REPORT

CAllfORNIA STAil POlYIICHNIC COLLEGE
SAN LUIS OBISPO

SAN DIMAS

POMONA

1901-FIETY YEARS OF PRQGRESS-1951

c;1.LIFOR.Nll ST; .. TE POLYTECHNIC COLLEGE

ANNU;-i.L REPORT

1950-1951

to the

C.a.i.LIFORNL.
ST,~TE BO.r RD OF EDUC ...TION
;JJD THE
ST.... TE DEP,1-RTl~iENT OF EDUC.u.TION

San Luis Obispo, California
March,

1951

T1:i.BLE OF CONTENTS
Page
FORE'.iORD • • • • • • • • • • • • • • • • • • • .. 1
Part I.

HISTORY

. .. .• •• •• •• •• .
.
• •

Beginning of an Ideal • • • • .•
Founding of Cal Poly • • • • • •
Far-sighted Objectives. • • • •
•
..'-. . Humble Beginning • • • •
First Enrollment Reports • • • •
Instruction Level Changes • , • •
Scope of Offerings • • • • • • •
Expansion of the College Plant •

. . • . . • .• •••
• • • •
.

Part II.

• • •

•
• • • •
• • • • • ,.
• " • • • •

2
2

3
3
3
3

4
5

THE PnESENT
Enrollment, Fall Quarter, 1950 • • • • • • • 6
San Luis Obispo Campus • • • • , • • •• • • 6
Voorhis-Kellogg Campus, • • • • • • • • • 9
Degrees and Certificates Grnntod • • • • • • 11
Faculty - Two Carl1puses • e , • • • • • • • • 11
Gon0rnl Objectives •• • • • • • • • • • • • 12
Obj~ctives of rlgriculturnl Division •• • 12
Obj ectives of Engineering Division • • • • 12
Obj octi vos of Liberal i·i.rts Di vision • • • 12
Unique Educntional System • •· • • • • • • • • 13
Curriculum Study • • • • • • • • •. • • , • • 15
Project Operation • • • • ••. , • • , • •· • • 17
i . ccredi tation • • • • • • • • • • • ,
• • • • 17
•. dministrative Reorganization •• , , • • • • 17
Student Services •• . • • • • • , • • • • • • 18
Counseling Center • • •• , • • • • , •• 18
Health Center ; • · • •• • • • • • • , • , 18
Placement Service • • • • • • , • • • • • , 18
Student nctivitics • • • , • • • • • , • · • 19
Library • • • • • • • • • • • • • • • • • • , • 19
Departmental Reports • • • • • • • • • • • • 20
, . griculturo.1 DepartT..10nts • • • • , • • • • 20
Engineering Departments • •. , • , • • • 25
Liberal .t-~rts Departments • • • • • • . • • • 2 9
Teacher Education • • • • . , • , •• • • • • 29
Voorhis-Kellogg Campus • • • • , • • • • • • 32

Part III•

THE It'UTURE

Voorhis-Kellogg Exp~nsion Plans • • • • • •• 33
taster Plan--San Luis Obispo •• • • • • • • 33
rv:obj_lization Plans • • • • • •• , • • • •• • 33

Fig •. 1

Figures
The Cal Poly Progro.m of Collegiate
Occupational Training • • • • • •

•

•

• ..

1'

.. , .14

1

FOREWORD
As President of the California State Polytechnic College, it is my
privilege to submit to the State Board of Education and the State Department of Education this report on the progress of the college during the
1950-1951 school year.
i~s the college celebrates the 50th anniversary of its founding as a
state educational institution, it seems appropriate to expand this report
to include some of the highlights in the half-century struggle to gain
recognition for the educational ideal expressed by its founders.
Many have been the adversities faced by this institution in the
various periods of its development. Some of these have threatened the
very existence of the school which has always been faced with the heartbreaking problems of pioneering an unorthodox educational philosophy.
The present college administration has, through the stress and strain
of a major economic depression, an emergency program of training defense
workers, a three-year World Har II naval training- program, a sky-rocketing post-war enrollment, with its resulting problems, earnestly attempted
to follow the advicQ of the founding fathers vJho believed it was the duty
of this institution to train students to 11 use their hands as well as their
heads"---to give occupational training .9:s well as "higher education."
Whatever success this college has achieved in its objective of making
such educational opportunity available to the youth of this State has come
a$ the direct result of the active support and foresight of sympathetic
members of the State Board of Education, State Department of Education,
and the State Legislature,
Respectfully submitted,

Julian ,~. McPhee, President

PART
HISTORY

2

Beginning of an Ideal
It was over 100 years ago on a cold, rainy morning in December -that the
seed which was to become the ideal behind the California Polytechnic
school was planted in the mind of a young man as he walked the muddy streets
of San Francisco.
That man was Iv{yron i:1.ngel, a newly graduated West Pointer, who had just crosc
ed the plains on foot from Fort Leavenworth to San IJiego. His passage by
brig from San Diego had taken his last cent, and he walked the streets of
San Francisco, penniless, ragged, and hungry •
.;-i.

busy man hailed him, saying,

11

Boy, do you want a job? 11

"\,ngel replied eagerly that he did.
11 Get

up on that building and nail on those shingles,n the man ordered.

It 1 s going to rain, and that roof must go up in a hurry.
$8 a day, 11 the unnamed man added,
11

I'll give you

~ngel, in latter years, described the rest of the incident in these words:
llI was appalled at my incompetence for the task, and blurted out, 'Mister,
I never drove a nail in my life-.' 'Too bad,' the man said, as he rushed
for another boy, who looked as if trained for work, and who got the job.
I could have told the man a great deal I had learned in books, but nothing
about building a house.u
What happened to IV&ron .1~ngel on that December in 1849 might have been just
an interesting incident in his life~ Instead, it became a driving, inspiring force which 45 years later inspired .11.ngel to lead a fight for the
establishment in San Luis Obispo of a school which would 11 teach the hand as
well as the head. 11
Founding of Cal Poly
The first bill to establish a Polytechnic normal school at San Luis Obispo
was introduced to the legislature in 1895 by Senator S. c. Smith of Bakersfield, whose aid ♦:..ngel had enlisted in support of the cause. The legislatur
adjourned without taking action on the bill. The fight to put the founding
act through the legislature was a difficult one. The bill failed to pass
the Senate at three sessions--1895, 1897, and 1899. Introduced in the
.i.ssembly in 1897 it was vetoed by Governor Budd. Again in 1899 it failed
to pass the assembly when sponsors of a state paid bounty on coyotes voted
against the bill as revenge against the San Luis Obispo assemblyman who had
opposed the coyote bounty.
Introduced again in January, 1901 in the Senate by Senator Smith and in the
~ssembly by Warren Johns, the Senate bill was passed by both houses and was
signed by Governor Gage in March. The bill included an appropriation of
$50,000 for purchase of site, construction and furnishing of necessary
buildings, and the maintenance for two years of the school. The act was
to take effect and to be in full force from and after January 1, 1902.

3

Far-sighted Objectives
The legislative act which created the school included the statement that
ttthe purpose of the school is to furnish to young people of both
sexes mental and manual training in the arts and sciences,
including agriculture, mechanics, engineering, business methods,
domestic economy, and such other branches as will fit the students
for the non-professional walks of life.n
It further stated that
this article shall be liberally construed to the end that the
school may at all times contribute to the industrial welfare of
the State.n
11

The liberality of this measure provided for growth and change and later was
a great benefit in the •development of an institution which could furnish
not only a wide range of subjects and courses but also provided for an
educational program that could progress from a secondary school level to
that of a fully accredited degree granting college.
~

Humble Be ginning

On a ttsightly tract 11 of 281 acres within a mile of the San Luis Obispo
c_o urthouse, purchased on May 26, 1902, for less than ,s,ooo, the newly
appointed Director, Mr. Leroy .underson, a graduate of Cornell, paced off
sites for the new administration-classroom building and the dormitory.
The cornerstone of the administration-classroom building was laid Janua:cy
31, 1903, but it wasn't until O~tober 1, 1903 that Director Anderson was
able to call together his threa instructors, and the first 15 students to
meet in the as yet unfinished parlor of the dormitory building.
First Enrollment Reports
Director .L.nderson' s report on enrollment for the first year (l;X)J-04)
showed a total of twenty students. Of the 20, seven came from San Luis
Obispo county and thirteen represented eight other counties.
By .November 1, 1904, enrollment had grown to 52 of whom 15 were students
who had been in attendance the previous year. The enrollment that year
represented 16 counties • .
Enrollment for 1905-06 was reported as 100, with
(4 ooys and 4 girls) graduating in June of 1906.
ment had climbed to 117. The 1907-08 enrollment
California counties, two other states, Japan and

a total of 8 students
The following year enrollof 134 represented 18
India.

