Front Cover
 Title Page
 Table of Contents
 The report of the president of...
 The ABC's of the university's dramatic...
 Facts and figures reveal a story...
 War activities of the University...
 Historical development of colleges,...
 Is the University of Florida to...
 Reports of the deans and administrative...

Title: University record
Full Citation
Permanent Link: http://ufdc.ufl.edu/UF00075594/00209
 Material Information
Title: University record
Uniform Title: University record (Gainesville, Fla.)
Physical Description: v. : ; 24 cm.
Language: English
Creator: University of the State of Florida
University of Florida
Publisher: University of the State of Florida,
University of the State of Florida
Place of Publication: Lake city Fla
Publication Date: December 1950
Copyright Date: 1950
Frequency: quarterly
Subject: College publications -- Periodicals -- Florida -- Gainesville   ( lcsh )
Universities and colleges -- Periodicals -- Florida -- Gainesville   ( lcsh )
Agricultural education -- Periodicals -- Florida -- Gainesville   ( lcsh )
University extension -- Periodicals -- Florida -- Gainesville   ( lcsh )
Teachers colleges -- Periodicals -- Florida -- Gainesville   ( lcsh )
Law schools -- Periodicals -- Florida -- Gainesville   ( lcsh )
Genre: government publication (state, provincial, terriorial, dependent)   ( marcgt )
Dates or Sequential Designation: Vol. 1, no. 1 (Feb. 1906)-
Numbering Peculiarities: Issue for Vol. 2, no. 1 (Feb. 1907) is misnumbered as Vol. 1, no. 1.
General Note: Title from cover.
General Note: Imprint varies: <vol. 1, no. 2-v.4, no. 2> Gainesville, Fla. : University of the State of Florida, ; <vol. 4, no. 4-> Gainesville, Fla. : University of Florida.
General Note: Issues also have individual titles.
 Record Information
Bibliographic ID: UF00075594
Volume ID: VID00209
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: ltuf - AEM7602
oclc - 01390268
alephbibnum - 000917307
lccn - 2003229026
lccn - 2003229026

Table of Contents
    Front Cover
        Page 1
        Page 1a
    Title Page
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    Table of Contents
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    The report of the president of the university
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    The ABC's of the university's dramatic progress
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    Facts and figures reveal a story of forty years of slow but steady growth (1905-1945) five years of unparalleled expansion (1945-1950)
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    War activities of the University of Florida
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    Historical development of colleges, schools, and other teaching and research divisions
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    Is the University of Florida to go forward?
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    Reports of the deans and administrative officers
        Page 99
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Full Text

The University Record

of the

University of Florida


For Biennium Ending June 30, 1950

December 1, 1950

Published monthly by the University of Florida, Gainesville, Florida
Entered in the post office in Gainesville, Florida, as second-class matter,
under Act of Congress, August 24, 1912
Office of Publication, Gainesville, Florida

Vol. XLV

No. 12


of the
to the






The Provost for Agriculture ................ ---------- ------------ 99

The Dean of the College of Agriculture --------------- -- 99

The Director of the Agricultural Experiment Station 103

The Director of the Agricultural Extension Service 118

The Dean of the College of Architecture & Allied Arts 136

The Dean of the College of Arts & Sciences -------------- 137

The Dean of the College of Business Administration --- --- 146

The Dean of the College of Education 153

The Dean of the College of Engineering -- 156

The Director of the Engineering & Industrial Experiment Station ___166

The Dean of the Graduate School 187
The Dean of the College of Law ----------------188

The Dean of the College of Pharmacy -------------- 191

The Dean of the College of Physical Education, Health, and Athletics 194

The Dean of the University College 195

The Dean of the General Extension Division 197
The Coordinator of the Military Departments --------- ---- .__203

The Director of the Division of Music ----------- ----... 204

The Director of Alumni Affairs ..........---------------- --205

The Business Manager ......---------------.-----.. 206

The Director of the Cancer Research Laboratory 217

The Director of the Institute of Inter-American Affairs ------- 221

The Director of Libraries -------------- ----.---......-- 223

The Acting Director of the Florida State Museum ----------...226

The Director of the University of Florida Press ----------- 228

The Director of Public Relations ------------------ .... 229

The Registrar --------------------------- 232

The Dean of Student Personnel ..... ------ ----------235

The University Examiner ----------------------- .... 242

To The Honorable,
The Board of Control of the State of Florida


The biennial reports of the deans of colleges, directors of schools and divi-
sions, and heads of departments, submitted herewith, are so complete in regard
to the detailed operations of the units under the respective jurisdictions that
further comment seems unnecessary. They constitute a splendid record of ac-
complishment for the period beginning July 1, 1948, and- ending June 30, 1950.

As we stand at the threshold of the second half of the Twentieth Century, it
seems the part of wisdom to take a good hard look down the road we have
traveled since opening our doors to the youth of the State at Gainesville in
1905 as an institution of higher learning. We shall merely touch upon the earlier
stages of the University's development in the nineteenth century up to the
passage of the Buckman Act of 1905. Even as statesmen may profit from a know-
ledge of the forces of history, and especially the historical facts relating to their
own country, thereby enabling them to become better public servants, so may
those responsible for the education of youth, especially Florida youth, profit from
a knowledge of the factors which have influenced or retarded the progress of edu-
cation in the past, and thereby plan to improve upon the good or eliminate the
bad as the future unfolds.

Accordingly, I am respectfully submitting, for the consideration of the
Board of Control, a mid-century review of the University of Florida. The story
is one which has been written largely by the University itself and should be of
interest to the people of Florida to whom the institution belongs. As the chief
administrative officer of the University and the one honored with its leadership,
I should like to point out certain broad implications at the story's end and to
chart the course, as I see it, for the future.

In submitting the biennial reports of the University and this mid-century
review, may I express my very deep appreciation to the members of the Board
of Control, the Board of Education, the Florida Legislature, and to all others
who exercise leadership over us for their help and support during the exciting
and remarkable years we have tried to record.

Respectfully submitted,

J. Hillis Miller, President
University of Florida




Introduction The State of Florida-The First Choice of the Nation
Chapter I The ABC's of the University's Dramatic Progress
Chapter II Facts and Figures Tell a Story of Growth
Chapter III War Activities of the University of Florida
Chapter IV Historical Development of Colleges, Schools, Other Teaching
Units and Research Divisions
Chapter V Is the University of Florida to go Forward?
(The Leaders and the People Must Decide)



I had been in Florida only five months when I wrote concerning her as follows:
I see her as the land of glorious sunshine, rich with Nature's most
lavish gifts, and inhabited by strong, energetic, ambitious, hopeful, and
happy people who will ultimately completely possess her, not as an "adoles-
cent, irresponsible and incorrigible state," but as a fully mature state that
is characterized by economic security, high culture, and good manners, and
that offers leadership among the political subdivisions of the world.
The State of Florida has a population of between two and a half and
three millions, 53 per cent of whom were born in other states, and this
population is increasing at the rate of approximately one hundred thou-
sand every twelve months. The State has hotel and other tourist accom-
modations sufficient to take care of approximately three million visitors
a year. She has good railroads and bus lines, and of her fifteen Federal
highways, eight have international connections. Her passenger steamship
lines and air lines connect her with every part of the nation and the world.
Florida is the gateway to her great international neighbors to the South.
She is the great American home.
Within her 3,751 statute miles of tidal shore line extending from the
northern boundary on the Atlantic to the western boundary on the Gulf,
and within her 58,666 square miles of area, of which 3,865 square miles are
water surface, she could contain the states of Maine, Vermont, New Hamp-
shire, Connecticut, and Rhode Island. Nature's blend of sunshine and
water and ocean breezes in Florida led ancient men like Ponce de Leon to

call her "the Land of Flowers," and both ancient and modern men to choose
her for their habitation.
The State of Florida is on the way to becoming one of the wealthiest
states in the Union. This fact implies agricultural, industrial, engineering,
professional, educational, recreational, cultural, and research activities
quite beyond anything we have experienced in the past. These activities,
in turn, demand statesmanship of the highest order in governmental and
educational services if the State is to achieve her ultimate destiny.

After three years and a little over one month of residence here, we would
like to amend our descriptive statement concerning Florida, and to elaborate
our original concept of statesmanship, which we believe to be essential to
further progress in this great State.
Many factors justify the phrase "Florida-The First Choice of the Nation."
All of us know that all of the ore hundred and fifty million people in the United
States would like to come to Florida, but we simply do not have room for all of
them. However, many of them have exercised their discretionary prerogative to
choose the place of their habitation. Between 1930 and 1950, the population of
Florida increased by 86 per cent, while that of the nation as a whole increased only
23 per cent. In this period Florida's increase was greater than that of any other
state. From 1940 to 1950 our population expanded by 46 per cent. In 1950,
Florida is the home of nearly two million eight hundred thousand people. Al-
though the details of the 1950 census are not yet at hand, the 1940 census tells
us that the proportion of young and old in Florida in that year were almost
identical with the age distribution for the entire nation. Another observation
is the fact that a very large number of people have atoned for their mistake in
failing to choose Florida parents by coming here later in life. During the years
1940 to 1948 the "in-migrants" contributed more to our population growth than
did the ,excess of births over deaths.
Florida is also "the choice of the nation" by virtue of its increase in per
capital income. Since 1919, Florida has had a gain in income of 676 per cent.
This is to be compared to a gain of 226 per cent in the Southeast and 198
per cent in the United States. Despite the fact that from 1929 to 1949 per
capital income payments in Florida increased by 128 per cent, as compared with
96 per cent for the country, and despite the fact that our per capital income was
the highest in the Southeast, we have not the slightest reason for believing
that we shall not witness still further increases in per capital income in the years
that lie ahead.
Among the sources of this income, the tourist trade is the greatest single
contributor. It is estimated that of the 4,700,000 tourists who came to Florida
last year, 1,300,000 found their way to us last summer. Money spent by tourists
spills over into many fields of effort. In 1949, Florida derived 32.4 per cent of
her income from trade and service occupations-the highest percentage of any
state in the country. Among private ,enterprise contributors to income, agri-
culture ranks second with 10 per cent, and manufacturing payrolls alone are
third with over 7 per cent. Substantial additional income flows from construction,
communication, transportation, utilities, finance, education, and government.
It behooves us to take a look at the growth of agriculture in Florida. Figures
for the early years are meager, but on the basis of all available data, it is esti-

mated that the cash income to Florida farmers in the year 1900 was approxi-
mately $35,000,000. By 1920, it had increased to $119,844,000. The latest figures
available for 1949 reveal that the total value of agricultural products sold by
Florida farmers and cattlemen that year amounted to $435,134,000.
Perhaps the dollar value of our products is not itself the sole criterion of
growth. A few data on volume production may be pertinent, and while de-
pendable data for a longer period are not available, those for the last twenty
years pretty well tell the story. In 1930 Florida produced 7,000,000 boxes of
oranges. By 1949 the production had increased to 58,500,000 boxes. Field corn,
in 1930, totaled 5,886,000 bushels; in 1949, 8,983,000 bushels. Sugar cane for
sugar, in 1930, totaled 27,000 tons; in 1949, 1,124,000 tons. Peanuts, in 1930,
totaled 26,500,000 pounds; in 1949, 51,255,000 pounds. Snap beans, in 1931,
totaled 4,508,000 bushels; in 1949, 7,368,000 bushels. Celery, in 1932, totaled
1,743,000 crates; in 1949, 6,170,000 crates. Irish potatoes, in 1931, totaled
1,505,000 bushels; in 1949, 5,370,000 bushels.
In 1930 there were 590,000 head of cattle on Florida farms and ranches. By
1949 this number had increased to 1,392,000. Now we are told that cattlemen
from Utah, Texas, and Michigan are coming to Florida and purchasing hundreds
of thousands of acres for the purpose of raising cattle. We have witnessed the
migration of people to Florida. We are now about to witness the migration
of cattle and swine. Can it be that some mid-century version of Noah's Ark is
the benevolent and compensatory result of what the Governor has chosen to
call the zephyr-like breezes that have blown over our fair State in recent years?
Agriculture and industry go hand in hand. Millions of dollars are spent
in the production of our products, even before the farmer's cash income itself
enters the picture. Florida requires some 850,000 tons of fertilizer a year. Our
agriculture requires enormous tonnages of manufactured goods, including such
varied materials as tractors, implements, crates, bags, lumber, trucks, rail-
road cars, and the like. Established industries in Florida already supply many
of these products necessary to our agriculture. With its expansion, they expand.
A few years ago, Florida's economy was based upon lumber and timber, rosin
and turpentine, a young citrus industry, and a few other enterprises. The State
demonstrated during the war that she could carry on manufacturing enter-
prises of considerable proportions. Today, industry in Florida is well above
the prewar level, and trade as a whole is 35 per cent above the national average.
Pulp and paper netted 72 million dollars as far back as 1945 and have unquestion-
ably increased since that time. Many other industries are on the upswing. In
view of the Governor's commendable program of industrial expansion in Florida,
we cannot begin to predict the ultimate realization in this regard.
There are so many ways to illustrate the tremendous economic development
of Florida that one can almost choose at random. Take the realty field. For
the first six months of 1948 the total urban building construction in the United
States amounted to $3,555,063,000, or $25.50 per capital. In Florida, for the
same period, it amounted to $136,468,000 or $60.20 per capital. For the first six
months of 1949 the urban building construction for the United States totalled
$3,453,200,000, or $24.75 per capital; but in Florida it totalled $125,509,000, or
$55.80 per capital. We can approach the subject from another perspective.
During the first six months of 1949 the State of Florida, both urban and rural,
passed the quarter-billion dollar mark ($257,500,000), and led the South Atlantic



States in new building construction. If population is taken into consideration,
Florida surpassed such states as Illinois and Massachusetts and almost equalled
California. It was far ahead of many other states in the North, East, and West.
We are proud of our State, and we glory in her phenomenal growth and
development. The progress of which we speak was not preordained and auto-
matic. The fundamental laws of cause and effect have been operating. Space
does not permit me to analyze all the causes, and, furthermore, I would not
presume to know how to assess all of them in detail. I am an educator with
responsibility for administering the vast program of education, training, re-
search, and experimentation at your great state University. .1 do feel capable of
defending the thesis that education, training, research, and experimentation has
played the leading role in the development which we have analyzed all too briefly
in our preceding remarks.
On numerous occasions I have called attention to a study which revealed
that for every $100 earned by a farmer with no schooling, $375 was earned by the
farmer with "short course" college training, and $522 by the farmer with full
four-year college training. Moreover, the college man earns an average life
total of from $160,000 to $200,000 during his life span from college to retirement,
which is $72,000 more on the average than the high school graduate's earning
of $88,000. In this connection, the following educational findings of the National
Chamber of Commerce are worthy of serious consideration:
That education is an essential instrument through which commerce,
industry and agriculture can be expanded in rising degree;
That every community should ascertain its own educational status and
economic condition, and set to work to utilize education as a lever for its
own advancement;
That the cost of education is an investment that local citizens and
business can well afford in increased measure;
That mere technical education is not enough, and that cultural education
must accompany technical training to develop the appetites of the people
for a better living; and
That to maintain a representative republic under the system of private
endeavor, initiative and direction, business must discover basically sound
measures for the expansion of our dynamic economy, and that education is
an essential instrument in that expansion and that it is, therefore, a chal-
lenge to American business.
There it is, straight from business headquarters. Obviously, there is a high
correlation between the amount of higher education and salaries earned; there
is a high correlation between the amount of higher education and rental value
of homes, per capital retail sales, magazine circulation and telephone service,
and many other business indices with which you are familiar.
If space permitted, I would like to point out the relationship between every
phase of the University of Florida and the economic and cultural development
of the State. I would show how indispensable our general education program
is for the training for sound citizenship and social responsibility, what our
great professional schools have contributed in the fields of education, law, phar-
macy, architecture and the arts, music, agriculture, forestry, all branches of
engineering, business administration, real estate, insurance, health and physical
education, sanitation, and many others. I would show what our fine military


department has contributed to national defense. Iwould show what our research
in electronics and meteorology contributed to the winning of the last war. I
would show the work our scholars are doing in all the fields of science through
their scholarly publications and great teaching. I would show what our bureaus
of research and statistical analysis are contributing to the on-going progress of
this great state. A few fairly specific references will illustrate my point.
The Agricultural Experiment Station is a department of the University which
lives day by day in close proximity to the tough and realistic problems confronting
all phases of our tremendous agricultural industry. The Station has a staff
of approximately two hundred trained research scientists. Almost half of
them are located at the main station on the campus, where projects are con-
ducted in twelve research departments. The others are located at various points
in the State, in the comprehensive network of branch stations and field
There is little doubt that the growth of agriculture in the State's economy
has been directly associated with the practiced application by our producers of
the results of research. Florida's agricultural industry has had its unique
problems. In many cases, farming methods are different from those of states
to the north. We are a long distance from our market centers. Our climate,
beneficial in so many respects, permits insects, diseases, and parasites not so
prevalent in states with cold winters and less rainfall. Our soils, for the most
part, are not fertile in the natural state. Many of our crop varieties must be
adapted to growing in the winter season.
Let us look at a few of the specific accomplishments of the Station and try
to translate a few of them into dollars and cents.
One of the first contributions of the Station to the income of Florida began
in 1888, when Station chemists analyzed phosphate deposits in Florida and the
information thus obtained, plus that secured in subsequent years, formed the
basis of Florida's great phosphate mining industry, which has produced well
over a hundred million tons of commercial phosphate valued at $400,000,000.
In 1902 the Station introduced and demonstrated the value of the velvet
bean as a cover and feed crop, worth over $2,000,000 annually to Florida and
$10,000,000 to the South. Subsequently the Station, in cooperation with the
U.S.D.A., likewise introduced crotolaria, lupine, and hairy indigo. These are
planted on hundreds of thousands of acres.
In 1929 the cause and remedy of salt sick of cattle was discovered by Dr.
R. B. Becker and others of our Animal Industry Department, a deficiency disease
causing losses to cattlemen of as much as $3,000,000 annually.
In the early twenties, a serious soil-borne disease, known as blackshank,
appeared in the Quincy shade tobacco area and all but wiped out the industry.
Dr. W. B. Tisdale, of our Plant Pathology Department, succeeded in developing,
through plant breeding, a resistant strain of tobacco known as Rg. This variety
is still grown almost exclusively, and is credited with saving in that area an in-
dustry worth from five to eight million dollars annually.
The Florida Station introduced the Tung Tree and developed most of the
cultural methods which resulted in the establishment of a new industry in the
State. In 1945 the value of Tung oil to Florida growers amounted to about $1,-
250,000. Drs. Wilmon Newell and Harold Mowry pioneered in this Tung

When the huge Everglades sawgrass peat area was drained, it was found
that very few crops could be grown because of an unknown soil deficiency. Dr.
R. V. Allison, cooperating with workers of the U.S. Department of Agriculture,
found that copper was one of the limiting factors and that application of from
40 to 100 pounds of copper sulfate per acre every two to four years made
possible the growth of crops worth millions each year to that area, including
sugar cane, snap beans, celery, and others.
In the field of citrus, an outstanding contribution was the determination of
nutrition needs, above ordinary fertilizer elements, which revolutionized citrus
grove management and resulted in exceptional thrift of trees, better fruit color
and quality, much greater yields, overcame alternate year bearing of seedy
grapefruit, and increased cold resistance of trees. The Station has been no
small factor in assisting the rise of Florida to its present status as the world's
largest citrus-producing area.
Space does not permit detailed discussion of its other contributions. A few
more will be mentioned in the briefest form to indicate the scope of its activities.
Controlled crack stem of celery in the Sanford area by application of borax
with the regular fertilizer.
Discovered control of brown rot of potatoes, bronzing of tung trees, white
bud of corn, and little leaf of peaches.
Developed sugar cane varieties resistant to mosaic and with high sucrose
content and early maturity.
Proved value of shark liver oil as a source of Vitamin A in livestock feed-
ing, thus creating another new industry.
Found that zinc sulfate corrected abnormal foliage condition of the avocado
and mango and of many ornamentals.
Initiated the process for manufacturing citrus pulp as a cattle food-another
new industry for Florida.
Found control for blue mold in tobacco seedbeds.
Developed varieties of corn, oats, peanuts, tomatoes, watermelons, and egg-
plant of increased yield capacity and disease resistance, which are now in gen-
eral production.
Developed controls for aphis on tobacco, scale on citrus, leaf minors on pota-
toes and tomatoes, and grasshoppers on many crops.
The development by Dr. George Ruehle of the now famous dithane-zinc
spray in 1944 was credited by the Dade County Potato Growers' Association as
saving them over $1,000,000, in that one year alone, from losses by late blight of
Research in soil chemistry and agronomy has furnished basic information for
the tremendous increase in improved pastures all over the State.
The Station developed methods of controlling worms in sweet corn to the
extent that production of this crop in Florida increased from practically no com-
mercial value, even as late as 1945, to an industry worth over $6,000,000 in the
year 1949. Acreage of this crop last year exceeded that for Irish potatoes.
Who could forget the magnificent campaign against the Mediterranean fruit
fly, waged so successfully by a former director of the Experiment Station, Dr.
Wilmon Newell, and others? Or, who can evaluate the magnificent contribution
of Dr. H. Harold Hume, beloved former Provost of Agriculture, to the growth and
development of horticulture? Many of the lovely flowers of Florida are the
direct result of his great scientific mind and his kindly ministrations.

During World War II there was a tremendous demand upon the Station staff
for information on the use of substitute fertilizers, insecticides, and fungicides,
because many of the standard materials were scarce and unavailable. The contri-
butions of the Station in this regard enabled Florida producers to obtain the
highest total production of foodstuff for the war effort that had ever been grown
in Florida up to that period.
It is difficult, and even impractical, to attempt to evaluate the results of all
agricultural research. The above list of findings alone constitutes a tremendous
monetary value. The cost of research has been relatively low. The total budget
for the Agricultural Experiment Station, from all sources of funds, for the
fiscal year 1949-50, was approximately $3,000,000, or about .7 of 1 per cent of
the cash income to our farmers and cattlemen for that year.
An industry of the size and diversification of Florida agriculture cannot
continue to exist without capable research workers and facilities which are con-
stantly devoted to its protection. Increased acres in production mean increased
concentration of commodities. This inevitably leads to the advent of new insects
and diseases which often do not appear in isolated plantings. Florida is vulner-
able, through the channels of modern transportation, to the introduction of pests
from other areas. Technological and economic developments elsewhere constantly
threaten our industry with all kinds of competition for our markets. An ade-
quate research program would seem to be an economic, realistic necessity.
Considerable space has been allotted in this presentation to the Station's
work, because it is felt that the valuable contributions of this department over
its long years of existence have warranted it.
Five years ago Dean Joseph Weil of the College of Engineering outlined the
objectives of the Engineering and Industrial Experiment Station as follows:
1. To work closely with the existing industry of the State in order to
assist industry in expanding and developing what has already been
2. To welcome from industry problems which confront it and which the
Station may help solve in the laboratory.
3. To develop new products which can be made in Florida and which would
attract new industries.
4. To find new industrial uses for the natural resources and agricultural
products of our State.
5. To assist State agencies by making available special facilities which they
do not have.
6. To assist in the solution of various engineering problems which affect
the welfare of the State.
7. To correlate the Station activities with the other agencies having for
their interests the development of Florida's industries. In other words,
it is the responsibility of this Station to do for each individual of the
State what the research laboratory of the large corporation does for that

Moreover, Dr. Ralph A. Morgen, Director of the Engineering and Industrial
Experiment Station, has recently outlined his concept of the value of the Station
to the present and future prosperity of the State of Florida. His thinking can
be summarized under four points as follows:


First of all, through studies of the natural resources of the State, research
is conducted to determine what new industries can be established in the State,
and recommendations are made through the publications of the State. While
many of these research projects are long-term studies, the results of which will
not be felt for some years, it is pertinent to point out that unless the research is
done now, the probability of establishing those future industries will be greatly
decreased. There is often a considerable time lag between the research stage
and the actual .establishment of the going industry. For example, several years
ago a bulletin was published in An Industrial Survey of Hides and Skins in
Florida. Only recently a tanning industry has been established in the central
part of the State.
Studies by the Station indicate that an important raw material of the State,
namely, limerock, could be utilized for the production of chemical limes. It ap-
pears now that industrialists will finance such a plant. Our research indicates
that we can make brick out of Florida clays. It is confidently expected that
before long a brick plant will be in operation as a direct result of this work.
Second, one of the very important functions of the Station is to study the
problems of the existing industries and to conduct research to improve the pro-
cesses and efficiency of those industries which are now located in the State. Good
examples of this function are the naval stores industry and the pulp and paper
Third, in addition to the research for the development of new industries and
for the improvement of existing industries, there is a whole field of research that
will result in the improvement of health and wealth of our citizens in general.
I am referring to such things as meteorological instrumentation, through which
we can plot severe storms by the use of radar, and research in our sanitary
laboratories, which are the finest in the South. It appears now that we shall
soon be able to announce a gift of between $50,000 and $100,000 from a private
corporation in Florida to study the sewage disposal problems of small towns.
If the State had not established such a laboratory, a gift of this kind would not
be forthcoming.
Fourth, there is one intangible factor that is seldom mentioned in connection
with research for the industries of the State. The factor to which I refer is the
education of our young men on an advanced level through research on Florida
problems. It is an historical fact that our better students in the past have had to
go to institutions outside the State to obtain their advanced degrees. After ob-
taining these advanced degrees outside the State, they quite naturally conduct
their research on problems not allied to the problems of the State of Florida.
As a result, they become valuable to the economies of other parts of the country.
In many cases they are lost to Florida forever. By conducting research at our
own University on problems of direct interest to the industries of the State,
we imbue our graduates with the needs and requirements of Florida.
It is a well-known fact that success breeds success. As our University gains
in reputation and solid accomplishments and as it builds a great research and
teaching staff, it attracts gifts and grants from private industry, from the great
benevolent foundations, and from the Federal Government. The University is be-
ginning to attract both. We have brought some outstanding men to the campus
in recent years, and hundreds of thousands of dollars have come to us. Within
the last year or so we have received about $135,000 for cancer research, hun-
dreds of thousands of dollars for research in electronics, a goodly sum from the


General Education Board for our Bureau of Economic and Business Research,
and funds from the Oak Ridge Institute of Nuclear Studies, to mention only a
Our program of inter-American affairs has already attracted national at-
tention and fundamental interest in Latin America. Why has it attracted atten-
tion? Why were we able to bring outstanding men from all over the Americas
to a conference on "The Caribbean at Mid-Century," December 7-9, 1950 ? Be-
cause we have brought to the University an outstanding staff in inter-American
affairs-T. Lynn Smith in Sociology, R. W. Bradbury in Economics, Richard F.
Behrendt in Political Science, A. Curtis Wilgus in Spanish History, A. F. Carr
in Biology, and John M. Goggin in Anthropology. These are a few of the reasons
why we believe we can attract a million dollars for this program from private
sources for an inter-American house, scholarships and fellowships for Latin
American students, funds for research and publications, and a great library in
the inter-American field.
Several clear-cut conclusions seem evident. We have pointed out that Florida
is potentially among the greatest states in the union-that it is in reality the
choice of the nation. We have pointed out the great progress we have made
economically, and we have placed no ceiling on future developments. We have
pointed out the fact that the greatest factors in the progress of the past have
been education, training, research, and ,experimentation. We have proved with
cold logic that millions of dollars have come to the State as the result of in-
vestments in education. We have pointed out that success breeds success and
that generous support for the University will attract great teachers, great
scientists, and millions of dollars from outside sources.
Our great educational, training, research, and experimentation program in
Florida is at the crossroads. If the University is poorly supported by the State
and if it has a mediocre staff, it cannot attract men of great competence, and it
will receive little in the way of funds from outside sources. Our budgetary re-
quest recommended by the Budget Commission for the 1949-51 biennium was
reduced by $2,148,235 or 14.7 per cent, by the Legislature. We were then com-
pelled to operate on 75 per cent of the amount actually appropriated during the
first quarter of the biennium, and on 90 per cent of our appropriation from that
time until the present. All in all, $1,742,121.05 of the funds, appropriated by the
Legislature for the University's use, have not been available to it during the
two years of the biennium. Our building program has been stopped dead in its
tracks. We have been unable to begin a single new building on the campus of
the University for the last two years because no funds were appropriated for
this purpose. Against this fact, we find that the State of North Carolina ap-
propriated last year sufficient funds to replace every building on that great cam-
pus at Chapel Hill, and that the State of California appropriated last year in the
neighborhood of one hundred million dollars for its University buildings. With
all its new buildings completed, the University of Florida will have only 86
square feet of educational space per student as compared with 149 square feet
per student at our sister state universities, and we are able to house in permanent
dormitories less than 25 per cent of our young women and about 20 per cent of
of our young men. Science Hall, constructed in 1905, has been condemned by
the State Fire Marshal, compelling us to move the basic sciences of biology,
bacteriology, and botany-all necessary for our work in agriculture-out of
that building into temporary shacks located at scattered points over the campus.

