C)vVT^ 
 
 ^■^i^: 
 
 
 
 
 EDUCATION PAYS 
 
James, Kerns & Abbott Co. 
 portland, oregon 
 
Number jjj Issued Setni-Monlhly July /, ig20 
 
 iiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiuiiiiiiiiiiMiiiiiiiiiiiiiiniiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiMiiiiiiiiiiiiiiiiiiiiniiiniiiiiiiiiiMiiiiiiiiM 
 
 Oregon Agricultural College 
 Bulletin 
 
 EDUCATION PAYS 
 
 CORVALLIS, OREGON 
 
 Entered as second class matter May 9, 1916, at the postoffice at 
 Corvallis, Oregon, Under the Act of August 24, 1912, 
 
SCIENCE HALL FROM THE ELMS WALK 
 
GAINS FROM HIGHER EDUCATION 
 
 ^^Higher education has paced the march of civilization through the centuries^ and 
 laid the foundations of the modern world. Harvey, a university scholar, discovered 
 the circulation of the blood and opened up a new era in medicine and surgery. Sir Isaac 
 Newton, at Trinity College, disclosed the theory of gravitation, and established a new 
 basis for the study of the universe. Pasteur, a product of modern scholarship, in our 
 own generation demonstrated the work of bacteria, and thereby made possible the saving 
 of countless human lives. Chemistry, the child of the college laboratory, is the special 
 handmaiden of modern industry. Nineteen of the great industries of this country rest 
 fundamentally and entirely on chemistry. Ten thousand American chemists today are 
 employed in occupations affecting the work of a million wage earners, turning out 
 products valued at more than five billion dollars. The chemist has produced over lOO 
 useful products from corn, which without his skill would never have been known. 
 He joined hands with his fellozv scientists and with the engineers in the winning of the 
 world war, and has since become, with them, one of the strongest factors in economic 
 reconstruction. 
 
 ^^ Every dollar invested wisely in education returns to the people ayi hundred fold, 
 not alone in training for the duties of life, but in the advancement of economic interests. 
 It cost $2^0,000 to send trained specialists, educated in the colleges of this country, to 
 different arid regio7is of other countries to find drought-resisting varieties of grain 
 adapted to dry climates. The result of their investigations was the introduction into 
 this country of Durum wheat, which produces an annual gain of more than $2jo,ooo. 
 Thus the introduction of this one variety of wheat increases the wealth of the country 
 each year by more than the total cost of its introduction. 
 
 ^'It cost $200,000 to introduce rice culture into California; but the value of that rice 
 crop today is $21,000,000 a year. It cost $40,000 to introduce Egyptian cotton into 
 this country, but the value each year today is $20,000,000. A few years ago the industry 
 of hog raising was threatened with absolute destruction by the ravages of hog cholera. 
 The discovery of the serum for controlling this dread disease has resulted in reducing the 
 loss from hog cholera by more than $40,000,000 a year. These are but single instances 
 among many illustrating the enormous gains from investments in higher education. 
 
 ^'Come home to our ozun state. The fruit industry of this entire western country 
 was threatened only a decade or two ago by pests that baffled the efforts of the growers. 
 Dean Cordley, of the Oregon Agricultural College, then a specialist in entomology, 
 developed the lime-sulfur spray, and demonstrated its efficacious control of San Jose 
 scale, scab, twig miner, bud moth, aphids, and other pests of the orchard. As a result 
 of these investigations, lime-sulfur not only proved the means of saving the fruit industry 
 of the Pacific Northwest, but became the standard means of control in orchards every- 
 where. That one discovery alone saves to Oregon every year at least a million dollars. 
 
"/ could tell you of how other single lines of work carried on by the College have 
 brought to Oregon more money than the entire annual cost of the staters institutions of 
 higher learning. The saving of the wheat crop from destruction last year in five Oregon 
 counties amounted to $1,116,000. In Hood River orchards, the control of codling- 
 moth., according to careful estimates made under the auspices of the fruit organizations 
 of the Valley, resulted in a saving of more than $^20,000, while other control and fertilizer 
 projects raised the gains to two million dollars. The use of sulfur as a fertilizer on 
 certain alfalfa lands in Southern and Eastern Oregon has resulted in enormous gains; 
 and recent soil surveys show that sulfur may be applied with equal profit on 200,000 
 acres of alfalfa land at a gain of two million dollars.^'' — W. J . Kerr, President Oregon 
 Agricultural College. 
 
 A young Philippino at O. A. C, majoring in soils and soil chemistry, developed such skill and 
 insight in his field of work that, on his graduation he was employed in important scientific investigations 
 at an initial salary of $120 a month. Opportunity at a state institution is open to everyone, regardless 
 of race, color or any other consideration but merit. 
 
 THE NEW ENGINEERING LABORATORY, NEARING COMPLETION 
 
 4 
 
EDUCATION PAYS 
 
 ''Comparatively few are aware of the close relation between education and the production of wealth, and 
 probably fewer still understand fully the extent to which the wealth and the wealth-producing power of any 
 people depend on the quantity and quality of education. The people themselves and their representatives in 
 tax-levying bodies need to be shown that no other form of investment yields so large dividends in material 
 wealth as do investments in popular education, and that comparative poverty is not to be pleaded as a reason 
 for withholding the means of education, but rather as a reason for supplying it in larger proportion." — P. P. 
 Claxton, U. S. Commission of Education, iQry. 
 
 n D 
 
 FOR THE STATE 
 
 Education pays. We have always been vaguely aware that this is true in 
 respect to the broadening and deepening of personality and the elevation of ideals. 
 We have freely acknowledged that for the youth who could aiford it education, 
 especially college education, brought its priceless rewards of the 
 spirit, its larger opportunities for happiness and service. But we 
 have rarely concerned ourselves with the thought that modern 
 educational training not only directly promotes industrial effi- 
 ciency but also increases material wealth. Yet this is equally 
 true, and is much more readily demonstrated. It follows that the education of 
 the poor boy is even more vital and necessary than that of the well-to-do. It is 
 more vital to individual success because the boy, having no reserve funds, must 
 rely more directly upon his personal resources; and more vital to the community 
 because the question of his economic contribution to society depends more largely 
 upon his personal efficiency. 
 
 Education a 
 Community 
 Investment 
 
 The great war revealed the power of education. It revealed also the limita- 
 tions of certain types of education. As the war progressed, nations began a 
 searching and profound study of their educational systems. All, even in the midst 
 
 of the most pressing obligations, undertook vast new projects for 
 National Power the education of their youths. As crisis followed crisis, adminis- 
 Determined trators and educators got a clearer vision of the permanent values 
 
 by Education jj^ education. The immediate and splendid service of industrial 
 
 and technical training was apparent. But equally impressive was 
 the value of independent thinking, the quick response of initiative to new and 
 unexpected situations, and the unflagging courage to presevere in the face of 
 reverses. 
 
The war, in a word, took the measure of the national education of every one 
 of the combatants. It emphasized their outstanding excellencies, and sooner or 
 later it betrayed their weaknesses and their shortcomings. What at first appeared 
 
 dazzling triumphs of organization and discipline, for instance, soon 
 The War Tried proved to be only a pitiful lock-step system that left its victims 
 Out Education helpless in every critical situation where immediate contact with 
 
 the taskmaster was lost. What at the start looked like muddling 
 insubordination and a tendency to question every proposal of authority, proved 
 in the long run to be only an honest expression of the type of sportsmanship that 
 wants to know the worst as well as the best in order to bring about intelligent and 
 permanent team work. What in the beginning was looked upon as raw, undis- 
 ciplined aggressiveness, tipped with the tinsel of idealism, proved in the long and 
 fiery ordeal from Belleau Wood to the Argonne, to be a convincing manifestation 
 of how initiative, fostered in the classroom and laboratory, could hurl a national 
 army over the top, and how young boys, drilled in the ethics of the gridiron, keen 
 to win, and safe in their conviction of a high cause, could wrest a victory and a 
 world decision from the veterans of four years of conquest. 
 
 ADMINISTRATION BUILDING FROM THE LAWNS TO THE NORTHEAST. 
 
The behavior of American school and college boys in the war justified in every 
 particular the judgment of the Mosely Commission from England, published in 
 their report of 1904. "When we get closer to Americans" the Commission declared 
 "we see that their schools are turning out more active, business- 
 like, hard-working, enterprising young men than either English 
 or German schools — young men with greater ambition, self- 
 reliance, and a greater capacity for development, equally courage- 
 ous in work, and more sober in their lives, with a higher sense of 
 industrial integrity, and all-round greater pleasure in effort, and better humor in 
 adversity." 
 
 American 
 Education 
 Stood the Test 
 
 It was this self-reliance, enterprise, zest in effort, and cheerfulness in adversity 
 that helped force a decision of the world conflict months before it was expected. 
 While certain defects in American education as a whole were obvious as a result 
 of the war — notably the neglect of general physical training — yet 
 Those Who Had the evidence was generally conclusive, that American public edu- 
 It Were cation was sound, and that the youths who had really got the 
 
 Efficient benefit of this education were remarkably efficient. The chief 
 
 trouble was that too many of the men had had little or none of 
 this education. The system was sound; it had done its work well with those who 
 had come under its influence, but it had not reached them all. 
 
 W^hen we contrast the resourceful eflRciency of the educated armies of America 
 with the great masses of unschooled Russia, for instance, the greater stamina of 
 the educated soldier is apparent. After the weight of their first great mass attacks 
 had spent itself, the hordes of Russia fell an easy prey to the 
 blows and the wiles of the enemy. Their fate was as tragic and 
 almost as ignominious as their defeat ten years earlier at the 
 hands of the educated Japanese. The defeated Russian General, 
 Kuropatkin, explaining the earlier defeats, states that the costly 
 failures of Russia were due to the ignorance of her brave but untutored army and 
 to the education of the Japanese. Writing of the causes of defeat he said: 
 
 Contrast 
 Between 
 Education and 
 Ignorance 
 
 "The non-commissioned officers in the Japanese army were much superior to ours, on account of 
 the better education and greater intellectual development of the Japanese common people. The defects 
 of our soldiers — both regulars and reservists — were the defects of the population as a whole. The 
 peasants were imperfectly developed intellectually, and they m.ade soldiers who had the same failing. 
 The intellectual backwardness of our soldiers was a great disadvantage to us, because war now requires 
 far more intelligence and initiative, on the part of the soldier, than ever before. Our men fought 
 heroically In compact masses, or in fairly close formation, but if deprived of their officers they were 
 more likely to fall back than to advance. In the mass we had immense strength, but few of our soldiers 
 were capable of fighting intelligently as individuals." 
 
School and 
 College Taught 
 Initiative 
 
 This is in striking contrast to the behavior of American youths in the war. 
 
