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>FP  A HISTORY OF PACIFIC UNION COLLEGE


A 'WiacMtaw  
A 'Pcc&afc  
Walter C. Utt '42  
•AS? ®ABRIE£2 ACADEMY  
8827" E.  ABROAD WAY  
• AN,, QApffl^L^QAyFORrHt^  
Published by the Alumni Association  
Pacific Union College  
Angwin, California  
1968


ERRATA:  
Page 14: Reference to illustration on Page 32 should now read "Page 13."  
Page 46: The theory of reappearance of Sierra water is now discredited.  
Pages 119-140: Material for Chapter Four is transposed. Begin reading  
on Page 129 ("Administrations") and proceed to the end of  the text  
material on Page 140; then drop back to Page 119 and go to the  
intended end of the chapter ("In Conclusion"), on Page 127.  
Page 138: Picture is of lobby of Nelson Memorial Library.  
Pages 142 and 143: Transpose these pages.  
Page 148: Harold W. Clark and Franklin Fisher have their names trans- 
posed.  
Page 160: Firefighting in 1939. The grade school, then in West Hall, was  
close to the fire truck's garage. The truck might respond to an alarm  
with more children than adults aboard. (Drawing by Ted Utt '47 in a  
letter to his seventh-grade classmate, Don Warren '47, who had just  
returned to China).


/4 yttoccHfaia  
/t gdleye  
The Diogenes Lantern was officially named the Pacific Union College  
flower in 1924 when Professor Harold W. Clark '22 made the selection, and  
the Board of Trustees  approved and adopted it.  
Scientifically named Calochortus, meaning "beautiful grass," and dis- 
covered by Purdy, the plant is found from the San Francisco Bay area to  
Humboldt County in the North Coast Range. Various localized names have  
been given: Golden Lantern, Fairy Lantern, Globe Tulip, and Mariposa  
Lily. It has several related species: The calochortus pulchellus, a yellow  
flower found on Mt. Diablo; the calochortus albus, a white flower found in  
the Sierra Nevada foothills and the South Coast Ranges; and calochortus  
amoenus, a  deep rose to purple flower found in the Southern Sierra Nevada  
foothills.  
The Diogenes Lantern blooms from March to June. The first blooms  
appear on Howell Mountain in late March.  
Each year a contest is held among college students and faculty to locate  
the first open blossom, and a gift copy of the Diogenes Lantern yearbook  
is given as a reward.  
A HISTORY OF PACIFIC UNION COLLEGE


A Message from the Alumni President  
Ervil D. Clark '50 and '55  
Our Alumni Association exists for three purposes:  
to provide a connecting link between former students 
and graduates of Pacific Union College and their Alma  
Mater, and to promote the work of God through im- 
provement of study and work facilities on the campus 
and to give aid to alumni in mission service. It has been 
ably guided in the past by dedicated, unselfish leaders  
who struggled against great odds to mold our organiza-
tion whose objectives were much more far-reaching  
than merely social communion.  
A concentrated effort was made, and is still being  
made, to engage all P.U.C.ites in an active program of  
promotion for Pacific Union  
College; to encourage prom- 
ising students to attend the 
College on the Mountain; to  
capitalize on P.U.C.'s tradi-
tionally beautiful location,  
spiritual atmosphere, high  
standards of excellence; and  
to make available to those 
who follow us the best  pos- 
sible tools and facilities for  
acquiring knowledge. These  
efforts have been primarily 
directed in the following  
ways:  
1. Revision of the constitution has provided for clari- 
fication of membership, voting privilege, and ac- 
tivities of chapters. The inclusion of all former  
students or faculty members into the organization  
has greatly increased its vitality. Graduates can  
become regular members with full office and voting 
rights, while all others who have attended or 
taught at P.U.C. are associate members. They en- 
joy many of the same privileges as regular mem- 
bers but may not hold some offices in the associa- 
tion.  
2. A reorganization of the Alumni Office, which was  
at first housed in the Nelson Memorial Library, but 
has now been moved to more convenient and effi- 
cient quarters adjacent to the College Relations  
Office. Mailing lists have been placed on punch  
cards for rapid label printing at the D.P.L. office  
and a separate card file of lifetime memberships  
has also been developed. Continuing progress is  
being made to contact more and more "lost" alumni  
and to add to our store of information about  
P.U.C.ites and their achievements in service for  
others.  

3. What appeared to be a slow, gradual increase in  
interest regarding alumni activities and P.U.C.'s  
development has snowballed into an avalanche of  
work. A secretary and three girls are kept very  
busy supplying information on the whereabouts  
and activities of its graduates and former students,  
sending out receipts and letters of appreciation for  
support, and keeping card files up to date. As our  
contact with alumni in the field increases, it be-
comes apparent that we cannot longer ingore your  
letters of concern and need.  
4. In the past three years, lifetime memberships have  
risen from 850 to 1,450 and requests are continually  
coming into the office. The minimal fee of $5.00  
helps a little to alleviate the financial burden of  
the ever-increasing office job, but without the 
generosity of our members, above and beyond the 
membership fee, we would not be able to function 
efficiently. Just the expense of mailing 5,700 let- 
ters twice or three times a year runs into hundreds  
of dollars.  
5. A tremendous improvement in the Alumni News  
has been greatly responsible for an increased in- 
terest in college affairs. Mrs. Willeta Raley Bol-
inger, '29, '59, working diligently to provide inter- 
esting articles and pictures of happenings on cam- 
pus, has attempted to keep in close contact with 
many of you in the field. The News is still the most  
readable and interest-catching alumni paper  
among  the  many that come to my desk.  
6. A closer relationship now exists between the  
Alumni Association and the College Relations  
Office than at any previous time. With adjacent  
offices in the same building, sharing of file mate- 
rials and close coordination of plans and activities,  
we are able  to accomplish a great deal more work  
without duplication of effort. The Alumni Associa- 
tion still remains as a separate organization but it  
is closely allied with college objectives and pur-
poses iand seeks in every way possible to promote  
and implement these plans.  
7. To provide a background for understanding  
P.U.C.'s rich heritage, the Association is providing  
this history of Pacific Union College. It will bind us  
closer together with the bonds of mutual respect  
for the school that has been many things to many 
people, but to all has been an important factor in  
preparing each of us for better service to mankind  
and has given us direction toward God's eternal  
kingdom where we'll have the greatest alumni re-
union.  
5


ALUMNI HYMN  
P.U.C., dear P.U.C., Happy are our memories.  
Pleasantly shall we recall the days we spend with thee, our P.U.C.  
Yes, greatly loved art thou by all; children thine we heed thy call.  
May our lives in tune e'er be with thy living symphonies.  
Words by: George H. Jeys  
Music by: Naah E. Paulin  
"OUR COLLEGE ON THE MOUNTAIN"  
Our college on the mountain, Among thy fir clad hills,  
The light of inspiration my heart with rapture fills;  
We love each precious moment that in thy halls we spend,  
Thy principles shall guide us unto our journey's end.  
Pacific Union College, The pride of all our hearts,  
The school where book and Nature each plays its proper part,  
Dear "College in the Crater," we love you more and more; 
Your halls, your hills, your wood-paths, we all of them adore.  
Dear school on Howell Mountain, Thy loyal sons we'll be,  
We'll none of class distinctions, we'll stand for liberty.  
We'll carry forth thy message to all the waiting land,  
In spirit of unselfish love, in purpose true and grand!  
REFRAIN:  
P.U.C. is our school you know, we're P.U.C-ites where'er we go.  
P.U.C. we all love you so!  
May we always be, Dear  Old P.U.C., loyal to Thee!  
Words by: George H. Jeys  
Music by: Margaret VoIImer Richards '31


* 
4  
- 4  

Reflections  
Floyd O. Rittenhouse, president  
Pacific Union College  
Nineteen sixty-eight marks the Centennial of the  
Seventh-day Adventist Church in California. The con- 
viction that Christian education constitutes an essen- 
tial part of Christian commitment led the Adventist pi- 
oneers in the West, although few in numbers and  
slender of purse, to found a college at Healdsburg in  
1882. Thus, within fifteen years of its inception, the  
Church marshaled its meager forces to provide dis- 
tinctive Christian educational privileges for its youth.  
This move was in harmony with the urgent encour- 
agement of its inspired leader and author, Mrs. E. G. 
White, who ten years before had written: "The ne-
cessity of establishing Christian schools is very great.  
... In the schools of today many things are taught that  
are a hindrance rather than a blessing. Schools are  
needed where the Word of God is made the basis of  
education. . . . This Word should have a place—the  
first place—in every system of true education. As an  
educating power, it is of more value than the writings 
of all the philosophers of all ages."  
"Our ideas of education take too narrow and too  
low a range. There is need of a broader scope, a higher  
aim. True education means more than the pursual of a  
certain course of study. It means more than a prepara- 
tion for the life that now is. It has to do with the whole 
being, and with the whole period of existence possible 
to man. It is the harmonious development of the physi-
cal, the mental, and the spiritual powers. It prepares 
the student for the joy of service in this world, and for 
the higher joy of wider service in the world to come."  
Based firmly on this view of education, Healdsburg  
College operated effectively for twenty years and then 
in 1909 the institution was transferred to its present  
site at Angwin, where it was renamed Pacific Union  
College. Here it has operated successfully for nearly 
sixty years. From an initial investment of less than  
$100,000, the physical plant today is capitalized at over  

$9,000,000. The student body has gradually grown from 
fewer than 100 to a current enrollment of over 1,700,  
Under constant, forceful prodding, clearly set forth  
in Mrs. White's writings, the character of Pacific Union  
College developed. This college provided a "different" 
education, becoming more than just another private  
liberal arts college. It became, in fact, an arsenal of  
the Adventist Church in the West from which young 
men and women went out—and still go out—as church 
leaders in every walk of life to all the world.  
In accord with its original objectives, Pacific Union  
College today offers diversified curricula preparing  
ministers, teachers, accountants, institutional adminis- 
trators, secretaries, printers, nurses, and a variety of  
technicians. Premedical, predental, and baccalaureate 
majors are offered in eighteen liberal arts fields.  
The original aims of P.U.C. remain unchanged, and  
are as follows:  
1. To lead students to understand and embrace a  
knowledgeable Christian philosophy of life, or, in other  
words, "To know God and enjoy a daily walk with 
Him."  
2. To assist and encourage students to develop a bal- 
anced, noble Christian character by placing proper em-
phasis on spiritual values.  
3. To inspire the youth to useful lives of dedicated  
service in behalf of others.  
4. To prepare the  student for responsible citizenship  
in the community and in the nation, and also for higher 
citizenship in the life to come.  
Admittedly these are lofty aims which cannot be  
achieved in a few short years. But they are noble aims  
well worth pursuing. The creditable distinctive records  
of nearly 5,000 successful P.U.C. graduates in all walks 
of life everywhere testify to their abiding validity. 
The record proves it so.  
F. O. Rittenhouse  
7


00  
One of the most inspiring  places on Howell Mountain  is the site of the old Window Tree in the meadow  beyond the Angwin  Airport.  The odd tree was  
discovered some years ago and periodically  has been nourished, trimmed,  and revived. At this publication  date it is in excellent  condition.  
. * * ^ e *


Preface  
From the Preface to the 1957 Edition  
In a Founders' Day address a few years ago, Profes- 
sor Cady recalled that when he became president in 
1899, a Healdsburg College rule required boys and  
girls to keep at least twenty feet apart as  they walked  
from the school home to the college building. On one  
occasion, to insure complete cooperation with the col-
lege administration, they used a twenty-foot pole, with 
boys holding one  end and girls the other. Professor  
Cady said that he abolished the rule and was criticized  
for "lowering the standards." Another faculty member  
of that period not only does not remember any such  
incident but is positive that no such rule ever existed.  
. . . Considering that the period covered by P.U.C.  
history is not great as the span of universal history  
goes, and that the people involved were almost without  
exception veracious in the extreme, it is indeed amaz- 
ing how rapidly the details of some events have already  
been lost to memory, or, what is almost more discon- 
certing, have been remembered in different ways by  
several eyewitnesses. It is to be hoped that the un- 
verifiable traditions, which have blossomed from the  
earliest days of the school, will not become "fact" be- 
cause this narrative gives them the prestige of the  
printed word. If there is sin in this respect, we can only  
ask the readers' pardon and plead good intentions.  
A word may be in order as to what this historical  
sketch is not intended to be. It is not to be considered  
as a final compendium of facts and figures, nor have we 
tried to get every factual item, the memory of which  
has survived, into these few pages. It is hoped that the 
typical incidents and situations suggested in this nar- 
rative will serve to stimulate memories of days on the  
P.U.C. campus. For each of us, no doubt, these memor- 
ies will be different.  
The history of our college certainly shows the Lord's  
leading hand in the circumstances of its founding and  
its relocation, and in the work it has been able to  do  
for God and man for three-quarters of a century, we  
can assuredly find the basis for that legitimate pride  
all of us feel for our Alma Mater. A history of P.U.C., 
written with no attempt to distinguish between the 
strong as well as the weak points of the past, would be  
nothing more than an exercise in  sentimentality.  
P.U.C.'s task is still to produce an elite group of men  
and women who  are to help carry on and to finish the  
work entrusted to God's people. While we should be 
encouraged by a great past, the school cannot perform  
its pioneering function if it simply dwells on former  
glories. Ways must be found to make more efficient  
use of the human and material resources with which  
we have to work, and mistakes must not be repeated.  
In a work of this sort, it is impossible to give due  
credit to everyone who has helped. The many hundreds  

of questionnaires sent  in by alumni, the dozens of let- 
ters of anecdotes and impressions have been indispensa- 
ble for this book. The Student Association, the college  
administration, and the College Board have given 
whole-hearted support. . . . Special credit is due Presi-
dent John E. Weaver for initiating the project in the  
first place and to President R. W. Fowler for seeing it 
through as a combined volume. Like most histories,  
this one is built in part upon work done by predeces- 
sors. Long ago Dr. W. H. Teesdale began the collection 
of materials useful for a college history, and Walton  
Brown '34 and Philip Hoffman '38 have both written  
useful theses on P.U.C.'s past. The chapter on Healds- 
burg owes much to the labors of Richard Engel, M.A.  
'57  
Special thanks are due  to Helen Mathisen '37 and  
Edwin Walter '35 for their complete cooperation and  
to Vernon Nye for the Healdsburg presidential por- 
trait gallery. Principal student assistants include 
Gary Marin, John Proctor '57, Ronald Jessen '58, Elvi  
Tobiassen (Olesen) '59, Beatrice Taira '57, and Louise  
Penner (Moon) '59. Paul Shetler '58, Diogenes Lantern  
editor-in-chief, always gave full support to the histor- 
ical section appearing in his book. The optimism, tech-
nical skill, and industry of his associate, Bob Moon '59,  
were absolutely indispensable. Certainly none of the 
deficiencies of this history can be attributed to lack of  
zeal or assistance from those mentioned above. . . .  
Preface to the 1968 Edition  
The risks and perils of writing a history of recent  
events are fairly obvious. Just what items are truly  
memorable has not yet been agreed upon, and in the  
sempiternal give and take of institutional policy, 
wounds may not always have had time to heal. The 
charity so easily given to combatants in battles long  
past is difficult to extend to opponents in recent dis-
agreements when the smoke may still be drifting in the  
air. It would be most inappropriate, therefore, to label 
the summary found in Chapter Four of this volume as  
"history." As the scholarly reviews so often say, "the  
definitive account of this subject has yet to be written."  
Above all, when reading the first three chapters, it  
must be remembered that in order to make this edition 
of the history of Pacific Union College financially prac- 
ticable, these chapters had to be reproduced photo- 
graphically, complete with their errors. It is hoped  
that this material will still have value even if one is  
reminded by occasional infelicities of expression of the  
fact that it was written twelve years ago. Most of these 
lapses, hopefully, will prove to be typographical and 
stylistic, rather than in historical content.  
Walter C. Utt '42  
History Editor, Diogenes Lantern  
9


Acknowledgments  
Acknowledgments for assistance and support in the  
preparation of the new material are due to Walter Utt  
'42 for preparation of manuscript, and to Ervil Clark  
'50, Willeta Bolinger '29, Francis Hammer '55, Edwin  
Walter '35, and Gary Marin. The suggestions of P.U.C.  
Presidents F. O. Rittenhouse and P. W. Christian are  
appreciated. We also thank the academic and industrial  
departments and many alumni who contributed valu- 
able information to the up-dating of this volume.  
We hope that the retelling of the P.U.C. story may  
revive or strengthen in each reader the ideals repre- 
sented for over three-quarters of a century by our  
College on the Mountain.  
Pacific Union College  
Alumni Association  
April, 1968


The Beginning at Healdsburg  
CHAPTER ONE  
Launching the College  
As the tenth annual session of the California Confer- 
ence of Seventh-day Adventists met at the East Park 
Grove camp grounds on the American River  near  
Sacramento, October 13 to 25, 1881, they met in what 
seems today to have been a different world.  
California had been under the United States flag for  
only 33 years and connected with the East by rail for 12.  
Chester A. Arthur had just succeeded Garfield to the  
presidency and Queen Victoria had already reigned over 
England 44 years. Veterans of the Civil War were  
getting on into their forties. The U.S. Army numbered 
only about 25,000 men and the federal government had 
not yet spent a billion dollars in a fiscal year. Edison's 
electric light had been functioning just two years and  
Joseph Stalin was also a baby of two. In denominational 
terms, James White had - been dead two months and  
G. I. Butler was president of the General Conference.  
The Pacific Press, then in Oakland, was seven years 
old, as was Battle Creek College. The future St. Helena  
Sanitarium was only three.  
The western membership of the church was aware  
of an acute problem. Since the day in 1868 when D. T. 
Bourdeau and J. N. Loughborough had arrived in San  
Francisco to begin the organized work in the West, the 
membership had grown. To keep the young people  from  
drifting away from the Message and to train the  
workers needed for further expansion in the enormous 
field, proper schooling would have to be provided.  
Though many of the members of that day were pros-
perous farmers who had struggled across the plains  
and made good amid the untapped resources of Cali- 
fornia, they felt it too great a journey to require their  
children to travel in the reverse direction over the  
Rockies to the new college at the Adventist "capital"  
at Battle Creek.  
Though still numbered in the hundreds, the believers  
were determined to educate workers for the cause of  
God and that as quickly as possible. That the beginnings  
might have to be small did not discourage them, for they 
lived in a new and optimistic part of the country and  
they had a "cause" to inspire them.  
Mrs. Ellen G. White and her 27-year-old son, William,  
were in attendance at the camp meeting. It was nine  
years since she and her late husband had first visited  

California and She was convinced that the progress was 
sufficient to justify the immediate establishment of a  
western school. She personally and urgently approached  
some of  the landowners present and appealed for their  
support. Elder J. N. Haskell, the newly elected president 
of the Conference, urged caution. He wished to see the  
debt on the San Francisco and Oakland meeting houses  
retired first, and wanted to wait until  next year for any  
college project. The Conference, however, decided to  
proceed at once and voted $2,000 for initial expenses. 
No pub^c call for funds was made at that time.  
On October 20, 1881, a school board was constituted  
with W. C. White as president, William Sanders as  
secretary, T. M. Chapman as treasurer, and William 
Butcher, John Morrison, J. H. Waggoner, and M. J.  
Church as the remaining members. (The latter was the  
founder of Fresno and had introduced  irrigation to the  
Central Valley.) All ministers were asked to serve as  
recruiters for the school.  
The sub-committee on finance set to work at once to  
locate a favorable site. Another committee began the  
search for a faculty, and since W. C. White was going  
east to the General Conference session, it was voted  
that he try to secure Sidney Brownsberger, for seven 
years president at Battle Creek, as the principal. 
Though the California plans were mentioned in the 
sessions, little interest was shown, and the project 
remained largely a western enterprise.  
W. C. White discharged his commission successfully  
by a visit to Cheboygan, Michigan, where Brownsberger  
was teaching public school. As president of Battle Creek,  
he had been caught in the middle of a melee of con-
flicting interpretations ov:r the objectives and methods  
of the school, and had emerged sadly battered. Bright 
and energetic as he was, Brownsberger had come from  
the traditional background of the University of Michi- 
gan and did not at first fully understand the new 
practical ideals for education being elaborated by the 
Spirit of Prophecy. He collided with those who went  
even further, rejecting his classical background entirely 
and even denouncing collegiate degrees as being too  
worldly. He was  possibly even more distressed by the  
problems created by farming the students out to private  
homes where school supervision was next to impossible.  
(At the time, most church members opposed  dormi- 
tories as fostering evil influences.) To repair his health  
11