There are two schools of thought in Florida today: There are those who
believe that out of our expanding economy we should make available adequate
funds to support the great program of education, training, research, and ex-
perimentation herein outlined. There are others who counsel that there should
be no additional taxes and, therefore, no additional funds for educational build-
ings and student housing, and we are instructed to prepare our budgets for the
1951-53 biennium with no provision for expansion, new services, improvement
of existing services, or new funds for research and experimentation. The line
is drawn between those two schools of thought, and the issue at stake is nothing
less than the future progress of the State of Florida.
Many of the prominent leaders of this great State are products of the edu-
cational program which I have high-lighted herein, and which I devoutly wish
to see go forward in the interest of our economic and cultural development. I
would be derelict in my public responsibility if I failed to suggest that these
splendid leaders throw their full weight on the side of progress. In like manner
I respectfully urge the sixty alumni clubs of the University, the powerful agri-
cultural, industrial, and business interests of the State, the great Chamber of
Commerce, the parents of our students, our splendid civic organizations and as-
sociations, our professional groups, and the rank and file of our citizens to do
likewise. Florida cannot go forward without a great program of education, train-
ing, research, and experimentation. If the State of Florida is to be the first choice
of the nation, she must first of all be the first choice of her own people.

Chapter I


Like a person, a university's reputation, character, and personality are de-
termined by its experiences. If those experiences are rich and full and challeng-
ing, and if they are characterized by courage, devotion, and realism, the universi-
ty gains in stature and in favor with its friends and supporters. If, on the other
hand, a university meets its experiences weakly, without vision, and without full
confidence in its institutional destiny, it will not only fail to make new friends but
it will lose many of those it has already won.
A university? What is a university? To answer this question we may con-
tinue the analogy. We hear much today about the total person, the wholeness
of human beings. In other words, we have come to bring all the aspects of
human personality together (mind, body, and spirit), and then we can see it
as a totality. Likewise, a university has a totality. It does not really exist ex-
cept in its entirety. It consists of students, faculty, staff, alumni, friends; edu-
cational buildings, housing, and equipment; budgets and auxiliary enterprises;
and, in the case of a state university, it consists of all the state officials, all
those elected by the people, and the people themselves. No one person, no single
group of persons, owns or directs the University of Florida. It belongs to all
of us and its destiny is determined by all of us. In brief, we are the University!
In the final analysis, then, the reputation, character, and personality of a
university is our reputation, character, and personality. Its experiences are our
own .experiences. To raise the question of how a university has met its experi-
ences is another way of raising the question of how the students, faculty, staff,
alumni, friends, state officials, elective representatives, and all the people have
met their higher educational experiences.
If this be true, it is well for those of us who love the University of Florida
to take a good hard look at it at this time. How can it be analyzed psychologically,
that is, in terms of its experiences and in terms of the forces that have played
upon it in the past and in recent years? What happened during those forty years
of slow progress from the date of its establishment at Gainesville in 1905 until
1945? What are the facts and figures concerning its four unprecedented years
of growth from 1946 to 1950? What is the present status of the University and
what are its unfilled needs? What part of these unfilled needs should we assume
A-About 1905 the University of Florida was born. Its antecedents had an
earlier origin, and we think we are justified in celebrating its centennial in 1953;
but the University, as we know it now, really came into being shortly after the
turn of the century when it was legally established at Gainesville, Florida. As
institutions are measured, it is still a young university.
B-Backward, and bound down by unfavorable economic conditions, the
University struggled through many years unnoticed and unsung. Even in those
early days, there were those who loved it. The "Old Guard," graduates of former
days, gather on occasion in reunion on the campus today. They are amazed
and pleased at the progress which has been made, but they also suffer a whole-
some nostalgia for the "good old days."

C-Counting its students by the hundreds, its faculty by tens, its buildings
by twos, its alumni by the dozen, and its budget conservatively by the thousands,
the University, like many another youngster, carried little weight and influence
at home or abroad over a long period of time.
D-Depending upon its constituency, and its constituency depending upon it,
the University experienced a typical development. This has been the paradox
of all institutions in the country. The institution cannot make progress until
the people have the vision of its potentiality and are willing to support it, and
the people cannot have the vision until the institution has demonstrated its
ability to turn out leaders with vision and imagination.
E-Energy and enduring qualities constituted the stuff out of which early
Floridians were made. Their State represented the last frontier in this great
country. The State's potential economy began to unfold: its sunshine had a
market, its beaches had a compelling attraction, its waters could be harnessed,
its soil improved, its climate constructively exploited. Nature's unlimited wealth
was within the reach of man's hands-trained hands and enlightened minds!
F-Florida was destined to be the great "American Home." "Foreigners"
from every state in the Union were to beat a path to its glorious shores. Many
of these visitors never returned to their former homes. Some 50 per cent and
more of all Floridians were born elsewhere. Transitory and permanent migra-
tions of people have spotlighted Florida as the land of enchantment and of
everlasting loveliness. In such a dynamic situation the guiding hand of education
was and is an imperative ingredient.
G-Growth and development of the State heralded many wonderful things.
While there were some who saw a greater day coming, there were many more
who did not. Between those who were unaware of changing conditions and those
who were there was a gulf of no mean proportions, and the University of
Florida was always in danger of floundering in that no-man's land betwixt and
between the two extremes.
H-Heralds of the new day were powerless to prevent an inferiority com-
plex on the part of the University. Its task was overwhelming, but its vision
of accomplishments was dim. A vision without its accompanying task makes
dreamers of us all. A task without a vision, and its concomitant responsibility
makes drudges just as surely. A vision, a task, and a sense of responsibility
are the metals from which the alloy is produced with a tensile strength fit for
the strains and stresses of tomorrow.
I-Imigration of Florida students to other states exceeded by far the
immigration of students seeking college training in Florida. Florida has been
a debtor state so far as college education is concerned. Even as late as the
past decade, 28 per cent of all Floridians attending college went out of the
state and only 14 per cent of students attending college here came in from
other states. Only between 4 and 5 per cent of all Ph.D.'s in the country have
been educated in the South.
J-Joining and organizing alumni associations were not a part of our stock
in trade. Even as late as three years ago, there were only a few clubs about
over the State, and the total number of members did not exceed a few hundred.
Contrast, if you will, the situation now. There are over fifty clubs and many
thousands of members. The Alumni Association today, as contrasted with earlier
days, is a powerful force for good in the State.

K-Knowledge of the University and its growing needs has been lacking
over the years. As we have said on many occasions, the University of Florida
has been better loved than known. Informing the public is a difficult task, and
few there be who will pay the price in energy and time required for this as in
all salesmanship procedures.
L-Lack of funds and an inadequate tax structure were the reasons given
that only two million five hundred thousand dollars were supplied by the State
for buildings at the University over a period of forty years. Paradoxically
speaking, there are more funds available from an educated constituency than
from an uneducated one. No money for the schools and no schools to stimulate the
making of money-that is the paradox. For every farmer who earns one hun-
dred dollars without a college education, five hundred and twenty-five dollars are
earned by one with a college education. Education is not an expenditure; it is
an investment that pays high dividends.
M-More fault for lack of growth and development in a university may
be charged to lack of statesmanship than to lack of funds. There is often a close
correlation between ability to pay and the will to pay. When once its value is
established-in trained leadership, research, experimentation, and culture-edu-
cation is the most marketable commodity in the world.
N-Noteworthy is the fact that the University has already turned the corner.
It is no longer a youthful institution. Forty-five years, as a University, and
almost a hundred years since its first constituent part was founded attest its
maturity. Over the years it has lacked mature leaders among its graduates; not
so today. Governors, Senators and Congressmen, Supreme Court judges, Cabinet
members, many members of the legislature, and many other leaders in private
and governmental positions are located in Florida and all over the length and
breadth of this fair land.
O-Orderly and courageously the University of Florida stepped forth and
made a major contribution to the winning of World War II. Over four hundred
of our valiant sons gave their lives; and many thousands more made something
less than the supreme sacrifice. Hundreds of thousands of dollars were poured
into our laboratories by the federal government for essential war research.
Our professors served all over the world where men of ability were needed.
P-Paradoxical as it may seem, the war not only made it difficult for the
University of Florida, but in many respects it was the war and its aftermath
that caused the University to take on great responsibilities and to assume an
aspect of maturity. In the fall of 1946 thousands of G.I.'s rushed to our campus
with their civilian fellows. In 1947 there were 68 per cent of our students in
the veterans group. There was a total of 3,456 students in 1939-40, 3,216 in
1945-46, 7,373 in 1946-47, 9,782 in 1947-48, 11,340 in 1948-49, and 11,709 in
1949-50-that is a part of the story since the Second World War.
Q-Query number one: How did the University accommodate over 10,000
students with permanent facilities for between only three and four thousand?
The answer is to be found in tens of thousands of square feet of temporary
housing, classroom, and office space. Swords were beaten into plowshares! En-
terprising persons at the University and in the State government made the
most of what was available. Hundreds of thousands of dollars' worth of equip-
ment were also secured from war surplus. But for eight or ten years now,
buildings have been used that had an original life expectancy of only four years.


R-Rapid growth in leadership and educational statesmanship have become
evident. Reference to the G.I.'s did not tell the whole story. The State was
growing at the rate of 100,000 a year, more people were going to college, the
University was now coeducational, its schools and colleges were becoming better
known, its University College was gaining in reputation throughout the land.
Statesmanship dictated that we had to provide permanently for 10,000 students.
However, we were able to count permanent buildings to take care of only four
thousand students.
S-Study, then revealed that bigness was being thrust upon the University
of Florida. If thousands of Florida boys and girls were not to be denied a
university education, it was necessary to build and to build rapidly. Could we
hold the line by the use of temporary buildings until more permanent buildings
could be constructed? There was a will to try, and it is to the everlasting credit
of the faculty, staff, and students that they have never wavered or whimpered.
The result was that, with only one exception, the University of Florida has
grown more rapidly in numbers than any other institution of higher learning
in the United States.
T-Traffic in student's lives, in their training, and in their education is
serious business. That was recognized by the Governor, the Cabinet, the Board
of Control and by the leadership of the University. Consequently, a building
program has been carried on since 1946 that has been the envy of educational
institutions all over the country. This unprecedented upsurge of construction on
the campus is catalogued in another section of this brochure. Suffice it to say that
it was happily recognized by the leaders and the people of Florida that the
education of youth cannot take place without buildings and equipment.
U-Unawareness of the fact that during this process of meeting responsibili-
ty, and of constructing buildings, we were also building a national reputation
for the University causes the discovery of that fact to be the more pleasant.
All over the land the University of Florida has been favorably and complimen-
tarily on the lips of educators. The evidence of this fact is too comprehensive even
for briefing, but it is there for those who would take the trouble to review it.
V-Verily, it may be said that a significant social, educational, and economic
development has been taking place, is taking place, and will continue to take place
in Florida. It is difficult for us to comprehend our potentialities. This we do
know: a strong and virile University-of which it may be said that it is ade-
quately supported, generously supplied with buildings and equipment, wisely
staffed with superior personnel, and passionately respected by the people of the
State-is needed if those potentialities are to be realized.
W-Worse, in many respects, than an unwillingness to support adequately
a great University is an unawareness of the real needs of that institution. Worse
than both is a falsely conceived complacency that the needs of the institution
have been met. The University of Florida is blessed in not having to suffer the
consequences of the first of these. There is danger with respect to the second and
the third. When all new buildings are completed, we shall have 86 square feet
per student of educational space as compared with a minimum of 149 square
feet per student in our sister state universities and in other land-grant colleges.
When dormitories now under construction are finished, we shall be able to house
only a little more than 20 per cent of our students.
X-"X-Front of Sound Thinking" was the title of an article we published in
the Journal of Higher Education some years ago. The question we raised was


the old one of how sure can we be of our mental processes. That question is
pertinent now with respect to the University and its growth and development.
We sense a pride on the part of the leaders and the people in what has been
accomplished, but we also sense a caution in regard to further development. We
submit that there is ample proof that we have not over expanded, and that the
job of building a great university is far from complete. Our hands must still be
put to the plow-and there should be no turning back!
Y-Youth will not let us turn back-neither from the point of view of its
compelling challenge to the best that is in us, nor from the point of view of
youth's own insistence upon progress. One of the greatest youth movements
in history has been taking place on the campus of our own University. Our
students have not only pushed their Student Government and their Honor Sys-
tem to the very top among the colleges and universities of the country, but they
are helping to run the University and they are placing at the disposal of the
State of Florida the best trained leadership we shall ever likely see emerge
from an institution of higher learning.
Z-"Zero Hour" has been the lot of every institution and every movement of
any consequence in the world. The University of Florida is no exception. The
University stood at the crossroads at the beginning of World War II. It met
its responsibilities gloriously. It was at the crossroads again when the G.I.'s
knocked at its doors in overwhelming numbers and requested an education.
Again the University responded because the leaders of the State and the people
of the State responded magnificently. Once, again, the University stands at the
crossroads. Shall it go forward? The leaders and the people must decide. It is
hoped that the following pages will help us to make that decision!

Chapter II

A brief consideration of a few indices with respect to student enrollments,
construction of buildings, land acquisitions, gifts and grants, faculty salaries, stu-
dent housing accommodations, and budgetary appropriations will reveal the
relative growth of the University during a span of forty-five years. Dating from
the infancy of the institution when it was transferred to Gainesville in 1905 to
the present mid-century mark, facts and figures tell their own story of the
University's dramatic progress.
The University did not have an auspicious beginning so far as numbers
were concerned. In 1905-06 there were 135 students enrolled in the regular ses-
sion. Enrollment dropped to 102 the next year. No summer school was organized
until 1912-13 and then with an enrollment of only 140 students. Enrollment did
not reach the thousand mark until the academic year 1921-22, or fifteen years
after the opening of the University in Gainesville. For the next two decades,
the increase was slightly above a thousand students for each ten-year period,
with the highest prewar (World War II) enrollment being reached in the aca-
demic year 1939-40, when 3,456 students enrolled in the regular sessions and
2,805 in tRe 1940 summer terms. Civilian enrollment tumbled drastically during
the war period, dropping to a low of 691 in 1943. Summer session enrollments,
however, never dropped below 1,023 students during the war. From March, 1943,
to December, 1944, 2,961 Army Air Forces trainees were given instruction of
from three to five months' duration, and 1,492 trainees in the Army Specialized
Training Program were given instruction of from three to fifteen months' dura-
As the war drew to a close, student enrollment at the University started a
dramatic upward swing which was to place it within four brief years in the
ranks of the largest state-supported institutions in the country.
Because plant, housing, and teaching facilities were insufficient for a prewar
enrollment of 3,500 students, the governing boards took action pegging enroll-
ment at the University of Florida at 5,000 during the first year following World
War II, exception being made, however, for Florida residents. It was stipulated
that no Florida student should be denied admission. This exclusion act unquestion-
ably diverted to other institutions thousands of youths who were clamoring for
admission to the University. Approximately a thousand were accommodated at
a branch of the University established at Dale Mabry Field near Tallahassee and
operated in conjunction with the Florida State College for Women (now Florida
State University). Notwithstanding the limitations of classroom space, dormi-
tory facilities, laboratories, messing facilities, and staff, enrollments numbered
7,373 for the regular sessions of 1946-47 and 5,711 for the summer terms. There

were 9,787 students enrolled for the year 1947-48, with 6,278 registrations noted
for the summer terms. When enrollment reached the high mark of 11,340 in
the year 1948-49, only one other publicly supported institution of higher learn-
ing in the nation could boast of such an amazing gain. The sole exception was
Rutgers University, where a number of institutions had been consolidated into
one university. (See the detailed tabulation of enrollments at the University
1905-1950, attached to this section as "Exhibit I.")
Building Construction Program
The State of Florida invested only $2,541,678.44 in the plant facilities of the
University of Florida from 1905 to 1945. Legislative appropriations amounting
to nearly one and a quarter million dollars were withheld by State officials,
though specifically appropriated for buildings on the University campus. For-
tunately, grants from the Federal government and private sources, coupled with
meager budgetary savings, provided an additional $7,500,000 outlay for capital
improvements during the four decades when the State's support of its State
University was almost nil.
From the school year 1939-40 to 1944-45, little money was available for
capital improvements from any source. During that period the State appro-
priated only $80,000 for the rehabilitation of the Agricultural Experiment Sta-
tion building (Newell Hall), and only about $135,000 was available from all
sources for campus buildings and improvements. (See Summary of Resources,
Expenditures, and Balances for Buildings at the University of Florida for the
period July 1, 1905-July 1, 1945-attached to this section as "Exhibit II.")
Faced with the prospect of over 10,000 students, with more than 60 per
cent of that number on campus in the fall of 1946, the University undertook
to provide educational facilities for them. Within four brief years a new campus
literally came into being with numerous temporary buildings erected to take
care of the immediate emergency and an impressive list of new ones started as
quickly as architects could draw plans and contractors secured to handle them.
The list of new buildings completed, temporary buildings erected, renovations
and general plant improvements effected is so long and inclusive as to seem high-
ly improbable. Yet they represent actual accomplishments and financial invest-
ments of nearly $20,000,000 paid from State, Federal, and auxiliary funds. The
reader's attention is invited to the list of buildings and plant improvements at-
tached as "Exhibit III" at the end of this section. Improvements at the branch
experiment stations and field laboratories have kept pace with the main campus at
Gainesville, and within a brief five-year period the State's investments represented
by University of Florida properties have more than trebled.
The care and energy which have been applied to the campus in order that it
might be useful, safe, and beautiful is a remarkable story in itself. This pro-
gram has included a sewage treatment plant with a capacity of 700,000 gallons
a day, an auxiliary sewage treatment plant providing a sanitary research labo-
ratory, and a campus incinerator. It also includes construction of sanitary sewage
disposal for the sorority area, water distribution, including fire hydrants and sani-
tary sewage disposal for the fraternity area, and connecting services to both
areas. It also includes electrical distribution to the fraternity area, and a heating
plant expansion raising the capacity from 60,000 pounds of steam evaporated per
hour to 164,000 pounds per hour. It also includes an underground sprinkling sys-
tem, fed by two wells, which irrigates 48 acres of campus; approximately 100 acres
of campus reclaimed and planted to grass and landscaped; the construction of


12,240 lineal feet of sidewalks; and approximately 4.2 miles of surfaced road-
way and parking area.
We repeat, then, that what has been accomplished at the University of
Florida since 1946 has been little short of miraculous. The building program has
been matched by educational progress which has inspired the admiration and
respect of the educational world. There is one thing that should be made clear.
The University has only about half of the educational space it needs for 10,000
students. Here are the simple facts: In 1947-48 the University had 67 square feet
of educational space per student. In 1950 the University of Florida had 86 square
feet per student. The average of the land-grant colleges in 1947-48 was 142
square feet per student, and in 1950 the average was 149 square feet per student.
Land Acquisition
The University has been far more fortunate in acquiring land through the
years than it has been in securing needed buildings and in developing the physical
plant. The early records are not altogether clear in regard to the exact acreage
acquired for the commencement of operations at Gainesville nor the source from
which the land was acquired. The Minutes of the State Board of Education of
July 25, 1905, recorded on pages 614 to 619, inclusive, of the Board's Records
indicate that a part of the consideration offered by the City of Gainesville for
having the University of the State of Florida established in that city included
the gift of 512 acres of land.
The Catalogue of the University of the State of Florida, 1905-06, states on
page 19:
The domain to be used in 1905-06 comprises three hundred and fifty-
five acres . Of this tract the thirty acres immediately surrounding the
buildings are devoted to a campus, a drill ground, and the tennis courts.
The remainder of the land, with the exception of some of the original ham-
mock, is utilized for experimental purposes and as a farm . .
In spite of the grant of 512 acres, numerous reports of the University Busi-
ness Office over a period of years carried the original acreage of the campus as
320 acres, and both the records of the Business Office and the Agricultural Ex-
periment Station point to an original tract, acquired on or about 1910, and con-
sisting of approximately three hundred acres which had been put into exclusive
use by the Agricultural Experiment Station. These records, however, are at
complete odds with the records of the Chairman of the Board of Control covering
the earlier years of the University. In the Report of the Board of Control,
1905-09, (page 28) the following information is given under the caption,
The Farm: -
About sixty acres of land have been set aside for plot work . In addition
to the plot land, which is set aside for exact measurements, about sixty
acres of land are accessible for cropping purposes . About one hundred
acres of land have been prepared for pasture to give food to the stock
while not employed in actual experiments.
It is quite obvious, then, that at least 220 acres of land were in use for farm
or agricultural experimentation purposes before 1909, and that the Agricultural
Experiment Station did not wait until 1910 to acquire land for its use.
The assumption, then, seems to be that approximately 320 acres of the original
tract of 512 acres were set aside for the Main Campus, a tract of 192 acres was


allocated to the Agricultural Experiment Station, and that additional purchases
made between 1905 and 1913 were for the Agricultural Experiment Station. On
this premise, a complete listing of land acreage acquisitions has been compiled
and is appended hereto as Exhibit IV. (See explanatory notes appended to
Land Acquisitions List.) Some doubt also exists with reference to acreage ac-
quired for the Everglades Experiment Station at Belle Glade, and supplementary
notes have been necessary to reconcile conflicting data appearing in various
This study is important to the total picture of the University's growth. It
reveals that the total acreage acquired from 1905 to 1950 is approximately
11,684.98 acres. It will be noted from the summary below that the holdings for
the University proper in Alachua and Gilchrist counties, including the Austin
Cary Memorial Forest, total 2,725.45 acres. The Main Experiment Station's
lands in Gainesville total 3,144.24*

Land Acquisition (1905-1950)
County Acres Total
Main Campus 569.95
Lake Wauberg Camp 40.00
Newnan's Lake Biological Station 9.00
Austin Cary Memorial Forest 2,066.50
Archeological Deposit 40.00
Agricultural Experiment Stations
Main Station, Gainesville 3,144.24
Central Florida Station, Sanford 34.46
Citrus Station, Lake Alfred 143.50
Everglades Station, Belle Glade 825.42
Mobile Unit No. 3, Quincy 345.00
North Florida Station, Quincy 978.25
Potato Laboratory, Hastings 61.61
Range Cattle Station, Ona 2,360.00
Sub-Tropical Station, Homestead 170.00
Vegetable Crops Laboratory, Bradenton 145.42
Watermelon Laboratory, Leesburg 97.63
West Florida Station 640.00
Egg-Laying Contest, Chipley 14.00
(Agricultural Extension Service)
Faculty Salaries
In the first report of the President to the Board of Control (1905-1909),
President Andrew Sledd stated with respect to faculty salaries:
This is a significant situation. The University of the State of Florida pays
its men less than any state university in the South, and far less than the
average of state universities of the nation. It pays less than the average of
295 miscellaneous institutions recently tabulated by the Carnegie Foun-
This figure is 1.95 acres less than the total Main Station acreage compiled by Dr. L. 0. Gratz,
beginning as of the year 1910, and reconciles almost completely the assumptions noted in the
opening of this study.

