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ANNUAL REPORT TO THE STATE BOARD OF EDUCATION
ONTHE
PROGRESS OF THE CALIFORNIA POLYTECHNIC SCHOOL
SAN LUIS OBISPO, CALIFORNIA
JANUARY, 1940
INDEX
-...........
Section
HISTORY---------------------~----~--------~--~---------
1
III.
COORDINATION OF PLANT INDUSTRIES ACTIVITIES------------
7
IV.
LOAH FUNDS-----------------~-------------------------
8
VI •
EN'R.OLllIBNT-~------------------------ .. ---•-------------------
11
VII.
BUILDING PROGRAM---•-•---------------------------------
13
VIII.
PROJECT OPERATION-------------•------------------------
14
IX.
STATUS OF PROJECT FUND-•------------------------------
24
x.
STUDENT LABOR----------------------------------------~.
27
XI.
PLACEMENT OF GRADUATES---------------------------------
30
XII.
SERVICE TO AGRICULTURE---------------------------------
35
XIII.
PROPOSED BUILDING PROGRAM------------~-----------------
38
XIV.
CURRICULA RELATIONSHIPS WITH OTHER INSTITUTIONS--------
39
x:v. TEACHER TRAINING-----------•---------------------------
40
XVI.
NATIO~AL YOUTII ADMINISTRATION PROGRAM------------------
42
XVII.
FUTURE NEEDS••--•--------------------------------------
45
I.
II.
.
.
v.
ANNUAL REPORT TO THE STATE BOARD OF EDUCATION ON THE PROGRESS OF THE CALIFORNIA
POLYTECHNrCScHOOL., SAU LUIS OBISPO, cA11FORNrA -- JANU~Y:-i"9l+o
- -
---· -----
-
This is the sixth annual report cf this type .t and one which again shows
FOREWORD:
tremonduous physical and educational development at the state's technical college •
•
For those who care to make comparisons with reports of previous yeQrs 1
the same
index headings are used in this report, -with minor variations for outstanding new
developments.
Considerable detail is givon here, especially for the information
of new members of tho State Board of Education and others who road this report, who
are not entirely familiar with the history and present scope of . this state college.
I.
HISTORY
Each annual report has touchod upon the history of the California Polytechnic School, bringing the chronology up to date and touching upon certain past
phases most pertinent to the particular developments of the current preceding
year.
This section of the report deals historically with past climaxes or
crises.
The yeo..r of 1939 may be charo.cterized as a "crisis" year in the history of
this state technical college -- a crisis period becaus0 having arrived at what
might be considered majority., or an adult collegiate status after having been
for decades either a secondary school or on the fringGs of it, the institution
needs further encouragement rather than discouragement.
With the greatest issue
in the history of the institution now before the State Board of Education-•
whether outstanding men who complete a four-year technical college course shall
receive the same collegiate degree they would have received with a similar amount
of time and study a.t other institutions administered by the. State Board of
Education -- the history a.nd other phases of the report must frcque::.1.tly touch
upon this factor.
California Polytechnic School has passed through many crises in . its nearly
40 years of oxistence.
The very fact that for many years what was then a state
technical high school survived in a world of academic and college preparatory
secondary education, meant that it had the substance and purpose which brought it
through period a.ftor period of logi sle.ti vo budgot apportionment.
From 1901 when the institution was ostublishod, until o.bout 1923, the
crises were prinoipnlly financial.
During.that period, employers of its
grnduntes wero g0noro.lly sntisfiod with bruins and bruwn~ nnd co.rod little for
the documentary ovidenco.
The school filled u unique pluco in tho stnto, where
most socondo.ry cduco.tion was non-vocational in nnturo.
In 1923, the post-vmr
economy poriod almost wrecked the very ossonoe of the school.
Budget slashing
neccssitutod tho sale of quontitios of livestock, tho very proscnco of vlhich
for training youths in animal husbo.ndry op0ra.tions was fundnmontul to tho
institution.
Enrollment dropped below 100 -- a sorry situation in u state of
sevoro.1 million persons.
But tho school wonthorGd this crisis, ro .. cstablishcd
its flocks and herds, and continued until 1933, whon
Q
similur economy program
wo.s instituted.
At that time, however, the crisis was met in o. different fashion.
Instoo.d
of curbing opportunity, tho State Dopo.rtment of Educo.tion bego.n to expand it by
placing nt Co.lifornia Polytechnic th0 h0ndqu::1rtors for tho e:i.1tire voco.tiono.l
agriculture program of tho sto.to.
courses of technicQl college level.
in.
Courses of high school level gave wuy to
Young, virile fo.culty personnel was brought
Service work wo..s 0sto.blished for the sto.te voco.tiono.l progro.m in tho district
secondary schools, and contacts w0rc developed which brought a.ttontion of
prospective students to the institution.
~11 this was done with a. very limited
budgot.
Ago.in, with the crisis of 1933, the enrollment had dropped to a. low point,
but with the ro-dedi cation of tho college to occupa.ti onn.l training on a higher
lovel 1 o.nd with the fine spirit engendered by the new fa.culty o.nd o.dministro.tiv0
regime, a solid development bogo.n, both in physical pl~Tit and in its fine
student body.
Since o.bout 1930, parents whose boys wore attonding C['_lifornio. Polytechnic
School ho.d asked "Why do you limit your work to three years, nnd curtail the
opportunity of my son to get a tochnicnl position which requires a bachelor of
- 3 -
science cv.,gree?"
Heads of fa.rm organizations., prospective employers, state
legislators, college presidents from other states., were asking the same question.
The crisis inoidental to answering this demand was postponed for several
years by a sincere effort of attempting to work out a transfer p~an With eristing
state institutions, whereby the student could go to the Polytechnic college for
his technical training, for which no other insti. tution in the West is better
equipped; and transfer to a conventional degree-granting institution for one year
to recetve his degree.
The plan was not successful for two reasons.
one was that no other colleg-
iate institution in California has an undergraduate pattern sufficiently similar
to California Polytechnic's to pennit transfer.
Another was that the student
who had come to know the faculty, his classmates and his Alma Mater, wanted to be,
and be known as, a graduate of California Polytechnic and not an alumnus
other institution.
of
some
At the same time, many boys who did transfer to Agricultural
and Mechanics Arts type colleges in other states, completed their degree requirements without loss of time or credit, thoroughly establishing the fact that
although California Polytechnic college approached the educational problems of
agriculture and industry from the standpoint of skills and operations, rather
than the standpoint of administration and research, Polytechnic graduates were
able to stand up with the other students in every way scholastically, and be
graduated with honors.
The crisis of 1939, then, to which this brief history loads, is that the
thoughts of the 700 students and the fa.cul ty members, are
this goal.
"pointed'' toward
Those who have studied the plan believe that it is sound education-
ally, and that the only opposition is political and economic, rather thnn
pedagogical.
Although no assurance has ever been given th~t this goal will be attained,
if it is not reached a profound depression will result on the campuses of the
California Polytechnic School, and the
~ ~ y e a r s ~ recover.
psychological result may be a ~ which
This ~~uld indeed be a serious situation.
The
- 4progress of California Polyteohnic School has been steady, and has achieved
nationwide interest, since the
State Department of Education took over the
direot administration of the technical college in
1933. To have this growth
and interest retarded at this time when youth needs every encouragement to
prepare himself for a definite occupation, would be a tragic blow.
While the degree resolution will be disoussed again later in "Future Needs",
it is important to call nttention at _the beginning of this report, to the fact
that each year, more and more employers are demanding the bachelor of science
degree, or attendance ut n degree-granting institution, as n pre-requisite for
employment.
It is important to know that the students at Cnlifornia Polytechnic now
receive the technical content of a four-year degree course nt Oregon State, Iowa
State, Oklahoma A. & M., and other colleges of this type, und lnck only some
social and physicnl science.
Little faculty or curricula expansion or chnnge
will be necessnry to round out one more yenr of work lending to this dogroe.
It is interesting and vitul to know that in the opinion of legal authority,
and in the words of the stntc law, the development of Cnlifornin Polytechnic wns
to huve parnllelod tho development of the other colleges administered by the
Stnte Board of Eduoution.
Those institutions, too, passed through chnngos -
from high school level to normal schools, to four-year teuohar colleges, nnd to
regional colleges of general nature.
Cnlifornin Polytochnic School has exper-
ienced exo.ctly tho sumo needs for eduoutionnl udvnncement, nnd now seeks only
the same bncculnureate goal.
Lust, it is emphnsizod most clenrly that the function of the California
Polytechnio School-• training for employment -- will be maintained to the
fullest degree.
Both the present and the contemplated curricula are set up
primarily for the young mo..n who goos only two or three yocrs.
•
Whenever he
leaves, he will hn.ve hnd the mn.ximurn amount of "doing" cduc-.:ttion loading to
employment.
For tho comparatively smull number who complete the four-yeur course,
- 5 the goa.l will only be that document which in the minds of a prospective employer
makes that graduate eligible for hiring.
JI.
~VOORHIS~
In August, 1938, a completely-equipped school and farm near San Dimas,
n.dmirably si tun.ted and adaptable for the technical instruction in ci tricuHure,
deciduous fruit production and agricultural inspection, was deeded to the
California Polytechnic School by its owners, Charles B. Voorhis of Pasadena.,
an~ his son, Congressman Jerry Voorhis.
This magnificent gift to practical
education was immediately put to use as on integral part of the main institution,
being operated as a plant industries department of the institution.
Statistically, it is treated as a part of the San Luis Obispo home campus,
with its enrollment, student labor, placement and other data included in a
single statement.
It deserves some additional mention here in tenns of its
project progrrun and pQrticular service features.
The plant consists of an administratipn building, classroom buildings,
beautiful library and non-soctarian chn.pel, dormitories, faculty homes, shop
facilities, an infirmary and other units.
Thore is an a.ttractively-landscapcd
campus, and considerable planting.
During the last year, a landscaping major hns been added, and crops work
expanded.
The Voorhis Unit student body has its own governing body, with o. full
program of social activities, entertainment and minor athletics.
No football
is played at the San Dimas unit.
Fruit Projects
Because of the difficulty of operating individual horticultural projects
on a commercial scale, the Voorhis Unit consisting of
25 acres of citrus, 5
acres of avocados, 3 acres of deciduous fruits, including walnuts and
of grapes, is being used as a gr.cup.student project.
l½
acres
That is, each department
head is responsible for the operation of tho part of the unit falling within
- 6 his field, and the work is done by students under his supervision.
In this way
nll of the students hnve the opportunity to participute actively in all of the
operations commercinlly practiced in the production of the commodities in which
they nre interested.
In addition to the pro.ctices or skills developed during rogulo.r laboratory
periods, tho udvanc0d students tak0 care of all oulturnl, harvest and pest control uctivitios on the grounds and orchards outsido of school hours.
they are po.id from student l ubor funds.
For this
This past year en nvoro.go of 50 students
were on the monthly payroll vdth approximately $12.50 o.s the nvero.gc monthly
income from this worl<:.
This is of mn.teric..l o.ssisto.nce to these students., as many
of them are partly or wholly self-supporting while procuring thoir educa.ti onal
training.
Further oxporioncc is obtained in ooop0ration with county and state departments interested in post, weed and rodent control.
School credit is also given
for work in both production and inspection fields dono by students under commercial conditions for privato or corpornte orgn.nizntions.
This latt 0r work is with
previous a.gr cement by, and under supervi si ·,J n of, tho instructor hn.ndling that
phase of instruction.
Enrollment
Approximately 100 students wore enrolled o.t tre Voorhis Unit at the beginning of th e wint er quarter.
In addition, o. number of gradun.tcs employed in
agricultural inspection work in the area, or in "apprentice" positions, were
living on the campus und continuing to use library and laboratory facilities.
It is believed that the pook registration would como close to the housing
cnpaci ty of a.bout 140 mon.
Building neods nt the Voorhis Unit a.re well cared for.
A gymnasium for
physical education, student assemblies, do.ncos n.nd oth0r nctiviti os requiring
o.n extensive floor spo.cc, is tho principal immcdio.to need.
Present plans call for tho furth er utilization of somo avoilcblo acrongo to
expand the deciduous fruits to provide further laboratory fo.cili ti cs in that field.
- 7 -
III.
COORDINATION OF PLANT INDUSTRIES ACTIVITIES
For many years, the work in the animal industries fields at the San· Luis
Obispo campus of the California Polytechnic School was unified and closely
coordinated with the animal production of the state.
The plant industries
field, on the other hand, developed in various forms at different times and
on different campuses.,
The necessity for drawing the various phases of plant industry into an
integrated whole parallel to the animal science units, became evident during
the current year.
A prime factor in the need for coordinating the plant industry program,
was the sudden acquisition of the Voorhis Unit at San Dimas.
It was necessary
to bodily move much of the plant industry· which had been taught at San Luis
Obispo, to the Voorhis Unit at San Dimas and to immediately begin classwork.
The chronology of the plant industry curricula is about as follows:
Prior to 1932, landscaping had been taught as an occupational course on
the trade level,- emphasizing the fields of plant identification and minor
propagation.
In 1932, landscaping was defi nitely set up as a technical course
and rapidly advanced to college level.
In 1936, an agricultural inspection major wa s first offered to train men
for the numerous state and county inspection positions.
In 1937, emphasis began to be placed, and courses established, in deciduous
fruit production, to train employers and producers in this field in addition to
the inspectional features.
In 1938, with the addition of the Voorhis Unit, inspection work, as well
as deciduous and citrus fruits, was shifted to San Dimas.
At the same time, it
was felt necessary to retuin service courses in tree fruits at San Luis Obispo
where considerable plantings had been established, to provide a minor field for
students planning to major in other agricultural enterprises.
In 1939, the landscape work at San Luis Obispo was extended to a pa rallel
course at San Dimas, and at the same time crops work was brought to a more secure
- s -
basis at San Luis Obispo with the employment of an outstanding faculty member.
During the period of growth, courses were added only after surveys
indicated actual need, but problems occurred as might be expected in terms of
land distribution, economical use of equipment, placement of graduates,
possible new curricula, best location for courses and personnel, and assign•
ments and course content.
These needed group attention.
One individual was named plant industry coordinator, to centralize the
thinking and planning of this group, under the supervision of the dean of
agriculture and the president.
A meeting was called just before the end of the year, and two days were
spent in discussing various means of bringing the "loose ends" together.
As
a result of the conference, the group is making the following:
1.
Surveys to determine the effectiveness of the present curricula.
2.
Surveys to determine merits of possible new curricula for which a
need has been expressed.
3.
Studies to determine on vm.ich campus certain courses may best be
offered.
4.
Studies to evolve more efficient use of travel funds in contacting
the trade for placement, laboratory materials, field trips, etc.
5.
Studies to r0cornmend the best use of land and facilities for
instruction.
The group clearly defined its purpose, and tho coordination of the plant
industries units is bci ng expected to ha. vc a dofini t
e
pa.rt in further dev0lop•
ing this most rapidly-expanding field.
IV.
LOAN FUNDS
The Leopold Ed~rd Vfra.sse Loan Fund (major loan fund existing) started
to function during the last year.
The $25,000 given by the elderly San Joaquin
rancher is being held in trust and the interest used in making loans to needy
students.
Tho first a.mount of ~237.50 which was turned over in September is
- 9 being utilized now, and another amount of $312.50, which will be available
soon, will help to realize the need which has been existing in the past.
This
fund, together with the Faculty Women's Loan Fund and the Rotary Club Loan
Fund, helps to set the "financial lifeguards" on a more substantial basis.
The need at the present time is for a fund to be set up which will. make it
possible to make petty loans to students in sums of less than $25.00.
Very
frequently it becomes necessary for students to secure small, tanporary loans
to purchase books, to buy some necessities such as clothing or to finance a
trip to his home when called suddenly
on account of illness or death in a
family.
V.
THE BUOOET
In considering the budget for the 91st fiscal year, as compared with the
previous year, we find the following to be true:
Proposed expenditures for the
present fiscal year have increased 5.4 percent, while student enrollment has
increased 10 percent.
The expenditures are listed
90th Fi seal
Year
Salaries and Wages
Materials and Supplies
Service and Expense
Property and Equipment
e.s follows:
Percent
$ 151,561.00
29,659.00
19,278.00
17,681.00
69
$ 218,179.00
91st Fiscal
Year
Percent
$ 169,970.00
lL~
29,975.00
9
8
19,342.00
11,541.00
100
$ 230,828.00
74
13
8
--2....
100
The budgeted amount for salaries and wages covers the salaries of l+3
faculty members and administrators, 14 office workers,
3 herdsmen and farm
foremen, three men in maintenance and operation, 11 laborers in incidental
campus improvement work, and an average of 125 students employed in minor
part-time jobs on the campus.
- 10 •
In looking over the budget figures, the increase for the 91st fiscal
year of $18,409.00 in Salaries and Wages has come about as follows:
Salary adjustments account for one-thil·d of this amount.
Two positions set up at the Voorhis Unit in the 90th fiscal year, but
not filled.
Position of one new account clerk set up to take care of property records.
Set up one new position in agricultural instruction in San Luis Obispo.
Set up one new position in related subjects instruction in San Luis Obispo.
Set up one position in agricultural instruction at the Voorhis Unit.
The per pupi 1 cost for the past two years divided by the total enrollment
shows that the cost is gradually decreasing with the added facilities.
Per pupil cost 90th fiscal year (January 1, 1939), $218,179.00, divided
by 675 students -- ~~323.23.
Per pupil cost 91st fiscal year (January 4, 1940), $230,828.00, divided
by 737 students-~ $313.20.
Using the enrollment as of January 4, 1940 as a basis, and determining
the equivalent full time registration by allowing one unit of registration for
each 15 uni ts of instruction for which students are registered, we find the
following:
Pupil cost per equivalent full time registration 91st fiscal year,
$230,828.00, divided by 866.5 -- $266.38.
In submitting costs of operation of a plant such as the California Polytechnic, it must be considered that instruction on a vocati anal and technical
basis must be on an individual basis.