HEALDSBURG ACADEMY. HEALDSBURG, CAL  '7  
Grnrral JnfornmlmiL  
EXPENSES.  
Th» t:h>u-<jf *st*  tuition ?.»» »tu f<-u«~ are gi-.-nbsd acconiiag t<» ih  
courses m winch J hcv  iu%» classified.  
Fm fnitkd CoitfSi. per month  
" Grammar  
" Beieutisie "  
- Biblical • . ••  
i *]ji«-;u  

$2 50  
. I) |>Cb  
^ 00  
5 00 
!.) (Hi  
EXTRAS.  
hsnf rumtnsta! mtt.xic with uw- of  iustruTnont, pot month 00  
lueiieh. per month . f 00  
Instruction in Bouk-keopinir. vocal music and jK-nmu-nsdup,  
wit-hout extra 
BOARDING.  
ih hlsbur** \cadem;\ is not strict)^ a I1* o:d:iny -.t-i < ol v«»t  
shore >vtij be a boarding bonne neat tbc Aeadtmu under flu  
snnm*goutent of* tho Principal. Tfec,e who desire u» place then  
children tvnder  bis imule.f Suite care will be charge I ftt the follow- 
m itli rufowlto'i »',nm» j» 1 wm K . . . .25:  
\\ .ohuiu it ' he usual vato  
\\ hen a student occupies room alone at lih»«ti ropiest.  
IBS fttidjge «  ili be. JpS week  i . ., ; ; .,, .. ..  ,; „ .. TS •  
Table board alone, per week '2 50  
BOARD IN PRIVATE FAMILIES.  
Board and Induing  can  be ubtaiwd in private  families  for t»0  
to $4.00 per week.  
Furnished rotntss at. private £;)milie.-,  will cost per week To etg  
i«>  §1.50,  WI.. 1, two ocenpy .ono nmm. tho cost to  each will be  
HO cents? to To cesifc,-.. : ' 
SELF-BOARDING.  
Students who Htav de-ore to cook foi  themselves, can hnd fur  
ids%!  to snfu do rooms in private fuuiiliow wlwrt the* »  
Page from the first announcement, 1882  
he had resigned the year before the embattled college 
had temporarily suspended operations, resolving then  
"never again to enter [denominational employment] 
except on the basis of the lines and reforms set forth 
in \he Testimonies." He was still only 36 years of age.  
Thanks to a severe storm and a railway strike, the  
two days W. C. White expected'to spend in Cheboygan  
became seven, and he convinced the Brownsbergers  
that California was far enough from Michigan to be  
worth a trial. Since the new principal would be needed 
at once, W. C. White persuaded the Battle Creek faculty 
to grant G. W. Caviness his graduation in mid-year so 
that he and his wife could replace the Brownsbergers  
in Cheboygan.  
Locating1 the school proved more difficult. There must  
be enough ground for .recreation "in connection with  
mental study." This should be preferably the learning  
of a trade. Conference business and missionary techni- 
ques must also be taught, and a school paper be printed  
to give practice in the preparation of manuscripts.  
That the school would be coeducational was agreed and  

"healthful cooking" and "useful employment" must be  
available for young ladies as well as theological and 
scientific studies for the boys.  
The search was directed mostly to the valleys where  
California Adventism was first established and visits  
were made to Napa, St. Helena, Santa Rosa, Petaluma,  
and Healdsburg. No thought was apparently given to 
central or southern California, an empty and undevel-
oped part of the state at that time. Either rental or  
purchase would have been satisfactory, if the price  
was low enough. Hearing of a Methodist property 
available "for a small sum," W. C. White hastened to  
Santa Rosa with $2,000 in hand but found the price  
was $30,000.  
Late in January, 1882, the quarterly conference  
meeting was called in Healdsburg, where a church had  
been established in 1869, to make a decision. Mrs.  
E. G. White was again present and urged the necessity  
for a school. Local church members suggested their  
own town: "Property could be obtained cheaply, the  
climate is good, crops were certain, and the people  
were prosperous." Elder Waggoner agreed that of the 
places he had seen, Healdsburg offered the most  
advantages.  
The decision was clinched by the availability of the  
Healdsburg Institute. Built in 1877, it had failed  
financially, but the property was valued at $10,000. 
It had been sold to Mrs. Mercy Maria Gray for a 
proposed Baptist college. Nothing had been done and 
the lot, two-story building, and 100 school chairs had 
been sold for $21.81 in delinquent taxes on March 6,  
1882. Mrs. Gray, however, redeemed the property  
within the time limit and on April 5, 1882, a few days  
later, sold it to W. C. White (acting for the board) for  
$3750 "gold coin."  
The School Gets Under Way  
The Brownsbergers arrived in Oakland early in  
March, 1882, to find that uncertainties in finances and  
enrollment might yet prevent the opening of the school. 
It was soon announced that the term would begin in  
April. The Russian River Flag commented that this 
would not be "a proselyting school but is to be conducted  
in such a manner as to attract all young gentlemen and  
ladies who desire a more advanced education." The  
editor looked to the school to attract many "new and  
desirable" residents to the town.  
April 11 was the great day. The Healdsburg Academy  
opened with two teachers—Prof, and Mrs. Browns- 
berger—and 26 homesick and apprehensive scholars for  
a special eight-week term. (Some say that only 18 were 
actually there the first day.) The majority were grade  
school students with the most advanced being at about  
the high school sophomore level. They were rather 
overwhelmed by the large empty building, with four 
classrooms, principal's office, bookstore, and hall on the  
first floor, and library, assembly room, and two more  
classrooms on the second.  
Professor Brownsberger opened proceedings with the  
singing of "Home, Sweet Home." When the tears were 
dry, the students stumbled through a spelling bee.  
"How we did murder those words!" recalls one who  
was there. The best  score was about 75 out of the 100,  
but most missed half or more. Brownsberger then had 
the privilege of first making the remark that his  
12


successors have been repeating ever since: "I see that  
we need drill on the fundamentals."  
From this beginning grew the second-oldest Seventh- 
day Adventist college. At this time California had  
« eleven other institutions of "higher learning," the  
largest of which, the University of California, had 487 
students.  
Eight days later, S. N. Haskell, who divided his time  
between the two coasts, saw today's Atlantic Union 
College launched in the carriage shop at South Lan- 
caster, Massachusetts. He had hoped to beat W. C. 
White out on the Pacific shore  but passed off his dis- 
comfiture gamely, remarking, "I had to build mine, but 
yours was already built."  
Brownsberger is described as being "of medium size,  
spritely step, brown hair, sparkling eyes." He was not  
one to delay putting his new program into operation.  
On Monday morning, the matron led the girls to the  
„ laundry and, for the first time for some of them, put  
them to work. W. C. White encountered the normally  
dignified Brownsberger in the yard that same morning  
4 busy with wheelbarrow and shovel, and  being told of  
the initiation in the laundry cried: "We have made a 
beginning. We have won the victory. The labor by stu-
dents is not despised, but it will be a glory and an honor 
wherever they take part."  
The first full term began July 29, 1882. The arrival  
of Prof, and Mrs. W. C. Grainger doubled the faculty  
(though Mrs. Grainger eventually replaced Mrs.  
Brownsberger). By the end of the year, the addition of 
Edith Donaldson and the C. C. Ramseys brought the  
faculty to six with a total of 152 students. Average at- 
tendance was about  115. In the meantime, prestige- 
conscious citizens of Healdsburg pressed for the title of  
Healdsburg College and the name Academy was finally  
dropped, though not without some misgivings on the  
part of the faculty who would have preferred to have 
had a good academy first before assuming the grander  
title.  
In view of his experiences at  Battle Creek, it is not  
surprising that the new principal (as he and his suc- 
cessors were frequently called for some years) pushed  
plans for a school home. Attempts to rent nearby houses 
failed and finances were already a problem. Mrs. E. G.  
4 White had taken up residence in Healdsburg to be of  
assistance to the school and agreed with Brownsberger 
heartily.  
% On a visit to her son in Oakland, Mrs. White said:  
"Will, it may be our plans are a failure because our  
faith is too small. Our plans are too narrow. Let us plan  

greater things and pray to God and see if He will open 
the way."  
White soon learned of a five-acre tract near the school  
that could be had for $1300. On it were 13 trees each  
worth $100. An option was secured and the board con-
vened. The youthful chairman of the board anticipated 
no trouble in raising the sum from the well-to-do- 
members. The member supposedly worth $100,000 did  
not attend, but the one worth $50,000 did. He listened 
sympathetically to White's pleas and finally said: "Well, 
brethren, the proposition looks pretty good, and if  
Brother White can find the $1300,1 don't think we ought  
to offer any opposition to the purchase of the place."  
Not long after this setback, an elderly lady, Mary  
Scott, called on White in Oakland. She explained that 
through good advice from Ellen G. White at camp-
meeting she had saved thousands of dollars. She wished 
to show her gratitude by founding a home where girls 
might be  educated. White saw his opportunity and sug- 
gested that she might assist the education of boys and 
girls and displayed the plans for the Healdsburg school  
home. The cost would be close to $10,000. She could  
only give $5000, but. Elder White later declared, he had  
been planning to ask for $1000. She later donated a  
piano and the beginnings of the school museum  too.  
As construction proceeded, spirit was high. Mrs.  
White, writing in the Signs of the Times, urged the full 
support of all the western believers for the school, for  
"It is the purpose of managers and teachers, not so  
much to copy the plans and methods of other institu-
tions of learning, as to make this school such as God 
can approve." In strongest terms she emphasized the 
necessity of placing the young people in the school, 
even to selling part of one's land, if necessary.  
Community reaction seemed favorable too. Praise  
was lavished on the plans for the new school home, 
with its facilities for cooking, laundry, dressmaking, 
and other domestic skills, and the gardening and fruit- 
raising possibilities of 'the new tract. It was to be 38 x  
100 feet and accommodate seventy persons in its four  
stories, and undoubtedly was the grandest structure in 
town. Said the Flag:  
The foreman of the new building of the Adventist  
College, Mr. J. S. Whalen, kindly showed our re- 
porter through the large structure a few days since,  
and afterwards took him to the dizzy top of the 
same. From this point the view is grand beyond de- 
scription. Mr. Whalen gave him the following  figures  
denoting the amount of material used in the con- 
struction of the building: 210,000 feet of lumber,  
FOUNDERS OF 1882:  
Elder and Mrs. William C. White  
Mrs. Ellen G. White 
Elder S. N. Haskell


JS* fe*- B~~J->61  
Incorporated October 2, 1882. ~  
W K? ^r^f TOt ATM WS /  
]?EALDSBUI^G,  
if io  

(©ALIPOI^NIA. gfe. .  
"(5) " Healdsburg, J.4^^.. .^-.6 180&  
C/. AJc.  (gerfifj That  
is the owner of. ~::. zrr.. ~ Share  
of the Capital Stock of &BAM8BUM + MM1M, having paid therefor  
r^Z:: Dollars, the receipt of which is hereby  
acknowledged, and thafahe is entitled to Oz. '^A,^.. vote in all the business 
meetings of the Stockholders of said Corporation.  
©RANSFERABLE BY ENDORSEMENT AND SURRENDER OF CTHIS (SERHIFIGAWE.  
One of the Healdsburg College stock certificates.  
70,000 shingles, 80,000 lath, 60,000 brick, 134 win-
dows, about 100 doors, 6,800 lbs. nails, 160 bbls. lime 
and plaster, 5 bbls. cement and 120 tons of sand.  
A few weeks earlier the same paper had said:  
The Healdsburg Academy in this city is in a most  
flourishing condition. President Brownsberger, and  
aides, Profs. Grainger and Ramsey and Mrs. Browns- 
berger, are making for themselves throughout the 
city enviable reputations for agreeableness, and  
their school has won a reputation for good discipline  
and thorough instruction. There are seventy-five  
students now in attendance and over one hundred  
are expected next term. The Academy management  
are pleased with our climate, our people, and the 
prospect, and our people are pleased with them.  
From this time the success of the school seemed as- 
sured, though there was some distrust of the dormitory 
idea at first. In discussing the dedicatory services held 
in August, 1883, the Signs emphasized the point that  
the students would be under a type of parental care, "a  
steady, firm, and abiding influence for good around them 
at all times." It was the first school home in an Advent- 
ist institution.  
Parents, however, continued to move into Healdsburg  
in order to educate their children, in spite of warnings 
that they were thereby denuding the smaller churches 
of talent. Eventually a fifth of the population was  
Adventist.  
In the meantime the control of the College was  
formally vested in a corporation, set up on October 2,  
1882. The amount of capital stock was set at $100,000.  
Stock was sold at $10.00 per share, in reality a form 
of donation, since  even if matters had gone well finan- 
cially, there would have been no profits to share.  
Stockholders met in regular meetings and voted on  
matters of college operation. The early boards were 
composed of prominent  laymen, as well as certain  

ministerial and educational figures, and the college had 
no customary means of obtaining denominational sup-
port, nor was it legally under denominational  control.  
At the incorporation meeting, 754 shares were sub-
scribed by 21 people. Five hundred of these represented  
Mary Scott's contribution. M. J. Church took 200. Stock 
sales continued for the next two decades.  
There were a number of differences between school  
life of the eighties and that of today. Comparison of 
tuition and board charges (see picture on page 32) is  
interesting but it should be remembered that a day's 
wage then was often but a dollar. Grades were not 
carefully distinguished and for some years the students 
were pretty freely scrambled together in classes. Higher 
education for girls was not yet a universally recognized 
need, their being, as a matter of fact, little that a  
woman could do with such education in the denomi-
nation or out of it—grade school was sufficient pre- 
nursing, and most secretaries were still men. Sending  
the boys away to Healdsburg was hard enough finan-
cially on most families and though many "village" 
students were girls, there were only 12 in the school  
home as late as 1890.  
The age level was much higher than today, as a num- 
ber of older men came in to prepare for the ministry. 
Husbands and wives were also urged to attend to repair  
educational deficiencies and older people were told not  
to let false pride keep them away. The process was not  
to take long. College at first was not "a creche for  
delayed adolescents." It was "where those about to 
enter the ministry can have a short course of study  
upon those subjects wherein they are most deficient."  
(English was suggested as the  most needful area of  
improvement.) "We are by no means certain that there  
is time left  our youth who are just entering upon any  
one of these courses  to complete it."  
14


Frank Howe  
(1894-1897)  
William C. Grainger  
(1886-1894)


SOUTH COLLEGE HALL.  
However, the faculty was a bit discouraged at the  
lack of college level students. It was not until 1884 that  
the first aspirant in the "higher branches" appeared 
and the first graduate was not through until Kate 
Bottomes finished the normal course in 1889.  
According to the first bulletin, HeaMsburg College  
wished to do more than inculcate the usual learning.  
Education was seen as "improvement of the powers of  
the entire human organism," involving health, morals,  
and practical knowledge. Students must attain a "com-
mendable self-sufficiency" and be a "more profitable 
class of citizens," able to support themselves by some  
common means of livelihood. Therefore two and one- 
half hours of manual labor were required daily.  
Fears that this labor would detract from conventional  
scholarship were refuted, "but has rather accelerated 
it . . . greatly reducing the number of cases of dis-
cipline," as well as improving the health. Brownsberger 
was enthusiastic. "We believe," he wrote, "it is the  
plan."  
Shop buildings sprang up in the orchard around the  
student home, a whole row of them eventually on 
College Street. By 1884, shoemaking, tentmaking, and 
blacksmithing were available as well as a garden and 
cows and horses to care for. Students were divided into 
seven companies for labor, and except for shoemaking 
and farming, were under student captains. "Domestic"  
service was performed mostly by girls in kitchen, laun-
dry, and dining room-. The boys cared for the buildings.  
"The College buildings made so beautiful by the efforts  
of these young men will stand as a pleasing memorial 
of their faithful and cheerful labors to the end of time,"  
said the Signs. Mary Clement of the  Battle Creek  

kitchens led the girls. The college wished it understood  
however that it would not be possible for a student to  
work his way through school. The required labor was  
without pay. Students might find "outside" work 
Sundays.  
N. C. McClure and wife taught their own dressmaking  
methods, "The McClure Tailoring and Square Rule."  
"The garment is cut by the carpenter's measurement,  
giving a perfect fit without alteration. It is not the  
design to instruct our pupils in fashionable dressmak-
ing, but to teach these young ladies to do first-class 
work in fitting by measurement. Of course there is no 
extra charge for this instruction to those living in the 
student family."  
The president and a number of the faculty lived in  
the school home with the students. The school listed 
as its distinguishing features Bible study, thorough- 
ness, discipline, and "practical employments." "Ungov- 
ernable" children were to be returned to their parents. 
In the early days, Sabbath behavior was required of  
all, but those wishing also to honor Sunday could make 
such arrangements.  
It was a virtual motto of the school, "Not how much,  
but how well." It should be remembered that the climate  
was similar in most schools of the day and that nothing 
exceptional was seen in the rules published for Healds-
burg (see picture on succeeding page). Church, home,  
and school all had the same standards and most of the 
students hardly felt cramped.  
As for scholarship, early bulletins offered two prepar- 
atory courses, a four-year Initial course, or "kinder-
garten," and a four-year Grammar course, involving  
grammar, reading, drawing, mathematics, geography, 
and American history.  
16


On the Academic level, three curricula were at first  
available, though much the same in actual studies; a  
three-year Biblical course, a three-year Scientific course,  
and the four-year Classical course. The  former was  
especially flexible, not  necessarily requiring the student  
to stay the full year. This arrangement was stated to  
be advantageous to the student (who might, in fact, be 
a mature minister of the Gospel already) and to the  
school. The Bible students took English, history, Practi-
cal Missionary Labors, Greek, physiology, geology, and 
Bible lectures, though it does not seem that all these 
courses were immediately available or patronized.  
Courses were born (or died) very casually. The first  
classes in Greek, bookkeeping, algebra, and physiology 
seem to have been given in 1884.  
The Classical course was based on Latin, Greek, Eng- 
lish, natural science, botany, physiology and math.  
The Scientific course was like unto it, but with no dead 
languages and more civil government and history. In  
later years  the graduates of the Scientific course had  
no trouble being admitted to the medical schools of the  

day. Later a three-year Normal course was added, 
though Professor Ramsey back in 1882 had been "pre- 
pared to do a special work for those who are preparing  
themselves to teach." Graduates of the Classical course  
received the B.A. degree, the Scientific, the B.S., and  
suitable certificates were awarded the others.  
The way students entered or left Healdsburg would  
whiten the hair of a modern registrar. Though repeat-
edly urged to be present when school began and warned 
that to leave just before the end of a term might be  
grounds for suspension, students must have come and 
gone  much as they pleased. By the end of a term there  
might be twice as many students as when it began.  
The student was also left considerable freedom in  
working out his program. On admittance an examina- 
tion was given for classification purposes, but:  
"The choice of studies will be left to the student,  
provided that by his choice he does not hinder others  
classified with him, or waste time and means, and  
thus bring a reproach upon the reputation of the  
school."  
First Annual Catalogue,  
ft  