3- BR

dation, less even than the average of 127 denominational institutions in-
cluded in this table. This can mean only one thing: the better men of our
institutions will be gradually, but steadily, drawn away from them to
more lucrative positions. For, while it sometimes happens that a valuable
man is sometimes temporarily overlooked, in the long run the valuable men
are found and taken, and the institution which is unable or unwilling to
meet the competition is apt to be able to retain only those who are not
desirable elsewhere.
Under this process of adverse selection such an institution will content
itself with the mediocrity of undesirables, or will be continually putting
in new and promising effective young men who will as continually be
taken away from it as they grow older, more widely known and more
valuable. In neither case can the institution do its best work. For that
reason, it needs to secure the best faculty obtainable, and then to hold
it against demands elsewhere.

The University continues the battle started by Dr. Sledd in 1905.
The record concerning faculty salaries at the University from 1905 to 1945
does not encourage a commendable commentary. In historical perspective, the
problem of salary levels and salary adjustments had been a trying one. In its ear-
liest days, as is usually true with a new, small institution, salary levels at the
University of Florida were low-low on an absolute basis as well as low on a
comparative basis with those of older institutions in neighboring states. As the
State and its University grew, one would expect salaries to increase rapidly.
This took place. Salaries at the University of Florida were only 44 per cent as
high in 1910 as in 1928-29. Salaries during the period of World War I in-
creased approximately 25 per cent. From 1920 to 1929, salaries increased 63
per cent. Even with these increases, however, salary levels in 1929 were about
20 per cent below those of outstanding institutions.
During the decade of the 1920's, Florida experienced a rapid economic ex-
pansion. The salary increase of this decade reflects in large part the parallel
growth and expansion in the University. It reflects also the needed increase in
salaries to permit the University of Florida to attract qualified teachers to its
staff. This was done by substantial increases in the salaries paid professors,
with somewhat smaller increases in the other academic ranks. In 1921 there
was an increase in the average nine-month salary of head professors from $2,188
to $3,354 and again in 1927-28 an increase in their average salary to $4,000, with
a maximum of $4,500.
The decade of the 1930's started with a substantial decrease in salaries. In
1931, there was a 10 per cent cut in salaries at all academic ranks, followed by
a 6 per cent cut in 1933. Throughout the remainder of the 1930's and on into
the end of World War II in 1945, the University experienced a period of static
salaries, since during this time there was only an 8 per cent increase in the
average salaries paid professors at the University. Some individuals received
salary increases resulting from promotion in rank, but the salary scale on a
position basis changed very little from 1933 to 1945. Moreover, it was not until
the end of World War II in 1945 that salaries at the University of Florida re-
attained the level they had reached in 1929. In this period of 1930-45, marked
by the salary cuts of 1931 and 1933 and the subsequent years of static salary
levels, there took place another maladjustment in salaries. In 1929, the index


of salaries and the index of per capital income in Florida stood close together-
salaries at 110.3 and income at 115.8. It is true that per capital income for a
few years had a greater decline than did University salaries. But it is also true
that by the mid-1930's per capital income had started a rapid climb upward which
did not occur in University salaries, so that by 1940-41 the salary index stood at
101.5 and the per capital income index had reached 124.9, and in 1944-45 they
stood at 106.2 and 253.2, respectively.
No other factor is as important in building a great university as is the factor
of securing and retaining an outstanding faculty. Within the past four years
we have added some outstanding men and women to the staff. We have also
lost a great many. To be exact, during the last biennium we lost 164 by resig-
nation. Of the 164 who resigned, 66 per cent left to take other positions, most of
them at a higher rank and salary.
We have analyzed the salaries of the staff at the University of Florida prior
to 1945. It would be well now to analyze the situation which has prevailed since
1945 with particular reference to the present condition. Since 1945 the salary
levels at the University of Florida, as well as in universities throughout the
country, have been affected by two significant forces. The first of these was the
cycle of inflation which steadily increased during the decade and continues to
do so.
The second factor, appearing at the close of World War II, was a tremendous
increase in enrollments which made necessary a parallel increase in the number
of teachers on the staff. The resulting keenly competitive situation between uni-
versities of the country in bidding for the services of the relatively few trained
instructors available continues to be a problem. With a comparatively low level
of salaries in 1945, substantial increases were made not alone to meet this com-
petitive situation but also to bring salaries more nearly into line with the eco-
nomic growth of the State.
In spite of the substantial salary increases since 1945-a 56 per cent increase
from 1945-46 to 1949-50-salary levels at the University of Florida are still low.
As in 1945, the index of salaries is still far below the index of per capital
income. University of Florida average salaries are below the level of salaries
at twenty-two universities comparable in size and academic standing to the
University of Florida.
The salaries of professors at the University of Florida are about 12 per
cent below the average professor's salary in the twenty-two universities. The
highest salary for professors at the University is 17 per cent below the average
of the high salaries paid at the twenty-two universities. The salaries of associate
professors at the University of Florida are below the average salary of the twenty-
two universities, while salaries of assistant professors and instructors average
approximately the same. Deans and directors at the University of Florida,
however, are 35 per cent lower in average salary than those at the twenty-two
If a comparison is made with the state universities of Iowa, Minnesota, and
Texas, in which states the per capital income is about the same as that in Florida,
the comparably lower salary levels at Florida are brought more sharply into
focus. These three states pay their university professors an average of 32 per
cent more than does Florida, and the average of the high salaries paid a pro-
fessor by them is 35 per cent more than the high salary paid a professor at
Florida. As is the case of the comparison with the twenty-two universities,

however, the salary averages for instructors and assistant professors at Florida
are about the same as that at these three institutions.
An intensive examination of the salary scale at the University of Florida
and those of other comparable universities indicates:
1. The salary scale for the beginning ranks of teachers-instructors and as-
sistant professors-compares favorably with those of competing institutions.
2. The levels of salaries in the upper ranks of the teachers-associate pro-
fessors and professors-is low as compared with those of competing in-
stitutions and has not increased relatively as much as have the salaries for
the beginning ranks. Because of this low level of salaries in the upper
ranks, the University of Florida finds it difficult to attract outstanding
scholars and teachers to its staff.
3. Lastly, of all University of Florida salaries, those of deans and directors
are relatively lowest and require the greatest upward adjustment.
Housing facilities at the University have always been inadequate. They are
altogether inadequate today. Prior to the construction of Murphree and Fletcher
Halls in 1939, which was made possible by Federal grants and loans, the student
body relied upon the two original dormitories known at Thomas and Buckman
Halls, and one additional dormitory, Sledd Hall, all erected within an interval of
three decades, plus the usual space afforded by fraternity houses, to fill its
housing needs. The two new federally sponsored buildings provided space for
approximately 600 students; the remaining three dormitories provide space for
only 500. A situation which had become critical before the war became alarming
with the influx of thousands of new students clamoring for campus housing at
the war's end.
The act of the State legislature of 1947 which made the University of Florida
coeducational intensified the already tragic situation in regard to housing. Co-
education has been a glorious success at the University. The only major problem
connected with it has been that of housing. In the fall of 1947 there were 601
women students enrolled at the University. In 1948 there were 1,174. In 1949
there were 1,607, and in 1950 there were 2,028 enrolled. It was not until the fall of
1950 that we could house as many as 450 women in permanent dormitories. More
than 1,500 young ladies were compelled to seek housing elsewhere.
Housing has always been, and continues to be, a major problem at the
University of Florida. Temporary housing facilities as of the fall of 1950 may
be described as follows:
Three Flavet Florida Veterans Villages provide apartments for 624 couples,
with assignments restricted to veterans only. Flavet I, opened in February, 1946,
contains 27 one-bedroom, 57 two-bedroom, and 16 three-bedroom apartments-
a total of 100 units in 26 buildings. Flavet II, opened in October, 1946, contains
18 one-bedroom, 41 two-bedroom, and 17 three-bedroom apartments-a total of
76 units in 20 buildings. Flavet I and II buildings are one-story, demountable
construction with cement board siding, asphalt shingle roofs, and wood floors.
Buildings and furnishings were acquired through FPHA from Panama City,
Florida shipyard housing project. Only couples with children are assigned to
these villages. Flavet III, opened in March 1947, and completed in December,
1947, contains 100 one-bedroom and 348 two-bedroom apartments-a total of
448 units in 54 buildings. Buildings acquired through FPHA from MacDill


Field, Tampa, are two-story wooden barracks with wood siding and asphalt sheet
roofing. Buildings were converted to apartments and kitchen and bathroom
facilities installed on the University site. Furnishings were purchased from War
Assets stocks and private vendors. In all three Villages heating and cooking is
by gas, and the apartments are individually metered for electricity and gas.
Some units in Flavet III are assigned to couples without children.
Village maintenance costs run high because of the nature of the original
construction. Replacement of porches and outside fire escapes is continual, as
is the interior repainting and the replacement of shower-bath stalls. Flavet III
required extensive exterior repainting, and the buildings are now being covered
with asbestos siding to avoid further painting and to provide better insulation
and protection. Repair or replacement of furnishings is becoming a costly item
because of continuous use and the poor quality of the original furnishings.
Sixteen temporary dormitories housed a maximum of 1,152 single students,
assigned 4 per room, and one temporary dormitory accommodated 17 couples
without children. Temporary Group I-nine buildings-was opened in September,
1946; Temporary Group II-seven buildings-and Dorm I were opened in Feb-
ruary, 1947. All buildings are one-story construction with concrete floors, com-
position board siding, and asphalt sheet roofing. Each building has a central
bath, and there is a lavatory in each room; in Temporary Group II room lava-
tories are not connected to central drainage. Heat in Group I is provided by cir-
culating hot water; in Group II, by hot air with blower fans. Storage tanks
with booster heaters are provided in each group for hot water. Each room has a
built-in dresser, two closets, and a built-in desk for two men. Other furnishings
are Army surplus double-deckers, with felt mattresses and oak chairs.
Temporary dormitory maintained problems are many and pressing. Thin walls,
poor insulation, poor furnishings, and overcrowding have created marginal living
accommodations. Leaky roofs and ground water floods add to the discomforts.
The poor quality of the original locks and the warping of doors create another
major maintenance problem. In preparation for the 1950-51 Regular Session,
all of the temporary dormitories, except the six in Group I transferred to faculty
offices, have been repainted inside, study porches have been converted into double
rooms, and new locks have been installed. It is hoped that demand will permit
assignment of only two men per room.
Alachua Army Air Base barracks, bachelor-officer huts, and miscellaneous
buildings and areas provided temporary accommodations for as many as 900
single students at the beginning of each fall term, since September, 1946, apart-
ment accommodations for as many as 55 couples, and parking space in three
Trailervet Villages for a maximum of 135 trailers. These facilities were used
under a right of entry arrangement between the University, the FPHA, the War
Assets Administration, and the City of Gainesville, with the University responsi-
ble for the maintenance and repair of all the buildings and the operation of the
water plant, the sewage disposal plant, and the fire station.
Because of the poor quality of construction of the buildings, which were
mainly tar-paper barracks with a few concrete block buildings, maintenance and
repair costs were excessively high. Single students used the facilities only until
such time as they could find other accommodations on the campus or in the city.
Furnishings, procured mainly from war surplus stocks, were skimpy and poor.
Use of the Air Base for housing purposes was discontinued September 5,

The records of the Housing Office in the postwar years might be compared to
a barometric reading with higher and higher pressure areas of demand for
housing moving into areas of low supply, thereby creating turbulent and unset-
tled conditions. This period saw the end of World War II, with University en-
rollments rocketing from a thousand to ten thousand. To meet these unprece-
dented demands, the University, in addition to the temporary facilities described
above, had available five permanent dormitories for single men, with a normal
total capacity of 1,122. Since that time, with only $1,000,000.00 of State funds
available, the University has constructed on a self-liquidating basis three dormi-
tories for women, accommodating 450, and four dormitories for men accommodat-
ing 700. The rental rates, under these conditions of construction, are consider-
ably above the normal rates that should be charged. Limited permanent housing
facilities are thus presenting unreasonable handicaps in the path of progress
at the University.
Budgetary Appropriations
The total budgetary appropriations of the Florida legislature for the Uni-
versity and its multiple activities from 1905 to 1950 have been $64,806,080.16.
According to the best estimate of the University Comptroller, who has been
familiar with the financial operations of the University for more than two decades,
at least five million dollars of the total appropriations were never available to
the University for its use and reverted to the State Treasury. Consequently, the
institution has operated for nearly half a century on approximately $60,000,000.
This is less than the total budget for the University of Illinois for the next bien-
nium. In a previous section we have seen that the total State investment in the
physical plant and lands of the University has been less than $20,000,000. In our
introductory chapter we showed the immense increase that had taken place in
Florida's per capital income since the turn of the century and pointed to the fact
that the University had played a great part in making this possible, especially
through its agricultural research. The increased value of a single crop within a
decade has been greater than the total investment of the State in the operation of
the University of Florida, the Agricultural Experiment Station, the Agricultural
Extension Service, the Engineering and Industrial Experiment Station, and re-
lated activities for four and a half decades.
Budget Appropriations
Prior to 1946, the budgetary appropriations for the operation of the Uni-
versity were altogether inadequate for the conduct of a first-rate University.
Appropriations from the State for the University's instructional, research,
service, and administrative divisions in 1939-40 totalled $995,250.00. In 1945-46,
the appropriation was $1,201,813.00-the year the veterans came to the Uni-
versity by the thousands. The total budget for the University from all sources
ranged from $2,050,540.00 in 1939-40, to $3,388,816.41 in 1945-46. Some im-
provement would appear to have taken place in the year that followed, 1946-47,
when the total budget is shown as $6,289,694.52 however of this amount only
$1,201,813.00 represents state appropriations. The University was able to bal-
ance its budget primarily because of substantial fees collected from the federal
government for the training of veterans who constituted a very large percentage
of the student body. Fortunately, a balance carried over from the previous
year, also helped in balancing the budget.
The Agricultural Experiment Station received $539,929.00 from the State in

1939-40 out of a total budget of $711,280.13 which is to be compared to a contri-
bution from the State in 1945-46 of $1,211,420.00 out of a total budget of
$1,495,764.09. The appropriation by the State to the Experiment Station in
1945-46 was within $40,417.10 of the appropriations to the University's entire
instructional, research, service, and administration divisions.
The State's contribution to the Agricultural Extension Service from 1939-40 to
1945-46 ranged from $184,008.00 the first of these school years to $189,200.00 the
last of these years. However, the total budget for the Service ranged from
$404,441.77 to $585,207.28 with a high of $616,833.22 in 1944-45. The increase, as
will be noted, was due to an increase in federal funds.
A summary of budgetary requests, Budget Commission recommendations,
legislative appropriations together with final reductions for the University in
the 1949-51 biennium is as follows:

Amounts Recommended by Legislative Final
Requested Budget Comm. Appropriation Reduction
University (Instructional,
Research, Service,
Administrative Divi-
sions, Etc.) $14,854,916.00 $9,854,916.00 $12,666,680.00 $2,188,236.00
Engineering and Industrial
Experiment Station 363,240.00 333,236.00 363,240.00 -----
Agricultural Experiment
Station 4,618,842.00 4,118,842.00 4,658,842.00 40,000.00*
Agricultural Extension
Service 947,589.00 865,949.00 947,595.00 1.00*

$20,784,587.00 $15,172,843.00 $18,636,352.00 $2,148,235.00
Exceeds Request (Addition of new branch station at Live Oak and Vegetable Crops
and Flower Experiment Station.)
We may observe immediately from the foregoing that the final reduction in
the budget appropriations represents a 14.7 per cent cut in the budget for the in-
structional, research, service, and administrative divisions and a 10.33 per cent
reduction in the over-all University appropriations.
In addition to the legislative cutback of $2,148,235.00, the University was re-
quired to operate on only 75 per cent of its appropriations for the first quarter
of the new biennium, and on 90 per cent of the appropriations during the re-
mainder of the biennium, which constituted a further cut of $1,742,121.05 for
the biennium or an additional 9.35 per cent loss to the University and its several

Note: See Exhibits V and VI appended hereto, showing annual state appropriations since 1905 and
breakdown of biennial budgets from 1939-40 to date.

Regular Number Summer *Number Regular Number Summer *Number
Session Enrolled Term Enrolled Total Session Enrolled Term Enrolled Total
1905-06 135 135 1928-29 2,270 1929 1,613 3,883
1906-07 102 102 1929-30 2,257 1930 1,480 3,737
1907-08 103 103 1930-31 2,388 1931 1,530 3,918
1908-09 103 103 1931-32 2,558 1932 1,746 4,304
1909-10 186 186 1932-33 2,628 1933 1,086 3,714
1910-11 241 241 1933-34 2,371 1934 1,310 3,681




* These figures include the enrollment in the demonstration school, except for the Summer
Sessions of 1933 and after.
f The figures given are for civilian enrollment only. In addition to enrollments shown in the
table during the period from March, 1943, to December, 1944, 2,961 trainees were given from 3
to 5 months' instruction for the Army Air Forces and 1,495 trainees were given from 3 to 15
months' instruction under the Army Specialized Training Program.


THE PERIOD JULY 1, 1905 JULY 1, 1945


Expenditures Reverting Balances

State Federal Earnings, Gifts
Appropriations Funds And Other


83,978.00 246,350.94
40,000.00 453,818.44
1,448,088.78 414,849.01 2,332,949.59


80,000.00 18,334.65 257,369.78 314,222.46 12,505.53 139,975.34

3,175,652.54 1,466,423.43 796,196.79 4,663,322.32 634,974.10 139,975.34

Summary of Resources
State Appropriations:
Federal Funds
Earnings, Gifts & Other


Total . . $5,438,272.76

Expenditures . . . $4,663,322.32
Reverting & Balances . $ 774,950.44

State Appropriations

Reverting: $634,974.10
Carried Forward: 139,975.34
Balance from 1930-
1940 not bt. forward 1.00

Amounts Reverting
and Balances $774,950.44


Also Reverting: Special Building 138,000.00
Appropriation 1939
Building Appropriations
(Ch. 20980: Laws 1941) 350,000.00

Total Reverting . . . $1,122,974.10


Other Special Appropriations 488,000.00
Total State App. $3,664,652.54
Reverting . . . $1,122,974.10
State Investment in
University Buildings . .. $2,541,678.44






1905 1945

Business Manager's Yearly Reports Covering
Appropriations and Other Resources for Gainesville Plant

State Appropriations: $3,175,652.54
Federal Funds 1,466,423.43
Earnings, Gifts & Other 796.196.79

Total . . $5,438,272.76

Expenditures . . . . 4,663,322.32

Balances &
($634,975.10 reverting;
($139,975.34 Carried Fwd.)

Small Buildings for Agricultural
Purposes Paid For From Experiment
Station Operating Budgets, Forestry
Budgets, Sales, Federal Funds or
Gifts, (No Building Appropriations)

Recreational Facilities Paid For
From University Athletic Association
Funds, Federal Funds, or Gifts
(No State Building Appropriations)

Improvements To Y.M.C.A. Recreational
Property At Lake Wauburg, Paid From
Student Fees, Federal WPA Funds, Etc.
(No Building Appropriations)





Total Invested in Buildings . . . .
Increase in Valuation of Buildings 1905-1945 .

Total Value of Buildings 1945 . . . .
Total Value Branch Station Buildings . . .
Total Value of Acreage . . . . .
Improvements Other than Buildings . . .
Total Value of Equipment . . . .

Plant Investment at University of Florida, Branch
Stations, and Equipment.

. $5,009,514.77
. 312,761.40

. $5,322,276.17
. 347,188.00
. 400,901.40
. 520,556.00
. 3,593,840.70




Buildings at Gainesville
1. Chapel
2. Benton Hall & Annex
3. Engineering
4. Peabody Hall
5. Library Building
6. Law Building & Library
7. Language Hall
8. Science Hall
9. Chemistry-Pharmacy

Year Completed


Value as of
June 30, 1949
$ 269,067.43



Buildings at Gainesville Year Completed

10. Agricultural Building 1912
11. Post Office 1928
12. Horticulture 1927
13. Newell Hall 1909-1944
14. Brick Gymnasium 1915
15. Buckman Hall 1905
16. Sledd Hall 1929
17. Thomas Hall 1905
18. Infirmary 1931-1948
19. Cafeteria 1912-36-48
21. Auditorium-Gymnasium 1949
22. Experiment Station Cottage 1921
23. Storage Building 1932
24. First Unit Eng. Group 1950
25. Heating Plant 1930
26. Classrooms and Administration Building 1950
27. Radio Station 1930-1949
28. Artillery Unit 1925-1948
29. Poultry Houses 1929
30. Engineering Storage Building 1935
31. Electricians Dwelling 1933
32. Dairy Barn 1928
33. Mule Barn 1925
34. Engineering Workshop Building 1927
35. Nutrition Laboratory 1926
36. Poultry Plant Storage 1933
37. Veterinary Hospital 1937
"8. Irrigation Shed 1930
40. Machine and Implement Shed 1938
41. Supply and Storage House 1922
42. Agricultural Engineering Barn 1925
44. Horticulture Greenhouse 1927
46. Agronomy Greenhouse 1929
47. Quarantine Shed 1934
49. Biology Laboratory-Newnan Lake 1930
50. Garage and Storage House 1940
51. Dietitian's Cottage 1932
52. Wooden Feed Shed 1936
53. Miscellaneous Storage Building 1935
54. Animal Husbandry Cottage 1941
55. Experiment Station Farm Foreman's House 1946
56. Pump House 1938
57. Service Shop 1947
58. Fertilizer Warehouse 1940
69. Tobacco Barn 1937
60. Experiment Station Barn 1946
61. Tobacco Grading House 1932
62. Calf Barn 1931
63. Implement Warehouse 1945
64. Garage 1927
65. Horticultural Tool Shed 1929
66. Formaldehyde Shed 1926
67. Shingle Green House (State Plant Board) 1928
68. Spectrograph Laboratory 1934
69. Horticulture Cottage 1941
70. Storage House 1927
72. Garbage and Storage House 1935
73. Mule Barn-Cellon Farm 1947
74. Garage & Storehouse (State Plant Board) 1936


Value as of
June 30, 1949


Buildings at Gainesville

76. Forestry School Garage
77. Rabbit House
78. Farm Cottage
79. Agricultural Engineering Mach. Hall
80. Brick Rifle Storage Shed
81. Paint Shed
82. Greenhouses (2)
83. Cold Storage Plant
84. Mule Shed
85. Butler Hut-Rat House
86. Cold Storage Laboratory
87. Horticulture Laboratory
88. Fumigation House-State Plant Board
89. Double Greenhouse-State Plant Board
90. Fumigation Laboratory
91. Brick Ammunition House
92. Graham Field
93. Swimming Pool
94. Baseball Bleachers, Athletic Field
95. Auxiliary Sewage Plant and Laboratory
97. East Corn Crib
98. West Corn Crib
99. Northwest Corn Crib
100. Corn Fumigation House
101. P. K. Yonge School Buildiing
102. P. K. Yonge School Gymnasium
103. P. K. Yonge Manual Arts Building
104. Cattle Feeding Barn
105. Isolation Building
107. Field Crops Warehouse
108. Corn Crib
109. Scale Shed
110. Gasoline Pump Storage House
111. Florida Union and Annex
112. John F. Seagle Building
115. Cancer Research
116. Experiment Station Farm Shop
117. Poultry Plant Experiment Station
119. Observatory Building
120. Dairy Products Laboratory
121. Medicinal Plants Drying House
122. Medicinal Plant Barn
123. Experiment Station Farm Cottage
124. Machine Shed
125. Pump and Tool House-Med. Plants
126. Pump and Tool House-Farm
127. Stadium Press Booth
128. Drying Shed Experiment Station
129. Poultry Houses
131. Hydraulic Laboratory Building
133. Caretaker's Cottage Lake Wauburg
134. Fletcher Hall
135. Murphree Hall
136. Ranger's Dwelling-Austin Cary Forest
137. Barracks-Austin Cary Forest
138. Instruction Bldg.-Austin Cary Forest
139. Dining Hall & Kitchen-Austin Cary Forest
140. Garage & Bath-Austin Cary Forest
141. Instruction Dwelling-Austin Cary Forest

