tc the
1868
-
- I
L
19
:r..43
eyes to the 6juture
ADDRESSES PRESENTED ON THE OCCASION
OF THE CELEBRATION oF THE
SEVENTY-FT FTH
ANNIVERSARY
OF
OREGON STATE COLLEGE
1 94 3
OREGON STATE COLLEGE PRESS
CORVALLIS. OREGON
1949
DEDICATION
HOSE who participated in its Diamond Anniversary
confidently rededicated Oregon State College to an
"assurance of a magnificent tomorrow":
The College inr-aitably must con tribute ni a. large measure to the
economic and spiritual future not only of Oregon but of the great
Pacifl.c region.
WILLIAM LiSPER KERR
In the prospect for the continuation of your great program lies
one of the major hopes for our democratic civilloation in Oregon and the Pacific Northwest.
fREDERICK M. HFNTER
H/c pay homage to the builders of the past
But our eyes must hold to the future.
--AUGUST LEROY STRAND
1T'e ore not only looking back on the deeds and dreams of yesterda'e but we are looking forward to a magnificent tomorrow.
- -BE,TrncE VV.\I.TON SACKETT
H/c know that you will go forward with oir feet on the paths
of progress and your eyes on the hills of hope.
--WILLAImI) LEIGHTON MARKS
Can we not have a blueprint of a world that shall be better?
H. C. KLEMME
Hats off to the post! Coats off to the future!
-. -CLYDE EVERETT V\'ILLIAMSON
In. future Tears this fine Oregon college will achieve even
greater results.
----EARL WiLcox SNELL
ICe face a future that must be Zion.
HARRISON C. DALE
3
4
FOREWORD
WAS a diamond anniversary but not a jubilee.
Pearl Harbor
was too near and final victory too distant to allow a spirit of
festivity. Stern demands of war took precedence. Though battle
fronts were far away, the war seemed close to Oregon State College.
Camp Adair to the north was training four Arniy divisions, the
Naval Auxiliary Air Base to the south was preparing marines for
transport service in the south Pacific, and the Army Specialized
Training Program in campus classrooms and laboratories was instructing three thousand men for scientific, engineering, and other
specialized service in the armed forces. Between eight and nine
thousand former students and graduates were in uniform. On its
Gold Star roll Oregon State College was inscrolling three hundred
names, six times the total for World VVar I. The fact of global war
rested heavily on campus and state.
Yet some observance of the seventy-fifth anniversary of Oregon
State College seemed imperative. October 27, 1943, would be of
more than institutional significance; it would mark also the sc\rentyfifth anniversary of state support of higher education in Oregon.
Celebration appropriate to wartime conditions was held on two
occasions (luring the anniversary year. Commencement included a
simple ceremony inaugurating Dr. August Leroy Strand as the ninth
President as well as several addresses anticipatory of the anniversary.
October 27 was devoted to a series of significant events culminating
in the Charter Day Convocation.
Because of wartime travel restrictions, the participation of other
universities and of learned societies was not requested. The exercises
were broadcast by radio, thus making it possible for people throughout the state and region to share in the celebration without travel to
the campus.
For the Commencement and Inaugural Exercises on May twenty-ninth, the R.O.T.C. Band conducted by Professor harry Lynden
Beard presented a prefatory program of four numbers from Atlan-
tis, the Lost Continent" by Safranek. The Band also played the
processional and recessional numbers and the National Anthem.
Nona Zimmerman, '43, sang an alto solo, "My Heart at Thy Sweet
Voice" (from Samson et Dclila" by Saint-Saens) with Don Mebergall, '43, as accompanist. For the Charter Day Convocation on
October twenty-seventh, music included numbers by the Oregon
State College Orchestra conducted by Delbert Moore and again a
solo by Miss Zimmerman, "Since 1 First Met Thee" by Anton
Rubinstein, with Paul Petri at the piano. On both occasions the
exercises concluded with the singing of the Alma Mater.
The academic procession on May twenty-ninth included the
candidates for degrees, faculty members, and official guests. The
order of the Charter Day Convocation procession was as follows:
Army Specialized Training Unit 3900, representatives of the Classes
(see picture on page 34), heads of departments and divisions, the
President of the Associated Students, the President of the Alumni
Association, special guests, members of the State Board of Higher
Education, the Governor of Oregon, the Convocation Speaker, the
President of Oregon State College.
Charter Day events included the official opening of the William
Henry Price Memorial Collection of Paintings in the Memorial
Union, the organization of Friends of the Oregon State College
I .ibrary, and the organization meeting of the Oregon Academy of
Science.
The on-going march of a vigorous institution dedicated to the
service of youth, of a great state, and of a great nation was evident
throughout the anniversary exercises. Oregon State College paused
momentarily to pay tribute to the creati\'e leaders who shaped its
past achievements and glory. ft looked fondly back to old experiences and scenes and friends. It saw clearly the critical challenge of
the present. But the forward look dominated. On its seventy-fifth
birthday the institution was young, with its future ahead. This
small volume with its brief glimpses of the celebration is fittingly
entitled 'Eyes to the Future."
Publication was impracticable during wartime, and even after
the war much time was required to handle delayed printing jobs.
Although the delay is regretted, it is gratifying now to make this
booklet available to interested readers. When the year 1943 has
become remote past, this record of the seventy-fifth anniversary celebration may still be read by friends of Oregon State College who in
their day also have their Eyes to the Future.
6
CONTENTS
Page
CHARTER OF OREGON STATE COLEGF
8
PRESIDENT STRAND ANNOUNCES SEVENTY-rIFT H ANNIVERSARY
CELEBRATION
9
SALUTATION FROM WILLIAM JASPER KEII1I
10
(,IIEETINGS FROM FREDERICK MAURICE HUNTER
11
INAUGURATFON OF PRESIDENT \UGUST LEROY STRAND
BLULPEINT OF A BETTER V\IORLD, by H. G. K1I';nine
16
PREIDDENT'S WElCOME
17
'THE Dus AND DREAMS OF \EI ERDAY,"
bY Pea/rice TI 'a//on .cackeii
19
"FOR THE SEuvlcE OF A GREAT COMMONWEALTH,"
by Wi/lard L. Mar/cc
24
"OCR EYES MUST HOI.D TO THL Ftivai,"
bY lDgus/ Leroy S/rand
26
HONOIL\Rv DEGREES
28
CHARTER DAY CONVOC\TION-
INVOCATiON, bi' Ernest blt//iaii, WOrriIIrJtoJI
GREETINGS ON BEHAI F 01- THE FACULTY, by A. I....hand
(;REUFI NCR ON' BEH ALE OF THE ALUM
r,
6',' C/','de II'iliajn,con
.
.
.
.
36
37
39
GREETINGS ON BEHALF OF THE STUDENTS, by Danald Gary I-Ia/I
40
GREETINGS ON BEHALF OF THE STATE, b-c Earl Die/i
42
THE DURABI.E IDE \I.S OF Eou ATION, by Harrisoi, C. Dale
.
45
APPENDIX-
()UTr.TNE HIS..DRY OF OREGON STAFF COLLEGE 1868-1943,
by Dc/aier lvi. Goode
7
CHARTER OF OREGON STATE COLLEGE
FEDERAL LAND-URANT Ac (FIRsT MOPRILL ACT), JULY 2, 1862
Be it enacted by the Senate (lad House of Representatives of 1/ic
('ni/ed States of America in Congress assembled, That there be granted to
the .cevero/ States, for the purposes hereinafter mentioned, an amount of
public land, to be apportioned to eoch State ... And be it further enacted,
That oil inonL'vs derived from i/ic sale of lands af ore said, b\ i/ic States
-
haii constitute a perpetual fund ... the interest of which shall be
inviolabis appropriated by each State ... to the endounent, support and
maintenance of at least nile college, where tile leading object s/ia/I be,
without excluding other scientific and classical studies and including military
tactics, to teach such branches of learning as are related to agriculture and
tile niechanic arts, in sue/c manner as the legislatures of tile States may
respectively prescribe, in order tu promote the liberal and practical education of the industrial classes in the several pursuits and professions in life.
No State s/ia/i be entitled to the benefit of tins act unless it shall
express its acceptance thereof by its Legislature, within two year.c from tile
date of it approval by the President.
IRREVOCABLY ACCEPTED BY OREG,oN LEGI5LA-lUEE, OCTOBER 9, 1862
each and all of the propositions in said act of Congress ofl ered to
the State of Oregon are hereby irre-vocably adopted, with all the condition
and obligations therein contained
CORVALLIS COLLEGE (OREGON STATE COLLEGE) DESIGN ATED A5D
ADOPTED AS TI-IC LAND-GRANT INSTITUTION OF OREGON,
OCTOBER 27, 1868
Bc it enacted by the Legislative ;ls.ceinFly of I/ic State of Oregon:
That 1. 1-. Miller, I. I-I. 1)outhit and Joseph C. Aver'e are hereby constituted
a board oj' commisioners zcsith power ... To locate all i/ic lands to winch
the state i,c entitled by act of congress for the purpose of establishing an
agricultural college
That, until other provision can he made, the
.
.
.
Corvallis college is hereby designated and adopted as the agricultural college,
in which all students sent under the provisions of this title shall be instructed
in all the arts, sciences, and other studies, in accordance with the require(((eli/s of the act of congress making sue/i donation.
THE OCTOBER 27, 1868 ACTION MADE PERMANENT, OCTOBER 21,
1870
Be it enacted by the Legislative Assembly of the State of Oregon, That
Corvallis College, in Benton County, i.e hereby designated and permanently
ado pted as the Agricultural College of the State of Oregon, in. which all
student.c sent under the provisions of law shall be instructed in accordance
with the requirements of the Act of Congress, approved on the second day
of July, 1862, granting public lands to the several States and Territories,
winch imqhit provide colieges for the benefit oj' Agriculture enA tile Mechanic Arts, and the acts ainendatory thereof.
-
8
PRESIDENT STRAND ANNOUNCES
SEVENTY-FIFTH ANNIVERSARY
CELEBRATION
HE anniversary of the October dty eventy-ve years
ago when Corvallis College became the land-grant
institution of Oregon cannot go unnoticed, the war and
the pressing demands of innumerable war activities notwithstanding. Indeed, the strategic role of the land-grant
colleges during the crisis of war, and the part played by
Oregon state College in two such crises falling within a
single generation, make very pertinent some observation of
the founding of an institution which can serve the nation
so conspicuously in time of peril. The precision with
which engineering, agriculture, science, home economics
and other schools could shift from peace-time to war-time
service attests again the strength of 'the people's colleges."