 They fought with remarkable discipline in masses under immediate command; 
 
 but it was the special glory of the American school and college boy that when 
 thrown on his own resources he kept his head and met the indi- 
 vidual emergency. His whole school experience, indoors and out, 
 had taught him the worth of initiative. Alertness was his watch 
 word, and in the grapple of school contests he had learned that 
 aggressiveness is the price of victory. His achievements in the 
 
 world war justified the estimate of the experts in the Mosely Commission that 
 
 his school life had given him self-reliance, industry, courage, and a fine spirit of 
 
 cheerfulness in adversity. 
 
 Hence there sprang up throughout the country a new confidence in public 
 education, and a new zeal to foster it. The soldiers themselves, who had experi- 
 enced the impetus of special training, or who had witnessed its effects upon their 
 comrades, were quick to recognize its worth and to seek its benefits. 
 The Federal government provided a comprehensive system of 
 vocational training for ex-service men. The state legislatures, in 
 many instances, provided educational advantages. Chief among 
 these for constructive benefit was the Oregon law providing a 
 bonus of $25 a month, up to a total of $200 for any one year, for four years, to 
 be used by ex-service men of the state in securing an education at one of the state 
 high schools or state institutions of higher learning. The influence of this law, 
 and of the thousands of young men who took advantage of it, was naturally very 
 strong in stimulating Interest In education among all young people, and among 
 their parents. It will continue to exert a great Influence, directly, for at least the 
 next few years, and Indirectly for many years to come. 
 
 A practicing engineer writes that when he graduated from high school he began work as carriage 
 painter, then began engineering studies and after graduating from a technical college took up the practice 
 of engineering at an income four times his salary as carriage painter and with much greater satisfaction 
 in his work, as well a prospect for growth. 
 
 And Now the 
 Soldier Seeks 
 Education 
 
 THE HOME ECONOMICS BUILDING. THE CENTRAL UNIT IS NOW BEING BUILT 
 
Schooling and production go hand in hand in the complex civilization of the 
 modern world. The satisfaction of people's wants becomes constantly more 
 dependent upon the arts and sciences. Transporation, becoming more and more 
 complex and rapid, requires a higher degree of skill in its manage- 
 ment. A score of sciences are involved to-day in the relatively 
 simple processes of successful production, where a few years ago 
 rule-of-thumb was the sole consideration. The farmer of to-day, 
 no longer a nomad, roaming as he once did from a region of 
 exhausted soil fertility to a new Eden of virgin resources, indiflPerent to all records 
 and bookkeeping, must now give his days and nights to a study of chemistry, crop 
 rotation, and cost accounting. There is no other way to keep off the wolves of 
 competition, waste, high prices of land and materials, and the glut of markets at 
 harvest time. 
 
 Schooling 
 Increases 
 Production 
 
 Experts in economics are agreed that higher production regularly results from 
 more education, and that the surest way to promote community progress and 
 Economists Say community wealth Is to foster public education, not simply through 
 Education the elementary and secondary stages but on Into collegiate courses 
 
 Increases as well. In developing the fundamental causes of increased 
 
 Production production, Henry Rogers Seager, In his book. Introduction to 
 
 Economics, places education among the first and most persistent. 
 
 "The development of intelligence and judgment," he writes, "depends largely upon education, and 
 here undoubted progress has been made. In place of the formal and traditional methods that have 
 prevailed in the schools, methods having direct reference to the organic development of children are 
 beginning to be introduced. Moreover, the proportion of children who go to 
 Education school is on the increase, and the expenditures that modern states make for public 
 
 Insures Race education are growing. Nevertheless, there is still much to criticise in current 
 
 Progress educational practices and in the short-sightedness of democratic states in not 
 
 contributing even more liberally to the support of education. In it lies the hope 
 of the future, since through its agency the standards of each generation of children are elevated. These 
 
 NEW ENGINEERING LABORATORY FROM THE SOUTHWEST. 
 
higher standards may be passed on to the next generation of children to be raised still further in the 
 schools, and so the process may be repeated with steady progress as its necessary consequence. If 
 improving educational advantages are added to steadily improving home surroundings, the advance 
 of the race cannot fail to be rapid." 
 
 He goes so far as to say that industrial capacity can be measured, generation after generation, by 
 the educational opportunities enjoyed by the children and youths. "Education being such an important 
 
 influence in moulding industrial capacity," he continues, "a partial explanation 
 Industrial of differences in the educational capacity must be sought in differences in the 
 
 Capacity Varies educational opportunities that are offered to the children of different families. 
 With Education Notwithstanding the self sacrificing devotion of nearly all parents to the interests 
 
 of their children, and notwithstanding improvements in free public educational 
 institutions, such differences are still great, even in the United States. 
 
 "If education is so important a cause of the differences in the earning powers of different men, 
 
 and if acquiring education is simply one way of investing capital for a future 
 
 Then Why Limit return, how does it come about that more capital is not invested in this way.'' The 
 
 Education? answer is simple. Those to whom the education would be invaluable are too 
 
 young or too ignorant to appreciate the fact or are without the capital to invest. 
 
 Their parents are also without capital and have, moreover, a less direct personal interest in the result. 
 
 THE LAWNS BELOW ADMINISTRATION BUILDING. 
 10 
 
"J'hosc needing education cannot, as minors, legally contract, nor can their parents bind tliein, 
 except within certain limits, during the period of their minority. It follows that for 
 Capital in all but the children of the wealthy such education as is enjoyed must be public 
 
 Education Yields and free, t'or the community as a whole, the investment of capital in cduca- 
 Big Returns tional opportunities tending to add to the industrial capacity of boys and girls 
 
 is a certain means of adding to the collective wealth. Capital so used . . . yields 
 a princely return and will continue to do so." 
 
 That the people of Oregon are aware of this significant fact, as well as of 
 other high considerations for giving educational opportunity to the youths of the 
 state, was abundantly shown by their action at the elections of May 21, 1920. 
 By a generous vote all over the state they passed the two-mill 
 measure for the support of the elementary schools. By an over- 
 whelming majority, running in certain districts as high as eight 
 to one, and including every important district of Oregon, they 
 added a tax of one and twenty-six hundredths mills to the annual 
 appropriations for the three state institutions of higher learning. They thus 
 granted to their State University, their State Agricultural College, and their State 
 Normal School, which had been receiving since 191 5 an annual income of seventy- 
 four hundredths of a mill on the assessed valuation of the state, an aggregate 
 income of two mills. This is divided among the three institutions, chiefly on a basis 
 of enrollment, in the proportion of 0.8143 mills to the University of Oregon, o. 1000 
 mill to the Oregon Normal School, and 1.0857 mills to the Oregon Agricultural 
 College. An assessed valuation of a billion dollars, which is the estimate for 1920, 
 would thus yield ^2,000,000 for the support of the three institutions, the University 
 receiving ^814,300, the Oregon Normal School $100,000, and the Oregon Agri- 
 cultural College $1,085,700. 
 
 Oregon Makes 
 the Great 
 Investment 
 
 INSPECTION DAY PARADE ON THE LOWER CAMPUS. 
 
While the sum granted to the College, like the sums granted the other insti- 
 tutions, is under present conditions no more than necessary to maintain the effi- 
 ciency of the institution and meet the increase in enrollment, it is adequate. It 
 
 will continue to be so. It guarantees the integrity of the institu- 
 She Guarantees tion in a situation that had become critical. It insures its growth 
 the Future of in the future. It makes possible an exact and sustained policy 
 Her Institutions ^f development, scientifically worked out and definitely distributed 
 
 over a term of years. It means, in short, a greater and more posi- 
 tive program in the service of the state. And best of all it means that the doors 
 of opportunity are open wide to all the youths of Oregon — without tuition, with- 
 out restriction as to numbers, and without other limitation than the usual require- 
 ment that the student shall be prepared to undertake the course that he elects. 
 
 ^^ There has been introduced such complexity into modern business and such a high degree of specialization 
 that the young man who begins without the foundation of an exceptional training is in da^iger of remaining 
 a mere clerk or bookkeeper.''^ — Frank A. Vanderlip. 
 
 wm^ "k^ii 
 
 A^ i 'X 
 
 
 - *''' '^MH 
 
 g- , ^i^MHilfiii MMMBk-^H^^^^H 
 
 : *^ K.;ky 
 
 
 
 
 
 
 APPERSON HALL DRIVEWAY 
 12 
 
The State Superintendent of Public Instruction tells us that practically eighty 
 percenljof all the pupils finishing thegrammar grades in Oregon go on into the state 
 high schools, and that fifty-five percent of the students entering high school pursue 
 their courses to graduation. This is a remarkably high percentage 
 Oregon Youths of progress through the schools. The proportion of high school 
 Surpass in graduates at the state institutions of higher learning is also 
 
 Schooling remarkably high, not surpassed, it is believed, by any other state 
 
 in the Union. Thus the enthusiasm for education is seen to be 
 already very keen. It will be keener under the impulse of the new law in behalf 
 of higher education. For Oregon is at the beginning of a splendid period of educa- 
 tional development, her elementary schools adequately financed, her great system 
 of high schools thoroughly standardized, and her institutions of higher learning 
 linked together in a solidarity of effort in the performance of their peculiar func- 
 tions at the head of the educational system of the state. 
 
 ^^The enlarged scope of business is demanding better trained men, who understand principles. ^^ — Frank 
 A. Vanderlip. 
 
 SHEPARD HALL AND^MINES BUILDING 
 13 
 
FOR THE INDIVIDUAL 
 
 The concrete advantages in earning power of a high-school education as com- 
 pared with no education at all, and of a high-school education as compared with 
 a grammar-school education, were recently shown by investigations conducted by 
 the Gary Public Schools, Gary, lad. From the data collected in 
 Money Value these investigations it appears that every day a boy spends dili- 
 of Education gently in school is worth $io to him in life income. This con- 
 clusion is deduced as follows: The average yearly income of the 
 man with a high-school education was found to be ^i,ooo. In forty years, an 
 average earning period, he therefore earns ^40,000. The average yearly income 
 of the uneducated man was found to be $450. In forty years, therefore, he earns 
 $18,000. The difference between the two earning powers, which is $22,000, 
 represents the value of a grammar-school and high-school education as compared 
 with no education at all. To obtain this education requires twelve years of 
 schooling, nine months per annum, or 2,160 days. Twenty-two thousand dollars 
 divided by 2,160 equals approximately $10, the value of each day's schooling. 
 