Instruction Level Changes
The school opened as a state vocational high school and was the pilot
school in California pioneering in establishing and perfecting vocational
education along agricultural and industrial lines. ht the same time it
was developing a strong homemaking program for girls. From its establishment until 1921 it was administered by a local board of trustees appointed
by the Governor. In 1921 administration was transferr~d to t~e State

4
Board of Education. When this vocational education program spread to .the
local high schools of the state· and became adequately established, the
State Board of Education saw fit to continue the role of Cal Poly as a
pioneer in vocational education and authorized it to raise its level of
instruction in 1927 to that of a junior college so that it might serve this
new field of education in developing a practical approach to occupational
training.
In 1933, when the school was made a direct administrative branch of the
State Department of Education and at the same time was placed under the
guidance of the Chief of the Bureau pf ~gricultural Education, it was
changed from a junior college to a two-year and three-year technical college.
The value of this 11 learn-by-doingn approach to vocational education that
had been pioneered by Cal Poly in these early years was recognized in 1936
when other colleges began accepting Cal Poly degree transfer students and
in 1940, when the State Board of Education authorized the college to grant
the Bachelor of Science degree•·
The University of California, for a period of 15 years gave full credit for
skills and methods courses given by Cal Poly to university agriculture
teacher candidates who received all their post-graduate teacher training at
Cal Poly.
Uhen Senate Bill No. 788 was passed in 1946 allowing state colleges to give
a fifth year of instruction, Cal Poly expanded. its services and was accredited by the State Board of Education to recommend students directly for the
special secondary credential in vocational agriculture and the special
secondary credential in agriculture.
Early in 1947 the State Board of Education granted the college the privilege
of giving the training for prospective physical education teachers and
recommending graduates for the special secondary credential in physical
education.
In .April, 1948, the State Board of Education approved the college to recommend graduates for the general secondary credential in any of the
following majors: social studies, mathematics, physical science and
general science, life science and general science, agriculture, and
physical education.
On October 1, 1949, the college was approved to grant the degree of Master
of i~rts with concentrations in agriculture, biological science, mathematics,
health and physical education, physical science and social science.
Scope of Offerings
From the vecy beginning there was concern on the part of backers of the
school that it's offerings might be limited despite the broadness of the
founding act. To forestall a possible atterrpt to open the school with
offerings limited to agriculture, a local committee recommended to the
trustees that from the very beginning courses be offered in agriculture,
mechanics and _domestic science. Said Ieyron Angel, 11 The Polytechnic school
should be such as to meet the changing demands of the social evolution now
taking place.rt That it has done just this during the intervening years is
attested by the fact that the college now offers the Bachelor of Science
degree for completion of the four.-year curriculum in the following rnajorss

5
rlgriculture---Agricultural Engineering, agricultural Inspection, ~nimal
Husbandry, Field Crops, Truck Crops, Deciduous Fruit Production, Citrus
Fruit Production, Dairy Husbandry, Dairy Manufacturing, Ornamental Horticulture, Poultry Husbandry, General Crops Production, Soils Science.
Engineering---Aeronautical ingineering, ilir Conditioning and Refrigeration
Engineering, Architectural Engineering, Electrical Engineering, Electronic
and Radio Engineering, Mechanical Enginaer~ng, Maintenance Engineering,
Printing.
Liberal i:..rts---.1:·!..gricul tural Journalism, Biological Science, Mathematics,
Physical Education, Physical Science, Social Science,
Expansion of the College Plant
From the 281 acres and two buildings with which Cal Poly began classes in
1903, the college has grown until it now includes three separate campuses
totaling about 4,650 acres. Unfortunately its growth in permanent buildings has not kept stride with its acquisition of land---the original San
Luis Obispo campus plant has only 15.6 per cent of the permanent structures
called for in its master building plan financed, while some of the other
state colleges have as much as 80 per cent of their permanent structures
completed, under construction or financed.
In 1938, the two million dollar completely equipped school and farm, now
known as the Voorhis Unit, was deeded to the college by its owners, Charles
B. Voorhis of Pasadena, and his son, former congressman Jerry Voorhis, for
the express purpose of providing an e~panded program of collegiate occupational training. 'l1his campus, dosign~d for 150 students, has grovm to
the point -where every facility is now taxed by an enrollment of nearly 400
students that have been dravm there with only four plant science majors.
'rhe Cal Poly approach to collegiate occupational training vms again recognized by a substantial gift in November, 1949, when the W. K. Kellogg
Foundation donated their four million dollar, 800 acre ranch near Pomona
to the college. The deed dra·wn up by the Kellogg Foundation specifically
restricts the use of the property to the practical learn-by-doing type of
instruction developed by Cal Poly. The California State Board of .Education
had assisted materially in the acquisition of this additional campus in
January., 1949, by passing a resolution, requesting the California State
Legislature to memorialize the Congress of the United States to make it
possible for the college to acquire the property for educational expansion.
The most recently completed permanent structure is the Walter F. Dexter
memorial LibrarJ, constructed at a cost of $700,000 and occupied for the
first time in October, 1949.

6

PART I I
THE PRESENT
Enrollment, Fall Quarter 1950

totaJ. of 2767 full-time students r egistered at the San Luis Obispo cc:mpus
of the college for the f all quarter, 1950, while a total of 392 men
registered at the Voorhis campus during th e same period---a total for both
campuses of 3159.
j.._

The San Luis Obispo campus enrollment of 2767 exceeds by 67 the upper limit
of enrollment for men at this c2.mpus as set by the Strayer cornmitteG survey
for the year 1960. An additional quota of 900 women students for the San
Luis Obispo campus has been set by th0 State Department of Education. Ht
present no women students are enrolled as there are no adequate dormitory
or physical education facilities available for them.
SAN LUIS OBISPO

By Division
Engineering Division
.l~gricultural Division
Liberal Arts Division
Graduates

c. ·.IvlPUS

ENROLLMENT

By Year
1337
1146
237
47

2767

771

First year
Second year
Third year
Fourth year
Fifth yoar
Graduates

656

653
585

55
47

2767
Enrollment by Departments
; i.

gric ult ural

Engineering & Industrial

agricultural Engineering 182
.t'i.gricul tural Inspection
36
i . . nimal Husb andry
540
Field Crops Production
94
Truck Crops Production
39
Dairy Husbandry
128
Dai ry Manufacturing
27
Fruit Production
25
Orn['.mental Horticulture
96
82
Poultry Husbandry
Soil Scienc e
57
Hors eshoeing ·
15
Citrus Fruit
16

l.erona.utical Engineering
... rchi t ectural Engine ering
hir Conditioning & Refrig.
Electric al En gineering
Electronics & Radio
Maintenanc e Engineering
MochanicaJ. Enginee ring
Printing

148
195
145
133
189
19

271
L~6

1146

rm-

Liberal l~rts
Educ&tion
Biologic~l Sciences

37

Mathematics

30

Phys ic nl Educ 2ti on
Physic al Scicmco
Social Scienc e
i .. gricul tural Jou ·r nalism

15
39
15

Graduate;
hgric. Educ ation
Education

36
11

Ti?

7

94

237
Total

2767

rlace of Le ga l itesidenco
COUNTY

MAR. 21

1946
ALAMEDA
AL PlN! AMADOR
BUTTE
CALAVERAS
COLUSA
CONTRA COSTA
DEL NORTE
ELDORADO
FRESNO
GLENN
HUMBOLDT
IMPERIAL
INYO
KERN
KINGS

LAKE
LASSEN
Los ANGELES
MADERA

MAR IN
MARIPOSA
MENDOCINO
MERCEI

MODOC
MONO
MONTEREY
NAPA
NEVADA

ORANGE
PLACER
PLUMAS
RIVERSIDE
SACRAMENTO
SAN BENITO
SAN BERNARDINO
SANTA CLARA
SAN DIEGO
Sf\N FRANCISCO
SAN JOAQUIN
SAN LUIS OBISPO
SAN MATEO
SANTA BARBARA
SANTA CRUZ
SHASTA
Sl~ARA
SISKIYOU
SOLANO
STAN ISL AUS
SONOMA
SUTTER
TEHAMA
TRINITY
TUOLUMNE
TULARE
VENTURA
YOLO
YUBA
OTHER STATES
FO REIGN COUNTRIES
U.S. TERRITORIES

119
0
0
I
0
2
7
0
0

20
I
6
3
0
8
B
0
2
163

I

2

0
I
2
0

Nov. I
1946

35
0
0
I
0
2
13
0
0
65
3
12
7

2
29
18
I

2
397
3
3
0
g
13

'

0

I

8

19

7
I

4
3
40
4
0
32

12
I
0

II
5

I
13

l3
5

28

15
15

43

19

34
t9
175

14
:134
6

19
10
3

2
0
0
7
8
0
2
0
2
18 •
8
3

I
67

69

22
32
28

I

2
4

on.

1947

1948

OCT• I
1949

Nov. 10
1950

63
0
0
4
0

85
0

108
0

106
0
0
10
I
12
45
I
12
50

Nov. I

1

I

2

6
0

7

14

10
0
3
37
I
14

65

73
10

71
16

17

14
15
3
66
15

8
17
7
·51
17

2

5

II

651
5

6
596
4

17

14

I

2

12

30

0

-I

5
13
12
3
27

17
I
3
439

fl
10
2
13

16
3
50
17
3
10
588

3
II

2

I

7

6
26
6

6
31
5
I
57
5
5
84
5
0

27
4
I

41
4
0

41
4

52

4
59
5
0

35
27
9
44
53
78
61

28
427
28
64
33
5

2
4

7
5
78

7
0
8I
38
11
54
53
125
53
27

225
37
89

32
5
2
3

5

II

38

43

19

21
9
5
I
3
56
33
4

25

I
2
3
0
6
43
34

2
I

179

7
231
21

14

I

15

20

655

7

•

50
10
6
93

2
I
64
10
65
73
66
33
215

42

43

108

120
34
5

~a,

5

4
0

6
I

I

I
68

2
11

I
6

2
7
I.I

It

56

79
95
68
39
199

1(4

63
38
12

46

68
46
7
64

42

50
4
5
390
54

,2
46
31
9
8

2
3
67
47

4
6
307

30 I
31
34

22

48
.1§.