No less important will be the shift back once more when
education will face the task of rehabilitation of both mili-
tar)' and industrial personnel, the continuation of the
training of thousands of young men who had their educa-
tion interrupted, and the responsibilities of a comprehensive research program related to the resources of the
Northwest and the activities of its people. This is truly
a good time to honor the wisdom and foresight of those
who founded the institution and at the same time to consider the opportunities for even greater service in the years
to come.
9
SALUTATION FROM
WILLIAM JASPER KERR
Chancettor Emeritus of Sic
Oregon State System of Hgher Education
been the ambition of Oregon State College
its history to accept the responsibility
placed upon it under federal and state law to serve the
needs of the state and the nation. At this seventy-fifth
i
1-lAS
J throughout
anniversary it is a temptation to dwell upon the achievements of the past. It is a temptation also to dwell upon
the present work of the College in meettng wartime demands. Even in the present emergency, however, it is
important to anticipate the relation of the College to the
postwar future. Established to give ltberal and practical
education, to advance science and technology, and particularly to build agriculture, commerce, industry, and the
home, the College inevitably must contribute in large
measure to the economic and spiritual future, not only
of Oregon but of the great Pacific region. on this sigconsalute Oregon State College ;
nificant occasion
gratulate it for its past record, its present program, and
most of all for its ohligations and opportunities for future
1.
s er\' ice.
10
I
GREETING FROM
FREDERICK MAURICE HUNTER
Chancellor of
lie
Oregon State Sycteni of Higher Eduetion
HE service of Oregon State College to the youth of
'-k1) Oregon and its contribution to the cultural and economic development of this state and of the Pacic North-
west are beyond the possibilities of measurement in statistical terms. For what the College has accomplished for
the people of Oregon, may I in behalf of the central adrninistrative office of the State System of Higher Education extend my hearty congratulations? In the prospect
for the continuation of your great program tics one of the
major hopes for our democratic civilization in Oregon
and the Pacific Northwest.
11
U
12
INAUGURATION
OF
PRESIDENT
AUGUST LEROY STRAND
SATURDAY,
MAY TWENTY-NINTH
AUGUST LEROY STRAND, Ph.D.,
be-
came ninth President October 1942.
Broadly educated, trained as a scientist,
graduate of
Montana
State
ullege and the University of Mmneota, naval aviator (Ensign) during
World War I, research worler, faculty member, department head, and
for five years President of Montana
State College, he has said that he accepted the call to Oregon because he
likes the Northwest, believes in its
resources and future, and understands the traditions and 1)nrpoce of
land-gratit institutions I ike Oregon
State College, close to the lives of
the people.
14
BLUEPRINT
OF A BETTER WORLD
From Baccalaureate Sermon by
1'He REVEREND H. C. NLEMME
May 28, 1943
Can we not have
a blueprint of a world that shall be bettcr Or
shall we Rend these men to their heritage of mud
Can we not change a world
and blood and of hith and of fear and of wounds
and
of death without at least putting into their
aOUl5 the refrain that we will never, never do this
again, that ne\'er again will we ask this of youth
The final victory lies not in the hands of the
man with ruthless machines of death. it lies in
the hands of the man who patterns civilian life.
There will be men of good will rebuilding that
world.
16
President's Welcome
(1RESIDrNT STRAND: The roar of military airplanes just above
the roof of this building is not part of the plan of the arrangements committee, but it is not unfitting to this hour at that.
In behalf of Oregon State College it is my pleasure to welcome
this gatheringthe parents, alumni, and friends of the institution
to these commencement exercises, the seventy-fourth commencement
in the history of the institution, and also to express my appreciation
that you are joining with us in the celebration of the seventy-fifth anniversary of the founding of the College.
Among the distinguished guests we have present with us today,
I wish to introduce some who are on the platform at this time: Dr.
R. E. Kleinsorge, member of the State Board of Higher Education;
Dr. J. A. Churchill, pioneer Oregon educator, for many years state
superintendent of public instruction and more recently president of
the Oregon College of Education. We are delighted to have with us
the Covernor of the State of Oregon and the President of the State
Board of higher Education. They will be presented to you later in
the program.
This state is fortunate in the quality of the men and women who
have engaged themselves in public service. Among the \vOiTien of
Oregon who have been outstanding in this respect is a member of the
State Board of Higher Education and the vice president of that
board.
Mrs. Sackett in all respects is especially well qualified to do
the task which has been assigned her this morning She is the
official representative of the State Board of Higher Education at
these exercises. Taking her title from a phrase in the Oregon State
Creed, Mrs. Sackett will address us on the subject, 'The Deeds and
Dreams of Yesterday." I take pleasure in presenting Mrs. Beatiice
Walton hackett.
17
BEATRCE WALTON SACKETT.
Born
in Oregon, graduate of Mills College,
member of Phi Beta Kappa, for three
yeal-s instructor in English, secretary
of the State Department of Education, private secretary to four Coycrnors of Oregon, wife and mother,
member of the State Board of Higher
Education since 1035, and its vice
president since 1940, Mrs. Sackctt intCrl)retCCl the history of Oregon State
ollege under a title from the Oregon
State Creed, 'Time Deeds and I )rcams
of Yesterday."
18
The Deeds and Dreams of Yesterday
BEATRICE \'VAUrON SACKETT
Vice Preident of the
Oregort State Board of Higher Educairort
( [RESIDENT STRAND, members of the graduating class, and friends
'-°' of Oregon State College, it is not a perfunctory pleasantry when
I say to you that I am deeply honored to represent the State Board
of Higher Education at this highly significant, this very notable
commencement ceremony.
\'Ve are not only looking back on the deeds and dreams of yesterday, but we are looking forward to a magnificent tomorrow.
We should know that this is a notable, significant occasion, a
time for greatness, for no other reason than that so many of the
graduating class \vear the uniform of the service of their country.
We know that it is a notable occasion because on this day the College
enters upon an era, a new day and phase of progress and growth
under a new president. We know that it is notable and signiScant
because this year the College observes the seventy-fifth anniversary
of its organization.
1 think it should be a source of great pride and gratitude to all
of us who are Oregonians that those who blazed the trail across the
plains or sailed around the Horn following the harsh path of the
pioneers, were not primarily adventurers, were not seekers after
sudden gold, were not exploiters of the country. They were builders,
seekers for the good life, homemakers, pathfinders, and educators.
It ought to be a source of great pride to us that the foundation
of this educational institution is so definitely identiiied with the early
history of Oregon. When it was still known as Marysville, Corvallis
felt the impetus of' the educational ideal. Before Oregon became a
state, it was decided that the territorial university would be located
at Marysville, and building materials were assembled on the site of
Margaret Snell Hall. Political changes moved the university from
Corvallis to Jacksonville and later surrendered the university at
Jacksonville to Jackson County for a court house. Corvallis was disappointed, but it was undaunted. It founded one of the first acacl-
ernies in the state of Oregon and affiliated it with the Methodist
Church, making it a Christian college. So even before the event that
we are celebrating today, the seeds of education as a necessary commoclity of the good life were planted in this community. Through
Dr. Finley and his sprightly wife, whose remembrances of the early
days of Corvallis arc highly entertaining, the sowing proceeded.
19
But that was education of the academy class preceding the event
of significance which we observe today. The event which makes this
year significant is that 75 years ago, in 1868, Oregon state College,
then Corvallis College, was designated as the land-grant college of the
state of Oregon.
Because the history and development of ()regon state College is
so much the history and development of the land-grant colleges, I
think it is pertinent to recall for a moment what the land-grant college
represents. You may think that it represents an institution lucky
enough to get a group of federal subsidies. Far from that, it repre5ents an educational ideal. It represents an epoch-making educational development, an educational development typically Americanalmost uniquely American. You might think it represents the enactment of the Morrill Act. It includes that, but the Federal subsidies
from time to time which have made the land-grant institutions pos-
sible came because of the force of the ideal, because the impact of
public opinion in defense of that ideal finally demonstrated itself in
federal assistance.
The Morrill Act was passed in 1862. it was passed upon the
ideal of the democratization of education, that in democracy there
was no place for an aristocracy of education. In a nation where all
men were created equal there was no place for the limitation of education to a favored few. In a nation which depended upon agriculture, industry, and trade, those who were engaged in these endeavors
had a greater right and equally as great a need for the benefits of
higher education. The Morrill Act was passed on the conception not
only that those who were engaged in the industries, the trades, and
agriculture needed the technical skills but those who were engaged in
technical arid vocational pursuits needed liberalization of humanitarian education in order that they might perform their civil, moral,
social, and personal duties.
President Buchanan vetoed the first Morrill Act for the customary reasons that progressive measures are vetoed It impinged
upon state rig'hts ; it would interfere with existing institutions it was
unconstitutional. It was passed again, and it is highly appropriate
that the charter of the people and for the people was signed by
Abraham Lincoln.
Time does not permit discussing the expansion and the development of the land-grant colleges. Their task was tremendous. Their
first task was to assemble a body of scientific information before
they could test it. They soon took their scientific research out of the
laboratory and library and into the field, and we have a new aspect of
a land-grant college, the agricultural and industrial experiment station research agency for the purpose of applying scientific method to
20
practical problems and disseminating that information for the service
of the state.
Soon even these institutional units were expanded in the devel-
opment of the ideal and the democratization of education; and we
have the great extension service serving not only the campus but the
entire state. In every county of the state, evidence indicates that the
service of this educational institution can never be confined to work
on the campus. Establishing the extension service was a bitter struggle, a struggle against opposition, against hostility, against inadequacy
of resources. But these institutions, among which Oregon State was
a leader, stood like a stone wall for the integrity of education for all
groups and for the necessity of education for the direct betterment
of mankind. They were sympathetic for the research and the scientific method. They stood stoutly for the fact that a public-supported institution was a public service institution and that the young
men and women should return that investment to the commonwealth
in service.