 FOREGROUND OF SCIENCE HALL 
 14 
 
The value of a higli-school education as compared with a grammar-school 
 education is illustrated in the Gary investigations as follows: The boy who leaves 
 school at the close of the eighth grade or at about fourteen years of age, to go to 
 
 work, earns in the United States, on the average, $26,000 up to 
 Value of High the time he is sixty-five years old. The boy who remains at his 
 School and Studies until he completes the high school, earns on the average 
 
 Grade Training $65,000 up to the time he is sixty-five years old. The difference 
 
 between the earnings of the two ($65,000 minus $26,000) is 
 $39,000. This is equivalent to the income on $12,000 at five percent for a period 
 of sixty-five years. In other words, a boy's four years in high school are equivalent 
 in earning power to a capital of $12,000. The value of each day's schooling during 
 the four years of secondary education therefore is about $16. Investigatioas con- 
 ducted by the State of Massachusetts arrived by different means at parallel and 
 almost identical conclusions. These investigations revealed the fact that the boy 
 who left school at fourteen had an average prospect of receiving an income during 
 
 ONE OF THE MEMORIAL GATEWAYS 
 15 
 
his life of $26,667, while the boy that stayed in school until he was eighteen had 
 a prospect of receiving $58,900. His gain, therefore, as a result of his four years 
 training in high school is $32,223 — not an insignificant reward for the period of 
 effort that most men look back upon as "the happiest time of my life." 
 
 Education pays on the farm. This has been proved by investigations in 
 New York, Indiana, Illinois, Iowa, Missouri, and Wisconsin, where results were 
 practically the same. The survey made in Wisconsin, for instance, in 191 5 by a 
 
 farm management specialist who is now a member of the O. A. C. 
 Education Pays faculty, shows that of 825 farmers 84 with college training earned 
 on the Farm annually about one-fifth more than the 155 with a high-school 
 
 education, two-sevenths more than the 108 with a one-year agri- 
 cultural training, and over two-thirds more than the 478 farmers with a common- 
 school education. The college-trained farmers, moreover, generally possessed 
 better homes with more modern conveniences and acquired the larger capital. 
 In a recent report of the U. S. Department of Agriculture the statement is made 
 that college graduates on farms earn a life income in excess of those not college 
 trained that makes their college training worth $30 a day to them. 
 
 
 H 
 
 
 ; -.•^>:*^.v,.^ ' *?• 
 
 <^ 
 
 
 m ^ 
 
 W. ' mtwm 
 
 >. 
 
 
 ^HF^ ^^^^^E^ w«^#^ * ' " <i 
 
 lp>^^ 
 
 
 ^PWPIHF^'^' ^^^%: 
 
 
 %. 
 
 
 
 
 
 *,*«*¥ '^ ,_^- ^ 
 
 0~- 
 
 
 -'^.:^''.r.--'\ 
 
 IWBBlSKKiS&PWi n'"!'*"''iiiiiiP"ii 
 
 «»,, 
 
 
 •-^'^ 
 
 .-^1:^^ ■^- 1 
 
 THE TRYSTING TREE IN AUTUMN 
 16 
 
Fourfold Value 
 of Technical 
 Education 
 
 Nlany of the country's leading commercial concerns have in recent years 
 expressed a very positive preference for college-trained men, at pro{)()rtioTiately 
 higher salaries. One of the great electrical companies, which established a policy 
 
 of employing college men as far as possible about ten years ago, 
 Collegians Win reports that about 90 percent of the collegians made good as 
 Out in Business compared with only 10 percent of its employees who had come 
 
 directly from grammar or high school. Further evidence of the 
 same kind is furnished by statistics of 100 business houses covering a period of 
 four years, showing that about 90 percent of college men rose to higher salaries 
 and more responsible positions, as compared with only 25 percent of men without 
 college training. 
 
 Testimony of the efficiency of men with advanced technical training is offered 
 from many and widely divergent sources. The investigations of James M. Dodge, 
 manufacturer, former president of the American Society of Mechanical Engineers, 
 are notable. By capitalizing a man's income at the peak of his 
 earning capacity on the basis of five percent, he estimated the 
 potential value of the individual workman. In this way he found 
 the value of the untrained laborer to be ^10,200; that of the 
 shop-trained workman, with a ready skill and resourceful ideas, 
 to be ^15,800; that of the trade-school graduate, $25,000; and that of the graduate 
 of a technical college, with a standard four-years course, $43,000. Thus, four 
 years of training in a technical college makes a man, by the time he is at the maxi- 
 mum of his earning capacity, or about thirty-two years of age, four times as 
 valuable as the untrained laborer, three times as valuable as the shop-trained 
 workman, and seventy-two percent more valuable than the trade school graduate. 
 
 Expert service is rapidly displacing the haphazard, rule-of-thumb methods 
 that so long discredited American industrial life. The specialist is now generally 
 consulted. The research laboratory is an adjunct of every progressive industry. 
 
 The experiment station expert and the college professor are 
 I , . authorities whose advice intelligent people are glad to follow, 
 
 Work Wonders since that advice is based on scientific investigations. Out of the 
 
 college laboratories, indeed, have sprung many of the greatest 
 blessings of our age. In the judgment of thousands of readers of a great journal 
 devoted to mechanics, which recently polled a vote of these readers, the following 
 were considered to be the seven wonders of the modern world: (i) wireless tele- 
 graphy, (2) the telephone, (3) the airplane, (4) radium, (5) antiseptics, (6) anti- 
 toxins, (7) spectrum analysis and the X-ray. Each of these seven wonders of the 
 modern world, declares Mr. W. R. Whitney, director of the laboratory of the 
 General Electric Company, was the discovery of a college professor. Every one 
 of the greatest agents for the enrichment of modern life was thus the product of 
 the trained brain and skilled hand of a college man w^orking in his laboratory. 
 
 17 
 
The Collegian's 
 Chances for 
 Who's Who 
 
 Evidence supplied by "Who's Who in America" shows the success of the 
 college-bred man or woman. Out of 5,000,000 "uneducated" men and women in 
 the United States, only 31 have developed the qualities of success necessary to win 
 a place among the 8,000 leaders whose records are included in 
 "Who's Who." Of the 33,000,000 people having only a common- 
 school education, 1,245 have been honored by a place in the 
 publication. But of the 1,000,000 people in America with a college 
 education, 5,768 have so conspicuously served their fellow men as 
 to deserve this distinction. The list of names included in "Who's Who in America" 
 was not determined, moreover, by a group of college professors, or by others who 
 might be biased in favor of college-trained people. It was made up by business 
 men, who chose leaders in all lines of industry as well as in the learned professions. 
 Their judgment, which may be taken as that of the average citizen, shows the 
 relentless fact that only one child in 150,000 in the United States has been able, 
 without the training of the schools, to be a factor in the progress of his generation, 
 while children with a common-school education, in proportion to numbers, have 
 accomplished this four times as often, those with a high-school education, eighty- 
 seven times as often, and those with college training eight hundred times as often. 
 
 THE "Y" HUT, CENTER OF STUDENT RELIGIOUS AND SOCIAL LIFE 
 
 18 
 
THE NORTH HEATING PLANT AND FOUNDRY 
 
 19 
 
AGRICULTURE 
 
 To make up for the devastation and depletion of war, there Is pressing need 
 for Increased production, especially of food. Population has Increased so much 
 faster than food production In America during the past two decades that the 
 problem Is still further aggravated. The augmented needs of an Improving civili- 
 zation, moreover, which Is no longer content with the simple fare once deemed 
 adequate, still further emphasizes the demand for growing food. Yet only one- 
 third of the population of the country Is today engaged directly in producing food 
 from the land. This fraction of the population, therefore, must not only feed 
 itself but the other two-thirds as well. 
 
 It follows that agriculture, and everything that tends to foster the future of 
 agriculture, especially agricultural education, Is uppermost in the minds of thinking 
 people. What will permanently aid In the most abundant and constant produc- 
 tion of food at the least expenditure of human labor.'' What will serve to make 
 agriculture more securely profitable.'' What will help to retain on the farms the 
 best blood and brains of the youths of the land.^ These are questions which 
 the agricultural colleges, with their experiment stations and extension services, 
 are ceaselessly studying, and with the cooperation of their constituencies, chiefly 
 through the farm bureau and the home bureau, are answering one by one. 
 
 Only a thin cross section of what the College Is doing in this great field, which 
 includes the experimental work, the extension demonstrations, and the classroom 
 work on the campus, can be given in a circular like this. But to show briefly what 
 the School of Agriculture is doing to fit young men and women for productive 
 occupations in the field of scientific agriculture, and to Indicate some of the ways 
 in which the School is safeguarding the farm Interests of the state and adding to 
 the productive wealth of Its people, a few examples are given In the following 
 paragraphs illustrating the Investigational side of the great work of the College. 
 The principles underlying these Investigations are taught to students on the 
 campus, and their practical application to the industries of the State Is demon- 
 strated by Extension workers wherever they are wanted. 
 
 THE 1919 STANFORD-O. A. C. FOOTBALL GAME, VISITORS' SECTION 
 
 20 
 
THE EXPERIMENT STATION 
 
 The achievements of the Experiment Station at Corvallis and its seven branch stations in various 
 parts of the state have covered a long term of years and extended to scores of agricultural projects. 
 Some experiments are simply directed to the demonstration of the futility of prevailing practices as 
 compared with new, scientific methods. Many experiments dealing with fundamental problems of 
 soil chemistry, plant nutrition, and farm management must wait for years for the substantial evidence 
 of their success, '^^et science can measure unmistakably their value. Concerning the Oregon Station's 
 recent investigations in plant nutrition, for instance, an eminent Chicago scientist declares that the 
 result of these investigations is "o»^ of the outstanding products of the age in the field of plant industry.'''' 
 W hile the majority of Station investigations are of this constructive type, producing far-reaching effects 
 not definitely measurable in dollars and cents, other experiments are comparatively immediate in 
 tangible returns. The following paragraphs aim to give instances chiefly of this type. 
 
 AGRICULTURAL CHEMISTRY 
 
 The work of the department consists of (i) experimentation and research with insecticides and 
 fungicides, with the chemistry of soils, with plant and animal nutrition; and (2) of the enforcement of 
 State laws that govern the introduction and sale of commercial fertilizers and lime. Taking as examples 
 only two problems with insecticides and fungicides, we find that the department was a pioneer in the 
 chemical investigation of arsenicals used for orchard sprays. By the use of improved arsenicals the 
 fruit growers of Oregon now save the enormous wastes of other years. Similarly, the Station Chemist, 
 by determining the methods and conditions under which arsenicals and lime-sulfur can be used as a 
 combination spray has shown that there need be no more trouble or loss in the use of these chemicals 
 in combination. The cost of spraying is thus often reduced one half. 
 
 ANIMAL HUSBANDRY 
 
 Recent experimental work of the department has been centered on problems of feeding. The 
 relative values of standard feeds have been determined for different kinds of livestock, together with the 
 proper methods of feeding. Sheep feeding investigations in Western Oregon show that it costs but 
 ^ cent a day to maintain sheep on pasture in winter as compared with 5 cents a day on grain and hay. 
 By proper pasturing methods, adjusting various kinds of pasture to diflFerent seasons of the year, the 
 period of winter feeding is reduced 30 days with a consequent saving of ^1.25 a sheep each year, and 
 with excellent results upon the flock as well as in farm management. These methods, if followed uni- 
 versally in Western Oregon, would result in an annual saving of $450,000. 
 
