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FOOD SERVICE IN SIX PRIVATE COIIEGES

IN ATLANTA, GEORGIA

By
ROBERT VERNON COLE, JR.

 

A PROBLEM

Submitted to the School of Graduate Studies

of Michigan State University of Agriculture

and Applied Science in partial fulfillment
of the requirements for

the degree of

MASTER OF SCIENCE

Department of Institution Administration

1961

ACKNOWLEDGMENT

The writer wishes to express his gratitude to Professor
Katherine Hart for the invaluable assistance she gave in com-

piling and writing this study.

TAB IE OF CONTENTS

PACE

INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . 1
REVIEW»! OF LITERATURE . . . . . . . . . . . . . . . . . 3
MTHOD OF PROCEDURE . . . . . o . . . . . . . . . . . . 13
DISCUSSION 0 o . o o o . . . . o . . . . . . . . . . . . 23
LITERATURE CITED 0 . . . o . . . . . . . . . . . . . . o 33

APPEND IX 0 e o o o o o o o o o o o o o o o o o o o o o I 37

INTRODUCTION

Colleges and universities today recognize their responsibility
for the physical and social well being of students. Since 1930 ed—
ucational institutions through self liquidating building programs
have provided the funds for residence halls, union buildings, and
other facilities to improve campus living conditions.

Institution food service is accepted as an integral part of a
successful functioning school program. The importance attached to
such a service is indicated by the continued increase of college
and university students who live in residence halls.

A food service program is made effective through the cooperap
tive efforts of school administrators, student government, dean of
students, and alumni. College and university residence hall programs
are vitally important to physical and mental development of students.
By correlating certain aspects of food service activities with sub-
ject matter areas of education, objectives and procedures have
broadened to include (1) the promotion of health and nutrition ed-
ucation, (2) the development of good social behavior and (3) the
attainment of an economically sound business organization. The
administration and organization of an institution food service should
not only provide adequate food but supply the best possible food,
palatable, well prepared under acceptable standards of sanitation,

and pleasingly served at a minimum cost.

The cost for improvement in the planning and organization of
college and university food service operations has been apparent to
the writer. The purpose of this study was to survey current manage-
ment practices in six food service units in Atlanta, Georgia. A
summary of the organizational planning, personnel procedures, cost
control, and sanitary techniques should provide practical informa-

tion for management review and improvement of managerial control.

REVIEW OF LITERATURE

Good organization is one of the keys that leads to success in
any operation and an institutional food service is no exception to
this rule. There are certain fundamental principles which aid in
attaining an efficient food service, but there is no single set of
rules which will lead automatically to a successful operation.
Each food service must be patterned to overcome individual problems
such as worker competence, reliability, and stability; maintainance
and operation of machinery; and the financial nature of the enter—
prise. Consequently, managerial imagination and initiative are a

requisite to success.

The Organization and the Personnel

A critical challenge that faces a food service manager is to
organize both staff and services for a smooth and efficient opera-
tiono This can only be accomplished when management is geared to
meet each demand intelligently and each facet of the operation
blends unobtrusively into the whole.

According to Smith (51), organization means "bringing into
effective correlation all the parts of a whole, each part having
a fUnction peculiar to itself, yet having a definite relationship
to the whole.“ He has noted that the larger the group, the more
impersonal the operation tends to become and the consequent neces-

sity for a definitely structured organization.

Ghene (15) contended that lack of effective communication between
employees resulted in poor personpto-person relationship among staff
members and sometimes in poor performance of duties assigned. This
may be due to the inability of some workers to read well, to inatten—
tion at briefing sessions and to resentment for "being told everything"o
Overcoming the communication barrier does not simply mean calling more
formal meetings or sending a greater number of memoranda. It does
mean that the food service manager must establish an atmOSphere con—
ducive to learning and encourage each member to constantly evaluate
his contributions to the operation and to propose practices that can
better the operation. In this way, it would be possible for the
workers to see themselves in relationship to their co—workers and
ideas can be freely expressed and discussed.

The food director is responsible for the establishment of a
satisfactory organization and the effective coordination of the food
service department with others related to it: successful personnel
direction, including delegation, supervision, and building of morale;
the maintenance of high food standards; and the inauguration of an
adequate system.of cost control (58). Besides maintaining good
personnel relations, the manager of college dining halls must have
a knowledge of the purchasing, the processing and the preparation
of food; an understanding of the engineering layout of the kitchen
and dining rooms in terms of the operating and scheduled services
of'equipment; and, appreciation of merchandizing and salesmanship

(42).

Justification for the acquisition of this variety of skills and
talents lies in the fact that in many food service operations the en-
tire responsibility for success rests on the shoulders of one person.
Other than a limited number of graduates from trade schools in cooking
and baking, no semi—professional group provides trained employees.
Under these circumstances, the food service manager must be prepared
to assume responsibilities for all areas pertaining to efficient man—
agement.

Staffing is one of the most serious problems facing food service
managers. Even though they know what they want, and they may even be—
lieve that employees with the desired skills are available, yet they
find it difficult to obtain efficient workers.

In order to obtain desirable employees Mee (37) recommended that
small establishments use a system of job evaluation. He advised that
job descriptions should be prepared by the manager so that the quali-
fications of applicants for the position can be made on the basis of
a complete picture of the job to be done rather than on the job know-
ledge possessed by the rater or the unrelated skills acquired by the
applicant.

In some instances the job descriptions may be ranked initially
to get a better picture of how the classification should be arranged.
The number of classifications can be chosen by a consideration of the
present rates paid and any other groupings which may be in present
use, formally or informally.

When job classifications are the basis for employment, the

chances of obtaining workers with the necessary skill increases,

since other desirable qualities do not come to the fore at the time

of job selection. Hewever, the fairly common practice of defining
classification and then analyzing and classifying jobs is not recom—
mended. Since this procedure does not require an intensive evaluation
of the organization, the initial classification becomes the mold into
which the operation must fit.

If employees with the desired skills are unavailable, the food
service manager must be prepared to plan a training program. In most
organizations where this is done there is no stated probationary
period and the worker is not told formally that he is undergoing a
training period. He is merely placed under the tutelage of either
a highly regarded worker or a supervisor and taught his job. The
rate of the new worker's progress, his aptitude, his attitude and
any other desirable characteristics determine whether or not he is
retained. After the worker proves that he can function on his own
he is left alone to find his place in the organization. Smith (51)
deplored this condition, and stated that after any training program,
whether it be formal or on-the-job training, there should be a follow—
up until the supervisor has been assured that the worker is performing
in an acceptable manner.