The development of Oregon State paralleled the development of
the land-grant colleges. The ideals of Oregon State College were
in the hearts of those who brought about the foundation of the landgrant colleges. It would more than exceed the time at my disposal
to pay individual tribute to all those who dreamed and served here.
The ideal that the land-grant college was a unique type of institution dominated. President Arnold in 171 took over this new
thing and fought a situation in which there was no money, no resources, no chemical apparatus. He was a classical scholar himself,
but he recognized an agriculture based on scientific inquiry. He conducted and reported the first agricultural experiment concerning the
chemical reaction of white soil and an analysis of the "marl" in the
Yaquina Bay district. He must have left his mark on the campus,
for when he died the campus mourned him in black for thirty days.
After him came John M. Bloss. Under his administration the property value gre\v to tl6O,OOO, the faculty to twenty-one persons, and
the enrollment including the Preparatory Department to four hundred. He felt that the College had flourished to such an extent that
he recommended that it get a shorthand writer and a typewriter to
handle the clerical work of the institution.
After him came Dr. Thomas Gatch During his regime when
the cadets of Oregon State College were reviewed, it was said that
nowhere in the United States was there a better trained group of
cadets, a tradition and reputation which Oregon State has never let
fall. During his administration new technical curricula were added
in forestry, pharmacy, and home economics. In this time of education no thought was at first given to women, but with the ideal of
21
democratization of education some recognition of the woman as a
citizen came to be indicated. Tt came to be discussed that teaching
women scientific knowledge could contribute not only to individual
happiness but to community welfare. Miss Margaret Snell came to
found the first studies in the household arts and home economics at
Oregon State College. In 1890, Oregon State was one of the three
land-grant colleges offering these courses for women. II think Dr.
Snell must have been a phenomenal person because she provided
room and hoard for the students at the College at the rate of one
dollar a week. It is true that five cents an hour had been the prevailing wage for student services on the campus. By 1900 that had
been advanced to fifteen cents an hour without any apparent threat
of inflation.
I shalt not attempt to offer any tribute to Dr. Kerr. Anything
1 could say would be quite inadequate. Tribute will be paid to him
elsewhere on this program. I necd only to say that you can look
about you. The College as you see it today is his monument. The
development of the service of the College which has given it a warm
hold on the affections of the state is a tribute to his administrative
ability. The high regard with which this institution is held through-
out Oregon and the United States is an indication of his statesmanship.
We are deeply grateful to President Peavy for his service in
taking the institution through the period of depression, of reorganiz-
ing under a new administrative program, for bringing it out of a
period of confusion and some discouragement, and launching it into
a period of new loyalty and service.
To Dr. Gilfillan, who against his wishes and at great personal
sacrifice left his work to act as president while the board was in
search of a president, we are likewise grateful that in his person he
epitomized those qualities which we refer to as a scholar and a
gentleman.
Vve on the State Board of Higher Education are deeply grateful
to those whose deeds and dreams made this institution possible. We
feel a sense of humble responsibility in carrying on the task that they
launched and in maintaining the achievements that they initiated and
carried forward. You have a magnificent heritage at Oregon State
College in the deeds and dreams of yesterday and the pursuit of the
ideals of democratic education in the service of the state. You have
a great heritage from similar institutions where men have applied
scientific principles for the betterment of mankind that life may be
happier and more abundant.
You have inherited a world where for the first time in history
no one need be hungry, because the means of plenty are at hand; no
22
one need be enslaved, because mechanical genius, developed in insti-
tutions such as this, has endowed us all with services equivalent to
hundreds of slaves. You have inherited a world where men need not
be alien to each other because all means of communication and understanding are at your command. That heritage is momentarily threat-
ened, partly by our own lack of vision, because we have failed to
apply to our national ideal that principle so strongly rooted in the
development of the land-grant colleges, that no privilege can be
restricted to favored groups, that privileges must be alike afforded
to all.
IBut once the battle is over you must launch on a new period of
pioneering like that which accompanied the development of the landgrant colleges, a new period of pioneering in a world where we know
isolation is no longer possible. You can do this pioneering, I know.
You have the means of grace and the hope of glory. You must do
it and you 'will do it. We must join together in doing it; we must
join together in justifying the deeds and defending the dreams which
have made Oregon State College. We can ; we must ; and \Vith God's
help, \ve will.
Sact<ett Hail, new dormitory for women at
Oregon State college.
23
For the Service
Of a Great Commonwealth
WIr.LARD L. MARKS
i'r,idcnt of ih
Oregon Stale Board of Higher Education
ISTINGUISIJED guests, graduates and students, parents and friends
hLJ' of Oregon State College. Rich in the heritage of history,
having been inspired and having enjoyed the splendid address
on "The Deeds and Dreams of Yesterday," it is a happy coincidence
that on this seventy-fifth anniversary of this great institution of
citizenship and of service it is our privilege to install and inaugurate
a president of Oregon State College.
The new president has suggested that this ceremony be very
In the days of a great global war when mankind has the
necessity and important duty of meeting
brief.
history-making problems, it
is
proper
that this suggestion be observed in the
same spirit in which it is so patriotically
advanced.
The State Board of Higher Fiducation in selecting a new president of this
institution sought for some time for a
man qualified
by
native ability
and
equipped by training and experience to
fill this position with credit to himself
and to the state of Oregon- -a man of
poise and dignity, yet with personality
that appeals to his fellow citizens ; a man
of personal and intellectual integrity ; a man of demonstrated ideas
and ideals of leadership; a man completely devoted to his profession,
a profession of education whost product is the future citizenship of
the state. We respectfully submit that in this search the board
succeeded
-
Dr. Strand is well known to many of you. He has been observed by many more. He is known at least by reputation to practically all of you. Time does not permit that there be reviewed his
history and the story of his attainments. In any event, he would not
want it so at this time; but the least that must be said of him in this
brief ceremony is that the quiet, earnest, thoughtful, purposeful service that he has indicated in the few months he has been here at the
College has brought about widespread and earnest cooperation.
24
VVe all love the state of Oregon with its great natural resources,
its high type of citizenship, its heritage of the fortitude and th traditions of the Oregon pioneers. Truly this commonwealth is a place
for the attainment of the summit of human endeavor and the maximum of human happiness. In three quarters of a century the state
of Oregon has builded here a great educational institution. Glorious
is its history. Revered are its traditions. I.oved by three generations are its campus and its surroundings. We are proud of its past.
VVe value highly today its buildings, its equipment, its efficient train-
ing, and its outstanding spirit of patriotism; and we know, Dr.
Strand, that devoted as you are to its advancement, eminently qualified as you are for its service, we can safely entrust to you today the
future of Oregon State College; and we know that you will go forward with your feet on the paths of progress and your eyes on the
hills of hope.
We know, Dr. Strand, and we believe that such will be your
purposes, such will be your endeavors, such will be your achievements
that this institution will continue to educate young people for the
responsibilities of life, for the duties of citizenship, and for successful leadership in the future. In solving the problems of industry.
the problems of science, and the problems of government in the years
to come, Oregon State College will be faithful in the service of a
great commonwealth.
On behalf of the State Board of Higher Education it is my
pleasure and privilege now to declare August T.eroy Strand duly
installed and inaugurated as President of Oregon State College.
Ladies and gentlemen, your President.
25
Our Eyes Must Hold to the Future
AUGUST LEROY STRAND
President of
Oregon State College
(ThRESIDENT MARKS, Governor Snell, Mrs. Sackett, Chancellor
'-L' Hunter, our distinguished visitors, the Class of 1943, the alumni
and friends of Oregon State College, I thank you. 1! sincerely trust
that I may live up in part to some of the expectations as expressed
by President Marks.
Commencement today belongs traditionally and rightfully to the
graduating class. None the less, there can be found no more fitting
scene for the inauguration of a college president than here amidst the
symbols and agents of scholarship where truly flows the spirit of the
institution out of which those highest ideals and accomplishments
have been generated.
The arrangement of the relative positions of the participants in
this ceremony is appropriate. The faculty on whom he must depend
is behind the man being inducted; and he is facing his students and
facing representatives of the public from whence the institution
derives its support and to whom it must never forget it is in the end
responsible.
As long as he can maintain himself in this relative
relationship, he will not go wrong, facing squarely the great educational spirit represented by the students, facing squarely all the implied obligations to the people, and backed by a strong and capable
faculty.
In this seventy-fifth year in the life of Oregon State College,
we pay homage to the bui]ders of the past, the men and women out
of whose very flesh and blood this great institution was builded. But
Our e'es must ho/cl to the future. 'We live for our own age -an
age when an old world is passing away, a new world coming in, an
age of great speculation, the outcome of which rio man can forsee.
It is to this new world, this tremendous sweep of action before us,
that our understandings must be stretched and fitted."5 But there
must be more than objective understanding and good intentions.
There must come action out of the inquiring and gratifying intelligence that flows from such an institution as this. Was there ever
more evidence that the life of individuals and of nations can come
only from the power men have within themselves to solve the problems which challenge their survival?
In the few months that I have been at Oregon State College my
From \Viison's "On Being Hunia,,.
26
faith in the strength and the spirit of the institution has grown with
my deeper acquaintance with its faculty, its students, and alumni,
and with the people of Oregon, in whose lives it is so intimately
entwined. It cannot, it must not falter or fail now amidst so great
affairs.
us.
President Marks, I accept my part in this task which lies before
I come humbly, realizing my personal limitations.
27
HONORARY DEGREES
In celebration of the seventy-fifth anniversary
of its establishment, oregon State College at the
seventy- fourth annual Commencement cited d is-
tinguished achievement by conferring four lionorary degrees. The men selected for honor included a noted citizen of Oregon, a former President of Oregon State College, an emeritus faculty
member, and a graduate.
I
Betweon Governor Snell (left) and President Strand
(right) are the recipients of honorary degrees at the
Seventy-fourth Annual Commencement (left to right)
William H. Galvani, Doctor of Engineering; William
Jasper Kerr, Doctor of Laws; Edwin Thomas Reed,
Doctor of Literature; Zed Jarvis Atlee, Doctor of Engineering.