 A Civil Engineering graduate only recently out of College, employed in an engineering manufactory 
 near Portland also receives $225 a month as draftsman. 
 
 THE STANFORD O. A C FOOTBALL GAME. O. A. C SECTION 
 
 21 
 
BACTERIOLOGY 
 
 The expansion of legume seeding in Oregon has emphasized the need for inteUigent consideration 
 of the inoculation problem, including protection of the individual purchaser against unscrupulous 
 agents seeking to sell commercial cultures at exorbitant prices regardless of the need for inoculation. 
 The work of the department involves investigation, in order to determine the need for inoculation and 
 the merits of cultures; instruction to the farmer regarding time and methods of inoculating seed; and 
 the actual furnishing of cultures to the farmers of the State at cost of labor and material in manufacturing 
 them in the laboratory. In 1919, cultures for inoculation of seed for 10,000 acres of alfalfa were sold 
 to farmers at cost, which was ^2,500. If this material had been purchased from commercial firms, the 
 expense would have been at least $20,000. This indicates an actual cash saving of $17,500 to the grower. 
 
 BOTANY AND PLANT PATHOLOGY 
 
 The Oregon Agricultural College Experiment Station was the discoverer of the use of lime-sulfur 
 as a spray for the control of plant diseases. It is now used the world over for this purpose. In the 
 protection of fruit crops from epidemics of disease it has often saved the fruit growers of Oregon in a 
 single season over a million dollars. Various methods of spraying and certain orchard and farm practices 
 for the control of evils such as apple canker, fire blight of pear and peach trees, grain smut, and potato 
 diseases, have all been instrumental in safeguarding and improving the staple crops of Oregon. The 
 time and method of applying the remedies vary with the season and local conditions; hence the need 
 
 '^ mn 
 
 AN AUTUMN SCENE NEAR THE MINES BUILDING 
 22 
 
of continuous cxpi-rl attention to keep tht- growers authentically inf(jrniecl. Every year the Plant 
 Pathologist, in collaboration with the Entomologist, sends out to the growers of the state directions 
 for spraying orchards and gardens, revised and corrected according to the latest experimental data. 
 In addition, he and his assistants examine in the laboratory, free of charge, large numbers of diseased 
 plants sent in for diagnosis, and give advice on the most successful known means of control adapted to 
 the local conditions. New fungicides are tested to determine their efficiency, and a method is in operation 
 for insuring to growers disease-free potato seed that promises great increase in general yield of the 
 potato crop in Oregon. 
 
 DAIRY HUSBANDRY 
 The cheese industry is one of the most important agricultural industries in Oregon. Shortly after 
 the outbreak of the war in 1914 the restrictions placed on commerce by the belligerents cut short the 
 importation of rennet stock. We had been importing large amounts of rennet from the veal-eating sec- 
 tions of Europe. The shortage suddenly became acute. Cheesemakers had great difficulty in obtaining 
 rennet, which had been absolutely necessary as a coagulent in the manufacture of cheese. Pepsin had 
 been used as a coagulent experimentally only, and then rather superficially. Cheesemakers began 
 writing to the department of Dairy Husbandry for information as to the use of pepsin. The department 
 immediately investigated the use of pepsin as a substitute for rennet and within two weeks time published 
 a preliminary report indicating how pepsin could be satisfactorily used. This report attracted great 
 attention from cheesemakers; some of whom came from Coos Bay to inspect cheese made from pepsin 
 
 THE DAIRY BUILDING 
 
 23 
 
and to see the process of manufacture. As a result, the cheesemakers with confidence took up the use 
 of pepsin. Through its use, conserv^ative calculations show that the cheese factories of Oregon, in 
 addition to avoiding the danger of closing altogether through the lack of a coagulent, saved at least 
 $100,000 during the emergency because of the lower cost of pepsin as compared with rennet, 
 
 DRAINAGE AND IRRIGATION 
 
 Experimental reports on successful methods of tiling white land and marsh land have given a 
 great impetus to drainage activities. During the past few years farm drainage systems were designed 
 on twenty-seven farms having an area of 1,350 acres. These are largely installed and in operation. 
 Over three hundred miles of tile lines that have been designed for farmers serve 17,120 acres. It is 
 estimated that this area will produce at least ten dollars an acre more crop value a year, or $171,200 
 worth more food stuff, as a result of this improvement. These tiles are installed on two hundred and 
 thirteen farms. Assistance was given nineteen communities or districts in drainage the past year 
 including an area of 53,749 acres. During the past few years, eighty-five community drainage projects 
 have been given aid in this way, including an area of approximately 560,000 acres or about one-sixth 
 of the wet land of the State. Fourteen irrigation districts have been aided through preliminary soil 
 and agricultural feasibility surveys, including a total area of one hundred and twenty-two thousand 
 acres. During the past several years, forty-five irrigation projects have been aided through such 
 preliminary soil and agricultural surveys, including a total area of 1,864,300 acres. 
 
 FORESTRY, MEN'S GYMNASIUM, AND WALDO FROM THE CAUTHORN MAPLES 
 
 24 
 
KN'l'OMOLOGV 
 
 In 1919 apple growers who followed faithfully the College recominendat ions for the control of 
 codling-moth lost onh' 2.1 percent of their crop by this pest. Those who failed to follow these recom- 
 mendations lost 14 percent to 62 percent of their crop. The potential apple crop of Oregon for 1919 
 was 3,860,000 boxes. Had all growers followed the College recommendations the total loss would have 
 been 2.1 percent or 81,060 boxes. At ^2.00 a box this would amount to $162,120. Had all failed to 
 follow the College recommendations the average loss would have been 55 percenc or 2,123,000 boxes. 
 These at $2.00 a box would be worth $4,246,000. Conservative calculations show that the College 
 investigations in the control of the codling-moth alone save to Oregon apple growers a million dollars 
 a year. 
 
 FARM CROPS 
 
 The work of the Farm Crops Department in testing seeds in the laboratory; warning Oregon 
 growers against fake crops exploited for gain; in encouraging the use of particular strains of standard 
 crops, like Hannchen barley, that have been demonstrated to be permanently successful; in promoting 
 the seeding of pa-sture mixtures on untilled lands; the growing of alfalfa on river-bottom land in Western 
 Oregon; and the growing of corn for both silage and grain, have all resulted in increasing the material 
 wealth of the State. The work of the College in demonstrating the adaptability of the two varieties 
 of corn, Minnesota 13 and Minnesota 23, to Oregon conditions is largely responsible for raising the 
 
 THE MEN'S GYMNASIUM FROM THE NORTHEAST 
 25 
 
average of corn from 17,000 acres in 1909 to 71,000 acres in 1919. If only 20 percent of the total value 
 of the 1919 corn crop, which was worth nearly three million dollars, is credited to the leadership of the 
 College, even this amounts to nearly $600,000. The experimental work with vetch has determined the 
 best varieties and the best methods of seeding vetch, showing for example, that smaller seedings may 
 be made, with a consequent saving on each acre of seventy-fiive cents. This in itself will annually 
 amount to fully $30,000. The Station's introduction of purple vetch will undoubtedly increase the 
 agricultural resources of Oregon, when its distribution is effected, by $60,000 to $200,000. 
 
 HORTICULTURE 
 
 The investigations of the Horticultural department in determining the nutrients of plants, are 
 among the few great fundamental plant discoveries of this generation. Equally important to horticulture 
 are the researches in fruit pollination. While the results of such studies are not to be concretely measured 
 in immediate dollars and cents, they are of incalculable value to the whole realm of agriculture; since 
 they are cumulative in effect and in the end result in enormous economies. The department's investi- 
 gations in showing various ways in which the loganberry can be utilized, not simply for household 
 purposes, but on a large scale for commercial profit through evaportation and the manufacture of 
 juice, undoubtedly saved the loganberry industry from being ruthlessly uprooted in Western Oregon 
 during the period of depression a few years ago. The department's experiments in successfully putting 
 up at Salem 3,000 gallons of juice in commercial form, laid the foundation of the fruit juice industry 
 in this state, now involving investments aggregating over" a million dollars. The loganberry product 
 already amounts to several million dollars a year and is rapidly increasing. 
 
 THE NEW LIBRARY FROM HOME ECONOMICS WALK 
 26 
 
FOULTRY HUSBANDRY 
 
 The Poultry department was established twelve years ago for the purpose, primarily, of developing' 
 the poultry industry of the stale and of making poultry keeping more profitable to the farmer and 
 poultryman. Since that time, from a flock that averaged, by trapnest record, less than lOO eggs per 
 hen, the department, by careful breeding, has developed strains of fowls that produce, under similar 
 conditions of management, an a\erage of over 200 eggs per hen. From these improved strains of layers 
 the department has sent out to Oregon poultry raisers, at reasonable prices, 3,000 pedigreed males for 
 breeding purposes, and over 130,000 eggs from high producing stock for hatching. The effect of this 
 work, and of the high-laying records constantly made by the department's flocks, has encouraged a 
 widespread development of the poultry industry in Oregon, with profits that are sound and cumulative, 
 and stimulated an unusual demand for breeding fowls of the O. A. C. strains from all parts of this 
 country and even from abroad. The Oregon State Hospital has a flock of nearly 4,000 laying hens 
 reared from O. A. C. stock, and last year made from them a profit of ^10,721.93. 
 
 O. A. C. hens have been entered in practically all the national and international egg-laying contests. 
 In the Panama-Pacific Exposition contest, O. A. C. hens won first, second and third places. In all the 
 contests O. A. C. hens have made such consistently high records that the success of the Station's breeding 
 experiments for egg production has been definitely established. 
 
 THE WALK TO WALDO 
 
 27 
 
SOILS 
 
 Soil surveys of six distinct areas of Oregon have been made by the department of Soils in co-operation 
 with the U. S. Bureau of Soils, embracing approximately a million and a half acres. Detailed soil surveys 
 of five counties comprising 2,787,400 acres have been practically completed, and will soon be mapped. 
 The first report of this cooperative soil survey work, covering Yamhill County, will soon be off the 
 press. The fundamental value of this work is illustrated by experiments with sulfur on legume crops 
 in Southern Oregon. Chemical analyses, following the soil survey, disclosed the fact that large areas 
 of certain types of soil were seriously deficient in sulfur. Demonstrations proved that the application 
 of this element, rather than other fertilizers commonly applied to alfalfa meadows on these soils, produced 
 remarkable increases both in growth of plants and in the nutrient content of the plants. In some in- 
 stances gains amounted to 1,000 percent. Guided by the soil survey and the directions suggested by 
 the demonstrations, the application of sulfur to over 16,000 acres of alfalfa meadow in 1919 resulted 
 in an increased yield averaging at least i ton to the acre, worth $20 a ton. The cost of the treatment 
 amounted to approximately $1 a ton of the crop yield. The increase in value of the crop, due to the 
 application of sulfur, amounts to $328,000. Recent experiments indicate that at least 200,000 acres 
 of alfalfa land in Oregon will respond equally well to the sulfur treatment. 
 