Sterj^perl * I^ecjulaf iorjs.  
The following  rules and regulations  are intended  to govern all  
students enrolled at the College, whether boarders or day students.  
Charges must be paid monthly in advance. No reduction will  
be made in tuition  for absence to those living at home, except in  
cases of protracted  sickness, or other necessity which rendered  
attendance  impossible for half of the month.  
In case two or more pupils are sent by the same patrons, a  
reduction of ten per cent, from our regular rates of tuition  will be  
made for each.  
Persons coming to Healdsburg for the purpose  of attending  
the College, are required to report themselves  without  delay to  
the Steward or Principal.  
Students will be met at the depot, if announcement  of arrival is  
duly made.  
All students are expected  to board at the College, unless they  
board with their parents or legal guardians.  
It is not expected  that the managers will be held responsible  
for the careful supervision  of day students, except so far as their  
conduct might have a pernicious  influence  upon the entire school.  
All students  boarding at the College will be under the immedi- 
ate care of the Principal and faithful assistants,  who will live in  
the student-family.  
The choice of studies will be left to the student, provided that  
by his choice he does not hinder others in his classes with him, 
or waste time and means, and thus bring a reproach upon the 
reputation  of the school.  
No student is allowed to withdraw from a class, or discontinue  
a study during the year, excepting  by permission  of the Principal.  
Students that discontinue  their attendance  on account of some  
misdemeanor  or difficulty  at the College, or withdraw at .any time  

Healdsburg College, Healdsburg, Cal.  
without giving  satisfactory reasons to the Principal for such act  
beforehand, shall be held under censure until due reparation  shall  
have been made.  
Students  shall board only at such places, and under such regu- 
lations as are approved by the Principal.  
Students must not receive private lessons from those not  
employed as teachers at the College without  the consent of the  
Faculty.  
All students will be required to observe study hours at their  
private rooms from 7 to 9 in the evening,  unless excused by some  
member of the Faculty.  
All students  must refrain from flirtation,  courtship, and all  
appearance of the same during the College year.  
Gentlemen  must not escort the ladies upon the street, or to and  
from public gatherings.  
If a student break any of the College laws, he shall receive  
demerits according to the seriousness  of the offense.  When a  
student has received 20 demerits,  he shall receive an admonition  
and his parents  shall be notified.  When they are 40, a second  
notice shall be given;  when they are 50, he shall be suspended  
from the College. Demerits  shall be canceled at the end of 20  
weeks if the number does not exceed 15, and at the end of the 
school year when they are not over 30; when the number is  
greater than 30, the excess is charged to the following  term or  
year.  
Whenever, in the judgment  of the Faculty, a student's  attendance  
is no longer profitable  to himself, or is detrimental  to the school,  
he will be suspended or expelled.  
No student will be allowed to indulge in the use of tobacco, and  
no person of confirmed bad habits can be retained in the school.  
17


1  
The faculty was to counsel the student, however,  
and three or four "substantial" subjects were to consti-
tute full work. At the start, the term  was 20 weeks  
long and the school day from 9 to 4, but this was later  
shortened to 1 p.m. to allow more time for labor.  
The school's mission as a training ground for workers  
was emphasized. Said Brownsberger at the St. Helena  
campmeeting of 1883: "The college must be a recruiting 
station for the mission field." Elder Haskell, writing in  
the Signs at the same period foresaw the role of 
Healdsburg-Pacific Union College in the whole Pacific  
basin: "May God hasten the day when it can be truly 
said that the Pacific Coast school has sent laborers to 
the islands of the Pacific  Ocean; that Australia and  
New Zealand have received the word of God from those 
institutions which are nourished and supported by the  
friends of the cause up and down this coast."  
The first foreign student of which there is record  
was on campus in December, 1883. This Icelandic  
pioneer was soon followed by others from various coun-
tries so that for over seven decades the school has been  
a most cosmopolitan one.  
Present-day evangelism "crusades" were foreshad- 
owed by the activities of early Bible students and 
teachers. Under Dr. E. J. Waggoner, who was also  
assistant editor of the Signs of the Times, canvassers, 
tract secretaries, librarians, and pastors were given 
practical experience in conducting meetings, colporteur-
ing, and in house-to-house calls by districts in nearby 
towns to take subscriptions and to leave tracts. Regular 
reports were brought back to the instructor and the 
class.  
Special ten-week courses  were offered in Bible and  

church history. During tent services on the college lot, 
students were excused from Bible classes  so they could  
attend the meetings. The first college baptism was  
in 1883.  
The very growth of the school (200 students by the  
third term) alarmed some constituents and they accused  
the leadership of lack of faith in the Lord's return. 
The rejoinder was that "the majority of [ministerial]  
licenses given to young men have only been a disappoint- 
ment . . . We would have been perplexed with some  
cases—whether or not to renew the licenses—but the  
school gave us the relief we needed ... A mechanic 
does not think it  a loss of time to sharpen his tools."  
By 1884, twenty were taking the special Biblical  
course and were expecting to enter the field. Thirty  
were in action in the California Conference by 1885, 
fifteen of them new workers — all this before any 
student had officially "graduated" from the school.  
Student journalism  had its inception in 1884 with  
the appearance of the monthly Student Workshop, 
ancestor, in a broken line, of the Campus Chronicle.  
It was to be a missionary paper as well as serve college  
public relations and was printed by the new and busy 
college press. Subscription price was fifty cents a year.  
Though the style frequently partook of the gingerbread  
of the period, the Student Workshop was compared to  
the Harvard Lampoon,  to the latter's disadvantage, by  
the Pacific Health Journal and Temperance Advocate,  
a publication of the "health retreat" at St. Helena, with 
whom the Workshop exchanged advertising. The Work-
shop was praised for this forthright estimate of the  
output of ladies' seminaries in 1885. Women's work  
was assumed to be  
18


SEVENTH-DAY ADVENTIST CHURCH (FRONT VIEW.)  
discussing literature, smattering French (sic), 
executing operettas, and attempting to copy paint-
ings without a knowledge of drawing ... [It is  
assumed that her] family will be oblivious to bad  
bread and household confusion; and that a flower- 
less garden will fill her husband with bliss, and a 
buttonless shirt with ecstacy, and above all, that  
she will never, through any adversity, under any  
conceivable circumstances, be required to perform  
any kind of work. The world for which it prepares  
her is dreamland, where the poetic Clarence Morti-
mer awaits her arrival, that they may sail in a fairy 
ship over a placid ocean to his castle in Spain, and  
spend a perpetual youth in delicious wooing while  
the ceaseless moonlight sifts through the over-
hanging leaves and exotic flowers perfume the air.  
Clarence Mortimer is a fraud. His true name is Tom  
Jones. He lives in California, and earns every cent 
by hard labor. He tears his clothes, snores, and eats 
unlimited quantities of solid food, which Mrs. Tom  
Jones may have to cook, and at the same time 
preserve order among an assorted lot of little 
Joneses, energetic with mischief, and having capa-
cious lungs and elastic stomachs.  
All a girl can do with the customary education if  
disaster strikes is "washtub, needle, or piano."  
The college chapel proving inadequate for church  
services,  it was decided in March, 1884, to launch a  
church building campaign. This same year, at a Sabbath  

School rally, the money was raised for the famous bell 
which still calls the college community of today to  
worship on Howell Mountain. In 1886, the president of  
the General  Conference, G. I. Butler, made an extended  
visit to Healdsburg and pushed the church plan. The 
church was located adjacent to the college building 
and was completed in 1886. The main auditorium meas- 
ured 64 x  96 feet and there was an additional rear  
section of 40  x 90. Five rooms were provided for college  
use (an art gallery and science rooms were suggested)  
but the church school finally got them. At its peak the 
Healdsburg church had over 500 members, but it  
withered away drastically when the college moved. 
Today the large building no longer exists.  
Several years before he joined the staff, Elder A. T.  
Jones reported his impressions of the college:  
Being at Healdsburg, on business, October 6 and  
7, I took accasion to visit the college and the Stu- 
dents' Home. At the College I found more than  
ninety pupils, ranging from childhood to middle age, 
earnestly engaged in their studies, guided by a 
corps of seven teachers, besides the principal,  
Professor Brownsberger. I visited every room and 
listened to the recitations, all of which were very 
interesting; but that which impressed me most was  
the deep interest taken by the teachers. It seemed 
to be their greatest care that every one in the class  
should thoroughly understand the lesson. If there  
was anything that anyone did not see clearly, he  
19


Healdsburg Faculty in 1889. Sitting: Unidentified, President and Mrs. Grainger. Standing: Prof. G. W. Rine, Elder R. S. Owen, unidentified,  
Dr. Joseph Catdwell, unidentified. Prof. H. F. Courier.  
would state it frankly, then the teacher would  take  
it up and go over it again, and even again, enlarging 
and illustrating Until every part of the lesson was 
made perfectly plain to every one, and all done with 
the most cheerful kindness;  no sign of impatience  
nor censure. It is inconceivable that any one should  
go to school there without learning well and thor-
oughly everything that he studies.  
At night I had the pleasure of  enjoying the hospi- 
tality of the Students' Home. I do not say  
"boarding-house" for that would be a misnomer  
applied here. It was indeed a  pleasure. Everything  
so tidy and in such perfect order; everything done 
with such cheerful alacrity; all tends to give that  
peaceful, pleasant, home influence which is really 
soothing and restful . . . Nearly fifty of the students 
dwell at the "Home" and every one seemed to be  
entirely satisfied with the place and the surround-
ings. Indeed, I cannot see how it could be otherwise.  
Every dwelling room is nicely carpeted and nicely 
furnished, the table abundantly supplied with the  
very best of food, and that well cooked. In truth 
nothing short of a first class hotel could equal the 
accommodations/ and nothing short of a first-class 
home in every sense of the word could equal the  
influences of the Students' Home.  
The building itself is a three-story frame, with a  
full basement and a spacious attic. It is 100 feet long  
by 38 feet wide, with a short "L," 20 feet square,  

projecting from the north side of the building near 
the east end. This part extends to an equal  height  
with the main building, and in its attic supports 
three tanks, two for cold water of 1,000 gallons  
each and a smaller one for hot water with a capacity  
of 500 gallons.  
The basement, 11 feet from ceiling to floor is  
divided into 10 rooms, which are devoted to the  
kitchens, bakery,  laundry, drying room and general  
store-rooms.  
The whole building contains 41 rooms furnished  
as sleeping-apartments. These rooms are ample to 
accomodate about 78 persons. The second floor above  
the basement is intended for ladies only, and the 
third floor for gentlemen. On each of these floors 
there is a commodious bath-room.  
On the first floor above the basement are the  
double parlor and spacious dining room. The latter  
extends fully across the east end and has a seating 
capacity to accomodate 100 guests; the former 
occupy the west end, and, combined, are as large as 
the dining room. The business office is on this floor,  
also two dressing rooms, one sleeping apartment, 
and a classroom. In this  room classes will meet to  
receive instruction in the art of plying the needle 
and shears, and in other domestic labor.  
The building is heated by a Columbia hot air  
furnace, and several rooms on each floor have also


the necessary provisions to admit of heating by  
stoves.  
Under the Brownberger regime, Healdsburg was the  
only Adventist school on the entire west coast, though 
a prep school for Healdsburg was under consideration 
in Oregon by 1886. Figures for 1887-1888 show 184 out 
of 227 students coming from California, nine from 
Kansas, and five from Washington Territory. The  
foreign students numbered five from Hawaii (not to be  
American for another ten years), three from New  
Zealand, and one from "Hayti."  
Progress was considered satisfactory. There was talk  
of adding on to the school home, and the small deficits 
that had already occurred were not as yet very alarm-
ing. ($1,760 for the first three years, $1,264 for 1885- 
1886.) Already the restlessness of Adventist faculties  
began to show itself. C. C. Ramsey was called to South  
Lancaster Academy, the first loss. Coming in were A.  
T. Jones, G. W. Rine, and H. F. Courter.  
In the summer of 1886, unfortunate complications  
in Brownsberger's personal affairs led to his with- 
drawal from the school, and his senior colleague, W. C.  
Grainger, reigned in his stead. 
Days of Glory  
It seems a matter of general agreement that the  
heyday of old Healdsburg was the Grainger adminis-
tration (1886-1894). Certainly it was the longest. It 
presents a pleasant and nostalgic picture of the small 
school of the late 19th Century. There were close rela-
tions between students and teachers, warm constitu- 
ency cooperation with the school, and, consequently, a 
high esprit de corps as is found in dedicated small 
groups with a common purpose. In their simpler faith, 
with scarcely a worry as to what the "outside" was  
doing, they learned well the limited range of subjects  
taught and became as firmly grounded in the Faith as  
in the fundamentals of subject matter. With the  
School home group in 1891  

passing of time, the aura has seemed increasingly 
golden.  
William C. Grainger came west from his native  
Missouri when a grasshopper plague ruined the district 
where he was teaching. He taught first in Ukiah and 
then in Anderson Valley. While in the last settlement, 
his neighbor, Abram La Rue, the renowned ship mis- 
sionary of the future, supplied the family with Adven- 
tist literature and soon had them in the church. At a  
Yountville campmeeting, Grainger responded to the 
plea of Mrs. E. G. White: "A school is soon to be opened 
in Healdsburg, and both you and your wife are needed 
there as teachers."  
The first Grainger year was auspicious. There were  
now 13 teachers and 223 students. The plant covered  
11 acres, four in additional fruit, plus a busy wood- 
yard, tool house,  tank house, and blacksmith shop. An  
eight-room presidential dwelling was also constructed  
on the school home lot.  
There was a profit of $3590 for the year 1887-1888,  
which was most encouraging. The next year, however, 
saw a loss of $120 and in 1889-1890, it grew to $1945  
—a small enough figure by today's standards but one  
which must be translated into the purchasing power of  
the dollar then. Healdsburg bragged of being the best  
and most inexpensive institution of higher learning on  
the Pacific Coast. Perhaps they overdid it. Certainly, 
the tuition was unrealistically low when no form of  
denominational subsidy was available. Collection of  
accounts was slow, too, and in 1893 the "bad" accounts 
exceeded the year's operating deficit of $850. (One girl 
who owed $500 was working after graduation at a job  
paying $30 a month!) When hard times reached the 
Pacific Coast during the later part of the period, many  
families had difficulty in meeting school charges. The  
combined board, laundry, and tuition charges were cut  
from $20 to $18 per month in 1891. In 1893 charges for  
and Mrs. Grainger at center front). _« •  
William G. White, Jr.


The school group of the mid-nineties in front of the College Building. On this occasion, a recess was called to permit an itinerant photographer  
to take this picture.  
room, lights, plain washing, tuition, and board for nine  
and a half months were as follows:  
"To those who occupy sunny rooms $161.50  
To those who occupy north rooms 152.00  
To those who room on attic floor. 142.50"  
Extra charges included $1.00 per term for chemistry  
breakage and chemicals and fifty cents per lesson for  
instrumental music.  
Appeals at campmeeting for the hard-pressed stu- 
dents brought $1200, which must have helped many.  
The sale of shares in the corporation continued, reaching  
2723 shares by May, 1892.  In spite of all difficulties, the  
faculty was still 11 and the student body 193 at the  
end of the administration. Such petty details of finance 
did not detract from student life, one may be sure.  
A fact which is occasionally lost sight of is that it  
is a faculty which makes a school. Healdsburg was  
blessed by a number of strong scholars—and strong 
personalities. At the head of any list would be the  
president himself.  
President Grainger was a tall, dark, Lincolnesque  
man in appearance and in character. President Browns- 
berger had been shorter, more dignified, and perhaps 
more of a speaker. Both men were approachable how- 
ever. Grainger did not have a great deal to say, but  
what he did say was enlivened by a talent for putting  
things in an unexpected way, in a dry sort of wit. An 
old injury caused him to limp ("Step-and-a-Half  
Grainger" was a name some students used behind his 
back) but he still made one step for three  of his busy,  
bustling little wife. Unruffled, unhurried, he always had 
time to give a visitor or student his full attention. His 
powers of concentration were legendary, and, if he 
wished, he could be completely oblivious to any kind of 
noise in the room, even if he were reading a Latin  
passage.  
To his students, Grainger was nothing short of a  

walking encyclopaedia, and they hardly noticed the  
inadequacies  of their little library of a few hundred  
volumes.  So great was his memory that he  never marked  
his Bible, though his constant use of that Book all  
through his life is beyond doubt. Not only could he  
help the students in many ways, but he did help them.  
Whether it was  help during a study period or assisting  
a novice Sabbath School teacher to organize a lesson 
he was always available with kindly criticism or sugges-
tion. By his example and that of the other teachers, the 
students learned kindness, sympathy, and consideration  
for others. President, dean, business manager, teacher,  
dormitory dean, bookkeeper, secretary, and second  
father to the student body—Grainger was all of these, 
yet townspeople or students could see him at any time 
without formalities. He was substance, not form, with- 
out airs or pretense.  
Chapels were held  daily in those days, usually with  
praise or admonition by a faculty member as the 
message for the day. The students marched  into the  
chapel as a lively march was played on the piano. The  
full faculty sat on the platform. If Professor Grainger  
got up, cleared his throat, drew his glasses to the end  
of his nose, and got that certain look, "we all knew  
that he had collected another batch of 'tender lines,' 
as he called them, confiscated notes from boys and girls 
to each other, which may or may not have reached their 
destinations!" Having these epistles read aloud was 
sufficient punishment, and the president did not add  
more.  
Another type of indoctrination was attempted by the  
president on other occasions. Arraying himself in a  
napkin, with plate and silverware, he would give lessons 
in etiquette. That they were needed seems likely if it 
is true, as some former students recall, that certain of  
their fellows still used the spoon as the all-purpose  
implement at the table.  
22


In the Grainger era at Healdsburg, it was clearly  
understood that one did not say "No" to invitations  
to take part in the Sabbath School or to perform 
publicly at the recitations which were occasionally held 
by the Literary and Debating Society. The importance  
of the Sabbath School was stressed as a training ground,  
and as one increased in ability and experience, the 
responsibilities became heavier, too. Church and school 
worked very closely together and much  of the church  
leadership was from the college faculty.  
"Specialization" was considered selfish in old Healds- 
burg. All were to behave as members of one big family.  
This was not always easy, for school desks were shared 
and it was only natural to try to obtain a seatmate  
whose ideas on neatness and private property were  
similar to one's own. When two young ladies wished to  
be roommates, the president granted the request but 
with a little advice which clearly illustrates his view 
of Christian association:  
I have no objection to your rooming together, but  
I would offer this caution. I have observed that you 
two are very fond of each other. You are much 
together. I hope you will not be selfish in your 
friendship. There are other young ladies here who  
would enjoy your society, and it would be profitable 
to you to be friends with all the girls in the school. 
A Christian is not exclusive. So I trust that outside 
of your room, you will each seek the company of 
someone else, and be impartial in your attention to  
all.  
Grainger felt strongly that there would be a  place in  
the organized work of the denomination for trained 
women, and he regretted that more girls could not be 
in the school. Said he:  
Our ministers and other workers need wives who  
have been trained as they have to put the cause of  
God before every other consideration. Statistics  
show that the happiest and most successful marri- 
ages are those between schoolmates, because they 
have been educated to have the same purposes and 
goals, have the same principles and philosophy of 
life. They have the same friends, contacts, and  

associations — and like memories of the sweetest,  
brightest period of life—our school days.  
Though the Healdsburg courting atmosphere might  
seem somewhat restrictive to young people now, the  
students of that day were not aware that they were 
suffering. They associated together in normal family  
fashion without sentimentality and got along quite  
well. As one student of the Grainger era remarked 
later: "You could work fast when school closed."  
The president was always considerate of the welfare  
of his faculty and staff. On one occasion, a load of 
peaches was delivered just after the cook had left 
for her vacation. They needed immediate attention.  
Grainger did not recall the cook, but put on a big apron  
and canned them himself.  
The only case of discipline from this period that Mrs.  
Alma Baker McKibbin remembers also involved the  
cook. A young man had written her a saucy letter. 
President Grainger straightened  him out with the fol- 
lowing words:  
You should respect Miss Fisher, first of all because  
she is a woman. I grieve that any student in this  
school should be discourteous to a woman. Second,  
because she serves you faithfully and well. When  
you disparage her work, you are finding fault with  
God who gave the  principles she follows in her  
cooking, and third, because she is the most neces-
sary, and therefore the most important member of  
this faculty. What could any-of the rest of us do  
without the wholesome, nourishing food she pre- 
pares day by day.  
Professor George Washington Rine was as much an  
intellectual giant as he was diminutive in stature. A  
teacher for many years at Healdsburg, he also was to 
teach at Pacific Union College in later times. Very 
popular with the students, he was a masterly teacher 
of English and speech. Fond  of an occasional big word  
or unusual phrase to keep his audiences in place, he  
did it not to show off but more as a joke. It was said  
that he could teach the dullest student English gram- 
mar. Many of his students prized for years afterward 
his book, The Essentials of English. He valued his  
dignity and was displeased on one occasion when the  
W. C. Grainger's tomb in Tokyo.  Mrs. Grainger and daughter Gertrude in Japan.


