Table of Contents
 The program
 Greetings from his excellency,...
 The delegates
 The proceedings
 Personnel of the committees

Title: University record
Full Citation
Permanent Link: http://ufdc.ufl.edu/UF00075594/00428
 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: March 15, 1931
Copyright Date: 1932
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: VID00428
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
        Page 183
        Page 184
    Table of Contents
        Page 185
        Page 186
        Page 187
    The program
        Page 188
        Page 189
        Page 190
    Greetings from his excellency, the governor of Florida
        Page 191
    The delegates
        Page 192
        Page 193
        Page 194
    The proceedings
        Page 195
        Page 196
        Page 197
        Page 198
        Page 199
        Page 200
        Page 201
        Page 202
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        Page 206
        Page 207
        Page 208
        Page 209
        Page 210
        Page 211
        Page 212
        Page 213
    Personnel of the committees
        Page 214
Full Text

The University Record
of the

University of Florida

Bulletin of
The Proceedings of the
Twenty-Fifth Anniversary Celebration
February 12, 1931

Vol. XXVI, Series 1

No. 5

March 15, 1931

Published Semi-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, Fla.

The University Record comprises:
The Reports of the President and the Board of Control, the Bulletin of General
Information, the annual announcements of the individual colleges of the Univer-
sity, announcements of special courses of instruction, and reports of the Univer-
sity Officers.
These bulletins will be sent gratuitously to all persons who apply for them.
The applicant should specifically state which bulletin or what information is
University of Florida
Gainesville, Florida

Research Publications.-Research publications will contain results of research
work. Papers are published as separate monographs numbered in several series.
There is no free mailing list of these publications. Exchanges with institu-
tions are arranged by the University Library. Correspondence concerning such
exchanges should be addressed to the University Librarian, University of Florida,
Gainesville, Florida. The issue and sale of all these publications is under the
control of the Committee on Publications. Requests for individual copies, or for
any other copies not included in institutional exchanges, should be addressed to
the University Bookstore, University of Florida, Gainesville, Florida.
The Committee on University Publications
University of Florida
Gainesville, Florida


F orew ord ......................................................... 186
T he P program ...................................................... 188
Greetings from His Excellency, The Governor of Florida ................ 191
T he D delegates ..................................................... 192

The Proceedings:
Thursday Afternoon-
Address by E. L. Hendricks ................. .............. 195
Address by W L. Floyd .................................... 196
Address by Philip S. May .................. ............ .. 198
Address by Dr. James M. Leake ......................... ... 199
Thursday Night
Address by Dr. Edward Conradi ........................... 201
Address by Dr. John J. Tigert .......................... . ... 202
Address by Dr. Harry W. Chase ........................... .. 208
Personnel of the Committees ...................................... 214


l HE twenty-fifth anniversary of the opening of the University of Florida at
its present location was celebrated on Thursday, February 12, 1931. Prior
to this, the institution had passed the first year of its existence upon the
campus of the old State University at Lake City while its first two buildings were
being erected upon the campus at Gainesville. This situation arose from the fact
that the Legislature of 1905 had enacted a statute, known as the "Buckman Bill,"
which had abolished the various institutions maintained by the State and established
in their stead the two schools now existing, the University of Florida at Gainesville
and the State College for Women at Tallahassee.
This legislative act has always been construed by the Board of Control, govern-
ing the two institutions, as a merging and continuation of the older schools, and their
alumni and graduates are regarded as belonging to the present organization-many
of their diplomas having been confirmed by both the University and the State College.
The present "silver" anniversary, therefore, is not the celebration of the founding of
the University, which goes back to a much older past, but of the University's con-
solidation, and removal to its new site.
The occasion was synchronized with the first meeting of the Institute of Inter-
American Affairs, which was in session during the week.
The celebration consisted of two meetings, both held in the auditorium of the
University-the first in the afternoon, from 2:00 to 4:00 p.m.; the second in the eve-
ning, from 8:00 to 10:30 p.m.
The exercises of the former consisted of several features. First came the pre-
sentation to the University of a bronze tablet and a fountain in memory of Dean John
R. Benton, who had been Dean of the College of Engineering from its organization
until his death on January 8, 1930. These were unveiled by two of his young sons,
the ceremony being followed by an address by Major W. L. Floyd, one of his col-
leagues throughout the whole period. Then a portrait of the late President Albert A.
Murphree was unveiled by his elder son, John A. Murphree, and an address sum-
ming up the life, work, and influence of President Murphree was made by Dr. J. M.
Leake, Head of the Department of History and Political Science in the University.
The meeting was brought to a close by an address delivered on behalf of the alumni
by Phil S. May, a former President of the Alumni Association and a member of its
Executive Committee.
The evening session was opened by the presentation of the visiting delegates
from other institutions, foreign and American, and of those representing various
learned societies and organizations. Each delegate appeared upon the rostrum, his
name and that of the institution he represented were announced, and he was wel-
comed by the President of the University.
The second feature was an address by President Tigert, in which the historical
growth of the University of Florida from its small beginnings to its present status was



The principal address of the evening was delivered by President Harry W. Chase
of the University of Illinois, who during much of the lifetime of the University of
Florida was President of the University of North Carolina and closely associated
with President Murphree in the development of the University of Florida.
This anniversary brought together a large number of the friends and supporters
of the institution. A letter was read from Governor Carlton expressing regret at
his inability to attend. A number of his cabinet, however, were present-Superin-
tendent Cawthon, Secretary of State Gray, and State Treasurer Knott.
The Board of Control, the faculty, the students, the alumni, and many friends
throughout the State were in attendance. A larger number of distinguished men
from all parts of the country were present; and the press of the State and nation was
represented. The occasion was a splendid testimony to the regard in which the
University is held by the citizens of the State and to the respect it commands in the
nation and throughout the world.

The Program


In University Auditorium

Memorial Exercises
Dr. James M. Farr, Vice-President of the University of Florida, Presiding

Lead Kindly Light-Dykes ... Lemere
Claude Murphree

Unveiling of John R. Benton Memorial Tablet by John Joseph Benton and
Herbert Benton

Major Wilbur L. Floyd

Presentation of John R. Benton Memorial Fountain
E. L. Hendricks for the Sigma Tau Fraternity

Hark, Hark, My Soul . .. Shelley
Episcopal Church Choir

Honorable Philip S. May, Past President, University of Florida Alumni Association

America the Beautiful Katharine Lee Bates
First Baptist Church Choir

Unveiling of the Albert Alexander Murphree Portrait by John A. H. Murphree

Professor James Miller Leake

Onward Christian Soldiers-Sullivan . .. Lemere
Claude Murphree


Full Dress Parade in the University Stadium

Presentation, by the student body, of the Flags of the Twenty-One American Republics
Dixie Beggs, President, Student Body
The student body has on many occasions shown its enthusiasm and interest in the
activities of the Institute of Inter-American Affairs and by this generous gesture shows its
whole-hearted support.
John J. Tigert, President, University of Florida



A Reception for the Delegates and their wives was given by the University
Women's Club in the University of Florida Y. M. C. A. Building

Procession of Delegates, Officers, and Faculty Members in Academic Costume to the
University Auditorium
Major James A. Van Fleet, Marshal
The Order of the Procession
The President
The Speakers
The Board of Education
The Board of Control
The Delegates
Foreign Delegates
American Universities and Colleges
Foundations and Societies
The Faculty
The Alumni

In University Auditorium

Dr. James M. Farr, Vice-President of the University of Florida, Presiding

Grand March from "Tannhauser" .... Iagner

Reverend I. C. Jenkins

Presentation of Delegates
Major James A. Van Fleet, Marshal

Edward Conradi, President, Florida State College for Women

Now Let Every Tongue Adore Thee ... Bach
Alma Mater, University of Florida . .. M. L. Yeats
University Glee Club


University of Florida

Words and Music by Milton L. Yeats, Alumnus of the University of Florida

Florida, our Alma Mater, We take each comrade's hand:
Thy Glorious name we praise: In the name of Alma Mater
All Thy loyal sons together True to Thee and to each other
A joyous song shall raise. Thruout our Eden land.
Where palm and pine are blowing, Our school we love so dearly,
Where southern seas are flowing, May God be ever near Thee
Shine forth Thy noble Gothic walls, To guard and keep us every one
Thy lovely vine-clad halls. To Thee a loyal son,
'Neath the Orange and Blue victorious List to Alma Mater's calling,
Our love shall never fail. Let Courage never fail
There's no other name so glorious For before her all are falling-
All Hail, Florida, Hail! All Hail, Florida, Hail!