No matter what standards may be set or what programs of control
and performance may be initiated, the success or failure of the pro-
gram depends, in the last analysis, upon the employee. If the worker
knows the plan, understands what is to be accomplished and has a real
desire to carry out this plan, his intelligent cooperation with ade—

quate instruction and supervision will insure a satisfactory outcome.

An employee will do best what he can do well. There are certain
mental and physical qualifications that will.make for a better grade
of work and for a happier worker. Various interviews, written tests,
and aptitude tests can be employed to ascertain the potential ability
of a new worker. Education and past experience may also be a decided
asset in many cases. HOwever, it may be more desirable to take an un_
trained worker and give him the necessary training for the specific job
when there is need to depart radically from a previously established
practice.

Kusner stated (29), that an employee's success depends upon the
manner in which he is introduced to his job. She also pointed out that
a new employee, if treated courteously and given adequate instruction
during the orientation period, is likely to react favorably. If suf—
ficient instructions are not given, circumstances may develop which
will make later training difficult.

A conference should be arranged with the new employee before work
is actually begun. General information covered in the employment to-
gether with other rules and regulations applying to all employees should
be discussed. A handbook is also valuable at this time. A tour of the
unit in.which the employee will work serves to familiarize the new em-
ployee with his surroundings, equipment, and supplies, and to introduce
the worker to his immediate supervisor. The employee is told Specifi—
cally to whom he should go for information concerning any problem that
may arise later. A written work schedule is a helpful tool during the
orientation period and should be presented to the new employee as a

guide to the basic duties and procedures.

West (59) recommended that every person discharged from a service
should be given a final interview in which the reasons for his dis—
charge are reviewed and his strong points brought to his mind. If the
situation merits a recommendation for another position, assistance

should be given.

Operational Procedures

Procedures for food service operation can be discussed most ef-
fectively in terms of aims and goals rather than by descriptions or
definitions. These procedures should be regarded as the result of
taking into account certain factors that gOVern the operation: adp
ministrative policy; condition and facilities of physical plant,
budget, labor force; and competence of staff. The operational pro-
cedure governs the entire organization; it provides the tracks on
which the prOgram must run and yet it must not be so rigid that
under certain circumstances the service will be discontinued or so
loose that anything can happen to the service.

If operational procedures are regarded as the tracks for the
food service operation, then the budgetary allocation may be con—
sidered the bed on which the tracks are laid. Although there is

no fixed formula for arriving at the distribution of the budget,

West (59) suggested the following flexible percentage distribution

of budget items for a college residence hall:

Food 40-46
Labor

Managerial 5-8

Employee 22-2h
Housing* 10-12
Depreciation 3
Operating** 5-6
Repairs and
Replacements 3-h
Supplies

Cleaning 1

Office V 1
Laundry 2-3
Miscellaneous 1-2
Net Profit 5-3

*Housing, rent, amortization, or interest
**
Operating, fuel, electricity, water, steam, refrigeration,

telephone

Since food is a large budget item procurement of subsistence sup-
plies for college residence halls has high priority value.

Frooman (15) recommended five steps for effective institutional
buying: (1) find out what the food industry offers; (2) determine what

'best fits your needs; (3) compile written specifications covering your

lO

selections; (A) work out a buying procedure and decide on the course of
action; (5) check and inSpect all deliveries.

In order to procure quality food the buyer should adopt sound pur—
chasing methods. The majority of the 27 college and university food
services (34) studied by McKinley procured subsistence supplies through
a salesman from a reliable firm who made his contacts by telephone.
Twenty—five checked all deliveries upon arrival to see if the quality
was maintained and if the correct quantity was delivered. In large
organizations a storeroom clerk was responsible for receiving the food,
but in smaller units the dietitian, head cook, or storeroom clerk ac-
cepted deliveries. Meats, fruits, and vegetables were the food items
most frequently ordered. Twenty schools maintained monthly inventories
and fifteen school took stock of the refrigerators daily. Twenty—two
units kept record of purchases; several indicated a purchase record.

Need (62) recommended that purchasing requirements be determined
according to financial policies of the organization and based on the
quality, packaging practices, ability, peak of seasonal products, and
keeping characteristics of food-—all of which are causes for variations
in prices. A record of net yields, scales and measures, and systematic
rechecking at frequent intervals are necessary for effective and worth.
while specifications for purchasing.

The chief function of a food service is to provide palatable and
nutritious food. No one is pleased with a food service whose standards
of preparation vary from day to day. The use of standardized recipes

is becoming increasingly valuable to the food service directors. In

11

a study of college and university food services McKinley (34) reported
that 78 percent of the managers used standardized recipes to assure
product control.

One of the inherent dilemmas facing the college food service man-
ager is that while the cost of food fluctuates daily, his annual
budgetary allocation is, for the most part, rigid; thus, he must
attempt to control operational costs in the face of fluctuating raw
food and labor costs. Herman (27) reported that 48 percent of the
food directors in 152 colleges food service units stated that restric-
tion of menu choices was their major weapon to obtain a balanced budget.
Forty-three percent agreed that installing labor saving equipment to
control labor cost was advantageous.

Dukas (11) stated that the function of cost control is to provide
a comprehensive co—ordinated plan which will result in maintaining ef-
ficiency, exposing variances and unfavorable trends on the economic
front, and preventing poor expenditure and management of funds. Gleason
(17) found work sheets, market orders, a dual purpose form for combining
refrigerator inventory and purchase orders, and standardized recipes to
be tools necessary for controlling food cost.

Preston (41) suggested the efficient operation of any food service
unit required a careful check by the dietitian to see that the public
is receiving the quality and quantity which can reasonably be expected
for the charged. He also discussed factors necessary for studying,
analyzing and controlling food costs: maintenance of accurate inven—

tories for all purchases, accurate records of raw food cost, careful

12

menu planning, use of listed and standardized recipes, serving of
standardized or measured portions, the purchase of food by specifi-
cations, checking food waste, and figuring the labor cost.

No matter how well prepared the food may be or how efficient
the purchasing staff may function, if sanitary conditions are not
maintained in a food service organization the operation is a failure.

Fitch defined (14) sanitation as the application of scientific
and technical knowledge and skills to obtain a healthful environment.
The capstone for any complete sanitation prOgram is adequate provision
for sanitation inspection. Unless a definite self-inspection program
is established, it is a foregone conclusion that sanitation deficiencies
will develop and may become serious before they are detected. Mutual
assistance among staff members is important in the achievement of an
efficient sanitation program.

One of the basic purposes of a good sanitation program should be
to promote pride and productivity among sanitation personnel, for these
will have important effects on costs and results. Even today, sanita—
tion is too commonly thought of in terms of janitorial tasks. On that
basis, it is easy to understand why intelligent and competent workers
tend to shun employment in the sanitation group on the assumption that
the work is dull and demeaning. This unfortunate attitude is basically
the fault of management and administration.