 VETERINARY MEDICINE 
 
 The department of Veterinary Medicine holds a weekly free clinic on Mondays at which, by 
 appointment, the citizens of the state bring in their perplexing cases of animals not in health. It gives 
 advice in person or by letter for preventing and controlling diseases of livestock. It diagnoses diseases 
 of unknown cause by laboratory examination of material. It identifies parasites and makes recom- 
 mendations concerning methods of controlling parasitic diseases. 
 
 An early diagnosis of the first outbreak of anthrax to occur in Oregon, made by the veterinary 
 department, enabled the State Veterinarian and the local practitioners to control this serious disease 
 before it became widespread in the state. Such diseases as infectious abortion of dairy cattle, white 
 diarrhoea in poultry, and tuberculosis in various animals, have been regularly handled in the laboratory 
 routine diagnoses. Instruction as to methods of preventing diseases of breeding cattle have been given 
 dairymen in all leading dairy sections in the state through correspondence, addresses, and personal 
 conferences. Veterinary practitioners in Oregon are today using methods of treating these troubles 
 which have been demonstrated to them by members of the department. 
 
 "(9ni? of the lessons I learned at Corvallis was to quit experimenting and to rely upon the experience 
 which is the fruit of much experimenting on the part of the College and its experiment stations.^' — W. S. 
 Smith, Wolf Creek, Oregon. 
 
 THE MACHINE GUN CORPS 
 28 
 
THE BRANCH EXPERIMEN'r SI ATIONS 
 
 Oregon has an area greater than the combined area of New Hampshire, Vermont, Massachusetts, 
 Connecticut, Rhode Island, New York, New Jersey, and Delaware. Owing to her varied topography, 
 soils, and climate, moreover, Oregon has a greater diversity in those factors that influence agricultural 
 production than are to be found in all that portion of the United States east of the Western boundary 
 of Oklahoma and North of the Ohio River. The agricultural problems to be solved, therefore, are 
 numerous and varied. To meet these problems and thereby safeguard the interests of the people, 
 seven branch experiment stations have been established in different parts of Oregon. A few of their 
 achievements in the interest of progress and prosperity arc enumerated in the following paragraphs. 
 
 THE SOUTHERN OREGON BRANCH STATION 
 
 The Southern Oregon Branch Experiment Station, at Talent, near Medford, is today leading the 
 world in the discovery and development of pear stocks and varieties resistant to fire blight. The control 
 of this dread disease, which is the mortal enemy of the pear tree, is the price that must be paid to safe- 
 guard the great pear industry of Southern Oregon. 
 
 THE EASTERN OREGON BRANCH STATION 
 
 The Eastern Oregon Branch Experiment Station, at Union, has demonstrated the economy of 
 fattening hogs with some supplement to the grain ration such as pasture or alfalfa hay; the economy 
 of raising barley instead of wheat for feeding hogs; that chopped alfalfa hay for fattening cattle produces 
 gains forty percent greater .than unchopped hay; and that certain varieties of wheat and barley are 
 greatly superior for use in dryland farming to the varieties commonly used. 
 
 ALFALFA DEMONSTRATION PLOTS AT SOUTHERN OREGON BRANCH STATION (A) HAD 
 NO SULFUR, (B.) (C) AND (D) HAD SULFUR IN ONE FORM OR ANOTHER 
 
THE MORO BRANCH STATION 
 
 The Dry-Farming Branch Station at Moro has, for the past seven years, accurately tested hundreds 
 of varieties of grain. Four of the new spring varieties have averaged from 20 percent to 30 percent more 
 than the best local spring varieties, and milling tests show them to be superior to Bluestem, the best 
 local variety. Seed from these varieties is being distributed as rapidly as possible. An increase of one 
 bushel per acre in the yield of spring wheat will add to the wealth of the state annually several times 
 the cost of all the experiment station work. 
 
 THE BURNS BRANCH STATION 
 
 This station has been chiefly concerned with moisture conservation and irrigation problems, and 
 with determining the best types of grain, alfalfa, and forage crops to grow on the soils of Harney County, 
 where moisture is limited but soil fertility high. Marked progress has been made. 
 
 THE UMATILLA BRANCH STATION 
 
 The Umatilla Branch Experiment Station established in the Upper Columbia River region, has 
 been chiefly engaged In solving the Irrigation problems In this region. It has demonstrated the economy 
 In both labor and water of the border system of applying water to the soil. 
 
 THE ASTORIA BRANCH STATION 
 
 The John Jacob Astor Experiment Station, which was established near Astoria several years ago 
 for the purpose of studying the problems of_^tIde-land agriculture, has done much to stimulate drainage 
 work on tide lands, to Improve the dairy Industry, and to determine the best forage and root crops for 
 tide land and red hill land. It has been unmistakably demonstrated that tiling can be successfully 
 undertaken on the wet grass lands. Tiling at a cost of $30 an acre has brought a yield of field peas and 
 oats worth $50 an acre the. first year. It has also been definitely demonstrated that super-phosphate 
 Is the fertilizer needed on the red hill lands of this district. 
 
 %>m 
 
 THE PALE, THIN PLOTS OF ALFALFA, (B) HAD NO FERTILIZER. ALL THE THRIFTY PLOTS 
 (A) HAD SULFUR IN SOME FORM AS A FERTILIZER 
 
AIRPLANE VIEWS OF CORVALLIS. COLLEGE CAMPUS IS PARTLY SHOWN IN BOTH PICTURES 
 
 31 
 
VMPUS FROM AN AIRPLANE. 
 
 33 
 
AIRPLANE VIEWS OF CORVALLIS, SHOWING NORTHEAST AND SOUTHEAST SECTIONS. 
 THE LOWER CAMPUS SHOWS AT RIGHT OF TOP VIEW. 
 
 34 
 
Tllii; IIOOI) RIVER BRANCH STATION 
 
 The late E. H. Shcpard, a Hood River fruit grower and editor of Better Fruit, stated editorially 
 that "The apple crop in the Hood River Valley alone will amount to over $1,500,000 for the year 1916, 
 all of which was sprayed under the directions given by the Experiment Station, being practically free 
 from fungus. Without tiie method of treatment discovered and worked out and recommended by the 
 Experiment Station, tiic apple crop of Hood River, on account of scab, would have very little if any 
 market value." 
 
 Results during recent years have been so satisfactory that the citizens of the county have volun- 
 tarily doubled the local budget for Experiment Station work, realizing that more money spent means 
 larger profits at harvest time. They figure a saving as a result of the scientific warfare against codling- 
 moth as at least 8 percent of the crop. Eight percent of 2,000,000, the total number of boxes produced 
 in the Hood River Valley in 1919, is 160,000 boxes. At two dollars a box, the average market price, 
 these were worth $320,000. The saving effected by scientific control of scab or fungus is estimated at 
 25 cents on each of two million boxes, or $500,000. Control of leaf roller saves $90,000 a year; aphis 
 CQjatrol, $100,000. 
 
 Fertility experiments have been productive of great good. Five years ago, alarmed at the rapid 
 depletion of their soil fertility and consequent crop depletion, growers were groping about for help and 
 spending prodigal sums for commercial fertilizers. Fertility trials conducted in nearly every orchard 
 in the valley have revolutionized the fertility situation. Without this specific advice resulting from 
 trials, it is safe to say that the 1919 crop would not have been more than 60 percent of the actual output. 
 
 "The Experiment Station," said A. W. Stone, general manager of the Hood River Apple Growers' 
 Association, in his annual report issued March 13, 1920, "is one of the valley's most valuable assets." 
 
 SCIENTIFIC ORCHARD SPRAYING AT HOOD RIVER HAS MADE THE HOOD RIVER BRAND 
 
 OF APPLES FAMOUS 
 
 35 
 
THE EXTENSION SERVICE 
 
 The Extension Service carries to the people in all parts of the state the special 
 information that they care to use in scientific agriculture, home economics, and 
 engineering. Through the farm bureau and home bureau in the various com- 
 munities and the boys' and girls' clubs in the public schools, the leaders of extension 
 ■ work from the College carry to the citizens of the state the standard practices that 
 have been demonstrated to be successful and such new discoveries in science as 
 promise unmistakable rewards. The county agents, home demonstration agents, 
 leaders of club work, and special demonstrators of farm crops, horticulture, poultry 
 husbandry, farm mechanics, animal husbandry, etc., all seek the cooperation of 
 farmers and other industrial people In Instituting the best type of farming and 
 business practice, and in organizing communities into effective units for production, 
 marketing, and civic betterment. 
 
 Results that are surprising In the aggregate have been accomplished by com- 
 munities in all parts of the state and in practically every line of extension activity. 
 Some of the gains made by the boys' and girls' clubs in raising pure-bred livestock 
 have revolutionized local industries. Demonstrations in household economy have 
 resulted in the saving of thousands of dollars to Individual counties. Cooperative 
 buying and shipping have saved to the citizens of Jackson County In the brief 
 period of six months twenty thousand dollars. The Burns Chamber of Commerce 
 is authority for the statement that the cooperative work of the College, the 
 United States Department of Agriculture, and the citizens of Harney County in 
 exterminating grasshoppers saved a half million dollars to that county In 1919. 
 In the single item of assisting farmers to secure bacterial cultures for inoculating 
 legume seed, some of the county agents have saved their constituencies many 
 times their salaries each year. In Wallowa County the silo campaign so success- 
 fully conserved feed and maintained the livestock of that great agricultural area, 
 that the local farm bureaus consider that in spite of rigorous weather during the 
 past winter they achieved one of the most successful seasons In their history. 
 Whenever, in short, the local communities join hands with the Extension leaders 
 In carrying out a vigorous agricultural policy, notable gains have been made. 
 Yet the movement Is only at the beginning of Its career, and promises vastly 
 greater things for the future. 
 
 THE AGRICULTURAL GROUP, WITH GLIMPSES OF THE WEST QUADRANGLE. 
 
 36 
 
INTERESTING AND USEFUL STUDIES IN THE FARM MECHANICS DEPARTMENT 
 
 37 
 
SCHOOL OF COMMERCE: TOP, OFFICE APPLIANCES LABORATORY; 
 
 BOTTOM, ACCOUNTING ROOM 
 
 38 
 
COMMKRCK 
 
 "The mental equipment of a business man needs to be greater to-day," 
 declares Frank A. \ anderlip, "than was ever before necessary." "If the people 
 of the United States are to make the most of their opportunities," he adds, "they 
 must employ the most effective methods." Hence he advocates commercial 
 training, the type that (). A. C. provides in its School of Commerce. 
 
