4 
 
 
 A(SM€(15LT@EAL 
 €(DILL1 
 
 mrW^m 
 
 LEADER SHIR 
 
All courses of study at the Oregon Agricultural College 
 are open to anyone who is qualified to pursue them to 
 advantage. Regular college courses, now offered in units 
 of twelve weeks each, may be pursued by any student who 
 is prepared to do the work, whether he is studying for a 
 degree or training for a vocation. The experience of the 
 War showed clearly the benefit derived by mature workmen 
 from the short, intensive courses. The three-term system 
 makes it possible to adapt many of the regular college courses 
 to the needs of farmers, mechanics, home-makers and all who 
 need scientific training in their life work. Soldiers who 
 desire to continue their education will find this plan admirably 
 adapted to their needs. 
 
 While the plan enables any mature, purposeful individual 
 to undertake work at the College and to pursue it as far as 
 he is qualified to do so, it does not permit the acceptance of 
 regular high school students before they graduate, except 
 for purely vocational courses, and it does not in any way 
 impair or diminish the requirements for graduation in any 
 of the degree courses. It means simply this: if there is any 
 training at the College that any citizen can use to his 
 advantage, that training is open to him. 
 
S^^J^^< 
 
 LEADERSHIP 
 
 '''The real need of the -icorld today is not for men and zc'omen in Clumbers merely; 
 the supreme need is for trained leadership — leadership zvhich demands college education, 
 economic and business efficiency, qualities of real, self-sacrifici^ig manhood and woman- 
 hood, leadership imperative in leading the nations of the world from darkness, the 
 appalling wastages of this zvorld war, i^ito the light of the newer and more enduring 
 civilization required in the democratization, iii the enlightenment, in the amelioration 
 of mankind.'" — President W . J . Kerr. 
 
 The position 
 seeks the 
 graduate 
 
 The season Is now at hand when the newspaper paragrapher was formerly 
 wont to lampoon the college graduate as an impractical dreamer, out of tune 
 with all the essential work of the world. His co-partner, the cartoonist, also 
 took delight in picturing the affronts that hard-headed business 
 men heaped upon the graduate as he crept disconsolately from 
 office to office seeking a forlorn chance to earn his living. But 
 this type ot caricature is now out of date. The college graduate 
 is not looking for positions; the positions are looking for him. 
 Long before his sheepskin is handed to him he is "signed up" for work at a good 
 salary. Indeed he is fortunate if he is able to stay for graduation, so insistent is 
 the call for his services. The reason for this is not primarily that times have 
 changed. Education has changed. Boys and girls are not simply educated today; 
 they are educated for something. When they graduate they are ready to.undertake 
 a definite task and know how^ to attack it. Even before graduation the majority 
 of them have had practical experience — "field work" — in the occupation they 
 have chosen for their life career. 
 
 The president and the deans of the Oregon Agricultural College have been 
 literally besieged for the past few^ years by requests to supply to the industries 
 and professions represented by training at this institution, young men andw^omen, 
 
 from graduates to freshmen, who have technical training. In many 
 The war exposed instances graduates have had a choice of a score of positions. 
 real worth Undergraduates have in hundreds of instances been offered 
 
 positions at incomes which formerly were regarded as attainable 
 only by men in the so-called higher professions. The problem has become a 
 question not of finding suitable positions for college students but of keeping them 
 at their studies, in the face of substantial and most alluring calls, long enough to 
 give them the fullest training for higher technical service. The cause of all this 
 is the tremendous shaking up of the war, which jostled many traditions off their 
 pedestals, and threw into bold relief the real pillars of national power. 
 
SCIENCE THE KEY TO LEADERSHIP 
 
 The World War showed the dominance of industry, and the dependence of 
 industry on science. The glare of bursting shells revealed the expert behind the 
 crashing campaign. The awful power of chemistry and physics applied to the 
 creation of engines of destruction disclosed the possibilities of 
 science in the functions of peace. The college professor, the 
 research expert, was everywhere in demand. The laboratory 
 worker was diligently sought out and his services commandeered 
 by the military or civil authorities. The great manufacturing 
 industries that furnished the sinews of war made capital bids 
 for the graduates of technical colleges. One concern employed 1200 graduate 
 chemists, about ten percent of the total number in the United States. New 
 industries, indispensable to the country, depended absolutely on the research 
 laboratory. The doors of opportunity leading to the application of science to 
 the industries and to public welfare, that men of constructive leadership had 
 been pleading in vain to have opened for the good of the people, were suddenly 
 
 The technical 
 college given 
 unprecedented 
 leadership 
 
 #1.-' V.>v: &.«.%Xw-v^, 
 
 THE MADISON STREET ENTRANCE TO THE CAMPUS 
 
■ssss^a^^i^R^^s 
 
 burst asunder b\' successive blows of the World War. Technical education has 
 been given a new and tremendous impetus. The university and the technical 
 college have been assigned an unprecedented leadership. 
 
 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 
 Wonder authorities whose advice intelligent people are glad to follow, 
 
 workers of since that advice is based on scientific investigations. Out of 
 
 *°^^y 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 telegraphy, (2) the telephone, (3) the airplane, (4) radium, 
 (5) antiseptics, (6) antitoxins, (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 enlargement and enrichment 
 
 THE NEW LIBRARY FROM HOME ECONOMICS WALK 
 
of modern life was thus the product of the trained brain and skilled hand of a 
 college man working in his laboratory. Is not this a healthful atmosphere in 
 which to train the youths who will lead democracy? 
 
 Faculty leadership at the College is not limited to the classroom, laboratory' 
 or technical field plots. The intimate and earnest contact that the instructor has 
 with his students in working at technical problems is, of course, a fruitful source 
 of leadership. After two to four years of such contact student and teacher come 
 
 to be mutually helpful, and mutually dependent. Each stimu- 
 Faculty lates the other, and as the student goes forth to his appointed 
 
 leadership work in the world, he refers back to his instructor not only his 
 
 problems but his field discoveries also, knowing that he will 
 have a sympathetic and stimulating advisor. The deans of schools have wonder- 
 ful opportunities of exemplifying leadership; and out of the maturity of their 
 scholarship and knowledge of men, they exert a lasting influence on their students. 
 The Student Affairs Committee, concerning itself particularly with the problems 
 
 
 /--- -1 
 
 MECHANICAL HALL FROM MONROE STREET ENTRANCE 
 
 4 
 
:>i^Kii; 
 
 of student actix'itics, and surxcyiiig the whole field in a broad ua)', is able to secure 
 the fullest cooperation from student leaders in establishing principles for the 
 conduct of student affairs. The faculty Chairman of the Board of Control of 
 Associated Students, the Freshman Adviser, and the several fraternit)-, club, and 
 sorority advisers, all have their peculiar functions of Icadershijx 'I'he Dean of 
 Women, whose privilege it is to administer the women's institutions at the Col- 
 lege, to supervise the social and general activities of women students, and to 
 maintain a friendly and advisory relation with the women of the College com- 
 munity, is one of the strongest factors for promoting good citizenship on the 
 campus. The President, finally, who is always accessible to the student needing 
 his counsel, who is first of all devoted to the task of implanting in the hearts and 
 brains of his students the highest ideals of service to the commonwealth, is a 
 constant influence for dynamic leadership — energizing, sympathetic, and ennobling. 
 