Good sanitation can result only when managerial support and adequate
supervision are provided and when a definite program of personnel train-

ing and development of sanitation methods exist.

METHOD OF PROCEDURE

In recent years America has attempted to eliminate costly dupli-
cation of services in every area. The United Charities Incorporated,
which can be found in almost every large city in the United States,
not only promotes United Funds appeals "Give once for all" but studies
its member organizations to reduce unnecessary overlapping of services.
The Negro colleges in Atlanta, Georgia are evidence that this Spirit

of union is making itself felt in the educational field.
The University Center Colleges

The six private colleges which constitute the University Center in
Atlanta, Georgia, are not an organic unit. Each of the six colleges is
administered by its several boards of trustees and presidents, and op—
erates under its own management. Curriculumawise, however, there is a
true exchange of faculty. A student enrolled in any one college can
gain admission to classes held by a member college of the University
Center.

A schematic map of the University Center is shown in.Figure 1.

The names and addresses of the colleges are listed in the Appendix.

The exchange faculty program has permitted each institution to

offer a balanced curriculum without duplicating staff and instruc—

tional facilities. Recreational, residential, and food services have

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Key to the Map of the University Center

Quadrangle,Morris Brown
Cymnasium,Morris Brown

Ferber Cottage,Morris Brown
Temporary Building,Morris Brown
Cottage,Morris Brown

Gaines Hall,Morris Brown

Bridge over Hunter Street,Morris Brown
Stone Hall,Academic Building,Morris
Brown

Grant Hall,Morris Brown
Administration Building,Morris Brown
Ogelthorpe,Laboratory School,Morris
Brown Campus

Phyllis Wheatley Branch Y{W.C.A.
President's Home,Atlanta University
Bumstead Hall,A.U. Dormitory for'WOmen
ware Hall,A.U. Dormitory for Men
School of Mortuary Science
Church,Baptist

University Flower Shop

Dry Cleaners,Ted Lewis

Rush Memorial Church

Yates and Milton Sundry Store
University Grill and Dry Cleaners
University Shoe Shop

Ritz Theater

Gasoline Station

Yates and Milton Pharmacy
Providence Baptist Church

Pfeiffer Hall,Clark

Thayer Dining Hall,Clark

Home Management Building, Clark
Merner Hall,Clark

Haven - warren Ha11,Clark

Holmes Hall,Clark

A. U. Temporary Building,Clark Campus

b9.
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51.
52.
53.
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56.
57.

Harkness Hall, A.U. Administration BuildingYO.

Chemistry Building, Morehouse College
School of Social Work,A.U.

Biology Building, Merehouse

Sale Hall, Morehouse

RObert Hall, Morehouse

Graves Hall,Morehouse

Temporary Building,Mbrehouse
President's Home,Morehouse
Meditation Chapel,Morehouse
Apartments,Morehouse

Dean Sage Hall,A.U.

Trevor Arnett Library

Home of Superintendent of buildings and
grounds,Spelmmn

71.

Speech Clinic,Spelman

Giles Hall,Spelman

Abbe Aldrich Rockefeller,Spelman
Morehouse North,Spelman

Morehouse South,Spelman

Laura Spelman,Spelman

Tepley,Spelman

Chadwick Hall,Spelman

Read Health and Recreation Building,
Spelman

Sisters Chapel

Reynold's Cottage, President's Home,
Spelman College

Rockefeller Ha11,Administration Building,
Spelman

Packard Hall,Spelman

Laundry,Spelman

Upton Hall,Spelman

Morgan Hall,Spelman

McVicar Infirmary, Spelman

Bessie Strong

Barber Shop

Beauty Salon

Beauty Shop,Barber Shop, Dressmaker ShOp
Beauty ShOp, Barber Shop, Grocery Stores
etc. '
Infirmary, Mbrehouse

16

not been Operated as cooperative ventures; consequently, the program
for operating these services is designed to satisfy the needs of each

college.

Spelman College
In 1881, two New England women, Sophia Packard and Hariett E.

Giles, who wished to alleviate the problems of the Negro in the South,
established a college for Negro women. The school, first known as the
Atlanta Female Seminary, opened in the basement of Friendship Baptist
Church with an enrollment of eleven. After three months eighty students
were registered and at the close of the year one hundred and seventy-
five young women were enrolled.

As the school continued to grow, the founders sought financial
assistance. One of their fund-raising speeches attracted the attention
of John D. Rockefeller who became a benefactor of the college. The
Rockefeller family has given continuous support to Spelman College
until present time.

In 1888 the school secured option of nine acres of land and five
frame buildings which had been used as barracks and drill grounds for
the Union Army during the Civil War. During the past quarter century
new buildings have been erected on the campus and old ones have been
remodeled.

Spelman College is dedicated to the cultural, the intellectual,
the social and personal development of the student. Dr. Albert E.
Manley, the fifth president of Spelman, directs the administration.

The curriculum offers a basic liberal arts prOgram, and the college

l7

grants the bachelor of arts and the bachelor of science degrees. Ap—
proximately 48 faculty members andeaxchange teachers from the University
Center comprise the instructional staff. The student enrollment is 480,
with 225 students in residence halls.

Spelman College is a member of the Southern Association of Colleges
and Secondary Schools and is on the approved list of American Univer-
sities. The school has achieved a prominent place for itself in the
community and in the country at large, for its graduates have estab-

lished themselves in all parts of the country and abroad.

Mgggis Bzggn Collegg
The African Methodist Episcopal Church established Morris Brown

College in 1881. In that year a resolution was passed at the North
Georgia Annual Conference to organize a preparatory school in Atlanta
for the Christian education of Negro boys and girls.

The school was opened in 1885, the year a charter was granted.
The first class was graduated in 1890; the liberal arts college was
organized in 1894.

In September, 1932, William Business College was merged with
Mbrris Brown College and the preparatory type of education was dis—
continued. Morris Brown College aims to provide opportunity for
moral, spiritual, and intellectual growth under Christian influence.
An effort is made to meet the needs of the individual student and to
stimulate and develop his interests by the maintenance of an environ-
ment in which the highest spiritual and intellectual ideals prevail.

Accordingly, cultural education is combined with practical vocational

18

and prevocational training in the preparation of ministers, elementary
and secondary school teachers. Preprofessional training for medicine,
law, and social work is available. Morris Brown offers a basic liberal
arts program.and grants the bachelor of arts and the bachelor of science
degrees. The faculty total fifty-four. The administration of the col—
lege is under the leadership of Dr. Frank Cunningham, President. The
student enrollment is 750, with 250 students living in residence.