School group of the 'nineties, including Mrs. Grainger's elementary pupils.  
boys discovered that it was his birthday and insisted 
on carrying him into the dormitory on their shoulders.  
For years he taught the teachers' meeting for the 
Sabbath School. He also conducted summer tent meet-
ings. His marriage to a student, Florence Butcher, was 
neither the first nor last time that a teacher-student  
romance  occurred.  
A most unconventional Bible teacher was the redoubt- 
able Alonzo T. Jones. Later to be the Conference 
president, president of the Healdsburg board and 
denominational leader, he was at this period a popular  
and unpredictable teacher. His dramatic  gestures and  
complete outspokenness must have made him an out-
standing participant, whether in the class room or a  
faculty meeting. His pulpit behavior would be unusual  
even in the 20th Century. To emphasize a point, he  
would swing a leg clear over the desk (he was a big  
man), and on one occasion exclaimed, "This is too hot  
for me!" and forthwith stripped off his coat and vest  
and flung them on a chair before proceeding with his  
preaching.  
That he  went over well with students is  easy to  
understand in light of one incident at the breakfast  
table. In the family style of the day, Elder Jones, his 
wife, and their child were seated with a number of  
students at their regular table. The large bowl of 
porridge was placed on the table. Elder Jones served  
himself and his family. Suddenly he leaped to his feet,  
seized the bowl of porridge and carrying it high over  
his head, stalked the length of the dining room to the 
kitchen. There he deposited it before the startled cooks  
and declared in ringing tones, "I'd like something to  
eat. I want something besides sour mush." (The cook  
had been adding the new mush to the leftovers.)  
Elder Waggoner had been a part-time teacher in  

addition to his duties with the Signs cf the Times, but 
when the double load became too heavy for him, he was 
replaced by Elder R. S. Owen. Elder Owen holds the  
reputation as Healdsburg's outstanding Bible teacher. 
Many students still remember his expository skill. Like 
a number of the other teachers, he conducted tent  
meetings in the summer time and ministerial candidates 
learned "on the job." His interest in teaching and in  
students was deep and sincere, and it was probably a 
source of sorrow to him that he was later promoted to  
be president of the school.  
Also remembered, but possibly less fondly, was  
Professor Henry F. Courter. He was a brilliant teacher  
but with little patience with slow students, and inclined  
to be exacting in matters of regulatory minutiae, report- 
ing promptly any suspected breach thereof. Like a  
number of the teachers, he lived in the school home (he  
was preceptor for a time) and was accused by the  
students of using the stovepipes to keep track of student  
activity. The boys delighted to annoy him, sometimes  
tossing things through his transom when they thought  
it safe. Professor Courter, however, also held revival 
meetings with student  crews, and in 1892 his effort at  
Paso Robles resulted in the conversion of two young 
Japanese boys who were persuaded to come to  
Healdsburg.  
Perhaps the best way to introduce the subject of  
school home life at Healdsburg would be to examine 
the daily schedule as printed in the college bulletin 
for 1888:  
Bell for rising rings at 5:00 a.m. 
Hour for study 5:30 to 6:45 a.m.  
Morning worship ....6:45 to 7:00 a.m.  
Breakfast 7:00 to 7:30 a.m. 
Hour for Chores 7:30  to 8:00 a.m.  
24


Hour for study 8:00 to 8:40 a.m.  
Chapel exercises at South College....9:00 to 9:15 a.m.  
Recitations 9:15 to 1:40 p.m.  
Dinner 2:00 p.m.  to 2:30 p.m.  
Hour for work.. 2:30 to 4:30 p.m.  
Hour for study. .. 4:30 to 6:00 p.m.  
At students' disposal 6:00 to 6:45 p.m. 
Evening worship 6:45 to 7:00 p.m.  
Hour for study . 7:00 to 9:15 p.m. 
Retire and lights out 9:30 p.m.  
North Hall, the dormitory, had the dining room on  
the first floor, the girls on second, the boys on third 
and in the attic. No  serious trouble seems to have  
resulted from this arrangement. (It should be remem-
bered that faculty members were living in the building,  
too.) Water was not piped to the rooms but had to be  
brought in a pitcher from the end of each hall.  
Until the Cady administration at the end of the  
century, two meals were served daily in family style,  
with host and hostess at each table, and waiters from 
each table to bring the food from the kitchen. It was 
the waiter's duty to do as well as he could for his table, 
and on one occasion when the buns were especially good, 
the waiters from one table made two trips without the  
kitchen noticing it. President Grainger noticed, how- 
ever, and that table want roll-less next time.  
If one felt an evening meal to be necessary, zweiback  
could be obtained from the kitchen  and fresh fruit was  
permitted in the rooms. Meat was served once a day 
and fish on Friday until 1895. Self-boarding had been  
permitted at the start of the school, though discouraged 
by the administration. It proved so hard on the health  
of those who tried it that it was prohibited by  
Grainger's time. In view of the low prices charged in  
the school home, it is hard to see how a student could  
have saved much and still eaten adequately outside.  
During vacations those from afar had to stay in the  
school home, and frequently found themselves a bit 
bored. Anything that would let off steam was welcomed. 
When Mrs. Darling, the matron, had a day off, two of 
the girls volunteered to get dinner for her. Flora Fish  
and Kitty Wagner (now Kathryn Greenwood) got the  
key to the storeroom from old Brother Haub and 
planned a  dinner to end all dinners. Complications set in  
early. The roast beef did not seem to be doing very  
well, and Charlie Kim had to be called in for consult- 
ation. He kindly offered to finish that part of the job 
for them. The girls then turned to lemon pie. They  
used more butter on this occasion that Mrs. Darling  
would in a month, so much in fact, that the pie crust  
simply disintegrated and had to be fed to the chickens.  
(Two died.) Herbert Dexter, from Tahiti, made indi- 
vidual menus for everyone, and though for a time the  
feast threatened to be just "grits and gruel" it turned 
out to be a grand lark. Mrs. Darling didn't seem to be  
too upset  when she came back and discovered what had  
happened to the butter supply.  
Every morning, the student body had to walk to  
school, for the college building was about a third of a 
mile away.  Boys took one side of the street and the  
girls the other. There was some jostling for favored 
positions on the sidewalk. When it rained, the streets 
were muddy and crossing over and then back again was 
a nuisance for the girls. On the boys' side of the street  

grew a beautiful lilac tree near the sidewalk and the 
boys frequently helped themselves to boutonnieres,  
though it much embarrassed President Grainger to have  
to repeat his apologies to the lady who owned the tree.  
It seems that there were purple grapes in the neighbor- 
hood, too, which on occasion proved too much for the  
scruples of the scholars.  
To the members of the Healdsburg church as well as  
to the students themselves, it was always "our" college, 
especially under the Grainger administration. When  
school was out, the good ladies of the church and their  
husbands came in to clean, wash, sew, repair, and  
generally set the school to rights. The orchard was  
cared for and the fruits and vegetables canned by this 
volunteer labor.  
The happy little community did not require enter- 
tainment from the outside. Recitations by members of 
the Literary and Debating Society, or sessions of the  
Students' Missionary Society (where papers were wrap-
ped or missions and missionaries studied) occupied 
spare time usefully. A number of times the boys from 
the Pacific Press in Oakland came up to  play a Healds- 
burg College ball team and there would be  a "reception"  
in the evening. Village students took part in these  
activities, too. The close connection between the college  
and church services has already been mentioned, but it 
appears that there was a separate prayer meeting 
weekly in the school home.  
Graduation programs usually required an original  
oration or musical number from each member of the  
class, the former heavily loaded with classical allusions 
and well-turned phrases.  
Typical of the smalltown delights enjoyed was listen- 
ing to the village band on balmy evenings, the girls  
sitting in their windows, the roof of the porch under  
their feet. Above, the boys might be listening, too, or  
possibly trying to throw water on  the girls below. At  
one time at the north end' of the building, there was a  
barrel of apples imprudently located. The boys would 
drop their pocket knives on strings into the barrel in  
hope of spearing one, and as the apples swung past on  
their way up, the girls would pull them off the  blades  
—being careful to allow enough to get up to the third  
floor so the boys wouldn't quit trying. Passing notes  
or other objects between floors by string was also fun.  
Once some girls intercepted a "tender line" from above  
and tied a pickle on the string for a reply. The addressee  
of the note  wept, for she feared the boy upstairs would  
see some unpleasant symbolism in the pickle if he 
thought it came from her.  
It was surprising how often some girls found errands  
to the attic necessary during work period, for that was  
where Zach Thorpe and some of the boys made tents.  
When caught in unauthorized association, public con- 
fession in chapel was the penance. One girl, forerunner  
of generations of students apprehended in similar  
scrapes, confessed, "I'm sorry I was caught. I won't be  
caught again."  
Already firmly imbedded in school tradition was the  
tale of the young lady chided for allowing a young man  
to walk beside her from the dormitory to the school.  
"What could I do?" she said defensively. Replied the  
faculty member: "Stand still, walk backward, or run  
away from him!"  
25


Healdsburg Choral Club about 1895, Mrs. Howe, director (standing in center with small daughter). Front row: Daisy Kerr (Harris), Kitty  
Wagner (Greenwood), Willy Kerr, President Howe, Mrs. Moran. Middle row: Charles Knox, Fannie Ireland (Cameron), Nettie Mills (Cady),  
George Myers, Mrs. Howe, Jessie Creamer (Paap), Maisie Howard, Edith St. John, Clara Lake. Back row: Fred Mills, John Paap, Arthur Ross.  
The faculty knew that restraints were necessary, but  
preferably those that were self-imposed. Young people  
needed guidance until able to discipline themselves. The 
greater the number of people involved, the more neces- 
sary controls would be. The need for discipline, for  
regulation, was always carefully explained by the presi- 
dent in his fatherly way, and rarely did they feel  
unjustly treated. Says one student who was there in 
those days, "I have never known a kinder place than 
was that simple, early school."  
The happy, family atmosphere was what was longest  
remembered by those who were students during this  
period. After 65 years, Mrs. Greenwood remembers the 
smell of the beautiful roses on the study table in North 
Hall the evening she first arrived from a distant part  
of the country and out of another religion; and the  
friendly welcome of the little group of girls on the lawn  
the next morning. Among them were Alma Baker  
McKibbin, Lilian Yarnell Lacey, Anna Hammond Fries, 
and Laura Morrison. Out back some boys were kicking  
a tin can about for exercise—Jack Martin, Frank Burg,  
Herbert Lacey, Lee Good. It was a genuinely friendly  
group.  
When Alma Baker McKibbin was near death from a  
serious illness, the students prayed all night in the  
dormitory for her recovery and in the days that fol- 
lowed, the boys went about in stocking feet and towels  
were put over doorknobs to reduce noise. When she 
could be moved, President Grainger, himself, carried 
her to his home where she convalesced for four months. 
In one year, three students found such care in the  
Grainger home, and one died there.  
It can easily be seen why, as Mrs. McKibbin says,  
that Healdsburg College in those days was a sort of  

mutual admiration society, and why those who lived  
under the influence of that president and faculty have  
remained so loyal to them and their ideals.  
Turning to other events of the Grainger administra- 
tion, it may be noted that a normal department got  
under way with decorous fanfare in 1888 (altogether  
there were several beginnings for this department in 
the next couple of decades). Prospective students were  
assured the courses would be worth many years of class- 
room experience. "There will be given daily instruction 
in methods of teaching, school management, and other  
special subjects."  
The first "institute" held at the college was in 1892  
when 100 ministers and 25 Bible workers from the  
whole Pacific coast joined with 25 Healdsburg students  
in Conference employ for four weeks on the campus.  
The visit of Professor W. W. Prescott, Educational  
Secretary of the General Conference, about 1891, proved 
momentous. Professor Prescott, an outstanding educa- 
tor from the east, was undeniably a New England  
gentleman. Western informality shocked him. California  
society seemed crude. It was rather undignified the way  
anybody and everybody invaded the privacy of the 
presidential sanctum at will—not just students, but  
church members, too, for he was an elder of the Healds- 
burg church. The boys went in an out of the dormitory  
in their boots. Professor Prescot hardly approved of  
the dormitory arrangements either. Grainger he sized  
up as a good man but without "culture." One just didn't  
find "form" out west. It was true that the students were 
happy, and most of them were consecrated and destined 
for the "work," but how could a school be run properly  
in such an atmosphere?  
It was a long time before Grainger realized that his  
26


resignation would be acceptable and before Healdsburg  
realized that it would have to let him go.  He was  
replaced in 1894. Even then it is doubtful if very many 
in either staff or student body could see why. If he felt  
badly used, the president would not complain, only 
saying gently: "It's a sort of relief, you know. It's  
quite a responsibility."  
He had previously been interested in the work for  the  
Japanese, and since 1893, the opening of the work in 
that part of the Orient had evidently  been on his mind.  
It was this interest that probably made the departure  
from his beloved Healdsburg a little easier after a total 
of twelve years of  service.  
With Elder T. H. Okahira, whom Grainger had  
brought into the Message, the ex-president sailed for 
Japan in 1896 as the denomination's pioneer missionary. 
After working hard and well to establish the work 
there, he was carried off by sudden illness in 1899 at  
the age of 54. 
Ups and Downs  
At the instance of the educational experts in  Michi- 
gan, three young men were sent to  Healdsburg to  
straighten out the situation, and to bring dignity to  
the halls of learning. They were  called, unkindly, the  
"Three Wise Men of the East" or simply, the "eastern  
faculty."  
The new president was Frank Howe, a handsome  
young graduate of the University of Michigan (1894- 
1897). Accompanying him were Dr. Frank Moran and  
Professor W. E. Howell. Not overburdened with experi- 
ence, at least in running schools, they found themselves 
in a discouraging situation.  
Even their detractors would later admit that what  
happened was not really their fault. They were doing 
as they had been told. A bell was installed and was to 
be used by those wishing to see the president. Appoint-
ments were also necessary. Receptions were dress-up  
affairs. A certain amount of what might be regarded 
as necessary formality  was insisted upon but to the  
people of Healdsburg it was all very discouraging. If it  
was necessary to make appointments and ring bells to  
see the president, then very few found that they needed  
to see him after all. The more one had admired the  
Graingers, the harder it was to become adjusted to the  
new Age of Manners. Community support for the school  
declined and the break was hard to repair.  
When school began, there were only about 65 in the  
school home. President Howe blamed this situation on 
the current bicycle craze. Young people were spending 
so much on their bikes and their upkeep that they had  
nothing left for college. (In view of current prices and  
wages, this was not as unreasonable an assumption as  
it might first appear.)  
Further problems continued to worry the new admin- 
istration. An epidemic of the grippe laid low many of 
the student body and faculty alike. Then the continuing  
effect of the Panic of '93 made finances a major worry. 
It was not until January, 1896, that some pickup was  
noted. Special courses were introduced to interest part-
time students. In the fall of 1896, board and  tuition  
were cut to $14 monthly if half was paid in advance,  
but the opening of the term had to be delayed twenty 
days until enough students had arrived. From 80 at the  

CLASS OF '92—Standing: Delos Lake, Jack Martin, Leancler Good.  
Seated: Octavia Banta, Helen Good, Laura Morrison, Fannie Ireland,  
Alice Stiles. Alma Baker (McKibbin) was also a member of this class 
but was prevented by illness from being in the picture.  
start, the enrollment built up to 172 by the close of 
March, 1897.  
In the uncertain situation, it took some courage to  
introduce a vegetarian diet in 1895, for the subject  
aroused much discussion and some misgivings. 
Reported President Howe:  
The propriety of the  adoption of a strictly vege- 
tarian diet for the Home was thoroughly discussed 
locally, and it was the opinion of the Board and the  
Faculty that the time had come to put our school  
upon the right basis in this respect. The plans  
followed previously here have been for several years  
working in that direction, as in some of our other  
schools. The general results of the adoption of the  
present plan are very satisfactory. After the first 
week or two there were no indications of dissatis- 
faction with the bill of fare provided. The general  
health of our students has uniformly improved since  
the beginning of the year, and the good results of  
our diet system are  specially noticeable. Patrons of  
the school who have visited us at different times  
have uniformly spoken of the change with satis- 
faction.  
Before his term of office ended, Howe became popular  
with the students, for he was a good speaker, a big 
man of fine appearance with blue eyes and wavy brown  
hair. Though of a somewhat imperious manner, he 
was beginning to make progress in his relations with 
the constituents, showing some talent in raising funds  
at campmeetings, which was in those days one of the 
presidential chores.  
27


President R. S. Owen and his family.  
In the spring of 1896, G. B. Douglass, a former  
Baptist minister but recently Seventh-day Adventist,  
visited the college and left a picture of the school in  
the mid-nineties. In all his visits to schools of various  
denominations, he declared, he had never found a  
college which had such consecrated, humble and earnest  
Christians as the faculty and students of Healdsburg 
College. After complimenting the administration on its  
handling of the school, he goes on to describe the daily 
routine:  
After the working hour is over, each student can  
use the time until evening worship as he likes, never  
visiting the town, however, without permission of  
the president. At 6:15 the bell rings for evening  
worship, when all are expected to be in attendance.  
Then follows the "silent hour," after which all retire  
to their respective rooms for study. No talking above  
a whisper is then allowed in any part of the building,  
the study hour being continued until 9:30, when all 
lights must be put out, and the students retire to 
rest.  
Social activities were described in the following  
terms:  
Besides the holidays, when all the pupils are per- 
mitted to take an outing and enjoy the day together,  
the students of the Home are permitted, three or  
four times a year, to give a reception to other  
college students and their friends. I had the pleasure 
of attending one on Monday night, beginning at  
seven and closing at ten o'clock.. After the guests had 
been received by the president and his wife and the  
preceptress and other managers of the Home, and 
some time had been spent in social converse, a short 
musical and literary program was rendered, inter-
spersed with about five minutes of social convers- 
ation between the selections, which made the  
evening pass off very pleasantly.  
A thousand people attended the graduation of 1896,  
and President E. A. Sutherland of Walla Walla College 
addressed the graduating class of four.  
By 1897, the faculty began to scatter. W. E. Howell  
had gone to Hawaii to raise an interest but stayed to  
begin schools there. William Ings, the business man- 
ager, died. Dr. Moran joined the staff at the Rural  