 This technical leadership not only keeps pace with the advancement of the 
 educated individual as a leader in serving his commonwealth, but even outstrips 
 this advanced standard. Positive and general, therefore, as is the realization of 
 
 the thinking public that education is indispensable to an out- 
 Two facts to standing service to society, even more positive, especially since 
 bear in mind the war, Is the conviction that technical education, supported by 
 
 liberal culture, is the key to highest leadership in the present 
 generation. Young people now in the schools or of school age, parents of these 
 young people, and all friends of young people who have at heart not only the 
 success of these youths but the welfare of the communities in which they live, 
 should keep in mind, and should make widely known, these two significant facts: 
 First, that education is indispensable to leadership in the world today; and second, 
 that technical education is essential to highest leadership in the complex industrial 
 age wdiich we are now entering upon. 
 
 ''''The leadership upon zvhich zve must rely in America zvill be that of specialized 
 expert service.''^ — President Henry Suzallo. 
 
 ^''Old conditions are disappearing. Science is dethroning chance. Business is 
 conducted on so vast a scale that the broadefiing effect of higher education gained 
 through proper application, zirites a large figure. Whatever may have been true in the 
 'past., there is no doubt that industrial conditions favor ihe college man."" — Charles M. 
 Schwab. 
 
 ''''Communities everywhere are longing for a larger a7id loftier community life ^ and 
 are reaching out for the means to attai?i it. They need a- program and leaders. Com- 
 petent and devoted leaders versed in the problems of rural and industrial life, is the 
 great need of America today ^ to fit her for her task of enlightening the zvorld. Many 
 of these leaders are to be found in the communities themselves. The task is to discover 
 them and place them in charge.'' — President W. J . Kerr. 
 
SCHOOLS AND COLLEGES SUPPLY LEADERS 
 
 Proof that education makes for leadership, in earning power for the individual? 
 in production of the essentials of life, in accumulated wealth to the State, in 
 advancement to larger responsibility, and in service to civilization, is afforded 
 
 by data collected from widely different sources, under auspices 
 Proof that with widely different purposes, but all actuated by a motive of 
 
 education pays discovering the truth. Equally convincing proof, even aside from 
 
 the amazing evidence of the war activities, is to be found for the 
 conspicuous leadership that springs from technical training. Certain of these 
 proofs, evolved by institutions, groups of people, or individuals, readily recognized 
 as authoritative, are offered in the following paragraphs. 
 
 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, Indiana. From the data collected 
 in these investigations it appears that every day a boy spends 
 
 oney va ue o (^ilJprently in school is worth ten dollars to him in life income. 
 education ... 
 
 This conclusion 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 2160 days. 
 Twenty-two thousand dollars divided by 2160 equals approximately $10, the value 
 of each day's schooling. 
 
 The value of a high-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 
 Value of high to the time he is sixty-five years old. The boy who remains at 
 school and his 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. Investigations conducted 
 by the State of Massachusetts arrived by different means at parallel and almost 
 identical conclusions. These investigations revealed the fact that the boy who 
 
'^jy»:t- o , ■ii.,M i n , ■ 
 
 left scliool al fourteen IkkI an average prospect of receiving an income during his 
 life of ^^26,667, while the boy that stayed in school until he was eighteen had a 
 prospect of receiving ^58,900. I lis gain, therefore, as a result of his four years 
 training in high school is $32,223 — not an insignificant reward for the period of 
 eflort that most men look back upon as "the happiest time of my life." 
 
 Schooling and production go hand in hand in the complex civilization of the 
 modern world. When the average schooling for the whole United States was 4.4 
 years, with average production at $170 per capita, Tennessee, with only three 
 years of schooling, had a per capita production of only $116, 
 while Massachusetts, offering seven years of schooling, had a per 
 capita production of $260. The reason for this dependence of 
 production on school training is obvious. The satisfaction of 
 people's wants becomes constantly more dependent upon the arts 
 and sciences. Transportation, becoming more and more complex and rapid, 
 requires a higher degree of skill in its management. A score of sciences are involved 
 today in the relatively simple processes of successful production, where a few 
 years ago rule-of-thumb was the sole consideration. The farmer of today, no 
 
 Schooling 
 
 increases 
 
 production 
 
 THE MEN'S GYMNASIUM 
 
longer a nomad, roaming as he once did from a region of exhausted soil fertility 
 to a new Eden of virgin resources, indifferent 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. 
 
 That state leadership in wealth as well as production is dependent on the 
 commonwealth's investment in education was the recent conclusion of Dr. A. 
 Caswell Ellis after extensive investigations. Thus, while the accumulated wealth 
 of Texas is $2,826,000,000, Wisconsin, with only two-thirds of 
 her population and about one-fifth of her area, has an equal 
 amount of wealth; California, with only two-thirds of her popu- 
 lation and a little more than half her area, has $4,115,000,000 in 
 accumulated wealth; and Massachusetts, with a slightly smaller 
 population and less than one-fortieth of her area, has an accumulated wealth of 
 $4,956,000,000. The difference is due in a large measure, declares Dr. Ellis, who 
 is himself a Texan, to the fact that for years all three of the richer states have 
 spent two or three times as much on education as Texas. 
 
 Investment in 
 education 
 makes wealth 
 
 THE LIBRARY ON A WINTER EVENING 
 
THE READING ROOM IN THE NEW COLLEGE LIBRARY 
 
Collegians 
 win out in 
 business 
 
 Many of the country's leading commercial concerns have in recent years 
 expressed a very positive preference for college-trained men, even at proportionately 
 higher salaries. One of the great electrical companies, which established a policy 
 of employing college men as far as possible about ten years ago, 
 reports that about 90 percent of the collegians made good as 
 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 
 
 Fourfold value 
 of technical 
 education 
 
 WINTER TWILIGHT ON THE EAST QUADRANGLE 
 
 10 
 
maxinuim of his earning capacilv, or about lliirl) -Ivvo > cars ol age, \uur Luncs 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. 
 As showing the value of technical education solely as a money investment, this is 
 striking enough, but there are other compensations of even greater moment that 
 will be considered later. 
 