Morris Brown is a member of the Southern Association of Colleges and
Secondary Schools and is on the approved list of the Association of

American Universities.

Atlanta,University

Atlanta University, a non-sectarian institution, was established
for the liberal and Christian education of youth in 1865. The first
normal class was graduated in 1873, the first college class in 1876.

On April 1, 1929, Atlanta University, Morehouse College and
Spelman College completed an agreement for affiliation in a University
plan: graduate and professional work would be centered in Atlanta
University, Merehouse and Spelman Colleges would offer undergraduate
college programs. On September 25, 1929, the Atlanta School of Social
Work was discontinued as a separate corporation and became an integral
part of Atlanta University.

In accordance with the affiliation agreement, each institution
is independently organized under a board of trustees, but through af-
filiation, duplication of course offerings was eliminated and the
resources and facilities of all institutions were available to every

student.

19

Atlanta University offers courses for graduate students in the
arts and sciences and grants the master of arts and the master of
science degrees. The administration of the University and faculty
of 67 is directed by Dr. Rufus E. Clement.

Approximately 100 of the 600 students live in residence halls.
Atlanta University meets the requirements governing the accreditation

of universities by the Association of Colleges and Universities.

Clark Cgllggg

The Freedmen's Aid Society of the Methodist Episc0pal Church
founded Clark College in 1869. To make possible the use of University
Center facilities in 1941 the college moved to the present site on
Chestnut Street. Residence halls for men and women, a student union,
social building with cafeteria service, and a large administration
and classroom unit comprise the campus buildings.

Clark College offers a basic liberal arts program and grants the
bachelor of arts and the bachelor of science degrees. The administra-
tion of the college is directed by Dr. James P. Brawley and the faculty
total sixty. The college provides a learning situation which will offer
an opportunity to develop well-balanced personalities through diversi—
fied learning situations. Three hundred twenty-two of the seven hundred
students live on campus. Clark College is a member of the Southern
Association of Colleges and Secondary Schools. The institution is
recognized as a Class A College by the State Department of Education

in Georgia, Texas, Nerth Carolina and Flordia.

20

Mgrehougg.gglleg§

Merehouse College, an institution for the education of young men
in leadership and service, occupies one of the highest points of land
in Atlanta and commands a fine view of the city and surrounding country.
The campus covers twelve acres.

The college was organized in 1867 in Augusta, Georgia under the
name of The Augusta Institute. Early in 1890 the school was moved to
its present location and in 1897 amendments to the charter were secured,
granting full college powers and changing the name of the institution to
Atlanta Baptist College. The name Morehouse College was adopted 1913.

Morehouse is a member of the Southern Association of Colleges and
Secondary Schools and is on the approved list of the Association of
American Universities. The present student enrollment is 700 with 350
in residence. The faculty at Norehouse total approximately forty-two.
The administration of the college is under the leadership of Dr. Ben-

jamin E. Mays.

Cammgn Theolggical nginary

Gammon Theological Seminary was found by the Methodist Episcopal
Church in 1883, and offers an extensive course of study for the Chris—
tian ministry. The Seminary which has played a vital part in the life
and progress of Negroes in America has trained leaders of highest
caliber. The school prepares men and women for various fields of
Christian service. Although it places primary emphasis on pulpit and
ministry, the Seminary provides a foundation for ministry in the educa-

tional missionary, institutional, social and related fields.

21

Three regional seminaries and Gammon are consolidating to establish
a new institution, The Interdenominational Theological Center. The campus
will be constructed in area 13 of the University Center. See Figure l.

Gammon offers three degree programs: (1) the bachelor of divinity
degree; (2) the master of sacred theology degree in rural sociology and
sociology of religion; (3) the master of religious education for women.
The Seminary which is accredited by the American Association of Theo-
logical Schools has an enrollment of 80 and a faculty of 16 under the

direction of Dr. Harry V. Richardson.
Collection of Data

The data for this study were collected during the month of October,
1958, when the food service units at the UniVersity Center were operat-
ing at a normal rate.

Permission for interviews was obtained from the President of each
institution. See letter in Appendix. Personal interviews were arranged
with each food service director, and a cordial relationship was estab-
lished between the investigator, and the institution personnel.

A questionnaire was prepared by the interviewer to simplify the
procedure for recording the findings and tabulating the results. See
Appendix. A copy of the questionnaire was sent to the manager of each
food service before an interview was conducted.

The interviewer was able to secure information in a logical sequence
with few interruptions and minimum distractions. Opinions expressed by
the management of each food service were verified by cross—checking

certain items.

22

The interview guide was divided into five sections. The introduc-
tion sought general information about the institution. This section
dealt with the type of school, method of support and the number of
students enrolled and in residence. In order to know the size and
nature of the operation, information was tabulated on the number of
persons employed by the food service, average daily census, the capacity
of dining areas and the type of service rendered.

The second portion of the questionnaire examined the organizational
structure of the food service by identifying the lines of authority and
reaponsibility. Questions pertaining to the classification and quali-
fications of positions, regularity of staff meeting and techniques of
supervision were included.

The third phase of the questionnaire was concerned with food
service personnel. Special attention was made to appraise the labor
market from which workers were recruited, the conditions under which
they worked, the gap between desirable and available employees and the
job orientation and training programs.

Section four listed questions relative to the policies and prac-
tices of food and labor cost control; the final section included
desired standards and procedures for the maintainance of sanitary-
conditions.

In order to present the data objectively, the tabulations were
coded alphabetically by institutions A through F. The letter A was
assigned the school with the smallest number of students in residence

and F to the institution with the largest resident enrollment.

DISCUSSION

No attempt has been made to discover ideal conditions for
institutional food service. The operational patterns of the six
units studied varied according to the policies of the college admin—
istrators, the method of financing, the personal esteem of the food
director, and the socio—cultural role assigned the food service
department. However, in examining the service units, certain prin-
ciples conducive to achieving acceptable management practices were
evident.

In each case the dining operation reflected the administrative
climate of the college it served. Table 1 shows the name of each
institution, composition of student body, program and method of
control. Students from every state in the United States and some
foreign countries comprised the enrollments. Four colleges had
undergraduate programs and two schools provided graduate programs.
All colleges were private; four were sectarian. The schools sur-
veyed were each controlled by a board of trustees and administered
by a president. One college was for women; one was established for

men; and four institutions were co—educational.

Table l.

