University of Georgia - Pandora Yearbook (Athens, GA)

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D R . ' T ' HE University System of Georgia authorized in 178 5 by the General Assembly came again into being as a result of the Reorganization Act, Janu- ary 1, 1932. Today, instead of each of the state-supported in- stitutions of higher learning having a board of trustees of its own, all such institutions con- stitute the University System and are under the control of a single board known as the Re- gents of the University System of Georgia. History is always repeating itself. Under the Regents drastic changes have been made, all of which have resulted in a more efficient and a more modern sys- tem of higher education. What- ever has been done, has been done for the best interest not only of the taxpayers but also of the boys and girls of the State of Georgia. There can never be a reorganization in in- dustry or education without heartaches, but as far as possible these were reduced to a minimum. All realize without progress there is stagnation. With the reorganization has come the dawn of a brighter day not only for higher education but also education in the elementary and secondary schools. The Chairman of the Regents in his 1934 report to the Governor of the State says: Never has there been a time when the different units in the University System were so fully co-operating and working together as at present and never has there been a time when the System was rendering as efficient service to the State or was as thoroughly conscious of its duty to the State. While this is expressed opinion of Chairman Smith, It also seems to be the judgment of the most thoughtful and constructive citizens of Georgia. Another significant movement in education has taken place with the creation of the Regents — a closer and a more cordial relation between the Regents and the State De- partment of Education. Strange as it may seem, this is the first time in my long edu- cational career that the friends of higher education and of the public school system are working in co-operation for better educational facilities for the boys and girls of Geor- gia. The ultimate objective of these two educational bodies is a state-supported system of education adequately financed from the first grade through the University System. Today we recognize, as do other states, that a university is as much an integral part of the educational system as the elementary and secondary schools. A structure must have a top as well as a foundation. A state that deprives its best brain of the highest training is just as unfair as one which denies the best elementary training to some of its children. It does not merely deprive some boys and girls of their chances, but the state proceeds to rob itself of that trained service which it most needs. Higher educa- tion, secondary and elementary education must constitute one unit. The foundation Sanford

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FACULTY

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S A N F R D on which our system of education rests is the idea that an enHghtencd knowledge is a source of power and that our hope of the future rests upon the education of all the people. That the General Assembly may get this conception of education is the wish of all those who have devoted and are devoting their lives to the cause of education. But let us turn from the consideration of education in general to the University, the institution you have selected as your Alma Mater. This University is in large measure the gift of its loyal alumni. The most beautiful buildings on the campus, largely the gift of the alumni, attest their devotion, but a higher testimonial of the af- fection and loyalty of the alumni is in the large number of their sons and daughters now registered in the University. So long as the University can hold the admiration, con- fidence, and love of its alumni, it is safe. This does not mean that we should be satisfied — it simply provides another reason why we should labor unceasingly to carry forward this institution to higher levels. It is gratifying to know that the alumni of this University take their places beside those of the alumni of other more favored institutions in finances only — in industry, in education, in law, in medicine, in statesmanship, etc. Intelligent direction of affairs and severe sacrifices on the part of the faculty have largely accounted for our progress and for our being able to keep the University a member of all the worth-while stand- ardizing agencies. The function of a modern university is to meet the needs of the age and the society it serves. The institution cannot be narrower in resources than the civilization it serves, if it is to train men and women for life. The curriculum must be so widened as to be intimately related to all the problems of our times. The subjects in the curriculum and the presentation of them should give the student an understanding of all aspects of our present and of our immediate or oncoming life. In other words the curriculum should be such as to make men and women socially co-operative. It is for that reason as well as many others that the University has introduced the survey courses. Without going into details as to the value or nature of the survey courses in the natural and biological sciences we can say for example of the social science course that it proposes to help the student to think through clearly and dispassionately his racial experiences as a process of social evolution from the simple to the comolex with recur- rent periods of disintegration and generation, so that he may understand how his civilization came to be what it is, and also to learn the means of social control and how progress may be maintained without the sacrifices of social stability. To supplement the work done in the classroom each year the outstanding men and women of America are brought to the University for the entertainment and instruction of the students. These are made available through the University, the Institute of Public Affairs, the Georgia Press Institute, the Barrow Lectures, and through many organizations that meet as guests of the University from time to time. Some of those with us during the year were Arthur Brisbane, Marlen Pew, Drew Pearson, and many Georgia authors. Dr. Daniel A. Poling, Secretary Henry A. Wallace, Assistant Secre- tary M. L. Wilson, Dr. Felix Morley, Dr. Samuel Crowther, Dr. Frank Darvall, Dr. Grover Clark, Dr. H. P. Willis, and others. Great and constructive as all these changes have been, the most hopeful sign has been in the attitude of the students towards their work and in the vital interest they have taken in suggesting to the administration helpful policies both in administration and in higher scholastic ideals. The administration encourages and welcomes ideas and suggestions from its students, alumni, and friends. In conclusion we ask you, particularly those of you who receive your degrees this year, to aid us in building a greater educational system and a greater University. The University and Georgia have done much for you and now it is for you to do much for the State and the University.