Year Completed


Value as of
June 30, 1949


Buildings at Gainesville

142. Implement Shed-Experiment Station
143. Abattoir-Experiment Station
144. Recreation Building-Lake Wauburg
145. Bath House-Lake Wauburg
146. Pump House-Lake Wauburg
147. Field Laboratoory-Plant Instruction
148. Isolation Barn
149. Warehouse-Frame, Agricultural Exper. Station
150. Field House
151. General Storage Warehouse
152. Soils Storage Warehouse
153. Agronomy Laboratory
154. Horticulture Greenhouse
155. Wood Products Laboratory
156. Engineering Industrial Ex. Station
157. F!orida Field Stadium
158. South Field Station
159. North Field Station
160. Poultry Disease Laboratory
162. Vegetable Processing Laboratory
163. Main Station Greenhouse
164. Storage Warehouse-Exper. Station Farm
165. Feed Barn-Swine
166>. Feed Barn and Shed-Swine
167. Feed Pens-Swine
171. Storage Building (Annex to Hort. Bldg.)
172. Spectroscopic Laboratory
175. Vegetable Shed
176. Caretaker's House
177. Veterinary Barn
182. We'aka Conservation Project
183. Maintenance Shops
184. Plant and Grounds Building
185. Plant and Grounds-Timekeeper's House
186. Dairy Barn-Hague
800. A. Accounting
801. B. Civil Engineering
802. C. Mechanical Drawing
803. D. Registrar
804. E. Class Room Building
805. F. Engineering Shops
806. G. Faculty Office Building
808. I. Class Room Building
809. J. Recreation Hall
810. K. Class Room
Temporary Buildings Total

811. L. Military Stores
813. N. Hangar
816. R. Music Building
817-842 Flavet No. 1 26 Bldgs., 100 Units
843-962 Flavet No. 2 20 Bldgs., 76 Units
863-917 Flavet No. 3 54 Bldgs., 448 Units
918-934 Temporary Dormitories
935. C. L. 0. Houses (4)
950. Food Processing Laboratory
956. Women's Locker Room Building
957. Old F. Club Building
958. Student Co-op Store
Sewage Disposal Plant


ear Completed



Value as of
June 30, 1949



Value as of
Buildings at Gainesville Year Completed June 30, 1949

Dormitories (7) 1950 3,346,725.06
Library Addition 1950 1,562,348.94
Reestablishment of Horticulture Area &
Improvements & Additions to New Area 1950 108,114.08
Dietician's Cottage 19,862.19
32. Student Service Center 1950 246,665.27
Pest Control Laboratory 1950 5,114.38
Incinerator 1950 12,550.00

Total Buildings at Gainesville $21,568,447.58

Buildings at Branch Experiment Stations:
Everglades Station, Belle Glade $300,209.22
Vegetable Crops Laboratory, Bradenton 41,144.67
4-H Club Camps 29,200.00
Florida National Egg-Laying Test, Chipley 20,200.00
Range Cattle Station, Hardee County 62,581.39
Potato Laboratory, Hastings 10,288.67
Sub-Tropical Station, Homestead 30,822.22
Citrus Station, Lake Alfred 105,153.28
Watermelon Laboratory, Leesburg 10,850.00
Pecan Laboratory, Monticello 1,750.00
Strawberry Laboratory, Plant City 4,620.00
North Florida Station, Quincy 120,954.77
Celery Station, Sanford 17,580.54
Laboratory and Housing, Ona 5,630.23

Total Branch Station Buildings $760,984.99
Total Buildings $22,329,432.57

Improvements Other Than Buildings:
Heating Plant and Utilities Distribution System $1,060,878.50
Campus Roads and Sidewalks 167,738.25
Railway Spur Track 16,910.43
Athletic Fields, Stands and Playgrounds 192,774.62
Campus Improvements Including Irrigation System 71,133.49
Improvements on Austin Cary Forest 8,391.45

Total Improvements Other Than Buildings $1,517,826.74

Furniture $1,050,614.63
Office Equipment 196,056.01
Machinery 629,843.30
Apparatus 785,732.91
Library Books 795,803.27
Miscellaneous (Including Museum Exhibits) 990,635.12

Total University Equipment $4,448,685.24

Agricultural Experiment Stations:
Equipment 1,584,571.95
Books 159,125.01
Live Stock 149,328.00

Total Agricultural Experiment Stations $1,893,024.96
Total Plant Property $7,859,536.94


University Agricultural
Campus Acreage Experiment Station

Cost Or
Acreage Valuation

1905 Gift, City of For Campus
Transferred for use of
Experiment Station

1911 Purchase:
W. R. Thomas
W. R. Thomas
1913 Purchase
E. E. Cannon
1919 Purchase
W. F. Lawless
1919 Purchase
Fruitlands Co.
1921 By gift:
W. H. Wilson
1922 By Transfer:
Internal Improvement
1922 By Transfer:
Internal Improvement
1924 By Transfer:
Internal Improvement

1925 Golf View Realty
Co. (Purchase)
1926 Purchase
State Plant Board
1928 Fred D. Bryant For Campus
Purchase (Chamber
of Commerce)
1928 Transfer of 64.55 to Ex-
periment Station in ex-
change for plot of 75.00
acres for Military Field.
1929 Purchase
A. C. Nichols
1930 Purchase
F. E. Goldsmith
1930 Purchase
E. C. Linger
1930 Purchase
J. M. Woodward
1930 By gift: C. E. Schaff
and Mrs. I. B. Krome
1930 By gift: Miami Land
and Development Co.
1930 By gift:
Model Land Co.


Main Station,

Citrus Station,
Lake Alfred
Citrus Station
Lake Alfred
North Fla. Station
Everglades Station
Belle Glade

(Unreported 107.00)
Main Station



Main Station
Citrus Station
Lake Alfred
North Florida
Station, Quincy
Subtropical Station

Loss by imperfect
title 480 acres at
Everglades Station
















208.00 10,000.00










Year Source

University Agricultural Cost Or
Year Source Campus Acreage Experiment Station Acreage Valuation

1931 By purchase:
Schaff & Krome
1931 G. W. Brumley
1931 W. J. Oven Heirs
1931 By gift: Trustees
Internal Improvement
1931 By purchase:
Nellie E. Cannon
1931 By gift:

1931 By purchase:
W. M. Francisco, et al.
1932 By purchase:
J. P. McWilliams
1932 By gift for P. K. Yonge Schl.
1935 By Gift:
J. J. Sexton
1936 A. C. Nichols
By purchase
1936 A. C. Nichols
By purchase
1936 By gift: Florida Forestry 1,
Board of Forestry School
(Austin Cary Forest in
Alachua County)
1936 By purchase:
Sparkman & Weimer for
Austin Cary Me-
morial Forest
1937 By gift: Hastings
Potato Growers
1937 By gift: Y.M.C.A. Camp,
Lake Wauburg
1938 By purchase:
Curry Estate
1938 By purchase:
B. F. Williamson 360.00)
and E. Mize 147.50)
total tract of
507.50 for Austin
Cary Memorial
1939 Purchase: City of
1939 Fla. New Mexico
Inv. Co. by gift
1939 Richbourg Estate
By purchase
1939 By gift: C. D. Ivey, et al, Trustees
1940 By gift: City of
1943 By purchase:
B. F. Williamson
1943 By purchase:
Richbourg Estate

Subtropical Station
Main Station,
North Fla. Station
Everglades Station
Belle Glade

Watermelon Lab.

20.00 3,000.00

12.70 2,000.00
20.00 1,750.00



Citrus Station
Lake Alfred

Citrus Station
Lake Alfred
Main Station




173.00 6,700.00


Potato Laboratory

Vegetable Crops
Lab. Bradenton




Station, Homestead
Main Station
Range Cattle, Ona
Central Florida
Station, Sanford
Main Station








160.00 1,280.00
)0) 199.00 5,500.00)
10) 350.00)

Year Source


1943 By gift

1944 By purchase
Bruce Farm

1945 By gift:
Mr. Hickson & wife
1945 By gift

1946 By purchase
J. L. & Eugene Mitchell
1946 By purchase:
B. F. Williamson
1946 By purchase:

1946 By gift:
Cortez Track
1946 By gift:
Hastings Potato
Growers Ass'n.
1947 Pinkoson Estate Main Campus
By purchase
1948 City of Gaines-
ville by gift
for sorority area Main Campus
1948 By gift from
1948 By purchase:
Nat. Turp. & Pulp-
wood Corp.
1948 By purchase:
L. S. Cellon
1949 L. S. Cellon
1949 Radio Transmitter Main Campus
Site by purchase
1949 By purchase: Main Campus
Mr. Rose, for
sorority area

.. By purchase:
Archie Carr for
Comparative Zoology
Gilchrist County
.. Fla. National Egg Laying
Contest, Chipley
By purchase for Agri-
cultural Extension
.. By gift for Biology
Laboratory at Newnans
Water (Under partial)

Acreage Experiment Station

Potato Laboratory
North Florida
Station, Quincy

Central Florida
Range Cattle
Station, Ona

Main Station
West Florida
Station, Milton
Vegetable Crops
Lab., Bradenton
Potato Laboratory



For Mobile Unit
No. 3, North Fla. Station
Hague Dairy Unit











Cost Or








320.00 3,200.00

769.40 76,940.00

80.79 8,079.00





1. Agricultural Experiment Station lands, listed by Station officials as having come from "W. R.
Thomas," aggregrated 297.75 acres in 1911. It is assumed that a portion of the original
Campus grant of 512 acres was set aside for Agricultural Experiment Station (farm) purposes
and that this acreage was originally known as a "Thomas tract." Subsequent purchases
from Thomas from 1905 to 1911 augmented the original 192-acre tract to near the reported total
acreage of 297.75 in 1911.
Early Board of Control reports show that following the grant of 512 acres in 1905, pur-
chases were made from legislative appropriations of 1911 in the amount of 77 acres, and from
appropriations of 1913, of 15 acres, bringing the total Campus acreage to 614. This would imply
that the original 512 acres were augmented by only 77 acres in 1911, by 15 acres in 1913, and
by no others.
The earliest records of the Business Office list "lands used exclusively by the Experiment
Station" for the earlier years as follows:
W. R. Thomas tract 1905 .. ----....... 192.00
W. R. Thomas tract 1911 --- ---------- 63.80
W. R. Thomas tract 1911 .. ..... 15.00
Total Thomas tract --... -- --....... --...........-- 270.80
R. E. Cannon tract 1913 .._.- 15.00
Total acreage 1913 ... .---- --.....--.............-- 285.80
And the lands for the Main Campus were listed as 320.00 acres, bringing the total acreage
at that time to 605.80, which is not at great variance with the reports of the Board of Control
that lists a total of 614 acres.

2. The establishment of an experiment station to study agricultural problems in the Everglades
was authorized in Chapter 8442, Florida Laws of 1921. Under authority of this act, the Trustees
of the Internal Improvement Fund set aside on August 24, 1921, for use as an experiment sta-
tion, 160 acres of land in Section 3, Township 44 South, Range 37 East, located on the Hills-
boro Canal. (Report of the Board of Control, 1924, page 84)
The Report of the Board of Control, 1922 (page 11), under the caption "Land, Buildings
and Improvements," cites lands at the Belle Glade Station as increasing from 160
acres to a total of 267 acres, which would imply that the original grant of 160 acres had
been augmented by 107 acres to make the total of 267 acres.
In the Report of the Board of Control, 1924 (page 8), under the caption "Lands and Build-
ings," occurs this statement:
"Also the trustees of the Internal Improvement Fund have set apart 480 acres
additional to the Everglades Experiment Station adjoining the acreage already set
apart so that the amount of land owned is as follows:
Everglades Experiment Station ... ... ........640 acres"
In the Report of the Board of Control, 1930 (page 7), the land at the Everglades Station
is listed as 640 acres, "less deduction on account of no title .-..........480," and the listing of
acreage as of November 1, 1930, stood at only 160 acres. The subsequent biennial report of
1932 (page 7), showed an acquisition of 640 acres, which with that on hand made a total
acreage of 800.00. There is no satisfactory explanation in any of the records regarding this
confused picture of the acquisition and loss of lands at Belle Glade.







(Including Special & Continuing Appropriations)

Years University

Agricultural Agricultural
Experiment Extension
Stations Service

Radio Experiment
Station Station

1905-06 15,000.00
1906-07 15,000.00
1907-08 17,000.00
1908-09 17,000.00
1909-10 22,500.00
1910-11 22,500.00
1911-12 25,000.00
1912-13 30,000.00
1913-14 30,000.00
1914-15 30,000.00
1915-16 45,000.00
1916-17 45,000.00
1917-18 63,860.00
1918-19 63,850.00
1919-20 103,250.00
1920-21 103,250.00
1921-22 200,000.00
1922-23 200,000.00
1923-24 288,708.65
1924-25 261,936.32
1925-26 472,550.00
1926-27 472,550.00
1927-28 761,652.00
1928-29 751,652.00
1929-30 803,919.50
1930-31 854,384.50
1931-32 716,548.00
1932-33 716,548.00
1933-34 564,100.00
1934-35 564,100.00
1935-36 637,500.00
1936-37 637,500.00
1937-38 912,880.00
1938-39 850,380.00
1939-40 995,250.00
1940-41 1,000,250.00
1941-42 1,035,000.00
1942-43 1,035,000.00
1943-44 1,013,175.00
1944-45 1,013,175.00
1945-46 1,141,813.00
1946-47 1,141,813.00
1947-48 3,627,575.00
1948-49 3,627,575.00
1949-50 5,978,464.00
1950-51 6,688,216.00


5,000.00 28,110.10
5,000.00 33,515.89
55,000.00 42,912.12
55,000.00 48,872.25
91,000.00 52,372.25
87,500.00 52,372.25
273,381.50 62,372.25
239,281.50 62,372.25
319,055.00 89,352.25
313,055.00 89,3652.25
406,895.00 89,352.25
401,895.00 89,352.25
330,233.00 83,282.00
330,233.00 83,282.00
301,321.50 68,546.00
301,321.50 68,546.00
3S9,940.00 136,640.00
389,940.00 136,640.00
419,040.00 88,000.00
419,040.00 88,000.00
539,929.00 184,008.00
539,929.00 184,008.00
623,149.00 189,200.00
661,649.00 189,200.00
580,649.00 189,200.00
580,649.00 189,200.00
1,211,420.00 189,200.00
1,111,340.00 189,200.00
1,788,205.00 302,975.00
1,743,205.00 302,975.00
2,364,171.00 473,795.00
2,294,671.00 473,795.00

19,172,098.00 4,717,003.19

$ 15,000.00
100,000.00 1,260,059.25
40,500.00 1,340,666.75
40,500.00 1,386,131.75
35,952.00 1,166,015.00
35,952.00 1,166,015.00
25,000.00 958,967.50
25,000.00 958,967.50
32,600.00 1,196,680.00.
32,600.00 1,196,680.00
40,000.00 1,459,920.00
40,000.00 1,397,420.00
25,000.00 1,872,349.00
25,000.00 1,910,849.00
10,000.00 50,000.00 1,843,024.00
10,000.00 50,000.00 1,843,024.00
60,000.00 2,602,433.00
60,000.00 2,502,353.00
106,610.00 5,825,365.00
106,610.00 5,780,365.00
181,620.00 8,998,050.00
181,620.00 9,638,302.00

518,104.00 796,460.00 64,806,080.16




1939-40 1940-41 1941-42 1942-43 1943-44 1944-45 1945-46 1946-47 1947-48 1948-49 1949-50

University (Including Radio and
Engineering Experiment
State Appropriations 995,250.00 1,000,250.00 1,060,000.00 1,060,000.00 1,073,175.00
Incidental Funds 306,416.03 315,918.98 311,591.22 333,363.51 696,903.72
Endowment Funds 4,409.80 4,987.20 6,101.59 6,441.99 5,298.05
Federal Funds 43,977.74 43,977.57 45,827.55 45,827.55 45,827.55
County Funds 10,700.00 10,200.00 10,700.00 10,700.00 10,700.00
Auxiliary Activities 350,129.25 380,555.65 427,550.14 567,678.80 760,611.28
C Non-Educational Funds 140,332.59 245,024.55 253,537.06 319,176.14 271,638.76
Agency Funds 199,325.07 219,076.61 284,427.33 330,498.03 147,554.31


2,050,540.48 2,219,990.56 2,399,734.89 2,673,686.02 3,011,708.67

Agricultural Experiment Stations
State Appropriations 539,929.00 539,929.00 623,149.00 661.649.00 580,649.00
Federal Funds 120,801.64 120,801.64 124,782.16 124,782.16 124,782.16
Incidental Funds 50,549.49 67,839.75 87,948.07 133,001.38 148,410.53


711,280.13 728,570.39 835,879.23 919,432.54 853,841.69

Agricultural Extension Service
State Appropriations 184,008.00 184,008.00 189,200.00 189,200.00 189,200.00
Federal Funds 219,433.77 219,433.77 229,447.67 339,854.50 353,070.79
Incidental Funds

1,073,175.00 1,201,813.00 1,201,813.00 3,734,185.00 3,734,185.00 6,160,084.00
388,032.70 649,168.24 2,284,080.82 2,917,694.38 3,304,822.81 3,442,962.66
4,619.04 3,463.96 4,710.75 3,599.99 4,700.00 4,700.00
45,827.55 45,827.55 45,827.55 45,827.55 45,827.55 45,827.55
11,099.83 14,400.00 16,000.00 49,500.00 60,300.00 60,000.00
304,857.98 361,445.27 1,230,316.24 1,416,855.79 1,422,073.19 1,876,960.77
266,368.91 238,122.03 558,369.80 964,377.02 855,278.57 1,209.736.52
154,507.84 874,576.36 948,576.36 937,183.96 1,057,409.80 1,365,474.65
2,248,488.85 3,388,816.41 6,289,694.52 10,069,223.69 10,484,596.92 14,165,746.15

580,649.00 1,211,420.00 1,111,340.00 1,788,205.00 1,743,205.00 2,364,171.00
124,782.16 152,680.68 147,680.70 175,053.56 193,355.00 217,457.80
143,325.84 131,663.41 161,598.95 231,088.36 188,667.80 212,935.72
848,757.00 1,495,764.09 1,420,619.65 2,194,306.92 2,124,227.80 2,794,564.52

189,200.00 189,200.00 189,200.00 302,975.00 302,975.00 473,795.00
415,583.31 383,918.91 347,421.34 299,214.75 319,476.43 321,082.78
12,049.91 12,088.37 12,208.10 17,973.89 13,527.50 13,332.60

TOTAL 403,441.77 403,441,77 418,647.67 529,054.58 542,270.79 616,833.22 585,207.28 148,829.44 620,163.64 635,978.93 808,210.38


403,441.77 403,441.77 418,647.67 529,054.50 542,270.79

616,833.22 585,207.28 548,829.44 620,163.64 635,978.93 808,210.38

Chapter III

The Board of Control, at a meeting held on the 10th day of June, 1940, adopted
a resolution tendering to the President of the United States of America the use
of the facilities of the University of Florida for the purpose of assisting with
the various forms of training pertinent to the National Defense Program. In
keeping with the policy adopted at that time, the Board requested that a survey
of the institution's facilities be made to determine in what manner and to what
extent it was prepared to contribute to the defense program.
In September, 1940, the Congress of the United States passed the Selective
Service Act, providing for the conscription of man power for defense purposes.
Immediately, the University began reshaping its plans, programs, and ob-
jectives with the purpose of directing its efforts toward making a maximum
contribution to the nation's defense.
According to the Biennial Report of the President for the period ending
June 30, 1942, "adjustments involved many activities, including accelerated
curricula which would enable students to complete their work and leave the
University for war service in a minimum of time; modified courses furnishing
the maximum skills and knowledge essential to war service; a lengthening and
expanding of military training at the University; provision for certain specific
types of training such as aeronautics, radio, and civilian defense; and a physical
fitness program designed for the hardening and conditioning of students for par-
ticipation in the war. The University community was organized on a pattern
set up by the State and local defense councils for the complete and effective co-
operation in the protection of buildings, property, and civilians in case of
Following the attack on Pearl Harbor on December 7, 1941, a War Policies
Committee was set up to "concern itself with the whole responsibility of the
University in the war situation, to coordinate all wartime University activities
with the normal University activities, and to make recommendations to the
President who, in turn, had been granted authority by the Board of Control to
put such recommendations immediately into effect. The wartime activities of
all University bodies were charged to clear through the War Policies Committee.
A statement on "War Adjustments at the University of Florida," issued
March 18, 1942, sets forth very clearly the institution's position with respect
to the war:
"During the present war, it is necessary in order to meet immediate and
genuine emergency demands to augment the University organization in
certain phases as well as to augment the functions of parts of the already
existing organization. After every effort is made to meet these emergency
demands, the regular administration of the University will endeavor to
continue the normal educative processes at full efficiency. But this does
not mean business as usual. It means making every change or adjustment
that looks to the immediate objective of winning the war . The war
functions of the University may be thought of as falling under three
main headings-the protection of life and property on the University
grounds; instruction, research, and consultation making direct contribution


to the war and to civilian defense; and the training of leaders who can go
to all parts of the State to support the war effort, civilian defense, and
civilian morale."
While an entire book would be required to recite in detail the monumental
contribution of the University to World War II, a mere listing of some of the
outstanding activities with brief details describing the principal programs must
suffice for the present record. Because of the very difficult task of properly
evaluating the merits of the various academic, research, or extension programs,
it seems desirable to comment upon them in the usual order in which they are
treated administratively rather than in some specific order suggesting their
relative importance.
On the 16th day of February, 1942, the Board of Control adopted a resolu-
tion authorizing and directing the President of the University and the Director
of the Agricultural Experiment Station to take the necessary action immediately
to produce as much food as possible for the use of the University during the
period of the emergency.
The University of Florida's agricultural agencies contributed to "Victory on
the Food Front" not only for the institution proper but for the State and nation.
Agriculture was a basic part of the homefront battle, and it not only enabled
the United States to maintain adequate supplies of food for its own people but
for its allies as well.
The Agricultural Extension Service, through its corps of county and home
demonstration agents, immediately on the outbreak of World War II stepped
up its program to meet wartime needs. Fortunately, it was prepared to conduct
by means of a trained personnel the Federal food program authorized under the
Food Production and Conservation Act and the Farm Labor Act. It is esti-
mated that 150,000 Florida victory gardens were grown by both farm and city
residents during the year 1943 alone. The surge of interest in this work
caused an unprecedented demand for farm and technical information. Both
county and home demonstration agents gave advice to thousands of city resi-
dents with whom they had not formerly worked, and Extension Service publi-
cations dealing with gardening and insect and disease control were distributed
by the thousands. These victory gardeners added vast quantities of materials
to the State's food supply. With the armed forces and lend-lease taking large
quantities of canned goods, and with transportation and storage facilities strained
to the utmost, production and conservation for use at home became of para-
mount importance. Farm families throughout Florida and many urban families
with victory gardens put up millions of containers of canned food. Canning
centers were fostered in conjunction with the Civil Defense organization.
Tremendous progress was made in spreading knowledge concerning balanced
diets, meal planning, and proper nutrition, so essential to the health of the
nation and particularly of the youth entering the armed forces. Farm families
were encouraged to become more self-sufficient by planning, producing, and
using abundant food resources to better effect, and in substituting plentiful
foods for those less abundant. Home demonstration agents gave 530 nutrition
courses with 7,634 women enrolled. Due attention was given to soil conservation,
and conservation districts were organized in all sections of the State. Florida


farmers were taught the essentials of putting conservation farming behind war-
time food production.
The Farm Labor Program, operated by the Agricultural Extension Service
in cooperation with the War Food Administration, supplied Florida vegetable
and citrus growers with practically all labor needed for their harvests. Only
a very small percentage of the citrus and vegetable crops were lost because of
a lack of labor. Within one year, April 15, 1943, to June 30, 1944, the emergency
farm labor program in Florida supplied 1,104,279 man-days of labor. Over
half of this total was furnished by Bahamians, and Jamaicans, while domestic
laborers and German prisoners of war constituted the other half. Twenty-four
Florida farm labor centers were operated by the War Food Administration, and
the Extension Service handled the placement of laborers in the camps. Ap-
proximately 9,500 laborers were recruited in Florida and supplied to other
neighboring states during peak harvest seasons when such labor was not needed
in Florida.
The Agricultural Experiment Station continued without abatement its scien-
tific research in agriculture. The nutrition program evolved by the Citrus Ex-
periment Station enabled the State's growers to produce consistently larger
crops of citrus fruits. Crop improvements were many and varied, including in-
troduction of new cover crops and the breeding of new and disease-resistant
tobaccos, vegetable varieties, and field crops. In 1943 the oat plantings for
grain and pasturage were estimated at over 100,000 acres. In the Everglades,
a selection of a new corn from Puerto Rico produced two crops in one year
from the same plot for a total yield of 150 bushels per acre. Furthermore, the
development of a new hybrid, the FW-1, increased yields more than 40 per cent.
Domestic oil crops of all kinds were extremely important in keeping the
wheels of war and civilian progress turning, especially after the importation
of Asiatic oils was stopped by the war with Japan. Florida's oil crops-and
number one war crop-was peanuts. The acreage harvested was doubled
and a new variety, known as the "Dixie Runner," which outyielded other well
known varieties, was released after eleven years of experimentation.
The production of sugar cane was stepped up, and old varieties which had
become worthless because of disease were replaced entirely by new varieties
bred at the Everglades Experiment Station, thus adding immeasurably to the
nation's sugar supply which had been so severely curtailed at the onset of the
The Tung Oil industry, highly essential to the war industry and introduced
in Florida by the Agricultural Experiment Station, yielded 2,750,000 pounds of
oil in 1943. Extensive information was developed on optimum storage require-
ments of citrus and other fruits and vegetables. And a new wrapper was de-
veloped which offered definite advantage in preservation of fresh fruits and
vegetables. The poultry industry of the State was given great encouragement
both by the Agricultural Experiment Station and Extension Service, and in
1944 Florida's chickens laid an all-time record of 18,000,000 dozen eggs.
While the nation generally knew of the critical shortage of natural rubber,
few realized the efforts that were being made to determine whether rubber-
producting plants could be grown in Florida. Two such plants, cryptostogia and
the Russian dandelion, kok-saghyz, showed themselves well adapted to the soils
of the Southern areas. In cooperation with the United States Department of