A student learns skills by doing.
As
a result, more equipment, housing, and personnel is required than in a
traditional uco:demi c college.
Instead of regimentation of l a rge groups in
large class es, which is possible in fields of history, social science and
other cultural courses, students need to be instructed in small unit s .
It is
necessary for a student to partici pate in the experience of lear~ing by doing
in the shops, the school fann, and school grounds.
Likewise, equipment is
necessary of such make and condition us a student will have when he goes
out on a job.
In spite of thi:3 extra cost, when we consider that the cost
of $313.20 for each student enrolled, or the equivalent cost of t266.38
based on the 15 units carried, we find that education is rendered to the
- 11 -
student on an economic basis.
Experience the past few years has indicated
thut this per pupil cost is decreasing with the inoreased enrollment which
has jumped 10 per cent during the past year.
VI.
ENROLLMENI'
The increase from an enrollment of 219 on January 3, 1935, to 737 on
January
5 years.
4, 1940,
shows that the Polytechnic has come a long ~my in the last
This increase of 518 a.mounts to 336 percent over the five year
period, or an average increase of 85 percent each year, using the 1935
enrollment as a base figure.
This average means an increase of 120 students
yearly.
This increase is not due to the fact thc.t stude11ts attend the institution
in order tha.t they may socuro a smattering of facts or a. place thoy may spend
some time when no jobs are available.
Rather, each studont hns enrolled for
a very definite purpose, namely in order to acquire vocntiono.l and teclmico.l
skills so that he may go out into employment.
California Polytechnic serves students from 50 of the state's
Tho cnrollm0nt from
24 counties has
58 counties.
incr0as od over that of the previous year.
- 12 .-
COMPARATIVE SUMMARY OF REGISTRATION, CALIFORNIA POLYTECHNIC SCHOOL, SAN LUIS OBISPO
County
•
Alameda
Amador
Butte
Colusa
Contra Costa
Fresno
Glenn
Humboldt
Imperial
Inyo
Kern
Kings
Lake
Los Angeles
Madera
Marin
Mendocino
Merced
Modoc
Monterey
Napa
Nevada
Orange
Placer
Riverside
Sacramento
San Benito
San Bernardino
San Diego
San Francisco
San Joaquin
San Luis Obispo
San Mateo
Santa Barbara
Santa Clara
Santa Cruz
Siskiyou
Shasta
Solano
Sonoma
Stanislaus
Sutter
Tehama.
Trinity
Tuolumne
Tulare
Ventura
Yolo
Yuba
Other. States and Countries
January 3, 1939
January 4! 1940
Loss or Ga.in
12
23
+
1
2
4
6
3
+
+
1
3
29
+
15
24
8
1
6
7
=
8
2
4
2
=
9
7
17
6
3
185
6
3
+
1
157
5
3
3
17
3
9
5
5
15
4
6
0
0
1
30
25
0
1
16
24
4
9
1
0
21
33
34
4
24
14
14
19
70
1
84
2
24
16
25
15
9
9
5
4
l
6
2
18
10
22
24
3
9
0
3
18
12
9
2
24
675
+
+
+
=
+
+
-
+
+
+
+
+
+
+
+
+
+
==
0
+
1
2
l
0
+
15
11
4
6
-+
29
+
-
737
- 13 ..
The previous table represents the total number of different students
registered.
When placed on the same basis as that used to compute one unit
of enrollment at the state regional colleges, the student enrollment at
California. Polytechnic School is sharply increased.
The figure used by many other colleges is one unit of enrollment for
each 15 units of work taken.
This is important where many individuals are
attending only one or two classes per day, or evening classes only.
However,
California Polytechnic School students are all carrying full-time loads, and
based on averages compiled for a representative group, it is shown that the
enrollment per
15 ur~ts of credit is 866.5. This is tabulated as follows:
Actual
Enrollment
•
Agriculture
Industry
425
Totals
737
312
Average
Units
Equivalent on
15-uni t basis
17.0
4s1.7
18.5
384.8
866.5
Considerable difference is noted in the average units as between students
majoring in agriculture., and those majoring in industrial fields11
The agric-
ulture student in addition to time spent in classes for which he is actually
enrolled, is in addition putting in many hours per week on his own project,
for which no formal credit is granted.
The number of units carried by industrial engineering students is maintained at a high average level because of the aeronautics industries division,
where students must fulfill pupil-hour requirements of the
u. s.
Bureau of
Air Commerce for license examinations, as well as cover much specified ground
in technical courses and laboratory practice.
In general, both groups actually
spend virtually the entire day from early morning until the dinner hour.
VII.
BUILDING PROGRAJ!
Progress has been rapid during the past year in the building program.
One major ponnanent industrial building is 50 percent completed, the six small
dormitories mentioned in last year's report have been completed, and a new
sheep unit is practically finished.
- 14 -
The new air conditioning building containing 14,000 squa.ro feet of floor
space will fill a long-felt need in the industrial department.
•
It will provide
classrooms, drafting rooms, and laboratory space for the air conditioning
department; classrooms and drafting rooms for the electric department; and an
auditorium with a seating capacity of
450 students.
The six new dormitories serve a vital need in providing lodging for 72
students near their animnl project work, which in many instances involves
extr0mely early and late hours of work.
This added space helped but by no
moans solved the housing shortage experienced during the first quarter of the
present school year.
The new sheep unit will, when complete, give the meat animals department
for the first time adequate housing space for the school breeding flock and
student f eeder projects •
•
A contract for $14,255. oo has been ent ored into with the Sta.to Division
of Highways to build new roads on the campus and farm, resurface existing
roads, and construct parking areas near the dormitories and classrooms.
In addition, a number of additions and bettennents projects have been
completed during the past yoa.r.
Included in the list are:
f encing tho feed
lots around the Parker burn; landscaping the west entrance to the campus. the
six new dormitories, and the area west of the Administration building;
building u sawdust house at the hog unit; constructing two permanent laying
and brooding houses and six portable laying houses for the poultry depnrtmontj
and building a. new lath house and storage space for the landscape dopartmcnt.
VIII.
PROJECT OPERATION
Operation of tho various individual and group student projects is one of
the most important single functions of the California Polytechnic School, since
this vrork is the basis of nll instruction.
•
Self-owned projects arc combined
with mano.gerin.l projects to give students a combinc.tion of manipulative skills
and scientific bn.ckground unequaled in any other public institution in the
country.
- 15 -
Projects are classified o.s follows:
Li vestockt
a. Student-ovmed proj:ects in market li vestook
b. Student-owned projects in dairy cattle
c. Studont-opernted pr9jects in dairy cattle
Poultry:
a.
b.
c.
d.
Student-owned laying projects off the campus
Student-operated project of school laying flock
Student-owned bro:.)ding projects on campus
Student-op0rnted turkey fattening project
Crops:
a.
Student-operated crops projects off crunpus
Fruit:
a.
Student-operated project of all school-owned and
leased orchards and vineyards
Indu st rial :
a. Studcnt-ovmed projects in acron~utics repair
b. Student-operated projects in a0ronuutics repair
c. Student-operated projects in electrical insto.llo.tion
d. Student-operated proj o cts in power pl~nt operation
e. Stud0nt-opero.ted proj ects in air-conditioning insto.llation
AGRICULTURAL PROJECTS
Market Livestock
During 1939 the 150 boys enrolled in th e moo.t o...-rJ.i mo.1s dcpitrtment owned,
fed out, a nd sold mnrket livestock as indi co.ted i !1 tho o.cc~mpe.nying to.ble:
Number of projects c~rried
B00f
Feeder stock
47
Breeding stock
Number of students participating
102
Numb er of livestock involved
149
Numb0r of o.ninw.l s sold
97
Pounds of product sold
98,000
Gross income from sales
$ 11,863.40
Expense
9,703.00
Profit
2,160.00
Average pounds of concentrate
6.8
to produce one pound of gain
Averago pounds of roughage to
produce one pound of gain
3.5
Cost per 100 pounds of gain
$ 10.21
Shoep
Hogs
12
45
9
58
467
458
95,264
7,621.12
6,515.00
1,005.12
26
69
69
7,320
$ 72a.oo
602.00
126.00
,Ii,
·T~
4.1
4.2
$ 7.25
4.65
I,
,:,,
5.35
- 16 Highli§hts of the Project Year
Skill acquired by students in projoot work, enabled them to achieve the
following outstanding record exhibiting in open classes at major shows and
fairs and in the advanced division at the Interstate Junior Livestook Show:
Great Western Livestock Show - Los Angeles
(open classes)
Grand champion carlot of steers
Grand champion pen of lambs
Reserve grand champion steer
Champion Hereford, Shorthorn and
Aberdeen Angus steers
State Fair
(open classes)
Grand champion steer
Champion Shorthorn steer
Champion Hereford steer
First place cattle carcass class
on hoof
First place cattle carcass class
dressed
Interstate Junior Livestock Show• San Francisco
(advanced division)
Champion Shorthorn
Champion Aberdeen Angus
Besides these awards, the animals exhibited won many more places, which
netted the following total prize money:
Interstate Junior Livestock Show$
Tre~sure Island • • • • •. • ••
Great Western Livestock Show ••
State Fair. • • • • • • • • • ••
Los Angeles County Fair ••• • •
Total
~25.00
14().00
897.00
383.00
260.00
During this year three off-campus hog projects were started, involving
six sows and 50 pigs.
Students rented facilities on a nearby farm.
From the breeding stock owned by the project fund
25 boars, 25 gilts, and
15 rams were sold to Future Farmer members studying vocational agriculture in
the high schools of the state.
Additional steers also were bought for high
school students, with Polyteohnic acting merely as purchasing agent.
- 17 Dairy Cattle
An average of 45 students was enrolled in the dairy cattle department.
Fourteen of them owned
44
head of high•quality dairy stock that they kept to
help pay school expenses and to use for herd foundations.
of the students enrolled worked part time operating the
More than 90 percent
entire dairy unit.
At the close of last school year every student found employment who desired it.
During the last year student-owned animals made net monthly earnings of $200.
Each month dairy students earned $400 on the dairy project fund payroll, $85
on the NYA payroll. and $80 on the state payroll.
The total monthly earning
was $765.
The school maintained a breeding herd of 110 dairy animals in addition
to those owned by students.
school dairy averaged
444
During the past year the 60 milking cows at the
pounds of butterfat each.
This is the highest
average in the county during the last ten years, and perhaps in the history
of the region.
The state average per oow per year is 250 pounds of butterfat.
One cow in the school herd produced more than 800 pounds of butterfat during
the year, two made more than 700 pounds, and several produced more than
600 pounds.
Dairy animals from the school were exhibited at the california state
Fair, Los .Angeles County Fair, and the National Dairy Show.
These cattle
won $1000 in premium money, which paid the exhibition expenses.
In addition
the students handling the animals made beneficial contacts and gained valuable
experience.
The awards gave much favorable publicity to the school.
The
cattle won two grand championships, four first prizes, and numerous other
honors.
One Holstein bull was nominated for All-American honors.
Two animals
were loaned to the Dairyland exhibit at Treasure Island for four months.
The Polytechnic project fund again leased the dairy unit from the state
and operated it as a student-supervised practice project.
school dairy department rented 120 acres
In addition the
for $550 to raise feed.
Students
- 18 were assigned individual animals f'rom the school herd and were given the
responsibility of feeding, milking, and caring for them on a share basis.
Th.iring the year the entire dairy herd produced more than 24,000 pounds
of butterfat that sold for $12,000.
Forty-five dairy animals were sold for
$3,600, and 19 were purchased for ~;l ,600.
and cattle were $14,000.
The net total sales of' products
Revenue from the dairy herd
paid all operating
expenses during the year in addition to its educational value.
Poultry
The report on poultry projects conducted by
29 students in the poultry
department for the year 1939 shows the follovdng:
Laying projects.
Brooding projects
Brooding projects
Brooding projects
.:
• • • • • • •
(leghorn) • •
(meat birds).
(turkeys) • •
• •
• •
• •
21
21
6
• •
3
of laying hens • • •
birds (la.yin~ flock)
and sold
and Christmas.
• •
2000
300
Turkey breeders on hand,
Turkey breeders on hand, toms • • •
40
Average number
Number of meat
Turkeys raised
Thanksgiving
.
hens . • •
Meat birds dressed and sold in
retail channels • • • • • • • • •
Breeding cockerels sold to Future
Farmers and poultrymen • • • • •
400
5
3500
185
Hatching eggs and chicks sold to
Future Fanners • • • • • • • • $ 3000
Number of eggs sold • • • • • • • 250,000
Hatching eggs soldo • • • • • • • 50,000
Students' project-labor income and
part-time labor income • • • • • $ 4100
Average monthly payroll from
project fund . • • • • • • • • • $ 160
Total project sales
During the year 780 pullets in the trapnests made the highest unculled
production records in the history of the school, ~~th an average production
of 224.6 eggs per bird.
eggs.
Among these pullets were 18 with records above 300
The highest number of eggs produced was 328.
Another production record
was set when 61 percent of the pullets finished abovo 225 egg-s.
- 19 All turkey poults were produced from the school's turkey breeding flock
this year for the first time.
breasted type.
These poults were of the improved broad•
During the past year a Barred Rock breeding flock of 300 birds
and a small flock of Rhode Island Reds were added to the inventory.
Fruits
At the present time the following units on the San Luis Obispo campus
are being ca.red for and maintained by the students:
12k acres of deciduous fruits
1 acre of grapes, planiBd in cooperation with the
viticulture department of the University of California
2 acres of young citrus
The courses now given in fruit are practical units for those desiring to
get a rounded farm training.
Fruit project work is also discussed under the
heading of "Voorhis Unit".
Crops
During 1939 two crop projects were started off the campus.
The first of
these consists of 15 acres of rented land near tl1e school and is planted to
oats and vetch hay.
The second proj ect consists of 18 acres of rented land
located on the county hospital grounds.
oats and vetch.
This land was rented
This land has also been planted to
for
~15 and promises to produoe an
excellent crop, since it has been out of production for several yea.rs.
There is considerable interest in projects, and many others could have
been started if land had been available.
For the corning year it is planned to
canvass early the land available for renting within a reasonable distance of
the school.
If the school is able to put most of its hay production on land
other than the school fa.rm, it will make available land for various field and
truck crops.
In addition to the two crops enterprises conducted off tho campus, all
of the actual crop raising on t'he colleg e 's 1400-acre farm is done with
- 20 student labor and to a considerable extent, with the supervision of older
students.
This includes hay, grain and silage; green feed for poultry, and
root vegetables for livestock.
Landscape
Number of students participating in projects.
Average monthly earning per student ·•
31
. . . • $ 15
Number of ornamental trees planted on campus • 1000
Number of ornamental shrubs planted on campus. 1000
Number of ornamental trees and shrubs
propagated in school nursery . . . • • . • • 3000
Number of flats of ornamental annuals grown
and planted on campus. . . • . • • . . • , ,
Number of acres of turf seeded.
500
... .• • •
Ornamental pot plants for glass house and
lath house di splay • • • • • • . • • • • • •
200
This year has been largely devoted to rebuilding the nursery and restocking it.
Plans have been laid out for the entire new establishment, and part
of the 'W:>rk has been completed.
Among the new a.ddi tions a.re approximately
two acres of terraced ground, the addition of sufficient areas to allow the
planting of a
O
stock block", additional space for planting annual and
perennial flowering plants, and new terraces to accommodate gallon can plants.
At the present date there are approximately 3000 plants in gallon cans for
spring planting, 400 flats of flowering and vegetable plants, and several
hundred miscellaneous hothouse plants.
All of the work of terracing has been
done by the students under the guidance of the grounds and fann departments.
All the planting and propagating has been done exclusively by boys of the
department.
In addition to this nursery work all maintenance work on the campus is
done either by the boys of the department or under their direct supervision,
This work alone entails the services of from
15
to
25
youths a month.
- 21 Agricultural Mechan.i cs
The agricultural mechanics work at California Polytechnic is definitely
correlated with project work in the various departments.
Each boy enrolled
in agricultural mechanics 'Who carried a project follows the mechnnioal
activities associated with this project.
As an example, the student with a hog project learns how to plan
repairs and construct feeding equipment, hog houses, watering devices;
sanitary equipment, breeding, showing, farrowing, and all hog lot equipment.
This same policy is carried out in connection with projects in each of the
other departments.
In connection with crop and fruit projects emphasis is placed on fann
machinery and irrigation.
Students are taught how to handle equipment, how
to make repairs, adjustments for the most efficient performance, lubrication,
and ca.re.
In irrigation studies in connection with field crop, fruit, or
landscaping projects or supervised practice, the student becomes familiar
with the methods of measuring wo.ter, the basis for sale of water to farmers,
and of pumps and pumping.
Work in the mechanical side of project instruction
is intensified by the fact that the student must pass certain tests in the
operation of tractors and the handling of horses before he is given his
oertificute of graduation from the school.
Many mechanical projects were completod by the boys in this type of
work.
Possibly the completion of a new shelter shed for sheep was
outstanding.
- 22 -
INDUSTRIAL PROJECTS
Aeronautics
Projects of aeronautics students include rebuilding airplanes, changing
over obsolete models to modern types, and repairing wrecked ships.
Often
the latter job involves almost complete reconstruction, building entire
fuselages, fabricating and covering wings, mounting engines, and overhauling
engines.
Following are statistics:
Number of students enrolled •• •. •
Numbor of planes completed • • • • •
Numb er in shop partly completed • • •
Value of work done on planes to date.
Numb er of planes to be completed
this year • . • • • . • • • • • • •
Commercial engines .overhauled • • • •
Value of work done on engines • • • •
~
121
none
8
1900
8
~
3
1200
Air Conditioning
The fo llow.i.ng data. i llustre.te tho type and value of proj e ct work
carried on in the air conditioning department for 1939:
Number of students enrolled. • • • •
Construction of hen.ting pl ant in
egg house • • • • • • • • • • • • •
Construction of refrigerati ng coils,
blowers, controls, and overhaul
of condensing unit • • . • • • • •
Addi ti ona.l work on coils • • • • • • •
Inst alled blower in aero .::;and blaster.