 Evidence supplied by "Who's Who in America" shows the leadership of the 
 college-bred man or woman. Out of live million "uneducated" men and women 
 in the United States, only 31 have developed the qualities of leadership necessary 
 to win a place among the 8000 leaders whose records are included 
 in Who's Who. Of the thirty-three million people having only 
 a common-school education, 1245 have been honored by a place 
 in the publication. But of the one million 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 collegian's 
 chances for 
 Who's Who 
 
 THE FORESTRY BUILDING 
 11 
 
THE WAR'S LESSONS ON LEADERSHIP 
 
 "0/ the men who have achieved eminence in American life, two thirds have been 
 students in American colleges. Where the open opportunities of life have permitted 
 one non-collegian to rise to influence and high station, two collegians have shouldered 
 a similar load of responsibility ^ — President Henry Suzallo. 
 
 Among the lessons taught by the war none Is of greater significance to young 
 people than the fact that education, especially technical education, makes for 
 leadership. Men of science have solved the problems that threatened to over- 
 throw us. Educated men have headed the great movements that 
 Education's have mobilized the nation's resources. Trained specialists have 
 
 part in the war safeguarded the heaich and increased the efficiency of men in the 
 service. Technical experts have evolved superior devices and 
 machinery for overcoming the infernal fury of the enemy, and learning and research 
 have helped to crystalize the issues of the conflict and state them in terms that are 
 convincing to the civilized world. 
 
 \ 
 
 
 
 A FROSTY LANDSCAPE 13 A RARE ATTRACTION ON THE CAMPUS 
 
 
 12 
 
Most imporlanl of all, however, to the man in llie army is the lesson that only 
 
 through education has the individual been able to render his best service tcj the 
 
 countr\', and hence to advance from lower to constantly higher positions. 
 
 Ivducation alone has often been the determining factor in the 
 Often the , ^ r i a • • i i 
 
 , . . advancement oi one man over anotlier. Acquaintance with the 
 
 determining ' 
 
 factor essential sciences, and the accumulated wealth of knowledge that 
 
 the college affords a man, give him a command of the problems 
 of life which in an emergency constitutes an undoubted advantage over another 
 man, equally gifted but lacking this larger training. Technique, mastery of certain 
 fundamental principles, skill in analyzing essentials, and contact with the methods 
 and machinery of the three great fields of production, manufacture, and commerce, 
 distinguish the man who has exercised a real and constructive leadership during 
 the war. This will be true in even larger measure during the period of recon- 
 struction, which is now upon us, and which will widen to vast proportions as soon 
 as peace is definitely determined. 
 
 WALDO HALL ENTRANCE 
 13 
 
^:^^m^ 
 
 It helped 
 young men 
 to rise 
 
 Youths in the war who had the advantage of an education in a technical college 
 have been frank to ascribe to their higher training the ease with which they have 
 been able to rise from one position of leadership to another. An officer in France 
 writes that none of his major college courses has failed to bring 
 him immediate practical help in handling the problems that have 
 confronted him. An officer at Camp Lewis declares that not 
 only his studies in a technical college, but his sports and recrea- 
 tions, all directed by experts, have been of unfailing service to 
 him in his military career. These courses, as well as the sports and recreations, 
 were designed primarily for the walks of peace. How much more effective, therefore, 
 must their service be to a man when applied to the peculiar purposes for which 
 they were designed. 
 
 "// a person has common sense he consults a specialist; if he has uncommon 
 sense he consults two^ — President Henry Suzallo. 
 
 ''''The social philosophy of the twentieth century places a heavy responsibility upon 
 those zvho have stiperior natural gifts and opportunities.^' — Richard T. Ely. 
 
 THE TULIP BED IN FRONT OF ADMINISTRATION HALL 
 14 
 
::P?^R 
 
 Enlisted men from (). A. C, graduates and undergraduates, have manifested 
 in service, especially in action during the campaigns in France, the same qualities 
 of leadership that the)' developed through their studies and their campus activities 
 here at College. The engineer who had the ready resource to 
 O. A. C. men ^PPb' ^^ ^ practical problem in the field the teachings of the class- 
 make good room and the laboratory, has been mentioned in the dispatches. 
 The forester who took an active interest in student activities 
 and during vacations made himself a useful factor in the lumber camps, has electrified 
 his men over there by the congeniality and competence of his leadership. The man 
 who not only kept his studies way above the average but managed the junior 
 annual and took the initiative in other departments of student enterprise enlisted 
 as a second lieutenant and before the Armistice was signed had risen to the rank 
 of major in the regular army. Sixty-one percent of the 2000 O. A. C. men 
 enlisted in military service were officers. 
 
 These men in general were not military "sharks." They trained primarily 
 for the walks of peace. But the intensive business of war gave them opportunity 
 to apply their training more quickly and decisively than would the usual business 
 of normal times. In the critical days of reconstruction that we are now facing 
 they will not be found wanting. 
 
 THE ARMY "Y" HUT 
 IS 
 
A WORD TO ENLISTED MEN 
 
 And you, enlisted men who are being mustered out in large numbers to take 
 your accustomed places in civil life, do you realize that the country feels that it 
 owes you a peculiar debt of gratitude, which it would repay by giving you every 
 opportunity for advancement and leadership of which you are 
 Enlisted men, capable? This will be true not for this year only or for the next 
 what next? few years, but for the next generation, perhaps for the next half 
 
 century. The question of how far you will advance in the esteem 
 and service of your countrymen, rests solely with you. By preparation and high 
 purpose you can make yourself premanently worthy of the high tasks your grateful 
 fellow countrymen would willingly put into your hands. By neglect, indifference, 
 or false pride, at this critical turning point in your career, you can wreck not only 
 your own prospects buu the noble confidence of Americans in the men they would 
 honor and exalt. 
 
 At the close of the Civil War the "veterans," — young men, for the most part, 
 like yourselves, — controlled the country. Whether they would or not they could 
 
 RECREATION VISTAS NEAR THE COLLEGE 
 

 not escape the obligations their contemporaries thrust upon them. Some were 
 unworthy, and by their ignorance or mischievous purposes plunged 
 
 The Civil War the country into exasperating difficulties. Many were worthy, 
 
 showed "what" and in positions of prominence served the country and civilization 
 in a large way. Of the first eight presidents following the Civil 
 
 War, six were ex-officers — Grant, Hayes, Garfield, Arthur, Benjamin Harrison, 
 
 and McKinley. 
 