28
VILLIAM H. GALVANI
Doc-ros OF ENGINEERING
Engineer-Builder of Oregon
Educated in his native Russia; resident of oregon since 1882; civil engineer for forty-three years in railway location, construction, and administration in the Pacific Northwest ; student of economic and industrial problems; leader in civic progress; successful advocate before the regents of
Oregon State College in 1904 for the opening of the College to foreign
students ; Oregon representative at the International Peace Congress,
1909; authority on the literature of ancient and modern Europe, Asia
Minor, and ancient India.
WILLIAM JASPER KERR
DOCTOR OF LAws
Educator-Builder of Oregon State College
Native of Utah ; graduate of I tali University; graduate student at Cornell
University; school superintendent; professor in the University of Utah ; a
college president at the age of thirty-one; president of land grant colleges
for thirty-two years; president of the Association of Land Grant Colleges
and Universities ; a statesman in higher education, called "one of the out-
standing college presidents of our nation ;" author of notable published
addresses and magazine articles; through twenty-five years architect and
administrator of the great program of Oregon State College in the education of youth, the enlargement of knowledge, and the devclopfent of
Oregon production, manufacturing, and distribution ; first Chancellor, now
Chancellor Emeritus, of the Oregon State System of Higher Education.
EDWIN TiJoatAs REED
DOCTOR OF LITERATURE
Editor-I iiterpreler of Oregoo State (:ol/eqe
Native of Wisconsin; graduate of Minnesota and harvard school superintendent in Minnesota; college professor in Minnesota for ten years;
editor of publications at Oregon State College for thirty-one years; editor
;
of publications for the Oregon State Syetem of Higher Education for
eleven years; author of many bulletins and magazine articles descriptive of
the work of thc College and the State System ; civic leader; president of
the Corvallis chamber of commerce and director of the state chamber of
commerce; exponent in both prose and verse of the beauty and resources
of Oregon; friend and counselor of students; congenial and dynamic col-
league of faculty and administration in the uphuilding of Oregon State
College; author of the Oregon State Creed ; author of four books of verse,
the last volume, 'Into the Promised Land," written in commemoration of
the centennial of the Oregon Trail.
ZED JARVIS ATLEE
DOCTOR OF ENGINEERING
Distinguislwd Graduate of Oregon State College
Bachelor of Science in electrical engineering in 1929; now in charge of the
Tube Division of the General Electric X-Ray Corporation in Chicago;
contributor to physical science through development of improved instrumentation for crystal analysis by x-ray diffraction; contributor to medical
science by invention of a practical rotating anode tube for x-ray therapy;
contributor to industry by developing the new one-million volt x-ray tulle;
contributor to winning for our country a position of world leadership in
x-ray technique in all its phases.
29
Above, the original Corvallis College at Fifth and Madison Streets, 1868. Below,
the present campus in 1893. Benton Hall on the present campus (old adminstraton
building) was built in 1889 with funds contributed by citizens of Benton County.
Development of the Oregon State College campus through the years has followed the
plans of two eminent landscape architects (John C. Olmsted 1908, A. D. Taylor 1925
and 1945).
30
II
By the time of World War I the East Quadrangle was the heart of the campus.
Abave the Library (built 1918) is shown between Dairy and Benton with Agriculture
Hall at extreme right. Ten years later the campus center was moving westward.
Below, a view (looking north) of the West Quadrangle, with the Memorial Union
(built 1928) at left, a glimpse of Margaret Snell Hall (1921) and Home Economics
(1914 and 1920).
31
"JJithin a vale of western mountains."
west. tooking today, campus The
cc Burto John by i-'n.otogroph
I
The Classes" section of the Charter Day Convocation procession. Each class was
invited to send a representative to carry the standard of his class. The alumni
marched n reverse order with the Class of 1943 at the head. Earliest graduate present
was T. L. Charman of Oregon City, who carried the standard of the Class of 1881.
The view shown above was photographed in the main corridor of the Memorial Union
before the procession formed.
34
CHARTER DAY CONVOCATION
WE DN ES DAY,
OCTOBER TWENTY-SEVENTH
Invocation
Du. ERNEST WIT.LTAM WAnRINGTON
Professor of ReHgun
0 Fat/icr, grant us the knowledge that we need. Light our
hearts and then, while we remember, keep our hearts from going
blind.
Our God and Father, we would be very reverently thoughtful
as we stand here in assembly at the crossroads of tue years. We
would ask Thee, Father, that Thou wouldst quicken our minds and
hearts as we contemplate the great heritage, and we would that Thou
turn the light of history of these years upon the problems of today,
that 7/iou then turn our hearts toward the tomorrow.
May we pray reverently with the poet:
Build thee more stately nionsion.v, 0 m soul;
As the swift seasons roll.
Leave 16
low-vaulted past:
Let each new ten pie, iobler than the last,
Shut thee from heaven wit/i a dome ijiore vast
Till thou at length art free,
Leaving 1/sine outgrown she/i by life's itnresOng Sea.
Our God, we are thankful and grateful for the great host of
men and women who have gone through these halls.
We thank Thee
still for the understanding, for the wisdom so freely given, for the
direction of the mind of youth.
Fat/icr, we thank Thee, too, for the great stream of youth whose
lives have been. quickened, who have been brought in contact with
larger experiences of reality, and who now have larger and nobler
visions because they have passed through these halls.
Father, we thank Thee for the homes in. cabins and in mansions,
the homes that have had faith in higher education. We thank Thee
for the great commonwealth that has sponsored this great opportunity and privilege, a commonwealth with great democratic ideals
and great untapped resources.
Father, as we contemplate I/us great tradition and this great
heritage, we would ask that Thou wouldst help us to be worthy today;
that somehow as we face an uncertain future, as we somehow come
to grips with a confused period in the life of our country, we will be
conscious of Thy wisdom and rig/its and he worthy of f/ic traditions'
of this great school. Amen.
36
Greetings on Behalf of the Faculty
PRESIDENT A. L. STRAND
O\ERNOR SNELL, distinguished guests, faculty, and students, men
of the A. S. T. U., and friends of oregon State College, I bid
you welcome to this anniversary convocation commemorating the
three-quarter century mark in the history of this institution and of
public support to higher education in Oregon. Very often we try
to remove ourselves from the stark and solemn realities of this longsuftering world. \/'e normally think we would like such a celebraNon as this to come at a more normal time when the occasion might
receive the attention due it. Without reflection on the distinguished
persons we have with us tonight, we wish we could enjoy also the
presence of delegates from our sister institutions, that they could
honor us by their representatives. We would like, we think, time
for more leisurely discussion of the meanings of this day and some
of the educational problems that are forever crowding us for soluNon. Then, too, we know there are hundreds of men and women
among the alumni and among the friends of higher education in this
state who would be here tonight were it not for travel difficulties.
But these are idle thoughts unbecoming to the institution we have
come to honor. it is no time for wishing. It is a time for doing.
We know that this Seventy-Fifth Anniversary has added significance
in the setting of a great war, a war which concerns, we believe, more
than any other war, the standards on which free education has been
founded.
No country has ever possessed a stronger faith in education than
we in America. From the time the colonists were building together
and planning the great experiment in government based on inalienable human i-ights down to the present clay this devotion has been
almost a fetish. Nowhere does this become more evident than in
the history of colleges and universities, large and small, wealthy and
Throughout the ages there are, regardless of the times and
the creed, doings of the people and not infrequently in times of
actual crisis the foundations were laid for the great institutions as
poor.
we know them today.
For instance, what were the people doing in 1868? Whose
names were in the papers? Oregon was one of the several states
which withdrew its consent to the ratification of the fourteenth
amendment to the constitution that year, and that I am sure was
vcry much in the news of the times. Southern states were adopting
37
new constitutions.
Thaddeus Stevens died. President Johnson was
brought before the Senate for impeachment. General Grant was
nominated by the republican convention in Chicago. Former President Buchanan, who vetoed the first Morrill Act because it was just
a scheme to get away with federal money, died. Edison's first invention was proclaimed. That was the setting that year when the University of Illinois at ITrbana, the Vniversity of California at Berkeley,
and Corvallis College at Corvallis became land-grant colleges. Race
riots in the South and the most turbulent political controversy overall welcomed this unique innovation in higher education. There was
no forgetting Washingon's admonition that public opinion must be
enlightened through education.
.1 am glad it is my part to speak the word for the faculty. I
should be able to do this with less accuracy but with perhaps more
grace than someone long associated with the institution. The history
of Finley, Arnold, Margaret Snell, Gatch, and so on among those
who have passed along are among the great names. Among the living, topmost is that of William Jasper Kerr, and we were deeply
grateful that he could be with us tonight. I would be pleased if
Dr. Kerr would rise.
I should remark, too, that there are the outstanding members of
the Board of Regents--Apperson, Cauthorn, Pierce, VVeatherford,
Wilson, Spence, and so on, to name such a few of the members,
particularly those who struggled to make workable a new system, a
complicated job to do.
Those are the names we know. Those were the generals and
But I want to say a word for some others.
want to speak a word for the sergeants, corporals, and privates who
plugged away with their teaching and optimism. And a strong word,
too, for the commandos who led the attack out in the state dealing
with the problems of agriculture, forestry, and industry, and the
home. I think from these many lesser ones as much as those far
better known have come the spirit and the deeper meaning of this
College as we see it now in the hearts of the people of Oregon and
those who are this night pushing the fire against our enemies on farflung battle fronts. Bringing the greetings of the faculty on this
important occasion T salute them, the recognized great in the long
battle commanders.
T
line of upbuilding of Oregon State. I present greetings to the
thousands of alumni who have passed through these halls and doing
honor to themselves and Oregon. Our compliments, too, to the
suffering students for carrying on through difficulty. And finally
I salute those in the military services, here our adopted Beavers, the
thousands on campus, on the seas, and those who are wearing the red
badge of courage on foreign fields.
38
Greetings on Behalf of the Alumni
CLYDE WILLIAMSON, '08
President of the
Alumni Asociatioii
IL STRAND, Governor Snell, members of the faculty, men of the
uniform, members of the student body, and alumni and friends,
may I add to the many very excellent comments of today by telling
you at the beginning that I feel very much at home tonight. Returning to the campus of one's alma mater is another homecoming worthwhile. Returning to the campus arouses memories, increases gratitude, deep meditation, and inspiration. I almost feel swelling up
within me the spirit of desperation to do something and to do something good for our alma mater.