The University Center Colleges, Atlanta, Georgia

 

 

 

College Program Control Type

Spelman Undergraduate Private Nemen
Morehouse Undergraduate Private Men

Morris Brown Undergraduate Religious Co—Ed
Clark Undergraduate Religious Co—Ed
Gammon Seminary Graduate Religious Co—Ed
Atlanta University Graduate Religious Co—Ed

 

 

The enrollment of the colleges ranged from 81 to 800; the number of

resident students averaged 289. Dining room capacities had no relation—

ship to the enrollments and varied from 270 to 430 as shown in Table 2.

 

 

Table 2. Relationship of total enrollment, students in residence, seat-
ing capacity of dining areas, and type of service in six private
colleges in Atlanta, Georgia, 1958-59
Capacity Type Service
College Enrollment In Residence of
Dining Areas Family Cafeteria
A 81 75 312 X X
B 600 120 400 X
C 750 250 300 X
D 480 255 430 X X
E 800 322 274 X
F 700 350 270 X

 

Four colleges operated cafeteria type service; two offered a
combination of cafeteria and family style service. Even though the
directors of the two food services that provided family style service
admitted that a cafeteria plan was more desirable, the respective ad-
ministrators insisted on family style service to provide an atmosphere
where the social graces might be learned and practiced. Only college
E had no choice but to adopt a cafeteria style service for all meals
because of limited service and seating areas. See Table 3.

Table 3. Relationship of seating capacity and number in residence
for six colleges in Atlanta, Georgia, 1958.59

 

College No. In Residence Seating Capacity
A 75 312
B 120 400
C 250 300
D 255 430
E* 322* 274*

F 350 270

 

 

In five of the six food services studied the managers were the

direct supervision of the business manager. See Figure l.

 

President

 

 

 

 

 

 

 

Business Manager

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Dietitian
Sanitation Store Room Assistant Chef Kitchen
Personnel Personnel Dietitian Personnel

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

[Service Personnel]

 

Figure 1. Organization of food services in colleges A, B, C, E, and F

The business manager acted as business agent for these food services;
he banked all funds into the food service account and paid all bills
properly processed by the food service manager, who operated within the
confines of an established budget. In essence, the food director made
recommendations to the business manager which he either approved or dis—
approved. Whenever a serious difference of opinion arose between these
two parties, it was not unusual for the president of the institution to

resolve or arbitrate the differences.

College D was the one institution in which the food service
manager was directly responsible to the president as shown in Figure
2. The funds for operating this service were set apart in an inde—
pendent accounting system under the direct control and supervision

of the food service director.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

President
Business Dietitian Maintenance
Office Department
Assistant
Dietitian
Storeroom Chef Service
Personnel Personnel
Kitchen
Personnel

 

 

 

Figure 20 Food service organization chart for college D

Personal appearance, employment history and mental alertness were

the selection factors for potential employees as shown in Table 4.

Table 4. Selection factors for new employees in six private colleges
in Atlanta, Georgia, 1958.59

 

Selection Factors College

A B C D E F
Personal appearance X X X X X X
Employment history X X X X X

‘4
k4
>4
54
N

Mental alertness

Test

 

Table 5 indicates that five of the six colleges provided worker
sponsorship for personnel orientation; two of the colleges conducted
plant tours for new employees. None of the six had prepared an em—
ployee handbook; neither had management in any of these institutions
established job descriptions for food service positions. Desirable
skills and aptitutes were used as a basis in selecting most of the

workers. Only college D reported exit interviews.

Table 5. Orientation procedures in six Atlanta Colleges

Orientation Procedures College
A B C D E F

 

Employee handbooks

‘<
>4

Personally conducted tours
Job descriptions

Sponsorship for workers X X X X X

 

29

Staff meetings were held at regular intervals. At these brief-
ings points of general interest to management and workers were
discussed and suggestions for improvement of food service operations
were made. Each manager reported that all areas received some
personal supervision daily. Duty records and charts were used as
aids in maintaining adequate supervision.

In every case investigated the budgetary allocations for the
food services were based on figures which did not take into consid—
eration any serious fluctuation in the cost of food. Consequently,
the food service manager continually had to consider cost control
before making any decision.

Food-cost control procedures were similar for the six colleges.
All the directors of food services utilized the following system to
obtain satisfactory results. These included: type service rendered,
provision of employee meals, purchasing methods, standardized recipes,
control of waste in preparation and service, and standardized portions.
Preportioning tools and equipment were adequate but the six colleges
seldom used these controls.

The most crucial problem that faced all food directors inter—
viewed was recruitment and training of efficient employees. None
found the demands by their respective institutions unreasonable if
they could maintain a competent staff. All managers relied heavily
on promotion within the ranks to supply needs for skilled labor and
recruited additional workers from friends and acquaintances of em-

ployees.

The labor cost section of the questionnaire provided a wage
comparison with other institutions and organizations in Atlanta.
The food service managers interviewed did not feel that their
allotments for labor were adequate to secure the best qualified
applicants and they cited hospitals and industrial food establish-
ments as competitors in recruitment of trained personnel.

labor cost for food service personnel in the colleges surveyed
ranged from $6,000.00 to $19,000.00 per year as shown in Table 6.
Table 6. Annual labor budget for staff personnel for six colleges

in Atlanta, Georgia, 1958-59
Thousand of dollars

0 5 10 15 20

 

College

AF ]
BL

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

31

Food budgets were found to vary greatly among the colleges
surveyed. As shown in Table 7, budgets for food service operations
ranged from $10,000.00 per year for the college with 75 students in
residence to $72,000.00 and 350 students in residence.

Table 7. Residence hall census and food budgets for six colleges in
Atlanta, Georgia, 1958—59

 

College No. In Residence Annual Food Budget
A 75 3 10,000
B 120 27,000
0 250 43,000
D 255 45,000
E 322 64,000
F 350 72,000

 

Monthly meal rates for students at the six colleges ranged from
$27.00 to $37.00. One college furnished three meals daily while
five institutions provided three meals for five days and two meals
on Saturdays and Sundays.

The housekeeping program was satisfactorily planned, supervised
and conducted. Posted were the cleaning and entomological service
schedules and maintainence on the physical layout and equipment in
the service areas was scheduled regularly. Most of the colleges
stored and handled food properly by maintaining adequate refrigera—

tion and clean, well lighted and ventialated storage areas.

32

All colleges complied with county and state health regulations
by purchasing food items from companies that received periodic san—
itation inspections, maintained high sanitary standards in each
food service unit, provided proper supervision for the maintenance
of sanitary work habits of their workers, and scheduled periodic
examinations for all personnel.

Each food service operation reflected the policy of the organi—
zation. Where the financial program of the college was on an annual
basis, the food service received an annual budget; where the budget
depended on periodic allotments, the food service program was de-
pendent on short term planning.

The food service managers in the Atlanta Uriversity Center
were well acquainted with desirable operational procedures and
aimed to Satisfy student demands without ignoring the nutritional

program.