 Since there is a business side to every vocation, the School of Commerce has 
 developed courses and class material in business practice which are adapted to the 
 needs of the farmer, the engineer, the forester, and the housekeeper. In these 
 days of strong competition and advancing costs, the farmer or any other business 
 man who does not know the cost of production and the restilt of his several enter- 
 prises is playing a losing game. Tn cooperation with the United States Bureau of 
 Markets the department of Business Administration has developed courses and 
 class material in cooperative accounting adapted to creameries, elevators, and 
 various other industrial enterprises. This pioneer work has borne fruit, not only 
 in Oregon but in many other states, where O. A. C. courses and material are used. 
 
 The School of Commerce offers thorough courses of study in stenography 
 and office training. A large number of teachers in these technical branches of 
 commerce are graduated every 3^ear. The School of Vocational Education gives 
 these students an opportunity to qualify for a state certificate to teach commercial 
 branches. 
 
 Commerce courses provide that the student may major in Commerce and 
 minor in various other lines of work such as agriculture, home economics, engineer- 
 ing, or industrial arts; or he may major in other courses and minor in Commerce. 
 This has produced a happy relationship and sympathetic cooperation between the 
 commerce students and the rest of the student body. College regulations provide 
 that no student shall graduate without at least nine credits in Commerce. 
 
 That the wealth of a state depends not only on its industries but also on its 
 commerce admits of no argument. Tremendous efforts are being made in our 
 sister states to build up the ports of Seattle and San Francisco. If our metropolis, 
 Portland, is to hold her own as a world port, every influence must be directed 
 toward that end, and the great educational institutions of the state should be 
 among the most powerful influences in developing the commerce of the state. 
 
 The department of Business Administration is prepared to give courses in 
 accounting and management in practically all lines of industrial enterprise. The 
 department is organized not only for the purpose of developing specialists in its 
 own particular field, but also to coordinate its work with the other departments 
 of the College in order that every graduate of the institution may have the oppor- 
 tunity of acquiring such principles of business administration as he desires. 
 
As a result of this policy hundreds of farmers of the state are keeping satis- 
 factory records of their business transactions and progress; many homes have 
 been placed on a better financial basis through the keeping of household accounts; 
 many commercial establishments are employing business administration graduates 
 as office managers, accountants, or managers. 
 
 During the first and second terms of the year 1919-20 regular courses were 
 given to more than 850 regular students. These courses were distributed approx- 
 imately as follows: farm accounting, 125; household accounting and business 
 management for women, 100; business organization, management and advertising, 
 150; and general accounting, 475. 
 
 Some two hundred students each year receive instruction in Business Law. 
 These include students not only in Commerce but in Forestry, Agriculture, and 
 Pharmacy as well. They acquire the fundamentals of law as applying to ordinary 
 business transactions. They learn to protect themselves in their relations, and 
 learn also to know when they need expert legal advice. 
 
 Every student of every department of the College, to graduate, must take at 
 least one course in government. Many students take several courses. During 
 each of the three terms each year 250 to 275 students are making a study of their 
 government, local, state, or national, and also of foreign governments and our 
 relations with them. It is vital that the hundreds of students leaving College 
 each year have some conception of their duties and opportunities as citizens. The 
 government courses lend their entire effort to give this conception. Production 
 of a higher citizenship is the final aim of education. 
 
 A graduate in Mechanical Engineering, 191 1, for six years employed as foreman of the machine 
 shop of the Southern Pacific Company in California, is now in the engine drafting room of a Portland 
 engineering firm at a salary of $225 a month. 
 
 ASSOCIATED SOCIETY OF MECHANICAL ENGINEERS 
 40 
 
TRAINING IN AUTO MECHANICS INVOLVES THE MOST THOROUGH AND SEARCHING WORK 
 IN "TROUBLE SHOOTING" AND REPAIRS. 
 
THE MECHANICAL AND ELECTRICAL LABORATORIES, WHERE THE MEN PUT IN PRACTICE 
 
 THEIR ENGINEERING TRAINING 
 
KNCilNKKRINC; 
 
 Approximately i,ooo students have been studying Engineering at the College 
 this year, and this branch of College work has advanced to first place in enroll- 
 ment, with Agriculture second, and Commerce third. F^ven with this remarkable 
 growth, the call upon the College to furnish trained men to the industries is far 
 greater than it has any hope of satisfying for some years to come. Attractive 
 salaries and line opportunities for achievement are open to all the men who have 
 qualified themselves technically for service in any of the fields of engineering. 
 Obviously, Oregon trained men, understanding Oregon conditions, are an advantage 
 to the state in the solution of her problems. 
 
 CIVIL ENGINEERING 
 
 Training in Civil Engineering at the College, which includes Highway Engin- 
 eering, Irrigation Engineering, and Structural Engineering, has enrolled i66 
 students during the year. 
 
 HIGHWAY ENGINEERING 
 
 The great highway program of Oregon, involving the investment of millions 
 of dollars and covering with main highways and market roads the principal sections 
 of the state, calls for the services of hundreds of skilled engineers to insure effi- 
 ciency and economy in the work. Last year the demand for such engineers in 
 Oregon not only took all the available men from those qualified at the College, 
 but necessitated the employment of many men trained in other states, and of 
 many men not adequately trained for the work. This condition will be true again 
 this year. While the enrollment of students in this work is constantly increasing, 
 the need for trained men will continue to keep far ahead of any immediate possi- 
 bility of equipping men for the service. 
 
 IRRIGATION ENGINEERING 
 
 Oregon offers a greater variety of land reclamation problems than any state 
 in the Union. There are ''seeped lands" in the hills, tide lands on the coast, 
 overflow lands along the Columbia and Willamette rivers, marsh lands in Southern 
 and East Central Oregon, and the alkalied lands of Eastern Oregon. In all, there 
 are about 3,000,000 acres of wet lands, all now^ feasible to drain. In addition to 
 this there are in Oregon- 3,000,000 to 4,000,000 acres of irrigable lands, undeveloped, 
 for which there is water. The proper development of these lands of course requires 
 the best of engineering skill. 
 
 The department of Irrigation Engineering has cooperated with the depart- 
 ment of Soils in assisting in the technical and advisory work of organizing projects 
 in Oregon aggregating 24,600 acres. The department has also conducted exten- 
 
 45 
 
MAKING MOLDS IN THE FOUNDRY. THE CASTINGS THAT WERE MADE IN THESE MOLDS 
 
sion schools to teach the farmers the proper method of measuring water, I he best 
 methods of delivering water, the maintenance of irrigation structures, and the 
 proper crops to grow on irrigated lands. 
 
 The department is training men for the great work of developing the water 
 power and irrigation projects of Oregon, which are potentially so vast that the 
 services of thousands of engineers will be necessary to carry them to completion. 
 When they are in operation, however, the income from the added resources would 
 pay the cost of public education a hundred fold each year. 
 
 STRUCTURAL ENGINEERING 
 
 Engineers for designing and constructing bridges and modern steel buildings 
 cannot be trained fast enough to meet the growing need for such work in the expand- 
 ing industries of Oregon. While a strong group of students is pursuing this work 
 now, and will ultimately render good service to the state in the practice of their 
 profession, they cannot care for the Increasing volume of business. Oregon is 
 just at the beginning, apparently, of a great renewal of building projects. 
 
 ELECTRICAL ENGINEERING 
 
 The use of electricity is becoming so nearly universal in industry, even on 
 the farms, that there is a much more general need than formerly for trained elec- 
 tricians outside of the great electrical corporations, which only recently employed 
 almost all the graduates of electrical engineering. Hydro-electric plants, city 
 electric systems. Industrial electric generators, automobile electric service, wiring 
 and Installation work for new buildings, and the general utility service of electrical 
 apparatus and fixtures, take the brains and the labor of many men trained In 
 electricity. Hence the real need of giving scientific training in this field to more 
 men than could formerly be usefully employed In the profession. Electrical power 
 Is becoming a larger and more efficient factor In such Industries as lumber manu- 
 facture, shipbuilding, Irrigation, and shop work; and the services of the men 
 trained at O. A. C. In this work are In Increasing demand. 
 
 MECHANICAL ENGINEERING 
 
 The department of jMechanical Engineering of the College was the first to 
 substitute the four-year course in engineering for the old system of two years of 
 general science with only two years of practical engineering. Since the new plan 
 was put Into effect enrollment In the department has Increased enormously, having 
 risen from 97 students in 1917 to 223 In 1919 — an Increase of 310 percent. Fin- 
 ancial engineering was originated In this department and is a subject taught, until 
 the present year, nowhere except at O. A. C. 
 
 45 
 
t£L^..'-,j: 
 
 FEATURES OF INSPECTION DAY PARADE AT O. A. C. WHICH HAS AGAIN BEEN RANKED AS 
 
 A DISTINGUISHED INSTITUTION 
 
F.XTKNSION KNCHNKKRINC 
 
 Many op')cratIng engineer's of Portland have reached professional rank through 
 extension engineering service, which was started five years ago in answer to insistent 
 demand. The work has grown steadily ever since. It consists of lectures and 
 problems given to the engineers by members of the College faculty. The enroll- 
 ment averages 60 men with an attendance often reaching twice the number. Most 
 of this engineering service is given under the auspices of the International Union 
 of Steam and Operating Engineers. Those who have advanced to the professional 
 ranks have received their state professional engineer's license through the extension 
 service. All who have taken the work are enthusiastic over its continuance, and 
 some have doubled their incomes as a consequence of the training. 
 
 INDUSTRIAL ARTS 
 
 The department of Industrial Arts trains all engineering students in shop 
 work, all teachers of manual training and the mechanic arts, and all vocationals 
 who are preparing to enter the trades but do not desire to take full engineering 
 courses. Men who have received training in the shops have made good, as is 
 evidenced by the demand for O. A. C. trained men by ship yards and factories 
 and by the Federal Government. Students who are graduates from standard 
 high schools and have taken the teachers' training course, command salaries of 
 $2,000. Eighty men, most of them ex-soldiers receiving state and Federal aid, 
 are being trained in auto mechanics. 
 
 CHEMICAL ENGINEERING 
 
 During the war America worked out its chemical independence of Europe 
 and now stands on a new basis of productive power by reason of its achievements 
 in applying chemistry to industry. Through the necessities of war American 
 chemists built up many new industries and improved many old ones. Since the 
 war they have been putting their efforts to the task of utilizing waste materials, 
 and reducing costs. By the use of lithopone and tilaneum, for instacne, they have 
 been able to make paint without the high-priced leads and zincs, thus keeping 
 down the price of paint to $3 or $4. a gallon, which otherwise would be four or five 
 times this amount. Experiments recently made promise to evolve insecticides in 
 which the use of calcium magnesium instead of lead will greatly reduce the costs 
 of spraying. These are but single instances of many that the industrial chemist 
 has evolved to lower the cost of scientific farming. 
 
 The department of Chemical Engineering at the College, now firmly estab- 
 lished, is rendering substantial service to the state by training young men to apply 
 to the problems of Oregon's industries the modern discoveries of chemistry. 
 