This has been a great day on the campus at Oregon State- -old
friends, new friends, trysting trees, vine-clad halls, memories. On
6U
this occasion we have set this as a day for a
united family to pay lasting tribute and sincere devotion to Oregon State College on this,
her Seventy-fifth Anniversary. To our Col-
lege this is just another milestone in her triumphant march over the stepping stones of
years. It is a day of renewed dedication and
devotion. For seventy-five long years she has
given inspiration, practical knowledge, and
guidance to our youth and with each passing
year has added to her strength and stature and
now ranks as one of the great land-grant colleges of America. From her halls of learning thousands of trained
men and women have gone forth to grapple with the problems of
living with their training- in home, in field, in factory, in science, in
research, and in the commercial life of the nation.
Approximately fifty thousand students have enjoyed instruction
in her halls, and approximately twenty-four thousand acti\1e alumni
are scattered throughout the world serving in places of trust, conderive, and leadership. For this group I speak tonight. They would
have me to convey to our alma mater congratulations on her seventyfifth birthday and express to the institution our deep appreciation for
inspiring leadership and training received. Her sun has not set.
Her day is not done. It has just begun. Many useful years of service lie ahead. Without minimizing the past or reflecting on her
traditions we would say, "Hats off to the past. Coats off to the
39
future." And to our alma mater we of the alumni association pledge
our love, our loyalty, and our allegiance in maintaining her high
standards of educational leadership. To the forty-seven classes in
the line tonight and to the student body and to the faculty we extend
greetings in the name of the association. We thank you sincerely
for all you have done and are doing to make 0. S. C's record an
enviable one. After all, no educational institution can long live with-
out the support of her alumni nor rise above the quality of the
product that moves off the assembly line. Mail to 0. S. C. Long
may she li\re.
Greetings on Behalf of the Students
DONALD GARY HALL, '44
Prusolent of the
ASSOCIntCd Siudents
fR. STRAND, Governor Snell, members of the administrative coun-
LLY
cii, alumni, faculty, friends of oregon State, undergraduates,
and fellow Beavers here in the front row. It is not without a great
real of reverence that I speak here for the Associated Students of
Oregon State College. Seeing these representatives of some twenty
generations of college classes pass by in review
this evening at this Seventy-fifth Anniversary of
our founding of this great school makes us
keepers of the name just a little more mindful of
our task and a little more conscious of our privileges. True, business at ( )regon State is not as
usual this year. Everything including classrooms,
student activities, and living facilities is changed,
all geared to the war effort. We feel privileged
to have on our campus here over fourteen hundred A. S. T. P. soldiers studying at our College.
This select group of men are catching that same
Beaver spirit when we speak of our trysting tree or the alma mater.
We, the civilian students and the A. S. T. P., are thankful for the
opportunity to equip ourselves better for the prosecution of the war
and for the peace to follow. We are honored and privileged to be a
part of Oregon State College and to be a part of this celebration. On
such significant occasions as this, the celebration of the three-quarter
century existence of Oregon State College, we are reminded of the
40
ramifications of our college days. Dr. Edwin T. Reed aptly caught
this thought when he wrote the college creed.
Each year incoming freshmen pledge themselves to this creed.
With your permission I would like to reobligate, to remind you of
your duty to Oregon State College, and to take this opportunity to
usher you men in the A. S. T. P. into the Oregon State family. If
you will please stand, I will read the text and you can follow on
the creed the last two lines in unison.
THE OREGON STATE COLLEGE CREED
I believe in OSEGON STATE,
Builder of men and womun,
Seeker after truth,
Organized for the service of a preat commonwealth.
I believe in her traditions,
A heritage from the deeds and dteams of yesterday
In her sportsmanship and honor,
A reality with the students of today
In her aspirations and ideals,
The assurance of a magnificent tomorrow.
I believe in her democracy
And her far-reaching bond of Beaver brotherhood
And J realize that since she has accepted me as a Beaver.
I too am a guardian of the Beaver spirit
If I degrade myself I degrade her;
As I honor myself 1 honor her.
I thcreforc plcde to her, my Alma Mater,
Mv loyalty, my love, and my devotion,
41
Greetings on Behalf of the State
EARL SNELL
Governor of Oregon
OVERNOR SNELL: Dr. Strand, distinguished guests, members of
the faculty, student body, and friends. It is a happy privilege
indeed to extend official greetings on this noteworthy occasion, the
Seventy-fifth Anniversary of Oregon State as a land-grant college.
As you know, it was back in 1862 that our national Congress
passed the Land-Grant College Act. It was signed by Abraham
Lincoln, who was then President of the United
States. But it was not until 1868, six years later,
that the Oregon state legislature passed the necessary legislation and pro'vided for the designation
of the school to receive these land-grant benefits.
During that interim, that six-year period, there
developed here in Oregon considerable ri\'alry
and competition among the various schools, each
seeking to become the land-grant college of oregon. To a considerable degree that rivalry was
carried into our state legislature. According to
the story, it was Flook of Douglas County who
introduced the first legislation providing for Oregon's land-grant
school, the original resolution designating Wi I lamette University.
But C. B. Bellinger of this county (Benton), a very powerful influence in that Oregon state legislature, succeeded in having stricken
from the resolution the words "Willamette University" and had inserted there the words "Corvallis College."
In those days Corvallis College had but one building and a student enrollment of some 125 students. But down through the years
she has steadily grown and advanced and progressed until today
Oregon State is recognized as one of the outstanding institutions of
its kind in the entire United States. Throughout this seventy-fiveyear period oregon State has contributed much to the social, economic, cultural, and political advancement of this great commonwealth; yes, contributed much to the growth and development of this
state and of this nation. Today under certain handicaps she is
carrying on with her important work, and in addition thereto
is
making valuable contributions to our all-out war effort by affording
necessary technical and fundamental training to these boys in the
armed forces of the United States.
42
And, friends, when this terrible war is over and victory is ours,
when once again peace reigns throughout the world-----and may God
grant that that day is near at hand- once again will we find Oregon
state holding aloft the great light of truth, holding aloft the ideals
and plans of a great school, a great state and nation. I predict that
in future years this fine Oregon college will achieve even greater
results, yes, greater results in the scholastic training of the youth of
our land, in molding their characters. 1oys and girls, yes; but men
and women of tomorrow. They will be shouldering responsibilities
in the social, economic, and political affairs of our state and nation.
The state, on this seventy-fifth anniversary of oregon State College,
is happy to join in salute; and I echo the words of my friend Williamson, "Hail to 0. S. C."
Oregon State Capitol, Salem.
President
Strand introduced
dent Dalc as follows:
strong
Presi -
There is
tie between institutions
a
that
grew out of that act of Congress
signed by President Abraham Lincoln
on the second of July, 1862. It was
only natural in selecting and inviting
a speaker for this occasion that we
should look to one o our Sister landgrant institutions in the Northwest.
President Dale of the ljniversitv of
Idaho holds his degrees from Harvard lTni\'ersit\'. He has held professorsliips at \Vyoming Jniversitv,
at Utah State, and at Washington
University in St. Louis. He has held
deanships at Miami University and at
Ins present institution, the University
of Idaho. At this latter institution
he
has
1937."
44
served
as
President
since
The Durable Ideals of Education
HARRISON C. DALE
President of the
Enwersity of Idaho
APPRECIATE the honor of being invited to participate in this his-
J toric occasion. I wish that a larger representation of Idahoans
could have accompanied nie. As a matter of fact, Idaho had expected to send a delegation of at least eleven men to Corvallis a week
from next Saturday, November 6. Instead of eleven men---at least
eleven men -and gate receipts running into the thouands, Idaho
sends one man and his contract says nothing about splitting the gate
receipts. Perhaps we may set this substitution down as one of the
minor horrors of war.
Apparently Oregon State College celebrates its anniversaries all
at one time, on October 27. It was on October 27, 1868, that the
legislature "designated and adopted" Corvallis College, though I
must confess that the thought of having a legislature in session in
October is rather appalling. Idaho, on the other hand, seems to
favor \'ariety in its anniversaries. On several occasions we have cele-
brated the semicentennial of the founding of our University. We
celebrated fifty years after the opening of the institution, we celebrated fifty years after the selection of a president and faculty, we
celebrated fifty years after the passage of the bill in the Territorial
legislature creating the University. In fact, whenever things get dull
at the University of Idaho and we do not know what else to do, we
simply celebrate the semicentennial of our founding.
I am not quite sure on what basis Dr Strand selected me for
the honor of speaking on this occasion. I am not an alumnus of this
institution and consequently cannot reminisce of the "good old days"
at O.S.C. It may be that my good friend and associate looks upon
me as possessing a sufficient air of venerability to qualify me anyway
to recollect what was going on in the year 1868 or thereabouts. Per-
haps I am a bit sensitive on this subject. A young woman, a comparative stranger, has been staying at our house for a few weeks
with a tiny baby. It is a very cute and well-behaved infant and 1
said to my wife, "This is just like having a grandchild," whereupon
the young woman, the mother of the child, turned to us and with a
mingled look of horror and incredulity said, "What, you have no
grandchildren !" Perhaps it is well not to inquire too closely into
such matters. A friend of mine whose eight-year-old son was toying
45
with his food at the supper table and refusing to eat as he should,
said to the boy, "Stop playing with your food. I know lots of little
boys in Europe who would be glad to eat what you have left on your
plate." The eight-year old, quite unabashed and unconvinced, turned
to his father and said, "Name three."
I can tell you something about 1868 and on an occasion of this
sort I think you ought to hear something about 1868. However, 1.
am not speaking from personal recollection, hut, very frankly, from
that wonderful collection of figures called the United States Census.
For those who like figures the United States Census is a treasure
house. One can become as fond of it as the young lady who so much
admired the dictionary because it had so many words in it.
The year 1870 was only two years after Corvallis College was
'designated and adopted" and in that year there were 90,000 people
in Oregon of whom 4,584 lived in Benton County, as against 3,074
ten years earlier (1860) and 814 ten years before that (1850). Per-
haps Oregon needed a college in 1870. At any rate of the total
population, including Indians, there were 2,609 persons in the state,
over the age of ten, who could not read and there were 4,427 who
could not write. Now 4,400 out of 90,000 is five per cent, one out of
twenty. Despite this indication of the need for a college there were
other indications pointing in quite the opposite direction. The Census of Occupations indicates that in the entire State of Oregon in the
year 1870 there were thirteen hookhinders and finishers, whom I
suppose we would call stationers today, a trade that certainly cannot
flourish without a certain minimum of literacy.