2553•

2902•

2715•

•NOT ALL STUDENTS REGISTERED AT THE SAN LUIS OBISPO CAMPUS WERE INCLUDED IN THIS SURVEY AS SOME
CARDS WERE NOT AVAILABLE AT THE TIME THE STUDY WAS MADEe IN ·1946 4CTUAL ENROLLMENT WAS 1571, IN • 1947
IT WAS 2229, IN 1948 IT WAS 2575, IN 1949 IT WAS 2909, ANO IN 1950 lT WAS 2767. HAD THE BALANCE BEEN
INCLUDED IN THlS STUDY, SOME ADDITIONAL t0UNTIES WOU~D BE REPRESENTED~

8
SUMMARY OF ENROLUIBNT DISTRIBUTION
- - - -·

- "~

· -- . . . - - - - - -

Following the trend which began in 1903 and has continued ever since, Cal
Poly 1 s enrollment is wide-spread throughout the state---in contrast to
that of the regional state colleges. Fifty-four of the 58 counties in
the state were represented in the fall of 1950.
In a San Luis Obispo campus enrollment breakdown, 307 students were
re~istered from 42 of the 48 states. New York had the most out-of-state
students with 25; Washington, Utah, Illinois, 19 each; Idaho and Nevada,
16 each; Arizona, Ohio, Oregon, 15 each. Seventy-one students indicated
Hawaii as their legal residence while seven registered from Mexico, nine
from Iran, six from Peru and four from Iraq; 19 foreign countries are
represented.
The Voorhis campus fall quarter, 1950, enrollment distribution shmvs student
from 25 of Californiats counties, seven other states, one foreign country
and one u. s. Territory.

Enrollment By Classes and Curriculum Level
------- -·----,-

Agricultural
Freshmen
Sophomores
Juniors
seniors
Fifth Year
Graduate

Vocational
76

56

-.

Technical

79
93

Degree
252
212

1
0
0
0

82

211i

0
0
0

252

!"33

~

20

Total Agriculture 1337
Engineering and
Industrial
Freshmen
Sophomores
Juniors
Senfors
Fifth Year

Technical
70
82

83

Degree
250

179
225

0
0

236

235

911

21

Total Engineering 1146

Liberal Arts
Freshmen
Sophomores
Juniors
Seniors
Fifth Year

Degree

56

60
1+9

59
13
237
Liberal Arts 237

Graduates
Agricultural Education 36
Education
11

47

9

--- - - --- ----

Enrollment of Veteran and Non~Veteran Students
Veterans
Freshmen
Sophomores
Juniors
Seniors
Fifth Year
Graduates

Total

Non~veterans

612
412
331
174

159
244

322
399
45

771

656
653
573
67
47

22
22

25

rm

iI'94

2167

Enrollment of Married Students
Public Law 346
Public Law 16
state veterans

542
93

2

~~Approximately 55% of veterans
enrollment

671

Married Veterans

12h

Married Non-veterans
Total Harried Students

tApproximately 28.7% of total
enrollment

795

Comparative Enrollments by Years
(San Luis Obispo)- -

5 Yr, Intervals

1 Yr. Intervals

1 Yr. Intervals

1903-04----20
1908-09----151
1913-14---194
1918-19----110
1923-24----114
1928-29----399
1933-34---239

1938-39----651
1939-40----780
1940-41----739
1941-42----711
1942-43----570
1943-44---80
1944-45----128

1945-46~---819
1946-47----1571
1947-48----2229
1948-49--2575
1949-50----2909
1950-51----2767

VOORHIS CAMPUS, SAN DIMAS
Enrollment, Fall quarter l950
Veterans
Non-Vets
Freshmen
48
98
Sophomore
50
53
Junior
62
46
senior
24
11

nm

Degree

115
84
87
31

20a

3I"7

Enrollment by Departments

Total

Agricultural Inspection
Citrus Fruit Production
General Crops
Ornamental Horticulture
Pre-transfer to San Luis
Obispo majors

145
63
47
92

45

392

Tech.

16

voe.

12

Spec.
3

2

4

0

0
0

2
2

)0

14

IT

13
21

10

Place of Legal Residence
County
Alameda
Fresno
Imperial
Inyo
ri;:ern
Los Angeles
Madera
Mendocino
Merced
Napa
Placer
Orange
Riverside
Sacramento

County
San Bernardino
San Diego
San Luis Obispo
San Mateo
Santa Barbara
Santa Clara
Sonoma
Tehama
Tulare
Ventura
Yuba
Other States
u. s. Territories
Foreign Countries

Total
2
6
2
1
3

229
1

1
2
2
l

36
20

7

Enrollment of Married Students
Pu.b1ic Law 3h6
Public Law 16
State Veterans

Toyal
·93 _,
14
0

107
Married Non-Vets

24
131

Total
23
11
l

2

4
2
1
1

4

20

1

7
1
l

11

Number of Degrees and Certificates Granted
(June 2, 19.50--both campuses)
Bachelor of Science

Division & Dept.
Agriculture
Agriculture Engineering
Agricultural Inspection
Animal Husbandry
Dairy Manufacturing
Dairy Husbandry
Ornamental Horticulture
Poultry Husbandry
Crop Production, General
Citrus Fruit Production
Deciduous Fruit Production
Soil Science
Engineering
Aeronautical
Air Conditioning & Refrig.
1t)chanical Engineering
Electrical Engineering
Electronics & Radio
Printing
Architectural Industries
Maintenance Engineering
Liberal Arts
Biological Science
Health & Physical Education
Mathema tics
Social Science
Total

Vocational Teclmical
l

Jh
40

.51
6
16
17
23
17
23
8

3
2

3
2
2
2
2

25
1

1

1

1

0
0
0

7

443

1

.5

4

.5
32

5
3
2

2

3

0

11

14

l
2

3

4
35
46
52
27

19

-23

0

11
10

7

1

0
0
0
0

no

Grand Total Graduate s, June 19.50 --576 *

*Note:

total number of graduates in June, 19.50, vras greater than
the total number of students enrolled during any school year
in the first 35 years.

The

Facul tL Two Campuses
For the ·school year beginning September, 1950, only five new instructors
were added to the faculty, bringing the total to 206 persons on the
teaching staff at the San Luis Obispo and San Dimas campuses.
The following charts indic8te the distribution of the teaching staff
according to degrees as of January 1, 1951:
San Luis Obispo
Degrees:
Ph. D., Ed.D.
M.A • ., M.S.

A.B., B.S.
No degrees
Total

12

73

69
22
~

Voorhis Campus
Degrees:
Ph.D • ., Ed.D.
M.A., M.S.

A.B., B.S.
No degree
Total

2

8

15
0

12
General Objectives
The primary function of instruction at California State Polyteehnie
College is to impart to students those techniques and sciences necessary
to perform successfully the occupations in which they will be employed.
To balance this concentration on offerings designed primarily for occupational competence, the curricula must therefore also emphasize general
education subjects which help the student to understand the world in which
he lives, assist him to express himself, help him to live harmoniously with
other people, and to assume his appropriate citizenship and community
leadership responsibilities,
Ob.jectives of the Agricultural Divi_s ion
The college prepares men in the field of agriculture with the
principal objective being to provide. graduates of this division with
a full a,nd broad understanding of basic factors involved in production,
management and marketing, together with the necessary skills, experience, and related subjects to make such a graduate an efficient
agricultural producer.
The educational approach used at Cal Poly not only prepares men for
positions in the production fields but gives thorough training in
managerial skills and techniques and in the various other fields
closely related to agriculture. This knowledge of all basic factors
in the agriculture industry not only enables the student to reach
the top in the industry but it gives him a grasp of the significance
of all agricultural processes and consequent tolerant attitudes toward
every problem faced by the industry.
Ob.jectives of the Engineering Division
Primary purpose of instruction in the engineering and industrial
dtvision is to provide instruction in the basic fundamentals in
engineering with the supporting science and mathematics and the
application of these fundamentals to those areas of engineering which
include planning, construction, operation, manufacturing, application,
sales and maintenance. Special emphasis ts placed upon the application
of fundamentals in solving problems which frequently arise in
industry.
Every effort is nade to prepare the student for the type of work an
engineer usually experiences in his employment by providing conditions
favorable to developing proper mental attitudes and desirable manual
skills. Special emphasis is placed on factors that will help the
student make that transition from a college atmosphere to his first
employment in the industrial world.
Ob.jectives of the Liberal Arts Division
Purpose of the liberal arts division is to organize instruction in
the traditional categories so as to emphasize possibilities for
employment~ The providing of general education for all students of
the college is also a major responsibility of this division.

13
Unique Educational System
During the 1950-51 school year, the college has received numerous
requests from educational leaders throughout the nation for descriptive
material on Cal Poly's "upside down" educational syst.em. Some have
requested answers to specific questions pertaining to the operation of
this unusual sequence of courses. Others have indicated a desire to
adapt the system for thei. r own use. A number of California junior colleges
have indicated a desire to set up programs paralleling the first two years
of a number of Cal Poly majors for the purpose of providing a two-year
occupation course for their students which can be either terminal or will
enable the student to continue on in his selected field by transferring
to Cal ~oly. A faculty curriculum study committee, headed by the Dean
of Instruction, is working on details of this program to provide this
"pilot" service to California junior colleges.
Essentially:, the "upside down system" is quite simple. Occupational
courses in the student's chosen field begin in the first year and continue
· throughout the four years. As many of these occupational or job-getting
courses are grouped into the first two years as is possible. In the third
and fourth year the student takes 1 in addition to courses in his major,
those subjects considered as general education. Ir the student leaves at
the end of the second year, he has acquired a background in fundamentals
and skills which make · him immediately employable in any one of a number of
positions in the occupational field of his choiqe. Because of this course
pattern, a student may terminate his formal education after one, two,
three, or four ye,ars, qualified to take his plq,ce in the occupational
field of his choice, with p~rtial or complete credit toward the Bachelor
of Science degree.