Installod blower in dark room • • • •
Ins to.l lc d du ct s, blower, motor, and
washer system in feed barn • • • . •
Built heater in sheet metal shop •• •
Installed heaters in glass houses ••
Installed blower in Agricultural
Education Building • • • • • • • • •
Small items such as ventilators, etc.
Servj oing of refrigerating equipment.
Total
22
180
90
55
55
255
85
160
45
35
200
$1,325
Electrical Industries
As in past years this department experienced in 1939 marked success in
the placement of its graduates in electrical industries.
This is due largely
to the emphasis that has been placed on the development of skill by active
participation in project work.
Such work in this department includes main-
tenance repair, extensive construction jobs in all shops and buildings of the
campus, and operation of tre power plant.
All 50 students of the average enrollment have had ample opportunity for
this type of practical training.
was
Because all the work accomplished by them
needed and if not handled by the students would have incurred additional
state expense, the electrical students enjoy the satisfaction of having
contributed something worth-while to other departments and to the school as a
whole while gaining experience that could
not have been obtained in any other
way.
Organization of the work in this field is of special interest.
nearly as possible a replica of industry itself.
It is as
Advanced students who have
had previous experience with project work assume the duties of making estimates
of materials and labor on all new projects, prepare plans, specifications,
and estimate sheets, and make requisitions.
Upo:n the arrival of the materials
these students assume leadership on the actual jobs by acting as foremen.
Under their direction,
newer students perform the work, receiving their
initiation into the trade processes.
All laoor time is kept on time cards
with the use of a time clock, and foremen are required to check up on the
production efficiency of the workers.
Thus all are afforded an opportunity
to check their progress by the same profit and loss standards as in industry.
Worthy of comment is the remarkable spirit of cooperation that has been
characteristic of this arrangement.
Upper and lower classmen working together
each contribute to the experience of the other.
- 24 It has been the aim of the instructor to supervise this work only to the
extent that seems necessary, enabling the foremen to assume as full a measure
of responsibility as possible •.
Power Plant
Under the supervision of the electrical department the school operates its
own electrical generating plant in connection 'With the central steam heating
plant.
Second-year students take a class in power plant operation and use the
school plant as the laboratory by acting as plant operators during the school
year.
Each student takes over the responsibility of the plant operation for
one day each month.
Outside of school hours students are paid to operate the
plant during the remainder of the 24-hour day and in vacations.
This supplies
an opportunity for four students to work their way through school.
ii
KWH generated during the year 1939 . . . . . . .
(32 percent increase over lust year)
Cost of operation for the year, . . . • . • . • •
Cost of purchasing this amount of power from
an outside utility .• . • . • • • • • . . . •
Net saving on electrical power by operating
the school plant • • . • • . . • • • . • . •
Saving in wage s by using the plant as a
laboratory . . • . • • • • . . .
0
IX.
•
•
•
•
•
.
400,413
•
$ 6,017
•
7,175
•
1.,158
•
1,500
STATUS OF PROJECT FUND
Ability of California Polytechnic students to conduct group and selfowned projects for educational purposes is dependent upon a unique project
revolving fund that now has a net value of approximately $38,000.
This fund
wus originally established by a straight loan made from the bank and signed
by certain faculty members.
Profits from project fund operation and interest
on project loans have long since repaid the original bank loan and have built
up a fund sufficient for financing student projects on a revolving basis.
Boys are ablo to borrow money from this fund for the purchase of feeder
or foundation livestock and poultry, or for the financing of crops and other
agricultural or industrial enterprises.
fund is repaid with interest.
Vfuen the product is marketed• the
In addition, from the gross profit of the
- 25 ..
student one-third is returned to the project fund as insurance against
decreasing inventories, losses in student project operation, and other
reasons likely to cause a decrease in the fund.
In the years of operation this revolving loan fund has constantly
increased in ,,a.lue.
In some years this takes extremely careful management,
because of high livestock feed prices.
However, group buying of feed through
the project fund ·enables students to put market livestock in condition a~
reasonable costs.
The attached sheet shows the status of the project fund on
October 31, 1939 (last qomplete report available).
- 26 ProJect Fund
Balance Sheet as of October 31, 1939
Assets
Current
Ca.sh:
$ 3 936.66
15.00
In Bank
On Hand
Accounts Receivable
Less Reserve for Doubtful Aocts.
ll 645.31
Inventories:
18 955.00
Live Stook
Feed
Industrial Dept. Supp.
200.00
$ 3 951.66
11 W+s.31
9 126.70
1 249.22
Fixed and Deferred Assets
358.92
Equipment
Prepaid Accounts
98.41
$ 45 185.22
Total Assets
Liabilities
Current
Accounts Payable
Accrued Accounts
State:
Livestock Expense
Accumulated Income, October 31, 1939
5 356.38
a49.1./J
1 007.00
7 212.84
$ 37 972.38
- 27 -
X.
STUDENT LABOR
Approximately 80 percent of the
675
students enrolled at California
Polytechnic earn all or part of their expenses.
With the objective of
spreading equal opportunity to all, administrators of the school deny no youth
the chance for technical or vocational college training because of the lack
of a few dollars a month.
Not only does the school make every effort to place students in employment
both on and off the campus, but it seeks to correlate this outside work with
the student's major course of study.
operation of the power plant.
Students of electrical industries aid in
Majors in the field of dairying feed and oare
for the school's dairy herd, milk the cows, and operate the milk plant.
Landscaping students maintain and improve the lawns, trees, and shrubbery.
When this correlation is not feasible. students are given other types of
jobs.
They do all th e janitor and dining hall work exc ept cooking, most of
the repair jobs, and a large share of routine clerical work in administrative
offices.
Probably no other public college in the country has such a large
proportion of student labor to adult workers.
Only three maintenance men,
two farmhands, and a herdsman e,re employed to care for the 85-acre campus
with its 66 buildings and the 1400-acre farm at San Luis Obispo.
There is no
adult maintenance man at the Voorhis Unit campus.
During the typical month of October,
need of work were employed on the campus.
344 of the students most seriously in
This figure represents a slight
duplication caused by youths receiving pay from two different funds.
average wage for the month was
The
$17.75.
One important factor is that this student labor summary does not include
income from agriculture projects, which will occupy the time of an additional
275
to 350 individuals.
The tabulation of student project income is shown in
anothe~ portion of the roport.
- 28 Analysis of Student Labor
October, 1939
{from Payrolls)
*
*
*
No. of
Employees
Classification
Payroll
Totals
STATE
Admini s-tra ti on - San Luis Obispo
Offices
Fair Exhibit
2
Instruction - San Luis Obispo
Industry
Related Subjects
Library
Printing and Mimeographing
2
5
3
2
Maintenance & Operation - San Luis Obispo
Buildings
Grounds
Automobiles
Farm - San Luis Obispo
General
301.70
4
3
2
2
Administration - Voorhis Unit
Offices
40.50
219.55
2
Total - San Luis Obispo
1+0.20
20
4
Dairy
Poul try
Orchard
Field Crops
Agricultural Mechanics
15.90
72.30
11
28
6
Meat Animals
$ 782.10
6
131.40
341.10
1
157.50
118. 75
86.80
16.65
25.05
43.40
102
2
32.10
32.10
Instruction - Voorhis Unit
Agrioul ture
Library
Maintenance
Buildings
Grounds
Autos
& Operation -
6
72.15
2
24.15
Voorhis Unit
Fann - Voorhis Unit
General
Total - Voorhis Unit
Total - San Luis Obispo & Voorhis State
3
16
4
~
48
~
54.00
136.35
55.05
287.70
287.70
661.50
3 054.40
- 29 -
Classification
No. of
Employees
Payroll
25
$ 524.20
7
85.80
215.11
Tota.ls
PROJECT FUND - San Luis Obispo
Dairy
Meat Animals
Poultry
12
$ 825.11
$ 825.11
Total Project Fund
CAFETERIA-DORMITORY FUND
•
Sa.~ Luis Obispo
Cafeteria.
Donni t .o ry
55
18
Power House
--2._
Total Cafeteria-Donnitory Fund
San Luis Obispo
857.52
173.00
141.76
1 172.28
1 172.28
~
Voorhis Unit
Cafeteria
Donnitory
Total Cafeteria-Donnitory Fund
Voorhis Unit
Total Cafeteria-Donnitory Fund
San Luis Obispo & Voorhis
12
8
-20
282.33
282.33
98
====
772.95
FEDERAL NYA
Grand Total Students' Payroll
180.18
102.15
344
- 30 ·XI.
PLACEMENT OF -GRAIUATE.S
'PRESENT .OCCUPATIONS OF
1939 AGRICULTURAL
GRADUATES
Agricultural Mechanics Department
Horner Hoskins • • • • •
Working for Cornell Tractor Company, Salinas,
as maintenance .man.
Lawrence Kolding • . . •
Operating own ranch at Westley.
Hi toshi Nitta •
Operating own farm at Santa Ana.
Will B• Wood
• • • •
. ....
Employed ·b y Clowes Da.i·ry, Stockton., as -farm
equipment maintenance man.
Dairy De.partrn ent
Charles Akins . . • • •
Emplo_yed as assistant herdsman b_y ·E lkhorn Farms.,
Watsonville.
Clinton Campbell
Employed as dairy worker by Boyd Fa·nns., Yu-b a City.
I
• • .
Edward Danbom .. . • • •
Completing aegree re qui rerne.n t s t :h i s year a:t Utah
Agricultural College.
Jack deWi tt . •
....
Farming for self at Redlands~
Marion Fosberg
• • • •
Fo.rming for self at Turl@-ok.
· Dick Gray • • .. • • • •
Fanning for self at Petaluma..
Dale Heffington • • • •
Employed by Borden Company, New York, as dairy worker.
Erni le LaSalle . • • • •
Completing degree requirements this year at Utah
Agricultural College.
Orson Scott • • . • . •
Employed by Shields Jersey Fann, East Nicolaus,
as a dairy worker.
Lloyd Stennett
Completing degree requirements this year at Utah
Agricultural College.
•.••
Elmer Tbgnetti. • • • •
Fanning for self in King City.
- 31 Landscape Department
Howard Boltz
••.••
Attending the University of California, majoring
in landscape design.
William Goold • • • • •
Employed by S~n Fruncisco Exposition until it closed,
and will work there again when it reopens.
Hugh Wallaoe
•.•.•
Working as Student Assistant at the California
Polytechnic School.
George Yoshioka • • • •
Operating his own flower-growing establishment
o.t Hayward.
Meat Animals Department
Roger Barney~ • • • • •
Fmployed on cattle ranch, So.n Diego County.
Richard Boyd • • • • • •
Swine herdsman at Dr. Ho.milton's ranch near
Santa Ynez.
Philip Coombs • • • • •
Farming at home at present, in Banning.
Tony Cunha . • • • • • •
Completing degree requirements this year at Utah
Agricultural College.
Leo Fitzgerald
Fanning at home in Gilroy.
••••
Earl Foor •• • • • • •
:Employed by Clay Dnlton
Hereford cattle).
Glenn Freeborn. • • • •
Attending the University of California.
Ho.rold Laux •• • • • •
Fanning at home in Colusa.
Stnnton Lynn • • • • • •
Cnttle buyer for the Manning Po.eking Co., Los Angeles.
John Martin. • • •
Sons, Madera
• • Operating home rnnch nt Templeton.
(Purebred
(Father died)
Edward Maxson. • • • •
SWino herdsman ut California
Jnmes Nagle • • • • • •
Employed by Blackstone Sheep Compnny, Snntn Barbara.
(Sheep business located in Madera and Kern Counties)
Alex Park • . . •
William Rogers.
David Ross
J. T. Sturla.
•
&
Polytechnic School.
• • • SWine herdsman at H. G. Fawcett Farms, Los Banos.
..
• •
••••••
Operating own swine enterprise nt Luncaster.
Operating own swine farm, San Pedro.
• • • • •
In charge of cattle nnd fanning at tho Edwnrd Kock
Ranch, Los Alamos.
Farming in partnership with Father nenr Templeton.
Harrison Wilson.
.
..
Donald Wirz ••
0
•
•
•
Operating own swine farm, So.n Benito County.
- 32 Poultry .Department
Selven Anderson •• • •
Marvin Hare • • .
Alfred Hinkle
..
...
• • •
Continuing studies at University of California to
obtain degree.
Employed by Black's Turkey Fann, Paso Robles.
Following graduation, employed as service man by
Butler Feed Company in San Diego. Now beginning
business for himself.
Roy Kobayashi • • • • •
Operating the home poultry plant of 6000 layers at
Santa Ana.
John Snyder • • • . • •
Managing the Wells Poultry Fann, Santa Barbara.
Lorin Vaughan • • • • •
Expanding and developing his own commercial plant
at Kingsburg.
Voorhis Unit Graduates
Norman Brown . • • • • •
•
.
..
Marshall Munneke . •
..
John Gangl . • • •
Millard Watson • . • • •
Orange County standardization work (temporarily with
Lindsay Orange Asoociation, to fulfill civil service
requirements to qualify for shipping point inspection
examination).
State Border quarantine patrol.
On home fann.
Laverne Orange Grow0rs' Association.
(Several previous inspection graduates have recently accepted these
permanent positions:)
Charles Agbashinn . • •
State standardization inspection.
Fred Alley • . . . . . .
Agricultural Inspector, San Diego.
James Brock • • . • • •
Agricultural Inspector, Riverside County.
Wilbur Kinney •• • • •
Agricultural Inspector, Los Angeles County.
Harry Linville • • . • .
Foreman, large estate.
Gunnar Sondeno. • • • •
Agricultural Inspector, Los Angeles County.
Richard Sparks.
•
....
Packing house foreman, San Joaquin Valley.
Carl Tunison. . • • • •
Plant quarantine inspection.
John Gangl • • • • . . .
Also qu~lified as Agricultural Inspector for
Los Angeles County •
- 33 PRESENT OCCUPATIONS OF 1939 INDUSTRIAL GRAWATES
Air Conditioning Industries Graduates
Don Anderson. . • • •
• Returned for additional work.
John Benton • .
•
D
e
e
Refrigeration service, Rochester, New York.
John Bertagnolli, • . •
Refrigeration service business, Corning and Orland.
Joseph Bradbury • • . •
Welder and pipe fitter for Southern Counties Gas Co.,
Santa Barbara.
Bruce Broemser ••
John Gray • . . .
...
...
Harold Haley . • • . . •
William Jackson
....
Tom McGrath • • .
....
.....
Returned for additional work.
Air Conditioning draftsman, Hateley and Hateley,
Sacramento.
Fresno State College.
Santa Barbara State College.
Santa Barbara State College.
Sheldon Moore .
Air Conditioning draftsman, California Fresno Oil Co~,
Fresno.
LeRoy Naman.
Santa Barbara State College.
Jack O'Bri en. • • • • •
Mechanic, Consolidated Ai _rcraft Corporation, Inglewood.
Richard Owen. • • • • •
Air Conditioning Sal es, Spitler and Short, Hanford.
Ray Peckham . . . • . •
Stock room man for air conditioning equipment.
Wm.
P. Phelps • • • . •
Draftsman, H. and H. Ro.rdwure Co., Salinas.
Eddie Trafton. • • • •
Returned for additional work.
David Tremayne .. • • • •
Refrigeration work, Tanplar Refrigeration Co.,
Sacramento.
Orrin Wickersham . • , •
Refrigeration service, Burbank.
Edward Wiley . • . • • •
Refrigeration work, Sears Roebuck Co., Santa Barbara.
Electrical Industries Graduates
Garland Barneby • . . •
Sub-station operator, Southern California. Edison Co~,
near Los Angeles.
Lawrence Barre • • • . •
Power Plant operator, Pacific Gas and Electric Co.J
Auberry.
Amos Cook • • • • • . .
Electrician, Shell Oil Co., Oilfields.
- 34 Clyde Doser• ••• • •
Electrician and draftsman, Westinghouse Electric
and Mfg. Co., Los Angeles •
•
Ronald Dumont • o • • •
Power Plant operator, P·e.cific Gas and Electric Co.,
Auberry.
Warren Foster • • • • •
Repair Depnrtment, Bureau of Light and Power,
Los Angeles.
James
Irwin • • • • • •
Electrician, Bureau of Light end Power, _. Los Angeles.
Robert Marshall • • • •
Unemployed on account of health.
Gerald Moon • •
Power Plant operator, Nevada California Power Co.,
Bi shop _.
....
Homer Tomasini • • • • •
Electrician, Western Electric Co., San Francisco.
Aeronautics Industries Gradunt0s
Loui s Ba.rr . • • • • • •
Mechanic, Lockheed Aircraft Corp., Glendale.
Edward Beers. • • • • •
Mechanic, Lockheed Aircraft Corp., Glendale.
Hollis Clark.
Mechanic, North American Aircraft Corp., Inglewood.
•
0
•
• •
Jack Clark ••• • • • •
Mechanic, Allen Ho.ncock College of Aeronautics,
Santa Mario..
Lester Collins •• • • •
Mechanic, Lockheed Aircraft Corp., Glendale.
Chester Coonrod•
• • • Mccho.ni c, Lockheed Airorn.ft Corp., Glendo.lo.
Jack Eagan•• •. • ••
Returned for additional work.
Dudley Grimes • • • • • Mechanic, Allen Hancock Coll.ego of Aeronautics,
Santa Maria.
Richard Hall • • • • • •
M0chanic, Allen Hancock College of Aeronautics,
Santa Maria.
Schuyler Hn.wes. • • • •
Mechanic, Lockheed Aircraft Corp., Glendo.le.
Charles Hofflund. • •
• Mechanic, Lockheed Aircro.ft Corp., Glenda.lo.
Willirun Hollister• • •
Mecho.nic, Allen Hancock College of Aeronautics,
So.nt a. Ma. ri a.
David Hoover •• • • • •
Airport opera.tor, San Luis Obi spa.