 What, then, are you going to do.'^ Accept one of the easy and perhaps lucrative 
 positions that offer immediate advantage but give no positive assurance of a future.^ 
 Or, acting in a truly military fashion, will you "get a correct grasp of the situation 
 as a whole" and then fit yourself for one of the really constructive 
 industries or professions.^ In view of the unprecedented demand 
 for trained men in engineering, in mining, in chemistry, in forestry, 
 commerce, scientific agriculture, pharmacy, and industrial educa- 
 tion, you can better afford to borrow the money to complete your 
 education in these fields than to pass them by for a more glittering, but far less 
 permanent and less satisfying field of effort. Today, as perhaps never before, 
 you are master of your fate. Lay your plans for a large future. 
 
 Choosing the 
 low road 
 or the high 
 
 AGRICULTURAL HALL 
 
 17 
 
'THINGS THAT ARE MORE EXCELLENT' 
 
 The higher 
 attributes 
 of leadership 
 
 This booklet has aimed to show that in the life of today and tomorrow the 
 college graduate, man or woman, will have both the opportunity and the duty 
 to lead in the wc-k of the world. Certain emphasis has been laid upon the money 
 value of an education. No apology is needed for this. Thrift 
 is a new national virtue; and the money value of an education 
 can be more readily demonstrated than other less tangible but 
 far more satisfying rewards. Let no one infer, however, that 
 the aims and ideals of a technical college like O. A. C. do not 
 include the reverence for things of the spirit, the thirst for music and the drama, 
 the joy in literature and painting, and the longing for a lovelier and more altruistic 
 social life — and the means of promoting them — that all recognize as the highest 
 attributes of leadership. Students of O. A. C. have these attributes. Through 
 their contact with an educated and helpful faculty, through their remarkably 
 efficient organization for student self government, and through their many and 
 delightful associations in the technical forums,- the social and literary clubs, the 
 music societies, and the fraternities and sororities, that exemplify the amenities of 
 life, they acquire training and develop qualities that constitute the finer influence 
 of any leader. The College stands pre-eminently for efiiciency in the industries 
 and professions of life; it stands for democracy; but it stands also for essential 
 culture, and encourages in its students the type of leadership that hews straight 
 by technical principles but respects and exalts the humanities. 
 
 A STEAMBOAT EXCURSION ON THE WILLAMETTE 
 
 18 
 
NEW ARRIVALS AT THE REGISTRATION AND INFORMATION QUARTERS, 1918 
 
 19 
 
AGRICULTURE 
 
 Leadership In agriculture during the past two years has resulted In the most 
 amazing accomplishment In the production of food that the world has ever known. 
 Dependent upon America for feeding not only their armies but a considerable 
 percentage of their civil population as well, the Allies put It up 
 Speeding up to the U. S. Government to save the situation by an unprecedented 
 production production of food. As a consequence, record crops of practically 
 
 all staples were the rule throughout the country, while many 
 states, at the urgent request of the Government, produced crops that were new 
 to them, and produced them In abundance. The whole campaign was thrown 
 into the hands of the organized agencies of scientific agriculture, including the 
 U. S. Department of Agriculture, the Experiment Stations, the Agricultural 
 Colleges, and the Extension Services with their agricultural agents and farm 
 bureaus. The success of the campaign, together with the general alertness con- 
 cerning the value of science In industry, has resulted In a wide-spread endorsement 
 of modern farm management. 
 
 The endorsement is none too early. The food situation is serious. Even before 
 the war the average per-caplta production of most staples of food had been steadily 
 decreasing for a decade. Population, In other words, had been Increasing faster 
 than the average production of food. Exceptions were found in 
 Expert those staples only where Improved methods of management had 
 
 service made Increased production profitable. Raw lands are no longer 
 
 necessary available. The farmer, therefore, cannot depend upon the old 
 
 exploiting practice of exhausting the fertility of the home farm, 
 and then deserting it for virgin soil. He must depend upon a wise system of 
 management to restore and to maintain the fertility of his soil. He must resort, 
 In short, as does the modern business man, to the counsel of experts. Experts In 
 modern agriculture are the product of the experiment stations and agricultural 
 colleges. 
 
 From them leadership has sprung up. This leadership Is daily gaining in 
 approval. Yet it is only at the beginning of Its potential service to mankind. 
 The graduates of all the agricultural colleges of the country comprise only a very 
 
 small fraction of the total number engaged In agriculture. Indeed, 
 Great things the U. S. Bureau of Education Is authority for the statement that 
 done by few the total number of agricultural students In all the colleges is 
 
 only about one-tenth of one percent of all the agricultural workers, 
 or about 13 In 10,000. This small group of people Is not enough to affect the 
 agricultural production of the country by their personal labor, but enough to 
 affect it Immensely by their directive power when they go forth as leaders In 
 scientific farm management. Already great things have been accomplished by 
 the few isolated graduate leaders who have taken the field. But the field Is vast, 
 and-the call for leaders Is Insistent. 
 
•ir<^iykk> 
 
 [NAUGURATION EXERCISES OF THE S. A. T, C. OCTOBER 1, 1918 
 
 21 
 
COMMERCE 
 
 Accounting 
 and Business 
 Management 
 
 The School of Commerce trains for leadership in all the essentials that concern 
 the organization and accounting of modern business and in those humanitarian fields 
 that concern the problems of labor, economics, and government. Success in 
 modern business is largely dependent upon a proper utilization of 
 the small savings and possible wastes that escape the attention 
 of commercial rivals who fail to practice rigid economy. The 
 complexity of modern business has no use for the "under-your-hat'^ 
 method of remembering facts. Efficiency in management, and 
 system in recording transactions, are recognized essentials of success. These 
 essentials the department of Accounting and Business Management aims to give 
 the student in a thorough and practical manner. The department renders service 
 to practically every school in the College organization. To the School of Agricul- 
 ture through a course in farm accounts and business management. To the School 
 of Engineering through studies in shop accounts and cost accounting. To the 
 School of Home Economics through household accounts and business management 
 for women. To the School of Forestry through lumber-manufacturing accounts, 
 and so on through the various technical courses. 
 
 The department of Economics and Sociology has the broad aim of fitting its 
 students to be of service in helping others to realize the full round of business 
 development. In a world disturbed to its foundations by war, and restless in its 
 period of readjustment, the study of Economics and Sociology is 
 imperative to a sane analysis of public problems. The thinking 
 man only is a safe leader, and principles are the surest guide to right 
 judgments. On the technical side the department offers courses 
 in the marketing of the various products with which the different 
 technical departments deal. The economic principles of efficient production, 
 transportation, and marketing, are studied in connection with the practical problems 
 of the State of Oregon. 
 
