—’—i II. _.3,. from an investigating body for the abolition of the School as performing largely the functions of a local junior college. It was under these conditions that drastic and sweeping changes became imperative and were made. First was the abolition of the high school within the California Polytechnic School. which at that time was set up on the same curricula basis as any high school in the State. The work was placed on a vocational status, and while younger students were still admitted, a gradual change was made to encourage attendance of only those boys who had virtually completed their academic high school courses. The second change was the abolition of the academic junior college, with he reorganization of studies to a vocational type on junior college level. With the farm and shop facilities available and the course offerings conflicting with no other vocational training in the State, the School once more was on its way to the fulfilment of its original functions. The level of instruction had been raised to kee ahead of the demand for .raduates, as well as to be in P advance of the spread of high school vocational training in the State. THE BUDGET CUT At the very time when the School was back to its definite and statutory place in the State‘s educational system, and when it was ready to advance and become of perpetual and valuable service to California, its previous weaknesses were brought to light. The problem type of student, the local junior college element and the failure of the School to fulfill its fundamental functions were emphasized. How far the School had strayed is shown by the fact that in a State with “0,000 boys between the ages of 1M and 20 living on farms, of whom about 70 per cent would go into actual farming, only eight boys were enrolled in the vocational agricultural courses at the California Polytechnic School. This was at a time when the Smithr?ughes vocational work was as yet not available to many thousands. The fact that she School was fundamentally sound was the only reason —4—_—