Harold Hunting • • • • •
Mechanic, Allen Hancock College of Aeronautics,
Snnto. Mo.rio..
Wilmot Justico • • • • •
Mocho.nic, North American Aircrn.ft Corporation,
Inglewood.
- 35 •
Walter Lucas. • ·
•
XII,
~
, ••
Draftsman, Engineering Department, Lockheod
Aircraft CQrp., Glendale •
Angus MacKillop, •• •
Draftsman, Engineering Department, Lockheed
Aircraft Corp., Glendale.
Robert Magness.• • • •
Draftsman, Consolidated Aircraft Corp.~ San Diego.
Jos. w. Powers. • • • •
Draftsman, Douglas Aircraft Corp., Inglewood.
Glen Sackett. • • • • •
Mechanic, Lockheed Aircraft Corp., Glendale.
Robert Settle. • • • •
Mechanic, Consolidated Aircraft Corp., Inglewood.
Simon Simonian•• • • •
Mechanic, Allen Hanoock College of Aeronautics,
Santa Maria.
Antone Stam •• • • • •
Returned for additional work.
Edwin Stickle • • . • •
Mechanic, North American Aircraft Corp., Inglewood.
Eugene Thompson •• • •
Mechanic, North American Aircraft Corp., Inglewood.
SERVICE TO AGRICULTURE
California Polytechnic School was expanded in 1933 as a statewide service
college to vocational agriculture and indirectly to all agriculture.
Some of
the service functions have been discussed in detail elsewhere, and will be
only mentioned in this section of the report to have a complete roference.
1.
The most important service function is the preparation of teaching
aids for th0 10,500 vocational agriculture students in 187 high schools and
junior colleges offering vocational agricultural instruction.
These teaching
uids include a monthly rolenso covering summaries of current articles and books,
price charts and other economic studies, and blue prints showing construction
of fann buildings and · devices.
Advice is also given in mo.king film strips
and local preparation of teaching aids.
2,
Advice in project operntions is also prov.1.ded directly to the
vocational agriculture boys over the state through the California Future
Farmer, a monthly magazine published at the Polytechnic School by tho State
Bureau of Agricultural Education.
Each month, articles nro prepared by
experts in agricultural ent0rpris0s, written especially for boys.
- 36 ...
About 11,000 copies of the magazine go directly to the home of the boys, and
to some adults.
Those going to the homes of nearly 10,000 members of the
Future Farmer organization, are read by the parents as well as the boys.
A
regular NBC radio program is also presented as a service feature.
3. Faculty manbers and bureau specialists take active part in many
agricultural organizations and boards.
These include various breed associa-
. tions, swine breeders• groups, poultry improvement work, California Seed
council, State Chamber of Commerce, California Dairy council, State Veterinarians' organization, agricultural inspection groups, etc.
4.
The California Polytechnic School is the locale of an annually
increasing number of agricultural planning and conservation meetings.
Farmers in the district are holding meetings there and asking for demonstrations.
The annual ''Poly Royal" open house, is an education and inspiration
to some 4000 to 5000 from all parts of Cali~ornia.
Faculty manbers take
part in adult evening school programs in the area.
5.
Agricultural exparts in greater number each year, are visiting the
·state college frequently to secure latest infonnation on actual agricultural
production.
No other state institution is oonducth1g feeding projects of
commercial nature in market livestock, or operating a commercial dairy herd
or poultry flock.
Many beef cattle breeders, feeders and herdsmen make an
annual visit to the feeding pens of the students at California Polytechnic.
6. The foundation flocks and herds at Polytechnic, and the student
projects, are furnishing a considerable number of calves, lambs, shoats, and
baby chicks or hatching eggs, primarily to projects of high school vocationnl
agriculture students over the state.
All such products are carefully bred for
the highest efficiency of production, and this service does a valuable task
in di ssemina.ting such high • . qunli ty foundation breed.i ng stock.
- 37 -
7. Faculty members and bureau specialists give expert help in suoh
means as serving as judges at district fairs, and preparing many technical
articles published in the agricultural magazines of the state.
They also
serve to make contacts between established breeders and other out standing
farmers, and the high school vocational program in the 185 different
districts, as they visit the agriculture departments.
8.
The college encourages agricultural efficiency by the high production
goals set by its own agricultural enterprises.
The high butterfat average of
41..J+.1 pounds per cow in the herd composed to some extent of student project
animals and cared for entirely by students; the quality of oonunercially-fed
carlots of .cattle, or pens of lambs, which have won grand chrunpionships at
major shows, are inspiring to agriculture because tho operation is entirely
practical and results nre conclusive.
These are not scientific experi~ents,
but actual demonstrations by students of efficient farming; rations, gains and
profits are entirely comp c.rable with what may be expected by a farmer.
9. Training of voc11tional agriculture teachers has been discussed
elsevlhere in great er detail.
"service" classification.
It is repeated here only to includo it in the
The college provides the annual meeting place for
the conference and summer session of vocational agriculture teachers; and the
convention .and state-wide judging contests of the Future Fann ers of .America.
10.
Faculty and students ut Voorhis Unit of California Polyteohnic are
making scnle surveys in the citrus groves over Los Angelos County, wood surveys
nnd control plots in various areas, and rodent surveys over areas within the
County.
In the discussion of the service foaturos of California Polytechnic
School faculty~ it is significant that every faculty momber has a full-time
teaching loud and an additionn.l burden of supervision of agricultural projects
and farm operations at the institution, which are a prior responsibility to
the state service functions.
No faculty member has been given an allocation
of time, or teaching assistance, to permit him to engngo in these extra activitic
- 38 The result is that the faculty members at the California Polytechnic School
put in many hours more time eaoh week, than in the conventional collegiate
institution; and work right through the summer months as well.
While faculty
members of many institutions are attending scientific meetings, traveling in
far countries or attending summer schools to get higher degrees and higher
salaries, the men at California Polytechnic are doing the prosaic, nonpublicized but important end unselfish job of trying to impro~e agriculture
in California.
XIII.
PROPOSED BUILDING PROGRAM
Two of the four original classroom and administration buildings constructed between 1901 and 1915 are still in use, even though they are decidedly
obsolete and inadequate.
storage.
The other tv.u are used only for grain and equipment
An adequate administration and classroom unit is needed to replace
these four antiquated buildings.
Another vital need is a sewage disposal and irrigation system.
A steady
increase in the student population without any expansion in the sewage system
has created an acute problem.
The need exists for a new system in conjunction
with a reservoir to store the limited water available for irrigation.
It is
becoming increasingly necessary that the school cultivate every possible foot
of soil to provide project facilities for agricultural students.
The present milking barn and milk house need to be altered o.nd supplemented
in order to meet the state legal requirements.
Also, the increased number of
dairy projects and students makes the present quarters cramped.
The poultry department needs an egg-grading and storage room to replace
the present small space allotted for this purpose in the basement of the warehouse where slaughter and incubation are carried on.
Since the fo~mer slaughter house has been condemned and torn down, n
building is required where project animals can be dressed for the school oafeteri&
and where students can be taught anatomy as well as meat-cutting.
- 39 The meat animals department has increased to a point where it will be
necessary to build additional facilities in the way of sheds and eorrals at
the beef unit if the project method of instruction is to continue for all
students interested.
A sawdust house for the dairy is needed to provide storage space for
this cheap form of bedding material used by the department.
The above list of projects should be under construction before
July 1, 1940.
Other major needs include an
aeronautics building, farm mechanics
building• an isolation ward for animals arriving on the campus, and a larger
dining hall.
This group of projects is not to provide expansion, but to care
for the overcrowded condition in the existing department involved.
XIV.
CURRICULA RELATIONSHIPS WITH O'IHER INSTITUTIONS
The annual report on this problem is alternately tinged with optimisllll
and di s cou ragement.
There seems little probability that this problem will be solved in any
manner satisfactory either to California Polytechnic School or to other
institutions of college level, until the state technical college is placed
on an educational parity with other collegiate institutions.
In the history of California Polytechnic School, it was stated that young
men have been transferred to A. & M. colleges in other states at the end of
their third year at California Polytechnic, and have been graduated with honors
at the end of the following year.
This is the most important statement that can be made concerning the
curricula relationships with other institutions.
Thus far, a healthy relation-
ship has been established with a number of degree-granting Ao & M. colleges
in other states, principally Oregon State, Washington State, Utah Agricultural
College and Iowu State College.
These institutions ure recognizing the
Polytechnic work as being the full equivalent of work covering a similar amount
- 40 -
of time in their own departments, even though in some cases it is necessary
to evaluate
some work given at San Luis Obispo and not gi~en at the land-
grant college.
The situation within California is not so encouraging.
There is little
correlation between the curricula at California Polytechnic, and that at other
colleges within the stnte, making the basic
pattern fundamentally different.
In general, it may be said that industrial majors at California Polytechnic
are finding it possible to transfer at the end o f ~ years to the industrial
arts departments of the state regional colleges, and to be graduated With
little if any loss of time.
The same may be so.id of agriculture graduates
who transfer to the University of California, but in order to ~e accepted at
the University with advanced standing, it is necessary
sacrifice his
that the student
"doing" courses o.t San Luis Obispo, and spend his entire time
on his chemistry, college English, botany, zoology, etc.
Thus he has not been
able to take advantage of the very opportunities for which Polytechnic School
was established.
Granting the Bo.chelor of Science degree at Cnlifornia Polytechnic will
clarify relationships to a great degree, for it will for the first time give
the institution a clear, collegiate status.
Few other institutions are able
to classify a "three-year technical college"• in terms of their om 1 cvels of
instruction.
XV.
A four-year institution leading to a B.S. degree, is understood.
TEACHER TRAINING
Since 1931, California. Polytechnic School has been a functional unit in
the training of prospective vocational a.gricul ture teachers, and of teachers
in service.
For the portion of the year ending in June of 1939, 22 "cadet teachers"
or trainees, spent half of their 10-months period at tho Cnlifornia Polytechnic
School.
All but one was placed in a high school teo.ching position at the end
of the training year.
This individual was later offered employment, but had
gone into farming and declined the offer.
For the group of trainees '?ho began the cadet period August 1, 1939, a
slightly new plan was established.
The entire group of
23 agricultural
college graduates came to San Luis Obispo August 1 and went through an intensive
six-weeks' training period, with special olasses taught by California Polytechnic
faculty members and :atreau of Agriculmral Education staff members.
On
September 15, three prospects were dropped as "least likely to succeed", and
the remaining 20 were divided into two groups of 10 each.
One group remains at Polytechnic during the four months after September
15, while the other group goes to "critic centers" or practice teaching centers
in regular California high sohools.
One group of four sohools surrounds
Stockton, and the other group is near San Luis Obispo.
The 10 men remaining
at San Luis Obispo get a daily course in teaching metrods, and special classes
in agricultural mechanics, veterinary work, economics, fruit production, crops
production, poultry and dairy husbandry, meat animals husbandry and landscaping.
In addition, they have been giving a night school in poultry production
at Templeton nearby, for adult farmers of the district; and have been observing the night school and continuation work in the critic schools near San Luis
Obispo.
Many have done substitute teaching at Polytechnic. On about January 25,
the group in the practice schools will replace those at Polytechnic, the latter
going into the practice teaching field.
Th0 l!pring program parallels the fall
schedule.
The institution nlso offers considerable help to teachers in service.
Each year since 1931, from ane to three weeks of intensive instruction and
conference sessions, have been offered to the high school vocntionnl agriculture
teachers.
At least
95
per cent of the men in the field (271 this year) attend
one or moro weeks of this instruction.
Specific skills are demonstrated by
Polytechnic faculty members, and lectures and field trips offered.
The conference week is largely run by the agriculture teachers.
In addition
the college offers its dormitories and other facilities to make a pleasant
educational period for the visiting teachers.
XVI.
.NAT I ONAL YOUTH AIJHN I STRATI ON PROGRAM
The past year the California Polytechnic School and the National Youth
Administration have been cooperating in offering a program to youths who are
not financially able to carry on without some assistance from other sources.
There are two programs which are being carried on at the present time.
1.
College Aid Program.
This program has bean very sucoessful., due to
the fact that students have been assigned to jobs in conjunction with their
•
•
major field.
This has permitted students to develop skills in their own fields
without the necessity of creating artificial jobs.
Skills thus developed will
be helpful to the student in securing private employment.
2.
Out of School Program.
This has been another successful program
which can be attested by the following sta·te'!llent of Mr. John K. Dunbar,
District Manager of the 'MYA of the San Luis Obispo district.
"During the past year it has been my privilege to be in charge
of the NYA program at your school, and I wo~ld like to take this
opportunity to thank you for the splendid cooperation of the school
as a whole, and of the several members of the staff in particular
who have been directly in charge of our various projects.
"For the past six months we have had an average of 60 to 70
boys assigned to you on the out-of-school program, and we are very
much pleased vr.i.th the work accomplished and with the opportunity
for self-betterment afforded the youths.
"The various construction projects such as the building of
poultry units and brooder houses, and the cement work in the
construction of retaining walls together with the landscaping,
plumbing, and electrical projects havo given the youth workers
invaluable experience, o.nd has greatly enhanced their chances
for private employment in their chosen fields of endeavor, while
at the same time completing many worth,vhile projects of a permanent nature for the use of Cnlifornin Polytechnic School.
"The school may well be proud of the accomplishments ma.de
possible by its whole-hearted co-operation with the National
Youth Admini,stro.tion, and it is to be hoped that we will be nble
to continue the good work that has been started. "
Signed JOHN K. DUNBAR
- 43 XVII.
FUTURE NEEDS
The material needs and plans of the institution have been touched under
other headings, including the building program.
This closing portion of the
annual report will be principally confined to the educational needs as they
appear to parents, students, employers, educators and the public generally.
The primary need is to place the California Polytechnic School in an
understandable classification with other institutions of college level, by
authorizing it to grant the same kind of a degree which other colleges award -a bachelor of science degree.
Let us see the importance of this move to various individuals whose
•
collective opinion must in the fine.l analysis suporcede the opinion or
prejudices of any smaller administrative group.
The move is being emphatically demunded by parents.
This tenninology
not only includes the parents of the present group of several hundred young
men now enrolled, but the parents of a great number of boys who are annually
forced away from the institution of their choice because it does not grant
a degree.
Putting the matter in another way, both boys and po.rents want the
~
9£_ educational pattern followed by California Polyteolmic, with t h e ~ 2.!_
degree given by institutions which do not closely follow this pattern.
The
result is that many boys arc virtually forced to go to other institutions,
and to take a course which they do not particularly care to take, and which
do cs :not meot their natural incli no.ti on or a.bili ty, because the bachelor of
science or bachelor of arts d0groe has come to be the only recognized stamp
of collegiate education.
Parents put the matter this wayt
"If we are to send our son away to school
nfter ho has compl eted high school, and go to this expense, we want him to have
a degree to show for it.
We W£tnt him to leQrn a practical phase of agriculture
or industry, but we nre more concerned with tho fact that when ho completes his
matriculation • ._h e ~ ~ ! ! . . diploma equal to that of any other college.
If he cannot get this nt California Polytechnic, ·we 'will send him to
--------~---------
college or university."
The move is equally demanded by students, but usually with less emphasis
on the "honor" which may be attached to the letters.
The boys a.re more
concerned with the practical phase of employability.
They are awake to, and
'
puzzled by, the present situation wherein their training is definitely geared
to technological
employment which they cannot get because a pre-requisite of
much . of this employment is a bachelor of science degree.
This condition does
not engender a loyalty to the educational opporttmities furnished by the state
•
of California for them •
The plan is very actively backed by prospective employers, who say
•
without qualification, " ~ employees are trained in the very skills and
-
sciences most valuable to us, but we cannot change our standards.
To make
an exception to our pre•requisite of a bachelor of science degree, or ·
attendance at a degree-granting institution, to pennit California Polytechnic
School graduates to be employed, would require an exception whioh would ndmit
others not trained in operative techniques. If your graduates can come to us
-------------------with the bachelor degree, we will be more than glad to hire them."
The plan has been backed by educators for a decade.
When discussions
were in progress concerning the possibility of transfer to the state regional
colleges, presidents of these institutions at a statewide meeting ~sked,
"Why not give your own degree".
In a recent report ma.de by Dr. Coffin, with which members of the Board
of Education are familiar, he states in brief:
"The grounds for the request for permission to grant the Bachelor's
degree are, in my judgment, fully justified •••• Without disturbing the several
one•, two-, and th~ee-year ourricula in ngriculture and in industrial
engineering, these courses oould be so reorganized that when augmented by a
fourth year they would fully meet the standards for the Bachelor of Science
degree in first-rate institut:i.ons•~••••(The plan) would constitute what seems
to me to be one of the most outstanding examples of real functional education
at the college level to be found in the whole nation.
It would retain all the
virtues of job-getting concreteness and combine with these the liberalizing
advantages of social studies integrated about the social issues which cluster
about the job •••• With these observations, suggestions and interpretations in
mind, I would fully and heartily recommend that the State Board of Education
pass the resolution favoring the granting of the Bachelor of Science Degree,"
The above minute excerpts from a document of 2000 words states what an
educator concludes after making a first-hand study of the type of work offered,
•
talking with students, investigating facilities and interviewing faculty
members.
Last, is the attitude of the public.
California Polytechnic School is a
statewide institution, drawing enrollment from virtually every corner of the
state, and at one time or another, from almost every community.
But its
changes from high school to technical college were made without particular
publicity, and the public as an entity has paid little attention to its
particular educational level or educational award.
Few individuals who do
---------
not have personal contact with the institution, know whether it gives a
degree~~•
Probably a great many of them think that since it is a college,
it naturally gives a degree.
Consumation of this plan, then, would not be of
particular moment to the public as a whole, which will accept it as a natural
development in the recognized necessity for advancing educational levels vnth
employment demands.