University of Florida in Retrospect
John J. Tigert, President of the University of Florida

Beautiful Galatea von Suppe
University Orchestra

Functions of a State University
Harry Woodburn Chase, President of the University of Illinois

Orange and Blue

Reverend C. H. Farran

March of the Priests from "Atheliz" Mendelssohn

Greetings from His Excellency

The Honorable Doyle E. Carlton, Governor of the State of Florida

Honorable John J. Tigert, President,
University of Florida,
Gainesville, Florida.


I wish to extend my best wishes for the success of your Institute of Inter-Amer-
ican Affairs. The inauguration of this program is an appropriate recognition of the
twenty-fifth anniversary of the passage of the Buckman Act establishing the Univer-
sity of Florida at Gainesville, Florida. The remarkable growth of the University is
a source of pride to the citizenship of our State and we are happy in the leadership
which it now enjoys. Florida, as a connecting link between the United States and
the countries to the South, holds a position of unusual advantage and should lead the
way in the building of a better understanding from a commercial, political, and social
standpoint among the respective peoples.

Very respectfully yours,



Greetings were received from each of the twenty Latin-American Embassies in
Washington, D. C., and from approximately fifty Latin-American universities, and
from a number of European and Far Eastern universities.

[191 1

The Delegates

Universities and Colleges in the order of their foundation

Dr. V. A. Belaunde
Dr. L. M. Bristol
Professor Dean Slagle, Alumnus
Mr. Wm. T. Stockton, Alumnus
Dr. C. L. Crow
Dr. J. W. Norman, Alumnus
Honorable Alfred H. Wagg
Mr. W. J. Hale
The Reverend A. C. Holt
Dr. Perry S. Merrill, Alumnus
Dr. George D. Olds
Mr. Frederick C. Hedrick
Professor Kitto S. Carlisle, Alumnus
Professor Henry H. Caldwell, Alumnus
Dr. J. M. Leake, Alumnus
Dr. L. B. Tribolet, Alumnus
Professor Wm. E. Thompson
Dr. Ranson E. Olds
Professor Elizabeth Godfrey, Alumna
Mr. Harry B. Hoyt
Mr. C. E. Lovett
Dr. A. C. Longdon

Mrs. T. R. Leigh
The Reverend D. Funk
Mrs. C. A. Lincoln, Alumna
Mr. Herbert S. Sawyer, Alumnus
Dr. Lucius L. Hubbard
Mrs. Albert Sullivan
Mr. Reuben Ragland, Alumnus
Mr. Ed. R. Bentley
Dr. David M. Gardner
Mr. Wm. Goette
The Reverend F. R. White
Mrs. E. S. Vance
Mr. Earl J. McGrath, Alumnus
Dr. Bowman F. Ashe, Alumnus
Mrs. A. L. Tucker, Alumna
Dr. W. J. Husa, Alumnus
Professor Clarence J. TeSelle, Alumnus
Miss Marcia Henry, Alumna
Professor J. F. Rippy, Alumnus
Dr. M. A. Harris, Alumnus
Mr. W. G. Ross, Alumnus
Dr. Irving Bacheller, Trustee



Dean E. H. Ryder
President G. E. Snavely
Mr. C. R. Crandall
Mr. H. N. Parker
President Clifton D. Gray
Professor J. F. Holsinger, Alumnus
Mr. Alfred L. Brown, Alumnus
Miss Elizabeth E. Wellington, Alumna
Dean Thomas P. Cooper
Mr. Randolph E. Spaulding, Alumnus
Mr. Guy A. Richardson, Alumnus
Dr. Robert S. Cottrell
Mr. W. H. Cowles, Trustee
Miss Elizabeth Curtis, Alumna
President Roscoe W. Thatcher
Professor Melvin Price, Alumnus
Mr. Frank J. Marion, Alumnus
The Reverend Adam Schafer
Miss Genevieve Scoville
Dr. P. A. Brennan, Alumnus
Mr. C. B. Taylor, Alumnus
Mr. A. P. Spencer, Alumnus
President Wm. D. Furry
Mr. L. D. Breckenridge, Alumnus

Mr. Bradley M. Thomas, Alumnus
Professor R. T. Cornelius
Mr. Giles Patterson
Dr. J. N. Anderson
Dr. Elmer G. Fletcher, Alumnus
Dean Wilmon Newell, Alumnus
Dr. A. Payne
Mr. Herman A. Shaver, Alumnus
The Reverend U. S. Gordon
Mr. John L. Butts
Mr. M. E. Brown
Mr. Robert W. Bryant
Mr. N. W. Salley, Alumnus
Mr. J. A. Youngblood
Dr. Joseph R. Neller, Alumnus
Dr. C. D. Johnson
Mr. M. R. Ensign, Alumnus
Mrs. Cora R. Odgen
Miss Elizabeth Shaw, Alumna
President Wendell Brooks
President Wallace W. Atwood
Mr. and Mrs. C. D. Case, Alumni
Mrs. J. W. Lindsay
Dr. T. C. Bigham
Director Rudolph Weaver


Dr. E. D. Hinckley
Professor A. B. Burritt
Mr. Irving C. Smith
Professor P. 0. Yeaton
Dr. L. 0. Gratz, Alumnus
President John C. Merriam
The Reverend F. H. Barron

President Edward Conradi
Miss K. E. Moore
Miss C. E. Beckham, Alumna
Mrs. Helen B. Montgomery
Miss Anna M. Tracy
Dr. V. A. Belaunde
Dean J. T. Holdsworther


Mr. H. G. Doyle
Dean W. J. Matherly
Mr. Robert Peyinghaus
Mr. Ernest Kreher
President Edward Conradi
Mr. W. M. Pearce
Mr. T. G. Walker
Mr. James A. Robertson
Senor Emillo Carles

Mr. James S. Rickards
Dr. John C. Merriam
Dr. David Fairchild
Dr. B. V. Christensen
Mr. Joseph L. Jones
Professor H. W. Gray
Dean T. R. Leigh

Presentation of Benton Memorial Fountain
An Address by E. L. Hendricks, 'President of the Sigma Tau Fraternity

Mr. Chairman, Mr. President, Ladies and Gentlemen:
I FEEL it a very great personal honor that I am delegated in the name of
Sigma Tau Fraternity to present this fountain to the College of Engineer-
ing of the University of Florida in memory of our deceased brother, Dr.
John Robert Benton. Dr. Benton was the first dean of the College of Engineering;
and it was principally, if not almost entirely, through his efforts and under his direc-
tion that the college has grown, and has risen to the high standard of excellence that
it now maintains.
Paralleling the growth of the college, there grew the need for an organiza-
tion to recognize and to encourage scholarship in engineering subjects. The result
was that Upsilon Chapter of Sigma Tau Fraternity was established at the University
of Florida in 1923. And until today at the University, Sigma Tau remains the only
honorary fraternity which recognizes scholarship only in engineering subjects.
Dr. Benton was instrumental in founding this chapter, being one of the five
faculty members first recommending that a charter in Sigma Tau Fraternity be
granted to the local organization, Beta Epsilon. It was fitting, then, that Dr. Benton
was one of the first, if not the first, man to be elected to honorary membership in the
chapter. That, in a measure, reflects the high esteem and regard that students held
for him. Dr. Benton was honored, respected, and admired by all students for his
ability as an instructor, for his great intellect, his broadmindedness, his practical
good judgment, his sympathetic understanding of student problems-in general for
his high ideals and character.
Dr. Benton was intensely interested in the work and accomplishments of Sigma
Tau, and was always willing and eager to render helpful advice whenever approached.
In his advice to the chapter he continually stressed the value of doing things which
would in some way benefit men. He was thoughtful and considerate of the comfort,
convenience and welfare of students first, but also of mankind in general.
It was for those reasons that this fountain was selected in preference to any
other form of memorial. We believe that Dr. Benton would have approved of this
fountain because of the practical value it will have as a service to the students. That
it should be dedicated to his memory is but a natural outgrowth of an attempt to
express our appreciation of him as a friend-as a man.