 Government and Business Law, the third department in the School of Com- 
 merce, teaches the essentials of government in order to fit students as citizens. 
 Stenography and Office Training has as its department aim to prepare College 
 students to do the highest type of office work, to develop not only the manual 
 dexterity necessary, but to acquire the power to initiate — the power of commercial 
 leadership. That there is wide demand for this type of work 
 was manifested during the war. But the demand has not ceabcd 
 there. In spite of expectations of a decline in the demand for 
 skilled clerical and secretarial workers following the close of the 
 war, the call for expert workers is even more vigorous today. 
 So is the call for trained teachers of commercial subjects, a call which the College 
 strives to answer by its course in special methods conducted cooperatively by the 
 schools of Commerce and Vocational Education. 
 
 Economics 
 and Sociology 
 
 Stenography 
 and office 
 training 
 
I, rv^*^^; 
 
 
 V ^y,. 
 
 ■r \ i 
 
 J ' ■ ■. 
 
 \ -■ • ; 
 
 MASS SINGING AND ATHLETIC BOUT ON RECREATION NIGHT FOR THE S. A. T. C. 
 
 23 
 
ITHE LIBRARY, LOOKING WEST 
 
ENGINEERING 
 
 "Colossal" is the word that rises in the mind as one contemplates the massive 
 machinery and prodigious volume of modern industry. "Coordination" is the 
 word that lingers there as one follows the vast processes of production on through 
 the equally vast processes of transportation and distribution, and thence through 
 the system of marketing to the ultimate consumer. Where the work is efficient 
 a master hand moves it. He is possessed of a power more subtle than magic and 
 more compelling than big guns. He is the engineer. 
 
 He is trained in the technical college, and his field varies with different natural 
 and industrial conditions. At the Oregon Agricultural College training Is offered 
 in those fields that are necessary to the Northwest — civil engineering, highway 
 engineering, structural engineering, irrigation engineering, electrical engineering, 
 mechanical engineering, experimental engineering, logging engineering, chemical 
 engineering and mining engineering. All courses are standard and all credits and 
 degrees are accepted by other technical institutions at their full value. 
 
 Engineers are wanted as never before in our history — civil engineers for the 
 tremendous work of reconstruction and for the delayed enterprises that had to be 
 suspended when the Government put the ban on private Initiative; highway 
 
 engineers to push the big road programs of the various states and 
 Big field counties; irrigation engineers to manage the projects of reclamation 
 
 for engineers and drainage; mining engineers to help restore the depleted 
 
 minerals of the nations; chemical engineers to foster our new 
 efforts of manufacture and production; mechanical engineers, to keep pace with 
 the new epoch of motor machinery; and logging engineers to harvest and safeguard 
 our great timber resources. Consulting engineers are urging competent young 
 men everywhere to study engineering, declaring that they can see no hope of 
 supplying the demand for the next ten or fifteen years. "Engineering, for the 
 next ten years or more," declares J. A. L. Waddell, Consulting Engineer, of New 
 York, well known in Oregon as supervising engineer of the Columbia interstate 
 bridge and of the O.-W. R. & N. railway bridge across the Willamette, "will be 
 the most lucrative of all professions." 
 
 ARCHITECT'S ROUGH SKETCH OF NEW ENGINEERING LABORATORY 
 
 26 
 
THE MECHANICAL AND ELECTRICAL LABORATORIES, WHERE THE MEN PUT IN PRACTICE 
 
 THEIR ENGINEERING TRAINING 
 
FORESTRY 
 
 An industry without leadership is as surely doomed as a rudderless ship. Of 
 all the industries of the Pacific Northwest the timber and lumber business is 
 richest in exclusive worth. One-fifth of all the standing timber of the country is 
 in Oregon. The harvesting of this great wealth so as to conserve 
 essential values and serve the public to best advantage, is a task 
 S e ialists ^^^ thoughtful men who are specialists in handling forest products. 
 
 These men must have the aid of modern science and modern 
 engineering methods. Hence they must have training in a tech- 
 nical school of forestry. 
 
 The war crisis revealed to the world how essential to the nation is the timber 
 wealth of the Northwest. It revealed also the necessity of a far-seeing and con- 
 sistent effort to conserve our forests as a permanent resource at the same time 
 that we harvest the timber that is ripe and accessible for market. The new activi- 
 ties in ship building and the revived interest in private construction, as well as 
 the extensive programs for public construction that have been commenced through- 
 out the country, all give assurance of great activity in the lumber business. Hence 
 the need of live and resourceful youths to go out from the School of Forestry as 
 future leaders of approved principles of harvesting, manufacturing, and marketing 
 timber products. Such men are few and far between in practical lumbering 
 operations today; since forestry is comparatively new in technical education. 
 They will be needed, however, and demanded with greater emphasis, from year 
 to year. The call is already insistent. The largest and most efficient companies 
 are the ones who are keenest for employing technically trained men. They rec- 
 ognize the permanent worth qf scientific leadership. 
 
 PHARMACY. 
 
 The constant tendency to raise the requirements for the practice of pharmacy, 
 makes leadership in the profession more and more dependent upon college training. 
 Technical instruction in modern laboratories is essential. Where these laboratories 
 are associated with the study of the new developments in industrial chemistry, 
 bacteriology, and hygiene, the training they offer is doubly effective. 
 
 This is the situation at the Oregon Agricultural College, where standard courses 
 in chemistry, as well as special investigations in agricultural chemistry, and the 
 work in chemical engineering all afford a wide field of inquiry. These are factors 
 that have doubtless had their effect in the uniform success of the students of the 
 School of Pharmacy in passing the examinations of the State Board of Pharmacy. 
 They have helped also in placing the school in the American Conference of Phar- 
 maceutical Faculties and among the standard schools of pharmacy in America. 
 
:>i&l-^=r: 
 
 RADIO OPERATORS IN THE FIELD AND IN THE LABORATORIES 
 
HOME ECONOMICS 
 
 Women's 
 leadership a 
 fundamental 
 need 
 
 The country is looking to the great co-educational colleges and to the women's 
 colleges, especially those offering technical work, to supply the skilled workers 
 and social and technical leaders who will help solve the problems of reconstruc- 
 tion and strive for future peace. In the tremendous readjust- 
 ment of labor incident to the re-establishment of soldiers in the 
 industries that for a year or more have been conducted by women 
 to an extent hitherto unkown in America, the women must 
 exercise a vigorous and far-reaching influence. The fundamental 
 need in this readjustment of effort, is for intelligent understand- 
 ing of the problems involved, efficient leadership, and a keen appreciation of the 
 long and devoted labor that must ensue if our social solidarity as well as our in- 
 dustrial efficiency is to be maintained. 
 
 Nothing so completely fits a young woman for these duties as a thorough course 
 in home economics. It combines an appreciation of the duties of the home and 
 family with those of American social and civic institutions; and it gives train- 
 ing in the 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 external 
 excursions into^lre field of social service and community organ- 
 ization, 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. 
 