In closing, may I say that the California Polytechnic School Welcomes
visitors, and will feel privileged to act as host at any time to members of
the State Board of Education and others,
Sincerely yours,
(L. ~
0p;;s~~~~~~ California
Polytechnic School
lkJ~~
ONTHE
PROGRESS OF THE CALIFORNIA POLYTECHNIC SCHOOL
SAN LUIS OBISPO, CALIFORNIA
JANUARY, 1940
INDEX
-...........
Section
HISTORY---------------------~----~--------~--~---------
1
III.
COORDINATION OF PLANT INDUSTRIES ACTIVITIES------------
7
IV.
LOAH FUNDS-----------------~-------------------------
8
VI •
EN'R.OLllIBNT-~------------------------ .. ---•-------------------
11
VII.
BUILDING PROGRAM---•-•---------------------------------
13
VIII.
PROJECT OPERATION-------------•------------------------
14
IX.
STATUS OF PROJECT FUND-•------------------------------
24
x.
STUDENT LABOR----------------------------------------~.
27
XI.
PLACEMENT OF GRADUATES---------------------------------
30
XII.
SERVICE TO AGRICULTURE---------------------------------
35
XIII.
PROPOSED BUILDING PROGRAM------------~-----------------
38
XIV.
CURRICULA RELATIONSHIPS WITH OTHER INSTITUTIONS--------
39
x:v. TEACHER TRAINING-----------•---------------------------
40
XVI.
NATIO~AL YOUTII ADMINISTRATION PROGRAM------------------
42
XVII.
FUTURE NEEDS••--•--------------------------------------
45
I.
II.
.
.
v.
ANNUAL REPORT TO THE STATE BOARD OF EDUCATION ON THE PROGRESS OF THE CALIFORNIA
POLYTECHNrCScHOOL., SAU LUIS OBISPO, cA11FORNrA -- JANU~Y:-i"9l+o
- -
---· -----
-
This is the sixth annual report cf this type .t and one which again shows
FOREWORD:
tremonduous physical and educational development at the state's technical college •
•
For those who care to make comparisons with reports of previous yeQrs 1
the same
index headings are used in this report, -with minor variations for outstanding new
developments.
Considerable detail is givon here, especially for the information
of new members of tho State Board of Education and others who road this report, who
are not entirely familiar with the history and present scope of . this state college.
I.
HISTORY
Each annual report has touchod upon the history of the California Polytechnic School, bringing the chronology up to date and touching upon certain past
phases most pertinent to the particular developments of the current preceding
year.
This section of the report deals historically with past climaxes or
crises.
The yeo..r of 1939 may be charo.cterized as a "crisis" year in the history of
this state technical college -- a crisis period becaus0 having arrived at what
might be considered majority., or an adult collegiate status after having been
for decades either a secondary school or on the fringGs of it, the institution
needs further encouragement rather than discouragement.
With the greatest issue
in the history of the institution now before the State Board of Education-•
whether outstanding men who complete a four-year technical college course shall
receive the same collegiate degree they would have received with a similar amount
of time and study a.t other institutions administered by the. State Board of
Education -- the history a.nd other phases of the report must frcque::.1.tly touch
upon this factor.
California Polytechnic School has passed through many crises in . its nearly
40 years of oxistence.
The very fact that for many years what was then a state
technical high school survived in a world of academic and college preparatory
secondary education, meant that it had the substance and purpose which brought it
through period a.ftor period of logi sle.ti vo budgot apportionment.
From 1901 when the institution was ostublishod, until o.bout 1923, the
crises were prinoipnlly financial.
During.that period, employers of its
grnduntes wero g0noro.lly sntisfiod with bruins and bruwn~ nnd co.rod little for
the documentary ovidenco.
The school filled u unique pluco in tho stnto, where
most socondo.ry cduco.tion was non-vocational in nnturo.
In 1923, the post-vmr
economy poriod almost wrecked the very ossonoe of the school.
Budget slashing
neccssitutod tho sale of quontitios of livestock, tho very proscnco of vlhich
for training youths in animal husbo.ndry op0ra.tions was fundnmontul to tho
institution.
Enrollment dropped below 100 -- a sorry situation in u state of
sevoro.1 million persons.
But tho school wonthorGd this crisis, ro .. cstablishcd
its flocks and herds, and continued until 1933, whon
Q
similur economy program
wo.s instituted.
At that time, however, the crisis was met in o. different fashion.
Instoo.d
of curbing opportunity, tho State Dopo.rtment of Educo.tion bego.n to expand it by
placing nt Co.lifornia Polytechnic th0 h0ndqu::1rtors for tho e:i.1tire voco.tiono.l
agriculture program of tho sto.to.
courses of technicQl college level.
in.
Courses of high school level gave wuy to
Young, virile fo.culty personnel was brought
Service work wo..s 0sto.blished for the sto.te voco.tiono.l progro.m in tho district
secondary schools, and contacts w0rc developed which brought a.ttontion of
prospective students to the institution.
~11 this was done with a. very limited
budgot.
Ago.in, with the crisis of 1933, the enrollment had dropped to a. low point,
but with the ro-dedi cation of tho college to occupa.ti onn.l training on a higher
lovel 1 o.nd with the fine spirit engendered by the new fa.culty o.nd o.dministro.tiv0
regime, a solid development bogo.n, both in physical pl~Tit and in its fine
student body.
Since o.bout 1930, parents whose boys wore attonding C['_lifornio. Polytechnic
School ho.d asked "Why do you limit your work to three years, nnd curtail the
opportunity of my son to get a tochnicnl position which requires a bachelor of
- 3 -
science cv.,gree?"
Heads of fa.rm organizations., prospective employers, state
legislators, college presidents from other states., were asking the same question.
The crisis inoidental to answering this demand was postponed for several
years by a sincere effort of attempting to work out a transfer p~an With eristing
state institutions, whereby the student could go to the Polytechnic college for
his technical training, for which no other insti. tution in the West is better
equipped; and transfer to a conventional degree-granting institution for one year
to recetve his degree.
The plan was not successful for two reasons.
one was that no other colleg-
iate institution in California has an undergraduate pattern sufficiently similar
to California Polytechnic's to pennit transfer.
Another was that the student
who had come to know the faculty, his classmates and his Alma Mater, wanted to be,
and be known as, a graduate of California Polytechnic and not an alumnus
other institution.
of
some
At the same time, many boys who did transfer to Agricultural
and Mechanics Arts type colleges in other states, completed their degree requirements without loss of time or credit, thoroughly establishing the fact that
although California Polytechnic college approached the educational problems of
agriculture and industry from the standpoint of skills and operations, rather
than the standpoint of administration and research, Polytechnic graduates were
able to stand up with the other students in every way scholastically, and be
graduated with honors.
The crisis of 1939, then, to which this brief history loads, is that the
thoughts of the 700 students and the fa.cul ty members, are
this goal.
"pointed'' toward
Those who have studied the plan believe that it is sound education-
ally, and that the only opposition is political and economic, rather thnn
pedagogical.
Although no assurance has ever been given th~t this goal will be attained,
if it is not reached a profound depression will result on the campuses of the
California Polytechnic School, and the
~ ~ y e a r s ~ recover.
psychological result may be a ~ which
This ~~uld indeed be a serious situation.
The
- 4progress of California Polyteohnic School has been steady, and has achieved
nationwide interest, since the
State Department of Education took over the
direot administration of the technical college in
1933. To have this growth
and interest retarded at this time when youth needs every encouragement to
prepare himself for a definite occupation, would be a tragic blow.
While the degree resolution will be disoussed again later in "Future Needs",
it is important to call nttention at _the beginning of this report, to the fact
that each year, more and more employers are demanding the bachelor of science
degree, or attendance ut n degree-granting institution, as n pre-requisite for
employment.
It is important to know that the students at Cnlifornia Polytechnic now
receive the technical content of a four-year degree course nt Oregon State, Iowa
State, Oklahoma A. & M., and other colleges of this type, und lnck only some
social and physicnl science.
Little faculty or curricula expansion or chnnge
will be necessnry to round out one more yenr of work lending to this dogroe.
It is interesting and vitul to know that in the opinion of legal authority,
and in the words of the stntc law, the development of Cnlifornin Polytechnic wns
to huve parnllelod tho development of the other colleges administered by the
Stnte Board of Eduoution.
Those institutions, too, passed through chnngos -
from high school level to normal schools, to four-year teuohar colleges, nnd to
regional colleges of general nature.
Cnlifornin Polytochnic School has exper-
ienced exo.ctly tho sumo needs for eduoutionnl udvnncement, nnd now seeks only
the same bncculnureate goal.
Lust, it is emphnsizod most clenrly that the function of the California
Polytechnio School-• training for employment -- will be maintained to the
fullest degree.
Both the present and the contemplated curricula are set up
primarily for the young mo..n who goos only two or three yocrs.
•
Whenever he
leaves, he will hn.ve hnd the mn.ximurn amount of "doing" cduc-.:ttion loading to
employment.
For tho comparatively smull number who complete the four-yeur course,
- 5 the goa.l will only be that document which in the minds of a prospective employer
makes that graduate eligible for hiring.
JI.
~VOORHIS~
In August, 1938, a completely-equipped school and farm near San Dimas,
n.dmirably si tun.ted and adaptable for the technical instruction in ci tricuHure,
deciduous fruit production and agricultural inspection, was deeded to the
California Polytechnic School by its owners, Charles B. Voorhis of Pasadena.,
an~ his son, Congressman Jerry Voorhis.
This magnificent gift to practical
education was immediately put to use as on integral part of the main institution,
being operated as a plant industries department of the institution.
Statistically, it is treated as a part of the San Luis Obispo home campus,
with its enrollment, student labor, placement and other data included in a
single statement.
It deserves some additional mention here in tenns of its
project progrrun and pQrticular service features.
The plant consists of an administratipn building, classroom buildings,
beautiful library and non-soctarian chn.pel, dormitories, faculty homes, shop
facilities, an infirmary and other units.
Thore is an a.ttractively-landscapcd
campus, and considerable planting.
During the last year, a landscaping major hns been added, and crops work
expanded.
The Voorhis Unit student body has its own governing body, with o. full
program of social activities, entertainment and minor athletics.
No football
is played at the San Dimas unit.
Fruit Projects
Because of the difficulty of operating individual horticultural projects
on a commercial scale, the Voorhis Unit consisting of
25 acres of citrus, 5
acres of avocados, 3 acres of deciduous fruits, including walnuts and
of grapes, is being used as a gr.cup.student project.
l½
acres
That is, each department
head is responsible for the operation of tho part of the unit falling within
- 6 his field, and the work is done by students under his supervision.
In this way
nll of the students hnve the opportunity to participute actively in all of the
operations commercinlly practiced in the production of the commodities in which
they nre interested.
In addition to the pro.ctices or skills developed during rogulo.r laboratory
periods, tho udvanc0d students tak0 care of all oulturnl, harvest and pest control uctivitios on the grounds and orchards outsido of school hours.
they are po.id from student l ubor funds.
For this
This past year en nvoro.go of 50 students
were on the monthly payroll vdth approximately $12.50 o.s the nvero.gc monthly
income from this worl<:.
This is of mn.teric..l o.ssisto.nce to these students., as many
of them are partly or wholly self-supporting while procuring thoir educa.ti onal
training.
Further oxporioncc is obtained in ooop0ration with county and state departments interested in post, weed and rodent control.
School credit is also given
for work in both production and inspection fields dono by students under commercial conditions for privato or corpornte orgn.nizntions.
This latt 0r work is with
previous a.gr cement by, and under supervi si ·,J n of, tho instructor hn.ndling that
phase of instruction.
Enrollment
Approximately 100 students wore enrolled o.t tre Voorhis Unit at the beginning of th e wint er quarter.
In addition, o. number of gradun.tcs employed in
agricultural inspection work in the area, or in "apprentice" positions, were
living on the campus und continuing to use library and laboratory facilities.
It is believed that the pook registration would como close to the housing
cnpaci ty of a.bout 140 mon.
Building neods nt the Voorhis Unit a.re well cared for.
A gymnasium for
physical education, student assemblies, do.ncos n.nd oth0r nctiviti os requiring
o.n extensive floor spo.cc, is tho principal immcdio.to need.
Present plans call for tho furth er utilization of somo avoilcblo acrongo to
expand the deciduous fruits to provide further laboratory fo.cili ti cs in that field.
- 7 -
III.
COORDINATION OF PLANT INDUSTRIES ACTIVITIES
For many years, the work in the animal industries fields at the San· Luis
Obispo campus of the California Polytechnic School was unified and closely
coordinated with the animal production of the state.
The plant industries
field, on the other hand, developed in various forms at different times and
on different campuses.,
The necessity for drawing the various phases of plant industry into an
integrated whole parallel to the animal science units, became evident during
the current year.
A prime factor in the need for coordinating the plant industry program,
was the sudden acquisition of the Voorhis Unit at San Dimas.
It was necessary
to bodily move much of the plant industry· which had been taught at San Luis
Obispo, to the Voorhis Unit at San Dimas and to immediately begin classwork.
The chronology of the plant industry curricula is about as follows:
Prior to 1932, landscaping had been taught as an occupational course on
the trade level,- emphasizing the fields of plant identification and minor
propagation.
In 1932, landscaping was defi nitely set up as a technical course
and rapidly advanced to college level.
In 1936, an agricultural inspection major wa s first offered to train men
for the numerous state and county inspection positions.
In 1937, emphasis began to be placed, and courses established, in deciduous
fruit production, to train employers and producers in this field in addition to
the inspectional features.
In 1938, with the addition of the Voorhis Unit, inspection work, as well
as deciduous and citrus fruits, was shifted to San Dimas.
At the same time, it
was felt necessary to retuin service courses in tree fruits at San Luis Obispo
where considerable plantings had been established, to provide a minor field for
students planning to major in other agricultural enterprises.
In 1939, the landscape work at San Luis Obispo was extended to a pa rallel
course at San Dimas, and at the same time crops work was brought to a more secure
- s -
basis at San Luis Obispo with the employment of an outstanding faculty member.
During the period of growth, courses were added only after surveys
indicated actual need, but problems occurred as might be expected in terms of
land distribution, economical use of equipment, placement of graduates,
possible new curricula, best location for courses and personnel, and assign•
ments and course content.
These needed group attention.
One individual was named plant industry coordinator, to centralize the
thinking and planning of this group, under the supervision of the dean of
agriculture and the president.
A meeting was called just before the end of the year, and two days were
spent in discussing various means of bringing the "loose ends" together.
As
a result of the conference, the group is making the following:
1.
Surveys to determine the effectiveness of the present curricula.
2.
Surveys to determine merits of possible new curricula for which a
need has been expressed.
3.
Studies to determine on vm.ich campus certain courses may best be
offered.
4.
Studies to evolve more efficient use of travel funds in contacting
the trade for placement, laboratory materials, field trips, etc.
5.
Studies to r0cornmend the best use of land and facilities for
instruction.
The group clearly defined its purpose, and tho coordination of the plant
industries units is bci ng expected to ha. vc a dofini t
e
pa.rt in further dev0lop•
ing this most rapidly-expanding field.
IV.
LOAN FUNDS
The Leopold Ed~rd Vfra.sse Loan Fund (major loan fund existing) started
to function during the last year.
The $25,000 given by the elderly San Joaquin
rancher is being held in trust and the interest used in making loans to needy
students.
Tho first a.mount of ~237.50 which was turned over in September is
- 9 being utilized now, and another amount of $312.50, which will be available
soon, will help to realize the need which has been existing in the past.
This
fund, together with the Faculty Women's Loan Fund and the Rotary Club Loan
Fund, helps to set the "financial lifeguards" on a more substantial basis.
The need at the present time is for a fund to be set up which will. make it
possible to make petty loans to students in sums of less than $25.00.
Very
frequently it becomes necessary for students to secure small, tanporary loans
to purchase books, to buy some necessities such as clothing or to finance a
trip to his home when called suddenly
on account of illness or death in a
family.
V.
THE BUOOET
In considering the budget for the 91st fiscal year, as compared with the
previous year, we find the following to be true:
Proposed expenditures for the
present fiscal year have increased 5.4 percent, while student enrollment has
increased 10 percent.
The expenditures are listed
90th Fi seal
Year
Salaries and Wages
Materials and Supplies
Service and Expense
Property and Equipment
e.s follows:
Percent
$ 151,561.00
29,659.00
19,278.00
17,681.00
69
$ 218,179.00
91st Fiscal
Year
Percent
$ 169,970.00
lL~
29,975.00
9
8
19,342.00
11,541.00
100
$ 230,828.00
74
13
8
--2....
100
The budgeted amount for salaries and wages covers the salaries of l+3
faculty members and administrators, 14 office workers,
3 herdsmen and farm
foremen, three men in maintenance and operation, 11 laborers in incidental
campus improvement work, and an average of 125 students employed in minor
part-time jobs on the campus.
- 10 •
In looking over the budget figures, the increase for the 91st fiscal
year of $18,409.00 in Salaries and Wages has come about as follows:
Salary adjustments account for one-thil·d of this amount.
Two positions set up at the Voorhis Unit in the 90th fiscal year, but
not filled.
Position of one new account clerk set up to take care of property records.
Set up one new position in agricultural instruction in San Luis Obispo.
Set up one new position in related subjects instruction in San Luis Obispo.
Set up one position in agricultural instruction at the Voorhis Unit.
The per pupi 1 cost for the past two years divided by the total enrollment
shows that the cost is gradually decreasing with the added facilities.
Per pupil cost 90th fiscal year (January 1, 1939), $218,179.00, divided
by 675 students -- ~~323.23.
Per pupil cost 91st fiscal year (January 4, 1940), $230,828.00, divided
by 737 students-~ $313.20.
Using the enrollment as of January 4, 1940 as a basis, and determining
the equivalent full time registration by allowing one unit of registration for
each 15 uni ts of instruction for which students are registered, we find the
following:
Pupil cost per equivalent full time registration 91st fiscal year,
$230,828.00, divided by 866.5 -- $266.38.
In submitting costs of operation of a plant such as the California Polytechnic, it must be considered that instruction on a vocati anal and technical
basis must be on an individual basis.
A student learns skills by doing.