Address on the Unveiling of Benton

Memorial Tablet
By Major W. L. floyd, Assistant 'Dean, College of eAgriculture

Mr. Chairman, Mr. President, Ladies and Gentlemen:
"-J N CELEBRATING the twenty-fifth anniversary of the founding of the Univer-
sity it is appropriate that we pay tribute to the memory of one who has
had a large part in making it what it is today.
Emerson has said "an institution is the lengthened shadow of one man." This
fittingly applies to the Engineering College and John R. Benton. Associated with it
from its beginning, through the struggles and handicaps of small numbers, meager
equipment and limited quarters, he has by his ability as organizer, builder and
administrator made the college the lengthened shadow of his personality. In saying
this there is no thought of discounting the contributions made by other members of
the faculty.
As a leader he manifested his ability by selecting able co-workers, by making
prompt and accurate decisions, by doing as well as counseling, by manifesting faith
and vision, and inspiring his associates with energy, confidence and assurance. With
his own hands he helped to build the first little wooden dynamo house and installed
the equipment therein, at a time when funds were so low and prospects so poor the
building was called "Calamity Hall." This served as an electrical laboratory till
funds became available to erect the hall which was recently named for him.
Fitness for use he always placed above show or ornamentation. When the build-
ings which now house the college were designed, he gave attention to every detail
and insisted on changes in the architect's plans that would better adapt them to the
uses and purposes for which they were intended.
It is characteristic of an earnest, practical man that he go directly to his objec-
tive, whether it be moving from one place to another, performing an experiment,
solving a problem, or reaching a conclusion. This was a conspicuous trait of Dr.
Benton. He wore a path across the campus in the most direct line from his house
to his office, solved problems by the slide rule, illustrated his lectures by plain, well-
drawn figures, and administered his duties as dean by direct, unequivocal methods.
He set tasks for himself, for it was necessary for him to be busy in order to be
happy, and so arranged his daily program as to apportion his time among the varied
activities of his busy life in a way to accomplish most in time and effort.
Dr. Austin Clark has said: "The great men of science have been both scientific
men and publicists combined, who wrote and talked in terms the average intelligent
man could understand." This was eminently true of Dr. Benton as a teacher. No
scientist on the campus could more clearly or directly express the facts and principles
of his courses. He developed in his pupils close observation, clear reasoning, sober
imagination and proportionate judgment.
From a scholarly father and a mother of refined literary tastes, he inherited a
love of books. His library contained a choice selection of well-worn volumes. He



knew where to turn directly to references desired, and kept at hand the latest works
in his chosen field. He was able to separate the gold from the dross in the crucible
of his brain, and carried in a retentive memory much of the choicest in literature. It
was a privilege to consult him on subjects of mutual interest; one invariably carried
away from such consultation a high estimate of his accurate, extended knowledge.
I have spoken of his association with the College of Engineering first, because
that was where his greatest activities were expended, but we cannot limit him to that
college. He was an outstanding campus figure. As a member of the various councils
and committees, of a religious, social and academic nature, he was regular, punctual,
keen in interest, tireless in industry and perfect in consistency.
Three years ago at an alumni luncheon, those of us still here who were members
of the first faculty, were named and honored as the "faithful five." Dr. Benton is the
first of this group to be called by the death angel. We who remain cannot find words
to express our feeling of loss of him who for twenty-five years was our friend and
companion. No one remembers him to have uttered one impure thought, one allusion
of indelicacy, or one unbelieving suggestion. His fidelity to duty, his untiring labor
for the advancement of the institution which means much to all of us and into which
he has woven the warp and woof of his nature, will ever be remembered. We have
been drawn closer together in a spiritual way by him, and feel stimulated to carry on
because his spirit still lingers with us.
While we associate his memory so closely with the University, we do not forget
his community and family life. Prominent in religious and social affairs, he had
friends and brothers innumerable. He has left behind a mother who though bowed
with grief carries in her heart the tender memory of his filial love and devotion; a
wife whose chief interests in life were linked with his; and four sturdy sons with
whom there was a close and growing companionship. When the final call came, he
may be imagined to have said with Seneca's pilot, "0 Neptune, you may save me if
you will, you may sink me if you will, but whatever happens I will keep my rudder
In commemoration of his life and labors, and as a token of affectionate regard,
a memorial tablet is presented by one who loved him, to be placed in the hall which
bears his name, that those whom he knew and taught, those with whom he labored,
and all who come after, may pause and consider this reminder of his influence which
will continue to future generations, inspiring them to sound scholarship and pure
and noble achievements.

In Memory of Dean John R. Benton and

President Albert Alexander Murphree
An Address by Philip S. May, Past President of the Alumni Association

Mr. Chairman, Mr. President, Ladies and Gentlemen:
I APPEARANCE here this afternoon is by way of substitution for my good
friend, Spessard Holland, the President of the Alumni Association. I
make that statement not to justify any lack of preparation on my part,
but only that you may know that it was intended that the voice of the alumni on this
occasion be more eloquent than the one you now hear. I yield to no one in respect
for the two great and good men of Florida whose memories we honor this afternoon.
Intimate personal and professional contact with them during their years of service
to the cultural and spiritual life of Florida has furnished me the best sort of oppor-
tunity to appreciate what they have contributed to the University and to Florida.
A little more than twenty-two years have passed since I first knew the late Dean
Benton. My first sight of him will never pass from my memory. He was making
his way across the campus, along the straight line about which Major Floyd has told
us, and from that sight of him I knew whence came Ichabod, the name by which he
was affectionately known on the campus. But only in stature, gait and profession
did he resemble the schoolmaster of Sleepy Hollow; in mind and soul lie was dis-
tinctively John Benton, a man of rare talents, character and effectiveness. There is
generally a coldness about efficiency, but Dean Benton, probably the most efficient
man with whom I have ever been intimately acquainted, was first a great soul with
genuine warmth of personality.
It is not my purpose to give a dissertation upon his life, character, and works.
It is enough to say that he taught us, and we revered and loved him.
In 1909 there came a crisis in the life of the University, then a frail infant. There
was needed an educator, a great leader with mental and physical courage and vigor, a
man of infinite tact with a great vision and the power to make others see it and help
in its realization. Such a man was at hand, and Dr. Murphree became President of
the University. His advent was the most propitious event in the life of the University,
and his life proved the greatest gift to higher education in Florida. He literally gave
his life to his work here, and we are confident that had he the opportunity to choose
again, with full knowledge of the cost in life and fortune, that he would again say,
"This is my task. I accept it and will give it all that is mine to give."
These two men possessed qualities of character, mind and body which would
have brought them rich material reward had they chosen commercial careers, or
much wider recognition and appreciation had they embraced opportunities to go to
larger, richer and better known institutions of learning. But they had given their
lives to Florida and they never faltered in their efforts to make them worth while
for Florida.
It is not within your power or mine to fully appreciate their contribution, because
we can never comprehend its full effect. Long after all of us who are gathered here
this afternoon are done with the things of this earth, long after the walls of this
building have crumbled into dust, their work will be reflected in the lives of many
who will be better men and better citizens because Dr. Murphree and Dr. Benton
lived and worked and died for Florida. This is the voice of the alumni giving ex-
pression to our love for and appreciation of them.