There were thirteen
bookbinders and finishers but only eleven plumbers in the entire
state. I leave you to draw your own conclusions. Only eleven
plumbers, but fourteen teachers of painting, dancing, and music.
Percentage-wise the so-called frills were more highly regarded
seventy-five years ago than they are today. The simple fact of the
matter is that seventy-five years ago people did not regard the arts as
frills at all.
But Oregonians were not wholly devoted to dancing and painting
despite the fourteen teachers of those subjects. oregon was an up
and coming agricultural state. Farm land alone in 1870 was worth
22 million dollars. (In 1940 it was worth 476 million dollars.) In
the year 1870 Oregon produced 481,000 bushels of potatoes and
23,300,000 bushels of wheat. Dairying also was looking up for in
that year the state produced 1,418,000 pounds of butter and 79,000
pounds of cheese. True, there was only one commercial cheese factory, only one fish cannery, only one meat packing establishment and
only eight planing mills. But these were the roots. Here was the
genesis.
46
Seventy years later Oregon produced 7 million bushels of potatoes as against 481,000 in 1870. In 1870 Oregon produced 79,000
pounds of cheese; in 1940 over 21 million pounds. In 1870 there
was produced in this state 9,000 pounds of hops; in 1940 over 16
million pounds.
From these meager beginnings when this institution was 'designated and adopted" to the present, Oregon has developed i'nto one of
the richest agricultural states in the Union, rich and famous not only
quantitatively but qualitatively, a state whose farms and whose farm
enterprises have long been preeminent in the nation. We hear much
these days of chemurgy, the conversion of agricultural products and
byproducts into commodities of high commercial value. If that is
the essence of chemurgy then Oregon has been engaged in chemurgy
for three-quarters of a century.
Now the figures I have just mentioned indicate a tremendous
transformation, a transformation that has taken place all within the
space of seventy-five years, precisely the period represented by the
life and growth of this institution. How far may we attribute this
significant advance to the influence and the work of Oregon State
College
Of course there is no statistical answer to that question.
i\'Iany factors have contributed to the growth and expansion of this
state. No doubt Oregon would have become a great agricultural
state anyway, but the direction that development has taken, its diversion from the one-crop low-value, fertility-consuming, simple crops
to the high-value, soil-restoring, specialized crops and to forms of
agricultural and manufacturing enterprise and refinement dependent
on this specialized production, may safely be attributed in very large
measure to the influence of this institution. If it be said that the
people, the taxpayers, of Oregon have created this splendid College.
it may be said with equal truth that Oregon State College has largely
created the very wealth a portion, a relatively small portion, of which
has been siphoned back to enrich and fructify this College.
Oregon State College has done more, much more, than increase
yields per acre, much more than initiate new crops and new methods
of cultivation. The greatest contribution it has made to the wealth
of Oregon has been the training of the men and women who have
dwelt upon this campus and studied within its halls. Brick and mortar, laboratories and apparatus, libraries and playing helds have contributed to the preparation of that human product. But the greatest
contribution has been made by the men and women of this faculty
who in fair weather and foul, in prosperous and less prosperous days,
toiled unselfishly, for you, the alumni of the College. True, your
accomplishments are your own but in reaching them you have been
guided and encouraged and I am sure at times inspired by the men
47
and women of this faculty. Do you know those lines of Kipling
from "Stalk)' & Co.", one of the bcst boys' books ever written ?
Let us now praise famous men,
Men of little showing,
For their work continueth
And their work continueth
Greater than their knowing.
And we all praise famous men,
Ancients of the college,
For they taught us common sene,
Truth and (;od's own common sense,
Which is more than lsnowledge.
This we learned from famous men,
Knowing not its uses,
When they showed in daily work
Man must finish off his work,
Right or wrong his daily work,
And without excuses.
But you are gathered on this occasion not merely to celebrate
complacently the magnificent achievements of seventy-five years, not
merely to make dear old alma mater comfortable in her rocking chair,
bringing her her specs and her knitted shawl and her footstool. Your
gaze is not backward, it is forward. There may be some among you
(it would be strange indeed if there were not) who occasionally say
to that vigorous and capable gentleman, your president, "But you
see, Dr. Strand, we haven't done it that way at oregon State." I feel
sure there are only a few whose gaze is vholely backward. The
spirit of this State and of this College has always been forward lookThe achievements, the notable achievements, of seventy-five
years are but beginnings, foundation stones on which the great edifice of the future even now is being erected.
One of the most significant social and educational developments
of this horrible war has been the belated recognition of the fact that
the land-grant college represents perhaps the most typically American
achievement in the whole field of education. The land-grant college,
whenever it has been true to its original purposes and intent, has
emphasized the t\vo most essential and significant qualities demanded
of our citizens in the winning of the svar. These are : (1) technical
knowledge, what industry calls "know-how," and (2) those qualities
of imagination, initiative, and leadership which have never been absent in the philosophy of education to which Oregon State College
has consistently subscribel.
On occasions such as this and on other more frequent occasions
too, we need to remind ourselves of the distinctively dual yet highly
ing.
48
integrated purposes of the land-grant college. The pioneer founders
of this type of institution had no slightest thought or interest in pitting culture against agriculture. They would have been amazed even
at the suggestion that there might be any such conflict because these
founders were the product of the best nineteenth century educational
tradition, a tradition which knew and recognized no such distinction.
I [rnry I). Thoreau, raising beans around his secluded cabin at Concord and writing "Walden," and Emerson, as his letters reveal, much
concei-oed over the flooding of his hay land during the \rery year he
was writing "Society and Solitude" and keeping up his famous
'Journal" these and others like them knew no such difference. Old
Senator Morrill of Vermont, author of the Morrill Act and father
of the land-grant college, had been born and bred in the tradition
that there is no incompatibility between learning and the common
pursuits of life. Those canny, thrifty New Engianders macFe a pretty
good living for themselves at the same time that they speculated on
the problems of the universe and ga\ e substance to the first fruits of
American culture.
It is true that here and there land-grant colleges have gotten off
the course laid out for them by their founders and have become mere
trade schools, teaching techniques alone, trai;iing men and women
rather than educating them. You can train horses and you can train
bird-dogs; you can also train boys and girls, but only the latter can
you educate.
On the other side of the picture the land-grant college was
never intended to be an ivory tower, a place remote, monastic, Untouched by the life around. Long before the passage of the Morrill
Act, long before the founding of this College, Ralph Waldo Emerson
saw something of this danger in that famous Phi Beta Kappa address
of his, delivered one hot August afternoon in Cambridge in 1837.
He said, "Our day of dependence, our apprenticeship to the learning
of other lands draws to a close. The millions that around us are
rushing into life cannot always be fed on the sere remains of foreign
harvests." Addressing a select few, a little band of harvard scholars, Emerson called attention to the hope that scholars American
scholars might fulfill the expectation of the world with something
better than the mere exercise of ancient skills or the repetition of
the dead learning of European schools. He called for a real awakening of the intellectual spirit of mankind and not for a slavish repetition of the ancient learning of the past. This is the land-grant college
ideal, this is the durable American educational idea.
"Action," said Emerson, "is subordinate in the making of the
scholar, hut it is essential." The whole man was Emerson's ideal and
the type of American scholar which he hoped to see developed- -an
49
ideal which the land-grant colleges were significantly the first to
adopt. We need such scholars today. Before the war we were surfeited with engineers and, shall I dare say it, we were surfeited with
scholars. We desperately needed engineer-scholars, teacher-scholars,
housewife-scholars, farmer-scholars, businessmen-scholars, scientistsscholars. In short, we needed men and women in all walks of life
who add to their calling the grace and the light of learning. 1 like
to think that our graduates, yours and mine, find a pattern in that
Italian scholar of long ago, a man who has been sadly maligned and
misunderstood through the ages, Nicolo Machiavelli. Active in
war, active on his little farm near Florence where he devoted himself
to the improvements of his crops as well as to literature, in a letter to
Francesco Vettori in 1513 he describes his manner of life, his daily
occupations with his family and friends, his work on his farm, and
then adds.:' The evening being come, I return home and go to my
study; at the entrance 1 pull off my peasant-clothes, covered with
dust and dirt, and put on my noble court dress, and thus becomingly
reclothed I pass into the ancient courts of the men of old, where,
being lovingly received by them, I am fed with that food which is
mine alone; where I do not hesitate to speak with them, and to ask
for the reason of their actions, and they in their benignity answer
me; and for hours I feel no weariness, 1 forget every trouble, poverty does not dismay, death does not terrify me; I am possessed en-
tirely by those great men."
I have been speaking of the function of the land-grant college in
the development of educated technicians. Let me now go a step
farther and mention a further obligation and responsibility of the
land-grant college.
We are confident of military victory because we have faith in
our military leadership, in our soldiers, and in our ability to keep
them supplied with the essential tools of victory, planes and guns and
tanks and ships and food. And then we turn right about and hecome
positively panicky at the prospect- -some people might even go so far
as to say the probability -of losing the peace. Winning the war is
a matter of man-powei-, material production, and logistics. Winning
the peace is a matter of education.
In the former task we suffer
perhaps at times from overconfidence, we run the danger even of a
national superiority complex. And then we take exactly the opposite
tack in the matter of peace by betraying what I have no hesitancy at
all in calling a national inferiority complex. We distrust not only
our Allies and associates, we distrust ourselves. It is a distrust born
of ignorance. We do not knov what kind of a peace we want. We
believe we want the Four Freedoms, yes, but they are pretty vague
and general, and they are not principles. We want something more
so
tangible. Yet we do not want to be concerned with Polish Corridors
or the boundaries of Bessarabia because we feel pretty sure that in
such matters lie the seeds of future conflict, lie the real danger of
losing the peace. What do we want then? We want a set not only of
world principles- -some people distrust world principles; we want a
set of American principles, something in relationship with the rest of
the world as American as the Monroe Doctrine or the Open Door
or Anti-Irnperialism or the American standard of living. Suppose
there were five million people in this country confident in America's
future not only in this hemisphere but in the world at large, agreed,
not on the details of our relationships with other nations, but agreed
on the principles that should guide us. Five million people who are
not continually jittery because we may lose the peace but serenely
confident that we can win it as we shall win thc war. What would
that mean for the future of this country and the future of the world?