3.

4.

5.

10.

ll.

12.

13.

14.

15.

LITERATURE C ITED

Atkinson, A. B. Tools for control. College and University
Business. 13 (6):48. December, 1952.

Augustine, 0. Some aspects of the management of the college
residence halls for women. New York: F. S. Crofts and
Company. 1935.

Beach, H. Seven ways to control your food costs. Inst. Mag.

36:98. 1955.

Bedford, J. HOw modernization saves money. Restaurant Mgt.
Mag. 80:75. 19570

Bloch, J. W. Sets out sound routine for inspection of food
deliveries. Inst. Mag. 36:100. 1955.

Bonnell, Mildred. What makes a good supervisor. Am. Dietet.
Assoc. J. 27:662-666. August, 1951.

Casteen, M. How to control your leftovers. Restaurant th.
80:45. January, 1957.

Croxton, F. E. Practical business statistics. New York:
Prentice Hall Inc., 1948.

Dardarian, L. Ten ways to cut your labor cost. Restaurant
Mgt. Mag. 80:56. January, 1957.

Ten ways to cut your labor cost. Restaurant Mgt.
Mag. 80:43. February, 1957.

 

Dukas, P. Control food cost for successful operation. Inst.
Mag. 38:110. February, 1956.

Control of cost takes more than accounting. Inst.

 

bbg. 37:50. October, 1955.

Control personnel costs activities for successful

 

operation. Inst. Mag. 37:137. November, 1955.

Fitch, K. A. Sanitation suggestions for feeding. J. Am. Dietet.
Assoc. 30 (3):279. March, 1958.

Frooman, A. A. Five steps to effective institutional buying.
Chicago: R. R. Donnelley and Sons Company. 1948.

l6.

l7.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

34
Ghene, J. A. The talent for management faces its test. Volume
Feeding Management. 12(1) 3-16. January, 1959.
Gleason, N. Do not ignore the food director when planning a
kitchen. College and University Business. 13 (2):47.
August, 1952.

Goldsmid, A. Controlling waste and costs of vegetables. Restau-
rant Mgt. Mag. 81:70. May, 1957.

Greene, N. Do you have standards. Restaurant Mgt. Mag. 79:43.
July, 1956.

On looking clean. Restaurant Mgt. Mag. 79:31. August,

 

1956.

Haskell, W. H. Sanitation questions and answers. Inst. Mag. 37:
30. December, 1955.

Sanitation responsibilities in the kitchen. Inst.
Mag. 37:46. July, 1955.

 

Sanitation responsibilities in the dining room.
Inst. Mag. 37:35. August, 1955.

 

Sanitation questionnaire. Inst. Mag. 38:26. JanuarJ,

 

Hartt, S. M. Operating food service on a budget. Inst. Mag.
36:128. November, 1955.

 

Determing food service efficiency. Inst. Mag. 37:
126. October, 1955.

Herman, H. N, The food service picture.

 

Kelley, L. J. Five point sanitation creed—signal battle against
dirt. Inst. Mag. 36:43. October, 1955.

Kusner, C. E. A guide to the selection and training of food
service employees. Minneapolis: Burgess Publishing Company.
p. 47. 1947.

Light, J. E. How we triumphed over cost. Restaurant Mgt. 77:42.
December, 1955.

Lyon, N. F. What are your food and labor costs and how do you
control these. Am. Restaurant Mgt. Mag. 40:24. July, 1956.

MacFarlane, A. M. Explain work of consultant in food service
industry. Inst. Mag. 36:24. February, 1955.

33.

34.

35.

37.

38.

39.

40.

41.

42.

43.

35

Markstein, D. How a thorough checking system insures accurate
inventory and cost control. Am. Restaurant Mag. 76:52.
1955.

Effective cost control ideas. Am. Restaurant Mag.

79:50. 1956.

 

Marsh, R. R. Bacteriological sources of food borne illness.
Inst. Mag. 37:122. September, 1955.

{cKinley, M. Food cost control. J. Am. Dietet. Assoc. 25:
August, 1948.

Mee, J. F. Personnel handbook. New York: Roland Press Company.
1958.

Mitchell, M. L. Management and organization in quality food
production. J. Am. Dietet. Assoc. 30:630. 1955.

Nicholas, D. Clean restaurant. Restaurant Mgt. 78:4. June,
1956.

Parks, D. Daily food cost accounting. J. Am. Dietet. Assoc.
25:684. August, 1949.

Preston, H. I. Determination of accurate unit food costs. J.
Am. Dietet. Assoc. 24:854. October, 1948.

Reaves, C. M. Jr. The management of college dining halls.
Colleges and University Press. 1 (3):32. September, 1946.

Regnier, E. J. How to approach a labor control program. Inst.
Mag. 38:53. February, 1956.

How to construct a labor control budget. Inst.
Mag. 38:102. June, 1956.

 

Need for labor budget control explained. Inst.
Mag. Decmeber, 1955.

 

Scott, L. W. Food cost require daily attention to achieve
control. Inst. Mag. 36:28. January, 1955.

Food cost require daily attention to achieve control.
Inst. Mag. part III. 36:17. February, 1955.

 

Food cost require daily attention to achieve control.
Inst. Mag. part IV. 36:96. March, 1955.

 

Food cost require daily attention to achieve control.
Inst. Mag. part V. 36:180. April, 1955.

 

50.

51.

52.

53.

54.

55.

56.

57.

58.

60.

61.

62.

36
Silni, L. Climb 14 steps to success in food operation. Inst.
Mag. 38:144. May, 1956.

Smith, E. E. A handbook on quanity food management. Burgess
Publishing Company. p. 5. 1955.

Snyder, W. F. How clean is clean. Restaurant th. 80:52.
April, 1952.

Storm, E. J. Need for labor budget control explained. Inst.
Mag. 37:22. December, 1955.

Thomas, R. Z. Planning a budget to fit the institutional
persorality. J. Am. Dietet. Assoc. 34:401. 1958.

Todhunter, E. N. Professional leadership. J. Am. Dietet.
Assoc. 29:13. January, 1953.

United States Government Printing office style manual (abridged)
Rev. Ed. Wash., D. C. Supt. of Documents. 1959.

Waldo, W. H. Better report writing. New York: Reinhold Pub-
lishing Corporation. 1957.

Wenzel, G. L. Controls makes difference in business. Am.
Restaruant Mag. 40:134. 1Vearch, 1956.

West, B. B. and Ievelle Wood. Food service in institutions.
New York: John Wiley and Sons. 1955.