In Memory of

Dr. Albert Alexander Murphree

An Address by Dr. James M. Leake, Head Department of History
and Political Science

Mr. Chairman, lMr. President, Ladies and Gentlemen:
g N THE peace and quiet of this sacred hour, set apart for the unveiling of
( these memorials and for our tributes of love, affection, and esteem for the
faithful President and Dean to whom they are dedicated, and whose
characters and abilities they honor, our hearts go out in gratitude to God for these
splendid men and for their lives and labors among us.
As the bright sunshine of this beautiful Florida midwinter afternoon filters
through the green branches of oak and pine, touching the brick and tile of our
academic buildings, transforming wall and roof with tints of ruby and rose, so may
the memories of these two of "Florida's Faithful," who wrought and worked so many
years for this institution, sift into our hearts and souls, gilding the commonplace and
glorifying the daily task, kindling in each of us a keener and deeper appreciation of
the lessons their lives teach us of sacrifice and service.
May we, each of us, catch some of their lofty idealism and high enthusiasm for
the finer things and truer values of life. May we learn to understand the value of
loving loyalty, devotion to duty, and consecration to great causes which characterized
these great leaders and motivated their relations with this University and with life!
And so we gather together in this afternoon hour, as their friends and neighbors,
to dedicate these memorials and to pay them our tribute of respect, admiration and
affection. Nothing that we can say or do can add to, or subtract from, their deeds
and accomplishments; their lives were lived among us; we knew and loved them; we
saw them as they went about their daily duties and formed true estimates of their
characters and attainments. Now, with bowed heads and grateful hearts, we stand
uncovered in the presence of their memory, and thank God for President Murphree
and Dean Benton, as we try to estimate what they meant to State, to community, and
to this institution. As we stand hushed and reverent in the presence of their memory,
how deeply and richly do we realize that "these, being dead, yet speak to us!"
It is fitting and proper that this portrait of Dr. Murphree, the inspired work of a
skilled and talented artist, should grace the walls of this auditorium which meant so
much to him. Here it will be a constant reminder of him, and a visible token of his
spiritual presence among us. This portrait will show him to coming generations, as
we. many of us here assembled, knew him and saw him. It will help to interpret his
life and his influence to generation on generation of students who enter these classic
walls. To those who come after us it will help explain his personal charm and attrac-
tiveness, his sweetness of disposition, and sanity of judgment, his winning personal-
ity, and those rare qualities of heart and mind of which many of us here need no
reminder, so indelibly are they written in our own hearts.
It is no easy task to stand before you today and put in words our feelings on this


great memorial occasion. When we, who knew and loved Dr. Murphree, as those of
us who worked with him here did, try to speak of him, our great affection for him
wells up in our souls, and feelings arise that words can only at best inadequately
And so I shall indulge in no long estimate of Dr. Murphree at this time. His life
speaks for him, and his ability is written in the accomplishments of this great Univer-
sity, which for so many years he directed and guided. His life is his best eulogy.
This institution is his constant and ever present memorial. So long as it carries on
its great work, Dr. Murphree and his work will live in every life that it touches, in
every heart and mind and soul that it trains and inspires. While we today stand
before his unveiled portrait, all of us who knew and loved him realize that his best
and truest portrait is carried in our hearts.
Even had I the time and power of language to do so, my deep feelings would
prevent me from enumerating the many abilities, the fine traits of mind and heart
that our late leader possessed. We still feel his loss too keenly (the memory of that
loss is still too poignant) to be able at this time to make a clear and cold analysis of
his accomplishments.
We loved him, and it is from the depths of a deep affection that we try to ex-
plain his character and achievements.
Somehow I feel that the great explanation of Dr. Murphree and his work may
be found in the hold that he had on people and the way that he won people to him
and made them fast and firm friends for this University. Not only did he win men,
but he helped them to a love for, and understanding of, each other. The fine feeling
existing between the various colleges and departments of this institution and the
harmony and friendship of the various faculties is largely due to him.
Moreover, this fine feeling and the cordial relationships between the various
colleges and departments and their staffs and faculties, he supplemented by the
spirit of real democracy which he inspired and encouraged among the students of this
University-that spirit of democracy which is the very essence of real and true
Americanism; that spirit which characterizes our campus and which makes us value
a man not for blood or birth or wealth, but for what he himself is; that democracy
which is sincere and real, and not shallow pretense or flippant make-believe; a spirit
which each of you, our distinguished visitors, must have already sensed in the few
short hours of your visit here, and which if you do not catch it will make us feel you
have missed one of the greatest attractions of our University. Dr. Murphree can be
written down as "one who loved his fellow men," who understood and sympathized
with young men, inspiring them to lofty living, to fine conceptions of duty and the
obligations to service, and to a democratic spirit, genuine and without frivolity and
So we today love him, and loving him, honor his memory, pledging our devotion
and loyalty to you, President Tigert, upon whom his mantle of leadership has fallen,
whom we have likewise learned to love, and who we believe and pray have been
endowed with a triple portion of his spirit. Let us, sons of Florida, pay our debt to
the State that has made this University possible, by helping it to serve this Common-
wealth in the training and inspiring of an interested and intelligent citizenship, that
shall give to community, to State, to the nation and to humanity, a larger and more
unselfish service and a deeper and truer loyalty and love.

Greetings from the Florida State College

for Women
By Dr. Edward Conradi, President of the Florida State College for Women

Mr. Chairman, Mr. President, Ladies and Gentlemen:
N BEHALF of the Florida State College for Women I bring you the heart-
Li f iest greetings on this celebration of the twenty-fifth anniversary of the
founding of the University. I have known the University of Florida for
the past twenty-five years and have seen its struggles and its difficulties and have
observed its growth and its success. We at the College have always had the finest
goodwill toward you people here at the University in your endeavors to place the
University of Florida in the front line of progress, and we have always rejoiced with
you in your achievements. The College for Women has had experiences similar to
those of the University, and we at the College during these years have always been
conscious of the good will of the University towards not only our difficulties but
towards our achievements as well, whatever they may have been. At the time when
the institutions of higher learning in Florida were in their very beginnings and were
not known even in Florida, in our efforts to bring them to the attention of the
citizens of our own State, by common agreement, the President of the University
would say, "The University of Florida and the Florida State College for Women";
and the President of the College for Women would say, "The Florida State College
for Women and the University of Florida"-both always in the finest spirit of co-
operation and good will. And the College for Women brings you her greetings to-
day in the same spirit, with the hope that this spirit of good will will be mutually just
as fine and as true in the years to come as it has been in the years that have past.
The support these institutions received at first was meager and sometimes dis-
couraging, but as they became known to the citizens of the State the interest in them
grew and their resources increased, and so through the years the good will felt to-
ward them by the citizens at large, by the Legislature, and by public officials, has
constantly increased, and by this time the good will in Florida toward the institu-
tions of higher learning is probably not surpassed in any other state in the union.
This fine good will made possible the resources, not only for physical growth, but for
progress. And so the institutions of higher learning in Florida have not only won a
warm place in the hearts of the citizens of Florida, but also recognition in the coun-
try and in the world at large, as standing in line with the best.
The University has taken its place amongst the fine and strong institutions of
higher learning in the country and the outlook for the future is promising in the
highest degree. I congratulate the University, Mr. President, on its fine success and
on its encouraging outlook, and again in behalf of the College for Women, as well
as for myself personally, I bring you on this inspiring occasion the choicest felicita-


The University of Florida in Retrospect
An Address by Dr. John J. Tigert, President of the University of Florida