Agriculture and the Florida State Department of Agriculture, plantings were
made at the Everglades Station and the Belle Glade prison farm. Yields from
unselected plants, in seven months from time of planting, were around two
hundred pounds of rubber per acre, and those from selected plants were twice
that amount. While the rather early end of the war in Japan made it unneces-
sary to convert our food producing lands to rubber growing, it was of comfort
to American scientists and to those responsible for the national defense to
know that Florida can produce quality rubber if needed and in greater yield
per acre than any of the records disclose for other areas of the United States.
Florida agriculture, in effect, kept pace with industry in miracles of pro-
duction. Typical of the response and interest of the Agricultural staff to the
demands which the war placed upon them, though of somewhat minor signifi-
cance since it involved only a local incident, is the note from Dr. H. Harold
Hume, then Dean of the College of Agriculture, to Dr. John J. Tigert, then
President of the University:
Dear Dr. Tigert: April 24, 1942
As a little help to the faculty and staff of the University, we distributed
approximately 12,000 tomato plants. If these fell in the hands of good
gardeners there should be quite a few tomatoes. I thought you would like
to know this.
H. Harold Hume
The Board of Control, as we have already set forth, adopted at the very
outset of the war a policy of continuing all the normal educative processes at
full efficiency. At no time during the entire period of the war was it found
necessary to dispense with any of the normally required curriculums, though
great pressures were placed upon the University to do so, especially as the
civilian enrollments tumbled. All students were given full course offerings and
were expected to fulfill all the normal requirements leading to their respective
degrees before being recommended for graduation. In a very few instances
this necessitated the offering of certain courses to a minimum number of students,
even to two or three individuals. The surplus time of the teachers was used
advantageously, however, in the war training programs or other University
activities, concerning which more will be said later.
A survey of faculty and staff was undertaken to determine primary and
secondary skills and aptitudes, and a filing system was installed which would
disclose on immediate reference the major and minor fields of study and speciali-
zation. Faculties were consequently found available, for the most part, not only
to continue the normal academic program but to handle the thousands of train-
ees who were assigned to the University for instruction under the various train-
ing programs. In a number of instances, administrative personnel were bor-
rowed for the teaching program, while teachers were borrowed for adminis-
trative assignments. An effort was made to fit each and every University em-
ployee into that branch of service where his skill and training was most needed.
In this way a maximum use was made of University personnel and man power.
Among the earliest war activities was the Officer Candidate School which was
activated on the campus of the University on September 28, 1942, for the
purpose of training officers who would serve the Army in an administrative
capacity. There were six of these schools in the country, the third of which

was established at the University of Florida. Over 1,300 officers were instructed
and graduated from the School, and nearly all of them subsequently served
actively in the United States Army. The School was operated in cooperation
with the Adjutant General's Office, War Department, and received high com-
mendation from that department.
The War Training Courses
Among the more important services which the University was privileged
to perform were two which involved direct employment of its peacetime faculties
and staff-the training of enlistees in the Army Air Force (Air Crew) and the
instruction of both reservists and trainees in the Army Specialized Training
Program. Although contracts with the Federal government did not permit profits
to be made by the institutions having war training programs, a considerable
saving was effected for the State through the absorption by the government
of costs of operation, equipment, instruction, and other necessary functions
which otherwise would have had to be paid from State funds. A total of more
than a million and a quarter dollars was paid to the University of Florida by
the government on contracts for War Training Courses. Of this amount over
$750,000 was expended in the operation of the Cafeteria, Residence Halls, In-
firmary, Florida Union, Book Store, and other service units for the trainees.
Sixteen hundred men were fed three times a day, and all were housed in the
University residence halls. A total of $527,238.07 was transmitted to the State
Treasury for payment of salaries, use of facilities, and depreciation on build-
ings and equipment. A net savings of $205,333.36 in State funds was made pos-
sible, and this sum became available to balance a budget which had fallen
drastically short of estimated revenues because of the almost total loss of
student fees. The program enabled the University to retain the services of
most of its splendid faculty and to utilize its plant facilities during a period
when it experienced its lowest civilian enrollment. A brief review of the two
major training programs is desirable at this point.
At the end of February, 1943, the 62nd Central Training Division (Air
Crew) was activated at the University with a quota of 750 trainees. Beginning
with the following May, and continuing with reasonable regularity throughout
the graduation and replacement of approximately 150 trainees monthly until the
close of the program in June, 1944, the University served in the training of
2,994 members of the Air Crew.
The University was responsible for the academic instruction and the physical
training demanded in the program, while officers and men of the Air Corps
were assigned to the detachment to provide over-all supervision for the program
and specific responsibility for the military training. The academic program con-
sisted of mathematics, physics, history, geography, English, civil air regulations,
and medical aid. Each trainee also received ten hours of flight instruction.
In June, 1943, there was activated at the University a unit of the Army
Specialized Training Program, officially known as Specialized Contract Unit
(SCU) No. 3418, ASTP. The program, to which 494 trainees were originally
allotted, was designated to cover the Basic Phase Curriculum and the Advanced
Phase Curricula in Engineering. These trainees were followed by a group of
approximately one hundred former advanced ROTC students of the University
whom the military authorities returned to pursue their studies and training
until openings in Officer Candidate Schools occurred, by nearly fifty trainees


in the Preprofessional Curriculum leading to medicine and dentistry, and by
allotments of reservists. In all, up to July 1, 1944, the University had enrolled
nearly 1,500 men in. these various phases of the Army Specialized Training
The Army Specialized Training Program had as its objective the prepara-
tion of technicians needed by the several services of the United States Army.
In the Basic Phase Curricula the trainees studied chemistry, mathematics,
physics, English, history, geography, and engineering drawing; in the Ad-
vanced Phase the trainees pursued those studies usually required by profes-
sional schools of engineering, medicine, and dentistry. As with the Army Air
Forces, the University assumed responsibility for instruction in the academic
subjects and for physical training, while the Commandant and his staff had
charge of the military training and discipline.
Within a year and a half the University assisted in the training of approxi-
mately 4,500 members of the armed forces of the United States. The University
endeavored to perform a complete service for trainees in the Army Air Forces
and in the Army Specialized Training Program. All trainees were housed in
the institution's dormitories. Mess was provided in the University cafeterias.
The Florida Union-campus center of student social activities and recreation-
was placed at the disposal of the enlistees. Special entertainment programs were
arranged, a service men's lounge was provided, and a sewing service was es-
tablished, all for the comfort and welfare of the trainees. The facilities of the
University Speech Clinic were made available, and any trainee with speech
defects could schedule a period for help in solving his difficulties.
The programs were superimposed upon the normal academic and research
programs of the University. Despite a loss of approximately 120 staff members
who were granted leaves of absence for service in the armed forces, and des-
pite the continual changes in curricula, budgets, and procedures, not to mention
the constantly changing groups, the University absorbed the impact of change
to all-out-war effort with relatively few additions to the staff and with a maximum
efficiency which earned for it from the commands represented the coveted Cer-
tificates of Service Awards "in recognition of meritorious service."
Other training programs which should be mentioned include the operation
of a Chemical Warfare School, a Civilian Flight Training Program, and a Pre-
Radar School for the United States Army Signal Corps.
Of especial significance was the Engineering, Science and Management War
Training Program. This important phase of the war effort was given through
the extension service of the College of Engineering and involved an expenditure
of approximately a million dollars. Some 9,000 persons received training. Ninety-
nine courses in over fifty different subjects were conducted for essential war
industries in most of the larger cities of the State. Branch offices were es-
tablished at, and personnel for instructional purposes drafted from, all the ac-
credited institutions of higher learning in the State, both public and private.
These were operated under the general supervision of the College of Engineering
of the University of Florida.
The resources of the University were early mobilized to serve the State-
at-large in developing leaders and instructors to guide civilians through the
trying days when attacks from the air seemed only too probable. The Governor


appointed the Dean of the General Extension Division to serve as Coordinator
at the request of the State Defense Council. To help train the Corps in Fire
Defense, Gas Defense, and other general defense programs required by the
Office of Civilian Defense, the General Extension Division first conducted in-
structors' schools for 1,773 persons. Later 3,094 leaders were given training
in Defense Council Organization and Administration. The work in the coastal
cities, because of their vulnerability and consequent need, received special at-
tention. Altogether 125,000 persons received training under this program.
By request of the Adjutant General of Florida, the Division was also called
upon to register civilian workers for Selective Service during the construction
of Camp Blanding. With the cooperation of the ROTC Unit at the University,
men were registered on the job and 200,000 vitally important man hours were
The Division assisted government agencies in the war propaganda programs
by informing the public concerning the war efforts of the nation through the
circulation of films, bulletins, posters, and other types of information. Over
250 publicly owned, motion pictures in the State were furnished films, and
within one year 6,319 showings of films were booked, with an estimated attend-
ance of about a half million persons.
The Division served as official depository and State distribution center for
the Office of War Information, Office of Civilian Defense, Office of the Coordi-
nator of Inter-American Affairs, the Treasury Department, and the Office of
Price Administration. Over ten thousand items interpreting practically every
phase of the national war effort were distributed or lent in the State for these
Intensive refresher courses given by the Division, in addition to the regular
extension and correspondence courses, proved a great boon to the school sys-
tem of the State by providing aid to war emergency teachers who needed such
courses to qualify for classroom jobs, to renew certificates, or to work toward
college degrees.
Probably the most outstanding service rendered by the General Extension
Division was the offering of correspondence study courses to men in the armed
forces. Through contracts with the United States Armed Forces Institute,
the General Extension Division of the University of Florida literally "followed
the Flag Around the World." Nearly ten thousand men and women enrolled
for the USAFI courses during the war's duration. The University of Florida
was tenth in the number of enrollments in the Armed Forces Institute courses
among the eighty-eight universities and colleges under contract with USAFI
in the nation, and shared the distinction with the Universities of Wisconsin and
Washington of being the only institutions which provided lesson-correction ser-
vice on Institute courses.


The research of the Agricultural Experiment Station has been briefly touched
upon under the general heading of agricultural activities. With the declaration
of war, the facilities of the then very young Engineering and Industrial Ex-
periment Station, which had been activated by Act of the Legislature of 1941,
swung immediately into war related research and operation. Secret contracts
totaling approximately half a million dollars were negotiated with the Office
of Scientific Research and Development, the United States Signal Corps, the

National Bureau of Standards, and other agencies. Much of the research was
not revealed until the end of the war, and then only by the agencies involved.
The contribution of the University of Florida to the war effort through the
Engineering and Industrial Experiment Station alone would make an enviable
chapter in the history of any institution of higher learning. Among the im-
portant projects only two will be mentioned in this resume:
1. Assistance in the development of the Army's electronic fuse for detonating
a bomb or projectile automatically when it nears its target.
2. The development and construction of static direction finding equipment.
In May, 1946, the Naval Ordnance Development Award was conferred on
the University for "distinguished service to the research and development of
naval ordnance, and in particular for its outstanding contribution to th2
development of proximity fuse components."
The University's contribution in sferics was commended in a letter from the
Chief Signal Officer of the Army Service Forces, War Department, dated April
4, 1946, wherein he stated that the University had "provided facilities and
equipment for putting into operation the first static direction-finding network
in use by the United States Army," and that "the effort put forth by the Uni-
versity of Florida in sferics work cannot be measured on a 'dollar and cents'
This r6sum6 of the University's war activities would not be complete with-
out also mentioning the participation and whole-hearted support given by fac-
ulty, staff, and students to the various bond drives, the war fund appeals, and
in voluntary and unremunerated service as members of Selective Service boards,
as lecturers before thousands of men in uniform at training centers and army
camps in and out of Florida, and in every capacity called for. During the en-
tire period of the war, every man and woman at the University may be said
to have "rendered service beyond the call of duty." Overtime without additional
compensation was given willingly by many from president to janitor in order
that the institution might meet its obligations nobly. The distinguished Presi-
dent of the University, Dr. John J. Tigert, set a high example of public service
by assuming chairmanship of the State War Fund drives for two successive
years, accepting membership on the national War Fund Committee, the National
Advisory Committee for the Army Specialized Training Programs, the Navy
V-Training Selection Committee for Florida, the Commission on the Preservation
of Cultural Resources (Florida representative), and as a member of the Board
of Visitors of the United States Naval Academy. The President's office served
as the customary channel for clearing not only all the normal activities of the
University, but also the innumerable policies and procedures emanating from
dozens of State and Federal war-related agencies which affected the students,
the staff, and the general work of the institution. Personal letters concerning
thousands of students were furnished various branches of the armed services
as an aid to evaluating their capacities as potential officer personnel. Additional
hundreds of letters were written to parents or relatives of students who were
prisoners of war or missing in action, and a vast correspondence was maintained
with alumni and students in the far-flung battle fields of the world.
The Registrar's Office, perhaps more than any other, had to readjust to con-
stantly changing conditions. It was responsible for the gathering of information
concerning various service opportunities for college students and for the pub-


location of material of general interest to large groups of students. The Regis-
trar acted as Armed Service Representative for the Joint Army-Navy Pro-
curement Committee and as Coordinator of War Activities. His office gathered
data on the Selective Service status of students, published materials, and prepared
affidavits and transcripts for local Selective Service Boards. Two separate record-
keeping systems were set up for the two Army units in keeping with the con-
tractual requirements of the respective units.
Finally, the chapter of the University's contribution to World War II
would be wholly incomplete unless special mention were made of the service
and sacrifice of thousands of Florida men who performed so gallantly on land,
on sea, and in the air. The Alumni Office, through a monthly newsletter, The
Fighting Gators, kept in touch with more than 5,000 alumni and former students
in the armed service. It is estimated that more than 10,000 were in combat.
During the conflict, 408 alumni are known to have been killed or to have died
in line of duty. Individual alumni received 250 medals ranging from the Purple
Heart to the Distinguished Service Cross, 11 having received the latter. Of the
5,000 whose service records are complete, 76 per cent were officers, 12 per cent
non-commissioned officers, and 12 per cent privates or seamen. The University
and the State owe an eternal obligation and debt of gratitude to these heroic
youths who made the supreme sacrifice.
Altogether, the University's contribution to the war effort was so commendable
as to elicit the pride of every Floridian. Unquestionably the magnitude and
variety of activities with which the University was concerned during the war
years focused favorable attention upon it and explains in some measure the
unprecedented vitality which permeated the institution as the world conflict
drew to a close.
Florida's traditional charms and the joy of living here had become matters
of personal experience to tens of thousands of young men who were domiciled
in various sections of the State at naval and air base stations, and in army
training camps during the war years, while the tropical setting of the Uni-
versity campus itself had a magical appeal to some 5,000 youths who were as-
signed to it as candidates in the war training programs. Florida and the Uni-
versity had an allure for these young people and beckoned them to return when
peace came.

Chapter I V
While the growth of the University of Florida is manifested to the casual
observer by the physical aspects of the campus, the number and size of build-
ings, the number of students enrolled, and the size of budgets, the essence of
its true development lies in the sound establishment, expansion, and strengthening
of its teaching and research programs. Gradually and continuously colleges,
schools, divisions, and departments have been added until the mid-century pro-
file is one of approaching maturity. In 1950 it possesses the essential units for
the training of leadership, the discovery and utilization of our natural resources,
the technical training of men and women for industry and the professions, the
development of latent talent in music, architecture, drama, radio, creative writ-
ing, painting, sculpture, oral English, and critical interpretation to the end
that our culture shall go forward. It places emphasis on the social graces and
good manners, experimentation and research, the training of political leaders who
are at the same time statesmen of the first order, the development of spiritual,
moral, and ethical standards, and the education of men and women who appre-
ciate these standards and who are willing to live by them. It underlines the
critical appraisal, appreciation, and strengthening of democratic institutions and
processes, and the inculcation of a love for State and nation.
In effect, in its dual role of State university and land-grant college, the
University is year-by-year discharging more and more the great responsibilities
implied in its creation. It enters the second half of the twentieth century poised
and well able to claim its rightful place among the nation's great universities.
In doing so it is cognizant of its larger responsibility to the training of national
leadership, fundamental research for national defense, the discovery and train-
ing of scientific, technical, and military personnel, and the development of un-
derstanding in international affairs.
We have traced in a preceding section the physical growth of the University,
measured from the standpoint of student enrollment, lands, buildings, and
budgets, since its operations began in Gainesville in 1905. We should like now
to chart the growth and development of the educational phases of the University
covering the same period of time, and also set forth briefly some of the earlier
historical incidents which have had a bearing upon its creation and emergence
as an institution of higher learning.
The very earliest conception of the University appears to have taken place
in the year 1823 when the United States Congress reserved two entire town-
ships, known as Seminary Lands, for the purpose of aiding the maintenance
of two higher educational institutions in the Territory of Florida.
An Act was passed by the Senate and House of Representatives of the United
States on July 1, 1836, (Laws of Florida & Organic Laws, Compilation & Laws,
1840-45, page 67) providing as follows:
An Act to authorize the Governor and Legislative Council of the Terri-
tory of Florida, to sell lands heretofore reserved for the benefit of a general
seminary of learning in said Territory.
Be it enacted by the Senate and House of Representatives of the United
States of America, in Congress assembled, That the Governor and Legis-
lative Council of the Territory of Florida shall be, and they are hereby,
authorized to sell and convey in fee simple, for the benefit of the University

of Florida, of which, Joseph M. White, R. K. Call, Thomas Randall, John
G. Gamble, Thomas Eston Randolph, Louis M. Goldsborough, Ben Chaires,
Turbutt R. Betton, F. Eppes, E. Lockerman, Fitch W. Taylor, J. Loring
Wourt, Ashbeel Steele, and J. Edwin Stewart, are trustees, any part not
exceeding one half of the two townships of land heretofore reserved and
appropriated by Congress for the establishment and support of a seminary
of learning in the Territory of Florida, and to appropriate so much of the
money arising for the erection of commodious and durable buildings for
said University; for the purchase of apparatus, and whatever else may
be suitable for such University; and to invest the remainder in some
productive funds, the proceeds of which shall be devoted forever to the
benefit of said University of Florida.
Approved 1st July, 1836.
Subsequently on March 3, 1845, two entire townships, in addition to the
two already reserved, 85,700 acres in all, were appropriated by the United States
Congress for the use of two seminaries of learning in the Territory of Florida.
On December 21, 1846, the Governor of Florida was authorized to appoint
two competent persons to give their views with regard to the establishment of
academies, and the manner of their organization.
On January 24, 1851, a Resolution was approved by the Governor providing
for the location of the two "seminaries of learning," and on January 6, 1853,
Ocala was designated as the site of one of them. This seminary of learning,
known as the "East Florida Seminary" opened its doors to students in the
autumn of 1853, and continued operations at Ocala until 1866, when it was
transferred to Gainesville. This institution became, in a sense, the progenitor of
the present University of Florida, and to it we owe allegiance as our founder.
Its birth date, 1853, we claim as our Founding date.
In 1870 the State Legislature passed an "Act to Establish the Florida Agri-
cultural College." In order, however, to get the full benefits of the Act of
Congress of 1862, entitled "An Act Donating Public Lands to the Several States
and Territories which may Provide Colleges for the Benefit of Agriculture and
Mechanic Arts," a supplementary act had to be passed. This was done in 1872.
The State immediately received 90,000 acres of land, the proceeds from the sale
of which were invested in "Agricultural College Fund" bonds with a par value
of $153,800. It pledged itself, furthermore, to support and maintain "at least
one college where the leading object shall be, without excluding other scientific
and classical studies, and including military tactics, to teach such branches of
learning as are related to agriculture and the mechanic arts, in such manner
as the Legislatures of the States may respectively prescribe, in order to pro-
mote the liberal and practical education of the industrial classes in the several
pursuits and professions in life."
Out of this Act, the Florida Agricultural College at Lake City eventually
came into being in 1883, and from its later union with the East Florida Seminary
at Gainesville, by virtue of the Buckman Act of 1905, the present University
of Florida was born.
For the purpose of this mid-century review, we are presenting in tabulated
form the dates of establishment of the several units-colleges, schools, and
departments-major changes, designations, accreditation, and other factors
pertinent to the historical development of the University of Florida and its
multiple activities.


Date Unit Established

1853 East Florida Seminary, established at
Ocala, Florida.
1862 -.................... ..... ........... .. -
1866 East Florida Seminary transferred to
1870 Florida Agricultural College established
by Act of the Legislature; Florida
Laws, Chapter 1766, Section 1, 1870.

1872 ...... -......... ---....... ---.. -- --... --............ --.........---
1883 Decision to locate the Florida Agri-
cultural College at Lake City, follow-
ing offer by city to donate 100 acres
of land and $15,000.
CT 1884 Classes opened at the Florida Agri-
cultural College, Lake City.

1905 Consolidation of East Florida Seminary
at Gainesville and University of the State
of Florida at Lake City consummated,
with new institution located at Gaines-


Change in Nomenclature


By Act of Legislature "Florida Ag-
ricultural College" was changed to
"University of Florida."
By passage of the Buckman Act
the "University of the State of
Florida" was founded, and by action
of the Board of Education the lo-
cation was changed to Gainesville.
By Act of the Legislature the Uni-
versity of the State of Florida was
redesignated "University of Flori-

Other Pertinent Facts

... Morrill Act passed by the U. S.
Congress, creating land-grant col-
leges by "donating public lands to
the several states and territories
which may provide colleges for the
benefit of agriculture and the me-
chanic arts."
...-..- Amendment of law establishing Flo-
rida Agricultural College to take
advantage of provisions of Morrill
Act of 1862; Chapter 1905, Laws
of Florida, 1872. The State re-
ceived 90,000 acres of land, the
proceeds from the sale of which
were invested in "Agricultural Col-
lege Fund" bonds with a par value
of $153,000.

The University of Florida at Gaines-
ville became a combined state uni-
versity and land-grant college for
men students and for women in
certain professional and graduate
fields with no major change tak-
ing place until 1947. Thereafter
made a coeducational institution by
Act of the Florida Legislature in


1884 First record of instruction in agricul-
ture when classes opened November 1,
at the Florida Agricultural College, Lake

1910 University of Florida divided systemati-
cally into its various fields of activity,
one of which was the "College of Agri-
culture" as it is now known.

1888 Florida Agricultural Experiment Station
Established in collection with the "Flori-
da Agricultural College" at Lake City.

Creation of Branch Stations

1920 Citrus Station, Lake Alfred. Created
by Act of Legislature, 1917; established

1921 North Florida Station, Quincy. Created
by Act of Legislature 1921; established

1923 Everglades Station, Belle Glade. Created
by Act of Legislature, 1921; established

1930 Subtropical Station, Homestead. Created
by Act of the Legislature, 1929; estab-
lished 1930.

1941 Range Cattle Station, Ona (Hardee
County). Created by Act of the Legis-
lature, 1937, established 1941.

Follows no system of accreditation.

Date Unit Established

Laboratories and offices moved to
Gainesville in 1907.
In 1906 the office of the "Director
of the Experiment Station" was
separated from that of the "Presi-
dent of the University."

Change in Nomenclature


Other Pertinent Facts

The development of the Agricul-
tural departments of the University
parallel the various stages of de-
velopment of the University proper,
beginning with the passage of the
Morrill Act of 1862.

Date Unit Established Change in Nomenclature Accreditation Other Pertinent Facts

1946 West Florida Station, Milton. Created by
Act of the Legislature, 1945; estab-
lished 1946.

1945 Central Florida Station, Sanford. Crea-
ted by the Florida Legislature as Cel-
ery Investigation Laboratory in 1933,
changed to Central Florida Station in

1915 Cooperative Extension Work in agri-
culture and home economics was estab-
lished when the State Legislature passed
an Act in 1915 (Chapter 6839) accept-
ing funds and the provisions of the
Federal Smith-Lever Act, which became
a law on May 8, 1914.

Field laboratories have also been
established as follows: Watermelon
and Grape Investigations Labora-
tory, Leesburg. Strawberry Investi-
gations Laboratory, Plant City. Po-
tato Investigations Laboratory,
Hastings. Pecan Insect Labora-
tory, Monticello. Vegetable Crops
Laboratory, Bradenton. Federal
State Frost Warning Service, Lake-

Four Mobile Units, created by
Chapter 20983, Acts of 1941, are
operated under the supervision of
the North Florida Station, with
headquarters at strategic points in
West Florida.