And where are you going to find such people? Mostly you will have
to look for them here and in our other colleges and universities, public
and private. We face a real challenge here. We are responsible for
educating Americans who know the world, do not fear the world, and
who must uphold America in the world.
But you may object that there is so little time, that it is later than
you think, that this task houlcl have been done ten years ago. You
are right. It should have been clone ten years ago, and it is everlastingly to our discredit that it was not done. But that water is
under the bridge, the past cannot he recalled. However, there is a
future ahead of us, and a peace that is won, like a war that is won,
must stay won. True, we have left undone those things that we
ought to have done, but we face a future that must be won and that
can be won if the graduates of this and other colleges and universities enter the postwar, postrcvolutionary years with the confidence
that comes of knowingknowing America's needs, knowing her
power, knowing her responsibilities because, as V\Jinston Churchill
said, a nation cannot possess power without assuming responsibilities.
A nation that declines those responsibilities runs the certain risk of
losing her power, as Pearl harbor almost proved. There is the task
perhaps not for seventy-five years but for a considerable stretch of
time for Oregon State College, for the University of Idaho, for all
of us.
The war is provifig the effectiveness and the durability of these
ideals of which I have been speaking. Only six per cent of the
officers of the Army and Navy arc professional military men. Thousands are the products of R.O.T.C., a land-grant college enterprise.
institutions such as this are providing not only trained leadership
hut also the technical knowledge needed to conduct a highly mechan51
ized form of warfare. How many hundreds, probably thousands, of
your alumni and former students are this very hour lending luster
to the name of Oregon State I fancy even your alumni secretary does
not know. But there they are, all over the world, leading, working,
fighting, yes, and dying.
Most of them, thank God, will return safe home again. The
younger ones will be flocking back to the campus. Even now 20,000
men and women each month are being discharged from the army and
navy. What will you do for them? For the most part you will do
for them what you have always been doing for youth. True, they
will be a little older in years than most of your students and con-
siderably older in maturity and experience and their outlook is like]y
to be rather distinctly vocational. They will feel that they must make
up for lost time, must establish earning power as soon as possible.
But in meeting their needs your courses of study will need but little
revision ; your basic ideal of education will be essentially the same as
it was seventy-five years ago, the training of those who know and
those who know how.
Meanwhile our thoughts must not be diverted from the appalling
national task at hand. Oregon State is still in the thick of it. The
war is far from won. In reviewing aiid applauding the achievements
of the past and in trying to envisage the outlines of the future there
is only danger if we overlook the demands of the present hour.
let all complaisant men shake off their ease:
Never a day had sterner, angrier (lawn
This is no test where am strive to please
Nor yet a game where some are lookers-on.
This is no time for warfare of bright wits
Nor vet for ceding faiths that long have stood
The shadows and the sham are blown to bits
And there remains hut man- and womanhood.
This is no time for crossing of slight swords,
For stunts and scheme and protect for applause:
An enemy is at us in his hordes
Who has no dalliance in his evil cause.
Let all complaisant men give other hced
To the (lay's omens what they do portend
This is the time for large and valorous deed,
Lest the flag fall and freedom have an end.
This is no time for lethargy and rust
Blow up the trumpets, sound the battle shout,
all fair hopes be scattered to the dust,
And the vision perish and the lights go out.
F?
APPENDIX
Outline History of Oregon State College
1868-1943
DELMER M. GooDE
Director of Publications
1868
54
1943
Outline History of Oregon State College
1868-1943
Beginnings
1851
1853
Oregon territorial legislatui-e "located and established"
the territorial universily at Marvsville (Corvallis)
Three commissioners named by the legislature selected
as the university site a location where Margaret Snell
I-Tall now stands and assembled brick, lumber, and
other materials for erecting a university building.
Legislature relocated the univcrsity at Jacksonville and
ordered sold the materials assembled at Corvallis.
1856 Community acatemy established at Fifth and Madison
street, Corvallis.
1858 Corvallis Academy incorporated as Corvallis College.
1859 Oregon became a state, February 14, 1859.
1862 First Morrill Act, establishing the land-grant colleges,
signed by President Lincoln, july 2, 1862.
1855
President Finley
1865
Rev. William A. Finley, AM., D.D., first president of
1868
New academic calendar, providing for three terms of
fourteen weeks each, adopted August 22, 1868.
Oregon legislature "designated and adopted" Corvallis
Corvallis College, October 1865.
College as the "agricultural college of the State of
Oregon" and the recipient of the land-grand funds,
October 27, 1868. The legislature specified that "all
students sent under the provisions of this Act shall he
instructed in all the arts, sciences, and other stiitlics
in accordance with the requirements of the Act of
Congress." The trustee° of Corvallis College ac-
Sarah Latimer
Finley, first First
Lady of the College, wrote of her
husband in 1930:
"Dr. Finley's capacity for work
was limitless. His
whole soul was
wrapped up in his
work. The cornerstone of Corvallis
College was soul
with the will to
work. No institution can live forever in which has
not been kindled
somewhere, somehow, Ihe fires of
cepted the responsibility of conducting the institution
1869
1870
according to the requirements of the federal law,
October 31, 1868.
Curriculum in agriculture cdtablished. The other cur-
ricula of the College included : the Classical Course
(AB. degree) and the Scientific Course (B.S. degree).
First class graduated (three B.S. degrees).
Professor Joseph Emery elected Librarian.
Oregon legislature "permanently adopted" Corvallis
College as "the agricultural college of Oregon" October 21, 1870.
Experimental farm of thirty-five acres, containing a
an immortal soul."
1871
dwelling house, barn, and orchard, purchased.
First A.B. degree.
cc
President Arnold
1872
First instruction in military science and tactics.
President Finley resigned, egectivc at time of Third
Annual Commencetnent, 1872.
B. L. Arnold, AM.,
second president, August 31, 1872. Professorships
Moral Philosophy anti Ph\ sics, B. L. Arnold ; Mathematics, Joseph Emery ; Languag-es, B. 1. Hawthorne.
1873
Report of the first agricultural research by the College, an analysis of white soil" with suggested treat-
ment and an analysis of
marl" from the Yaquina
Bay district.
1874
First Biennial Report of the College issued by President Arnold, containing reports for each department
(physical science, moral science, languages, mathematics, military).
the
1876
First AM. degree,
Campus. When he
died suddenly in
January 1892, the
regents declared:
His ruIewas
just, kindly and
1880
Professorship in commerce etah!isliecl May 24, 1880.
1883
Fdgar Grimm, B.S., '80, first professor of agriculture,
Under President
Arnold the College became who!-
ly a state institu-
tion. In his latter
years he worked
in
the new main
building
on
new (present)
courteous." in his
memory the alumni placed a bronze
tablet at the entrance of old Admin,stration (Benton Hall).
September 1883.
1885
Surrender of the ('ollegc to the state and conveyance
of the College farm to the board of regents of the
State agricultural college of Oregon" approved by Ilie
legislature, February 1885.
1887
Federal Hatch Act providing for the establishment of
agricultural experiment slations approver! March 2,
1887.
1888
First bulletin of Agricultural Experiment Station,
October 1888.
1889
Farmers' Institutes held at Corvallis, Salem, Roseburg,
and Hillsboro.
Administration Building, the gift of citizens of Benton County, erected on the present campus.
1889
Grant Adelbert Covell, ME., first professor of entineering.
Margaret Comstock Snell, M.D., first professor of
home economics.
1890
Second Morrill Act passed by Congre.
Library, nucleus of present collections,
presented to the College.
Adelphian
1892
56
Death of President Arnold, January 1892. Professor
John D. Letchcr, CE., placed in charge of the in'-titution pending appoinlment of a president.
President Bloss
1892
John M. Bloss, AM., M.D., third president, June 1,
1892.
The Station Building (now the Paleontology Laboratory) was under construction.
1893
Cauthorn Hall
as a men's
(flow Kidder) erected
do rrn ito rv.
iegislature appropriated $26,100 for new buildings.
Enrollment for twenty-b fib year after designation a
state college: hrst year, 123; second year, 31 third
year,
fourth year, 7; graduate,
18 ;
5
total, 184.
Teaclung and research sta, 16. Books in Library,
1,950.
In a period of economic stress he
faced unusual difIcu1ties but accomplished much.
Degrees granted at the T\s'enty-fourth Annual Consnicncement : Bachelor of Science, 2 ; Bachelor of Literature, 1 Bachelor of Science in Agriculture, 6;
Bachelor of Home Economics, 7; Bachelor of Mechanical Engineering, 3total, 19.
Farmers' Short Course, hrst in the West, january 10
;
1894
to February 7, 1894.
Experiment station bulletins reached a total of
31,
April 1894.
'Hayseed," forerunner of the Beaver, published by
sentor class.
Board of Regents December 1, 1894, congratulated
Citizens of Oregon 'that the hard times, antI consequent straightened circumstances of so many, have not
had more effect in keeping worthy and energetic slitNew
building-s constructed for agriculture, horticulture, mechanical arts, and photography.
dents out of the State Agricultural College."
A lieutenant of the United Slates Army detailed to
the College to give instruction in ntilitary science and
tactics.
President Miller
1896
H. B. Miller, fourth president, July 28, 1896.
Pi-ofessor Frederick Berchtold, AM., at the College
since 1884, named Dean of the College.
Farmers' institutes, forerunners of extension service,
extended, with held demonstrations in farm operations
such as orchard practices.
Short courses for farmers on campus.
\gricultural research strengthened. By the close of
1807 bulletins i,siied by Agricultural Experiment Sta--4
President Miller
stepped from the
governing board
to serve one year
as President.
tion totaled 48.
At the 1897 Commencement, degrees were conferred
as follows : Bachelor of Home Economics, 2 ; Bacbebr of Literature, 2 ; Bachelor of Mechanical Engineering, 8; Bachelor of Science in Agriculture, 4.
57
President Gatch
1897
1898
1900
Thomas M. Catch, AM., Ph.D., DL)., fifth president.
Chair of pharmacy established on petition of druggists of state.