T H E C A L f O L Y P R OG R A M
0 F C O L L E G I A T E O C C UP A T I O NA t T R A t N l NG
fll!JSTRATHlG

TYPICAL CoLLEGI-A TE

Lt BER Al

TKE "JUPSI OE OowN" PHILOSOPHY OF EtJUCA TtON

AR TS
PROGRAM

CAL Po_L'(___fB__Q_§_R_4M

G
E

ii:

3RD Y!AR

u
JUNtOR COLLEGE

C

DROP "". i
OUTS
\•1

JUN ioR COLLEGE
fEBM IN AI PR.filIBJ,lL .

LOWER DtVJStON PROGRAM

l:i,

GI '

ti

N
E
P.

,,
i·

i'•

\'..:
'

\

GENERAL
EDUCATION

.'
I

l

'-

~

I
1.

GRADE

POINT AVERAGE

j

kSouRct:·
J. PAUL LEONARD IN
"DEVELOPING Tf:!E SECOND-~
ARY SCHOOL CURRICULUM"

U.S.OFF ICE OF EouCA HON
"STATJSTICS OF STATE SCHOOL SYSTEMS

ALSO,

"-.'·,"-.tE

.
j

')-

-----

I

t

JUNIOR Co·LLESE
OCCUPA Tt0NAl

TRANSFER

.G /.,/ // / ' \

E ~~'cQ(G'iES,. 'I D

t'•

E I B.S ..OEGRE

·l

E
D

,·

)~-50%

J/ / /

E
N
E

l", '-"" '-

L

l
I

,.

I

1ST'

I
REFRESHER COURSES

r

.,?

THE JO% Of THE HIGH
SCHOOL GRADUATES GOING
0~TO SOME COLLEGE
-

·.

,,,,. . , ,... ......

"

..

!t

. - - .. _

~

-

VOCA• APTITUDE TESTS

EMPLOYMENT
=: .

.. " . . ..

• • • If ... -

.. ..,. _

r

...

~-~~ ~~ ~ ;~~~

• .. -

µ.

YEAR

//1.

.,,,.,,/

t

7f'J
..'.1'

:l
/

I ~~A~"'--. ,1 N

2ND 'r.'IAR

I/ /

•

•

':'l.•'llllp .. .

t

ALL OF THOSE STUDENTS Wi O GRAOUA TE FROM HIGH SCHOOL PROGRA~
ACADEMIC 80%
VOCA Tf ONAL 20%

i

~-

]')' )

E

rn

....."-

50-1871-1

~

15
Curriculurn Study
The foregoing chart is the bas:l..s for an extensive curriculum study undertaken this year by a faculty and administrative committee, under guidance
of the Dean of Instruction and the President. It is referred to as the
"unified curriculum study" because the fundamental purpose of the study
was to work out a method for eliminating duplication of subject content
in courses presently set up in some curricula for vocational, technical
and degree students.
An explanation of the chart and of the relationship between Cal Poly 1 s
"upside down" system, the junior college programs, and the traditional
educational pattern of the University follows:
1.

At the extreme left is a block representing the typical
collegiate program in which no occupational courses are given
until the student is admitted to the upper division. The
smaller block to the right, labeled "Junior College Lower
Division program," represents a duplication of the lower division work in general education, which meets the Uni versi ty 1 s
requirements. That the junior colleges are doing a good job
in lower division academic work is indicated by the records
mad,e at the University by their transfer students. Junior
college transfers do as well in the upper division as do
transfers from other four-year colleges and even the
University's own lower division students. This is the program
which attracts 80 per cent of the enrollment because parents,
students, and academically-biased counselors fear the stigma
attached to a program which does not lead to a degree--even
when it is known that the majority of students in junior
college intend to finish their in-school education at the end
of two years. As a result, few students (only the academically
weak or the rugged individualists) find their way into the
terminal program. On the chart the terminal program is indicated by the center block, which shows a large shaded area of
non-degree occupational trainir:g and parallel strips of general
education. Even the general education courses in this program
have been watered-dovm to take care of the students who are
not gifted with verbal or abstract intelligence.

2.

It is our firm belief that by creating a junior college occupational transfer program that will enable a student to continue
his college training if he desires,- we will have removed the
stigma that now persuades students into the completely academic
general education curriculum even when they would prefer
specific occupational training-

3~ The block captioned, "Junior College Occupational Transfer
Program," would include those general education courses taken
from the degree-transfer or lovrer division program of the
junior college, and the occupational courses will follow the
pattern set by Cal Poly, which in effect, will up-grade the
occupational courses now given by the junior colleges. However, the terminal nature of the program will not be lost,
since the occupational courses in the first two years will be
descriptive rather than analytical, and will provide the student
with a maximum amount of occupational skill that vdll make him
immediately employable should he find it advantageous or necessary to leave school at the end of the first or second year.

16

4. In the Engineering departments there are certain science

a11d

mathematics courses which must be taken in the first two years
to provide the student with the tools necessary to understand
the analytical courses offered in the last two years.

5;.

vocational aptitude and academic aptitude tests, we will
discover whether entering students need refresher courses in
mathematics, English, physics, etc. If they do, refresher
work for which no credit towards ·. the degree is granted will
be provided to prepare them for the required courses, but at
the same time the students ·will be allowed to take all first
and second year occupational training courses which do not
require an understanding of those subjects as prerequisites.

6.

,Uthough we will not have separate technical and vocational
curricula, and therefore will not grant technical and vocational certificates for completion of a prescribed pattern,
we will still have a certain percentage of students who vdll
anticipate the termination of their institutional training
by the second or third year. For these men, we will provide
a non-rigid program selected with the approval of their departmental adviser. Upon completion of this program, which
vvill include a minimum of goneral education, the department
head will certify to his qualifications and he vYill be issued
a certificate showing the nmnber of units of occupational
tra:i.ning which he has completed and inp.icating the kinds
of vrork within his occupational field for which he is qualified,

By

7. The same procedure would be in effect for the student who
anticipated completion of the four-i-year prograrn, but who was
forced, for reasons other than scholastic failure or poor
conduct, to leave at the end of the second or third year.

Project Operation

17

Ono of the unusual methods of carrying out Cal Poly 1 s 11 learn by doing"
philosophy is the college's project system. In 1927 several enterprising
faculty members usod their signatures as collateral for a $2000 bank loan,
so that animal husbandry students could finance the purchase of some feeder
cattle vJhich they eventually marketed for a profit. This basic idea of
loaning money to students to finance projects to be operated on a cormnercial
scale was refined. and set up as a p0rmaoont teaching method when the State
Bureau of Lgricultural Education took over administration of the institution
in 1933. The establishment of a Foundation fund at that time put the
operation on a business basis and ~nablad the project system to be used by
students in every department. Tho project revolving fund has grown to more
than ~90,000. Fror.1 this fund students may borrow at five percent interest
without co~signers for investment in agricultural or industrial production
projects. ,i.. fter paying off all costs, his interest, and the original loan,
a student retains 2/Jrds of tho profit and r aturns 1/3 to the Fo~ndation
to guarantee against possible future loss by individual students.
This combination of the very
learn" philosophies not only
work directly related to his
added incentive for tho more
ledge.

practical lllearn by doing 0 and Uearn while you
enable a student to earn money while doing
major academic interest, but nlso creates an
rapid acquisition of further skills and know-

J·. ccredi tation---The State Board of EducE~tion re-approved Cal Poly as a
teacher training institution for another five-year period ending Juno JO,
1956. The re-accredit&tion applied to the following credentials: General
Secondary, Special Secondary in Physical Education, Voc ational .·. gricul ture,
and Limited Agriculture, The Genornl Secondary credential applies to majors
in i.gricul ture, Heal th and Physical Education, Life Science and General
Science, l~~thematics, Physical Science and General Science, and Social
Science.
The college, although fully accredited as a four-year, degree-grantihg
college by the Northwest ~ssociation of Secondary und Higher Schools, has
applied for accreditation from the Western College .i1.ssociation. The Northwest ~ssociation has been, until recently, the only certified regional
accrediting agency in this area. The Yiestern College ii.SSocir.tion, primarily
an organization of liberal arts colleges, has within the year broadened its
functions to include that of accreditation. hll mombQr institutions of the
associ.::.tion received automatic blanket accreditation at the time the
association established its accreditation function. Cal Poly, not being
primarily a liberal arts college, did not belong to the association and
therefore did not receive automatic accreditation. i.:. multi-paged accreditation applicat~on, prepared by the Dean of Instruction's office, has been
submitted and a visitation committee of the association made a two-day
investigation February 1, 2.
i·i.dministrative Reorganization
Cal Poly was the first of the state colleges to put into effect the new
organizational plan recommended for the state colleges by the State Department of Education and the State Division of Finance. ~ number of shifts in
administrative personnel were made necessary by the new plan. Tho new
positions of exec~tive dean, doan of students, dean of engineering, dean of
agriculture, and dean of liberal arts have all been fillod, either by new
personnol or by promotions from within. ,;l. simplified chart of the present

18

adninistrati ve set up is shmm boloi:r:

l'R ESl!'JE NT

l

EXECUTIVE DEAN

IBUSJNESS

I

DEAN Of INSTRUCTION

I

MANAGE\R

SERVICE

I

l □ EAN OF ENGR.

1 -- - - - . . . . - l

l □EAN

OF STUDENTS

'------~

Student Services
Under the noYr adHinistrati vo organization the Dean of Students has "
administrative reponsibilit:.,. fbr the :follo-vling offices: .admissions,
registrar, placemeut, ~uicb.nco, tcstinc, student activities, and hca.il:.th.