Wise, M. J. The supervisor as personnel manager. J. Am. Dietet.
Assoc. 25:301. April, 1949.

witzky, H. K. Peport labor cost influence on size pattern of
jobs. Inst. Mag. 36:40. March, 1955.

Wood, A. The purchase of food according to Specification. J.
Am. Dietet. Assoc. 25:955. November, 1949.

APPENDIX

Names and Addresses of Colleges Surveyed

Atlanta University
50 Chestnut Street, Southwest
Atlanta, Georgia

Clark College
240 Chestnut Street, Southwest
Atlanta 3, Georgia

Gammon Theological Seminary
9 McDonough Boulevard, Southeast
Atlanta 15, Georgia

Morehouse College
223 Chestnut Street, Southwest
Atlanta 3, Georgia

Morris Brown College
643 West Hunter Street, Southwest
Atlanta 3, Georgia

Spelman College
350 Ieonard Street, Southwest
Atlanta 3, Georgia

38

39

November 29, 1958

President Albert E. Manley
Spelman College
Atlanta, Georgia

Dear President Manley:

As you probably know, I am working towards my master's
degree at Michigan State University. The subject which I have
chosen for may problem is: "Food Service in Six Private Colleges
in Atlanta, Georgia". I would like to include Spelman College in
my study.

The aim of this problem is to obtain a picture of cur—
rent management practices in (A) organizational planning from the
standpoints of communication in line and staff, classifiCation of
duties, and supervision; (B) personnel in terms of selection of
employees, orientation, and termination of employment; (C) cost
control including food and labor costs; and (D) sanitation policies,
practices, and sanitary inSpection.

I am enclosing a copy of the questionnaire I have pre—
pared so that you can see the type of material I am including in
my study. All information will be coded, and names of colleges
and persons will not be used.

Please let me hear from you as soon as possible as to
whether or not it will be permissible to use material from Spelman
College in such a study. Your consideration will be greatly appre—
ciated.

Sincerely yours,

Robert V. Cole

4O

INTERVIEW QUESTIONNAIRE
I. INTRODUCTION
1. Name of school Address
2. Name of president__

3. Type of school :
Graduate
Undergraduate

“

Liberal Arts

m

Other

4. Organizational control :
Religious
Private
Other

5. Number of students enrolled_ In residence
6. Size of food service department

a. Number of non-professional employees «as:
1). Average number of persons fed per day

 

7. Capacity of dining areas
Student
Faculty

“

Special ocsss ion

 

 

8. Type of food service

Cafeteria
Family style
Other

II . ORGANIZATIONAL PLANNING

*
*

 

1. To vhm are the following persons responsible:
Business Assistant
President Manager Dietitian Dietitian Che-1"

 

 

 

 

Dietitian __ .........._. ——u ——
Assistsnt Dietitian _,,___ __ .—
Chef .......______ ...._...._ ‘—
Kitchen Personnel __________ -- _ ..________ _____..._. .......

Store roan Personnel
Waitresses or Waiters
Sanitation Personnel

 

*
'-I-‘ *
'."." ~

 

8.1“

HP

-2-

2. so you have personnel classification for all positions? Yes It

 

. no you have qualifications for each classified position? Yes No

\.

 

 

 

4. Are conferences held regularly with staff personnel? Yes__;No
5. Does each work area receive personal supervision? Yes___No
6. Indicate devices used as aids to good supervision:

Records

Charts

Check lists

Other

III. PERSONNEL

1. Sources of your applicants
Employment agencies public and private
Friends and acquaintances of employees
Pupils who patronize the cafeteria
File of previous applicants
Promotion within the ranks

2. Factors that you consider in selection
Personal appearance
Employment history
mental alertness
Tests
Other

5. Orientation procedures

Employee hand-books
Personally conducted tours
Job descriptions
Sponsorship for workers

 

4. Do you provide exit interviews in your department? Yes___No

 

IV. COST CONTROL
1. Food cost

a. What is your 'food budget for this year?

b. How much does each person in residence pay per month for

 

 

meals?
0. When you purchase perishable items are standing orders fixed:
Yes No , or flexible: Yes No

 

d. Do you practice competitive buying? Yes_ No“

e. Do you use standard purchase specifications in making stock
purchases? Yes_ No

f. Are daily receiving forms maintained? Yes_ No

g. Does the receiving clerk check all incoming shipments? Yes “No

h. Do you have systematized procedures to guard against spoilage and
pilfering? rea_ No

 

 

-5-

 

 

 

1. Are requisitions used in issuing food items fram the store—

room? Yes No

3. In production planning do you consider your past records? Yes__fl0___

k. Are standardized recipes used in your Operation? Yes__;No___

1. What pro-portioning tools and equipment are used in your

operation?

Standard sized pens for counter, bakeshop and range
Scales for weighed portions
Individual casseroles, custard cups, molds, souffle cups
Cutters for cakes, pies, butter, cheese
Slicers for breads, meats, and vegetables
Individual size milk containers

._ Individual cereal boxes
Individual cream pitchers
Special envelopes containing portions of crackers, sugar, etc.
Standard and suitable ladles, spoons, dippers, ice cream
dippers and tongs of various sizes
Other

Labor cost

a. That is the amount of your labor budget this year?

b. How does your wage scale compare with that of other schools in

the community? Above average Average Below average
0. Do you feel that your labor budget is adequate to meet the requireu

ments of Your department? Yes No

V. SANITATION

l.

2.

Do you comply with county and state health regulations in the

following areas:

How often?

Yes No

Purchase safe food

Store and handle foods properly

Employ healthy workers

Instruct workers in sanitary work habits
Plan careful housekeeping

Plan safe dishwashing

Plan safe pot and pan washing

 

 

 

Does your department receive inspection from the county health
department? Yes No

he lnterdenominational Theological Center

By

HARRY V. Rlcmanson

President Gammon Seminary

1 June 6, 1958, word came that the
mtic Fund of New York City, a
:efeller family foundation, had ap-
riated $1,750,000.00 for the estab-
lent of an interdenominational cen-
1 Atlanta. This amount, along with
600,000.00 that had previously been
apriated by the General Education
d, also a Rockefeller agency, brought
being the grandest achievement in
denominational cooperation that had
been undertaken by Negroes in
rica. It marked a new day in Negro
ous history.

1e amount given was one of the larg-
ingle amounts, if not the largest,
given to any Negro educational
:. It brought to fruition two years
meful, patient working and planning
mr schools of theology and a body
stinguished educators.

.is project of cooperation really be-
some three years previously when
vriter, in company with Dr. F. D.
rson, visited the Sealantic Fund and
Beneral Education Board in an ap-
for aid in doing something to im-
2 training opportunities in the Negro
try. The Sealantic Fund had been
p to aid Protestant theological edu-
1, yet, up to then none of this aid
gone directly to the Negro ministry
: training needs were greatest of all.