Mr. Chairman, Honored Guests and Friends of the University of Florida:

CE ARE assembled to commemorate the opening of this University at
Gainesville. Twenty-six years ago the General Assembly of Florida
6 ~ passed the Buckman Act, which effected a complete reorganization of
the system of higher education in the State and, among other things, provided for
the establishment of the University of the State of Florida. In the following year
the University was opened at Gainesville, the location being designated by joint
action of the Board of Education and the Board of Control, as provided in the Act.
The Buckman Act abolished six institutions, which had been previously created
and fostered by the State, together with their trustees, officers and faculties, trans-
ferred all of their assets and properties to the State Board of Education, created a
Board of Control which was empowered under the supervision of the Board of Educa-
tion, and jointly with it, to provide for "the establishment, creation and location of
the University of the State, to be known as the University of the State of Florida, and
one Female Seminary, to be known as the Florida Female College ."
The Act further provided that two State institutions existing at the time of the
passage of the Act should be perpetuated and administered under the Board of
Control. These institutions were then known as the Colored Normal School and the
Institute for the Blind, Deaf and Dumb. They have grown into the Florida Agri-
cultural and Mechanical College for Negroes, which is located at Tallahassee; and
the Florida School for the Deaf and Blind, located at St. Augustine.
It was directed that one of the new institutions be established east of Suwannee
river, and one west of the Suwannee river.
The Board of Control, created by the Act, is composed of five lay members, ap-
pointed by the Governor, representing five geographical parts of the State, and serves
under the Board of Education without compensation except for travel and other
expense incurred in performance of its duties. Under the Constitution of Florida,
all responsibility for the State educational institutions is vested in the Board of
Education, an ex-officio Board composed of the Governor, the State Superintendent
of Public Instruction, the Secretary of State, the Attorney General, and the State
Treasurer. The Buckman Act delegated the authority of establishing and adminis-
tering institutions of higher learning to a Board of Control whose acts must be
approved by the Board of Education.
The Buckman Act is unquestionably one of the most statesmanlike, construc-
tive, and far-seeing pieces of educational legislation in the entire history of Amer-
ican education. In effect, it completely wiped out six struggling institutions which
were being inadequately supported, vying with each other for support, with low
educational standards, and doing much work on a secondary educational level; and



brought into existence two higher educational institutions which represent a con-
centration of State effort devoid of all overlapping and competition, and with a unity
of control and policy that is not paralleled in any other state. This wise and prudent
act of the Florida Legislature has made possible in a quarter of a century two great
institutions of higher learning whose work and standards are now everywhere rec-
ognized as on a parity with the best in the nation.
It should not be inferred that higher education was not born in Florida until the
twentieth century, or that the life of this institution begins in 1906. As early as 1845,
the Federal Government granted Florida, upon its admission to statehood, nearly
100,000 acres of land, the proceeds of which were used for the establishment of two
seminaries and which still constitute an endowment fund whose benefits are shared
equally by the University and the Woman's College. In 1852, the East Florida
Seminary was founded at Ocala; in 1866, it was removed to Gainesville and became
the Florida State College by act of the Legislature in 1901. In 1856, the West Flor-
ida Seminary was founded at Tallahassee. In 1862, the Morrill Act was passed by
Congress, and in 1870 and 1872 bills were passed by the Florida Legislature estab-
lishing a Florida Agricultural College eligible to receive Federal aid under the
Morrill Act. This institution was opened in Lake City in 1884, and in 1887 with the
passage of the Hatch Act by Congress granting aid to Agricultural Experiment Sta-
tions, the Florida Agricultural Experiment Station was established there. Just two
years before the passage of the Buckman Act, this institution at Lake City became
the University of Florida by an act of the Legislature. A Normal School was estab-
lished at DeFuniak Springs in 1857, the South Florida Military and Educational
Institute was opened at Bartow in 1895 and the Florida Agricultural Institute in
Osceola County came into existence in 1903. In addition a Normal and Industrial
School at St. Petersburg was receiving State assistance when the Buckman Act was
passed. The roots of the State system of higher education run back for more than
three-quarters of a century and integral parts of the University of Florida as now
constituted had an independent origin and existence before the University opened
at Gainesville twenty-five years ago.
In 1905, Dr. Andrew Sledd, now at Emory University, was selected as the first
President of the University. He remained with the institution only three years after
its opening at Gainesville. In 1909, Dr. Albert A. Murphree, who was then President
of the College at Tallahassee, became President of the University.
The first years were characterized by an intense struggle for the existence of the
new institution. It inherited considerable jealousy and encountered some bitterness
as a result of being born out of the demise of other institutions which enjoyed the
loyal support of their alumni and of the communities in which they had flourished.
Even in Gainesville, many of the friends of the old East Florida Seminary were
slow to transfer their support and interest to the new institution. With actual
hostility in some quarters, indifference in others, and no alumni, the first days were
a constant struggle for survival. It is not surprising that under these conditions, not
much actual achievement is to be recorded during the early period. The plant
consisted of three hastily constructed buildings: the two old dormitories of the
present day (Thomas and Buckman Halls), and the little building which is now used
as a postoffice. All classrooms, laboratories, offices, the Assembly Hall, Library,
Museum, kitchen, Commons, as well as the Agricultural Experiment Station and
Agricultural Extension Service, were housed in Thomas Hall. Buckman Hall was


used as a dormitory, gymnasium, infirmary and for part of the admistration. The
little building now occupied by the postoffice was used as a shop.
At the opening, there were fifteen in the faculty including the President, four of
whom are in the present faculty. There were 102 students. The value of the build-
ings, equipment and grounds was probably not over $250,000. The Buckman Act
provided for
"the establishment of an Agricultural, Industrial and Mechanical Department and Normal
Department for the Instruction of White Teachers, Summer Schools, a Classical and
Scientific Department and such other departments as the said Boards shall deem necessary."

Accordingly, the work of the colleges of Agriculture, Engineering, Arts and
Sciences, and Education, together with the Summer Session, began with the Univer-
sity and, as we have seen, to some extent preceded it.
The Buckman Act provided that no students should be admitted except those who
had completed the twelfth grade, or had satisfactorily passed examinations indicat-
ing an equivalent preparation. The Act further stipulated that
"No person shall be admitted to said University except white male students having the
prerequisite qualifications to which the said Board of Control may add others in their judg-
ment and discretion, except to the Normal Department thereof for the instruction and
education of teachers ; where both male and female students may be admitted to that de-

It was the definite intention and policy of the Legislature to set up an institution
for men only, but an exception was made in teacher-training, as at the outset no
provision was made for a Normal Department at the Woman's College. With the
establishment of teacher-training at the college, this exception vanished. This policy
of educational separation for the sexes has not been changed, except that women
are now admitted freely to the Summer Session at the University, and may matric-
ulate for the regular sessions provided they are at least 21 years of age, have com-
pleted two or more years of college work, and wish to pursue work not offered at
the Woman's College.
For the first few years, in spite of the requirement set forth in the Buckman Act,
much of the work was of a secondary grade. In the first year, out of an enrollment
of 102, 42 students were sub-collegiate. There were very few high schools in the
State at that time, and this probably justifies the admission of a considerable number
of sub-collegiate students.
In 1910, shortly after the beginning of Dr. Murphree's administration, the work
of the institution was reorganized, graduate work was definitely provided for, and
the name changed to the University of Florida. The Law School had already been
established in the preceding year with a two-year course. This was changed to a
three-year course in 1917.
In 1912, the Teachers College superseded the Normal Department, which in turn
became the College of Education in 1930. In 1919, the General Extension Division
was established. In 1923, the School of Pharmacy was established, which became
the College of Pharmacy in 1925. In the latter year, the schools of Architecture and
of Commerce and Journalism were started. The latter became a college in 1927.
During the present year we have established a Graduate School with a separate Dean
and are offering courses in pharmacy and chemistry leading to the Ph.D. degree.
Previously, only the Master's degree had been offered.
Until the session of 1913-14, twelve units only were required for admission to the
freshman class. Only thirty-eight students who were enrolled in the first year could


enter the University today, and if the present organization of schools and colleges
had existed at that time, the enrollment would have been distributed as follows:

Arts and Sciences . . . 21
Engineering 12
Agriculture 1
Graduate School . . . 4

Total 38

Three of the Graduate School would be so classified at the present time, but one
would have been probably only a senior undergraduate in the College of Arts and
Sciences. An interesting feature of the enrollment is that 35, or more than one-third
of the students in 1906-07, were residents of Alachua County, while at the present
time less than one-ninth of the students of the Regular Session and less than one-
eighth of the Summer Session are residents of this county. In 1906-07, only four
students came from beyond the borders of the State, while in 1929-30, one hundred
and sixty-nine students came form thirty-three states and various foreign countries.
At the present time, nine foreign countries are represented in the student body.
In the session of 1929-30, 2,257 students were enrolled in the Regular Session, of
whom ten were women; 1,416 were enrolled in the Summer Session, of whom 863
were women; and 2,478 were enrolled in the General Extension Division. The enroll-
ment during the Regular Session by colleges and schools was: Arts and Sciences,
531; Commerce and Journalism, 503 (three women) ; Education, 350; Engineering,
290; Law, 243; Agriculture, 169 (two women) ; Pharmacy, 55; Architecture and
Allied Arts, 58; Graduate, 92 (five women). Eliminating all duplicates, the total
enrollment last year was 5,813. The total faculty, including the Experiment Station
staff, last year, numbered 261. There were 108 additional employees exclusive of
student assistants.
The value of the present plant, grounds and equipment of the institution at
Gainesville and the branch experiment stations is in the neighborhood of $4,000,000.
The property at Gainesville alone comprises more than 1,200 acres of land, exclu-
sive of the four branch experiment stations. There are now more than two score
buildings on the campus at Gainesville, more than half of which are permanent.
In the first graduating class there were four graduates. Last year 287 were
graduated. In the twenty-five years of the life of the institution at Gainesville there
have been more than 2,300 graduates. Fortunately, many of these have remained in
the State of Florida and have rendered large service to it. For example, 17 county
superintendents of public instruction and 118 high school principals, now engaged
in school work in the State, were trained at the University. Similar proportions exist
in other professions and vocations.
Contributions made by an institution of learning cannot be measured by tangible
criteria. It is not within the realm of possibility to evaluate the significance of the
University of Florida in the development of the State through the last quarter of a
century, even in economic terms. It is conservative to say that the money invested
by the State in this institution has yielded economic dividends many times greater
than the amounts appropriated by the State. The economic returns from research,
extension and instruction in agriculture alone would run beyond the amounts ex-
pended by the State in support of the institution, but beyond the economic is the


far more significant though more elusive value of outstanding leadership and good
citizenship produced through the processes and refinement of education, both cul-
tural and vocational. Alumni and former students of this University have taken their
places in conspicuous numbers in high positions through all the vocations and walks
of life represented by its various colleges. We have no schools of medicine or
dentistry. In every other profession, in public service, in business achievement and
in the legislative councils of the State the sons of the University of Florida have taken
their places and have made their contributions to the progress of this great com-
In the twenty-five years that we are reviewing, the efforts of many men combined
to bring about the strides of progress which we have attempted to depict. It would
not be possible to make adequate mention of all of those who have had even a signifi-
cant place in this work. Many unselfish, able and loyal men have served effectively
on the Board of Control, in the faculty and beyond these in the citizenship of the
State, giving of their time and effort solely for the satisfaction of seeing this institu-
tion live and grow. I am sure that' no institution of learning has enjoyed finer or
more unselfish service than the University of Florida. As I have stated, four of the
original faculty have served it from the beginning to this good hour. They might well
be characterized as the Four Horsemen of Florida. They are Dr. James M. Farr,
Vice-President and Head of the Department of English, who acted for a period of time
as President; Dr. J. N. Anderson, for many years Dean of the College of Arts and
Sciences and Chairman of the Graduate Committee, now Dean of the newly formed
Graduate School, at whose feet I sat for instruction as a student at Vanderbilt
University, and for whose unswerving fidelity and fearless devotion to duty I daily
acquire increased respect as a colleague and co-worker; Major W. L. Floyd, Assistant
Dean of the College of Agriculture; and Dr. C. L. Crow, Head of the Department of
German and Spanish, and long Secretary of the General Faculty.
In the second year of the University at Gainesville there came one who has
remained steadfast through the years, frail in body, indefatigable in energy and
unsurpassed by any in his devotion to the interest of this institution. I refer to
Kline H. Graham, our present Business Manager.
Among the men who have labored for the University, one stands out alone and
that is the late and beloved President Albert A. Murphree. No man could be found
anywhere who could more ably have coped with the difficulties which beset the new
institution in the early years. Imbued, naturally, with a rare personal charm and
with unusual diplomacy, Dr. Murphree accumulated friendships for the young insti-
tution in increasing numbers as the years went by. He possessed the extraordinary
gift of touching sympathetic cords in the hearts of students, faculty and citizens alike.
He converted indifference into eagerness and so shaped the current of events that
enemies often became friends. He was able to transform suspicion into trust, and fear
into confidence. Probably no man who has worked and wrought in the State of
Florida could count a greater host of friends than Dr. Murphree. His life was so
intimately identified with that of this University that all of the good will which he
enjoyed redounded to the credit and progress of the institution which he served so
successfully and so unstintedly. He occupied the place of leadership for more than
eighteen years, which is approximately three-fourths of the period of life which we
are reviewing.
This brief summary could not be concluded without some reference to one other


man who has had a part in the affairs of the University which is second only to that
which has been played by Dr. Murphree. Mr. P. K. Yonge, who has recently been
appointed by the Governor of the State for another term on the Board, has served
the University as a member of the Board from the very beginning, with the exception
of a short period in the administration of one governor, he has been continuously
upon the Board, and at all times working to the limit of his ability and beyond any-
thing which is readily conceivable for the promotion of any and all claims made upon
him in behalf of the University. It is utterly beyond my ability to understand the
consistent application which Mr. Yonge has given to the problems of the institution
during the years in which I have known him. He is the only member of the Board
who is present throughout all meetings. If he has ever missed a meeting it must
have been at a time when the "memory of man runneth not to the contrary." Day in
and day out, through the years, he has devoted himself-often with personal sacrifice,
and with no compensation-to the building of the University of Florida and the
other institutions of higher learning for which the Board of Control is responsible.
During most of these years he has served as Chairman of the Board.
The men who have devoted so much of their energy and time to the building of
institutions of learning have rarely acquired for themselves an accumulation of pos-
sessions. Perhaps, none has ever grown wealthy in material culture. They have
builded a structure more abiding than even a house built upon a rock, which time
will finally destroy. They have erected a "house not made with hands eternal in the
heavens." The influence of a great seat of learning is indeed immortal, ever perpet-
uating and enlarging the spiritual and intellectual forces which are the essential
values of life and civilization.