As
a result, more equipment, housing, and personnel is required than in a
traditional uco:demi c college.
Instead of regimentation of l a rge groups in
large class es, which is possible in fields of history, social science and
other cultural courses, students need to be instructed in small unit s .
It is
necessary for a student to partici pate in the experience of lear~ing by doing
in the shops, the school fann, and school grounds.
Likewise, equipment is
necessary of such make and condition us a student will have when he goes
out on a job.
In spite of thi:3 extra cost, when we consider that the cost
of $313.20 for each student enrolled, or the equivalent cost of t266.38
based on the 15 units carried, we find that education is rendered to the
- 11 -
student on an economic basis.
Experience the past few years has indicated
thut this per pupil cost is decreasing with the inoreased enrollment which
has jumped 10 per cent during the past year.
VI.
ENROLLMENI'
The increase from an enrollment of 219 on January 3, 1935, to 737 on
January
5 years.
4, 1940,
shows that the Polytechnic has come a long ~my in the last
This increase of 518 a.mounts to 336 percent over the five year
period, or an average increase of 85 percent each year, using the 1935
enrollment as a base figure.
This average means an increase of 120 students
yearly.
This increase is not due to the fact thc.t stude11ts attend the institution
in order tha.t they may socuro a smattering of facts or a. place thoy may spend
some time when no jobs are available.
Rather, each studont hns enrolled for
a very definite purpose, namely in order to acquire vocntiono.l and teclmico.l
skills so that he may go out into employment.
California Polytechnic serves students from 50 of the state's
Tho cnrollm0nt from
24 counties has
58 counties.
incr0as od over that of the previous year.
- 12 .-
COMPARATIVE SUMMARY OF REGISTRATION, CALIFORNIA POLYTECHNIC SCHOOL, SAN LUIS OBISPO
County
•
Alameda
Amador
Butte
Colusa
Contra Costa
Fresno
Glenn
Humboldt
Imperial
Inyo
Kern
Kings
Lake
Los Angeles
Madera
Marin
Mendocino
Merced
Modoc
Monterey
Napa
Nevada
Orange
Placer
Riverside
Sacramento
San Benito
San Bernardino
San Diego
San Francisco
San Joaquin
San Luis Obispo
San Mateo
Santa Barbara
Santa Clara
Santa Cruz
Siskiyou
Shasta
Solano
Sonoma
Stanislaus
Sutter
Tehama.
Trinity
Tuolumne
Tulare
Ventura
Yolo
Yuba
Other. States and Countries
January 3, 1939
January 4! 1940
Loss or Ga.in
12
23
+
1
2
4
6
3
+
+
1
3
29
+
15
24
8
1
6
7
=
8
2
4
2
=
9
7
17
6
3
185
6
3
+
1
157
5
3
3
17
3
9
5
5
15
4
6
0
0
1
30
25
0
1
16
24
4
9
1
0
21
33
34
4
24
14
14
19
70
1
84
2
24
16
25
15
9
9
5
4
l
6
2
18
10
22
24
3
9
0
3
18
12
9
2
24
675
+
+
+
=
+
+
-
+
+
+
+
+
+
+
+
+
+
==
0
+
1
2
l
0
+
15
11
4
6
-+
29
+
-
737
- 13 ..
The previous table represents the total number of different students
registered.
When placed on the same basis as that used to compute one unit
of enrollment at the state regional colleges, the student enrollment at
California. Polytechnic School is sharply increased.
The figure used by many other colleges is one unit of enrollment for
each 15 units of work taken.
This is important where many individuals are
attending only one or two classes per day, or evening classes only.
However,
California Polytechnic School students are all carrying full-time loads, and
based on averages compiled for a representative group, it is shown that the
enrollment per
15 ur~ts of credit is 866.5. This is tabulated as follows:
Actual
Enrollment
•
Agriculture
Industry
425
Totals
737
312
Average
Units
Equivalent on
15-uni t basis
17.0
4s1.7
18.5
384.8
866.5
Considerable difference is noted in the average units as between students
majoring in agriculture., and those majoring in industrial fields11
The agric-
ulture student in addition to time spent in classes for which he is actually
enrolled, is in addition putting in many hours per week on his own project,
for which no formal credit is granted.
The number of units carried by industrial engineering students is maintained at a high average level because of the aeronautics industries division,
where students must fulfill pupil-hour requirements of the
u. s.
Bureau of
Air Commerce for license examinations, as well as cover much specified ground
in technical courses and laboratory practice.
In general, both groups actually
spend virtually the entire day from early morning until the dinner hour.
VII.
BUILDING PROGRAJ!
Progress has been rapid during the past year in the building program.
One major ponnanent industrial building is 50 percent completed, the six small
dormitories mentioned in last year's report have been completed, and a new
sheep unit is practically finished.
- 14 -
The new air conditioning building containing 14,000 squa.ro feet of floor
space will fill a long-felt need in the industrial department.
•
It will provide
classrooms, drafting rooms, and laboratory space for the air conditioning
department; classrooms and drafting rooms for the electric department; and an
auditorium with a seating capacity of
450 students.
The six new dormitories serve a vital need in providing lodging for 72
students near their animnl project work, which in many instances involves
extr0mely early and late hours of work.
This added space helped but by no
moans solved the housing shortage experienced during the first quarter of the
present school year.
The new sheep unit will, when complete, give the meat animals department
for the first time adequate housing space for the school breeding flock and
student f eeder projects •
•
A contract for $14,255. oo has been ent ored into with the Sta.to Division
of Highways to build new roads on the campus and farm, resurface existing
roads, and construct parking areas near the dormitories and classrooms.
In addition, a number of additions and bettennents projects have been
completed during the past yoa.r.
Included in the list are:
f encing tho feed
lots around the Parker burn; landscaping the west entrance to the campus. the
six new dormitories, and the area west of the Administration building;
building u sawdust house at the hog unit; constructing two permanent laying
and brooding houses and six portable laying houses for the poultry depnrtmontj
and building a. new lath house and storage space for the landscape dopartmcnt.
VIII.
PROJECT OPERATION
Operation of tho various individual and group student projects is one of
the most important single functions of the California Polytechnic School, since
this vrork is the basis of nll instruction.
•
Self-owned projects arc combined
with mano.gerin.l projects to give students a combinc.tion of manipulative skills
and scientific bn.ckground unequaled in any other public institution in the
country.
- 15 -
Projects are classified o.s follows:
Li vestockt
a. Student-ovmed proj:ects in market li vestook
b. Student-owned projects in dairy cattle
c. Studont-opernted pr9jects in dairy cattle
Poultry:
a.
b.
c.
d.
Student-owned laying projects off the campus
Student-operated project of school laying flock
Student-owned bro:.)ding projects on campus
Student-op0rnted turkey fattening project
Crops:
a.
Student-operated crops projects off crunpus
Fruit:
a.
Student-operated project of all school-owned and
leased orchards and vineyards
Indu st rial :
a. Studcnt-ovmed projects in acron~utics repair
b. Student-operated projects in a0ronuutics repair
c. Student-operated projects in electrical insto.llo.tion
d. Student-operated proj o cts in power pl~nt operation
e. Stud0nt-opero.ted proj ects in air-conditioning insto.llation
AGRICULTURAL PROJECTS
Market Livestock
During 1939 the 150 boys enrolled in th e moo.t o...-rJ.i mo.1s dcpitrtment owned,
fed out, a nd sold mnrket livestock as indi co.ted i !1 tho o.cc~mpe.nying to.ble:
Number of projects c~rried
B00f
Feeder stock
47
Breeding stock
Number of students participating
102
Numb er of livestock involved
149
Numb0r of o.ninw.l s sold
97
Pounds of product sold
98,000
Gross income from sales
$ 11,863.40
Expense
9,703.00
Profit
2,160.00
Average pounds of concentrate
6.8
to produce one pound of gain
Averago pounds of roughage to
produce one pound of gain
3.5
Cost per 100 pounds of gain
$ 10.21
Shoep
Hogs
12
45
9
58
467
458
95,264
7,621.12
6,515.00
1,005.12
26
69
69
7,320
$ 72a.oo
602.00
126.00
,Ii,
·T~
4.1
4.2
$ 7.25
4.65
I,
,:,,
5.35
- 16 Highli§hts of the Project Year
Skill acquired by students in projoot work, enabled them to achieve the
following outstanding record exhibiting in open classes at major shows and
fairs and in the advanced division at the Interstate Junior Livestook Show:
Great Western Livestock Show - Los Angeles
(open classes)
Grand champion carlot of steers
Grand champion pen of lambs
Reserve grand champion steer
Champion Hereford, Shorthorn and
Aberdeen Angus steers
State Fair
(open classes)
Grand champion steer
Champion Shorthorn steer
Champion Hereford steer
First place cattle carcass class
on hoof
First place cattle carcass class
dressed
Interstate Junior Livestock Show• San Francisco
(advanced division)
Champion Shorthorn
Champion Aberdeen Angus
Besides these awards, the animals exhibited won many more places, which
netted the following total prize money:
Interstate Junior Livestock Show$
Tre~sure Island • • • • •. • ••
Great Western Livestock Show ••
State Fair. • • • • • • • • • ••
Los Angeles County Fair ••• • •
Total
~25.00
14().00
897.00
383.00
260.00
During this year three off-campus hog projects were started, involving
six sows and 50 pigs.
Students rented facilities on a nearby farm.
From the breeding stock owned by the project fund
25 boars, 25 gilts, and
15 rams were sold to Future Farmer members studying vocational agriculture in
the high schools of the state.
Additional steers also were bought for high
school students, with Polyteohnic acting merely as purchasing agent.
- 17 Dairy Cattle
An average of 45 students was enrolled in the dairy cattle department.
Fourteen of them owned
44
head of high•quality dairy stock that they kept to
help pay school expenses and to use for herd foundations.
of the students enrolled worked part time operating the
More than 90 percent
entire dairy unit.
At the close of last school year every student found employment who desired it.
During the last year student-owned animals made net monthly earnings of $200.
Each month dairy students earned $400 on the dairy project fund payroll, $85
on the NYA payroll. and $80 on the state payroll.
The total monthly earning
was $765.
The school maintained a breeding herd of 110 dairy animals in addition
to those owned by students.
school dairy averaged
444
During the past year the 60 milking cows at the
pounds of butterfat each.
This is the highest
average in the county during the last ten years, and perhaps in the history
of the region.
The state average per oow per year is 250 pounds of butterfat.
One cow in the school herd produced more than 800 pounds of butterfat during
the year, two made more than 700 pounds, and several produced more than
600 pounds.
Dairy animals from the school were exhibited at the california state
Fair, Los .Angeles County Fair, and the National Dairy Show.
These cattle
won $1000 in premium money, which paid the exhibition expenses.
In addition
the students handling the animals made beneficial contacts and gained valuable
experience.
The awards gave much favorable publicity to the school.
The
cattle won two grand championships, four first prizes, and numerous other
honors.
One Holstein bull was nominated for All-American honors.
Two animals
were loaned to the Dairyland exhibit at Treasure Island for four months.
The Polytechnic project fund again leased the dairy unit from the state
and operated it as a student-supervised practice project.
school dairy department rented 120 acres
In addition the
for $550 to raise feed.
Students
- 18 were assigned individual animals f'rom the school herd and were given the
responsibility of feeding, milking, and caring for them on a share basis.
Th.iring the year the entire dairy herd produced more than 24,000 pounds
of butterfat that sold for $12,000.
Forty-five dairy animals were sold for
$3,600, and 19 were purchased for ~;l ,600.
and cattle were $14,000.
The net total sales of' products
Revenue from the dairy herd
paid all operating
expenses during the year in addition to its educational value.
Poultry
The report on poultry projects conducted by
29 students in the poultry
department for the year 1939 shows the follovdng:
Laying projects.
Brooding projects
Brooding projects
Brooding projects
.:
• • • • • • •
(leghorn) • •
(meat birds).
(turkeys) • •
• •
• •
• •
21
21
6
• •
3
of laying hens • • •
birds (la.yin~ flock)
and sold
and Christmas.
• •
2000
300
Turkey breeders on hand,
Turkey breeders on hand, toms • • •
40
Average number
Number of meat
Turkeys raised
Thanksgiving
.
hens . • •
Meat birds dressed and sold in
retail channels • • • • • • • • •
Breeding cockerels sold to Future
Farmers and poultrymen • • • • •
400
5
3500
185
Hatching eggs and chicks sold to
Future Fanners • • • • • • • • $ 3000
Number of eggs sold • • • • • • • 250,000
Hatching eggs soldo • • • • • • • 50,000
Students' project-labor income and
part-time labor income • • • • • $ 4100
Average monthly payroll from
project fund . • • • • • • • • • $ 160
Total project sales
During the year 780 pullets in the trapnests made the highest unculled
production records in the history of the school, ~~th an average production
of 224.6 eggs per bird.
eggs.
Among these pullets were 18 with records above 300
The highest number of eggs produced was 328.
Another production record
was set when 61 percent of the pullets finished abovo 225 egg-s.
- 19 All turkey poults were produced from the school's turkey breeding flock
this year for the first time.
breasted type.
These poults were of the improved broad•
During the past year a Barred Rock breeding flock of 300 birds
and a small flock of Rhode Island Reds were added to the inventory.
Fruits
At the present time the following units on the San Luis Obispo campus
are being ca.red for and maintained by the students:
12k acres of deciduous fruits
1 acre of grapes, planiBd in cooperation with the
viticulture department of the University of California
2 acres of young citrus
The courses now given in fruit are practical units for those desiring to
get a rounded farm training.
Fruit project work is also discussed under the
heading of "Voorhis Unit".
Crops
During 1939 two crop projects were started off the campus.
The first of
these consists of 15 acres of rented land near tl1e school and is planted to
oats and vetch hay.
The second proj ect consists of 18 acres of rented land
located on the county hospital grounds.
oats and vetch.
This land was rented
This land has also been planted to
for
~15 and promises to produoe an
excellent crop, since it has been out of production for several yea.rs.
There is considerable interest in projects, and many others could have
been started if land had been available.
For the corning year it is planned to
canvass early the land available for renting within a reasonable distance of
the school.
If the school is able to put most of its hay production on land
other than the school fa.rm, it will make available land for various field and
truck crops.
In addition to the two crops enterprises conducted off tho campus, all
of the actual crop raising on t'he colleg e 's 1400-acre farm is done with
- 20 student labor and to a considerable extent, with the supervision of older
students.
This includes hay, grain and silage; green feed for poultry, and
root vegetables for livestock.
Landscape
Number of students participating in projects.
Average monthly earning per student ·•
31
. . . • $ 15
Number of ornamental trees planted on campus • 1000
Number of ornamental shrubs planted on campus. 1000
Number of ornamental trees and shrubs
propagated in school nursery . . . • • . • • 3000
Number of flats of ornamental annuals grown
and planted on campus. . . • . • • . . • , ,
Number of acres of turf seeded.
500
... .• • •
Ornamental pot plants for glass house and
lath house di splay • • • • • • . • • • • • •
200
This year has been largely devoted to rebuilding the nursery and restocking it.
Plans have been laid out for the entire new establishment, and part
of the 'W:>rk has been completed.
Among the new a.ddi tions a.re approximately
two acres of terraced ground, the addition of sufficient areas to allow the
planting of a
O
stock block", additional space for planting annual and
perennial flowering plants, and new terraces to accommodate gallon can plants.
At the present date there are approximately 3000 plants in gallon cans for
spring planting, 400 flats of flowering and vegetable plants, and several
hundred miscellaneous hothouse plants.
All of the work of terracing has been
done by the students under the guidance of the grounds and fann departments.
All the planting and propagating has been done exclusively by boys of the
department.
In addition to this nursery work all maintenance work on the campus is
done either by the boys of the department or under their direct supervision,
This work alone entails the services of from
15
to
25
youths a month.
- 21 Agricultural Mechan.i cs
The agricultural mechanics work at California Polytechnic is definitely
correlated with project work in the various departments.
Each boy enrolled
in agricultural mechanics 'Who carried a project follows the mechnnioal
activities associated with this project.
As an example, the student with a hog project learns how to plan
repairs and construct feeding equipment, hog houses, watering devices;
sanitary equipment, breeding, showing, farrowing, and all hog lot equipment.
This same policy is carried out in connection with projects in each of the
other departments.
In connection with crop and fruit projects emphasis is placed on fann
machinery and irrigation.
Students are taught how to handle equipment, how
to make repairs, adjustments for the most efficient performance, lubrication,
and ca.re.
In irrigation studies in connection with field crop, fruit, or
landscaping projects or supervised practice, the student becomes familiar
with the methods of measuring wo.ter, the basis for sale of water to farmers,
and of pumps and pumping.
Work in the mechanical side of project instruction
is intensified by the fact that the student must pass certain tests in the
operation of tractors and the handling of horses before he is given his
oertificute of graduation from the school.
Many mechanical projects were completod by the boys in this type of
work.
Possibly the completion of a new shelter shed for sheep was
outstanding.
- 22 -
INDUSTRIAL PROJECTS
Aeronautics
Projects of aeronautics students include rebuilding airplanes, changing
over obsolete models to modern types, and repairing wrecked ships.
Often
the latter job involves almost complete reconstruction, building entire
fuselages, fabricating and covering wings, mounting engines, and overhauling
engines.
Following are statistics:
Number of students enrolled •• •. •
Numbor of planes completed • • • • •
Numb er in shop partly completed • • •
Value of work done on planes to date.
Numb er of planes to be completed
this year • . • • • . • • • • • • •
Commercial engines .overhauled • • • •
Value of work done on engines • • • •
~
121
none
8
1900
8
~
3
1200
Air Conditioning
The fo llow.i.ng data. i llustre.te tho type and value of proj e ct work
carried on in the air conditioning department for 1939:
Number of students enrolled. • • • •
Construction of hen.ting pl ant in
egg house • • • • • • • • • • • • •
Construction of refrigerati ng coils,
blowers, controls, and overhaul
of condensing unit • • . • • • • •
Addi ti ona.l work on coils • • • • • • •
Inst alled blower in aero .::;and blaster.