-

Counsoline Conter
Tllo colloco oporatos a student couns0linc center nhich is ros:)onsible for
tho ac~I,.t lnistr2..tion of o.11 tho entrance p1acr.1ont J.:iosts and for tl'1D individual
cotmccling of students vrho either roquost counsolinc or· ,:rho arc referred
to tho counscline; cente r by their dcpart;:-;ontal advisors; A folder is
maintained for each student YThich contains tho results of the entrance
tests, counseling, and other pertinent .~nformation.

Tho counsolinG center is manned by one to ·t.hrco counselors., a psychonotrist,
and a receptionist, Besides ~idine the students in the selection of
vocational objectives and solutions of educational problems, Etu)dents with
social and emotional ndjustri1ont problems arc assisted :.n tho solution of
their problems or arc roforrod to psycM.atrists for further couns olinr;.
Lind ted research in the fiolcl of stuclont . procros'"' is curriod on. /J1
occupational library nhich follons tho D.o.T, classification is maintained.
IBE test scorine; equipment is located at tbho counsel:Lnc center. A
separate tc stine; con tor is adjacent to tho counsolinc; cop.tor•

Health Center
Tho folloTTin[; personnel and facilities of tho College Health Center arc
20,-bod campus hospital wit.h living qw:-..rtors
for trm nursos -rrho arc on ro~ular duty; four contract doctors on call; treatment room and small dispensary.

availa~Jlo for all students:

Placo:r;10nt Service
Tho collocc Placement Office assists students in finding pc:.rt-timo ,;rork

19
1-rhl.lc in collcr;c and aids ior1i1er students and c;raduatcs in obtaining
permanent employment at tho occupation2..l levels for 1-rm..ch they arc
prepared. A former student nay c2ll ·upon the Placemont Office at any
time in the future for placement help.
Student Activities
Cal Poly believes in a carefully supervised· integration· of campus and·
classroom activities to develop porsonality, lcadorshl.p, and tcamrrork.
Extra-curricular activitics'provido diversion from the classroom and
laboratory. Hore important., thoso activities develop qualities ncccssar-J
to the fr ocdor.1-lovinG citizen. Students' are encouraged' to participate
ins tudcnt ~ovornmont., publications, ui.usic, soeial croups, professional
sociot:i.os, o.thletics. ltfiolds compoti ti.ve varsity and freshmen teams in all
major spbrts as a member of the California Collegiate _'\.ssociation. In
addition,it providot facilitios·and coaching staff for·compctitivc teams
in boxine;, 1"1rostlh1e, c:ymnastics, ·:te:r1.11.is, cross.. country, swirrnning, and
other minor sports.
Library
Library operations during this year have concentrated on improvement in
efficiency. Budget limitations have made it inpossibl0 to ad.cl any now·
services. 'Approximately 5,ooo volumes have boon added to the book
collection, about 525 magazines are received by tho library and great numbers
of Government Documents arc obtained oithor throuch Government distribution
or throur;h purchase. Tho indo:: to Government Document in this library ms
been greatly cxpandcd·and is becoming an important tool to tho rcfcronco
uorkor i..11 tho libra!"J • Tho catalog department has been shorthanded throughout tho year because of tho groat scnrcity of qualified catalogers in tho
library professions.

20

Departmental Reports
Under the sub-headings of the three respective instructional divisions-agriculture, engineering, and liberql arts---are listed the summarized
reports of major developments in most of the departments.
~GRICULTURE
Agricultural Engineering --- In tho fall quarter, 1950, 1035 students v,rere
enrolled in classes offered by the department. Of this nwnber 167 were
agricultural Engineering majors.
Besides training students majoring in the fields of agricultural Bngineering and Mechanics, the department gives training in the various mechanical
and engineering phases of agriculture to all other majors in the Agriculture
Division.
Nine new tractors and a variety of the latest and most modern farm machines,
with a total value of $$0,000, were acquired for instructional use. This
equipment is leased from manufacturers at an annual cost of 10% of its
value. Whenever ne1,-,r models or improvements are made, the manufacturer calls
in tho old machine and puts a now one in its place. Not only does this
arrang0ment make it possible for tha students to have the very latest in
modern equipment with which to get their practical training, but it also
materially reduces tho heavy e:xpense of maintaining old, obsolete and badly
worn equipment,
Students in Surveying, Erosion Control, and Irrigation classes using the
new equipment designed and construe-tad a number of diversion terraces,
contour ditches and a new irrigation reservoir. Besides reducing soil
erosion losses, these structures will retain for irrigation purposes an
additional 6,250,000 gallons of water previously lost through run-off.
Tractor and farm machinery classes graded the sites for tho nevr boef feeding
unit, slaughter house, hay storage shed, horse barn, and corporation yard.
They also built a new road to the feed mill and prepared tho soil and seeded
or planted 400 acres of crop land on the college farm.
Classes in Rural Electrification installed a generating unit and vtlred the
dwelling house and outbuildings on one of the outlying ranches recently
purchased by the college, Farm Carpentry classes rebuilt one of the barns
and is now building a now horse barn from the foundation up.
The e.bility to produce is an important ;factor in placement. To date every
graduate of the dep&rtment has been employed in a good job and there is a
continual waiting list of job openings for more men so trained.
Agricultural Inspection--Training in this field continues to become more
popular. Total enrollment (San Dimas and ..Scm Luis Obispo) for fall quarter
1950 was 180 students of vihich 145 ir.rere enrol.led at San Dimas and 35 seniors
enrolled at San Luis Obispo,
The facilities and curricula provide an effective means of qualifying
graduates for State, County and private fields. Field trips and pract~cal
programs of weed and rodent control are of educational v~lue as well as of
service to tho college farm.

21
Placomont in the county departments of agriculture continue to bo good.. ~ Of
the Juno, 1950 graduates 22 men have been placed in 18 different counties. ,.~
i1.nimal Husbandry---The Animal Husba ndry Department servGd 523 ma jors, 100
non-majors and assisted in the training of 36 student t eache rs, during
1950-51 • •'
Increased enrollment necessitated an expansion in facilities. · Proportios
recently acquired are: Serrano property, 500 acre s of gra~ing l and and 80
acres farming land; and Peterson prope rty - 600 acres grazin g l and • . .Thes e
properties are to furnish pasture and f e ed for expanded beof and slloop
operations for student project work and range management studios• •·
The building expansion includes a beef feeding unit, nnd hay storage unit.
Feed milling equipment was added to increase opportunity for students to
carry on practical commercial cattle, sheep and hog fG eding projects.
Plans have been completed and a site is ready for a me ats l aboratory, and
killing plant to furth er meat animal study.
$55,000 worth of beef c a ttle were sold by student projects, and ~>35,000
vrorth of hogs and $12,000 worth of shuep we r e fed out and marke t ed by
students. Students rec e ived approximatdy ~15, 000 a s their shµr e of
profits from anima l husban dry projects. . The FoundLtion roto.:mod ~7 ,500 •
as its participating sha re. At livestock shows students competed f avorably
vd. th breeders for pr emiums. ,
Live stock judging t eams compet0d at Pacific Intc rna.tionL~l a t Portlc.nd,
Grand Natj,ona l a t San Francisco, Chic c.go Internn.tiona l at Chic e.go., and
Nc.tionnl Hestorn Conte st at Denver, with oth~)r agrfoulture collogo t eams
from all over t he United States.
Tho depo.rtmont conducted c. three day judging co nf or e nc G in coopere.tion with
We ste rn Fairs ilssocia tion v..nd the Univer s ity of Cci.lifornin . ·
Crops Dopartmcnt---The Crops Dopartment is compos ed of threo subdopa rtme nts.
Fie ld Crops, De ciduous Fruits and Truck Crops production, . Course s offered
iri all three departments havo been well a ttondod both in the mn j or fi old
nnd gene r e:.l cours e s offer ed for rn<'l jors in other departments • . The Gcmor a l
Fruits cours e , for example, wa s off c r ed in s umrnur, f all and win ter qua rters
with a tota l e nrollment of 92 students.
i\dditional· lana. for fie ld crop pro grams and projects hc1s become a vailable
with the purchase of the Cheda ranch proporty nt the be ginnin g of the sprin;
quarter.
Orchards and vineyards are mainta ined vd th more than 150 fruit varieties,
The product is grovm, harvested and market ed entirely by students• . During
the c a l e ndar year 1950, a totnl r eturn of ~4005 .oo was ITu.1.de to the sta te
for the products sold from tho orchards. Oranges v1oro t he large st single
item sold, totaling $777,27,
The Crops Department ma intains a store on the c nmpus for tho sale of the
products of orchard, viney a rd, truck and fie ld crops. This is entirely
handled by students and caters principally to student f amilies, f aculty and
other employee s. The store 'is us od ~s luboratory by advanc ed courses in
fruit production and truck crops, Students are required to a s sist in pre-

paring the stock and helping in salos, thus following through to the
C0:QSumor the products which they hav0 produced in orchard and field.

