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Page 17 text:
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The university has always stood as a monument to the import and re- levance of learning . . . and has inspired men to do and to say things which needed doing and saying . . . since antiquity education has been highly valued by some, mistrusted by others, and sometimes ignored ... but it has changed the world ... its benefits, its value both for individ- ual self-fulfillment and to the group it serves is undeniable ... for a uni- versity is a challenge to reflect, to think, to ponder . . . and to act . . . to react, in personal terms and in a larger, more universal frame of refer- ence ... to respond to a fascinating network of human annotation, inter- pretation, and manipulation of what was there somewhere in the distant past ... to deal with the world man has created, superimposed upon a spinning, burning cinder called the earth ... a university pinpoints the challenge: focuses it . . . helps to sharpen its nebulous outlines, helps to categorize it, helps define it . . . helps underline the need for redefinition . . . and recognition ... for it teaches the youth to ask why and then never to be satisfied ... to ask himself questions, tantalizing because of im- mense possibilities . . . because of an unfolding awareness of the vast- ness of life . . . because of what is, after all, a dynamic struggle in a won- derfully complex system of contingency ... a university awakens men . . . and their faith that a university can teach, can be a source of wis- dom ... so that men can better know what to do ... to do what is right . . . and to search into the hidden springs of human motivation . . . and conduct . . . universities have been revered and remembered as great not only for what they did at the moment but also for the service they rendered to countless generations . . .
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Page 18 text:
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Thus at a time when the sheer quantity of knowl- edge has proliferated . . , when every facet of learning has become diffused in every direction . . . when educational quality has increased stag- geringly . . . when students arrive in droves . . . as a university which attempts to keep the pace . . . the University of Georgia encounters a thou- sand problems ... of time and space.
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