Installod blower in dark room • • • •
Ins to.l lc d du ct s, blower, motor, and
washer system in feed barn • • • . •
Built heater in sheet metal shop •• •
Installed heaters in glass houses ••
Installed blower in Agricultural
Education Building • • • • • • • • •
Small items such as ventilators, etc.
Servj oing of refrigerating equipment.
Total
22
180
90
55
55
255
85
160
45
35
200
$1,325
Electrical Industries
As in past years this department experienced in 1939 marked success in
the placement of its graduates in electrical industries.
This is due largely
to the emphasis that has been placed on the development of skill by active
participation in project work.
Such work in this department includes main-
tenance repair, extensive construction jobs in all shops and buildings of the
campus, and operation of tre power plant.
All 50 students of the average enrollment have had ample opportunity for
this type of practical training.
was
Because all the work accomplished by them
needed and if not handled by the students would have incurred additional
state expense, the electrical students enjoy the satisfaction of having
contributed something worth-while to other departments and to the school as a
whole while gaining experience that could
not have been obtained in any other
way.
Organization of the work in this field is of special interest.
nearly as possible a replica of industry itself.
It is as
Advanced students who have
had previous experience with project work assume the duties of making estimates
of materials and labor on all new projects, prepare plans, specifications,
and estimate sheets, and make requisitions.
Upo:n the arrival of the materials
these students assume leadership on the actual jobs by acting as foremen.
Under their direction,
newer students perform the work, receiving their
initiation into the trade processes.
All laoor time is kept on time cards
with the use of a time clock, and foremen are required to check up on the
production efficiency of the workers.
Thus all are afforded an opportunity
to check their progress by the same profit and loss standards as in industry.
Worthy of comment is the remarkable spirit of cooperation that has been
characteristic of this arrangement.
Upper and lower classmen working together
each contribute to the experience of the other.
- 24 It has been the aim of the instructor to supervise this work only to the
extent that seems necessary, enabling the foremen to assume as full a measure
of responsibility as possible •.
Power Plant
Under the supervision of the electrical department the school operates its
own electrical generating plant in connection 'With the central steam heating
plant.
Second-year students take a class in power plant operation and use the
school plant as the laboratory by acting as plant operators during the school
year.
Each student takes over the responsibility of the plant operation for
one day each month.
Outside of school hours students are paid to operate the
plant during the remainder of the 24-hour day and in vacations.
This supplies
an opportunity for four students to work their way through school.
ii
KWH generated during the year 1939 . . . . . . .
(32 percent increase over lust year)
Cost of operation for the year, . . . • . • . • •
Cost of purchasing this amount of power from
an outside utility .• . • . • • • • • . . . •
Net saving on electrical power by operating
the school plant • • . • • . . • • • . • . •
Saving in wage s by using the plant as a
laboratory . . • . • • • • . . .
0
IX.
•
•
•
•
•
.
400,413
•
$ 6,017
•
7,175
•
1.,158
•
1,500
STATUS OF PROJECT FUND
Ability of California Polytechnic students to conduct group and selfowned projects for educational purposes is dependent upon a unique project
revolving fund that now has a net value of approximately $38,000.
This fund
wus originally established by a straight loan made from the bank and signed
by certain faculty members.
Profits from project fund operation and interest
on project loans have long since repaid the original bank loan and have built
up a fund sufficient for financing student projects on a revolving basis.
Boys are ablo to borrow money from this fund for the purchase of feeder
or foundation livestock and poultry, or for the financing of crops and other
agricultural or industrial enterprises.
fund is repaid with interest.
Vfuen the product is marketed• the
In addition, from the gross profit of the
- 25 ..
student one-third is returned to the project fund as insurance against
decreasing inventories, losses in student project operation, and other
reasons likely to cause a decrease in the fund.
In the years of operation this revolving loan fund has constantly
increased in ,,a.lue.
In some years this takes extremely careful management,
because of high livestock feed prices.
However, group buying of feed through
the project fund ·enables students to put market livestock in condition a~
reasonable costs.
The attached sheet shows the status of the project fund on
October 31, 1939 (last qomplete report available).
- 26 ProJect Fund
Balance Sheet as of October 31, 1939
Assets
Current
Ca.sh:
$ 3 936.66
15.00
In Bank
On Hand
Accounts Receivable
Less Reserve for Doubtful Aocts.
ll 645.31
Inventories:
18 955.00
Live Stook
Feed
Industrial Dept. Supp.
200.00
$ 3 951.66
11 W+s.31
9 126.70
1 249.22
Fixed and Deferred Assets
358.92
Equipment
Prepaid Accounts
98.41
$ 45 185.22
Total Assets
Liabilities
Current
Accounts Payable
Accrued Accounts
State:
Livestock Expense
Accumulated Income, October 31, 1939
5 356.38
a49.1./J
1 007.00
7 212.84
$ 37 972.38
- 27 -
X.
STUDENT LABOR
Approximately 80 percent of the
675
students enrolled at California
Polytechnic earn all or part of their expenses.
With the objective of
spreading equal opportunity to all, administrators of the school deny no youth
the chance for technical or vocational college training because of the lack
of a few dollars a month.
Not only does the school make every effort to place students in employment
both on and off the campus, but it seeks to correlate this outside work with
the student's major course of study.
operation of the power plant.
Students of electrical industries aid in
Majors in the field of dairying feed and oare
for the school's dairy herd, milk the cows, and operate the milk plant.
Landscaping students maintain and improve the lawns, trees, and shrubbery.
When this correlation is not feasible. students are given other types of
jobs.
They do all th e janitor and dining hall work exc ept cooking, most of
the repair jobs, and a large share of routine clerical work in administrative
offices.
Probably no other public college in the country has such a large
proportion of student labor to adult workers.
Only three maintenance men,
two farmhands, and a herdsman e,re employed to care for the 85-acre campus
with its 66 buildings and the 1400-acre farm at San Luis Obispo.
There is no
adult maintenance man at the Voorhis Unit campus.
During the typical month of October,
need of work were employed on the campus.
344 of the students most seriously in
This figure represents a slight
duplication caused by youths receiving pay from two different funds.
average wage for the month was
The
$17.75.
One important factor is that this student labor summary does not include
income from agriculture projects, which will occupy the time of an additional
275
to 350 individuals.
The tabulation of student project income is shown in
anothe~ portion of the roport.
- 28 Analysis of Student Labor
October, 1939
{from Payrolls)
*
*
*
No. of
Employees
Classification
Payroll
Totals
STATE
Admini s-tra ti on - San Luis Obispo
Offices
Fair Exhibit
2
Instruction - San Luis Obispo
Industry
Related Subjects
Library
Printing and Mimeographing
2
5
3
2
Maintenance & Operation - San Luis Obispo
Buildings
Grounds
Automobiles
Farm - San Luis Obispo
General
301.70
4
3
2
2
Administration - Voorhis Unit
Offices
40.50
219.55
2
Total - San Luis Obispo
1+0.20
20
4
Dairy
Poul try
Orchard
Field Crops
Agricultural Mechanics
15.90
72.30
11
28
6
Meat Animals
$ 782.10
6
131.40
341.10
1
157.50
118. 75
86.80
16.65
25.05
43.40
102
2
32.10
32.10
Instruction - Voorhis Unit
Agrioul ture
Library
Maintenance
Buildings
Grounds
Autos
& Operation -
6
72.15
2
24.15
Voorhis Unit
Fann - Voorhis Unit
General
Total - Voorhis Unit
Total - San Luis Obispo & Voorhis State
3
16
4
~
48
~
54.00
136.35
55.05
287.70
287.70
661.50
3 054.40
- 29 -
Classification
No. of
Employees
Payroll
25
$ 524.20
7
85.80
215.11
Tota.ls
PROJECT FUND - San Luis Obispo
Dairy
Meat Animals
Poultry
12
$ 825.11
$ 825.11
Total Project Fund
CAFETERIA-DORMITORY FUND
•
Sa.~ Luis Obispo
Cafeteria.
Donni t .o ry
55
18
Power House
--2._
Total Cafeteria-Donnitory Fund
San Luis Obispo
857.52
173.00
141.76
1 172.28
1 172.28
~
Voorhis Unit
Cafeteria
Donnitory
Total Cafeteria-Donnitory Fund
Voorhis Unit
Total Cafeteria-Donnitory Fund
San Luis Obispo & Voorhis
12
8
-20
282.33
282.33
98
====
772.95
FEDERAL NYA
Grand Total Students' Payroll
180.18
102.15
344
- 30 ·XI.
PLACEMENT OF -GRAIUATE.S
'PRESENT .OCCUPATIONS OF
1939 AGRICULTURAL
GRADUATES
Agricultural Mechanics Department
Horner Hoskins • • • • •
Working for Cornell Tractor Company, Salinas,
as maintenance .man.
Lawrence Kolding • . . •
Operating own ranch at Westley.
Hi toshi Nitta •
Operating own farm at Santa Ana.
Will B• Wood
• • • •
. ....
Employed ·b y Clowes Da.i·ry, Stockton., as -farm
equipment maintenance man.
Dairy De.partrn ent
Charles Akins . . • • •
Emplo_yed as assistant herdsman b_y ·E lkhorn Farms.,
Watsonville.
Clinton Campbell
Employed as dairy worker by Boyd Fa·nns., Yu-b a City.
I
• • .
Edward Danbom .. . • • •
Completing aegree re qui rerne.n t s t :h i s year a:t Utah
Agricultural College.
Jack deWi tt . •
....
Farming for self at Redlands~
Marion Fosberg
• • • •
Fo.rming for self at Turl@-ok.
· Dick Gray • • .. • • • •
Fanning for self at Petaluma..
Dale Heffington • • • •
Employed by Borden Company, New York, as dairy worker.
Erni le LaSalle . • • • •
Completing degree requirements this year at Utah
Agricultural College.
Orson Scott • • . • . •
Employed by Shields Jersey Fann, East Nicolaus,
as a dairy worker.
Lloyd Stennett
Completing degree requirements this year at Utah
Agricultural College.
•.••
Elmer Tbgnetti. • • • •
Fanning for self in King City.
- 31 Landscape Department
Howard Boltz
••.••
Attending the University of California, majoring
in landscape design.
William Goold • • • • •
Employed by S~n Fruncisco Exposition until it closed,
and will work there again when it reopens.
Hugh Wallaoe
•.•.•
Working as Student Assistant at the California
Polytechnic School.
George Yoshioka • • • •
Operating his own flower-growing establishment
o.t Hayward.
Meat Animals Department
Roger Barney~ • • • • •
Fmployed on cattle ranch, So.n Diego County.
Richard Boyd • • • • • •
Swine herdsman at Dr. Ho.milton's ranch near
Santa Ynez.
Philip Coombs • • • • •
Farming at home at present, in Banning.
Tony Cunha . • • • • • •
Completing degree requirements this year at Utah
Agricultural College.
Leo Fitzgerald
Fanning at home in Gilroy.
••••
Earl Foor •• • • • • •
:Employed by Clay Dnlton
Hereford cattle).
Glenn Freeborn. • • • •
Attending the University of California.
Ho.rold Laux •• • • • •
Fanning at home in Colusa.
Stnnton Lynn • • • • • •
Cnttle buyer for the Manning Po.eking Co., Los Angeles.
John Martin. • • •
Sons, Madera
• • Operating home rnnch nt Templeton.
(Purebred
(Father died)
Edward Maxson. • • • •
SWino herdsman ut California
Jnmes Nagle • • • • • •
Employed by Blackstone Sheep Compnny, Snntn Barbara.
(Sheep business located in Madera and Kern Counties)
Alex Park • . . •
William Rogers.
David Ross
J. T. Sturla.
•
&
Polytechnic School.
• • • SWine herdsman at H. G. Fawcett Farms, Los Banos.
..
• •
••••••
Operating own swine enterprise nt Luncaster.
Operating own swine farm, San Pedro.
• • • • •
In charge of cattle nnd fanning at tho Edwnrd Kock
Ranch, Los Alamos.
Farming in partnership with Father nenr Templeton.
Harrison Wilson.
.
..
Donald Wirz ••
0
•
•
•
Operating own swine farm, So.n Benito County.
- 32 Poultry .Department
Selven Anderson •• • •
Marvin Hare • • .
Alfred Hinkle
..
...
• • •
Continuing studies at University of California to
obtain degree.
Employed by Black's Turkey Fann, Paso Robles.
Following graduation, employed as service man by
Butler Feed Company in San Diego. Now beginning
business for himself.
Roy Kobayashi • • • • •
Operating the home poultry plant of 6000 layers at
Santa Ana.
John Snyder • • • . • •
Managing the Wells Poultry Fann, Santa Barbara.
Lorin Vaughan • • • • •
Expanding and developing his own commercial plant
at Kingsburg.
Voorhis Unit Graduates
Norman Brown . • • • • •
•
.
..
Marshall Munneke . •
..
John Gangl . • • •
Millard Watson • . • • •
Orange County standardization work (temporarily with
Lindsay Orange Asoociation, to fulfill civil service
requirements to qualify for shipping point inspection
examination).
State Border quarantine patrol.
On home fann.
Laverne Orange Grow0rs' Association.
(Several previous inspection graduates have recently accepted these
permanent positions:)
Charles Agbashinn . • •
State standardization inspection.
Fred Alley • . . . . . .
Agricultural Inspector, San Diego.
James Brock • • . • • •
Agricultural Inspector, Riverside County.
Wilbur Kinney •• • • •
Agricultural Inspector, Los Angeles County.
Harry Linville • • . • .
Foreman, large estate.
Gunnar Sondeno. • • • •
Agricultural Inspector, Los Angeles County.
Richard Sparks.
•
....
Packing house foreman, San Joaquin Valley.
Carl Tunison. . • • • •
Plant quarantine inspection.
John Gangl • • • • . . .
Also qu~lified as Agricultural Inspector for
Los Angeles County •
- 33 PRESENT OCCUPATIONS OF 1939 INDUSTRIAL GRAWATES
Air Conditioning Industries Graduates
Don Anderson. . • • •
• Returned for additional work.
John Benton • .
•
D
e
e
Refrigeration service, Rochester, New York.
John Bertagnolli, • . •
Refrigeration service business, Corning and Orland.
Joseph Bradbury • • . •
Welder and pipe fitter for Southern Counties Gas Co.,
Santa Barbara.
Bruce Broemser ••
John Gray • . . .
...
...
Harold Haley . • • . . •
William Jackson
....
Tom McGrath • • .
....
.....
Returned for additional work.
Air Conditioning draftsman, Hateley and Hateley,
Sacramento.
Fresno State College.
Santa Barbara State College.
Santa Barbara State College.
Sheldon Moore .
Air Conditioning draftsman, California Fresno Oil Co~,
Fresno.
LeRoy Naman.
Santa Barbara State College.
Jack O'Bri en. • • • • •
Mechanic, Consolidated Ai _rcraft Corporation, Inglewood.
Richard Owen. • • • • •
Air Conditioning Sal es, Spitler and Short, Hanford.
Ray Peckham . . . • . •
Stock room man for air conditioning equipment.
Wm.
P. Phelps • • • . •
Draftsman, H. and H. Ro.rdwure Co., Salinas.
Eddie Trafton. • • • •
Returned for additional work.
David Tremayne .. • • • •
Refrigeration work, Tanplar Refrigeration Co.,
Sacramento.
Orrin Wickersham . • , •
Refrigeration service, Burbank.
Edward Wiley . • . • • •
Refrigeration work, Sears Roebuck Co., Santa Barbara.
Electrical Industries Graduates
Garland Barneby • . . •
Sub-station operator, Southern California. Edison Co~,
near Los Angeles.
Lawrence Barre • • • . •
Power Plant operator, Pacific Gas and Electric Co.J
Auberry.
Amos Cook • • • • • . .
Electrician, Shell Oil Co., Oilfields.
- 34 Clyde Doser• ••• • •
Electrician and draftsman, Westinghouse Electric
and Mfg. Co., Los Angeles •
•
Ronald Dumont • o • • •
Power Plant operator, P·e.cific Gas and Electric Co.,
Auberry.
Warren Foster • • • • •
Repair Depnrtment, Bureau of Light and Power,
Los Angeles.
James
Irwin • • • • • •
Electrician, Bureau of Light end Power, _. Los Angeles.
Robert Marshall • • • •
Unemployed on account of health.
Gerald Moon • •
Power Plant operator, Nevada California Power Co.,
Bi shop _.
....
Homer Tomasini • • • • •
Electrician, Western Electric Co., San Francisco.
Aeronautics Industries Gradunt0s
Loui s Ba.rr . • • • • • •
Mechanic, Lockheed Aircraft Corp., Glendale.
Edward Beers. • • • • •
Mechanic, Lockheed Aircraft Corp., Glendale.
Hollis Clark.
Mechanic, North American Aircraft Corp., Inglewood.
•
0
•
• •
Jack Clark ••• • • • •
Mechanic, Allen Ho.ncock College of Aeronautics,
Santa Mario..
Lester Collins •• • • •
Mechanic, Lockheed Aircraft Corp., Glendale.
Chester Coonrod•
• • • Mccho.ni c, Lockheed Airorn.ft Corp., Glendo.lo.
Jack Eagan•• •. • ••
Returned for additional work.
Dudley Grimes • • • • • Mechanic, Allen Hancock Coll.ego of Aeronautics,
Santa Maria.
Richard Hall • • • • • •
M0chanic, Allen Hancock College of Aeronautics,
Santa Maria.
Schuyler Hn.wes. • • • •
Mechanic, Lockheed Aircraft Corp., Glendo.le.
Charles Hofflund. • •
• Mechanic, Lockheed Aircro.ft Corp., Glenda.lo.
Willirun Hollister• • •
Mecho.nic, Allen Hancock College of Aeronautics,
So.nt a. Ma. ri a.
David Hoover •• • • • •
Airport opera.tor, San Luis Obi spa.