Farmers Cooperative Demonstra-
tion Work, Boys Corn Clubs, and
Girls Canning Clubs operated in
the State prior to the establishment
of the Agricultural Extension Ser-
vice in 1915. Starting with two
agents in 1909, the number in-
creased to 61 men and women ag-
ents by 1914, when an arrange-
ment was made with the State
Agricultural College which opened
the way for the broader and more
satisfactory system of Extension
Work in Agriculture and Home


1925 "School of Architecture" organized and
first courses offered in the field of archi-
tecture and allied arts.

Date Unit Established

Other Pertinent Facts

Change in Nomenclature


Date Unit Established Change in Nomenclature Accreditation Other Pertinent Facts



"School of Architecture" changed
to "School of Architecture and Al-
lied Arts."

"School of Architecture and Allied Of the seven programs of study in
Arts" changed to "College of Ar- the College only one-Architecture
chitecture and Allied Arts." -has a definitely organized ac-
crediting agency. This agency
known as the National Architec-
tural Accrediting Board, accredited
the work in Architecture at the
University of Florida in 1948.


1853- -- -

1903 "College of Liberal Arts" organized as
one of three colleges of the "Uni-
00 versity of the State of Florida" at Lake



The "School of Language and Lit-
erature" and "The General Scien-
tific School" constituted two of six
instructional units of the "Uni-
versity of the State of Florida,"
created by the Buckman Act of
1905, and transferred from Lake
City to Gainesville.

The "College of Arts and Sciences"
created as one of eight units of
the redesignated "University of Flo-

The East Florida Seminary estab-
lished at Ocala in 1853 and trans-
ferred to Gainesville in 1866 was
not only the earliest forerunner of
the University of Florida but, hav-
ing been organized primarily as an
arts college became one of the
original, if not the first, education-
al division of the University of

Accredited by the Southern Asso-
ciation of College and Secondary
Schools (Regional Accrediting
Agency) in 1913.


1925 Started as a curriculum in Business
Administration under the College of
Arts and Sciences.

Date Unit Established

Change in Nomenclature Accreditation

Other Pertinent Facts

Date Unit Established Change in Nomenclature Accreditation Other Pertinent Facts

1926 Established as School of Business Ad-
ministration and Journalism under the
College of Arts and Sciences.

1927 Established as independent College of
Commerce and Journalism.


Changed name to "College of Busi- Accredited by and admitted into
ness Administration" and trans- membership of the American Asso-
ferred Journalism back to the Col- ciation of Collegiate Schools of
lege of Arts and Sciences. Business in 1929.


1905 Normal Department provided in the
College of Arts and Sciences of the
University of the State of Florida,
created by the Buckman Act of 1905.

p 1913 Teachers College established as separate
Co college for the training of teachers,
supervisors and school administrators.

Changed name from "Teachers Col-
lege" to "College of Education."

Grant of $40,000 by the Peabody
Education Board in 1912 to pro-
vide for the departments of Edu-
cation and Philosophy and for the
Teacher Training work of the Uni-
versity influenced the establishment
of a separate college.

A grant of $150,000 from the Gen-
eral Education Board in 1934, cou-
pled with a legislative appropria-
tion of $200,000, made possible the
establishment of the P. K. Yonge
Laboratory School under the juris-
diction of the College of Education.

Accredited in 1948 by the Ameri-
can Association of Colleges of
Teacher Education.


Date Unit Established Change in Nomenclature Accreditation Other Pertinent Facts


1910 Courses offered in civil, electrical, and
mechanical engineering prior to 1910.
College of Engineering established as a
separate college in 1910.

1929 Board of Control authorized an "En-
gineering Experiment Station" as a part
of the functions of the College of En-
gineering, but no specific funds made
available for operation.

1941 Engineering and Industrial Experiment
Station established by act of the Legis-
lature as a division of the College of

1919 General Extension Division established by
authority of the 1919 Florida Legisla-
ture, and began work October 1, 1919.

Civil, electrical, industrial and
mechanical engineering curricula
accredited by the Engineers' Coun-
cil for Professional Development in

Chemical engineering curricula ac-
credited in 1942, and the aeronau-
tical and civil (including Public
Health optional) in 1948.

Member of the Engineering College
Research Council of the American
Society for Engineering Education.
No question of accrediting in-
volved, but the organization is the
recognized national body to repres-
ent the engineering colleges in the
field of research.


From the date of its beginning the
General Extension Division has car-
ried on the educational materials
loan services of the several state
institutions of higher learning. It
has been responsible for the non-
credit adult education programs and
services, and for the correspondence
and extension courses for which
college credit is given.

Change in Nomenclature

Other Pertinent Facts

Date Unit Established


Date Unit Established Change in Nomenclature Accreditation Other Pertinent Facts


1905 Graduate work dates from the establish-
ment of the University in Gainesville in
1905. One master's degree was con-
ferred in 1910.

1910 A separate unit was created for gradu-
ate work which was given the name of
the "Graduate School."

Placed on the approved list of the
Association of American Univer-
sities which accredited graduate
work until 1949.

1935 Organized as a Department of Forestry
in the College of Agriculture.
1937 Created a School of Forestry under the
jurisdiction of the College of Agricul-

1926 School of Business Administration and
Journalism organized as a unit of the
College of Arts and Sciences.
1933 Separated from College of Business Ad-
ministration and returned to College of
Arts and Sciences as a department.
1949 Created School of Jcurnalism as a unit
of the College of Arts and Sciences.

From 1910 to 1930 the work of the
Graduate School was administered
by a committee appointed by the
President and reporting to the Gen-
eral Faculty. Since 1930 the School
has been administered by a dean
and the Graduate Council.
From 1930 to 1935, the Ph.D. was
offered only in chemistry, pharmacy,
and biology. Doctors degrees are
now offered in eighteen areas of

Member of the Conference of
Deans of Southern Graduate Schools
and conforms to their minimum
standards as published in 1948.


Accredited by the Society of Ameri-
can Foresters in 1943.


Accredited by the American Coun-
cil on Education for Journalism,
July 1, 1950.

Date Unit Established Change in Nomenclature Accreditation Other Pertinent Facts

1909 Created by act of the legislature of
1909 as one of eight colleges of the re-
designated University of Florida.

1870 When the Florida Legislature passed the
act establishing the Florida Agricultural
College in 1870, the State pledged it-
self to support and maintain "at least
one College where the leading object
shall be, without excluding other scien-
tific and classical studies, and includ-
01 ing military science . "

1949 Army ROTC Department and Air Force
ROTC Department designated as "Mili-
tary Departments."

1912 Instruction was given in voice, sight
singing, violin, and other stringed in-
struments, but no credit was given for
music courses. The University Glee
Club, Guitar, and Mandolin clubs and
the Student Orchestra were also organi-

1914 A military band was organized.

1915 Piano lessons were added, but no credit
was given.

1916 A "Music Department" created under
College of Arts and Sciences.

Accredited by the New York State
Board of Regents in 1917. Admitted
to membership in the Association
of American Law Schools in 1920
and recognized as an "A" school by
the American Bar Association in

Army Corps Units under jurisdic-
tion and inspection of Third Army

Air Force Units under jurisdiction
and inspection of 14th Air Force.

Infantry Unit organized in 1928.
Field Artillery Unit organized 1929.
Senior Division Air ROTC unit es-
tablished October 22, 1946.
Transportation Corps ROTC Unit
established July 1, 1948.
Department of Air Science and
Tactics established July 1, 1949.


Date Unit Established

Change in Nomenclature


Other Pertinent Facts

Date Unit Established

1926 The Music Department became the "Di-
vision of Music."

1932 Credit given for music courses for the
first time.

1948 A reorganization of the Division of
Music was effected with greatly ex-
panded facilities, faculty, and course

Change in Nomenclature


Because of rigid restrictions placed
upon the Department by the Coordi-
nating Committee of the State Uni-
versities with respect to maximum
amount of credit a student may
earn for musical instruction at the
University of Florida, the Division
of Music is unable to seek accredi-
tation in the National Association
of Schools of Music.

Other Pertinent Facts

The Board of Control at a meeting
November 4, 1948, approved recom-
mendations of the University Sen-
ate that the Division of Music re-
tain its identity for extracurricular
purposes and that for curricular
purposes certain members of its
staff be designated as a line faculty
of a Department of Music in the
College of Arts and Sciences, pro-
vided that professional degrees in
music may be offered by the De-
partment under general supervision
of the College.


1923 Organized as a School of Pharmacy, a
division of the College of Arts and

The "School of Pharmacy" was Granted associate membership in
changed to "College of Pharmacy." the American Association of Col-
leges of Pharmacy, the national ac-
crediting agency for Pharmacy,

Granted full membership in the
American Association of Colleges
of Pharmacy or fully accredited in

Date Unit Established Change in Nomenclature Accreditation Other Pertinent Facts

1933 The "College" reverted to a "School
of Pharmacy" and a division of the
College of Arts and Sciences.

1949 The status was restored to the In 1949, the new accrediting body,
rank of College. the American Council on Pharma-
ceutical Education, re-accredited the
College under a new system of
rating and placed it in Class-A.

1945 On November 15, 1945, a special com-
mittee of the Faculty Committee on Ath-
letics presented recommendations to the
President concerning the "Structure and
Functioning of a Division of Athletics,
Health, and Physical Education." These
recommendations were presented to and
O'# adopted by the Faculty Committee on
Athletics, December 6, 1945, and present-
ed and adopted by the Board of Control
on December 14, 1945. The action of the
Board set up a "School or Division of
Physical Education, Health, and Ath-

By action of the Board of Control
in April 1946, the Division was
created a "College of Physical Edu-
cation, Health and Athletics."

1950 Division of Intercollegiate Athletics cre-
ated as a separate unit by action of the
Board of Control January 1, 1950.

No accrediting agency operating in
the field.

Member of the Southeastern (Ath-
letic) Conference, and of the Nat-
ional Collegiate Athletic Associa-
tion. The University of Florida is
committed to abide by the rules of
the Conference and the Association.

Courses in physical education were
offered prior to 1946 in the Col-
lege of Education. A separate unit,
the Department of Athletics, had
jurisdiction over all athletic activ-
ities. At the beginning of World
War II a compulsory program of
physical education was inaugurated.
The basic general principles in the
conception and development of the
unit-Division of Athletics, Health,
and Physical Education-was that
the related areas of physical edu-
cation, health education, health
service, intramural athletics and
recreation, and intercollegiate ath-
letics be integrated under one ad-
ministrative head.

On January 1, 1950, the program of
Intercollegiate Athletics was sepa-
rated from the College, by action
of the Board of Control.


Date Unit Established Change in Nomenclature Accreditation Other Pertinent Facts


1935 The General College

The name of the lower division
was changed from "The General
College" to "The University Col-

Accredited by the Southern Asso- Prior to the academic year 1935-36,
ciation of Colleges and Secondary the curriculum of the various col-
Schools. leges was designed to meet the re-
quirements of students who were
to receive degrees of those colleges.
In the fall of 1935 the University
launched a new plan of general
education involving fundamental
changes in the first two years of
the curriculum. All pre-professional
and specialized work was moved to
the upper division. Some features
were borrowed from the Chicago
Plan, others from the Minnesota
Plan, and some from European uni-
versities, but the Florida Plan was
unique in many ways and the Uni-
versity of Florida was the first state
university to undertake to require
all students to pass through two
years of general education or train-
ing. Subsequently numerous other
institutions borrowed from the Flor-
ida Plan.



Date Unit Established

Change in Nomenclature


Other Pertinent Facts

1929 The Alumni Association of the Univer-
sity of Florida was officially chartered
July 1, 1926.

1935 The Board of University Examiners was
organized as a companion to the newly
created General College. From 1935 to
1937 the Board was a part of the Reg-
istrar's office. Since 1937 it has been
a separate administrative unit.

The Institute of Inter-American Affairs
was founded in 1930.

No accreditation involved; member
of The American Alumni Council.




1901 The University of Florida Library had
its beginning at Lake City as a part of
the Florida Agricultural College. The
records disclose that in 1901-02 the Li-
brary contained 6,000 volumes.

The Board was established to form-
ulate policies governing all com-
prehensive examinations and ad-
minister these examinations . .
and to determine and administer
the requirements for admission. The
activities have been expanded to
include administration of all com-
prehensive course progress tests,
two Florida statewide twelfth grade
testing programs, and testing of all
applicants for clerical, stenographic
and secretarial positions at the

The Graduate School of Inter-Amer-
ican Studies was added to the work
of the Institute.

In 1913-14 the Library was located
in Peabody Hall. The first unit of
a general university Library was
completed in 1926 ; a second unit
was added in 1933, and a third unit
consisting of two wings was com-
pleted in 1950. Several branch li-
braries have been added through
the years, and as of July 1, 1950,
the holdings of the University li-
braries totalled 407,436 volumes.

Date Unit Established Change in Nomenclature Accreditation Other Pertinent Facts

1917 The University Museum was established
by act of the Legislature and approved
by the Governor May 30, 1917.

1945 The University of Florida Press was
formally established January 4, 1945,
and began operations on a limited basis
on April 1, 1945.
1950 ....... ..

Radio Station WRUF was created by an
act of the Florida Legislature of 1925.
The proposed call letters were WFLA
from the slogan Watch Florida Lead
All. The amount appropriated by the
act for the Station was insufficient to
carry out the purposes of the act, and
a second bill was introduced in the 1927
session of the Legislature appropriating
additional funds and setting forth in-
structions in regard to the purpose and
operations of the Station.

The University of Florida Press
was admitted to membership in the
Association of American Universi-
ty Presses on May 8, 1950.


On January 26, 1950, the Senate
of the University unanimously ap-
proved a constitutional amendment
which designated the University
Press as a major division of the
University. This action was rati-
fied by the Board of Control on
February 16, 1950.

Station completed and went on the
air for first time in October of that
year. The Station has grown from
a part-time sunset station to full-
time independently operated sta-
tion. Since 1937, when the state
appropriation was vetoed by the
governor, the Station has been self


Date Unit Established Change in Nomenclature Accreditation Other Pertinent Facts

1930 Made a separate department of the Uni-
versity, operating directly under the

1948 WRUF-FM installed. The two stations
operating separately from 8 a.m. to 8:00

Station WRUF is now operating 18
hours a day full power of 5,000
watts in the wave length of 850
kilocycles with directional antenna
after sunset from Denver.


To complete the list of University activities, mention should also be made of
the following:
The Administrative Divisions
The Office of the President
The Office of the Business Manager
The Office of the Dean of the University
The Office of the Division of Public Relations
The Office of the Registrar
The Office of Student Personnel
Research Divisions or Units
The Bureau of Architectural and Community Research
The Atomic Energy Research Laboratory
The Bureau of Business and Economic Research
The Cancer Research Laboratory
The Conservation Reserve (Welaka, Florida)
The Medicinal Experimental Gardens
The Naval Stores Research Laboratory (Chemistry)
The Public Administration Clearing Service
Service Divisions
The Division of Clinical Services (Student Personnel)
The Division of Field Services (Education)
The Division of Housing Services (Student Personnel)
The Collector of Florida Manuscripts (University Libraries)
The Division of Pest Control (Business Office)
The Division of Plants and Grounds (Business Office)
The Bureau of Professional Relations (College of Pharmacy)
The Student Health Service (College of Physical Education, Health
& Athletics)
The Bookstore and Duplicating Departments (Business Office)
The University Cafeterias (Business Office)
The University Laundry (Business Office)
The Personnel Board (jointly under Dean of the University (Profes-
sional) and Business Office (Non-academic), responsible to the

Chapter V

(The Leaders and the People Must Decide)

The history and growth of the University of Florida are as dramatic as the
history and growth of the State whose honored name it bears. Paradoxically,
both are old and yet both are young. Historically, Florida played a prominent
part in the development of the new world, yet she is one of the younger states
of the American Union, and one of the very last to be developed. She is often
referred to as the last of the frontier states. According to interested prognos-
ticators, she has not yet begun to witness her fullest development, but stands
only on the first steps of opportunity's ladder. The University, likewise, will
soon celebrate its centennial, but in reality it is only about forty-five years of
age-and a very young institution as the age of universities is reckoned. Its
greatest possibilities and development lie ahead.
We have seen in the foregoing sections that if Florida is to be the first choice
of the nation, she must be first the choice of her own people. We have seen that
the University of Florida has contributed more substantially to the progress,
prosperity, and growth of the State than any other agency. If we consider
the University's contribution to the extraordinary economic advancement of
the State alone and, in turn, the State's very limited support of the University's
activities, we are prone to inquire whether the people of the State, and particu-
larly those whose personal fortunes were so bountifully helped by the research
and genius emanating from the University, can really pride themselves in the
support which they have accorded their State University.
If an ordinary Rip Van Winkle from Florida who lay down for a little siesta
about 1905 could awaken in 1950, unquestionably he would stand in utter amaze-
ment before the magnitude of the University of Florida as it stands today. If
a more thoughtful Rip Van Winkle from Florida could awaken, he might upon
reflection appear saddened at the sight of lost opportunities. How much has
the State lost by the years of drain by other institutions upon its men of science?
How much has it lost in its fine youths who left for educational opportunities
elsewhere never to return?
But we are now leaving the past behind and turning our eyes to the future.
Shall the University continue to go forward? How can it, if it does not go for-
ward carry with it the agricultural, industrial, cultural, and economic life of
the State to new reaches of accomplishment? The Leaders and the People must
As we turn the leaves of the calendar to a new half-century, we are confronted
at the outset with an international situation of such foreboding proportions
that any predictions or aspirations bearing on the future must take this fact
into consideration. War clouds hang like a gloom over the entire earth, and
unless some extraordinary settlement of tensions is evolved, another year will
witness the nations of the earth once again embroiled in a titanic world war.
Notwithstanding, I shall attempt to project the University of Florida into the
next half-century by assuming optimistically, in the first place, that somehow
a universal war may be averted. Needless to say, if our nation should become


engaged in war, the young men of the University of Florida will once more take
up arms in the defense of the nation, and those of us who are responsible for its
administration will devote the talents of its staff and its great technical re-
sources fully to the assistance of the nation.
A Student Enrollment of 15,000 by 1960
Before discussing the University, it might be well to take a look at its
human equation. A question is often asked concerning the possible enrollment
of the University of Florida in the years that lie ahead. We have been vindicated
in our prediction that as fast as the veterans graduated (just so fast would)
civilian students would come to take their places. That prediction has come true
(almost) 100 per cent, We have also predicted that by 1960 there would be at
least 15,000 students at the University of Florida. Suppose we test these pre-
dictions over against the national trends as portrayed by C. E. Partch, Dean of
Rutgers University in 1950. The four charts that follow need no explanation.




L5LWa~b F

/41 flin = m, I

1P. nOhio = 74 = 4 T
I/I Ten = 7t | "7
//[;ttil = ;' I 49
11i4rhr = 71o 4_
/POaN.H --K7 I=1 ^
lfT --r = 87 I v47 |
/Epiln = __45 _
/5 No- v 7/ == I

I//I n7

//oVt. 59 I 5/ I
/Olrnd = 72 I ,T1
107QA n. F 47
/9I 1=/ 2 J

MI0 l --- I /
87Tenn = 4 / 1

7R Tl =19 1 I R3
7,AS n.M ,t--6/ / I3
7.5A r = 4/-. I

Bead Ch aosFollats
had 15/men ai .w0nmnor
a toal 37 qfildpntf r
I000 polnton in highfr0
enrollment fr men and women
for all aaB fm/eM //P
,s.'iient p itma lnfiMon.

M Hat
r--f 1Warn

A d

Z? 1

7P. I

I/.S T/IL f 1- 53 I
/,30N D L 7I i


44FRR! 4 = ?? I

47 I



147L r
9 \Vf I I

7B cz_ ___ _J
-ma I__
674 1
A23 ind2____I
-52N YI
-5J T8L _____T
_&52fly. __ "
W5a __ I
45LM __ __ I
40 Aw n

4r8iffifB I
4Awyk. -

q/ )hio
q1 Towu
A9 ilm

P7 0
P4,1 n
// TrInhn

Bead Chartasll&W



n.L -*W n ro 14) NUMNiR SD 2)0 24W Yk
,29//ah 120l = ==0 I 3.9\
2Q92oL I1Zu=209 r t-- =" I I |$ ] .
220N. Y 74 = 155---------I 67 I
818Mas. I sa=/SM /5 --- r2, '
2L a, l64 = 6 1 3 I1
211/Wf. 6zi3B56 --* ^^ ^T^ 75
19 kla. a= == 146 1, 5
19. an 61 133--- 0 I
190Cal 60= = 32 58
IAR.T. 70=/4 = 7I ME q
1/Mt. 621= IW --- t I 16,1
Ifl~l/I.. _62 !27--- == ] 5 ,
1781triz. 6= 127-- -: 5
176Tnd. _C= /26=5 1 I 5
/74T 59= i 1. .59
17P0Tin F0 =12"- P0 7, aI a
17 Neb. ,U =119 1
/7qMinn .57=//61-= I 5f
/170 -A /==20-: 50/ ,
IffANH .18:.=I/.o-=- ( I 38
166Towa 53 == /4 == --- i
marwn 11/4 T- I8
IMNM 71/=/SS=---; f CHART ND J
16Mo. fI0Q=//5I 5/

14 Fla I f 1= 07 I hr etoea r,-Zltcb
1 3N.q. 4=/100--- ^=^ I `73 Jgg^^. O ^^ lS'!
/4 Pa 551=1 I were verer7=s. 7Iefr a umher"
t4ldh" a=',I ,9 I&7r

/84" '^RSa \P 89T fe naedgfl~o enrolmengr^ I96.Q~
1 / g6 78-- / I R7lins t/ fais egh te d a m
M2410, -f2L^ ^n jyK^
^"-^ ^-^R ^ /^ fe enilmhfefthf.&07h^ 1*0

1/0, 1.. 4 = 75-9 J I

105Taine _,36= 78/=(= S2 1 ._,_ ,,,,
IMNw 6 9O=1 1 |
A 98rkL 92 =: 66 1? 1mnrr
IMP ., i 0=-- Ti a/ N .J. an MZ17. a e 1 6
{43/ 78 4- 5 1=[

'hotYe/ a3fa-veld, /I n r i/- 2
113NyC 3F= 78^= Ra th eIM1117ed fo ^- M e, 4&
16Z .q r, 4 7 = -- ---

1Wl .. 0=1 5 3 a/, -u 1,.



**G 4s *go ..a** 0
0:: 0.. JI0 ~

Plant and Buildings to Meet Standards Required by the United States Office
of Education
Even if the increase of 60 per cent over the present 10,000 enrollment at the
University of Florida does not materialize by 1960 as predicted, the University
needs to expand its facilities by approximately 100 per cent to take care of its
present enrollment at the level already attained by its sister universities and
land-grant colleges. The Six-Year expansion program which has been evolved
over a period of months of conscientious study, and previously announced, will
just about accomplish this result. The reader's attention is respectfully called
to the following detailed statement and listing of imperative building needs:
As we have hitherto pointed out, in all the buildings that we have for edu-
cational purposes at the University of Florida we have only 86 square feet per
student. A study of our sister institutions in the Land-Grant College Association
indicates that they have an average of 149 square feet per student. Even those
colleges are crowded because of the rapid increase of college enrollments over
the country. After appropriate study the U. S. Office of Education has recom-
mended that colleges should have 170 square feet of educational space per stu-
dent. We have, then, about 50 per cent of the floor space we need at the Uni-
versity of Florida to do an adequate job for 10,000 students. In other words,
we have buildings with classrooms, laboratories, libraries, and offices which would
be appropriate for an enrollment of about 5,000 students. We need to double our
existing floor space in educational buildings now in order to accommodate our
present enrollment. If we are to prepare for the future growth which will start
in 1956, we must plan for even more than doubling our present floor space prior
to 1956.
Since last year we have completed several buildings on the campus. We have
been unable to start any new buildings. Therefore, valuable time has been lost
to us in getting buildings underway which are important for both our immediate
and long-range needs. Attached to this section is a listing of the long-range
needs of the University, adjusted to take into account the buildings which have
been completed recently and giving the estimated cost of each.