22

Crop teaching aids were sold to high school vocational agriculturG dopartmGnts at the cost of the student labor preparing them.
i~ll graduates of_the Department aro engaged in agriculturo.l work except
those who have been called into tho service. Some interesting new types
of employment have dovoloped recently~
••
The California .ngricultural. Teachers and the California Polytechnic College
have been reproscntcd on the California Seed Council by the Departmcmt head
for tho last several years. This year he was elected vice-prosidcmt of
the Council.
Livingston, a senior graduating this summer in Field Crops-, has been
chosen with four other young people of the state, in an exchange with
••
agricultural students from fore~gn countries, carriGd on under the direction
of the California Farm Bureau Federation. Vfayne leaves in Juno for Turkey
whore he will live with an agricultural family until early .n ext winter, •

Hayne

Dairy Dcpc).rtment---There has boon a continued improvement of department
f2.cili tiGs during the year. New equipment has been installed in the dairy
laboratory, bringing it up to a minimum standard needed to train students
for commorcinl plants.
The 400 acre Cheda property, adjoining the college was purchased and being
used as a dairy pro joc t 1mi t and for crops.. It provides an oxcollont
f-'.:lcility for the operation of student dairy cattle projects, including a
splendid grade i,. milking barn, krgo shelter barn, and considerar,lo pasturet
About thirty students operatG dairy projects with~ total of around 75 head
of high-quality cattle. This project method of teaching is very highly
~ogarded by everyone acquainted with the Polytechnic curricula ond tho
expanded facilities will be very helpful.
Tho college Holstein hord again averaged over 600 pounds of butterfat per
cow for the fourth year in succession. Tho average cow in -California
produces less than half this amount. Students fitted and sold three yearling heifers in the California. heifer sale, which averaged $994 per heifer.
One of these heifers sold for $1500 which ties for higheSt4)riced heifer
of tho sale:.
Tho enrollment iri the dairy department has continued to decline during the
yenr although quite slowly since tho winter quarter~ Requests for trained
dairy farm and creamery workers con tinuo to be received by the college.
Thero are not nearly enough grnduatos available to meet these needs of the
• industry.
Students showed their ovm cn.ttle and some of the college breeding herd at
three county ' fairs and the Grand National at San Francisco, winning many
premiums., much valuable exp.erience, and considerable money to help meet
college expenses.
Dairy Club members purchased, fitted and sold a heifer in the state Holstein
sale to oarn funds to ho1p finance trips of judging teams to the Pacific
International. at Por.t;Land, Ore,. , and the National Intercollegiate dairy
cattle judging contest at Yiatcrloo, . Iowa. The dairy cattle team placed
second and the dairy products team sixth at Portland. This is the first

23
timo that the college has boen represented by a dairy products team in
collGgiato competition.. The do.irJ cattle judging team placed fifth D.t
V:o.torloo with 28 colleges from all over the U .s. and Canada, compotin g
and a junior team placed l.~th at Portland. This gives Polytechnic t ho
highest point rating to date of' any college competing in this n.'.l tional
contest. •
Poultry Husbandry---The Poultry Husbandry department served 100 poultry
majors and 150 other agricultural majors during 1950-51.
Of the 25 students who graduated in Poultry in Juno, 1950, all but five
are working in the poultry industry or closely alli ed fi elds . Throe of the
five not in tho poultry field have entered the armed services. Ei ght of
tho graduates are teaching agriculture or aro prese ntly enrolled in graduate
work.
Tho students n.gain have an entry in the California Egg Laying Contest.
Their pen placed first for the month of February, 1951.
•
During tho year, 90 student projects were completed in egg production,
r0plac orne nt brooding, meat bird production and turkey production. Each of
tho poultry mnjors have completed at le ast one cornmerci.ally productive
proj ect •
total of more than 46,000 doz en eggs wer o produced by tho poultry department in addition to 6400 lbs. of t urkey meat and about _5000 fryers. A totaJ
of 80,000 baby chicks nnd hatching eggs were produced and s old to tuture
Farmers, students and alumni during the yoar.
.h.

Soil Scionce--- Substantial pro gress was made during the year 1950 in the
traim.ng of students in Soil Science, dcvolopm~:mt of courses, i mprov0ment
of tuaching fo.cilitites, nnd in the plac ement of graduates in soils or
related fields,
Enrollment of students in all courses during the year total ed 905. This
figure includes students mee ting grc.duation requirornonts in various departments of the .iigricultural Division c.nd a substantial number el ecting soils
cours es to round out their collego training_,
.t1.dditional oquipment was s ecured for the soils laboratory to pr ovide
opportunities for students to luorn modern skills in this fiGld_. Dernonstre. tione.J_ plot esta.blishmont was expanded to provide students with opportuni tios of studying soil management practices under field conditions.· The
addition of t wo ranches to the collcgo farm increased opportunities of
students to study r ange condition and ranch type operations,
.·~t the close of tho 1950 year h.5 students were enrolled as n1c1.jors in the
Soil Sc:ioncc curriculum which ·was first offered in thu f all of 1949,
Placement of the department I s four graduatos was succ essful. Thrco ,.n·e
making satisf::ctory r ecords in thoir chos en fi eld. The other graduate has
completed masters degree work in Soil Science at Oregon State College_.
Graduates in other departments of th e li.gricultural Division have also been
helped in securing jobs with federal agencies _.

24
Veterinary Science-~-The veterinary science department has continued to act
as a service department in the agricultural division. The course of
instruction serves as a link between fundamental biological science and
practical animal husbandry.
The veterinary science department is sorely in need of improved facilities.
The veterinary hospital provides an 8 1 x 11 1 office for tvm men. Storage
space for pharmaceuticals used in demonstrations and routine veterinary
service to college herds and flocks is very inao.equate. It has been
recommended that the present veterinary hospital be torn dovm and a new
unit built when the present site is cleared for the proposed science building. ~ floor plan has been prepared for this new veterinary hospital.
Both members of the veterinary science department devote consider~ble time
to the maintenance of the health of the college herds and flocks. It is
especially important that the college livestock be kept free of ~nimal
diseases that are transmissible to humans, and would prove a hazard to
students working with them.- The herds are maintained free from tuberculosis,
brucello~is, encephalornyclitis and similiar diseases which are dangerous to ;
human health. Special programs are being followed for the control of
mastitis, contagious ecthy~z, etc.
Ornamental Horticulture---During 1950-51 the Ornamental Horticulture Depart ....
ment maintained a student average of 94. i-.. t the highest peak thero were
112 students in the depurtment and at the lowest there were 88. The
departmentt's enrollment has consistently increased ea.ch year. In addition,
58 students from other departments received instruction in the .department,
new glass house with 1,000 square feet was added for growing tropical
plants. More than 5,_
ooo people visited the department during the year.

n

Total ~ross sales .·of $1,413.88 from 35 student project~ netted a profii of
$1,416.17 for .the students and the projoct fund. Approximately 2,300 stateowned plants in gallon cans and 122 flats of flowering plants were planted
on .the campus.
Students of the department designed and have partially planted the large
patio on the south side of the new library. All of the plantings of
shrubbery and flowering plants around the nev-.r library have been done with
student labor. In addition, one-half of the . lawn area on the south side of
the library building was put in by students~
The department furnished decorations free of , charge to 42 functions on the
car~us this past year, These included banquets, dances, and convention
meetings.
Gifts were received for the department in the form of many specimen plants
from various nurseries in California, from San Francisco on the north to
San Diego on the south.

ENGINEERING
Aero. m:tical Zngineering
'l'hre0 nm·r courses were offered for the first time during the school year
1950-1951. These courses are as follovrn:
Aircraft Detail Design
Airplane Detail Design
Aeronautical Laboratory
The engineerine; laboratories have been furnished ·with additional tools and
instruments to enable the student to get more actual experience on commGrcial type of equipment as well as to apply his clu-ssroom instruction to
practical situations.
Work bas continued on converting war surplus equipment to meet the special
needs of th0 department.
This spring the Cal ?oly Student Branch of the Institute of Aeronautical
Services is conducting a student forum which will be attepded by outstanding men from the aviation industry as well as student represGntatives
from several of the wost coast institutions offering courses in aeronautical engineering.
The department has complet0d, subject to approval, unified curriculums in
the Aeronautical J:ngineering at1d the Aircraft L.aintenance and Operations
Engineering courses.
Air Sonditioning and Refrigeration 2ngincering
Ea,i or i:uprovrnuents in th(1 Air Condi tion:i.ng and Jefrigeration .d"l 6 inecring
Dcp;trt:'1cnt h,.:.ve been in the form of roarranger.ient in the laboratory and th
1.nstallation of new test equipraent. A complete air conditioning system,
which :i ncJ. udes both heating ancl cooling, has been installed in the test
and measurements 12.boratory for test purposes.

1

Throe complete heating systems have been installed demonstrating hot air
heating, hot water heating and steam heating systems. These hctve beon
built as laboratory p~,ojocts and installed in the laboratory for test
purposes. There has been some progress but work is not completed on converting -sar surplus equipr.1.ent into laboratory test equipment.
ri'hrough contacts 1'1:i th the professional societies, arrangements have been
made for the acceptance of AC department students as student members of
the American Society o.f Hofri.gerat :Lon l!;ngineers.
Architectural Engine8ring
Through the efforts of the head of tho Architectural Department and his
contacts with the American Institute of Architects, the dcpartnent has
received considerable professional recognition in tho State of California.
'The department head has been asked to serve on several state wide committees dealing with education, and through his contacts, there ho.s been
cst~blished on the campus a student chapter of the American Institute of
Architects.
Sever.al students entorod the Chicago Tribune national architectural contes and, ag!1in this :,car, two studc!1ts recoivod _r>rizes of ~.>100.00 each for war:
subri:L ttod to this contest, 'l.'his contest wus opened to all architects in
the United States.