Health Retreat, and then the president himself quit.  
He had worked hard in difficult circumstances. During *  
his three years, however, the morale of school and 
church had suffered to some degree. Howe felt unjustly 
treated and left the west in some bitterness. In later *  
years he founded and was dean of the School of Agri-
culture at the University or Syracuse.  
The board found no presidential candidates forth- 
coming after the departure of Howe. It has been  
asserted that a sort of inferiority complex settled upon  
the faculty, which was largely now "western," and no  
one was willing to assume the not inconsiderable burden  
of running the college. Finally, after a long and fruitless 
session, the chairman of the board crossed the room to  
Elder R. S. Owen, the highly respected Bible teacher,  
and laid the keys of the college before him. "We must 
go," he said. "It is train time. Brother Owen, we leave 
the school in your care."  
Though a fine teacher, President Owen was not an •  
administrator, and knew it. "I am a  homemade affair,"  
he said. He was a humble man and grieved much. 
Finances were continually troublesome, but the faculty *-
was built back up again. A broom factory was begun in  
1898, but the tent factory continued to be the school's  
best money-maker. It produced tents in various sizes  
from 7x9 to 80x125 feet. (The original resort at  
Guerneville on the Russian River began in a Healdsburg 
College tent.)  
The president taught special night classes for minis- 
terial students and they preached in neighboring towns  
and in the district high school on Sunday nights. The  
girls met Wednesday nights for classes in giving Bible 
studies.  
After two years, the Owen administration ended in  
1899. Elder Owen later spent many years as a Bible  
teacher at Loma Linda.  
The Cady Revival  
With the arrival of Marion E. Cady on the  campus  
in 1899, Healdsburg experienced a revival and may be 
said to have enjoyed its second "great" period. Some of  
the spirit of the Grainger days came back and the school 
reached its top enrollment figures during the next four  
years. P  
Professor Cady, though coming from the "east" did  
not have the kind of veneer that western ways would k ^  
damage. Likeable, eloquent, aggressive, full of ideas, 
willing  to meet and talk to people—and quite indifferent  
to clocks—he set to work as soon as he reached the  * r  
campus in May to launch a summer school. His life-long  
enthusiasm was the educational work, particularly on I  
the church school level, and he was already known for 
his interest in teacher preparation and for writing text  
books. He, with his capable associate, Professor E. S.  
Ballenger, did their best  to convince the Adventists  
of the west coast that all their children belonged in 
denominational schools, not just those  of college age.  
At the time there were only two church schools in the 
Pacific Union, taught by Mrs. McKibbin and Mrs.  
Lottie Wallar Alsberge.  
For Cady's first summer school, he planned eleven  
courses for the ten-week session. Prospective students  
were assured that one summer at Healdsburg would  
fit a mature person for church school teaching. The  
normal department had faded somewhat in recent years,  
28


The College Building in 1883.  
A Healdsburg group about 1898.  

• ^ .;„.,: ....  
i; Sj^-wnra  

MM fef  
Ifc 1  
mmis


but was now reactivated as one of the main lines of  
endeavor in the college. Considering all the enthusiasm 
Professor Cady carried with him and the zealous field  
.work which he carried on in the interest of his program,  
it was slightly disconcerting when only fifteen students  
showed up for the first summer session. One of these  
was Mrs. McKibbin. Since she was the only one who  
had had teaching experience, she was told by the  
president to teach the other students their methods  
courses while he took off into the field again! This was  
not quite what she had in mind when she came back to 
Healdsburg for some additional training, but she did  
the best she could. A. F. Haines, the printing instructor,  
tells a somewhat similar story of an abrupt and dismay-
ing introduction to college teaching.  
Eventually a strong normal department developed  
and graduates and teachers at Healdsburg who later  
went on to teach at Pacific Union College were Katherine  
Hale, Mrs. H. E. Osborne, and Mrs. McKibbin. By 1903,  
a demonstration school was running under another 
graduate, G. E. Johnson. The president himself spent  
much time as educational secretary for  the area while  
still in office at Healdsburg. Preparation of textbooks 
was of especial interest. Mrs. McKibbin's Bible text was  
printed  by the college press in sections, punched for  
shoelaces and supplied monthly to the school teachers 
of the Union. Cady's own Nature Study notebooks were  
printed there, too. Another Cady project was the  
journal True Education (price fifty cents per year) also 
printed locally.  
Under the new administration changes were notice- 
able in some features of school life. The average age of  
the student body had been dropping for some years and  
by this time was at about twenty years—close to 
present levels. Enrollment reached 250 by 1900 and  
298 in 1902 (185 of this latter figure were college  
students). This was Healdsburg's  record figure. The  
graduating class of 1900 was fifteen strong.  
Examining the scholarly pattern in the latter part  
of the Cady administration, it is noticeable that the 
heavy emphasis on the classics had been relaxed. This  
was, of course, in keeping with the general trend in  
education of the day and the Spirit of Prophecy.  
Before he left, Cady instituted the quarter system,  
which took effect for the year 1903-1904. The old chaotic  
tendencies apparently still existed, for though it was  
urged that students be present at the beginning of a  
quarter "if possible," yet "students will be received at 
any time." If one can take the college bulletin at face  
value, the student might enter in any quarter, and  

would be able to complete his studies in one, two, three, 
or four quarters ! If for example, he had three subjects, 
he might complete them in nine months. Should one 
wish to be done with a couple of subjects in six months,  
he would take a lighter load. It was designed to be 
flexible, the constituency was assured, and flexible it  
does sound ideed. Three studies were considered full  
work, plus industrial studies. This possibility of "con- 
centration of effort" was hailed as both a time and  
money saver.  
The winter quarter was especially set apart for the  
workers — ministers, canvassers, and Bible workers.  
They were urged to come and take several studies or 
to devote all their time to one. They were assured that  
"The teacher will spare no effort to accomplish the most  
possible in the time allotted to study." It was planned 
to have "the best talent" of the ministry, publishing  
houses, sanitariums, and canvassing work at the school 
that quarter to give special classes. In a year or two, 
it was decided the flexible quarter was impractical and 
it was dropped.  
The courses of instruction were organized into depart- 
ments, and the courses numbered—1, 2, 3, 4, and so on, 
reaching No. 17 in the Language department. Depart- 
ments represented were English Bible, History, Natural  
Science, English Language, Ancient and Modern Langu- 
ages, Mathematics, Commercial, Shorthand, Philosophy,  
Music, Art, and Medical. The Natural Science offerings  
were in thirteen courses with  one each for eleven sub- 
jects: Bible nature study, physiology (two courses), 
geography, physics, astronomy, zoology, systematic 
botany and agriculture, physiological psychology, 
natural philosophy, chemistry, geology, and science 
teaching. The Philosophy department had four varied  
courses: mental, moral, and political science, pedagogy,  
history of education, and political economy. Most  
departments had five or six courses listed.  Shorthand  
was apparently not part of the course structure. Music- 
lessons were subject to extra charges of course, from 
a nickel per session in the notation and sight reading 
course through fifty cents (in groups of four to six) in  
voice culture, to a dollar an hour for orchestral instru- 
ment lessons and pipe organ.  
The medical department offered hygiene and hydro- 
therapy, but if one had nine grades of school already 
and was twenty years old or older, it was recommended 
that he proceed at once to St.  Helena Sanitarium to  
enter the nursing course. Those deficient in credits or  
age might take the two subjects at Healdsburg and 
apply them later to their nursing course at St. Helena.  
The girls in the schvol home,  
about 1900.


CLASS OF '99—Back row, left to right: Sidney Smith, John Paap, Frank Bond, James Ernest Bond, Walter Bond. Middle row: Grace Burnett,  
Edith St. John, Luella Reed, Jovita Edna Mallory. Front row: Milton St. John, George Myers, Charles Knox. (F. M. Owen was not in the picture.)  
General courses or curricula listed included the Inter- 
mediate Course (8th and 9th grades), a College Prepar- 
atory Course of twenty-four "quarters," and then the  
collegiate courses. The Scientific required thirty-two  
"quarters" as did the Literary. (It should be recalled  
that three subjects were considered full load, so three  
"quarters" of courses could be taken in a quarter of the  
school year. Counting summers, one could cover twelve  
"quarters" in a school year.)  
Special courses were offered  for those with less time  
to spend or who had special interests—the Ministerial  
course of twenty-seven "quarters," Medical Preparatory  
of thirty-four, the Teachers course of sixteen (!), and  
a Commercial course of ten "quarters."  
Course write-ups in the bulletin  always carefully  
justified the giving of such instruction in light of  
denominational and missionary needs. "Many wander-
ing boys who have drifted away from home, and  
mother, and God, have been reclaimed by some sweet 
song . . . We often wonder why young people do not  
devote more time to the study of music, instead of  
wasting so much of it in useless games and plays." In  
case there was still doubt of the value of musical studies, 
it is said: "The boy who studies music successfully gets 
a harmonious education and becomes a peace-maker."  
In the days of President Grainger, it was admitted  
that less than $1000 had been invested in "scientific 
and philosophical apparatus," but now the college had  
a chemical-physical laboratory. It is true that the equip- 

ment may have still been meagre, for the four great  
needs of the college as listed in the 1904 bulletin were  
(1) money for the library, (2) specimens for the  
museum, (3) "apparatus of any kind for the physical 
and chemical laboratory," and (4) funds for a "worthy 
student" fund.  
No curves were used in grading, but a straight  
percentage system. For promotion or graduation an 
average of 85 was required each quarter. Seventy-five 
was failing. A daily average of 95 excused the student 
from final exams in that class.  
The faculty reached a high point in numbers during  
the Cady administration. In 1903-1904 sixteen "colle-
giate" faculty were  listed and twelve in the industries,  
plus J. S. Osborne in the normal department. Two future 
presidents of the college (Sharpe and Howell) were on 
the faculty, as well as those who would be teaching  
later at Pacific Union College and Lodi Academy—Elder 
E. J. Hibbard, George B. Miller, and J. A. L. Derby, for  
example. Among future Pacific Union Conference educa- 
tional leaders were President Cady himself and H. G. 
Lucas of the Commercial department.  
Very dear to the heart of Professor Cady were the  
industries, as part of the divine pattern for education.  
The endeavor was made to place industrial training 
on the same basis as the regular classes, with textbooks 
and class periods. Home students working six hours  
weekly were considered as having paid the tuition on  
these courses; the villagers had to pay tuition if they  
31


•  • - ••••  
wSSBammSmBIBm^  
LATER PRESIDENTS AT HEALDSBURG  
Elton D. Sharpe  
(1903-1904)  
Warren E. Howell  
(1904-1906)  

Marion E. Cady  
(1899-1903)  
Lucas A. Reed  
(1906-1908)  

F  i  
«  1:


wished the industrial training. The home students had 
two and a half hours per day to perform, as a minimum.  
"When a student becomes so proficient in any trade  
that his labor proves profitable to the College, he will  
be compensated accordingly." (Pay ran between five 
cents and fifteen cents per hour.) Nine hours per week 
were guaranteed in the trade selected by the student,  
but the college reserved the right to require the  
remainder done where needed.  
Since the faculty of this period believed so fervently  
in the training of mind and hand, it was not unnatural  
that industries saw their greatest proliferation during  
this period. The list given in 1902 had broommaking,  
tentmaking, printing, carpentry, upholstery, cooking, 
laundry, bakery, cannery, hydrotherapy, plumbing,  
blacksmithing, painting, freehand and mechanical  
drawing.  A store was opened in 1902  also, partly as an  
outlet for the college bakery, which carried on a consid-
erable trade in the valley. The college operated the 
largest woodlot in town. Plans were afoot for adding  
harnessmaking, shoemaking, agriculture, floriculture,  
and horticulture. Advertisements were put out to obtain  
instructors in these or other skills, preferably for  
teachers who wished to go to school themselves. It is 
difficult to determine whether some of those listed ever 
functioned, and if so, for how long, for problems of 
staffing and equipment were great—sometimes greater  
even than the president's enthusiasm. In 1902, the  
board went along with the list of industries, but 
required that no new debts be incurred.  
During the summer, the students canned commer- 
cially 7,000 gallons of fruit and 2,000 jars of jams and  
jellies. The farm had seven acres of tomatoes, one and  
a half acres in beans, and the same acreage in corn. 
Crop failures and trademark troubles hurt the  canning  
industry in later years.  
Each teacher was expected to do industrial duty,  
though there are not references to the president him- 
self taking actual part in the proceedings. His faith  
and enthusiasm however were contagious and sup-
porters of the college were encouraged to believe that  
the progress would be permanent. Elder Lacey super-
vised the grounds; Professor Osborne worked under  
George Wallace in the carpenter shop; Miss Barber  
(later Mrs. H. E. Osborne) worked on the lawns, flower- 
beds and in the greenhouse — and recalls that the  
campus continued to look very attractive through the  
Howell administration.  
By now it was possible, indeed recommended,  that  
students work their way through school. Several plans 
were available. For $50 in cash and five hours work 
each day, the student would receive his board, room, 
tuition and plain laundry for nine months. For $75 cash, 
the student could get by with four hours labor daily.  
Twenty or thirty able-bodied young men could work 
their entire way at 36  hours weekly on the Timberland  
Industrial School farm (to be mentioned below). Finally,  
sales of subscription books to the amount of $200 would  
bring a nine-month scholarship, though this still called 
for the regulation two-and-a-half hours work each day.  
Four miles northwest of town was the Timberland  
Industrial School. About 160 acres of woodland, it was  
purchased by the college for $1,000 and supported wood- 
cutting crews who worked part-time and studied the  

rest of the time. They were permitted to attend church 
with the rest of the school family in Healdsburg. The  
only real building on the property housed the classes  
and Mr. and Mrs. U. T. Cady who taught them. Looking 
back on this auxiliary of Healdsburg, Professor M. E.  
Cady wrote that he considered this Timberland school  
to be the real fore-runner of Pacific Union College. At 
least they had the axe in common.  
During the school year 1902-1903, about twenty  
students paid all or part of their way by working part- 
time in college industries. This group were known as  
"industrials" and had their classes from five to nine  
p.m. to enable the shops to function during the day.  
Tuition varied according to the subject, from $1.70  
to $2.00 per month, with drills often at fifty cents extra. 
There were many extra fees. It should be remembered  
again that three subjects were considered a full load, 
or $5 to $6 monthly. Board was on the European plan 
at three cents a dish, and was estimated to run between 
$1.75 and $3.00 per week.  
To those who had been at Battle Creek College, the  
atmosphere of Healdsburg was more relaxed and 
intimate, and the country location was in  its favor.  
Some of the faculty felt, however, that the regulations  
were a bit strict. Certainly there was no dating on any 
occasion. Association with the opposite sex came natur- 
ally at the dinner table, in committee meetings, and 
through membership in such groups as the Sabbath 
School or the missionary societies. Outings came about  
three times a year. Couples that were too devoted might  
attract unfavorable attention from the administration. 
Mrs. H. E. Osborne tells of an incident while she was 
still Miss Barber which illustrates the idea of "correct-
ness" that a single lady faculty member had:  
HEMiBSBURS  
TE rRir'DAY, MAY 25, 189'-).  
S. D. A. CHURCH, a P. M.  
33


. m  
School group about 1900.  
It was the faculty meeting before Christmas and  
I was the only unmarried woman on the faculty that  
year. There were two or three young unmarried men  
and there was one who was in charge of the college  
press who was rather a  nice, pleasant-looking young  
man. I remember he was at the faculty meeting  
that night.  
Professor Cady said, "Well, we must plan for our  
Christmas picnic. I think we shall climb Mt. Fitch  
on Christmas day." Mrs. Cady immediately said,  
"Oh, Mr. Cady. Let's not go up Mt. Fitch. We always  
go up Mt. Fitch. It's such a climb, and really it's  
very trying to us women, it's hard for the girls,  
and it's hard to get the food up there. Why can't 
we have a change and go out to Mill Creek or Lytton 
Springs or somewhere else? Let's not climb the  
mountain."  
Professor Cady made no reply. Then I did a very  
foolish thing. I didn't know then that one should  
never give advice when a husband and wife are  
discussing something. I said, "No, Professor Cady, 
let's not go up Mt. Fitch!" I really didn't care a bit.  
I just did it to help Mrs. Cady. He turned to me and  
looked at me calmly, with a decided grin. (He always  
had a grin that reached from ear to ear.) Then he  
turned to this young man who we may call Mr. 
Smith and he said, "Mr. Smith, will you assist Miss  
Barber to climb the mountain on Christmas day?"  
Then he said to Mrs. Cady, "I will help you climb  
the mountain, Mrs. Cady."  
I knew it would never do for me to have a young  
man help me climb that mountain when the girls 
were not allowed to walk beside a young man up  

the mountain. So I saw to it that I started very early  
Christmas morning. I fairly ran. I joined the group  
of girls and we were halfway up the mountain when 
Mr. Smith appeared at my elbow and asked if he  
might help me. I said, "Oh no. thank you. I'm getting  
along very  well." So that was the last I saw of Mr.  
Smith.  
Professor Cady enjoyed one advantage most college  
presidents would find most helpful. In 1900, Mrs. E. G. 
White returned to the United States from Australia and 
settled at Elmshaven, near the St. Helena Sanitarium.  
Not only could Cady talk over his general problems  
with her, either on her  visits to Healdsburg or on his  
own frequent visits to St. Helena, but also particular  
disciplinary problems were greatly eased by her assist- 
ance. On her visits she always gave the Sabbath sermon  
and usually addressed the students and faculty on such  
occasions. Once she was present at the annual board 
meeting when it was considering eliminating some of  
the industries which were not paying their own way.  
She urged them to keep the industries going because  
their activity was a gain for the school and  for the  
students, though the ledger account might show some 
loss.  
On another occasion, Mrs. White assisted the presi- 
dent in a dietary problem. Some of the students whose  
background was "worldly" were quite dissatisfied with  
the Healdsburg dinner table and told Cady that the  
food tasted like sawdust. They wanted the privilege of  
going  in to town to eat "a good square meal." Asking  
Mrs. White what should be done with these boys, most  
of whom were  not Adventists and were used to food not  
served by the college, he says he was surprised by the  
34


reply. "You should be very sympathetic and kind to  
them. It is a hard situation and a very trying one to 
the boys. They are to be pitied. We should love them  
and, if possible, lead them into the truth. This their  
parents are praying for and we should do all we can to 
help their prayers to be answered.  
"Of course, we could not allow them to go down to  
the restaurants and eat, but the food in the dining-room 
should be very palatable, and they should have all the 
good food that we can supply them; plenty of butter,  
milk, eggs, and vegetables, so that there will be no lack  
of good food."  
Cady replied that no butter was served at all, and  
eggs not very liberally, because of a board action of  
two or three  years earlier, because of statements in Mrs.  
White's own writings indicating that the time would  
come when such products could not  be safely used.  To  
this she replied, "The Board has run away ahead of the 
Lord. I have stated in my writings that the time would  
come when animals would be so diseased that it would 
not be safe to use their products as food, but that time  
has not yet come. Butter, cream, milk, and  eggs are  
still to be served, and we are to serve them until we  
find substitutes to take their place."  
It required a further affirmation of this position by  

Mrs. White before the board would yield and with the  
change in diet, "a much better spirit came into the  
school and much more cooperation on the part of these  
young men that were dissatisfied."  
On another occasion, letters from Mrs. White cleared  
the president from  various charges circulating about  
his handling of money and were of utmost importance 
in a disciplinary case. Described by Professor Cady as 
the most painful incident of his college career, the  
affair involved the exposure and expulsion of the son  
of a board member—who had publicly declared that  
"they can't turn me out of the college." Seeking advice,  
Cady found Mrs. White already had letters written on  
the subject. "The whole situation was opened before 
me last night, and I have here written out what the  
Lord has shown me regarding the situation in that  
house." They were duly sent to the family involved.  
The appalled father, who had been supporting his son 
in his controversy with the school, refused to believe 
the charges in Mrs. White's letter, but the boy  inter- 
rupted him and said: "Hold on, father. It is all so. Sister  
White knows what she is talking  about. She is no  
ordinary woman." Eventually the boy came around, 
was rebaptized and readmitted to the college and gave 
no further trouble.  
Class of '03.