A Great Graduate School
In November, 1921, President Albert Alexander Murphree received a letter
from David A. Robertson of the Committee on Classification of Universities
and Colleges, of the Association of American Universities, which brought great
rejoicing to the faculty and friends of the University of Florida. Dr. Murphree's
report to the Board of Control in 1922 (page 65) conveys something of the sig-
nificance of the communication:
The University has attained world wide recognition by virtue of the fact
that it has been approved by the Association of American Universities.
To be among the accredited universities of that Association means in
effect that University of Florida graduates are on a par with graduates
of the largest and most celebrated universities of America, and that
University of Florida diplomas are accepted for admission to the graduate
and professional schools of the leading universities of the world. This
last recognition came during the past year, and is shown in the following
letter from the Secretary, Dean Robertson, of the University of Chicago:


Chicago, Illinois, November 21, 1921
President A. A. Murphree,
University of Florida,
Gainesville, Florida.
My dear President Murphree:
It gives me pleasure to inform you that at the Twenty-third Conference
of the Association of American Universities held in Columbia, Missouri,
November 5th, the University of Florida, recommended by the Committee
on Classification of Universities and Colleges, was placed on the approved
list by vote of the Conference.
Very truly yours,
(signed) David A. Robertson
Rarely, if ever, has such progress and recognition been attained by an edu-
cational institution within the same length of time.
The granting of chapters of Phi Beta Kappa and the Society of Sigma Xi in
the years 1937 and 1938, respectively, brought further recognition to the
University and indicated its high academic standing among American universi-
ties. Only three other Southern universities shared honors with it in having
chapters of these two great honor societies on campus as late as 1945.
Today we are offering the Ph.D. degree in nineteen areas, the Doctor of
Education degree in Education, and the master's degree in fifty-two areas.
These figures include all branches of Pharmacy as only one item on both the
Ph.D. and Master's level, although work is offered in Pharmacy, Pharma'ognosy,
Pharmacology, and Pharmaceutical Chemistry.
As the University reached one of its great milestones in 1922 when its
academic work warranted recognition by the Association of American Univer-
sities, so also will it reach yet another greater milestone when it joins company
with those institutions which, primarily because of their great graduate programs,
constitute the fellowship of that august association.
We have no hesitancy in admitting that we covet for the University an in-
vitation into the membership of The Association of American Universities at
the earliest possible time. To this end, we foresee the necessity of developing
a graduate faculty comparable to those of the graduate schools of the thirty-
four great universities which now enjoy fellowship in the Association, only
four of which are to be found in our Southland-Duke University, the Uni-
versity of North Carolina, the University of Texas, and the University of
A Great Faculty and Great Research Staff
What are the qualifications of a great faculty? A great faculty is a cross
section of human experience and endeavor. Each teacher with an experience
and insight commensurate with his age must possess deep knowledge and special-
ized skills. Some are creative scholars who write important books or invent new
processes; some are directors of research who lead students into paths of pro-
fessional endeavor; some are highly skilled in technical applications of knowledge;
all must have capacity to impart their knowledge and skills to students. Each new
appointee is chosen to fulfill a specialized task necessary to the proper function-
ing of the University. The faculty, in effect, is the mainspring of a great

Man's worth is in his mind and soul. The university professor has spent
long expensive years in formal training of his mind. He has knowledge and
skills which no others can match.
The requirements for staffing a university are essentially the same as those
for staffing an industrial plant or an automobile repair shop. The manage-
ment, seeking to employ a staff of high quality, is required to enter a competitive
labor market with offers of employment that are at least as attractive as those
of other competing establishments. Economic considerations usually are domi-
nant. Conditions of work are important.
We have seen, according to the statistics offered in Chapter II, that our
competitive position with respect to securing a good faculty has been weak,
primarily because of budgetary limitation. The differences in salary ranges at
the University of Florida, as compared to other similar institutions in the nation,
mean that the University of Florida cannot employ the best of the young men
who are available; that the University of Florida cannot keep the best of the
mature teachers and scholars whom it has developed; that other posts beckon-
at universities with higher salaries, in profitable industries, in research insti-
tutes, in financial and commercial offices, in the Federal government; and that
in all levels of positions, the best men tend to go to the institutions where the
financial rewards are highest.
Florida must better support her higher education to keep it abreast of her
amazing economic progress in the past twenty years. The earlier statements
about salaries and their comparisons indicate the need for salary increases in
the 1951-53 biennium as follows:
A year ago salaries of the staff members at the associate professor level
needed to be increased by 4.6 per cent to bring them in line with those at the
twenty-two comparable universities, and by 7 per cent to bring them in line
with those in the three states in which the per capital incomes are the same as
those in Florida.
A year ago salaries of the staff members at the professor level needed to
be increased by 12 per cent to bring them in line with those at the twenty-two
universities and by 24 per cent to bring them in line with those at the three
universities. In the meantime all universities over the country have improved
their salary schedules. At the very least, University of Florida salaries should
be brought into line with those now in effect at the twenty-two competitive
In order to adjust salaries of deans and directors so that they will be com-
parable with those of the twenty-two universities and the three universities,
an increase of 35 per cent and 47 per cent, respectively, was needed a year ago.
Because of their outstanding contributions, a few professors should have
their salaries raised to the ceiling of the salary schedule which has been adopted
by the University. Furthermore, it is important that the staff should realize
that the University of Florida is in a position to meet the competition of other
universities for topnotch men. If this competition is met, outstanding young
scholars will not be lost to other universities and industries.
Not only must the range of salaries be increased during the biennium and
in successive years to keep pace with those of other great state universities,
but consideration must be given all along the line to provisions for a more satis-
factory retirement plan, for opportunities for professional growth, for sabbatical


leaves, and other considerations essential to the welfare and happiness of a
great faculty.

Participation in a Regional Program of Education
In 1948 the State of Florida entered into a pact with other Southern States
for the purpose of extending mutual assistance in the Regional Education pro-
gram. Such cooperation was ratified by the Florida legislature, and appropria-
tions were provided for the education of a limited number of Florida students in
certain fields of professional study which were not offered in Florida. As the
University moves forward in securing its educational buildings, laboratories,
offices, and an adequate teaching and research staff, it will be in a strategic
position to play an increasingly important role in the program of regional edu-
cation. We foresee the day when many states will send students to the Uni-
versity of Florida, under this cooperative plan, for specialized training in our
professional schools.
The Institute of Inter-American Affairs and the Graduate School of Inter-
American Studies
In its colonial heritage, Florida is a part of Latin America. Upon its soil
were established the first settlements made by Spain within the borders of the
present United States of America. The most renowned names of Florida colo-
nial history are Spanish: names like Ponce de Leon, Panfilo de Narvaez, Hernando
De Soto, and Menendez de Aviles. Much of Florida's colonial heritage centers
around these and other Spanish names. Although few monuments remain as
evidences of their work, the Spanish background of Florida's history is very real.
With its traditional Spanish background, and because of its strategic geo-
graphical location with respect to the islands of the Caribbean and the countries
of Central and South America, Florida appeared destined to play an important
role in that phase of international relations known as inter-American affairs.
Consequently, there was established at the University of Florida in 1930 an
Institute of Inter-American Affairs to translate into more effective action the
growing concern felt on the campus for a closer relationship between the Ameri-
can nations. The University's Inter-American program includes: (1) fellow-
ships and scholarships; (2) coordination of undergraduate area studies pro-
grams in arts and sciences and business administration; (3) a Graduate School
of Inter-American Studies; (4) a research program including the humanities,
social sciences, agriculture, and other professional studies; and (5) an active
publication program sponsored by the University of Florida Press. The Institute
has helped the people of the United States and the people of Latin America to
know one another better by interchange of students and teachers, and by dis-
semination of cultural information.
On December 7-9, 1950, was held on the campus of the University of Florida
a conference known as "The Caribbean at Mid-Century." More than ninety
outstanding scholars in various phases of Inter-American relationships par-
ticipated in this conference, including: Harry Guggenheim, former Ambassador
to Cuba; E. G. Miller, Assistant Secretary of State for Latin American Affairs;
and J. G. Harrar, Field Director for Agriculture of the Rockefeller Foundation.
Scholars from the great universities of this country and Central and South
America participated in round table discussions covering the fields of agricul-


ture, language and literature, sociology and anthropology, economics and geo-
graphy, and political science and history.
Institutional hobbies are as important and wholesome as are personal hobbies
for a well-rounded development. It is our feeling that the Institute of Inter-
American Affairs falls naturally into the role of our institutional hobby. As
we increase in prestige within our native land, our fame will ultimately spread
also beyond the seas. Already more than two hundred graduates of the Univer-
sity who have been trained under the auspices of the Inter-American Program
have returned to the capitols of the countries to the South.
Opportunities for graduate students to specialize in the Latin American
phases of their chosen discipline have existed for some time, but with the recent
organization of the Graduate School of Inter-American Studies these are being
greatly expanded. Because of climatic and other similarities, students from
Latin America find at the University of Florida courses in agriculture, animal
industry, soil science, and other technical fields, which are closely related to the
problems encountered in their own countries.
The Inter-American program of the University of Florida is a continually
developing one, and the future program will provide new national and inter-
national leadership in teaching and research. In 1950 we concentrated our
activities on increasing the Library's holdings of Latin American materials and,
particularly, those relating to the Caribbean area. Facilities for publishing the
results of scientific and scholarly studies are being improved.
We envision for the immediate future the construction of an Inter-American
House which will serve as headquarters for the Institute of Inter-American
Affairs. Already architects have drawn preliminary plans for such a house,
and a location for it has been selected in one of the most beautiful sections of
the campus. Of great beauty and dignity, its architectural style will at once
identify it with Latin America so that students and visitors from the other
Latin American Republics will see at once that it offers a familiar and friendly
atmosphere, and Americans will be conscious of the deep interest of the Uni-
versity in Latin America. One of the important functions of the Inter-American
House will be to serve as a meeting place for annual institutes and conferences,
where leading scholars will be brought together from all of the Americas.
It is our earnest hope that these annual institutes and conferences will within
a very brief period of time lend as much prestige to the University and to
the State of Florida as the now famous annual Institutes of Government which
have been conducted so successfully for a number of years on the campus at
the University of Virginia in Charlottesville. These meetings will not only
serve to advance mutual understanding among such individuals, but will also
attract many people from Florida and other states who are interested in Latin
American affairs.
A Memorial Center
A great University has more than classrooms, libraries, laboratories, faculty,
and students. It has a spirit, it has traditions, it has cultural heritage-all of
which raise it above the level of material things. One of our great dreams for
the University of Florida is to develop a fitting symbol of its spirit by expanding
and remodeling the present University Auditorium into a Memorial Center
located at the heart of the campus. Within these walls will pass students seek-
ing truth, faculty gaining inspiration, parents of students pausing in silent


memory, alumni renewing bonds of fellowship, and friends of the University
visualizing the unlimited moral and spiritual potentialities of our State.
A striking feature of the Memorial Center will be a Memorial Tower with
a carillon. The hours of the day will be struck on the bells, and at eventide
vesper concerts of hymns and other appropriate music will be played. On
stated occasions special concerts will be played by local or visiting musicians.
Under the carillon will be galleries devoted to depicting Florida cities, in-
dustries, natural resources, and scenic wonders . galleries exhibiting beautiful
exhibitions of art which at present are without adequate facilities on the Uni-
versity campus . galleries for future gifts of art or for traveling art ex-
hibits . galleries dedicated to the memory of alumni who lost their lives in
our nation's wars.
Gifts and Grants from Private Sources
The foregoing are but a few of the great projects which we have conceived
for the University in the years immediately before us. We have shown in pre-
ceding sections that gifts and grants are beginning to come to the University in
increasing amounts. As the University grows in stature and is better known,
it should receive ever larger support from private philanthropies and private
sources. A great and going concern like the University of Florida will inevi-
tably attract millions of dollars to it. We are especially hopeful that many of our
alumni who are now meeting with signal financial success will feel impelled to
create endowments for the University. Such projects as scholarship funds for
the Inter-American Institute, building funds for the Inter-American House and
the Memorial Center Building are but a few of the needs for which private
gifts and grants are very much desired.
A great need for the University campus, as for all campuses, is a beautiful
chapel to which students and faculty might go for meditation and prayer. It
is a satisfaction to record that such a chapel has been promised to the University
in the not too distant future as a memorial to a distinguished Floridian.
Immediate and Future Budgetary Needs
We must now bring the mid-century review to a conclusion. In doing so, it is
lamentable that the accent again must be upon finances. However, upon ade-
quate finances rests the future of the University of Florida. The biennial re-
quest for 1951-53 for all the University's activities is $35,097,618. (For a list
of these activities, see Chapter IV.) This represents an overall increase of
$2,546,700 or 7.82 per cent over the requests of the present biennium. The ap-
propriation requested for the next biennium is $25,215,368 compared to $20,784,-
587 requested for the present biennium, an increase of $4,430,781, or 21.32 per
cent in requested State appropriations. The Legislature appropriated $18,636,352
for the current biennium. The request for the new biennium is an increase of
$6,579,016 or 35.30 per cent in actual State appropriations. The tables shown
below illustrate these comparisons.
1949-51 1951-53 Increase % Increase
Salaries $21,159,908 $23,368,942 $2,209,034 10.44
Expense 11,391,010 11,728,676 337,666 2.96
Total $32,550,918 $35,097,618 $2,546,700 7.82


1949-51 1951-53 % Increase
Salaries & Expense $18,636,352 $22,951,068 23.15
Loss of Income 2,264,300 12.15

Total $18,636,352 $25,215,368 35.30
A basic budget problem in the next biennium is brought about by the loss
of income from the Veterans Administration. Because of the loss of entitlement
by veterans under the GI Bill and because many veterans will be completing
their courses, it is anticipated that during the next biennium, veteran enrollment
under the GI Bill will drop to an insignificant part of the total enrollment. The
Veterans Administration pays above the civilian fees, $350 per veteran under
the GI Bill during the regular session and $64.20 during the summer session.
The budget for the current biennium was based on an estimated total enrollment
of 10,000 during each regular session and of 5,000 during each summer session.
These enrollments have proved to be conservative. Veteran enrollments under the
GI Bill which are included in the totals above were estimated to average 2,750
during the two regular sessions and to average 3,200 during the summers.
Since the increase in non-veteran enrollment is keeping pace with the de-
crease in veteran enrollment under the GI Bill, the budget for the next biennium
is based on an estimated total enrollment of 10,000 during each regular session
and a total enrollment of 4,000 during each summer session. Veteran enrollment
under the GI Bill is estimated to average 500 during the two regular sessions
and to average 150 during the two summer sessions. The following table shows
the effect of this drop in veteran enrollment under the GI Bill, on income:
Biennium Regular Summer Additional Income from
Sessions Sessions Veterans Administration
1949-51 5700 3200 $2,237,560
1951-53 1000 300 369,260

Loss of Income from Veterans Administration $1,868,300
Thus, in order to make up for the loss of income from the Veterans Adminis-
tration, it will be necessary for the Legislature to appropriate $1,868,300 or
10.03 per cent more than was appropriated in the last biennium.
To help underwrite partially self-liquidating dormitory construction, $18.00
per regular term student and $4.50 per summer term student is pledged from
the student activity fee during the next biennium. This amounts to $396,000
for the period.
Because of the loss of income from veteran students and the transfer of
income to the dormitory construction fund, it becomes necessary for the Legis-
lature to appropriate an additional $2,264,300 to maintain the current income
level. This alone requires an increase of 12.15 per cent over the appropriations
for the current biennium.
No one can predict at this time what proportions the war in Korea will
take. The nation is mobilizing its manpower and its production facilities to meet
any emergency. This mobilization cannot be done without leaders and experts


trained in all of the technical fields of military science, engineering, physics,
chemistry, pharmacy, government, economics, agriculture, biology, etc. Basic,
professional and advanced training are given in these and many other fields at
the University of Florida. The nation will need our teaching and research facil-
ities to train the experts required in this emergency. If civilian students are
not assigned to the University of Florida then the armed services will undoubted-
ly want to make use of our staff of expert teachers and research workers and
of our physical plant to house, feed and train the personnel they must have to
do the job assigned to them.
One of the phenomena of World War II was the increase in college attend-
ance of women students. Men were in military service. Women were in greater
demand for professional and technical services needed in the national emergency.
During the war years the total enrollment of women in the colleges of the coun-
try increased by about 50 per cent. The University of Florida is just now in
its fourth year of coeducation. Our enrollment of women students to date has
been limited by our limited housing facilities for women. However, if some of
the men's dormitories are not filled they can be converted readily to women's
The conclusions are obvious. The role of the University of Florida in war or
peace will be a significant one. We have facilities and we have staff for special-
ized purposes that cannot be erected or assembled overnight. In case the inter-
national crisis subsides we must be ready to carry on with our peacetime activi-
ties for 10,000 students now and 15,000 students by 1960. In case of continued
war we must be ready to serve both civilian and military students, to carry on
fundamental and applied research related to military needs and to civilian de-
fense. We must be ready to carry out any assignment that may come to us, be it
research or educating civilians or military personnel, men or women.
Proposed Medical School
The 1949 Legislature passed an act establishing a medical school in Gaines-
ville as a unit of the University of Florida. Since that time an extensive study
has been made of the requirements for a first class medical school for the State
of Florida. Consultants have been brought in from various places to advise
us on this work. We want to mention particularly the names of Dr. Veinon
Lippard, Dean of the Medical School at the University of Virginia, and Dr.
Basil MacLean, of Strong Memorial Hospital of the University of Rochester
Medical School. The preliminary schematic plans for the medical school have
been drawn and approved by all consultants. This work has proceeded under
a loan of $10,000 to the State Improvement Commission from the Federal
Government. The Improvement Commission is now ready to request a loan
from the Federal government to pay for the production of working drawings
for the medical school building and its affiliated hospital and other facilities.
The total cost of the medical school buildings, including classrooms, laboratories,
hospital facilities, offices, dormitories for medical students, and for nurses have
been determined to be approximately $15,750,000. It has been recommended that
the group of medical buildings be built in sequences and that the first units
should be expected to cost about $8,250,000. The annual operating expenses of
the medical school will be about $900,000. A more detailed analysis of the re-
quirements for the medical school are being published in a separate document.
However, in view of the serious need for educational buildings at the University


of Florida which has been outlined in previous chapters, the University of
Florida is loath to request money for a medical school until at least a part of
these other additional needs have been met. The following is a listing of both the
long term needs and the needs for the 1951-53 biennium for the University
of Florida as prepared for the State Improvement Commission.
Capital Improvements needed at the University of Florida
1. A group of Agricultural buildings to house adequately all aspects
of the College of Agriculture, the School of Forestry, the main sta-
tion of the Agricultural Experiment Station, and the Agricultural
Extension Service $4,700,000
2. A building for the College of Business Administration $1,000,000
3. Addition to and rehabilitation of the Horticulture Building to be
made available to the Departments of Physics and Mathematics
and Psychology. $1,000,000
4. A building for the College of Education and a smaller specialized
building for Industrial Arts Education $1,200,000
5. A wing added to Science Hall to provide laboratories afid class-
rooms for the Biology Department $ 325,000
6. Additional units of the Engineering group $3,200,000
7. A group of buildings for Architecture, Art, Music, Speech, and
Dramatics $2,750,000
8. A women's gymnasium $1,000,000
9. Funds for the extension of campus utilities and the development
of the campus $ 500,000
10. Funds for the rehabilitation of Benton Hall, Peabody Hall, and
Floyd Hall $1,350,000
11. The University has ten thousand students, but can offer accom-
modations in permanent dormitories to about 2,300. The eventual
goal should be dormitories for 60 per cent of the student body.
In order to build some of these dormitories, the University re-
quests the State to provide $8,000,000 as its share in a partially
self-liquidating project to provide dormitories for 4,000 additional
students. $8,000,000
12. The University has need for appropriate headquarters for the
General Extension Division. It should provide offices, classrooms,
seminar rooms, a small auditorium, a library, and dormitory
facilities for adults attending short courses and extension courses
held on the campus. $1,300,000
The first twelve categories represent an expenditure of $26,325,000. We have
referred to this as the Six-Year Program of the University. This building pro-
gram would merely bring the University up to the average of our sister insti-
tutions so far as educational and housing space is concerned. It is a basic
program with no extravagances whatsoever.
13. Medical School buildings $15,750,000
This is based on the study made by the University with the assis-
tance of the State Improvement Commission and in consultation
with Dr. Vernon W. Lippard and Dr. Basil C. MacLean. A sepa-
rate report is being made on the needs of the Medical School.


If the cost of the Medical School is added to the needs listed above, the
total building needs of the University will represent a total expenditure of
Requests for 1951-53 Biennium
We have 10,000 students on our hands now. The foregoing list cannot be
considered as needs for the future; they are immediate needs. We realize that
consideration of availability of labor, materials, and funds may mean that only
some of these needs can be met in the next two years. Therefore, we are listing
below our highest priority of needs selected from the above list. These should
be met in the next biennium if we are to meet the needs of the students who
are now enrolled in the University:
1. First group of Agriculture buildings (Units A & B), including
classrooms, laboratories, offices, herbarium, library, furnishings,
and equipment $1,500,000
For many years the instructional program of the College of Agri-
culture has been seriously hampered for lack of adequate laboratory,
classroom, and office space. The inadequacy of laboratory facilities has
been particularly great. Several courses which should include ex-
tensive laboratory work are given by the lecture or demonstration
method. In the graduate program it has been impossible to meet
modern day requirements for adequate training. The facilities for
instruction in agriculture, except for horticulture, dairying, and
poultry are essentially the same as when the present building was
occupied in 1912. The undergraduate enrollment in agriculture is
now three times the total University enrollment in 1912. In the past
twenty years practically the entire growth of graduate student en-
rollment has taken place. Over two hundred graduate students were
majoring in the College during the last semester of 1949-50.
Units A and B will provide classroom, laboratory, and office facili-
ties for the Departments of Agronomy, Horticulture, Botany, Soils,
Entomology, Agricultural Economics, and Animal Husbandry, as well
as offices for the Dean and Provost. In addition to the instructional
staff, provision is also made for extension and research workers in
Agricultural Economics, Animal Husbandry, and the Plant Pathol-
ogy group in Botany. At the present time staff members of the de-
partments to occupy these units are widely separated and are lo-
cated in six different buildings while most of their instructional work
is in the old agricultural building or Floyd Hall. Construction of
these units will permit staff members to be brought together under
one roof where their program of instruction and research can be
carried on more efficiently.
Construction will also free Floyd Hall for use by the College of Arts
and Sciences which also is badly in need of additional facilities.
Because of the great need for these units the Florida State Im-
provement Commission, with the approval of the Board of Control and
the Cabinet, requested and received a loan of $50,000 from the Gener-
al Services Administration of the Federal Government for developing
architectural plans. These plans are now being developed. The loan
must be repaid when the funds are appropriated for the buildings.


2. Business Administration Building $1,000,000
The College of Business Administration is now divided among
several buildings on the campus. Most of the offices and practically
all the classrooms which the College uses are in temporary build-
ings. Only the Dean's office and the Department of Real Estate
Office are in Anderson Hall, which is a permanent building. If the
College is to perform efficiently, it must have adequate quarters. In
addition to office space for the faculty, the building should have 32
classrooms, a statistical laboratory, facilities for the Bureau of Eco-
nomic and Business Research, a reading room and departmental li-
brary, and a business equipment and machine room. This will require
nearly 50,000 square feet of space. At the request of the Board of Con-
trol, and with the approval of the Cabinet-Budget Commission, the
State Improvement Commission has requested a loan of $40,000 from
the General Services Administration of the Federal Government for
the preparation of architectural plans for this building.
3. Building for Physics, Mathematics, and Psychology $1,000,000
The developments after World War I emphasized the importance
of chemistry, and since that time the field of chemistry has had a
phenomenal growth. World War II emphasized the importance of
physics, and during and since the War there has been much more
general use of the applications of modern physics. Prior to World
War II, few people would have thought that the work of nuclear
physicists was of more than theoretical importance. Now, nuclear
physicists are in great demand all over the nation and in all the world.
The Department of Physics of the University of Florida is now
quartered in Benton Hall in space that was inadequate prior to
World War II. With the postwar growth of the University and the
postwar development of interest in physics, the Physics Department
is crowded beyond all reason. The work of the Physics Department
has recently been expanded to include the offering of the Ph.D. degree.
This requires adequate research space for graduate students as well
as the usual research and teaching space needed for a standard Physics
The experimental and laboratory work in psychology requires some
laboratories similar to those used by physics. Mathematics, psy-
chology, and physics can use certain lecture and classroom facilities
in common. These three large departments are scheduled to use the
present Horticulture Building with its proposed wing. When the
Agricultural buildings are built, the present Horticulture building
will be vacated and become available for this purpose. Even before
the Horticulture Building is vacated, we can add a wing on the east
end of it which would house the immediate needs of the Physics and
Psychology Departments for laboratory space and some teaching
space. When the existing part of the Horticulture Building is vacat-
ed, it could then house the rest of the teaching facilities needed by
Physics, Mathematics, and Psychology. The State Improvement Com-
mission has asked the General Services Administration for a loan of
$34,000 to pay for the preparation of architectural plans for the wing
which is described above.

4. Education and Industrial Arts Building

The population of Florida has increased approximately 40 per cent
in the past decade. This brings an increase in school population and
thus a demand for additional teachers. A careful study made by the
Bureau of Educational Research in 1949 reveals that Florida will need
between 2,000 and 2,600 new teachers annually to supply replacements
and fill new positions. In 1949-50 Florida institutions prepared 1,307
teachers who are available for employment for the first time in the
State. Separated according to race, this represents 297 Negroes and
1,010 whites. Of the 1,010 white teachers, only 254 were educated at
the University of Florida. All the institutions of higher education
in Florida combined are supplying only about 60 per cent of Florida's
needs in teachers, and the University is obviously failing to carry its
share of this responsibility.
With the increase in the number of women and the continued de-
mand for qualified teachers, the University will surely have more and
more students entering its teacher-training program. However, it
does not have physical facilities to house its present enrollment in
teacher education.
The P. K. Yonge building, which houses the Laboratory School and
the College of Education, was designed so that 11 per cent of the space
would be available for college use. Now, 25 per cent of the space is
used by the College, and 50 per cent is used jointly by the College and
the Laboratory School. Thus both the College and the Laboratory
School have been severely handicapped because of crowded conditions.
In the P. K. Yonge building, classes begin at 7:40 in the morning and
end at 9:30 in the evening. The majority of the graduate classes
must be scheduled at night because no rooms are available in the day-
time. Moreover, the College is now using three classrooms in Tem-
porary Buildings D, E, and F, two rooms in Temporary Building K,
one in Temporary I, one in Florida Gym, and one in Walker Hall.
These classes are not convenient to the Laboratory School, which is
used for observation and participation by the students in these classes.
The Industrial Arts Department is having to use rooms originally
planned for the Doe Museum on the third floor, and the shops formerly
planned for the Laboratory School. This department, which has an
opportunity to lead the South in its field, is not housed and equipped
so well as many similar departments in a number of our high schools
in the state. Ideally, the Industrial Arts Shops should be in a separate
building so as to reduce the noise and dust which is a nuisance to other
units of the College of Education. The Business Education Depart-
ment, which serves both the College and the Laboratory School, is
crowded into two rooms on the third floor.
Because of increased enrollments in elementary education, there
is a serious need for seven additional classrooms for the Laboratory
School to house children from the kindergarten through the sixth
grade. This addition is needed to make it possible for all students in-
terested in teaching in the elementary school to observe and partici-
pate in actual class situations.