 Home 
 Economics 
 training is 
 best 
 
 O. A. C. a 
 pioneer 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 first schools to occupy an adequately equipped building 
 devoted exclusively to home economics work; one of the first 
 to establish a ^actice house, an institutional boarding house^ 
 and a department 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 education in home economics thoroughly standard 
 among the institutions of higher learning in America. 
 
 Add to this the attractions of college life in modern dormitories, sororities, or 
 clubs, where the atmosphere of comradeship between instructors, headed by the 
 
 30 
 
PARADE OF THE S. A. T. C. IN CELEBRATION OF THE ARMISTICE 
 
 31 
 
Student 
 
 Activities 
 
 attractive 
 
 Dean of Women, and students, makes for a happy and dignified social spirit- 
 where athletics and physical education are a lively community 
 interest; where a student health service is accomplishing ex- 
 cellent results; where music, dramatics, campus journalism^ 
 social occasions, and religious exercises give ample opportunity 
 to express all youthful aspirations for leadership — this is what 
 O. A. C. is offering the high-school girls of Oregon who are eager for college train- 
 ing. 
 
 MINING 
 
 Leadership in mining engineering is passing rapidly and finally from the type 
 of men who gained their knowledge of geology, mining, and metallurgy from 
 "experience in the ranks" without the aid of the technical schools, to the graduates 
 of technical institutions who have enriched their college training by practical 
 contact with mining operations. This implies a larger vision and a more con- 
 structive program of work. As a consequence, Oregon's mineral future looks 
 bright. 
 
 Her mineral industries are still in their childhood. They await the leaders who 
 can develop them. The School of Mines, training men under Oregon conditions 
 year by year, will provide ultimate leaders. 
 
 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 and making known their scientific value. Oregon has in recent 
 years made a splendid beginning in this direction, and through authentic sur- 
 veys 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 awaken- 
 ing in mining operations. 
 
 CHEMICAL ENGINEERING 
 
 A new science that talks of nitrates, potash, sulphuric acid, acetones, and 
 medical chemicals, in their relation to Industry and manufacture, has sprung up 
 in America. It has been especially noticeable since the beginning of the great 
 war in 1914. This science is chemical engineering. It is the chief agent in an 
 industrial revolution that has taken place In America in the past four or five years. 
 
 As indications of that revolution in industry here are a few figures. Up to 
 1914 America was a heavy importer of chemicals from Germany and manufactured 
 few chemicals herself. In 1914 the value of American-made explosives was 
 $6,272,000; in 191 8 it was $400,000,000. Before the war there was practically 
 no phenol industry. For war purposes in 1917, 15 plants produced $23,715,805 
 
 32 
 
FARM TRACTOR AND GAS ENGINE LABORATORIES 
 
Large funds 
 for vocational 
 education 
 
 worth of phenol, most of It from American-made benzol. Mercury increased in 
 production ioo%. In 1914 there were 5 manufacturers of dye stuffs in America. 
 Today there are 81 established manufacturers of coal-tar dyes, and 118 firms 
 manufacturing intermediates. This year America is producing 300% more 
 nitrates than before the war. Sulphuric acid was produced in America to the 
 amount of 4,000,000 tons in 1914, but to the amount of 7,000,000 tons in 1917. 
 
 These and many other wonders were accomplished by chemical engineering. 
 
 A new degree course to teach this Important scientific subject was established 
 at the College in 1917. It is proving fascinating to many youths, and can train 
 many more beginning in September. 
 
 VOCATIONAL EDUCATION 
 
 No field of education today oifers larger opportunities for leadership 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 U. S. 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 Govern- 
 ment and a like amount by the State of Oregon for the next two 
 years in support of Smith-Hughes types of vocational education, and an equal 
 amount will be expended by the local communities where this work is maintained. 
 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 under- 
 take 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 qualifications. 
 
 The new laws raising the age of compulsory education to eighteen 
 Many teachers years will require many more teachers in the states of the North- 
 will be needed west. 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 pedogogical 
 
 training, (2) Craftsmen, who add to their technical training the pedagogical training 
 
 offered in the School of Vocational Education, and (3) Graduates 
 
 ypes o ^£ technical schools who add the study of psychology and pedagogy 
 
 make true , . , . , . . , \ ^/ . . ^ * *.. 
 
 leaders ^° their technical training and acquire the requisite amount 01 
 
 practice teaching. There will be no limit to the demand for 
 teachers with such qualifications, and their opportunities for leadership are un- 
 paralleled. 
 
 34 
 
->^i^J-\'^ Li..[^f!±^*'.«^^-^mmnm*T !m 
 
 ARRIVAL AND DEPARTURE OF THE FIRST TRAINING DETACHMENT 
 
 35 
 
LEADERSHIP AMONG O. A. C. ALUMNI 
 
 The real test of an educational institution is its ability to turn out graduates 
 who have the resources for sober, responsible leadership. Instances cited in the 
 following paragraphs are those of recent graduates only; since their mccess is 
 obviously more immediately a result of their college training than of their individual 
 experience. 
 
 Of the recent graduates from the School of Agriculture so many have moved 
 rapidly into positions of leadership that an adequate record would cover many 
 pages of this booklet. A few examples will suffice. Graduates of the department 
 
 of Horticulture now head the state horticultural extension work 
 Agriculture in eight states of the Union at salaries up to $3,000, and other 
 
 graduates head the state horticultural work in three states at 
 salaries as high as $6000. Ten graduates of the department have been taken 
 into the national Bureau of Markets; one is director of the Bureau of Plant 
 Industry in the state of Idaho; four have been taken into the faculty of the 
 University of Virginia; five into the faculty of Iowa State College; and one is com- 
 missioner of horticulture in the state of Washington. Many are owners or 
 superintendents of large orchard properties, a recent graduate being superintendent 
 of the largest peach orchard in the world, with rows of trees three miles long. 
 Many graduates of the poultry department are not only making a great success 
 in practical poultry work for themselves, but several are giving splendid service 
 in the experimental and instructional work in poultry husbandry in state univer- 
 sities and colleges in this country and Canada, one young man already receiving 
 a salary of $3,000. Graduates of the Farm Crops department generally take up 
 practical farming and usually make modest protests that they are doing nothing 
 deserving of notice. Since the income tax went into eifect, however, we have 
 observed that as a rule they are paying nice little sums to swell Uncle Sam's war 
 budget. In the production of seed, livestock, and standard farm products, more- 
 over, they are recognized as leaders by their neighbors, who are glad to take 
 lessons from them in farm management. Three recent graduates of the depart- 
 ment are superintendents of branch experiment stations, two in Washington, and 
 one in Oregon. Two recent graduates hold responsible positions with the Depart- 
 ment of Agriculture. A 191 5 graduate of the department of Botany and Plant 
 Pathology, who has made extensive investigations in pine blister rust, after being 
 employed by the Government in the East has recently been placed in charge of 
 the scouting work and investigations in pine blister rust throughout the entire 
 West beyond the Mississippi. He will direct the activities of a large number of 
 men. A 1916 graduate, who showed unusual initiative as a student leader, after 
 two years of instructional work in the University of Minnesota, was given important 
 executive work by the U. S. Government in the investigation of wheat rust in 
 seven western states. The work involves cooperative relations with many 
 
 36 
 
sr:;^^?S!K 
 
 FIELD MANEUVERS IN WHICH THE bOLDIERS TRIED OUT ON THE MARCHSAND_IN SHAM 
 BATTLE THE STRATEGY LEARNED IN THE CLASS ROOM. 
 