The prescribed dress for Healdsburg co-eds of 1895. Note particularly the center cut which illustrates a device for "instant adjustment" of the  
lower part of the gown, especially "for use in the California rainy season." It was planned to provide special dress for both young ladies and  
gentlemen.  
In a Founder's Day address given at Pacific Union  
College in 1947, Professor Cady testified of the encour- 
agement which Mrs. White brought to him during those  
difficult years. He concluded as follows:  
On one of my visits to her home I was greatly  
encouraged when she told me that I had the right  
vision of our educational work, and said, "If you  
remain humble, the Lord will use you to build up 
the educational work in the Pacific Union Confer- 
ence." Then she added, "You will have lots of  
opposition. Don't mind it; forge right ahead." She  
would repeat this whenever I visited her home.  
The weakness in the whole program, as Healdsburg  
College entered  the new century, was in financing.  
Back in 1897, when Mrs. White was warning the  
administrators at Avondale, she had used Battle Creek 
and Healdsburg as warnings: "Healdsburg College need  
not now have been loaded with debt if the expenses 
had been carefully considered, and the outlay made 
proportionate to the income ... It is an easy thing to  
place the expenses of the students very low, but it is  
not so easy to  make the outgo meet the income."  
As reported in August, 1899, the debt stood at  
$35,000. $12,000 was pledged by the constituency and  
hopes were that the remainder would be liquidated the  
next year. By then it had reached $40,000. Pledges of  
$22,000 were obtained at camp meetings and by the  
expedient of most denominational workers, from the  
board members to the teachers, pledging a month's  
salary for three years. Mrs. White, just back from  
Australia, announced that the proceeds from Christ's  
Object Lessons would go to support the schools. For 
some years students sold this book during vacations.  
The hope was held out that if the school could live  
within its income, this added income could retire the  
interest charges.  
That one department made money and another lost  
it was mostly guesswork. Every problem faced in a  
college industrial program seems to have been present 
in Healdsburg. The market for many of their products  

was limited. Supervisory talent was thin. Student labor  
was frequently untrained. It was difficult to find year- 
round work and keep up steady production. A new 
business manager tried to put in a system of cost  
accounting, got into difficulties with certain board 
members and, when his suggested reforms were turned  
down, resigned. Before he did so, he stopped dining 
room losses by making the switch from the family style  
of serving to the price per dish system (with smaller  
servings).  
In the too rapid expansion of industrial activities,  
considerable losses had been added to the already con-
siderable debt inherited from previous administrations.  
Professor Cady was undoubtedly concerned by the  
financial situation but this was not his strong point, and  
he was inclined to  think in  large terms about his pro- 
gram and hope for the best. After his persuasive person 
was removed from the scene, many of the industries 
were abandoned. The farm, hard hit by crop failure, was 
rented out. The manager of the broom factory was put 
on his own, with  any losses to come out of his own  
salary. The Timberland Academy was closed as a money- 
loser in 1904 after one year of operation.  
That the situation had been unhealthy for some time  
is seen in that losses for the first nineteen years totaled 
$30,531. There was a gain of $147 in 1901-1902, and  
then, with the full effect, presumably, of the ambitious  
industrial program being felt, a loss of $15,615 was  
incurred in the one year 1902-1903.  
At the 1903 General Conference, the Healdsburg debt  
was reported at close to $23,000, showing that about 
half of the 1900 figure had been paid. About $10,000 
had come from Christ's Object Lessons, the  rest from  
cancellations.  
To the continuing battle with debt was added another  
problem, also grown over a period of time. That the  
campus was divided had not been too serious a matter,  
but as the town grew, the college premises were 
hemmed in by private homes. As Mrs. White had said,  
"While men slept, the devil sowed houses." In 1901, she  
36


further said: "If in the past, those in charge of the  
Healdsburg school had had spiritual foresight they  
would have secured the land near the school home,  
which is now occupied by houses. The failure to furnish  
the students with outdoor employment in the cultivation  
of the soil, is making their advancement in spirituality 
very slow and imperfect." Discipline was more difficult 
now that the town had grown up about the campus. As 
early as 1903 it was suggested that the school be moved  
and a more rural location be found where the program 
could be carried on more according to plan.  
In July, 1903, the Pacific Educational Association was  
formed to hold the assets and liabilities of the college 
and to provide more direct denominational control than 
was possible under the joint stock corporation of 1882. 
The certificates were now turned over to the Associ- 
ation, and all former stockholders became members of  
the Association. In addition, ex-officio members were 
added from denominational leadership of the confer- 
ences and educational work.  
The final commencement  of the Cady regime was  
reported by Mrs. White in the Review and Herald of  
July 14, 1903:  
By invitation I attended the meeting held at  
Healdsburg in connection with the closing of the 
school, May 29, 1903. I was glad to learn that  
teachers and students had united in dispensing with 
the wearisome and profitless excersises that usually 
attend the closing of a school, and that the energies 
of all, to the very close, were devoted to profitable 
study.  

On Friday morning, the certificates were quietly  
handed to those who were entitled to them [16 in the  
graduating class], and then students and teachers  
united in an experience meeting, in which many  
recounted the blessings that they had freely received  
from God during the year.  
On Sabbath morning I spoke to a large audience  
in the commodious meeting house of the Healdsburg  
church. The students and teachers were seated in  
front, and I was blessed in presenting to them their  
responsibility as laborers together with God. The 
Saviour calls upon our teachers and students to 
render efficient service as fishers of men.  
In the evening a large audience assembled in the  
church to  listen to a sacred  concert rendered by  
Brother Beardslee and his pupils. Good singing is an  
important part of the worship of God. I am glad that 
Brother Beardslee is training the students, so that  
they can be singing evangelists.  
I was much pleased with what I saw of the school.  
During the past year it has made marked progress. 
Both teachers and students are reaching higher and  
still higher in spiritual life. During the past year  
there have been remarkable conversions. Lost sheep  
have been found and brought back to the fold.  
Cady had been re-elected president with Professor  
E. D. Sharpe as vice-president. In July, 1903, a call  
came from the General Conference asking for Cady's 
release. The Board did not like to have him taken in this  
fashion and insisted that since the president's work  
was to build up, not tear down schools, they would not  
Healdsburg College orchestra, 1903, William Wallace, director.  
37


let him go until the school had been well launched for  
the year.  
The counsel of Mrs. White was that the school needed  
•a president "to attend to the school and not do field  
work and be away from the school." As educational  
secretary in the Pacific Union, the president had been  
away much of the time and Sharpe had been acting in  
his absence. Eventually the departure was arranged  
and Cady went on to service in educational work else-
where, including the presidency at Walla Walla College,  
and Professor Sharpe succeeded him. Faculty, students,  
industries, and debts had  all increased during Cady's  
eventful four-year term. 
The Last Days at Healdsburg  
President Sharpe served but one year, from 1903 to  
1904. He was a good man but overtaxed by an increas- 
ingly impossible financial situation.  
The industrial program was badly mangled when a  
number of these enterprises were closed by the Board.  
Aggregate losses had passed $1500 for those depart-
ments alone. The Conference added to the havoc by  
diverting part of the proceeds from Christ's Object  
Lessons to the church schools — whose need was  
undoubtedly very great, too.  
In 1903 may be found the first indication of a school  
annual—the Alethian. It carried pictures of the faculty,  
student body, and the industries, but was largely  
literary, and carried essays and poems produced in the  
Students' Literary Improvement Society.  
Professor W. E. Howell became the president for two  
years, 1904 to 1906. A very tall, slender man, he was a  
remarkable combination of scholarship and dignity. 
More of an intellectual than an administrator, he tried 
ineffectively to halt the financial decline.  
In a very frank report published in the Pacific Union  
Recorder in 1905, Howell blamed the situation largely  

on unwise borrowing for expanding industries, some  
"not essential" to the work of  the college. However, he  
defended the natural growth of economic industries,  
under proper management, but asserted that the  
Healdsburg plant was too cramped to support a profit- 
able industrial and agricultural program. There were  
too many working students compared to those who paid  
cash, and too many teachers for the enrollment.  
One of his proposals was  to cut the class periods from  
55 minutes to 45, or even 35 minutes. He claimed that  
as much could be accomplished in the shorter period as 
the longer, and the teachers  would be freed for more  
classes. In 1905 the pay scale provided that men with  
full teaching loads would carry five subjects plus drill  
and ten hours industrial labor each week at $14, or  
$2.00 per subject on part time. Ladies received $12 or 
$1.75 each on part time. Retrenchment in salaries was  
tried. The president assumed the business manager's  
duties and saved $56 each month, and  teachers (and  
their salaries) were shaved until an additional $100 had  
been cut from the payroll. Music, blacksmithing, and  
dressmaking were put on a self-supporting basis. As the  
number of students declined steadily, these heroic  
measures came too late to do permanent good.  
No one could accuse President Howell of neglecting  
his students. He and his wife worked, studied, and 
played with their charges. (Once more, the President  
was also Dean of Men.) He  personally supervised the  
boys' study hour in the parlor and Mrs. Howell did the 
same for the girls. He was much concerned with provid-
ing something special the whole group could do on  
Sunday afternoons. There were hikes to Mill Creek,  
Lytton Springs, and ascents of Mt. Fitch. He also super- 
vised  a period of general reading, advising in the choice  
of secular literature. He would work himself to exhaus- 
tion at the side of the student workers, and was known  
College Bus, 1903, built by students in college carriage shop.


Healdsburg students and faculty, 1906  
to race the boys to the showers to see who could be first  
to get changed for worship.  
The president reported student religious activities of  
the period as including work on the Signs campaign, 
selling Chirst's Object Lessons, obtaining signatures 
to a religious liberty petition, raising funds for worthy  
students and for a tent for Elder Armstrong in Ceylon, 
distributing self-denial boxes for the work in the South, 
and in "preparing substantial programs in the Young 
People's Society."  
In March, 1906, at the meeting of the California  
Educational Association, there was sentiment for  
closing the school at once, but by cutting staff and other 
economies, it was figured that the term could be com- 
pleted for only another $160 additional indebtedness.  
President Howell protested that so much emphasis on  
finances was bad public relations and imperiled the  
school's chances for survival.  
When the earthquake of 1906 struck the next month,  
it found President Howell in a San Francisco hotel bed.  
The night before he had just suffered what he later 
was to call his private "educational earthquake"—the  
board had fired him and he was on his way back to  
Healdsburg to finish out the year. Climbing out from 
under the debris, he forced open a jammed door and 
escaped to the street. He finally got to the ferry and 
the next day arrived in Healdsburg to find classes recit-
ing quietly out on the lawn. Only about $1,000 damage  
was done to the school. Even the chimneys stayed put.  
Somehow, the students felt better outside. For the rest  
of the term, as the numerous aftershocks came along, 
the girls slept on the front lawn and the boys in back.  
It was not quite the novelty it might appear, for on 
good days, classes, faculty meetings, or even board  

meetings had been held under the splendid campus  
trees. The tent factory kept right on going, however.  
At a solemn meeting of the teachers with the board  
in June, the chairman, Elder W. T. Knox, explained  
that the faculty was too numerous and announced that  
both of the Bible teachers (Elder D. D. Lake and  Mrs.  
McKibbin) were to be transferred since jobs could be 
found for them. The other teachers protested at this. 
Mrs. Osborne volunteered to give up her salary and to 
try to live on her husband's. Elder Knox accepted this  
offer graciously. (Mrs. Osborne was further rewarded 
by having to teach two of Mrs. McKibbin's classes  
besides.) The school was saved for the moment, but 
thought was given to closing it for a year to catch up  
with its debts, or to economize by renting quarters and 
selling the plant if a good price could be realized. This  
would have the further financial advantage of com-
pletely eliminating all industries.  
Several of the teachers were willing  to attempt to  
run the school on their own responsibility, so an addi-
tional reprieve was granted. Professor Howell departed  
to new duties at Loma Linda and was succeeded by Dr. 
L. A. Reed, the last president at the old location (1906- 
1908). A midwestern dentist with some teaching experi- 
ence, Dr. Reed was somewhat like his predecessor in 
that he was a genuinely intellectual man with a surpris-
ing fund of knowledge about many things, but not  
particularly successful as an administrator. There had 
been another $20,000 in additional losses since Cady's  
day, so it would have taken rather extraordinary gifts 
to have saved the situation at that late stage. Reed had 
been dean of men, was well like by the students, many 
of whom were deeply attached to him, but his relax-
ation of social restrictions was not appreciated by some  
39


with interest thereon at the rate of. \J per cent per annmn from until fully paid.  
Both principal and interest to be paid only in Current Coin of the United States of  

/A/if*. 2-1  
.after date, without grace^/oyvalue reeved, HEALDSBURG |  
:GE promises to ppy to the firdjzr of. ^^JrT^X /^Typ^^ri^ f  
Dollars, 5  
A witness to the financial difficulties of the College.  

5  Sec. ?  
of the more conservative faculty members. With that  
body reduced in size, President Reed himself taught  
eight classes, the last in his home in the evenings. He  
covered history, Bible, science and art!  
The most lasting work of this foredoomed adminis- 
tration was the renaming of the school to Pacific Union 
College—a name it could carry with it when the  
expected relocation might take place (1906).  
In 1906-1907, operating losses were more than offset  
by donations and it was decided to extend the experi- 
ment another year. However, 1907-1908 saw a loss of 
$4,510 making total debts over $11,000.  
In 1907, the college building was sold. Classes were  
held in the school home and even in some of the empty  
industrial buildings, dark and dingy as they were. The  
industries were gone, the grounds were not kept up,  
and the end was obviously not far off—a heartbreaking  
situation to those who remembered the good old days of 
Grainger and Cady when things were humming and  
prospects were good.  
The city of Healdsburg was interested in acquiring  
the property that remained. The earthquake had badly 
damaged the city's schools and some college facilities  
had been rented to the city right after the earthquake.  
In the final year, church members were asked to  
keep an eye out for likely sites in the country to which 
the school might be moved for a fresh start. Dr. Reed,  
himself, ranged the countryside looking too, particularly  
in Napa county.  
In June, 1908, at the Oakland campmeeting, the Cali- 
fornia Educational Association confirmed an earlier  
decision that the college be relocated "in the country"  
for a worker's training school, to have two teachers and  
to give only "advanced" work. In the meantime, the 
California Conference would make use of the new  
school Dr. Sharps was launching at Lodi.  
In this same month occurred the last literary  exploit  
of Healdsburg (or the first of Pacific Union College,  
depending on the point of. view) with the release of the 
second number of the Collegian, another mostly literary 
annual. It carried a few pictures and reported the  
activities of the various student organizations, the most  
distinguished of which was apparently the Pacific Union  
Christian Workers Association.  

The last college activity was a teachers' institute  
held June 16 to July 14, 1908. Then P.U.C.-at-Healds- 
burg closed its doors forever.  
The property was already up for sale at $13,000.  
Today where the school home once stood is the Healds- 
burg Junior High School and its playing fields. Where 
the old college building and the church were are now  
private homes. No trace of the college remains to 
remind the passerby of the vanished glories of "our"  
college.  
Was Healdsburg a failure? In 26 years of operation  
it lost $92,248.29, half of it after 1903. Sale of stock, 
donations, sales of Christ's Object Lessons together  
brought only $86,379.14. The assets, buildings, land, 
and equipment were valued at $25,098.24 and had to be 
drastically cut to reach a reasonable sale price. The 
California Conference Association assumed the debts of 
Healdsburg in 1911.  
As President Howell protested, all cannot be meas- 
ured in terms of dollars and cents. On the credit side  
are the lives of some 2,000 students who passed through 
classes in the old college. Some 400 of them became  
denominational workers. Not very many earned formal 
degrees—but such things were not particularly import- 
ant in those days. They were there for business. In  
Grainger's day alone, fifty became foreign missionaries,  
including the president himself.  
If a school is known by its alumni and students, then  
Healdsburg has no reason to fear comparison. Out of its 
small student body went Abram La Rue to Honolulu  
and Hong Kong, Frank Hutchins to Central America,  
J. E. Fulton to Fiji, J. L. McElhaney to the Philippines 
and to the presidency of the General Conference, Fred  
Bishop and Thomas Davis to South America, David  
McClelland to Ireland and England, the Paap brothers  
and Robert Hare back to New Zealand, Herbert Dexter 
to France, Switzerland, and the West Indies, the Bond  
brothers to Spain, Dr. Keem Law to China, Herbert 
Lacey to England, Delos Lake to Samoa, George Teas-
dale to Java, Nicholas Hanson, captain of the Pitcairn,  
Guy Dail to Germany, Dr. Elmer Otis to Jamaica, and in  
the homeland such as Laura Morrison, Alma McKibbin, 
Dr. Frank Thorp, Alvin Kellogg, Frank Burg, and many  
40


V. 
\  
o)  

t  
Voi.rxiK .2  

LABOR AND STUDY.  
/Icaldsbnrg. S»tumm Co., Cal.. j apiary, 1SS6.  \ '.."Mi:I K i.  
StrntrutV  
HEA.LI).BBTJRG' CSOLLKOK PRESS  
: essof; • tire oioos-- meate. ti"si>Hta  
s H!i«.rti. Ilia-1  ..h.rol!1 h.  .tt!-ln-« i I . tire s.:-. so VO Mk  
Price per year,  
i,.(, !!>«. MsSiSii  
VS*  V: 'T' 1. !  