Office space for staff members presents a serious problem. To do
effective counselling and study, staff members should be provided small,
but private offices. The fifty-six offices and conference rooms in the
Yonge building house 106 faculty members and stenographers. Such
an arrangement does not make possible effective use of the time of
either the stenographer or the staff member.
In summary, if Florida schools are supplied with well trained
teachers, the University must produce more teachers. Housing facili-
ties are grossly inadequate for the current enrollment. New Col-
lege of Education and Industrial Arts buildings are a necessity if the
University is to keep faith with the children of the state. It is a
possibility that the University will need to acquire land for the ap-
propriate location of these two buildings. Therefore, the former re-
quest of $1,180,000 is now increased to $1,200,000. The State Improve-
ment Commission has asked for a loan of $47,200 so that architectural
plans for these buildings may be developed.
5. Wing to Science Hall to provide Laboratories and classrooms for
Biology Department $325,000
For three years, prior to the condemnation of Science Hall by
the State Fire Marshall, the administration of the University of Flor-
ida sought funds for the rebuilding of Science Hall in order that we
might remove a fire hazard that threatened the lives of our students
and professors and that we might provide adequately for the sciences
taught in that building, which are so basic to the welfare of the State
and the program of the University.
Realizing the serious condition of this building, the administration
included its complete rehabilitation as a "must" in the Six-Year Plan
proposed under the direction of President Miller in October, 1948.
This item was included in the budget for the fiscal year 1949-50 and
transferred to the State Building Fund budget by direction of the
Budget Commission. The State Legislature failed to pass an appro-
priation for the building fund and this necessary construction was
This item has appeared in subsequent budgets of the University
and has been the subject of several requests for the release of funds
withheld by the Budget Commission from the operating budget of the
current biennium. This problem was shifted to the "most critical"
category by the condemnation report made by the State Fire Marshall
on July 28, 1950.
Science Hall was built in 1909 and was designed for use by science
departments in a small college. During the rapid growth of the Uni-
versity, more and more people have been crowded into Science Hall
so that it was used at several times its originally planned capacity.
The attic, or so-called third floor, has been used as a full floor when
there should be no use made of that floor because of the fire hazard.
The building is now vacated and work is proceeding to rehabilitate it
with fire-resistant materials so that the ground and first and second
floors may be used for classrooms and for faculty offices. This will
reduce the crowding in the building, and it will eliminate laboratory
activities which added to the fire hazard. This part of the plan has


been approved by the State Fire Marshall. There remains a most
serious need for laboratory and additional classroom space for the
important work of the Department of Biology. These laboratories
must be provided for teaching and for research purposes. To provide
this space for a Biology Department adequate to care for its share
of a University enrollment of 10,000 or more students will require a
wing costing at least $325,000.
6. Dormitories for 650 to 700 students $2,000,000
The University now has permanent dormitories for about 1,800
men students and 450 women students. Eventually we should house
at least 6,000 students in dormitories on the campus. The enrollment
of women students is held back for lack of appropriate and adequate
housing for them. All the dormitories which have been constructed re-
cently have been built with a State contribution of not more than 20
per cent of the total cost. This has meant that the University has had
no alternative but to charge relatively high room rents in order to meet
the obligations on the revenue certificates which were issued to cover
the 80 per cent remainder of the costs. In order to increase the State's
contribution towards the total dormitory program in the University,
we request that the State appropriate $2,000,000 for dormitories for
650 to 700 students. This number will vary, depending upon costs of
construction at the time the contract is let. By virtue of these new
dormitories built entirely at State expense, the University can bring
all its dormitory room rents down to more reasonable figures.
7. Utilities $ 250,000
When new buildings are built on the campus, the contract seldom,
if ever, includes the cost of connecting the building with the campus
utility system. The campus utility system must be enlarged to con-
nect with new buildings which are contemplated. The addition of build-
ings, roads, and parking areas causes faster run-off of rain water,
and larger, more adequate drainage sewers are needed. For these im-
mediate needs of the University in the next biennium, we request
8. Meats Laboratory and Abattoir $ 80,000
This building will be used extensively in both the instructional and
research program of the College. In feeding and judging meat animals
certain theoretical judgments can be formed, but a complete pro-
gram calls for slaughtering animals to determine actual values with
regard to carcass yields, quality of meat, and cutting and dressing per-
centages. All this, along with proper handling and storage studies,
will become an integral part of the teaching program. Meats research
is also of special significance in the development of the cattle industry
in Florida. With extensive breeding programs underway involving
crossing of English breeds with Brahma and similar breeds, careful
evaluation of variation in meat quality and composition is essential.
Research work involving these and other problems will be conducted
in the meats laboratory.
At the present time facilities are practically non-existent for car-
rying on these most important functions in our teaching and research
program. The total cost of this unit will be $97,700. Part of it is


being built this year with College of Agriculture funds. The balance
needed to complete the unit is $80,000. The Improvement Commission
has asked the Federal Government for $3,750 as a loan to pay for
producing architectural drawings.
9. Agricultural Experiment Station buildings (first group) $ 344,500
In the long-range needs for Agriculture we have listed buildings
totaling $4,700,000. Those needed by the Agricultural Experiment
Station total $575,500. We are asking here for $344,500's worth of
those buildings in the first priority. Farther down this list is a request
for the second group of Experiment Station buildings totaling $231,000.
The University of Florida Agricultural Experiment Stations are
scattered all over the State. The main station at Gainesville serves
a Statewide function, while most of the branch stations serve regional
functions. The units which make up the first priority for the Experi-
ment Station are as follows:
A. Main Station, Gainesville
(1) Poultry Unit $90,000
The University of Florida has one of the most antiquated
poultry research and instructional units in the United States.
Representatives of the State's poultry industry have on many an
occasion stated that the present facilities not only are a disgrace
to this rapidly growing business, but constitute a serious impedi-
ment to its further development, because they do not permit the
procedures necessary to solve the serious problems currently exist-
ing. A single small crowded building now houses entirely inade-
quate classrooms, laboratories, incubator, candling, killing and
dressing rooms, and feed mixing equipment, in addition to offices
of the staff. Expansion of other University requirements pro-
hibits enlargement of the poultry plan in its present location. Ad-
ditional land is already available, but there are no funds for
building and equipping a new plant. The sum of $90,000 itself
will provide only minimum necessary improvements.
(2) Animal Nutrition Laboratory $90,000
The further development of Florida's great livestock, dairy,
and poultry industries awaits the development of more economical
feed materials. Science has already indicated a great potential
feed industry within the State. Before our vegetable wastes,
grasses, and other crops can be processed and marketed through
regular trade channels, the technological difficulties in their manu-
facture must be overcome and, equally important, they must be
evaluated for digestive nutrients, vitamin contents, physiological
effects on animals, and the numerous other factors of practical
commercial importance, such as uniformity, retention of quality in
storage and the like. This requires carefully controlled techniques
and close correlation between work in the animal pens and in the
laboratory. Our present facilities are housed in a seriously over-
crowded old barn constructed over twenty-five years ago, and are
entirely inadequate. Tremendous pressure from the industry has
been on station workers to increase work on this subject, but it
cannot be done until facilities are made available. It is firmly


believed that the sum requested for this building represents one of
the most valuable investments the State could make for furthering
its industrial and agricultural development.
(3) Herdsman's Cottage, Swine Unit $7,500
The experimental swine herd must be tended seven days a week,
in all types of weather. Many tests require punctual and definitely
scheduled attention. It is very difficult to secure the services of a
dependable herdsman without living quarters nearby. Accidental
loss of animals through sickness and injury, particularly during
farrowing, can be reduced through more regular attention during
off hours, when attendance of a herdsman who lives several miles
away is problematical.

(4) Beef Cattle Feed Trial Barn $12,000
In connection with nutritional research, pens must be provided
where carefully controlled feeding trials can be conducted. Pres-
ent facilities are entirely inadequate to meet current demands of
an industry tremendously dependent upon this type of research
for its economic operation.
B. North Florida Station, Quincy
(1) Laboratory and Office Building $45,000
Owing to the expansion of the staff and research program at
this Station, present facilities are entirely inadequate. More effi-
cient and economical operation of all functions could be obtained
with a modest laboratory and office structure at the main farm, in
proximity to the present staff and labor cottages now situated
several miles from the present office building, built in 1922, which
has been improvised to the utmost to provide two crowded labora-
tories for all staff purposes. The existing building can be utilized
effectively in the tobacco phase of the research program. This
building was quite adequate for the staff in 1922, when only two
men comprised the resident force, and continued so until more
recent years, when the staff has increased to seven members, plus
a clerical and technical assistant staff of another five to seven
persons. In addition, laboratory technological advances in science
have been such that modern techniques cannot be employed without
adequate housing. With the large number of visitors and farm
groups meeting at the Station, some type of assembly room seat-
ing a reasonable number is likewise important, adjacent to labora-
tory facilities.
C. Citrus Station, Lake Alfred
(1) Sewage Disposal Plant $45,000
The greatly stepped-up research program in citrus processing
and packing house management, the increased staff, and additional
laboratory activities at this station have so increased the disposal
problem that the present multiplicity of septic tanks has caused
constant trouble and expenditure for maintenance and repairs. A
sewage disposal system is a necessity.


D. Everglades Station, Belle Glade
(1) Storage and Machinery Shed-East Coast $5,000
In practically all farm enterprises certain types of auxiliary
buildings are always necessary, and this need is emphasized par-
ticularly on experimental farms. An implement shelter is one of
the many needs for the Everglades Station.
E. Range Cattle Station, Ona
(1) Hay Drying and Storage Barn $12,000
The Station at Ona has a laboratory building, and it needs
auxiliary buildings for the essential work of the Station. The
most urgent need is a barn for drying and storing hay.
F. Subtropical Station, Homestead
(1) Fertilizer storage and mixing house $12,000
In experimental work it is necessary to have adequate room
for segregating various types of fertilizers and mixing and other
activities which are related to the research program.
G. West Florida Station, Milton
(1) Laboratory and Office Building $26,000
At present, one of the staff residences at this Station is being
used temporarily for offices and for an elementary laboratory,
there being no other structure available. It is not adapted for
chemical and soils analytical equipment, which are so necessary
for a research program of the type needed in this general farming
area. Because of the isolated location of this station, great difficulty
has been experienced in interesting qualified research workers in
a position on the staff. Added to the difficulty has been the ab-
sence of laboratory facilities available for research. When the now
vacant third staff position is filled, the improvised office building
will be required to house the research worker and his family, be-
cause the Station is fifteen miles from Milton.
10. Architecture and Allied Arts Building (first unit) $1,000,000
Students now enrolled in the departments which make up the Col-
lege of Architecture and Allied Arts and also in the Division of
Music are now being taught largely in makeshift space. Architec-
ture is in Building E, a World War II temporary which has already
had eight years of hard use, and which has undergone one complete
moving to the campus of the University and several remodellings.
The space is inadequate and inappropriate. Art is being taught on
the top floor of Walker Hall and in Temporary Building C. This lat-
ter is a temporary building that is in the same category as E, which
is used for Architecture. These units are in serious need of additional
space, and a start should be made in providing the kind of permanent
space which this College needs.
11. Completion of Science Hall $ 250,000
Plans are already underway to rehabilitate the old part of Science
Hall with fire resistant construction so that it can meet the require-
ments of safety which we need for buildings which are used by large
numbers of persons. Science Hall was built in 1909 and was designed
for use by science departments in a small college. During the rapid
growth of the University, more and more people have been crowded


into Science Hall, so that it was used at several times its originally
planned capacity. Even with this crowding, it was not able to ac-
commodate the work that was related to the departments housed in
the building. In order to provide adequate space for the Biology
Department, a wing is needed which will cost approximately $250,000.
This wing would be made of completely fire proof materials, and the
work of the Biology Department that is particularly hazardous would
be housed in this wing. It would also provide additional classrooms
and laboratories so that the Biology Department can be brought to-
gether in one adequate building. The State Improvement Commission
has requested $12,000 for architectural plans for the entire program
of rehabilitation and addition to Science Hall.
12. Agricultural Engineering Building $ 435,000
Agricultural operations in Florida have become highly mechanized,
although there are still many opportunities for developing labor saving
devices. The engineering aspects of drainage and irrigation are as-
suming increasing importance. These and other phases of agriculture
engineering require that adequate facilities be available for training
students and conducting research if the University is to render the
service to agriculture that is rightfully expected of it. Unfortunately,
there is no other department in the College of Agriculture in greater
need of suitable office, classroom, and laboratory space than the De-
partment of Agricultural Engineering. The staff is housed in a tem-
porary wartime structure. Two small wooden sheds comprise the space
available for machinery storage and much of the shop, laboratory, and
classroom work. (These should be abandoned so the area they occupy
near the women's residence halls can be cleared). Little or no room
is available for conducting badly needed research. Farm machinery
manufacturers are ready and willing to furnish the University with
the latest models of farm machinery and power items if suitable
storage space can be provided. Availability of these items would not
only enrich our teaching program, but would provide a large variety
of equipment and power items for testing their adaptability to Flor-
ida farm operations.
If the many responsibilities of this department are to be met, a
new building of approximately 40,000 square feet is required. At
least 25,000 square feet of this area can be constructed at a low cost,
since it will be used for machinery storage, shop work and the like.
Architectural plans for this building are fully developed.
13. Engineering Group (second unit) $ 720,000
The College of Engineering needs a group of buildings that would
cost more than $4,000,000. During 1949, $1,000,000 was released for
the first unit of the Engineering group. If $720,000 additional can be
provided during the coming biennium, all the sections of the Engineer-
ing College that are now housed in Benton and Engineering Halls can
be moved, thus releasing those buildings for units of the College of
Arts and Sciences which are inadequately housed. This will still leave
the Engineering College using a temporary hangar on the campus and
many temporary buildings at the Alachua Air Base seven miles from
the campus. This second unit will also provide a small auditorium


which is so seriously needed by the Engineering Group on the campus
as a place to hold their Statewide conferences on the various phases of
Engineering and as a place to hold campus meetings and large lectures.
One of the most crying needs on this campus is for more auditorium
space such as this would provide.
14. Agricultural Experiment Station (second group) $ 231,000
At the Main Station in Gainesville, which serves a Statewide func-
tion, the following units are needed:
A. Herdsman's Cottage, Beef Research Unit $7,500
B. Two laborer's cottages $10,000
C. Feed Storage and Mixing House $5,000
These buildings are necessary before the Station's new beef
research unit of 640 acres, located 10 miles north of Gainesville,
can be placed in operation. Thus far the area is partially fenced,
some roads have been built, an adequate well and water tank has
been installed, and a machinery shed has been erected. The re-
search program has been started, but when cattle are placed on the
ranch, labor must be on hand to care for animals, and feed storage
facilities must be available. Florida cattlemen, as well as many
individuals in subsidiary industries, have evidenced a strong desire
that this important experimental program be initiated without
further delay. Resident ranch hands will be necessary for the
intensive handling required in the various experimental plots.
D. Farm shop and equipment storage building,
Dairy Unit $8,000
E. Two silos, Dairy Unit $5,000
F. Hay storage and shelter barn, Dairy Unit $9,000
These structures are necessary at the new Dairy Unit at Hague.
The buildings thus far completed do not provide for such require-
ments, as the descriptive names of the requested additions indicate.
The silos already at the unit do not provide sufficient capacity to
meet the feed requirements. Shop facilities are necessary to care
for all the farm and dairy barn equipment now on hand, much
of which is parked in the open and is deteriorating for lack of
storage protection. No facilities exist for hay storage, nor is there
a shelter barn, although such installations are now commonly
accepted as good dairy management practice. The latter two facili-
ties can be combined into one building for economy, as requested.
G. Agronomy Greenhouse $12,000
H. Horticulture Greenhouse $12,000
I. Entomology Greenhouse $ 8,000
These structures will more than pay for themselves in a
short time for two principal reasons. They will protect controlled
experiments from the many hazards experienced with unprotected
outside plantings, and they will enable two crops each year in most
cases, thus doubling the time in which seasonal results can be ob-
tained. In addition, they will provide facilities for types of work
which cannot be done without such protection from the weather
and numerous pests. Each represents three different fields of work,
and each is badly needed. In the past much expense and time have


been wasted due to sudden inclement disasters ruining experiments
at the critical stage.
J. Citrus Experiment Station, Lake Alfred
(1) Greenhouse $12,000
(2) Insectary Laboratory $ 5,000
The greenhouse is needed for physiological studies, particularly
in the plant disease field. The insectary laboratory has been needed
for several years, and must be available before life history studies
can be made of major and potential insect pests.
K. Central Florida Station, Sanford
(1) Pathology-Soils Laboratory $18,000
Critical problems of vegetable production in the area served
by this station have arisen where laboratory facilities of the type
here proposed are needed. This laboratory structure would be of
a combination greenhouse type, with chemical analytical apparatus,
and controlled pathological equipment immediately adjacent. Soil
management in this area, so dependent upon expensive irrigation,
has a multitude of problems which require controlled environment
for study.
L. Farm buildings at the various stations $112,000
During the years 1946-48, the Agricultural Experiment Stations
were fortunate through the provisions of the State Building Pro-
gram to secure several much needed major buildings, particularly
office and laboratory facilities. In practically all farm enterprises,
certain types of auxiliary buildings are always necessary, and this
need particularly is emphasized on experimental farms, where room
for segregating various types of fertilizers, seeds lots, and har-
vested crops is essential, for the involved procedures. The newer
buildings previously secured filled a definite need because old ones
were either antiquated and in poor condition, or else were entirely
inadequate for the growth of the research program which has
played such a vital role in the development of the State's agri-
The same situation exists for many auxiliary buildings which
were not replaced or added. Greenhouse space, implement shelters,
fertilizer and seed storage buildings, laborers cottages, and many
other miscellaneous structures for conditions peculiar to the var-
ious stations are needed to utilize effectively staff abilities, and
to protect and maintain properly the great many different kinds of
equipment required by an institution of such diversified responsi-
Needs of this type have been screened carefully and the follow-
ing list has been determined as including those which are most
important and necessary for construction at this time, and without
which the Station is unable to meet its essential responsibilities:
Everglades Station, Belle Glade
Seed storage agronomy building $18,000
Fertilizer storage and mixing house 10,000
Machinery shed 7,500
Greenhouse 8,000

Range Cattle Station, Ona
Two laborer cottages $10,000
Fertilizer and seed storage warehouse 12,000
Subtropical Station, Homestead
Storage and machine shed, Highland Farm $4,000
West Florida Station, Milton
Fertilizer mixing warehouse $7,000
Live Oak Station, Live Oak
Foreman's cottage $7,500
Storage and implement shed 6,000
Vegetable Crops Laboratory, Bradenton
Foreman's Cottage, Cortez tract $6,000
Storage and implement shed, Cortez tract 5,000
Greenhouse 5,000
Watermelon and Grape Laboratory, Leesburg
Storage and implement shelter $6,000
15. Livestock pavilion and classrooms $ 115,000
For many years there has been a great need for a livestock pa-
vilion at the University. The tremendous growth of the livestock
industry in recent years makes it imperative to meet that need now.
Several hundred students are enrolled in courses in animal husbandry
which require working with farm animals. It is most difficult to con-
duct an efficient program without some type of shelter and facilities
for handling livestock.
This building would also provide a great need in meeting the
total services which the University can render. Extensive use could
be made of it by 4-H Club and Future Farmers of America short-
course groups. Throughout the year there are many meetings of ranch
and farm groups which could be held in this unit. It is through such
meetings as these that the University can make some of its most valu-
able contributions in the further development of Florida's livestock in-
dustry. Architectural plans for this building are complete.
This listing, which totals $10,125,500, is our most urgent priority
for the immediate needs of the University of Florida. It is our sincere
hope that these minimum needs can be met in the 1951-53 biennium.
The additional items in our overall needs amount to about $9,150,000
for general University buildings and $15,750,000 for a medical school.
However, we propose that if an appropriation is made for the Medical
School, it be made in parts so that the first units of the school can be
built in 1951-53 for a cost of $8,250,000. Even these first units of the
Medical School should not be built until we are assured of funds to
meet the $10,125,500 request made above. Further details on this
Medical School building program are given in a separate report.
Current needs which arc to be requested in 1953-55 Biennium
The following is a listing of the additional needs of the Univer-
sity. These are practically as urgent as those placed in the priority
for the 1951-53 biennium. However, we realize that we must give
some priority in our listing so that our requests will be within reason
of what might be expected in the way of availability of labor, materi-
als, etc:

The University has no adequate facilities for gymnasium space for
women students. It is estimated that a women's gymnasium will cost
$1,000,000. The playing fields for college sports, intramural sports,
and required physical education are also inadequate for women stu-
dents. An appropriate program of women's physical education requires
playing fields, tennis courts, and a swimming pool, as well as a gym-

17. General Extension Division Building $1,300,000
The University has need for appropriate headquarters for the
General Extension Division. It should provide offices, classrooms,
seminar rooms, a small auditorium, a library, and dormitory facilities
for adults attending short courses and extension courses held on the

18. Rehabilitation of Benton, Floyd, and Peabody Halls $1,350,000
These three buildings are old buildings which have had hard use
and have not been adequately maintained. They are approaching the
present condition of Science Hall. They need to be rehabilitated and
revised to meet the modern requirements which are made upon them.
It is estimated that the rehabilitation will cost approximately $450,000
per building to do this work. This is considerably cheaper than
the cost of new buildings.

19. Second group of Agriculture buildings, including the School of
Forestry building $2,500,000
Approximately 30,000 square feet of floor space will be required
for teaching and research in Forestry. Recent studies by the staff
.f the School of Forestry indicate that this is still a minimum need.
.this assumes an enrollment of 150 full-time students, including
graduate students, plus the equivalent of 50 full-time students from
the lower division, along with proper space for research activities,
particularly in wood utilization.
It is requested that a three-story building approximately 60x150
feet with a center one-floor wing 40x75 feet for an assembly hall
and large lecture room be supplied. A breakdown of the space required
indicates that 4,000 square feet will be needed for research and 26,000
square feet will be needed for instruction and office space and service
facilities in the building. The cost of this Forestry building with its
appropriate equipment will be at least $500,000.
We need additional space for the other units of agriculture
which are housed in other buildings on the campus and which we
propose to free for the use of the College of Arts and Sciences and
other units on the campus.
The State Improvement Commission, at the request of the Board of
Control and with the approval of the Budget Commission, has request-
ed $98,000 from the General Service Administration for plans for this
group of buildings. Of this amount, $20,000 was designated for plans
for the Forestry building.

16. Women's Gymnasium


20. Additional units of the Engineering Group
The units already built or requested for Engineering still do not
house the Engineering shops or the Departments of Aeronautical or
Chemical Engineering. These last two groups are in the Hangar
Building on the campus, which is a World War II temporary building.
By making this $1,000,000 addition to the Engineering Group, we can
more nearly approach our goal of having the Engineering College in
one section of the campus and in appropriate quarters.
21. Additional dormitories
In order that our dormitory program may keep pace with the pro-
gram of building for educational units of the University, we request
here State funds to assist in the building of additional dormitories.




1. First group of Agriculture buildings (Units A & B) includ-
ing classrooms, laboratories, offices, herbarium,
library, furnishings, and equipment $1,500,000
2. Business Administration Building 1,000,000
3. Building for Physics, Mathematics, and Psychology 1,000,000
4. Education and Industrial Arts Buildings 1,200,000
5. Dormitories for 650 to 700 students 2,000,000
6. Utilities 250,000
7. Meats Laboratory and Abattoir 80,000
8. Agricultural Experiment Station Buildings (first group) 344,500
9. Architecture and Allied Arts Building (first unit) 1,000,000
10. Completion of Science Hall 250,000
11. Agricultural Engineering Building 435,000
12. Engineering Group (second unit) 720,000
13. Agricultural Experiment Station (second group) 231,000
14. Livestock pavilion and classroom 115,000

Sub-total $10,125,500


Women's Gymnasium
General Extension Division Building
Rehabilitation of Benton, Floyd, and Peabody Halls
Second group of Agriculture buildings, including
School of Forestry
Additional units of the Engineering group
More dormitories

Grand total
Medical School (first units)
Medical School (second units)



$ 8,250,000
$ 7,500,000

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