 37 
 
scientific workers. A 191 7 graduate of the department, after proving his resources 
 in heading a state campaign in barberry eradication for protection against wheat rust, 
 has been appointed as permanent leader of this work in the state of South Dakota. 
 One of the first men to speciaHze in irrigation farming, having served as field 
 agent in irrigation investigations, returned to receive his master's degree. He 
 has since acted as Agriculturist for the Eastern Oregon Land Company and is 
 now Assistant Agronomist in the University of Nevada, at Reno. Another grad- 
 uate in this work served three years as Superintendent of the Goose Lake Valley 
 Irrigation Company's project in Lake County, where he helped to lay out and 
 supervise the construction of the lateral system for this project of 47,000 acres. 
 He has been in the military service the past year and is now County Agricul- 
 turist for an Eastern Oregon county. Another man specializing in soils, having 
 served as County Agriculturist, is now Assistant State Leader for County Agents^ 
 
 Of the many young graduates of the School of Commerce whose careers already 
 distinguish them as leaders in their field of effort mention can be made of only 
 a few. One, who began his career as assistant secretary of the Portland Com- 
 mercial Club, later became business manager of The Oregon 
 Commerce VoTER, and is now a prominent mercantile man in Portland. 
 
 One is business manager and buyer in a large department store in 
 Vancouver. Two recent graduates are now rising in business influence in Newberg, 
 one as a bank official, and the other as an official in a chain of department stores. 
 Two prominent attorneys of Detroit, Michigan, began their special training in 
 the School of Commerce, where they gained experience and recognition in leader- 
 ship. A student who acquired the essential principles of business management 
 in the School of Commerce, is now rapidly becoming one of the most influential 
 cattle buyers in the Pacific Northwest. A Chinese student, who developed 
 special proficiency in commerce courses, is general manager of a chain of stores 
 extending through British Columbia and China. The list of leaders among recent 
 graduates could be multiplied, not only among the men but among the women 
 students of commerce. 
 
 Graduates of the School of Engineering, owing to the extremely technical 
 character of their work, usually rise more gradually to positions of leadership than 
 students finishing the less severely technical courses. So numerous are the examples 
 
 of responsible leadership even among recent graduates, however, 
 Engineering that only a brief mention can be made of those who are exercising 
 
 constructive engineering skill in the State of Oregon alone. 
 A recent graduate, after serving an efficient apprenticeship in a subordinate 
 capacity, is now State Engineer. Two others are district engineers of the state 
 department of Highway Engineering. One is a surveyor general. One is city 
 engineer of La Grande. Another is chief engineer of a leading lumber com- 
 pany of Mill City. Six men who graduate in June, 1919, are already holding 
 
 38 
 
;^T^K: 
 
 THE BLUE JACKETS IN REVIEW 
 
 39 
 
:i::^^^^^^ 
 
 responsible engineering positions at good salaries. A 1916 graduate in electrical 
 engineering, in the employ of one of the largest- electrical manufacturing com- 
 panies of the country, is in charge of' the installation of all their steam tur- 
 bines in the Pacific Northwest, including those used on turbine-driven ships. 
 An electrical engineering graduate of 1918, is local manager in a coast city for 
 one of the largest electrical companies of the Northwest. This list of en- 
 gineering leaders among recent graduates could be greatly extended by in- 
 cluding men in the employment of other states and of the Federal government. 
 
 Though only recently established as a school at the College and training only 
 a few men as compared with the hundreds in Agriculture and Engineering, the 
 School of Forestry already has an enviable record as a laboratory for educating 
 men of leadership. A graduate of 1910 is president of a bank at 
 Forestry Linnton that is doing constructive service for its community. 
 
 Another 1910 graduate, who holds a responsible position with the 
 Inland Empire White Pine Association is an authority on timber cruising and 
 scaling methods. A graduate of 1914, a captain during the war, is an expert 
 entomologist who has gained wide recognition and approval as an investigator of 
 methods of forest-insect control. A graduate of 1916, whose record as an officer 
 of the regular army has already been mentioned, was at the time of his appoint- 
 ment as major In the Tank Corps the youngest man in the service holding the 
 rank of major. A iqiy graduate of the School is holding a responsible position 
 with the Portland Lumber Company at a salary of ^52400 a year. There are other 
 youths of equally competent leadership. 
 
 A score or more of young women who recently graduated from the School of 
 
 Home Economics occupy positions of such conspicuous leadership that many 
 
 educated women would regard their attainments and income as a professional life 
 
 goal. Yet the young women themselves, at least six of whom 
 Home ..,.,, , . 
 
 Economics ^^^ receivmg salaries 01 ^2000 or more, count their present 
 
 achievements as only a beginning. A few examples follow. Five 
 young graduates are employed as home demonstration agents in other states, 
 including Massachusetts, Delaware, Iowa, Colorado, and Idaho, and six are 
 employed in the same capacity in Oregon. Seven are employed on the faculties 
 of state universities or colleges or as supervisors of home economics work in large 
 city school systems. Seven are professional dietitians in hospitals, military estab- 
 lishments, or Y. M. C. A. cafeterias. Two are in charge of Y. W. C. A. cafeterias. 
 One is in the mission field in Korea, and one in social service work in New York 
 City. These are examples of professional leadership only. If civic, social, and 
 general educational interests were considered, this brief list of recent graduates 
 would be expanded to hundreds, who are exercising leadership as a consequence 
 of their training at the College. 
 
 The School of Pharmacy numbers its leaders in the profession by the score. 
 