Functions of a State University
An Address by Dr. Harry Woodburn Chase,
President of University of Illinois

Mr. Chairman, Mr. President, Ladies and Gentlemen:

--q T IS A very happy thing for me to be back here tonight and to help you
celebrate this twenty-fifth anniversary of the reorganized University of
Like so many of us who are here tonight, I knew Dr. Murphree. He was my
friend-I loved him-and, like all of us who are here tonight, I have watched with a
great deal of joy and satisfaction, because they occurred in the South, the results
of the fine leadership and the splendid cooperation which are making the University
of Florida today one of the fine and distinctive institutions of the country.
I think that our birthdays, after all, are not only, as Dr. Tigert has said, occasions
for reminiscences, but for perspective. They are, at any rate, occasions on which
we are supposed to rededicate ourselves to the ideals and the purposes for which we
were created, and which we individually and collectively try to realize, and so I have
been asked to talk to you tonight for that reason, I suppose, about the functions of a
state university. I am very happy to do that, because it does seem to me that the
time is here when we need to clarify our thinking with regard to a good many of the
fundamental preconceptions which are guiding us in this work of higher education.
You know there is a long standing debate between the University of Georgia and
the University of North Carolina as to which of them has the honor of being the
oldest state university in America. Georgia claims the honor because it had the first
charter in 1789, I think. North Carolina claims the honor because it had the first
building and the first student in 1793. While I was in North Carolina I used to
assert that it was far more important to have a student than to have a charter, and
that that was the thing that determined the age of an institution. Now that I can
look at the thing from a neutral point of view, and also now that I recall a little bit
about the University of Pennsylvania, which came on about that time and had a
good start, but fell by the wayside so far as being a state university is concerned,
perhaps after all it is not so important which institution is the oldest-the important
thing is, I think, that the state university idea grew out of the great democratic
ferment in America that produced, among other things, the American Revolution.
The older colleges and universities in America had been institutions under private
foundations and under private control, rather strictly so in a great many ways, and
there is a very interesting story in the history of higher education in America still
to be told, with regard to the struggles that went on in late colonial and early national
America, in the attempt on the part of the people to get some measure of control
over those early colonial institutions. It was the same story from William and Mary
in the South up through New Jersey and up through Massachusetts and on to Dart-
mouth College in the North. Legislators, governors, people in positions of public
responsibility for decades attempted somehow to get some sort of popular control
over these older institutions. You may not know it, but there is a whole section in
the original charter of the state of Massachusetts, in its original constitution, which
specifically asserts the authority of the state of Massachusetts over Harvard College.
That is typical of the way the people were thinking about higher education at that



time. The struggle went on and only ended with that famous Dartmouth College
case which Daniel Webster, you remember, argued so ably before the Supreme
Court of the United States, and established certain principles of contract which are
still held as some of the great contributions to American jurisprudence, in which the
Supreme Court finally held, in response to the attempt of the legislature of the state
of New Hampshire to get control of Dartmouth College, that even though Dartmouth
College had a colonial charter, it was, by virtue of that fact, a private and not a
public institution.
And so the lines, as early as the beginnings of the nation, began to be drawn
between two types of institutions in America in higher education-those on private
foundations of various sorts on the one hand, and the state universities on the other.
Now for my part, I am very glad that in America we do have different types of
educational institutions. I am very glad that the struggle was not successful. I think
that one of the great perils in higher education in America has been the fact that
there has been altogether too much pressure toward standardizing institutions; to-
ward making us all orthodox and respectable and alike, so that sometimes we have
even forgotten what it is to be individual institutions. And so I say I am glad that
we have, and have had from the beginning, institutions of different types and on
different foundations-on philanthropic foundations, on religious foundations, on
public foundations-all of them cooperating in the great work of higher education
in the country.
And so in response to this popular demand, these state universities came into be-
ing. They came into being as the reflection of the increasing democracy of early
national life in America. They came into being in the South, and they reached
their early eminence in the South. Some of them before the time of the Civil War
had attained positions of eminent prosperity and distinction in the life of the nation,
with distinguished men on their faculties and with long lists of alumni holding posi-
tions of prominence and importance in the lives of their states and of their nation.
But it remained for the Middle West to work out one phase of public education which
had been missing in the early state universities of the South, that is: their connec-
tions with the public schools of the state. In states like Indiana, Ohio, and the
others settled about that time we find, for the first time, complete systems of educa-
tion beginning with the elementary grades and going on up through to the university
and the graduate school.
Now I am not going to bore you with the story of the growth of the prosperity of
the state universities of America. Suffice it to say that they have become great
educational forces in the land. In many respects, of course, they are like any other
universities. Scholars of distinction come up and go about their campuses with the
same freedom; they teach truth, in spite of occasional attempts at interference, with
the same desire to get at the facts and balanced judgments that other universities
utilize. They are free, they are honorable, they are distinguished, they are univer-
sities in every sense of the term. They have grown, and yet they have not grown in
proportion so enormously as some of us fancy. Thirty years ago one student in every
five in America was enrolled in a state university. Today practically one student in
every five in America is enrolled in a state university. In other words, in all the
immense development of higher education in the last thirty years, while the state
universities have borne their due part, they have not prospered at the expense of other
types or kinds of institutions in the land. So, as I say, they enroll one student in every
five; they give one baccalaureate degree in every four that are given in America; and


they give one doctor's degree in every three which are given in the United States in
these last few years. That, it seems to me, is sufficient testimony to the fact that
work of distinctive intellectual quality does go on in these institutions.
But I want to speak of them very briefly, not in terms of their numbers, or their
magnitude, or the position they have come to occupy, because all those things are
well known and admitted, but in terms of what seems to be, or what I conceive to
be, one of the greatest social revolutions which has ever taken place in the history
of the world which, quietly, for this last generation, has been going on here in the
United States of America. I think I can make vivid what I want to say when I
remind you that seventy-five or a hundred years ago there were few people who con-
ceived of high school education as anything but a luxury. The elementary schools
were sufficient for the common people. Any one who came on up through the grades
and who learned the fundamentals of reading, writing, and arithmetic, had about all
the education that people in those days thought was fit for the ordinary citizen. As
for public high schools, there were very few outside of a few states in America. We
know how slowly the public high schools developed here in the South; we know
how recently they developed in some other states of the Union. As systems they did
not exist until comparatively recent years. But then the high school came, and
people began to discover that, after all, the average boy and the average girl were
capable of receiving a high school education and of profiting by that education. We
added, in a generation or two, four years to the structure of public education in the
United States, so that today, ladies and gentlemen, all over this land we regard the
boy or girl who has been denied a high school education as an underprivileged
individual, and distinctly so.
Now I want to say to you tonight that precisely what has happened with regard
to the high schools is, in my judgment, beginning to happen with regard to the
colleges and the universities. I want to quote you just a few very illuminating
figures. In 1900, thirty years ago, out of the population of college age in America less
than three per cent. were enrolled in the colleges and universities of the United
States. Those of you who went to college thirty years ago-some of us did-remem-
ber very well that it was regarded in your communities as the exceptional thing to
do, and only a few boys and still fewer, braver girls departed for the halls of learn-
ing which led on and up to baccalaureate degrees.
I grew up in a New England community myself, in a town of some two thousand
people, and I think that I was the first student from that local high school in perhaps
ten or fifteen years who had been to a college, and that was in New England, in the
college belt. It was the exception-it was unusual-and it was considered not quite
the thing to do. As I say, only something less than three per cent. of the population
of college age faced that great adventure. Now in 1928, the last year for which
figures are available, something over eighteen per cent. of the population of college
age in America was enrolled in colleges, universities, normal and technical schools,
in other words, in institutions that are above the high school grade. One student
practically in every five who was of the age to go to college in 1928 was going to
college or going to some sort of institution. There has been more than a sixfold in-
crease in thirty years in the proportion to population, so that now it has become the
normal expectancy of every solvent father that his sons and his daughters will go on
to college almost as a matter of course when the time comes for them to take up
their college career.