Harold Hunting • • • • •
Mechanic, Allen Hancock College of Aeronautics,
Snnto. Mo.rio..
Wilmot Justico • • • • •
Mocho.nic, North American Aircrn.ft Corporation,
Inglewood.
- 35 •
Walter Lucas. • ·
•
XII,
~
, ••
Draftsman, Engineering Department, Lockheod
Aircraft CQrp., Glendale •
Angus MacKillop, •• •
Draftsman, Engineering Department, Lockheed
Aircraft Corp., Glendale.
Robert Magness.• • • •
Draftsman, Consolidated Aircraft Corp.~ San Diego.
Jos. w. Powers. • • • •
Draftsman, Douglas Aircraft Corp., Inglewood.
Glen Sackett. • • • • •
Mechanic, Lockheed Aircraft Corp., Glendale.
Robert Settle. • • • •
Mechanic, Consolidated Aircraft Corp., Inglewood.
Simon Simonian•• • • •
Mechanic, Allen Hanoock College of Aeronautics,
Santa Maria.
Antone Stam •• • • • •
Returned for additional work.
Edwin Stickle • • . • •
Mechanic, North American Aircraft Corp., Inglewood.
Eugene Thompson •• • •
Mechanic, North American Aircraft Corp., Inglewood.
SERVICE TO AGRICULTURE
California Polytechnic School was expanded in 1933 as a statewide service
college to vocational agriculture and indirectly to all agriculture.
Some of
the service functions have been discussed in detail elsewhere, and will be
only mentioned in this section of the report to have a complete roference.
1.
The most important service function is the preparation of teaching
aids for th0 10,500 vocational agriculture students in 187 high schools and
junior colleges offering vocational agricultural instruction.
These teaching
uids include a monthly rolenso covering summaries of current articles and books,
price charts and other economic studies, and blue prints showing construction
of fann buildings and · devices.
Advice is also given in mo.king film strips
and local preparation of teaching aids.
2,
Advice in project operntions is also prov.1.ded directly to the
vocational agriculture boys over the state through the California Future
Farmer, a monthly magazine published at the Polytechnic School by tho State
Bureau of Agricultural Education.
Each month, articles nro prepared by
experts in agricultural ent0rpris0s, written especially for boys.
- 36 ...
About 11,000 copies of the magazine go directly to the home of the boys, and
to some adults.
Those going to the homes of nearly 10,000 members of the
Future Farmer organization, are read by the parents as well as the boys.
A
regular NBC radio program is also presented as a service feature.
3. Faculty manbers and bureau specialists take active part in many
agricultural organizations and boards.
These include various breed associa-
. tions, swine breeders• groups, poultry improvement work, California Seed
council, State Chamber of Commerce, California Dairy council, State Veterinarians' organization, agricultural inspection groups, etc.
4.
The California Polytechnic School is the locale of an annually
increasing number of agricultural planning and conservation meetings.
Farmers in the district are holding meetings there and asking for demonstrations.
The annual ''Poly Royal" open house, is an education and inspiration
to some 4000 to 5000 from all parts of Cali~ornia.
Faculty manbers take
part in adult evening school programs in the area.
5.
Agricultural exparts in greater number each year, are visiting the
·state college frequently to secure latest infonnation on actual agricultural
production.
No other state institution is oonducth1g feeding projects of
commercial nature in market livestock, or operating a commercial dairy herd
or poultry flock.
Many beef cattle breeders, feeders and herdsmen make an
annual visit to the feeding pens of the students at California Polytechnic.
6. The foundation flocks and herds at Polytechnic, and the student
projects, are furnishing a considerable number of calves, lambs, shoats, and
baby chicks or hatching eggs, primarily to projects of high school vocationnl
agriculture students over the state.
All such products are carefully bred for
the highest efficiency of production, and this service does a valuable task
in di ssemina.ting such high • . qunli ty foundation breed.i ng stock.
- 37 -
7. Faculty members and bureau specialists give expert help in suoh
means as serving as judges at district fairs, and preparing many technical
articles published in the agricultural magazines of the state.
They also
serve to make contacts between established breeders and other out standing
farmers, and the high school vocational program in the 185 different
districts, as they visit the agriculture departments.
8.
The college encourages agricultural efficiency by the high production
goals set by its own agricultural enterprises.
The high butterfat average of
41..J+.1 pounds per cow in the herd composed to some extent of student project
animals and cared for entirely by students; the quality of oonunercially-fed
carlots of .cattle, or pens of lambs, which have won grand chrunpionships at
major shows, are inspiring to agriculture because tho operation is entirely
practical and results nre conclusive.
These are not scientific experi~ents,
but actual demonstrations by students of efficient farming; rations, gains and
profits are entirely comp c.rable with what may be expected by a farmer.
9. Training of voc11tional agriculture teachers has been discussed
elsevlhere in great er detail.
"service" classification.
It is repeated here only to includo it in the
The college provides the annual meeting place for
the conference and summer session of vocational agriculture teachers; and the
convention .and state-wide judging contests of the Future Fann ers of .America.
10.
Faculty and students ut Voorhis Unit of California Polyteohnic are
making scnle surveys in the citrus groves over Los Angelos County, wood surveys
nnd control plots in various areas, and rodent surveys over areas within the
County.
In the discussion of the service foaturos of California Polytechnic
School faculty~ it is significant that every faculty momber has a full-time
teaching loud and an additionn.l burden of supervision of agricultural projects
and farm operations at the institution, which are a prior responsibility to
the state service functions.
No faculty member has been given an allocation
of time, or teaching assistance, to permit him to engngo in these extra activitic
- 38 The result is that the faculty members at the California Polytechnic School
put in many hours more time eaoh week, than in the conventional collegiate
institution; and work right through the summer months as well.
While faculty
members of many institutions are attending scientific meetings, traveling in
far countries or attending summer schools to get higher degrees and higher
salaries, the men at California Polytechnic are doing the prosaic, nonpublicized but important end unselfish job of trying to impro~e agriculture
in California.
XIII.
PROPOSED BUILDING PROGRAM
Two of the four original classroom and administration buildings constructed between 1901 and 1915 are still in use, even though they are decidedly
obsolete and inadequate.
storage.
The other tv.u are used only for grain and equipment
An adequate administration and classroom unit is needed to replace
these four antiquated buildings.
Another vital need is a sewage disposal and irrigation system.
A steady
increase in the student population without any expansion in the sewage system
has created an acute problem.
The need exists for a new system in conjunction
with a reservoir to store the limited water available for irrigation.
It is
becoming increasingly necessary that the school cultivate every possible foot
of soil to provide project facilities for agricultural students.
The present milking barn and milk house need to be altered o.nd supplemented
in order to meet the state legal requirements.
Also, the increased number of
dairy projects and students makes the present quarters cramped.
The poultry department needs an egg-grading and storage room to replace
the present small space allotted for this purpose in the basement of the warehouse where slaughter and incubation are carried on.
Since the fo~mer slaughter house has been condemned and torn down, n
building is required where project animals can be dressed for the school oafeteri&
and where students can be taught anatomy as well as meat-cutting.
- 39 The meat animals department has increased to a point where it will be
necessary to build additional facilities in the way of sheds and eorrals at
the beef unit if the project method of instruction is to continue for all
students interested.
A sawdust house for the dairy is needed to provide storage space for
this cheap form of bedding material used by the department.
The above list of projects should be under construction before
July 1, 1940.
Other major needs include an
aeronautics building, farm mechanics
building• an isolation ward for animals arriving on the campus, and a larger
dining hall.
This group of projects is not to provide expansion, but to care
for the overcrowded condition in the existing department involved.
XIV.
CURRICULA RELATIONSHIPS WITH O'IHER INSTITUTIONS
The annual report on this problem is alternately tinged with optimisllll
and di s cou ragement.
There seems little probability that this problem will be solved in any
manner satisfactory either to California Polytechnic School or to other
institutions of college level, until the state technical college is placed
on an educational parity with other collegiate institutions.
In the history of California Polytechnic School, it was stated that young
men have been transferred to A. & M. colleges in other states at the end of
their third year at California Polytechnic, and have been graduated with honors
at the end of the following year.
This is the most important statement that can be made concerning the
curricula relationships with other institutions.
Thus far, a healthy relation-
ship has been established with a number of degree-granting Ao & M. colleges
in other states, principally Oregon State, Washington State, Utah Agricultural
College and Iowu State College.
These institutions ure recognizing the
Polytechnic work as being the full equivalent of work covering a similar amount
- 40 -
of time in their own departments, even though in some cases it is necessary
to evaluate
some work given at San Luis Obispo and not gi~en at the land-
grant college.
The situation within California is not so encouraging.
There is little
correlation between the curricula at California Polytechnic, and that at other
colleges within the stnte, making the basic
pattern fundamentally different.
In general, it may be said that industrial majors at California Polytechnic
are finding it possible to transfer at the end o f ~ years to the industrial
arts departments of the state regional colleges, and to be graduated With
little if any loss of time.
The same may be so.id of agriculture graduates
who transfer to the University of California, but in order to ~e accepted at
the University with advanced standing, it is necessary
sacrifice his
that the student
"doing" courses o.t San Luis Obispo, and spend his entire time
on his chemistry, college English, botany, zoology, etc.
Thus he has not been
able to take advantage of the very opportunities for which Polytechnic School
was established.
Granting the Bo.chelor of Science degree at Cnlifornia Polytechnic will
clarify relationships to a great degree, for it will for the first time give
the institution a clear, collegiate status.
Few other institutions are able
to classify a "three-year technical college"• in terms of their om 1 cvels of
instruction.
XV.
A four-year institution leading to a B.S. degree, is understood.
TEACHER TRAINING
Since 1931, California. Polytechnic School has been a functional unit in
the training of prospective vocational a.gricul ture teachers, and of teachers
in service.
For the portion of the year ending in June of 1939, 22 "cadet teachers"
or trainees, spent half of their 10-months period at tho Cnlifornia Polytechnic
School.
All but one was placed in a high school teo.ching position at the end
of the training year.
This individual was later offered employment, but had
gone into farming and declined the offer.
For the group of trainees '?ho began the cadet period August 1, 1939, a
slightly new plan was established.
The entire group of
23 agricultural
college graduates came to San Luis Obispo August 1 and went through an intensive
six-weeks' training period, with special olasses taught by California Polytechnic
faculty members and :atreau of Agriculmral Education staff members.
On
September 15, three prospects were dropped as "least likely to succeed", and
the remaining 20 were divided into two groups of 10 each.
One group remains at Polytechnic during the four months after September
15, while the other group goes to "critic centers" or practice teaching centers
in regular California high sohools.
One group of four sohools surrounds
Stockton, and the other group is near San Luis Obispo.
The 10 men remaining
at San Luis Obispo get a daily course in teaching metrods, and special classes
in agricultural mechanics, veterinary work, economics, fruit production, crops
production, poultry and dairy husbandry, meat animals husbandry and landscaping.
In addition, they have been giving a night school in poultry production
at Templeton nearby, for adult farmers of the district; and have been observing the night school and continuation work in the critic schools near San Luis
Obispo.
Many have done substitute teaching at Polytechnic. On about January 25,
the group in the practice schools will replace those at Polytechnic, the latter
going into the practice teaching field.
Th0 l!pring program parallels the fall
schedule.
The institution nlso offers considerable help to teachers in service.
Each year since 1931, from ane to three weeks of intensive instruction and
conference sessions, have been offered to the high school vocntionnl agriculture
teachers.
At least
95
per cent of the men in the field (271 this year) attend
one or moro weeks of this instruction.
Specific skills are demonstrated by
Polytechnic faculty members, and lectures and field trips offered.
The conference week is largely run by the agriculture teachers.
In addition
the college offers its dormitories and other facilities to make a pleasant
educational period for the visiting teachers.
XVI.
.NAT I ONAL YOUTH AIJHN I STRATI ON PROGRAM
The past year the California Polytechnic School and the National Youth
Administration have been cooperating in offering a program to youths who are
not financially able to carry on without some assistance from other sources.
There are two programs which are being carried on at the present time.
1.
College Aid Program.
This program has bean very sucoessful., due to
the fact that students have been assigned to jobs in conjunction with their
•
•
major field.
This has permitted students to develop skills in their own fields
without the necessity of creating artificial jobs.
Skills thus developed will
be helpful to the student in securing private employment.
2.
Out of School Program.
This has been another successful program
which can be attested by the following sta·te'!llent of Mr. John K. Dunbar,
District Manager of the 'MYA of the San Luis Obispo district.
"During the past year it has been my privilege to be in charge
of the NYA program at your school, and I wo~ld like to take this
opportunity to thank you for the splendid cooperation of the school
as a whole, and of the several members of the staff in particular
who have been directly in charge of our various projects.
"For the past six months we have had an average of 60 to 70
boys assigned to you on the out-of-school program, and we are very
much pleased vr.i.th the work accomplished and with the opportunity
for self-betterment afforded the youths.
"The various construction projects such as the building of
poultry units and brooder houses, and the cement work in the
construction of retaining walls together with the landscaping,
plumbing, and electrical projects havo given the youth workers
invaluable experience, o.nd has greatly enhanced their chances
for private employment in their chosen fields of endeavor, while
at the same time completing many worth,vhile projects of a permanent nature for the use of Cnlifornin Polytechnic School.
"The school may well be proud of the accomplishments ma.de
possible by its whole-hearted co-operation with the National
Youth Admini,stro.tion, and it is to be hoped that we will be nble
to continue the good work that has been started. "
Signed JOHN K. DUNBAR
- 43 XVII.
FUTURE NEEDS
The material needs and plans of the institution have been touched under
other headings, including the building program.
This closing portion of the
annual report will be principally confined to the educational needs as they
appear to parents, students, employers, educators and the public generally.
The primary need is to place the California Polytechnic School in an
understandable classification with other institutions of college level, by
authorizing it to grant the same kind of a degree which other colleges award -a bachelor of science degree.
Let us see the importance of this move to various individuals whose
•
collective opinion must in the fine.l analysis suporcede the opinion or
prejudices of any smaller administrative group.
The move is being emphatically demunded by parents.
This tenninology
not only includes the parents of the present group of several hundred young
men now enrolled, but the parents of a great number of boys who are annually
forced away from the institution of their choice because it does not grant
a degree.
Putting the matter in another way, both boys and po.rents want the
~
9£_ educational pattern followed by California Polyteolmic, with t h e ~ 2.!_
degree given by institutions which do not closely follow this pattern.
The
result is that many boys arc virtually forced to go to other institutions,
and to take a course which they do not particularly care to take, and which
do cs :not meot their natural incli no.ti on or a.bili ty, because the bachelor of
science or bachelor of arts d0groe has come to be the only recognized stamp
of collegiate education.
Parents put the matter this wayt
"If we are to send our son away to school
nfter ho has compl eted high school, and go to this expense, we want him to have
a degree to show for it.
We W£tnt him to leQrn a practical phase of agriculture
or industry, but we nre more concerned with tho fact that when ho completes his
matriculation • ._h e ~ ~ ! ! . . diploma equal to that of any other college.
If he cannot get this nt California Polytechnic, ·we 'will send him to
--------~---------
college or university."
The move is equally demanded by students, but usually with less emphasis
on the "honor" which may be attached to the letters.
The boys a.re more
concerned with the practical phase of employability.
They are awake to, and
'
puzzled by, the present situation wherein their training is definitely geared
to technological
employment which they cannot get because a pre-requisite of
much . of this employment is a bachelor of science degree.
This condition does
not engender a loyalty to the educational opporttmities furnished by the state
•
of California for them •
The plan is very actively backed by prospective employers, who say
•
without qualification, " ~ employees are trained in the very skills and
-
sciences most valuable to us, but we cannot change our standards.
To make
an exception to our pre•requisite of a bachelor of science degree, or ·
attendance at a degree-granting institution, to pennit California Polytechnic
School graduates to be employed, would require an exception whioh would ndmit
others not trained in operative techniques. If your graduates can come to us
-------------------with the bachelor degree, we will be more than glad to hire them."
The plan has been backed by educators for a decade.
When discussions
were in progress concerning the possibility of transfer to the state regional
colleges, presidents of these institutions at a statewide meeting ~sked,
"Why not give your own degree".
In a recent report ma.de by Dr. Coffin, with which members of the Board
of Education are familiar, he states in brief:
"The grounds for the request for permission to grant the Bachelor's
degree are, in my judgment, fully justified •••• Without disturbing the several
one•, two-, and th~ee-year ourricula in ngriculture and in industrial
engineering, these courses oould be so reorganized that when augmented by a
fourth year they would fully meet the standards for the Bachelor of Science
degree in first-rate institut:i.ons•~••••(The plan) would constitute what seems
to me to be one of the most outstanding examples of real functional education
at the college level to be found in the whole nation.
It would retain all the
virtues of job-getting concreteness and combine with these the liberalizing
advantages of social studies integrated about the social issues which cluster
about the job •••• With these observations, suggestions and interpretations in
mind, I would fully and heartily recommend that the State Board of Education
pass the resolution favoring the granting of the Bachelor of Science Degree,"
The above minute excerpts from a document of 2000 words states what an
educator concludes after making a first-hand study of the type of work offered,
•
talking with students, investigating facilities and interviewing faculty
members.
Last, is the attitude of the public.
California Polytechnic School is a
statewide institution, drawing enrollment from virtually every corner of the
state, and at one time or another, from almost every community.
But its
changes from high school to technical college were made without particular
publicity, and the public as an entity has paid little attention to its
particular educational level or educational award.
Few individuals who do
---------
not have personal contact with the institution, know whether it gives a
degree~~•
Probably a great many of them think that since it is a college,
it naturally gives a degree.
Consumation of this plan, then, would not be of
particular moment to the public as a whole, which will accept it as a natural
development in the recognized necessity for advancing educational levels vnth
employment demands.
In closing, may I say that the California Polytechnic School Welcomes
visitors, and will feel privileged to act as host at any time to members of
the State Board of Education and others,
Sincerely yours,
(L. ~
0p;;s~~~~~~ California
Polytechnic School
lkJ~~