Mechanical Hall (flow Apperson) erected.
Armory and gymnasium (now Museum Btulcling)
erected.
United States Commissioner of Education defined
subjects of instruction for land-grant institutions
After fifteen years
1901
years as President
of University of
Washington, Dr.
1902
as president of
Willaniette U ni versity and ten
antI in
Gatch served a
Our College," he
1940 remodeled as present Edttcation Hall)
erected.
final ten years at
Oregon State.
under the Morrill Acts, December 7, 1900.
F'our-year curricitlum in mining organized in Department of Chemistry.
Self-sustaining Department of Music established.
Four-year Li terary-Comnierce ctirriculitui organized.
First branch experiment station establiched at Union.
New .Agrictilttiral Hall (later known as Science Hall
1006
said, "should be
made the great in-
Federal Adams Act for further endowment of cxperi
ment stations, March 16, 1906.
Four-veat- curriculum in forestry established.
dustrial school of
the Pacific Coast."
President Kerr
1907
Nel.on .-\menclment to Second Morrill Act.
William Jasper Kerr, B.S., Sc,D., sixth prescIent.
Vvalclo Hall completed.
1(108
Captain U. (i. MacAlexander, conimanclant, 1907-09.
Preparatory Department discontinued. Entrance requi rements raised.
Two-semester calendar adopted.
Industrial Arts Building and Shcl ard Hall erected.
Schools of Agricultitre (Arthur Burton Cordlev, MS.,
dean), Commerce (John Andrew Bexell, \ .M., dean),
Ertgineering and Mechanic Arts (Drant Aclelbert
Cove-Il, ME., dean), and Domestic Science and Art
(Juliet Creer, A.B., clean) organized.
Ida Arigeline Kidder appointed Librarian.
At celebration of
his twenty-five
years as President
of Oregon State,
his fellow college
presidents hailed
him as a nan of
"high personal
character, integ-
Summer school or teachers.
Joltn C;. Olmstecl campus plan.
1909
rity of life, and
sense of honor,"
"one of the ablest
college presidents
n America," "a
statesman in education."
1910
Professorship of industrial pedagnv established.
State Board of Higher Currictila established.
First itnit of Agriculture Hall erected.
Canima Sigma Delta chapter established.
The present 'srrnory constructed.
Twenty-fifth anniversary of full -tate control of the
College, dating from 1883, celebrated .Jtine 10-14, 1910.
Correspondence courses offered.
Committee on Advanced Degrees (precursor of Graduate School.
58
1911
Student self-government, initiated by students, adopted
December 1910.
Student loan fund established through liberality of
Hon. R. A. Booth.
Department of College Extension organized with
Ralph I )orn Hetzel as director.
Anna Zou Crane, A.B., M.D., first dean of women.
1912
Agricultural Engineering Building, Dairy Building,
and Stock Judging Pavilion erected.
1913
\griculture Hall completed.
First millage tax law passed.
School of Forestry and School of Mines established
July 19, 1913.
Mines Building erected.
1914
Smith-Lever Law providing for extension work in
agriculture and home economics passed by Congress
May 8 and June 14, 1914.
Original unit of Home Economics Building erected.
1915
Men's Gymnasium crected.
1916
Student health service organized.
1917
Forestry Building completed, September 1917.
First home management house opened.
Reserve Oflicers' Training (orps established. Oregon
State College designated a Distinguished Intitution"
1918
for its R.O.T.C. work.
Alma Mater written by W. Homer Mans, MS., '18.
Library Building completed September 1918,
School of \ ocational Education established.
Nearly 2,000 students, alumni, and faculty members
were enlisted in the United States war service. In
addition, more than 2,000 men were in training at the
College in the Students' Army Training Corps ansI
other military and naval training units.
Enrollment of regular students for fiftieth year, 191718:
1,668.
Teaching and research staff: 160.
Books in Library,
36,478.
Forty-ninth annual ('ommencement june 3, 1918. Of
164 baccalaureate degrees, 82 were conferred upon
candidates present at the exercises, 82 were con-
ferred in absentia upon candidates in military or in(lustnial service. Master's degrees, 3
and diplomas, 14.
other degrees
1919
Three-term calendar restored.
Gold Star Memorial Service, June 9, 1919.
Food Technology Building erected ; food technology
department established, first in United States,
1920
Second millage tax for higher education approved by
popular referendum.
Engineering Laboratory erected,
59
1921
Margaret Snell Hall erected.
Campus residence provided for the President.
1922
Athletic grounds named Bell Field in honor of Dr.
J. R. N. Bell.
New Commerce Hall opened with a Business Show.
Fifty-watt radio station built by Professor Jacob
Jordan of the Physics Department, January 1922. Li-
censed as KFDJ (since 1925 KOAC), December 7,
1922.
1923
Little Theater established by Mask and Dagger dra-
1924
matic club in Administration Building.
Oregon State College placed on accredited list of the
American Association of University Women.
Pharmacy Building erected.
First Educational Exposition with Dean Thomas Ar-
kle Clark of the University of illinois as leader of
the vocational guidance conference, Februar3 22-23,
1924.
Ulysses Grant Dubach, Ph.D., first dean of men.
Oregon State Chapter of Phi Kappa PIn installed
June 6, 1924.
First annual Freshman Week, September 23, 1924.
1925
A. D. Taylor revision of the Olnisted campus plan.
Federal Purnell Act passed.
Formal opening of
College
Museum, February 20,
1925.
Peavy Arboretum authorized by regents April 8, 1925.
Child care laboratory provided by opening of Nursery
School in Covell House.
Oregon State College placed on accredited list of the
Association of American Universities, November 1926.
Women's Building erected.
1927 New Greenhouses erected.
Poultry Building erected.
1926
State Drug Laboratory, maintained by Oregon State
Board of Pharmacy, established in Pharmacy Building.
Plan for faculty sabbatical leaves adopted by regents
March 5, 1927.
Engineering Experiment Station established May 4,
1927.
1928
1929
Men's Dormitory Building erected.
Physics Building erected.
Memorial Union dedicated lune 1, 1929.
All Oregon state-supported higher education placed
under the State Board of Higher Education.
1930
Survey of Oregon higher education under United
States Office of Education.
1932
New program for Oregon State System of Higher
Education adopted March 7, 1932.
60
School of Science
and Lower Division of Liberal Arts and Sciences
established at Oregon State College; various curricitar reorganizations; School of Mines discontinued,
School of Commerce transfcrred to University, land-
scape architecture and structural design in architectitre became joint curricula at State College and University.
Celebration of President Kerr's quarter century of
service as President of Oregon State College, june 4,
1932.
Dr. W. j. Kerr named hrst Chancellor of the State
System of Higher FTdtication, September 6,
1933
1932.
Graduate Division established September 11, 1933.
President Peavy
1934
George Wilcox Peavy, M.S.R, Sc.])., LL.])., seventh
president, January 15, 1934.
Mary 1. L. McDonald Collection and Rare Book
Room presented the College.
1935
First Ph.D. degrees conferred upon four candidates
(three in science and one in agricttlturc), Sixty-bOb
Commencement, June 3, 1935.
Summer session extended to ten weeks- -flrst session
six weeks, second session four weeks.
State tuilion scholarships aitthorized by legislature.
Engineer degrees (Ch.E., CE., EL., ME.) estab-
Through dift5culties of an economic depression he
steered the institution to notable
achievements, emphasized the development of Oregon State College
as a center of sci-
ence in the state,
first Ph.D. de-
lished, April 22, 1935.
Frederick Maurice Hunter,
second
Ecl.D.,
LL,D., became
Chancellor of the State System of Higher
Education, Dr. W. J. Kerr Chancellor Emeritits, September 1, 1935.
1936
gre es
Student Health Service Building erected.
Museum designated Homer Museum of die Oregon
Country, ,\pril 27, 1936.
1937
Oregon State Chapter of Sigma Xi installed.
1939
Nurscr School erecie'd.
Agricitltural Engineering Bui Iclitig enlarged.
New Cliciiiistrv Hall dedicated December 2, 1939.
School of Home Economics celebrated fiftieth anniversary of establishment of liotiie economics, February
27 to March 1, 1939.
Fiftieth anniversary of engineering school.
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Presidents Ballard and Gilfihlan
-
1940
Frank Llewellvn Ballard eighllt
1-resident, effective ittly 1, 1940.
1941
Francois Archibald Oilflhlan, Ph.I
acting president, September 9, 1941.
Enrollment reached highest total
in history of the Collegeregular
session, 5,117; summer session 1940,
997 ; graduate stitdents, 341.
President Dallard, first graduate of
Oregon State to become President,
was obliged by illness to relinquish
the administration of the institution
first to the administrative council
under chairmanship of Dr. F. A.
Gilf5llan and then to Dr. Gilfitlan as
Acting President. Major work in
mining engineering and in business
was restored and the institution mo.
bilized itself for the demands of a
West wing added to Library; Science Reference Room and Engineering and Technical Reference
Room provided.
1942
nation at war.
Majors in mining engineering restored January 27, 1942.
A new major "to meet more adequately the needs of students primarily interested in bitsiness as related to the industrial courses (1k-
tinctive of the land-grant type of
institution" authorized
April 28,
1942.
President Strand
1942
Augitst Leroy Strand assitmed duties as President,
October 15, 1942.
KOAC celebrated its enlargement to 5,000 watts day-
time service and twenty years on atr, October
16,
1942.
1943
Instruction iii Army Specialized Training Program
began March 29, 1943.
Seventy-fourth Annual Commencement and Inaugttration of Dr. .ugist Leroy Strand as ninth }'resident,
May 29, 1943.
inrollment during seventy-fifth year 1942-43 regular
session, 4,743; summer session (1942), 660. Books in
Library, 193,479.
New business major and secretarial science major organized in Division of Business and Industry.
First graduates, Army Specialtzed Tratning Program
(11 certificates of completion), September 29, 1943.
Celebratton of seventy-fl fth Charter Day anniversary,
October 27, 1943. Charter Day Events: organization
of Friends of the Library of Oregon State College;
offictal opening of the William Hetiry Price Collectton of Paintings; Charter Day Broadcast over Stattons KOIN, KGVs', and KOAC; organization of
Oregon Academy of Science; Charter Day Convoca-
tion." Eves to the Future."
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