 47 
 
FORESTRY 
 
 That an education in the School of Forestry at the College is a paying invest- 
 ment is evidenced by the positions of responsibility held by the men who have 
 graduated from the courses in Forestry and Logging Engineering. At least twelve 
 of the graduates of the School who have finished within three years are now receiv- 
 ing salaries from twenty-five hundred to four thousand dollars in the logging 
 industry. Others are holding positions of influence in the Federal Forest Service 
 and in the State Service, but are receiving smaller compensation. 
 
 Many of the men who have gone through the School have entered branches 
 of work other than those in which they prepared themselves. For example, one 
 man is president of a national bank, two others are cashiers in banks, while others 
 are engaged in merchandising forest products. To be specific in some other in- 
 stances, one man is deputy state forester, another is chief engineer for a big logging 
 corporation, while others are rapidly winning their spurs in subordinate engineering 
 positions. 
 
 "I have always felt," writes the Dean of the School, "that a forestry education 
 prepared the graduates for fitting into life in almost any capacity, and the more 
 I review the work of the graduates the more I am convinced that my view is correct." 
 • Oregon's vast resources in standing timber insures a splendid future for the 
 lumber and forest interests of the state, if wise policies of conservation and use 
 are employed. The School of Forestry has an earnest desire to foster these wise 
 policies, and has the confidence and cooperation of the great forest interests of 
 the Northwest. 
 
 THE FORESTRY BUILDING 
 
 48 
 
HOME ECONOMICS 
 
 The School of Home Economics has strengthened and brightened thousands 
 of -homes, introduced modern methods of household economy to thousands of 
 students in secondary schools, and carried the message of scientific nutrition, child 
 welfare, home nursing, and household economy to communities and homes in 
 nearly every rural district of Oregon. 
 
 In the last five years more than 14 thousand of the 25 million homes of the 
 United States have been strengthened and brightened by the College through its 
 349 graduates of home economics. Sixty percent of these women follow teaching, 
 giving instruction to an average of 40 students every year in the science of home- 
 making. On the basis of four members to the family this means that 56 thousand 
 persons have been more comfortably and profitably fed, clothed and sheltered by 
 indirect College influence. An additional 1066 homes with four times this number 
 of persons have been reached directly through the 1066 individual young women 
 who have received instruction at the College in the five-year period. 
 
 »■«■ B IJ 
 
 ^i'li:? 
 
 ii« 
 
 EAST WING OF HOME ECONOMICS BUILDING FROM AGRONOMY ENTRANCE. 
 
In five counties of Oregon home demonstration agents carry the help of the 
 College to the women through resident work in the county. In counties having 
 no women as agents of the College, assistance is rendered directly from the in- 
 stitution by two women of the staff who devote their time to extension service. 
 Just so far as these two women can answer the calls for work which the women of 
 Oregon want, it is being done. 
 
 In a democracy like Oregon, where women share with men the responsibilities 
 of government, there is a peculiar reason why young women should be trained for 
 civic as well as domestic duties. Nothing so completely fits a young woman for 
 
 these duties as a thorough course in home economics. It combines 
 Home an appreciation of the duties of the home and family with those 
 
 Economics of American social and civic institutions; and it gives training in 
 
 Trammg is Best ^-^^ fundamental sciences and technical industries that are essential 
 
 to the interests of the modern woman. Whether the young woman 
 desires no other distinction than that of being a consummate artist in the conduct 
 of a modern home, with all its internal refinements and responsibilities, and its 
 
 THE MOVING LINE OF APPLICANTS FOR REGISTRATION ON OPENING DAY 
 
 50 
 
external excursions into the lield of social service and coniniunily (jrganizalion, or 
 aspires to a professional career as teacher, extension worker, dietitian, institutional 
 manager, or expert in the various fields of household art, she can take no college 
 course so rich in subject matter as a broadly organized course in home economics. 
 
 The School of Home Economics at the Oregon Agricultural College was not 
 only one of the first regularly organized schools of this character in the country, 
 but it has always been a pioneer in offering new and approved phases of home 
 economics work under competent instruction. It was one of the 
 O. A. C. a first schools to occupy an adequately equipped building devoted 
 
 Pioneer in Home exclusively to home economics work; one of the first to establish 
 Economics ^ practice house, an institutional boarding house, and a depart- 
 
 ment of experimental research; and to carry out a broad program 
 of extension work throughout the State. It is obvious, therefore, that the young 
 women of Oregon have the opportunity to receive at their State College an educa- 
 tion in home economics thoroughly standard among the institutions of higher 
 learning in America. 
 
 AN AUTUMN TWILIGHT NEAR THE LIBRARY 
 51 
 
TWO VIEWS OF THE FIRE ASSAYING LABORATORY. MINES BUILDING 
 
 52 
 
MINING ENGINEERING 
 
 The modern age is primarily a metal-using age. Oregon has undoubted metal- 
 producing resources. She has already contributed 165 million dollars to the metal 
 wealth of the world. Yet Oregon's mineral wealth has as yet scarcely been scratched, 
 so far as geologic knowledge is concerned. Investigation of these resources is 
 dependent on trained mining engineers. For mining, like other modern industries, 
 is passing rapidly from the control of men who were trained only through ap- 
 prenticeship in the field to graduates of mining colleges. Hence O. A. C. is per- 
 forming a necessary function in training mining engineers for Oregon's own mineral 
 development. 
 
 Oregon's geological conditions are essentially the same as those of California, 
 Washington and Idaho. Yet Washington has turned out four times the mineral 
 wealth that Oregon has produced and California has turned out twenty times as 
 much. This is due to the fact that our neighbors to the north and south of us have 
 for years invested vastly more money than Oregon in investigating their mineral 
 resources. Oregon has in recent years made a splendid beginning in this direction, 
 and through authentic surveys of her mineral resources and the training of men 
 who have the knowledge and leadership to develop these resources, she seems on 
 the eve of a great awakening in mining operations. 
 
 The trained graduates being turned out by her School of Mines, moreover, will 
 be devoting their lives to the problems of how to discover, mine, and convert to 
 practical commercial use the various metals; the minerals, such as coal, limestone, 
 graphite; and the building and ornamental stones. They will have exceptional 
 opportunities both for self development and for service to the State. 
 
 "An analysis of what has been accomplished by introducing into the school a knowledge of 
 agriculture, it seems to me, will demonstrate that it has been of more benefit, especially in this great 
 western country of ours, than any other undertaking which the educator has had in hand within a 
 very long period of time. I was asked the other day how I accounted for the fact that in the West, 
 and especially * * * on the Pacific Coast, there had been brought about such a marked difference in 
 the condition of the agricultural interests. My reply was this: that * * * there had been a great light 
 seen by the farmers of this country, and for that light the educators in our state institutions were to 
 a very large degree responsible That until there was taught in these institutions a scientific knowledge 
 of farming, a knowledge of what the soil consisted of, of what the soil was best adapted to, and the kin- 
 dred things which are essential to successful farming, the farmer went at his work in a haphazard way, 
 planting a crop here and a crop there, without any knowledge as to whether that particular crop was 
 fitted for that particular soil, and without knowing whether there ought to be from time to time either 
 changes in the crop planted or in the fertilizing of the soil; and that through this schooling, there had 
 come, as an additional means of making the farmer more successful, the growing of a variety of crops. 
 
 "I gave, as another reason why there was so much wealth being produced in the West, the fact 
 that the schools had taught the sience of metallurgy and had applied chemistry to the mining of metals, 
 so that ores which a few years ago were considered of little or no value, now, by processes which have 
 been applied through a knowledge of the science of mining gained in the schools, were made of very 
 great value." — James H. Eckles, President of Commercial National Bank, Chicago. 
 
 53 
 
CAUTHORN HALL 
 
 54 
 
INTERIOR VIEW OF COLLEGE LIBRARY 
 55 
 
56 
 
PHARMACY 
 
 Every one of the 163 men and women who have been graduated in Pharmacy 
 at the College has applied for and passed successfully the examinations of the 
 Oregon State Board of Pharmacy. Not one of these who applied for examinations 
 before other state boards failed to pass. Certification by the Oregon board qualifies 
 graduates for practice of Pharmacy in 43 other states. Although these trained 
 pharmacists are now engaged in pharmaceutical work and in research work in 
 chemistry and medicine chiefly in Oregon, the demand for graduates is far greater 
 than the supply. The training offered by the College meets the highest require- 
 ments In the entire country. The work is rated as Class A and is comparable with 
 that of Columbia University and all large state universities such as Michigan and 
 Onio. The school lacks much-desired facilities for rendering laboratory service to 
 citizens of the State, and for research work that would be of great industrial value 
 to a country so fortunately situated in respect to climate and vegetable life. 
 Requests for analysis of Oregon medicinal plants to determine If they have standard 
 medicinal properties and are safe to use, come to the College almost every week 
 but have to be returned unanswered because of lack of facilities for doing the work. 
 There are a number of drugs Indigenous to Oregon which could be sold with profit 
 If they could be standardized before shipment. Problems such as these now wait 
 only for the erection of new buildings on the campus, when the School of Phar- 
 macy will be provided with all necessary facilities for serving the people of the 
 state as it has long desired to do. 
 
 WOMEN'S GYMNASIUM, FROM SCIENCE HALL 
 
 57 
 
Large Funds 
 for Vocational 
 Education 
 
 VOCATIONAL EDUCATION 
 
 No field of education today offers larger opportunities for success than that 
 of the departments included in the Smith-Hughes Federal plan of promoting 
 industrial education in the several states. Oregon is receiving large sums of 
 money from the United States Government for the promotion of 
 industrial education, and will continue to receive money in still 
 larger amounts as the work develops and the school population 
 increases. A total of over $40,000 will be expended by the Federal 
 Government and a like amount by the State of Oregon for the 
 next two years in support of Smith-Hughes types of vocational education; an 
 equal amount will be expended by the local communities where this work is main- 
 tained. The funds are devoted partly to the training of vocational teachers and 
 partly to the maintenance of instruction in those secondary schools of the State 
 that undertake the Smith-Hughes work. 
 
 Teachers to carry on the work in agriculture, trades and industries, commercial 
 subjects, home economics, and manual training, are already very difficult to find. 
 
 The work requires technical training combined with pedagogical 
 Many Teachers qualifi.cations. The new laws raising the age of compulsory 
 Will be Needed education to eighteen years will require many more teachers in 
 
 the states of the Northwest. Hence there will be need for even 
 a larger number of teachers than in the past, and the College has never yet been 
 able to supply all the teachers it has been asked to supply. 
 
 Three classes of students will be especially adaptable for leading positions in 
 
 this new field: (i) Normal graduates who add shop training to their pedagogical 
 
 training. (2) Craftsmen, who add to their technical training the 
 
 pedagogical training offered in the School of Vocational Education. 
 
 (3) Graduates of technical schools who add the study of psychology 
 
 and pedagogy to their technical training and acquire the requisite 
 
 amount of practice teaching. There will be no limit to the demand for teachers 
 
 with such qualifications, and their opportunities for success are unparalleled. 
 