These needs are so well known that
they hardly need recounting here. In
fact, they constitute one of the scandals
of Christendom. There are about ten
million Negro Protestants in America.
They have fifty thousand churches and
about forty thousand pastors. The an-
nual replacement in this ministry is about
1500. That is, we need about fifteen
hundred new pastors every year. Yet
only about one hundred candidates for
the ministry graduate in any year from
all the seminaries of the nation, some-
times less. This means that 93 per cent
of the men entering our ministry in any
year are professionally unprepared for
their work. In the light of the needs of
the church, this lack of trained leader-
ship is crippling. In the light of the needs
of our group in these crucial days, it is
tragic. These needs have long been rec-
ognized and many persons have been
concerned, but up to the present little, if
anything, has been done.

Upon applying to Sealantic, we learned
that help could only be given to inter-
denominational projects. Now, there are
three seminaries in Atlanta devoted to the
training of Negro ministers. They are
Gammon Seminary, the Morehouse
School of Religion and Turner Seminary
in Morris Brown College. Through the
years several plans had been advanced for
their cooperation, but non had material-

 

izcd. Here now it seemed was an op-
portunity. If these schools could work out
some kind of c00perative program, they
would be able to bring large financial aid
to the training of Negro ministers. Invita-
tions to join were extended to other semi-
naries. Phillips School of Theology of
Jackson, Tennessee accepted at once.

Cooperation between educational insti-
tutions takes careful, technical planning.
This costs money. We appealed to the
General Education Board for help here.
In 1956 this Board gave Gammon $15,-
000.00 with which to finance the neces-
sary studies and do preliminary planning.

A distinguished study committee was
formed. Dr. Ernest C. Colwell, former
President of the University of Chicago
and a leading statesman in theological
education, was chairman. Dr. Henry P.
Van Dusen, President of Union Theologi-
cal Seminary in New York; Dr. F. D.
Patterson, President of the United Negro
College Fund; Dr. Walter N. Roberts,
then President of the American Associa-
tion of Theological Schools, and Dr.
Merrill J. Holmes, President of Illinois
Wesleyan University, were the other
members. The Committee worked cam-
estly for more than a year. In the sum-
mer of 1957 they submitted a plan which
in November, 1957 was adopted by the
four participating schools. It is this plan
which the gifts from the foundations on
June 6th brought into living reality.

The Four Seminsries
The Interdenominational Theological
Center is the product of cooperation be-

tween four separate, independent schools
of four different denominations. They

are: Gammon Theological Seminary,
Methodist; the Morehouse School of Re-
ligion, Baptist; Phillips School of The-
ology, Christian Methodist Episcopal; and

Turner Theological Seminary, African
Methodist Episcopal. The basic pattern
of the Center is cooperation. It is not
federation, or merging, or unification. It
is cooperation between independent, au-
tonomous institutions. Each participat-
ing school will remain under its own
board of trustees. Each will retain its
own funds and assets. The financial re-
sources of the Center will come from
“new” money raised expressly for the
Center. Each seminary will give its own
degrees in cooperation, of course, with
the Center. Each seminary will own
such land as it may need for the erection
of its own buildings. In short, each par-
ticipating seminary will continue to be a
separate, independent institution, coop-
erating with the others to constitute and
operate the new Center.

Each seminary’s financial responsibili-
ty to the Center will be based upon a per
capita student rate. That is, each semi-
nary will pay the Center a fixed fee for
the instruction of each student. The
seminaries themselves will provide hous-
ing and boarding for their students.

The New Center

The Interdenominational Theological
Center is the new institution that is
brought into being through the coopera-
tion of the four schools, and by the gifts
of the foundations. It embodies all of the
advantages of cooperative action. It will
have a larger, more efiicient plant than
any of the schools could ever hope to
have alone. The instructional equipment
will be of the latest type. The Center will
have a larger, finer faculty, a greater
library and a wider instructional program
than any of the schools could have by
themselves. In fact, the new institution
will be one of the outstanding waters of
theological education in America.

[2]

 

 

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Preliminary sketch of the campus of the new Center. Flnal size and placement of

The I.T‘.C., for short, will be under
the control of its own board of 22 truse
tees. Fifteen of these will be institutional
members elected by the participating
schools. Three seminaries will have three
trustees each. Gammon will have six in
recognition of its larger contribution in
student body and resources. Seven trus-
tees will be members-at-large, chosen by
the Board without regard to their de-
nominational affiliation.

The Board of Trustees will be in com-
plete control of the Center. They will
elect the President, employ the faculty,
determine policies, set the curriculum,
and promote the financial welfare of the
Center. They will hold and manage the
Center’s property which, initially, will
consist of some twenty-two buildings.

The Faculty

The faculty of the Center will be much
larger than that of any single school, or
even of all the schools combined. They
will be teachers of highest qualification
and will include scholars of national
reputation. A larger faculty will make
possible a wider curriculum with more
areas of specialization.

Most of a student’s work will be taken
in the Center. However, specifically de-
nominational courses, such as denomi-
national history and polity, and super-
vised field work, will be taught by each
seminary.

The Student Body

It is expected that the new Center will
begin with an enrollment of 125 to 150
students. The school is built for 300,
which it is anticipated will be reached
within ten years. The Center is open to
all students of all groups and denomina-
tions both at home and abroad.

The Physical Plant

The physical plant of the ITC will be
one of the most modern, extensive and
adequate in the nation. It will consist of
some twenty-two buildings, including ad-
ministration and classroom buildings, a
library, a chapel, apartments for married
students, the President’s home, and hous—
ing for all faculty members.

In addition to these buildings belonging
to the Center, there will be the buildings
of the respective seminaries. These will
include dormitories for single students
and, in some cases, denominational houses
or centers for activities related to each
school’s constituency. All will be located
on a site of great natural beauty, ten and
a quarter acres, in the heart of the Uni-
versity Center. The land is the generous
gift of Atlanta University.

Resources and Needs

The Opening date for the Center is
September, 1959. It is fitting that this
finest venture in religious cooperation
should begin life well equipped and fairly
well financed. The original grants, total-
ling two and a quarter million dollars,
provide one and a half million for con-
struction and one-half million for endow-
ment. The additional quarter million will
be available for endowment when the
Center raises a similar amount. This will
give the Center an endowment of a
million dollars.

As much as this is, however, it still is
not enough to finance the program of in-
struction the Center must carry on. New
friends, new funds will have to be found
if this great venture is to continue as it
starts out to be, the finest thing of its kind
we have ever known.

We are now seeking those friends.

[4]

 

 

43

 

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