[K>s--i.N--iiin (ii Canaan by tf. Israels^  ' vrly h;uJ places of refuge «Jv. re the  ; Ike aiid. W sate lro«| the ver^waiscc! c  blie irnghs. have Q^aKied. They also  f Of  Tpiic feetrtKihaii'.-n, where  ii  for ne tosavt. i li n.,1  he it tf!  
( ' b* miibi evil at >. i r I i wit- n n. , • mis  are  always respected. .imt ik-v will not harm any  JMste atiarkert. iVt: hiiglw siflk  .one  n i <  t > i" u « 5 f i i  i una hi'<! at these islands ami 'or some cause  !«.••.:,«»c  50 cents. ; ^Kagtd in battle with the ini abuants. Dura.-  the  tiv.uem nt a ! ieuUn.mt t.a .he f»H«|* w.iffeinjt  ..„  ; in  an open place watching th.- progress of the h;.;h*,  ' an.I althouyh hi- stood i an it. full vk-w no  "*' »t* wore  fireu at him. When  the tv«>;vv> were  inu*rr«»fisued  as to  the cause, o;'their actio, inwards hint the; an- swered. "lie did not firt' a-  tis. so why  should wv  want to  .hit- birrs.? We ahmd at. tjiigj sartors t>«:iv  

| and then properly robed,  him with her own  hands.  ' In t!«-» wax --he kt.:j)i him in .-jiiendid working  ^condition, awl at the  close  <>t about twenty days  pht brought 1 sm tank §1 their llawardt-n home in  i i a and the virtual prime  minister of Great  
one s inc omparable indussry is shown in  ins manner «»!' life in Hawardcn. Soon after djdrt  o'<  look eat b morning, he walks to his sort's chun h  and attends morning pravets,  It is  sai.i that w hen he l> at home the  attendance  ill llawarden Chiif-h  is doublet!, and it is [Resumed  Jjjp many glsjd. see.  him..and to hear the kisstmse.  read  m the sonorous  tone, of  the premier of Knjf  
land.  After breakfast, until ttw >>. he applies him- .9eif::witKa.rlf fj§:  ardor hi yemib to. irtttjlk.t .thai! 'vork.  After  Umrhcun he spends stunt time in «• ...versa  linn  with r'.Utiilv and Iriettds, mil when be woadier  
ELD. COTTRELL. Indent  F, .A  LASHIKR, and Trw  
Office of  
PAT I Fir IINIOISJ POT f FCF X 1 lAX X \J v./ ± ~ X, v /x ^ V > V/ X ^ X^-i^VJ X.^  
B US IN ESS OFFICE  
• ^ ^ J  
Write, fer Cultnda t and  
genet ,il m  
.4 (idf fix itlt&MSfturst com- 
imtnictttions aati mikt oU  
drafts, checks, and money  
orders ftayablt, io Heahb- 
htrrg CtilUge, UmkUburg,  
Cull/"' Hftl  

i r  
jwfc!IC( IUi]I and In«ui>fri<ii fruUWim  
COLLEGIATE  
. Healdsburg College  

j | tntetaiy, Scfcatifc, Mtn- I j isterial,Teacher's, College j  | j Preparatory, Preparatory |  f ( I Medical, Shorthand and j  | j | Typewriting, Commercial I  
! } i INDUSTRIAL. j  Agriculture. Carpentry, [  rrinttag, Teat Mniktng, I  Brootri Making, . Blacks j smitfriag, Nfirsmg, .Bak- j.  tng,  tiress  Making, and  Itofiifs! >e  Science  
Healdsburg letterheads and Masthead of the STUDENTS' WORKSHOP.  
others. Along with many of the faculty, the spirit of  
the old school was transplanted to Howell Mountain and  
even greater work has resulted.  
Speaking for his fellow alumni, J. E. Fulton '90,  
said:  
The college did not have the elaborate and up-to- 
the-minute equipment that our more modern insti- 
tutions do. While we speak of humble beginnings 
in that old college, yet there were some very  
remarkable compensations, for the school profited 
frequently by the presence of some very exceptional  
individuals, the pioneers of the Advent movement.  
Often in chapel, in the Home parlor, and at church  
service, such leaders as S. N. Haskell, J. H. Wag- 

goner, J. N. Loughborough, O. A. Olson and others  
exhorted us to lives of usefulness and devotion.  
Students look back with reverence to the privilege  
of having Mrs. E. G. White with us . . . We students, 
as we listened to her, felt that we were indeed in a 
school of the prophets.  
Thus the rare privileges of those early days in  
the presence and instruction of God's special servant,  
the teaching and example of the pioneers, the holy  
life and leadership of the early faculty members,  
the widespread influence of the students who went 
out as ministers, teachers, and missionaries, gives  
Healdsburg College a distinction among our denomi- 
national schools.  
41


ANGWIN'S  
I 
a SITUATED on Howell Mountain, on the east side of Napa Va  
psocmctHbynrtre <DCKIM ranee W mourilains from the cold  
prevalent on the immediate coast of California.  
1 he hotel has been erected in the center of a vine-growing district on a fer- 
tile farm embracing over 1,500 acres of the La Jota Ranch©, from which its ex- 
cellent table is supplied with milk, fruit and vegetables. The drinking water has  
been shown by analysis to be absolutely pure, containing no deleterious ingredients,  
There is also a Chalybeate spring which acts as a very agreeable blood- 
making tonic. The swimming tank, which is i 00 feet by 40 feet and kept at a  
temperature of 70 to 78 degrees Fahrenheit, is second to none.  
1 here are also tennis courts, croquet grounds and a charming country for  
riding and driving.  
Situated at an elevation of i.7><) U-.-f ?h« mm !< 1 (ar.d onk 70 iml*s  
from San F rancisco), the. climate being unsurpassed, Angwirfs affords the most  
convenient health and summer resort in California.  
i nrt-f i,. i< .>«< Mit 1 . . ."i I i. ,. ;., or  
stage to Angvv n's Ferms, $10.00 ind ^U.flL-i week. Long distance tele-
phone to all parts of the state. B * •  
For further particulars aj>plv to the proprietclp ^ - *  
E. ANGWIN  
R. R. Station- St. Hdena ' __ J«k  Wv-iK f & Co. Express,  St  HoK-n., Angwin. fs1f>a C Cab  
NO CONSUMPTIVE*  TAKEN TELEPHONE MAIN 73, ST, HELENA  
Advertisement of Edwin Angwin's  resort on Howell Mountain.  
42


The Irwin Epic  
CHAPTER TWO  
The Search for a Site  
The year that elapsed after the closing of Pacific  
Union College at Healdsburg was a discouraging one  
to those hoping for a quick revival of their old school. 
For years the constituency had been battling the prob- 
lem of school debt—each  campmeeting fund drive was  
to be the last. To talk of a new location and possibly 
the construction of a new plant seemed a large order 
indeed, with the old incubus still weighing heavily.  
In the meantime, Professor Sharpe had persuaded a  
number of people in the central valley to finance a school  
at Lodi. For the interim, this Western Normal Institute  
was available to Adventist young people. It was not 
under denominational control at first, but after quickly 
running into debt it was taken over by the California 
Conference. The Lodi school offered a few advanced 
courses in 1908-1909, but the proposal that it become  
the College was not received with general favor. 
Economizers fell back on another idea: Why not further 
improve the burgeoning church school system, put up 
some academies and so thoroughly indoctrinate the  
young folk of the church in the faith that they could 
safely go to the state schools for any higher education  
that some of them might feel they needed ? This would 
be simply inverting the situation as it had existed  
during most of the Healdsburg period, when there were 
no feeder establishments of any kind. This suggestion  
fell flat also.  
Chief among those who refused to give up were Mrs.  
E. G. White, in very active retirement at Elmshaven,  
and Elder S. N. Haskell, once again the president of the  
California Conference  as he had been years before  
when Healdsburg was being planned.  
As has been previously mentioned, Mrs. White had  
been disappointed in the judgment of the Healdsburg 
administrators who failed to secure adjacent land and  
were consequently hemmed in by the growing town.  
By February, 1904, she was evidently interested in the 
relocation of the school. The former president, M. E. 
Cady, discovered a likely looking piece of 150 acres six  
or seven miles from Sebastopol. Writing to her son, 
Edson, Mrs. White said: "There is some thought of  
moving the Healdsburg school to a rural district, where  
the students will have more opportunity to engage in  
agriculture, carpentering, and other lines of manual  
work."  

In 1908, four years and many more thousands of  
additional school debt later, Mrs. White left Lodi camp-
meeting early to look at land near Sebastopol, though 
it is not certain it was the same plot. "Professor Reed," 
she wrote, "is very anxious that Willie [W. C. White] 
and I shall see the place and give advice as to whether  
we should settle the school there." By July, 1908, the  
old college had closed its doors and the hunt was on in  
earnest.  
Representatives of the conference committee ranged  
through the Napa Valley and travelled afar to such 
places as Santa Rosa, Modesto, Cordelia, Turlock, Oak-
ville, and Vallejo, but nothing suitable was found. Much 
of the load was carried by H. W. Cottrell, the Union  
Conference president, and by Elder Haskell. The search  
committee was straitly charged to "negotiate ... in 
harmony with the counsel given by the spirit of 
prophecy in regard to the question." There was to be  
no second slip-up, no locating in the proximity of a 
settled area. In the meantime, pledges were still being 
taken to apply on the old debts; creditors of the defunct 
school were assured that their interests would not be  
forgotten.  
Various offers of land were made—and were declined  
with thanks. Of one possibility near Modesto, Mrs.  
White commented: "I could not see anything to invite  
us in the level roads and broad lands almost destitute  
of trees." Elder White in 1930 recalled that other lands 
in the valley were considered:  
In the San Joaquin Valley they found large tracts  
of land in newly organized irrigation districts that 
were low priced, and they were assured by wealthy  
farmers, that wisely managed, the school could be 
supported by the raising of table grapes. In recent  
years table grapes have been left on the vine by the  
ton, in that neighborhood . . .  
Sister White strongly advised not to settle in an  
irrigation district because of the perplexities that 
would arise about the use of the water on the Sab-
bath. We also desired a cooler climate. 
Said Mrs. White: "Excellent farming lands in the  
vicinity of Lodi, and elsewhere were offered; but it did  
not seem best to accept any of these. We believed that 
the school should be located in some place more retired 
than any we had thus far seen." In view of her repeated  
remarks that schools could be profitably established


Co»°9e  
Cottage  
PUC CAMPUS 1909-1923  
rt structures)  (Dotted lir  
A Bridge 'i ihc t*. A' .;v- i. ;>. Sao.-. Cv. Ca;.  

near sanitariums, search was made around St. Helena  
without success.  
Finally, in August, 1908, the 3000-acre Buena Vista  
estate was discovered two miles from Sonoma. On  
September 2, Mrs. White made a personal inspection, 
noting with approval the fine "castle," the orchards, 
and cultivable lands. There was a hot spring feeding 
an artificial pool, some outbuildings, including a large 
stone winery then used for a cow stable. The main  
building was roomy and well-furnished. "As I descended  
to the first story again, I had little to say. I believed 
that here was a property that corresponded with  
representations given me."  
In view of later events, it is important to note the  
precise wording of the preceding sentence. Says A.  L.  
White, of the White Estate:  
Contrary to the opinion of many, Ellen G. White  
was rarely shown a particular property which should  
be secured for denominational work. Loma Linda 
was an exception. In vision she was shown the "kind  
of properties" we should have and the general 
features of their surroundings. It then became the 
task of the brethren, guided by the principles set  
before them, and sometimes with Mrs. White's help, 
to find such properties and secure them for the  
cause of God. It must be kept in mind that the Spirit 
of Prophecy as manifest in our day was never to  
take the place of study, initiative, faith or hard work.  
Because the Buena Vista property met most of the 
points set before Ellen White as desirable for a  
College, she favored its purchase, but was free and 
able to turn quickly from this property, even  though  
she had purchased a few acres near by, when it was 
discovered that the title could not be cleared and a  
property of more inviting  qualities was found at  
Angwin.  
Commenting in 1909 on this same property, she  
said: "I will say that it corresponds to representations 
made to me as an ideal location for our school more 
perfectly than anything else I have seen."  
In her concern for acquiring this land, Mrs. White  
was most urgent that the deal be put through. Where  
the money was to come from was uncertain. She con- 
sidered selling off the stone winery as a means of helping  
to pay for the rest of the land,  but received instruction  
that the property must be purchased as a whole so as to  
avoid having outsiders working adjacent land on Sab- 
bath. Another possibility was to pay part cash and 
trade the old college building at Healdsburg for the  
remainder. The school must also have "the best teaching  
ability, the best perceptor we can secure ... I have  
carried a heavy burden on my mind, fearing lest we 
should not come into possesison of just the place we 
need." is it no wonder that she slept poorly during  this  
time.  
Elder Cottrell found the owner of the property  
exceedingly difficult to deal with. Among other compli- 
cations, the owner's sensitive nature was outraged by  
the parties of church members who rubbernecked over  
the property, giving the impression that it already 
belonged to the Adventists. Claiming that this jeopar- 
dized his efforts to remove certain tenants from the 
land, the owner declared that he didn't care if he sold


the land or not. Technical errors were found in the  
* documents and there was also the strong suggestion  
that the owner might be holding out for a better price.  
Anxious as she was for a speedy settlement, Mrs.  
* White urged that the time be put to good use in raising  
the money so that payment could be made as soon as  
the title cleared. "Make your gifts as large as possible;  
for borrowing large sums of money may lead  to future  
embarassment to the one who is using the money." In 
February, 1909, the price was  published as $53,000 and  
the Pacific Union Recorder expressed the hope that a  
school would be functioning at Sonoma in September.  
In the meantime a church member bought 17 acres  
adjoining the property, which had once been part of 
it. He intended to start an invalids' home on it but was  
unable to raise the $2,000 needed.  He turned his option  
over to the California Conference which was also 
unable to undertake the expenditure, but asked Mrs.  
* White to purchase the land that it might not pass into  
the hands of unbelievers. In order to help Elder Haskell,  
Mrs. White had to borrow $1,500 at eight per cent  
• interest to make the purchase, but she consoled herself  
that it would make an excellent church site. A little 
later, the conference found the money and took the  
property off her hands.  
Some forward-looking brethren, of conference rank  
on down, were also buying adjoining lands to the Buena  
Vista property. Elder Cottrell was exceedingly dis-
tressed. When he found tendencies among certain board 
members to wink at or to defend what he considered 
to be "graft," he threatened to resign from the associ-
ation board and the college board. He saw it as an 
attempt to inflate land values and then unload smaller 
tracts on the "brethren" at higher prices later on as  
the school would develop. The Recorder carried the  
action this protest gave rise to: "Therefore, moved, 
that we hereby disapprove of the entire  speculative  
course of all such of our brethren as are involved in 
such transactions, and that we recommend that all  
profits accruing  from any such deals heretofore made be  
turned over to the college treasury." (The records do 
not tell if any of the promoters went quite as far as that 
last suggestion.) The affair left some scars which were 
slow to heal.  
By April, 1909, troubles with the deed became serious.  
About 22 errors, some important,  were discovered and  
it was claimed that it would take at least six months  
* to mend them. No visible progress was made and the  
owner continued his "take it or leave it attitude." The  
conference lawyers finally advised the Adventists to 
ask for their deposit back and to withdraw from the 
deal, for it would be very risky to buy with such an 
imperfect title. From the east came the telegraphed  
response from the General Conference session: "Call 
off deal and demand deposit money. Signed: Cottrell,  
Haskell, Mrs. E. G. White." With the return of the  
deposit, the conference found itself out only $150 in 
expenses.  
The intense search for another site was renewed. It  
was only about four months from the time school should  
start, if it was going to that year. One hilly locale in 
Contra Costa county was too completely inaccessible. 
Another, and very attractive property, turned out to be 
6,000 acres instead of 600 and priced at $450,000  

The old Angwin hotel.  
instead of $45,000. The Hyde ranch of 600 acres near  
Sonoma was without buildings and was priced at 
$65,000. This was also out of reach. In desperation, 
Elder Cottrell suggested that the school at Healdsburg  
be temporarily reactivated. There was still a feeble  
hope that the owner of Buena Vista might see his error 
and reopen negotiations.  
Mrs. White advised the committee that "if the deal  
were closed up, the Lord had something better for us," 
and urged them to keep looking. Her faith was strong  
enough to call Professor C. W. Irwin to the Pacific  
Coast from the General Conference session rather than 
let him go back to Australia, even if there was no school 
as yet for him.  
Suddenly, in its issue for September 2, 1909, the  
Recorder announced that as of the previous day, the  
conference had in its possession a property at Angwin  
far superior to that of Buena Vista. That there had  
been no advance publicity was probably due to unfavor-
able reactions from the other transaction.  
The Angwin purchase was as good as a new discovery.  
The following week, former President L. A. Reed 
explained in the Recorder:  
45


Above: Dedicatory service, September 29, 1909, in the chapel, for- 
merly the dance hall of the resort. Below: The group attending the  
exercises on the opening day, September 29, 1909, taken outside the  
chapel.  
Nearly two years ago, while visiting Sister E. G.  
White, I heard that some years previous, when  
affairs at the St. Helena Sanitarium seemed some-
what discouraging, Sister White had encouraged 
our brethren to hold on to the work there, stating 
that the Lord would yet do great things in that 
place. She said that she had seen our young people 
traveling over the hills with text-books in their  
hands, and that it was to be a missionary and  
educational center.  
Many had supposed that this meant the future of  
the sanitarium merely, but it appealed to me as 
meaning more, and I gave most serious consider- 
ation to the matter of finding a location  for the  
college in the neighborhood of the sanitarium. 
Among other places, the Angwin property was men-
tioned, but the lack of funds placed it outside of  
our consideration entirely at that time. . . . And  
now, the words of Sister White are to be most fully  
brought into reality. God showed her years ago  
what He saw, and although neither she nor others  
fully understood its significance, what God saw was 
a fact, a fact to be realized in our day.  

Said the Recorder further: "We trust that the name  
given to the institution, Pacific College, may have its 
meaning fulfilled in the quietness and peace betokened  
by the tranquil surroundings as well as in the broad 
influence which the school shall exert." 
Starting the College on the Mountain  
When George Yount entered Napa valley in 1831  
he declared it the paradise in which he wished to live 
and die. Among other grants, he obtained La Jota  
Rancho from the Mexican government in 1843. It con- 
tained 4,453 acres and was located on the mountain or  
mountains now known as Howell Mountain. (It got its  
name about 1856 from the blacksmith John Howell of  
St. Helena.) Though signs of Indian activity are still  
frequently found, mostly in the form of arrowheads, 
these Callajormanas were practically wiped out by 
epidemics and white aggressions, and the mountain was  
almost uninhabited for some years, with a few hunters, 
homesteaders, or loggers coming through occasionally'.  
Early in the 'sixties, Edwin Angwin bought "the  
best 200  acres" of the La Jota grant—it had forty-eight  
corners by the time he had staked it out—and  had  
begun farming. Howell Mountain had a local reputation 
as the healthiest place on earth, and when an asthma  
sufferer who was visiting Angwin discovered what the  
climate had done for him, he encouraged his host to 
develop his farm into a resort. He even lent him some  
money to get under way. Traditionally, the money was  
used to build Alhambra cottage. For over thirty years, 
"Angwin's" was known as a popular refuge for city  
dwellers at vacation time. Angwin postoffice began in  
November, 1883, and was discontinued in January,  
1910.  
Other resorts were also operated on the hill, such as  
the White Cottages, but aside from settlers like John  
Moore on Las Posadas Creek and temporary squatters  
who did some  of the work around Angwin's, there was  
little permanent population. Especially in the summer-
time, however, the stages labored up the eight-mile  
ascent from St. Helena and down the other side to  
Pope Valley, which was in those days a more consider- 
able settlement than Angwin. It took a real man to get 
team and stage down the unpaved grade to the eastern  
side of the mountain. A couple of saloons flourished on 
the route, for it was a  dusty trip. One of them was  
located a few hundred yards down the hill from  the  
Toland House, another old landmark. A vineyard boom 
brought temporary prosperity to the hill for a number 
of years and mule-drawn wine wagons added to the  
traffic hazards of the primitive thoroughfare.  
Unspoiled Howell Mountain must have  been a most  
attractive place back when "the world was young." 
Though the altitude is only about 1600 feet, it is a 
meeting place of three life zones—represented by the  
yellow pine of the Sierras, the redwoods of the coastal 
areas and the oaks of the lowlands. Four live streams 
run, some with native trout, and the excellent  water  
supply is probably Sierra water re-appearing in the  
upthrust mass that makes Howell Mountain. Rainfall  
is between 30 and 40 inches annually with an extreme  
65 inches. Wildlife,  of course, was more common then.  
The hill has fourteen types of fish (eight native),  
eleven amphibians (10 native), thirteen reptiles, forty-
six mammals, about 175 varieties  of birds and about 500  
46