26
Arrangements have beon made for 'the ~xecuti ve officers of the state
organization of the Arnor:ican Institute of -Architects to meet on the
campus this spring..
Several requests have been received from architects asking for June grads.
It is anticipated that there will be· more opportunities offered the 25
June grads than they can fill-.
Electrical Engineering
Tho Electrical Engineering Department graduated 41..i men in June 1950, 28
with Bachelor of Science in E. E.. and 14 with technical certificates.
About 1/3 of the graduates were employed by electric power companies and
telephone companies. The remainder (except 3) were employed in diversifm
electrical industries including three degree men in the General Electric
Test program. One hundred additional men could have been placed had they
been available.
The course content and offering is contin~ally being reviewed and modifications are r.iade which will aid the graduate in acquiring the fundamentals
of engineering, being able to adjust quickly to industry and most important,
become a well adjusted citizen of the U.S.
Over half of the graduates vrnrc Gmploycd before graduation. Two started
their own business. The department brings six industrial men to the campus each year to speak to engineering students.
Electronic and Radio Engineurin~
Enrollment in Electronic and Radio Engineering h?s remained steady _throughout the year. Despite normal dropouts and loss of students to the Armed
Services, tho spring quarter enrollm.ent has shown a small increase. Tho
department has an enrollment of 175.
j

There are pearly seventy qlumni of this 4.yoar-old department, practically
all of whom are actively engaged in their chosen vocation. The majority
ar~ employed by California industry. There will be 57 graduates in June
1951 (45 engineering and 12 technical). As of March 1st, at least 25% of
the graduates have been placed.
The long range planned development of l aboratory and shop facilities is
nearing completion as far as major items are concerned. The fabrication
shop has just been completed. The department now has the necessary shop
facilities to simulate every major step in the manufacturing process.
These facilities make possible a project Sj~tem in which the student has
tho opportunity to carry out a project from paper plans to finished product meeting commercial standards of performance and appearance.
This year all freshman in the department have taken a new series of integrated shop cours~ machine shop, welding, and sheet metal fabrication.
With freshman leeture and laboratory courses in the fundamentals of radio
and e lectronics, the student develops many employable skills during his
first year.
rfaint cnance Engineering
A minimum shifting in curriculum in the department has made it possible to
train men for the more inclusive and newly recognized field of plant
enginoorj.ng. The dop~rtment conducted a questionnaire survey of some 500

plant and maintcnqnoe engineers i ?.1 tho Unitcd States and Orea t Britain in
order to evaluate placement opportunities and to ge-;t ths opinion of men
employed in the field as to curriculum content. Results of the survoy indicated an overvv"helming acceptance of such a program by plant engineers.
Further interest in this phase of the training activities of thG department was indicated by an invitation extended to the head of the dopartment
to prGsent a paper at the annual Plant Mninten,~ncc Conf eronco in Cl8v0land,
Ohio.
As in the past, the department has materially reduced campus maintenance
costs by having students do their sup orvised 11 loarn by doing" projects on

needed campus jobs.
Mechanical Engineering
The M.E. Dept. has had a decrease in enrollment frol!l JOO to about 250~
Approx. 25% of these are in the Technical and Vocationa.l programs. About
75 new students entered M.E. fall quarter, including many transfers from
other colleges. About 50 men vrlll graduate before the start of spring
quarter 1952.
Expansion of elective course offerings in Ifotallurgy, Freehand Sketching,
Adv horizons and thereby increase thoir employment vnluc. The most notable
of those courses is tho Petroleum course whj.ch has been devoloped with

close cooperation with mon in the petroleum industry. 'l'hc course hns been
a continuous sequence for tho full yoar and hns included many field trips
to all phases of p otroleum opcrR.tio ns.
Improvements in the senior Machine Design cours e bring it closer to industrial practice. Students follow standa:rd drafting pro.ctices as dictated
by a Drafting Room Manual and in other respects the class is organized
similar to the engineering department of o.n industrial company.
Additional facilit:i.cs include a Fuels Testing Engine -vihich ·will o.lso be
used to teach the interelation betvmrn many vario.bles in internal combustion engine pGrformnnce. The Materials Testing Lab. now contains an
electric strain indicator, equipmEmt for microscopic cx3.minatim of metals
and improved shop fo.cilitios for m.Jking test spe:!cir.iens. In the Hydraulics
Laboratory, equipment for study of oil flow in pipes is in re gular operation for clas$ work and a piping system for study of gas flow and metering
is to be completed th5.s year. To provide the additional electric power
noeded for operation, a small dioscil-eluctric power plant has beo.n

installed.
Printing Department
The I'rintin6 departraent attained its largest enrollment in 19~0-51 and has
improved its curricula so that it can bettor prepare students for future
cmplo;ymunt in the printi~1g and publishing industry.

It has been found tho.t
tho four-year curriculum leading to a Bachol.or
of Science degree vrlth a major in printing has bcun well rec e ived by employers in the publishing industry. So far all graduates of tho printing
department of C.?~lifornia St.J.te Polytechnic College have been employed by
newspapers, printing plants o.nd f30VC?rG1 of tho l arge manufacturers of
printing equipment. Thoso students who, due to personal or financial
reasons, have been forced to drop out_ of tho course at the end of the

28

second or third year, have also beon placed on jobs of lesser rcsponsibili ty with the printing industry.
The printing department was host to the Exeoutive Board of tho California
Newspaper Publishers association during the year.. A resolution commending
the department was unanimously passed by the California Newspaper Pub:lishers at their annual convention in Sacramento.
Plans for tho expansion of tho floor-space of the department h~ve been
approved.. Two new type-setti11J5 machines and much modern type has been
inst alled during the yed r. The Morgenthaler nnd Intortypc CorporationsEBCh
have expressed their approval of the type of training and each has donated
a line-casting machine. Addition of' a now instructor to handle cost and
estimating, management and accounting courses pertaining to tho administrative field in tho printing industry has greatly enhanced tho value of
this dcpnrtmcnt.
It , i s fel.t that the present poak enrollmunt of 50 majors will be maint ained.
l.Iachino Shop
Approximat ely J./)0 students were onrolle:d in machine shop courses in 1950the inauguration of a new survey course in machine
shop for students from Electronics .n.nd Radio; a course in general machine
shop practice in which all campus and departmental work, both repair and
construction, was done without cost or interferoncG with instruction in
beginning cours es; a special course in tool making for advanced printing
students; the new fift een-unit senior option course in Manufacturing
Processes made further advancement with outstanding work being done in
student-made tools and dies; advancement was made in the objective grading
of student l aboratory work by use of shop made precision measuring instruments; two outstanding shop tools were designed and constructed by students
as thesis proj ects, one of' which would have cost over three thousand.
dollars if built in a commercial tool and dio shop; a new vertical milling
mo.chino and an optical compar ator were added to the shop equipment.
51. Devclopmcmts wore:

We lding Department
During 1950 the welding department gave instruction to approximately 500
students por quarter from tho five engineering departmonts of the college.,
I n addition there wore: (1) Installation of a new Heliarc station for
welding of' aluminum, stainless stool, and othor hard-to-weld met als~
( 2) I nst nllatio:·t of a rxmtogrnph flnr.ic cutting machine for mass-production
flo.mo eutting. (3) A ono-uni t su:1mor wc~lding conforenco vms hold for
appro.x:Lmnt cly 100 te achers in the met :il-working fi elds throughout the staw.

29

Teo.cher Education---The CaliforniG. State Polytechnic College ·was [;,pproved
to give agricultural credentials in 1946 and general secondary crc~dentici,ls
in 1948. During the year 1950, eight general secondary credentials, 13
spocinl secondary credentials in physical educ2.tion, one spacial crudential
in driver education and driver trainiug, and 36 credentials in agriculture
were issued. This is a 100 per cent increase over la.st y02.r. Fortun,~tely,
most of the general secondary credentials are in :.~rcas vvhero there is o.
teacher shortage. This is also the case ,;\Ii th the agricul turo.l crodontials.
Tho number of trainees in a griculturnl educc~tion, including students in all
levels from first year in college to gr2.duate year, again increased in 1950
over 1%.9., by npproximc::tely 20% (140 to 170).
In tho fall of 1950, twenty advanced students completed thoir directed
teaching as compared to fourte cm for thG same period in 191.i.9.
Between July 1, 19h6 and December 31, 1950, the college tr,:.inud a totnl
of 89 teachers in agriculture - 77 vocational agriculture teachers., and 12
men qu:1.lified for the lirni ted credential in [l.griculture. Of this total
number 8h are currently teaching agriculture and 82 of thorn in California.,.
The students are also applying in increasing numbers to E.mter the master's
degree program • .Ll,lthough no degrees have been issued to dato, it appears
that between seven and 10 students 1ivil1 complete the requirements by the
end of the surnrnor quarter.
Thre0 new instructors were added to the Educa tion department,
":,.gricultural Journalism--- This ncr;r major approved by the State Dopartmont
of ·Educc tion opened· for the first ti1nu in Soptei1bor, 1950, Yfith an enrollment of fourte en mo.jars. ..·~dditiorw~l majors make the current total sixteen.
This docs not include several mun novr e.t Snn Dimas who report thoir inten+- .
tions of transferring to the Sc..n Lui s Obispo cc1nrpus next yc:L;.r nnd majoring
in agricultur[1l journalism.
♦-.n

almost continuous stroar.1 of placement opportunities domonstratud more
than ever that California communications media o.rtJ in need of the product
we aro developing. .:..mong job opportunities wore at l~ast twelve from trade
or consumer magazines in the Yfost Cor.~st agricultura l and o.J.liod fi e lds •
.:. t least twenty moro reque:;sts for men he. vo becm reef-Jived from nowspcpurs,
advertising departments, organizations 1n search of f.:~rm-exporionced public
relo.tions men, and from fair associt~tions seeking proraotion nnd publicity
me.n. Nono of these wore solicited. 11 t tempts wero mGde to hirG-o.way thr Ge
ma'Jors before they could complete their programs •
..:.. s a service medium to the remainder of tho school, tho journalism department has worked closely with tho printing department in giving tr{:.ining to
printing majors & the agricultural di vision in providing trc:!.ining in
advoftising, publicity, public r 0lations and photography.
Empho.sis ho.s bo(m placed on actunl for-public ation production. In contrast
to most schools, Cal Poly' s nows bureau has bocm opernted css ontiJ.lly by
students~ In tho mago.zine field, .;35 full-,sc a le -illustratod feature o.rticlef
havo beon produced by stud~nts for professional consumer nnd ·trado publications o.nd other$ are alren.dy schqduled for publication later this yoar. -

