ameliorative, and, finally, constructive. It is under this last that we place public education and we gauge its value largely by the time and expense which the other three still continue to consume. Whatever we may yet lack in the way of an educational, system, and of a perfected University, it still remains that for more than a generation there has been an enormous expenditure of treasure, and a great number of young men and women have gone from our school system into the active walks of life. That our own graduates have been strong and active and personally successful, I am happy to acknowledge, but I am asking you to consider now the other phase of the case. What about the interests, the institutions, the rights of the state and the liberties of the people? Have we justified our Page 26