 40 
 
^>i^^ 
 
 MAKING MOLDS IN THE FOUNDRY. THE CASTINGS THAT WERE MADE IN THESE MOLDS 
 
Especially encouraging is the number of recent graduates who have become owners 
 of pharmacies, many of them by their own efforts alone. Equally encouraging is 
 
 the fact that most of the graduates of the School take an active 
 Pharmacy and constructive part in the promotion of civic and social interests 
 
 in their communities. Many of the recent graduates have 
 specialized in peculiar fields of pharmaceutical work. One is consulting chemist 
 for the City of Portland. Another, who is City Milk Chemist for Portland, has 
 helped not only to regulate the city milk supply so that the metropolis has made 
 an enviable record in clean milk, but also to insure clean and pure food products 
 in general. One, who has specialized in internal medicine and public health, after 
 graduating from the Medical College of the University of Michigan, became 
 Director of the Health Service at Pennsylvania State College, and is now Director 
 of the Health Service at the University of Michigan. Four recent graduates 
 who while in military service showed their resourcefulness as pharmacists, are still 
 retained by the Government doing special research or executive work. Examples 
 of leadership could easily be multiplied by reference to the records of other 
 graduates of Pharmacy, both men and women. 
 
 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 years 
 Physical equipped many a young man or woman for leadership in socializing 
 
 Education . ^j^g 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. 
 
 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 for both men and women is highly developed at the College. 
 Specialists with good training and valuable experience direct the work. Courses 
 designed to provide the training necessary for directing and teaching the work 
 required in public schools will be offered in the summer session and continued 
 throughout the regular sessions of the college year. 
 
 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 th im except 
 through the regular fees collected at the beginning of each term. 
 
 42 
 
^ m o i zr^^^I^T^ 
 
 MESS IN WALDO HALL AND AT THE ARMORY. S. A. T. C. 
 43 
 
REVIEW IN CELEBRATION OF THE DEMOBILIZATION OF TFE S. A. T. C. LOWER CAMPUS 
 
 44 
 
^^^SFWb 
 
 REVIEW IN CELEBRATION OF THE DEMOBILIZATION OF THE S. A T. C. UPPER CAMPUS 
 
 45 
 
The Student Loa7i 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, 
 especially 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 
 equipment valued at $300,000, is established at the College beginning this fall. 
 
 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. 
 
 "^ wise and great leader lifts his whole community and may lift an entire nation.'''' 
 — Richard T. Ely. 
 
 ^^ Business has made good in the development of leadership., and this leadership 
 is helping to save the Government and the world for civilization.''^ — Ely. 
 
 ^^The more strongly we advocate extended functions of government, or believe a 
 vast extension inevitable, the more strongly must we insist on sound leadership and 
 a broad scope for sound leadership.^'' — Ely. 
 
 ^'In the gigantic struggle the great need at this time is for trained leadership, 
 leadership not only in the fighting forces, but also in the war industries back of the 
 lines. It is for this leadership that you are being prepared.^'' — President W. J. Kerr. 
 
 ''''Nations, like other spiritual institutions, are built down from the top. In the 
 strengthening of our country we must put our reliance in strong moral leadership. 
 This fostering and choosing of leaders is, therefore, more important under our form 
 of government than under others. It is a function which is prior to the choice of 
 political platforms." — President Henry Suzallo. 
 
 ^''The world is calling as never before for wise, intelligent leadership. For this 
 leadership she is looking largely to the young men and women who are graduating 
 from our institutions of higher learning. What account will you give of yourselves 
 in taking and maintaining these positions of leadership as you go out into the world? 
 To what extent will you justify the investment that has been made in you?" — President 
 W. J. Kerr. 
 
 46 
 
^-<^i^^v^-. — ^ 
 
 GUARD MOUNT, A DAILY CEREMONYj IN WHICH THE BAND AND THE BUGLE CORPS 
 
 PARTICIPATED 
 
A TRAINING DETACHMENT READY TO MARCH, AND AT "RETREAT' 
 
 48 
 
C()URS1<:S OF STUDY 
 
 The Oregon Agricultural College oifers the following courses of study, each of 
 which extends over four years and leads to the degree of Bachelor of Science: 
 
 (Arranged alphabetically by schools and departments.) 
 
 IN THE School of Agriculture, major courses in — 
 
 (a) Agriculture (general) (h) Farm Crops 
 
 (b) Agricultural Chemistry (i) Farm Management 
 
 (c) Animal Husbandry (j) Farm Mechanics 
 
 (d) Bacteriology (k) Horticulture 
 
 (e) Botany and' Plant Pathology (1) Poultry Husbandry 
 
 (f) Dairy Husbandry (m) Soils 
 
 (g) Entomology (n) Zoology and Physiology 
 
 IN THE School of Commerce, major courses in — 
 
 (a) Accounting and Business Management (c) Government and Business Law 
 
 (b) Economics and Sociology (d) Stenography and Office Training 
 
 IN THE School of Engineering, major courses in — 
 (a) Civil Engineering (b) Electrical Engineering 
 
 Highway Engineering (c) Mechanical Engineering 
 
 Irrigation Engineering (d) Industrial Arts 
 
 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 — 
 
 (a) Household Art (c) Household Administration 
 
 (b) Household Science (d) Institutional Management 
 
 IN the School of Mines, major courses in — 
 
 (a) Ceramic Engineering (c) Mining Engineering 
 
 (b) Geology 
 
 IN the School of Pharmacy, a course 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, a course in — 
 (a) Chemical Engineering 
 
 In addition to the above baccalaureate courses, provision has been made for 
 the following: 
 
 1. A two-years course In Pharmacy leading to the degree of Ph. G., and 
 
 2. Vocational courses, varying in length from very short courses In tractor operation (four to 
 thirteen weeks) and auto mechanics (twelve to thirty-six weeks or more) to the more extended courses 
 In business, dietetics, and mechanic arts, which extend to two years or more. The object of all this 
 training Is to enable students to get from the College, In the shortest time consistent with efficiency, 
 such practical help as will enable them to go back to their work with enlarged resources and power to 
 advance. Vocational work Is offered In Agriculture, Commerce, Dairying, Dietetics, Home-Making, 
 and Mechanic Arts. Write for Information. 
 
 The SCHOOL OF MUSIC, an affiliated self-supporting department, offers Instruction In voice, 
 piano, pipe-organ, violin, orchestra, and band Instruments. 
 
 THREE TERMS OF STUDY. The college year Is now divided Into three terms of twelve 
 weeks each. The fall term begins September 22, 1919. 
 
BIRDSEYE VIEW OF CAMPUS 
 
 OREGON AGRICULTURAL COLLEGE BULLETIN 
 
 NO. 305. ISSUED SEMI-MONTHLY. MAY 1, 1919 
 
 Entered as Second Class Matter May 9, 1916, at the Postoffice at Corvallis, 
 Oregon, under the Act of Aug. 24, 1912 
 
 JAMES, KERNS & ABBOTT CO., PORTLAND, ORE.