30
Nmmrous lesser articles and items have also been placed~ Tho journalism
departm0nt also has, taken ovor editing and production of the Cal Poly
alumni magazine.
Biological Sciences---Forty-one majors in Biologic~l Sciences e ither
started in the fall qua.rtor or joined tho depa rtment during t he y oar. Sover
of these will gro.duate this ye ar ·. Their fields a rc te aching, pnrk s ervic e ,
phnrmaceutica l labora tory work, nnd fish nnd game.
One new staff member was added, bringing the total to six. Due to the
large number of non-ma jors served, the Biological Sciences departnont h£td
to c L-i. 11 on five qua lified faculty members from other depo.rtmonts to te ach
some of the biology courses.
Two nmv- cours us, Human ;~natomy (BSc 237) and Viildlife Mana gement (BSC 433)
v,ere offered for the first ti:ae during the yoar.
The ffo stern Society of Natur.:1lists accepted the inviktion of the Biological Sciences Depa rt1i1ent to hold its annuD.l winter mee tin gs on the Sa n Luis
Obispo campus. /.bout one hundred and fifty members nttendod r epr e s enting
colloges and universities fro:o. '.iashington to San Die go.
Physic al Educ ntion---Program expansions ha ve incJ.ude d courses in: Communit~·
Recroation, Elor,mnta r y Physica l .i·~ ctivitios, TochniquGs of Sports Officiating, School Heal th ;~dminis tra tion., nnd . ·~thletic Training & Massa go. These
have rounded out the tra ining for teaching ma ,jors.
;4-dditional f ncili ties completed this y ca.r incJ.udo four hard-surfaced tennis
courts, nnd a ha rd-surfac ed play o.roa for outdoor ba ske tball o.nd volleyball,
1951 will mnrk the fourth year the California ..·. s soc fo tion for Ho nlth nnd
Physic a l Educ a tion has s e lected tho campus for its annual Phys ic e l Education workshop . The s econd annual P .E. 1Yorkshop for women als o will bo held
hero in t ho summer of 1951.
La st yoo..r all physic nl educ ation nwjors vvho we r e gra duated found positions,
most of ·which we r e in the tocJ.ching fi eld of eithe r e lemontnry or s econda ry
level. Reports from school principa ls have boon cornplimento..ry conce rning
the quality of the work which gr:. 1 duat e s of t his depa rtment nr e doing.
Social Science---During the 1950-51 y oar, tho Social Scienco Department
continu$d to s e rve tho Enginee ring nnd .agricultura l Divisions, as vmll as
tho va rious d0partm1.mts in the Liber a l ;.rts Di vision. Thu department also
rne t the demands of its ovm r.m jors, numbering somo thirty-six students.
The Socia l Science Department is, like all other deportm.mts, now enga ged
in n curriculum r evision program. It is expected that a number of r evision.
of cours es will r esult, and somo t wo or three new courses will bo added.
The teacher training program of tho department is now in its third year.

31
English Department---No graduation major is offered by this department,
but it serves the entire c.o:i:l~gc •.
The academic year of 1950-Sl was marked by a change in chairmanship and
continued progress toward r evision of the . department curriculum.
William G. Lear.y·and James s., Smith had their book, Th:i,nk Before You Write,
published by Harcourt ·Brace •. The. tcxtbrook was introduced in beginning
classes in the spring quarter and its use will be extended to other· classes
in the f all.o
The department 11 job analysis" study of language use contributed to the
developn~nt of a revised curriculum which became a part of the report of
the Planning and Development Committee. .;.. more extensive investigation of
language use among students · and alumni is being plµnned • . The results of
this long-term study will be used to verify and revise course offerings,
Music Dopartment---No graduation majors are offered by this department,
but during the first two quarters of the 1950-51 school year nearly 200
students had elected to take courses in music appreciation, harmony, . glee
club, orchestra, band, etc. The department provides a band, dance orchestrc3:1·
glee club and numerous specialty groups. During the last week in harch
they completed a week-long good-will music tour of 20 San Joaqui_n Valley
high schools.

Voorhis-Kellogg Campus
Since November I, 1949, when the W. K. Kellogg Foundation of Battle
Creek, Michigan granted to the State of California for the use and benefit
of the California State Polytechnic College, the world-famous 800 aare
Kellogg Arabian Horse Ranch, the college has used these facilities for
educational purposes. Students from the nearby Voorhis Unit at San Dimas
spend considerable field laboratory time at the Kellogg campus in such
courses as Field Crops, Cereal Crops, Irrigated Pastures, Crop Farm
Operation, Vegetable Crop Production, Feeds and Feeding, Farm Surveying,
Soil Management, Introduction to Animal Husbandry and Elements of Dairying.
Practical farm ·experience, long considered an essential element in the
Cal Poly type of education, is gained on a much broader scale than
previously possible. The students prepare the ground, plant the seed,
fertilize, irrigate, harvest, and perform all. of the cultural practices
in connection with the raisipg of approximately 150 acres of field crops
and 25 acres of vegetable crops.
The Park Design and Maintenance, Estate Design, Estate Maintenance, Tree
Surgery, Basic Horticulture and Landscape Contracting students of the
Ornamental Horticulture Department also utilize. the extensive grounds and
p~antings made available on the Kellogg Campus. The native and exotic
plants that were established in specialized growing areas on the property
are studied by these and other students ·,
To the eleven acres of .oranges, three acres of ~emons and seven acres of
avocados previously operated by Citrus Fruit Production majors on the
Voorhis campus has .been added a five acre block of grapefruit, forty
acres of oranges and ten · acres of avocados. This additional acreage
affords a splendid opportunity for stuc;lents to study and manage commercial
size plantings. Cultivation, irrigation, pest control and all cultural
practices are handled by students from the Voorhis campuso
Agriqultural Inspection students make frequent trips to the Kellogg campus
to supplement their study of weed and rodent control, diseases and pest
control, plant quarantine and apicul ture·.
Studepts in Soils and Agriculture Mechanics classes also utilize the
Kellogg campus for many field demonstrations and problems.

PART 11 I
THE FUTURE

33

Voorhis-Kellogg Campus Expansion Plans
Money has been appropriated by the State Legislature for the development of
a long-term master plan for the educational and building program of the
two southern units of the college •.. Complete · educational objectives for a
student body of 3600 have been presented to the State Department of
Education. _ These plans - call for additional offerings in Agriculture as well
as the establishment of new divisions of Industrial Occupations, Business
Education and Home Economics~ - The contract for development of a master plot
plan has been let by the State Division of Architecture. It is comtemplated
that this report will be available in the near future. • With considerably
more than one half of the State's h-i gh school enrollment centered in the
six southern counties it is imperative that this expan$ion program be
carried out with the least amount of delay.
The Master Building Program for San Luis Obispo Campus
The State Department of Education, recognizing the fact that by law the
college is obligated to provide instruction to women as well as men, has
agreed that the total future enrollment of the San Luis Obispo campus
should be expanded to a student population of 3600. The future enrollment
growth of the college, based upon a projection curve which _levels off at
3600 individuals by 1965, reaches a figure of 3400 indfviduals by 1953~54.
This latter figure, also· approved by the State Department of Education,
is the basis for the ·~olleges' proposed building program,.
Construction of five student resident buildings, totalling $1,232,000, is
scheduled to start on the San Luis Obispo campus June 10, 1951, The ·
buildings are urgently needed to provide quarters for students being forced
out of -ho~sing facilities at Camp San Luis Obispo by the federal
reactivation of the Camp.
Out for bid at the present time are plans and specifications on the
following: Slaughter House and Meats laboratory, Beef Feeding Unit and Hay
Storage, ·and Concentrate Feed Storage building. Under construction is the
new Horse and Beef Pavilion. All of these structures plus the site
clearat1ce project for relocating the poultry, dairy and horticulture units
outside the perimeter area on the master plot plan have been financed from
the college's share . of the Fair and Exposition fund,
Being planned but not yet financed are: . the Science building, Agricultural
Engineering and Mechanics building, Agricultural classroom. Provision for
financing the Central Heat anq. Power· building is inc.luded in the 1951-52
cons true tion budget.
•
Mobj,lization
The college has provided, ,for all campuses, _complete reports covering
facilities which could be made available for military programs in the
event of all-out mobilization • . Copies ·of these reports have been sent
on request to . the Federal Security , Agency, _Office of Education,. the United
States Navy, etc •. _
•

34
The college is very anxious to make the strongest possible contribution
in the event of all-out mobilization and in so doing, the administration
is interested in the broadest use of the college's facilities and the
use of as many of its specially trained faculty members as is f easible ,. ,
The college, - with housing and messing facilities, might readily be of
special assistance if such accommodations are needed •.
During World War II a Naval Flight Preparatory School and a Naval
Academic Refresher Unit were both conducted on this campus. From
January, 1943, to November, 1944, more than 3,6oo naval·· aviation cadets
were trained here •. Another 1,000 trainees received instruction in the
NARU program operated from July, 1944, to February, 1946~