 Types to Make 
 True Leaders 
 
 ''The agricultural colleges throughout America are increasing the product of the land coming under 
 heir immediate influence to an extent that seems little less than a miracle. The growth in production of the 
 American farms and gardens resulting from the work of the agricultural colleges will annually pay a hundred 
 told the cost of such education." — 7\ A. Mott, Superintendent of Schools, Richmond, Ind. 
 
 ''You teachers make the whole world your debtor, and * * * if you did not do your work well, this 
 republic would not outlast the span of a generation." — Theodore Roosevelt. 
 
 "In the long run, and as a whole, vje are going to go up or go down together." — Roosevelt. 
 
 "If one set of our fellow citizens is degraded, you can be absolutely certain that the degradation zvill 
 spread to all of us." — Roosevelt. 
 
 58 
 
THE C)R1<X;()N \()'ri':R\S OPINION 
 
 "It is no idle fancy that there is a close ratio between education and property values. Property 
 \alucs arc far higher in those states which have tine schools and colleges than they are in those states 
 which have been indiflFerent to education. Among northern states as well as southern there have been 
 several which have skimped on educational taxes. They are known as the "backward states," and 
 property values in them are far below what they are in the progressive states which have not grudged 
 educational support. The reason is that people who have means to buy property as a rule prefer to 
 buy it where the educational advantages are well established and substantially supported. States, 
 counties, communities or neighborhoods which neglect education have gone to seed on property values 
 as well as in moral values. The matter is therefore one of concern to the taxpayer from a strictly financial 
 viewpoint." — Oregon Voter, May i, 1920. 
 
 » "That the Agricultural College has made good all along the line is generally admitted, although 
 some credence has been given to a false idea that farmer students who attend it do not return to the 
 soil. The contrary is the fact. It is true that many graduates temporarily take positions as inspectors, 
 instructors or assistants, with the purpose of earning money with which to go to farming, but even so, 
 more agricultural graduates actually return at once to the farm than take salaried positions. This has 
 been investigated repeatedly, and the facts clearly contradict the false notion that the college educates 
 farmers' boys away from instead of towards the farm. The scientific information and the enthusiasm 
 for livestock, dairying, poultrying, horticulture and farm management imparted at the College tend 
 to make farm careers seem far more attractive to the graduates than they seem to farm boys who have 
 been denied these educational advantages. 
 
 "In animal husbandry, 96% of the graduates of the past twelve years are in agricultural work; 
 73% are on farms and 57% are on the home farms whence they went to college. Many of these young 
 men now farming came originally from city homes and acquired their farming enthusiasm at the College. 
 A questionnaire sent to all members of last year's graduating class of the school of agriculture revealed 
 that 95% intended to go into practical farming. 
 
 "Yet, from the standpoint of the public and the good of agriculture, it would be a misfortune if all 
 the agricultural graduates went immediately into the farming business for themselves. They are so 
 few, comparatively, that their personal efforts if confined solely to their own farms would make no 
 great change in the total agricultural production of the state, and they alone, rather than the public, 
 would reap the emolument from their training. It is in the public interest that among the agricultural 
 graduates are a proportion who become professional instructors in agriculture, passing their training 
 along to scores of others in the high schools and grammar schools, and as county agents and industrial 
 club leaders. Thus they multiply the value of the training given them by the taxpayers." — Oregon 
 Voter, May i, 1920. 
 
 DEMONSTRATION FIELD PLOTS 
 59 
 
THE 1920 PAGEANT. INCIDENTS IN THE HISTORY OF OREGON 
 
 60 
 
SERVICE DEPARTMENTS 
 
 English, modern languages, art and architecture, physics, chemistry, mathe- 
 matics, and all the various courses that furnish the essentials of a complete 
 education, are part of the College curriculum and taught by competent instructors. 
 In addition, there are certain special fields of training or agencies for the accom- 
 modation of the student that deserve a word of comment. 
 
 Physical Education. Though physical education is offered only as a minor in 
 connection with other courses — Home Economics, Commerce, or Pharmacy for 
 women — the instruction offered, especially in community games and sports, and 
 in public-school exercises in folk dancing and playground activities, has in recent 
 ye^rs equipped many a young man or woman for leadership in socializing the 
 school or community. New courses planned to meet the needs of the new laws 
 requiring physical education in the schools, are already proving very attractive 
 to students. 
 
 The College Health Service provides the services of a resident physician and a 
 resident trained nurse for the benefit of all students, without cost to them except 
 through the regular fees collected at the beginning of each term. 
 
 The Student Loan Funds provide a convenient and authoritative means of 
 helping worthy and needy students to meet obligations that otherwise might 
 Involve their discontinuance of College work. The loans, which aggregate many 
 thousands of dollars, draw interest at only four percent. 
 
 Industrial Journalism^ which aims to fit students to prepare copy for the press 
 from the point of view of the Industries, such as engineering, farming, etc.. Is a 
 regularly established course at the College which may be pursued as a minor in 
 connection with any of the degree courses. 
 
 The Reserve Officers'' Training Corps provides the most approved type of military 
 training designed to supply officers for the army. All students who join the corps 
 have their military uniforms provided by the Government, and all juniors and 
 seniors who pursue the work beyond the first two years receive $12.00 a month 
 for subsistence. As part of the R. O. T. C. a unit of field artillery, with an equip- 
 ment valued at $500,000, is established at the College. Other units are the Infantry 
 Engineers, Motor Transport and Cavalry. 
 
 Music Is taught by a corps of accomplished musicians whose special pedagogical 
 and technical training, under distinguished masters, makes them efficient Instructors 
 of their art. Training in. the band, orchestra, glee club, and madrigal club Is free 
 to all qualified students. For Information concerning terms for private and class 
 instruction consult the College Catalogue. 
 
 61 
 
>^''^: 
 
 Jdeautiful (j^regon 
 
 nn 
 
 O land of lure and plenty 
 
 "Where rolls the Oregon," 
 Where life is. young and twenty 
 
 And day is at the dawn, 
 When I behold your beauty 
 
 It stirs my heart with awe 
 And bids me forth to duty 
 
 For life and love and law. 
 
 For oh, I love you, beautiful Oregon, 
 Wonderland of wilderness and lea, 
 The heavens above you have set their hearts upon 
 The glory of your mountains and your sea. 
 Your soul is dreaming 
 Where lakes are gleaming 
 And moonlight streaming 
 
 On peaks of snow; 
 And though I wander. 
 Of thee I ponder 
 And grow still fonder 
 Where'er I go. 
 For oh, I love you, beautiful Oregon, 
 Wonderland of wilderness and lea, 
 The heavens above you have set their hearts upon 
 The glory of your mountains and your sea. 
 
 62 
 
What wild anticipation, 
 
 O faithful pioneers, 
 Was still your inspiration 
 
 Through all your questing years. 
 As o'er these snowy mountains 
 
 You pressed your lonely way 
 And drank the crystal fountains 
 
 That flow for us to-day. 
 
 Who does not love to dally 
 
 'Mid Jackson's purpling vines 
 Or in the golden valley 
 
 Where Hood's clear water shines: 
 Who does not joy to measure 
 
 The wealth Wallowa knows 
 Or view the varied treasure 
 
 Where old Willamette flows. 
 
 Sweet realm of forest reaches 
 
 And blooming orchard glade. 
 Of sounding ocean beaches 
 
 And glens of golden shade; 
 I hear your voices calling. 
 
 Like thunder through the foam. 
 The voice of love enthralling 
 
 To win the sailor home. 
 
 E. T. R. 
 
 63 
 
OUTLINE OF COURSES OF STUDY 
 
 I. FOUR-YEAR CURRICULA (B.S. DEGREE): 
 
 In the School of Agriculture, major courses in — 
 
 (a) Agriculture (general) (t) Farm Management 
 
 (b) Agricultural Chemistry (j) Farm Mechanics 
 
 (c) Animal Husbandry (k) Horticulture 
 
 (d) Bacteriology (/) Landscape Gardening 
 
 (e) Botany and Plant Pathology (m) Poultry Husbandry 
 (/) Dairy Husbandry (n) Soils 
 
 (g) Entomology (o) Zoology and Physiology 
 
 (h) Farm Crops 
 
 In the School of Commerce, major courses in — 
 
 (a) Business Administration (c) Political Science 
 
 (b) Economics and Sociology (d) Office Training, Stenography 
 
 In the School of Engineering, major courses in — 
 (a) Civil Engineering — (b) Electrical Engineering 
 
 Highway Engineering (c) Industrial Arts 
 
 Irrigation Engineering (d) Mechanical Engineering 
 
 Structural Engineering 
 In the School of Forestry, major courses in — 
 (a) General Forestry (b) Logging Engineering 
 
 In the School of Home Economics, major courses in — 
 
 id) 
 
 Household Administration 
 Institutional Management 
 
 (f) Mining Engineering 
 
 (a) Household Art 
 
 (b) Household Science 
 
 L. the School of Mines, major courses in- 
 
 (a) Geology 
 
 (b) Metallurgy 
 
 In the School of Pharmacy, major courses in — 
 (a) Pharmacy 
 
 In the School of Vocational Education, major courses in — 
 
 (a) Agricultural Education (c) Home Economics Education 
 
 (b) Commercial Education (d) Industrial Education 
 
 In the Department of Chemical Engineering, major courses in — 
 (a) Chemical Engineering 
 
 II. GRADUATE CURRICULA (M.S., M.E., E.E., and C E. DEGREES). 
 
 III. THREE-YEAR AND TWO-YEAR CURRICULA IN PHARMACY (Ph.C. and Ph.G. 
 
 DEGREES). 
 
 IV. VOCATIONAL CURRICULA, as follows: 
 
 A. General Agriculture (three-month, six-month, and one-year courses). 
 
 B. Horticulture (three-month, six-month, and one-year courses). 
 
 C. Dairy Manufactures, short course (12 weeks). 
 
 D. Tractor Operation (four-week and twelve-week courses repeated each term). 
 
 E. Business Short Course (two-year Vocational Curriculum in Commerce). 
 
 F. Dietitians' Curriculum (one year). 
 
 G. Homemakers' Curriculum (one year). 
 
 H. Forestry Short Course (November 3 to April 16). 
 I. Mechanic Arts Vocational Curriculum (one year). 
 J. Auto Mechanics (twelve-week and one-year courses). 
 
 V. SCHOOL OF MUSIC (Voice, piano, pipe-organ, violin, orchestra, and band instruments). 
 
 VI. C0UR5ES IN THE RESERVE OFFICERS' TRAINING CORPS leading to commissions in 
 
 the Officers' Reserve Corps, United States Army, in Infantry, Field Artillery, Engineers, Motor 
 Transport Corps, and Cavalry. 
 
 Fall term opens September 20, 1920. Tuition is free. 
 
 Write to The Registrar, Oregon Agricultural College, Corvallis. 
 
3 0112 105896101 
 
 m