Now I want to point out to you that nothing like this has ever before been known
in the entire history of the world; that our attitude toward higher education quietly,
unostentatiously, has undergone a revolution the like of which the world has never
seen, so that we as a people in America are very rapidly approaching the conception
that the period up to adult life-the whole period up to adulthood-is best spent in
education in preparation for the tasks of life. We are on the point of doing with
the colleges and universities what we did with the high schools-of adding four more
years to the normal educational expectancy of the American youth. Now I say that
is an unparalleled revolution in our thinking about education, and it has profound
implications for the educational institutions that we serve and represent.
What are we to do? You have heard the story, I know, that too many students
are going to college. I myself am a profound disbeliever in that idea. Not that I
have any great passion for numbers, though I happen to come from a campus on
which students are fairly numerous, but that I believe that we have not yet begun to
realize the mission that education can perform for the average boy and the average
girl. We talk about training for leadership, and I believe as profoundly as anybody
in this audience can believe in training for leadership. After all, there are only a
few thousand minds on which the world's structure of civilization depends, and if
you could wipe out those minds over night by some great catastrophe, the human
race would have to toil painfully and slowly back to the level of civilization which
it now occupies. I believe profoundly in the mission of our educational institutions
to the potential leader; I believe that he ought to have the privilege of his environ-
ment and his opportunities, and nothing, in my judgment, is more promising than
the attempts now going on all over America, through so many foundations and
through so many institutions, to try to discover who potential leaders are, to give
them the advantages and the opportunities that will develop them into men and
women who can fulfill their possible functions in life. I believe in training for lead-
ership, but I want to say to you, ladies and gentlemen, that when you have a million
young men and women in colleges, it is folly to say that the only mission of college
education is to train for leadership, because a million people cannot be and should not
be leaders in this world. I believe, also, and I believe profoundly, in the mission of our
educational institutions to the general level of intelligence and culture in the popula-
tion as a whole, and it seems to me that one of the great services which our institutions
perform is that out of them, increasing thousands year by year go back to their com-
munities, back to their cities, back to their towns, thousands upon thousands of
young men and women who are going to lead a little finer lives, with a little higher
ideals, with a little fuller conception of what life is, because they have been exposed
to the stimulating influences of ideas on a college campus for four years. And so it
seems to me in this new day when we count the students that we train by the thou-
sands and the hundreds of thousands, that we must consider the fact that if educa-
tion is worth while, it has a mission which is a social and a community mission, as
well as a mission to the individual leaders of civilization. Personally, out of some
experience with college education as a teacher and then as an administrator, I have
long since ceased to believe that there is anything so mysterious, so exalting about
the average subjects taught in the average college, as to make them incapable of
assimilation by the average adolescent mind. I believe that we are doing in this
progress-in this educational progress of ours-one of the finest things which civil-
ization can possibly accomplish. I fail to see, in other words, how in this technical


age, in this age where problems are so complex and where living together in mutual
relationships becomes in itself such a problem, we can expect people to live satisfac-
torily with as little education as most people have been receiving in the past. And
so I believe in an educated constituency for the United States of America, and I wel-
come the burden which is thrown on these state universities of ours and on other
types of institutions as well, in training increasing multitudes of students who go
to them and who go through them and who go back to lead-let us say-undistin-
guished lives, but lives of greater usefulness and power and responsibility because of
the things which they have captured in their university career.
When you stop to think about it, it is a most extraordinary thing that has
happened. The biologist tells us, I believe, that you measure the potential power of
adaptation and of progress in the species by the length of time that it stays educable
-that you can train it. And so if we can raise the educational level of America, as
we seem to be doing, by four years, we will have done perhaps a service the magnitude
of which we scarcely realize.
Now I don't know what the state universities are going to become. Some of you
have been reading a book by Dr. Abraham Flexner, who described in detail what a
university ought not to do. I somehow have not been able to feel that some of the
things that he thinks a university ought not to do are really not university tasks. It
seems to me that we have struck out a new path here in America. Personally, I do
not believe that European models in education are going to be in the future very
helpful to us. I think we must work out our own salvation in terms of the kind of
higher education which is adapted to our own purposes and needs, and so because
traditionally a university has done this or that, or has failed to do this or that, seems
to me to be no great argument of why it should do or should not do it in the future.
I think we could perhaps do a great many things that we are not doing, and do them
better because we are universities, than they are being done now by other types of
agencies. And I think we must probably face the fact that there are going to be
profound changes in our curricula, in our outlook on education, in the way in which
we are looking at a host of problems in higher education, as we become more and
more conscious of the tremendous task which we have undertaken of trying to raise
the level of intelligence of a whole people.
I have no formula about what the universities of America ought to become, but I
have this attitude to suggest: I think that if ever educational institutions were at a
time when they ought to be open-minded and experimentally-minded, it is at this
present hour. Educational institutions are institutions, and because they are insti-
tutions they are conservative, and they are naturally so, as all institutions are by
temper. We know, you and I, we people who are concerned with education, if we
just discuss the thing among ourselves, we know that college curricula are some-
times made up on grounds that are not altogether educational. We know that indus-
trial corporations know far more about their business processes than most of us
know about ourselves. We know that we have many of us felt that the good old
ways of doing things, that were sufficient in your youth and mine, were, after all,
the final ways of education. Now I am not arguing for any immediate revolution
in our conceptions of higher education, but I am saying that nobody, for example,
can hear the story of what has been going on in the survey of the colleges of


Pennsylvania in these last four or five years, without finding himself shocked and
startled by the inadequacy of some of the ideas that he has had about the processes
of higher education.
Isn't it time that with this great burden which is now coming down upon all the
institutions of higher education in America-isn't it time that we adopt, as institu-
tions, the same open-minded experimental type of attitude that men everywhere have
done when they want to find the truth about what they are doing and the things with
which they are working. I heard a business man say not long ago that if his corporation
used the same processes that it used five years ago, it would be bankrupt. It happened,
in the mean time, to stumble on some things that revolutionized its methods. We
don't often do that in education, but that corporation had men in laboratories, work-
ing away day after day and week after week, trying to find what was going on in
the business and what could be done to make it better. How many of us set out at
the beginning of the year, I wonder, definitely to try to check our own processes in
education and to see if they can be bettered by the end of the year? It is open-
mindedness, experimental-mindedness that higher education needs in America today.
So let me summarize very briefly. What I have been trying to say is simply this:
We have come to a new day in higher education in America; it has crept upon us
almost unobserved; we have realized that student bodies have been growing; that
buildings have been increasing; that it has been necessary to add to faculties; and
yet there has been very little said and very little written about the profound social
revolution that is indicated by all this change that is coming on about our eyes, year
by year, a change which, in a single nation, in the United States of America, is
gradually but surely prolonging the period of education up to the period of adult life.
Because that is true, you and I, as people who are dealing with education in its various
aspects, must realize that we too are up against a new task and that the functions of
the state university and of all universities are in for a period of review, a period of
criticism, a period of experimentation, a period of suggestions (even radical sug-
gestions at times perhaps) in order to attempt to fit our conceptions of education to
this new thing. The high schools have become very different under the pressure of
popular education. The universities will become very different under the pressure
of popular education. What that difference will be no man can say, but I venture
that those of you who are here at the fiftieth anniversary of this institution will find
it here as elsewhere in America-theories and processes of education will be very,
very different than they are today.
And so I bring you tonight a challenge-the challenge, to participate in this
wonderful opportunity which is opening out before the universities of America (an
opportunity which, I am convinced, is unparalleled in the history of the world) and
to help make of this educational system of yours here in Florida, here in the United
States, a thing which will perform adequately and fully the function which the
public will intends it to perform, namely, that of being the crowning four years in the
period of education not only of a few exceptional, privileged leaders, but of the great
mass of the people-the average man and woman of America who are going out to
lead their lives in a better and a fuller and a finer way because they have been
citizens of college and university communities during these years.

The Committees

The members of the committee in charge of the program for the celebration of
the Twenty-Fifth Anniversary of the Founding of the University of Florida in
Gainesville were as follows:

T. R. Leigh, Chairman W. L. Floyd
J. N. Anderson J. W. Norman
J. M. Farr C. B. Pollard
C. L. Crow F. S. Wright

The committee on University Publications is as follows:

H. W. Chandler, Chairman
H. H. Caldwell W. G. Hiatt
K. H. Graham W. L. Lowry


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