Views of the Angwin resort taken September 29, 1909 by S. P. S. Edwards. Upper left: View from hotel porch. Upper right: Interior of swim- 
ming "tank". Middle left: Near view of hotel. Middle right: Angwin s hotel. Lower left: Exterior of swimming pool. Lower right: One of the barns.  
47


CHARLES WALTER IRWIN  
(1909-1921)  
(Portrait made while principal of the school at Avondale, Australia)  
plant species. On the top is the "Crater," the central  
valley ringed by wooded hills. It may have been a  
crater, for the whole area shows signs of former 
volcanic activity.  
By 1909, Mr. Angwin had become progressively more  
disenchanted with certain of his resort clientele and  
as he was getting on in years and wished to give city  
advantages to his family, he wished to sell. He spread  
abroad his desire and told Artemus Atwood of the  
Sanitarium, who ran a small sawmill on Angwin's  
property, that he would give him a commission if he 
helped with a sale. Mr. Atwood knew of the Healdsburg  
predicament and was soon in touch with the searchers.  
He drove Elders Haskell and Cottrell up the hill for  
their first inspection of the property and on a second  
trip brought W. C. White.  
On returning home from the General Conference of  
1909, Mrs. White was asked to inspect the new prop- 
erty. With her son and grandsons, she made the trip to  
"inaccessible" Angwin's. She wrote Edson:  
We left home early on the morning of September  
10, driving in my easiest carriage. It was a five-mile  
climb to the top of the hill; then when about one  

mile from the property the country became more 
level.  
Elder Irwin met us at the place and showed us  
something of the grounds and buildings. As we 
drove along I marked the advantages over the  
Buena Vista property. True; there was not here the 
fine costly buildings we found on the Sonoma prop- 
erty, but there were a number  of buildings in good  
repair, and such  as could be easily adapted to the  
needs of the school. The largest of the dwellings was 
a house of thirty-two rooms, and in addition to this 
there were four cottages. All the rooms were well 
planned, and substantially but not extravagantly  
furnished. Everything about the houses and grounds  
looked clean and wholesome.  
There are 1600 acres of land in the property,  
105 acres of which is good arable land. Twenty  
acres of this is in orchard. We were much pleased 
with the fruit that we saw. At the time of our visit  
there were many workers on the ground taking care  
of the prunes, some gathering the fruit, others 
preparing it for drying.  
The large corn barn was filled to the roof with the  
best of lucerne hay harvested from the land. In the  
carriage house we saw eight buggies and wagons.  
There were twenty milch cows, thirteen horses, and 
six colts included in the trade.  
The place has many sanitarium advantages. Here  
is a large bath house with good swimming tank and  
many dressing  rooms. There are four bathrooms  
supplied with good porcelain bath-tubs. The water  
for this  swimming tank is supplied from springs  
on the place, and is constantly flowing in and out  
through pipes in the sides of the enclosures.  
Now I have tried to describe this place to you,  
though I have not seen it as fully as some others. I  
was a very sick woman on the day that I visited the  
property, and was not able to climb more than one 
flight of stairs in the main building. I did not dare  
to excite my heart by over exertion. But it was  
Memorial plaque designed by Richard B. Lewis '27 and bearing the  
famous tribute of Francis D. Nichol '20. Installed in the front entrance 
of Irwin Hall in 1936.  
48


thought best that I should visit the place as soon 
as possible and pass my judgment on it as a site for  
our school. I am very pleased with the place; it has 
many advantages as a school location. We are thank- 
ful for the abundant supply of pure water flowing  
from numerous springs, and thrown into large  
tanks by three hydraulic rams, also for the good  
buildings, for the good farm land, and for the  
hundreds of acres of woodland, on which there are  
many thousands of feet of saw timber. We are also  
thankful for the machinery which is all in such good 
order, for the furniture, which, though it is not fine,  
is good and substantial; for the fruit that is canned  
and dried, and which will be much appreciated by 
teachers and students this first year of school.  
When we learned we were not going to be able to  
secure the Sonoma property, an assurance was given 
me that a better place was provided for us, where 
we could have many advantages over our first 
selection. As I have looked over this property,  I  
pronounce it to be superior in many respects. The 
school could not be located in a better spot. It is  
eight miles from St. Helena, and is free from city 
temptations. The entire cost is sixty thousand  
($60,000.00). $40,000.00 of this money has been  
raised, and we hope the balance will soon be forth-
coming. Our people see that this property is much  
better than we hoped to be favored with. It is 
situated only six miles from the Sanitarium where  
Dr. Rand is head physician. The leading workers of  
these two institutions can cooperate in their work  

to carry forward the work of sanitarium and school 
solidly . . .  
In time, more cottages will have to be built for  
the students, and these the students themselves can  
erect under the instruction of capable teachers.  
Timber can be prepared right on the  ground for this  
work, and the students can be taught how to build 
in a creditable manner.  
We need have no fear of drinking impure water,  
for here it is supplied freely to us from the Lord's  
treasure house. I do not know how to be grateful 
enough for these advantages . . .  
Speaking at the Fruitvale campmeeting, two days  
after her visit, Mrs. White emphasized the following 
points:  
I was very happily surprised to find here a place  
where we need not wait to make great preparations 
before our school can be opened. Here we may call  
the students to come, and we can begin the school 
work just as soon as they are on the ground . . .  
This place is more appropriate  for our school than  
was the property we were previously considering. 
At Sonoma other buildings would have had to be 
erected very soon, but at Angwin's there are suffi-
cient buildings for present needs, and our school  
work can begin at once . . . The school can help the  
sanitarium by supplying it with fruit and vege-
tables, and the sanitarium can help the school by 
purchasing these things . . .  
The buildings are substantial and in good repair.  
The whole bears the appearance of good care and  
HOW TO BUILD A COLLEGE AND DENUDE A HILLTOP—Upper right: Woodcutters pose beside a fallent giant: George B. Taylor,  
Roscoe Owens, Almon Owens, Harry Smith, Alonzo Baker. Lower left: Sawmill scene. Lower right: Saw mill workers (left to right) Walter  
Peterson, Igtiacio Thieleg, Harry Parker, George Wilkinson, and Shun Chin.


P.U.C. AT WORK—Top:  The garden and farm. Center: Two ways of transporting logs to the mill—"Maud" with Carl Winterberg driving,  
Almon Owens and A. E. Owens on the ground—horse team at the same task. Lower left: Engine crew at the sawmill. Lower right: View of  
campus about ll)12.  
50


neatness. The large supply of good bedding, and 
the mattresses, remind me of what we found in 
Loma Linda when that property was purchased.  
... It is true that there is a long hill to climb in  
order to reach the place, but that is not altogether a  
disadvantage. Many of us would be greatly bene- 
fitted in muscle and in sinew if we did more climbing 
of hills.  
The Review and Herald called it "this immense  
ranch", marvelled at the hundred springs, and thought 
there might easily be a hundred more. A hundred acres  
was under cultivation. Some of the rich valley soil was  
ten to twenty feet deep. Pears, peaches, prunes, quinces, 
apples, berries, and grapes were in abundance. There  
was a horse barn, a cow barn, and a storage barn, with 
ten or twelve buildings in all. The hotel had originally  
cost $20,000. Also included was an enclosed swimming  
pool 40 x 100 feet. The water was wonderfully soft, 
with the exception of one mineral spring. Daily flow  
was nearly 300,000 gallons.  
Angwin's price was $75,000. The committee could  
dispose of $32,000. Charmed with this ideal setting, the  
committee offered $60,000. Mr. Angwin finally accepted  
this price for his 1636 acres at $40,000 in cash and the 
rest in six months, without interest. (Explaining that 
the Adventists had bargained so hard that he had had 
to sell  at too low a price, Angwin did not pay Mr.  
Atwood his commission.)  
Included with the property were 12 to 14 vehicles, a  
gas plant which could supply 150 lights, 19 horses, 20  
cows, and a herd of pigs who, before they were sold,  
disturbed Sabbath services a few weeks later, running  
in a grunting line along beside the chapel. Timber was  
optimistically estimated at between three and ten  
million board feet. Vast amounts of other wood was 
available besides the standing timber, which was mostly 
pine, fir, and redwood. In a ten minute walk, one could  
find pine trees four and five feet through, a white oak 16  
feet 3 inches in  circumference, and a walnut tree in front  
of present day Grainger which was six feet in circum- 
ference though less than twenty years old.  
The main building, it was declared, would be adequate  
for the young ladies, and the cottages for the young  
men—apparently leaving the trees for the faculty. One  
hundred students might be accomodated.  
Elder Haskell estimated that it would have taken five  
years and $50,000 to put Buena Vista in the state of  
readiness of Angwin's. He compared the mountains  
about the valley "as the mountains are about Jerusa-
lem" and added to the fruit list figs, blackberries, black 
and English walnuts. The hotel dining room could seat  
150 and the kitchen was capable of feeding 300. Five  
hundred two-quart jars of fruit came with the place  
and 45 tons of prunes were gathered in the first harvest  
of the season. A cellar hewn from the rock served as a 
cooler in the summer time. It put Haskell in mind of 
Deuteronomy 6:11.  
Construction of the Administration Building, as seen by Professor  
Newton's camera. (President Irwin is the white-suited and derbied in- 
dividual in the top picture. The Newton boys are shown with their 
mine cars below.)


P.U.C. group at the end of the first year, fune, 1910. (Third in second row is Mrs. G. A. Irwin, the president's mother. Next to her is Mrs. C. W.  
Irwin, President Irwin, Elder W C. White, and Prof. G. W. Ritie. Behitid Mrs. G. A. Irwin are Lois Randall, Hattie Andre, Kate Sierke, and  
Elder A. O. Tait in that order.)  
The new president had about two weeks to convert a  
summer resort into a school—no easy task even with a  
good larder and fine scenery. Elder A. 0. Tait took a  
few young men from the campmeeting in Oakland and  
hurried up to Howell Mountain. (It is said that Elbert  
Ashbaugh was the first student on the campus). There 
was no time for a calendar or even printed announce-
ment. Announcements in the Recorder served instead.  
It was during this time that President Irwin was  
approached on the ferry by a gentleman who had been  
at the recent campmeeting. Irwin was turning over in 
his mind what  he might do for the culinary department  
of the new college with the $25 he had available at the  
moment. (Students had to eat first of all.) Introducing  
himself, the man was impressed by the president's  
enthusiasm and asked if $25.00 would be of any assist- 
ance in the new work he was undertaking. This timely  
doubling of his liquid capital was one of the most  
encouraging incidents of his career, Professor Irwin 
later said.  
The dedication of Pacific College (for so it  was called  
its first year) took place on September 29, 1909. Three  
four-horse teams, six two-horse teams, and many single 
vehicles brought an interested crowd to a place most of 
them never knew existed a month before.  
President Irwin presided over the service in the  
former dance hall. Opening with "Wake the Song of 
Joy and  Gladness," Elder Haskell read the scripture  
(Joshua 24:13-14 and Psalms 121 and 122). Professor  
Irwin then described the type of education for which 
Pacific College was founded, "the education of the  
whole  man." Training of but part of the man is defec- 
tive. God had been patient with the slowness of His  
people to comprehend, and their greater slowness to  

act, but now the school was going to "get back onto the  
platform that God gave us." The young people would be 
trained "to meet the battles of life, and not try to  
escape them."  
Mrs. White's text was from Zechariah 3. Here, she  
said, we had what we had hoped to have at Buena Vista :  
We realize that the Lord knew what  we needed, and  
that it is his  providence that brought us here. Our  
disappointment in regard to the Buena Vista estate  
was great; and it was hard to know that all  our  
expectations concerning it must be given up; but 
we thank the Lord that the matter has worked out  
to the glory of God. . . . God wanted us here, and He  
has placed us here. I was sure of this as I came on 
these grounds. ... I believe that as you walk 
through these grounds, you will come to the same  
decision—that the Lord designed this place for us.  
Up to few weeks ago, Elder Haskell confided, he  
could not imagine what to do with the thousand young  
people of the conference with no school available. He 
was much encouraged by the prospects. When he had  
been told "you cannot get Californians to work,"  he had  
replied that given  the opportunity "to cultivate the  
physical with the intellectual" you would find the cream  
of California in the effort.  
W. C. White reviewed the errors of Battle Creek,  
Healdsburg, College View and  College Place in allow- 
ing towns to creep close. (Indeed, it did look hopeful 
for the new school, with the nearest settlement five 
miles away.) Elders Knox, Corliss, Tait and Cottrell, as 
well as Professor Rine also spoke and Elder Haskell 
offered  the dedicatory prayer.  
No two accounts are the same, but 42 seems to  have  
been the number of students present on opening day.  
52


They were mostly on the academy level.  By February  
there were six teachers and 71 students.  
Dedication  day was pleasant enough, but the next  
two, Thursday and Friday, were cold and stormy. It  
was discovered that there was not enough stovepipe to  
go around and so to keep warm the community had to 
gather in the hotel parlor. Sabbath was nice again. 
Professor Irwin was Sabbath School superintendent 
and in the afternoon everyone walked about the grounds  
enjoying the new surroundings.  
Though the school was off to a courageous start,  
some legal details had to wait several months. In Febru- 
ary, 1910, the Pacific Union Conference took over the  
responsibility for the college from the California- 
Nevada Conference and the name Pacific was expanded 
to the former title of Pacific Union College.  
Strenuous fund-raising efforts were undertaken to  
provide for operations and for the building program.  
Most famous of these was the "$150,000 Fund" which  
raised money for the conference schools. At the same 
period, a unified management for Pacific Union College 
and Lodi and San Fernando academies was set up and  
for a number of years they shared the same board and  
bulletin. It was agreed that P.U.C. could take all  
students in the Lodi district above the tenth grade and  
in the San Fernando region above the twelfth grade.  
Likewise in February, Elder G. A. Irwin, father of  
the president, visited the campus and found the  
program well under way. The heavier sawmill had been  
purchased but was not yet in operation. Work in the  
woods was going strong. Other visitors reported both  
work and studies doing well. The point was driven  
home that every dollar these students earned was a  
dollar their parents and fellow church members would  
not have to pay in cash. The education was advertised  
as practical, with less "impractical higher mathematics"  
being taught but more surveying and  navigation for  
future missionaries. Though the battle to finance and 
sustain the school had just begun, it was in existence 
and the creation of a college from a hillside was under 
way.  
The Giants in the Land  
It would have been impossible for the school to have  

gotten started, much less to have survived the first  
decade, except for the magnificent body of men and 
women who made up the early faculty. Their character  
and example made Pacific Union College. Physical 
facilities, with all due respect to the Conference  
brethren, were hardly suitable for running a conven- 
tional school. While there may be advantages in starting  
an institution from scratch, still it is a soul-testing  
experience to go through. With every reason to quail at  
the prospects facing them, with equipment of every  
sort lacking, these teachers "carried their laboratories  
in their heads." They  believed in what they were there  
to do. As a former student says, "there "were strong 
and true hearts in the faculty and the Spirit of God 
was there to help." Another characterizes them as  
"Christian ladies and gentlemen all, perhaps lacking  
some of the academic sophistication of a later day, but  
with a charming simplicity and impressive integrity  
which have left a lasting mark."  
Said one member of that early group: "On that long  
ride up the hill we seemed to leave the world behind. 
Somewhere on the way we dropped useless and unneces- 
sary conventions, and artificial values, until only the  
essentials, the real values of life remained. We seemed 
to understand the principles of Christian education  
more clearly here, and to have greater courage to put 
them into practice."  
The original board of P.U.C. met for the first time on  
November 1, 1909, and those present were Professor  
Irwin, H. W. Cottrell, W. T. Knox, and A. O. Tait. 
Haskell was absent from  the first meeting, but at the  
first full meeting (February 9, 1910) he was present, 
as were G. A. Irwin, W. C. White, H. F. Rand,  and  
C. H. Jones. Cottrell and Knox had departed in the 
meantime. The board confirmed the faculty that Irwin  
had chosen. Asked "to stand at the head of" depart-
ments were H. W. Washburn (history), G. W. Rine  
(English), A. O. Tait (Bible), Miss Hattie Andre  
(preceptress), M. W. Newton (science and mathemat- 
ics), Mrs. Alma McKibbin (Bible history), Frank Field  
(science), Mrs. C. W. Irwin (bookkeeping), Dr. Maria  
Edwards (medical lectures), Dr. H. F. Rand (prepara- 
tory medical), and Miss Lois Randall (common 
branches). All of these were not on duty the first year.  
The faculty in 1911: Front row:  
C. C. Lewis, C. W. Irwin, Mrs.  
C. W. Irwin, Mrs. Alma Mc- 
Kibbin. Second row: F. Field,  
Mrs. Field, Miss Hattie Andre, 
Miss Kate Sierke, Mrs. George 
Miller, George Miller, Mrs. M.  
W. Newton. Last row: Elder  
Hennig, H. A. Washburn, Mrs.  
Hennig, Mrs. John Paap, Wm. 
Robbins, Mrs. Wm. Robbitis, M.  
W. Newton.


COLLEGE GROUP, 1911-1912. At extreme left: Mrs. Delpha Miller. Toward the front: President Irwin, Prof. C. C. Lewis, Mrs. Irwin, Mrs. Alma  
McKibbin, Mrs. John Paap, Miss Hattie Andre, Mrs. W. E. Robbitis, Prof. H. A. Washburn, Elder and Mrs. Hennig (front), Prof, and Mrs.  
Field in back with Prof. Paap in between.  
' One wonders when there was time to teach classes—  
or build buildings—or sit in faculty meetings—and do 
so much of each. Said Elder Tait: " The teachers in that 
school wear collars and cuff four hours a day, and then 
they wear overalls and jumpers for about 12, 16, 18 or 
twenty hours, and the teacher who works in that school 
does double work."  
There is a decidedly business air about "Angwin's"  
.... The president is also business manager and  
general superintendent; his wife is bookkeeper, 
storekeeper, and commercial teacher; the Bible 
teacher the past two years  has been chief sawyer  
and woodman; the history teacher has six classes  
and takes charge of all repairing; the teacher of 
mathematics and physical science is  one of the  
builders ; the teacher of English is supervisor of the  
farm.  
To review several of the. outstanding personalities of  
this remarkable group  this is little doubt as to where to  
begin. Says Keld Reynolds:  
They say an institution is the lengthening shadow  
of a man, therefore, perhaps the president of the  
college is as good a starting point as any. Professor  
Irwin, a solidly built man with a thick mane  of iron  

gray hair and a piercing eye was a commanding 
figure when he walked across the campus. Upon 
closer acquaintance he proved to be a warm and 
friendly personality, who, in giving advice to the  
student, preferred to speak softly, yet, somehow  
managed  to leave the impression that somewhere in  
his office closet was a big stick, purely moral, of  
course. . . . President Irwin was the uncompromising  
Seventh-day Adventist,  masterful, whimsically  
human on occasion, but always the tower of  
strength.  
Agreed another of his students, "The strongest point at 
P.U.C. was President Irwin.  
Graduate of the classical course in 1891 at Battle  
Creek College, Charles Walter Irwin was a teacher at  
Union College, a principal at Graysville Academy and 
the president at Avondale. In those days, the "mane"  
was reddish but after twelve years of P.U.C., the white 
was beginning to predominate. In spite of indifference 
and some outright hostility, a scattered potential 
student body, and the primitive situation he found at  
Angwin, President Irwin made the college pay (as he 
he had in Australia) and with the faculty  he had asked  
the privilege of choosing, made it a training ground for  
54


leaders too. Iron-willed, with set ideals, sometimes 
seemingly severe, he was always fair. Aside from  
character, he valued experience in his faculty even 
before scholarship. (The original faculty at P.U.C. was  
notably gray-haired.) He brought in teachers he could  
rely on, many of whom he had worked with before. (He 
had sung quartets at Battle Creek with Newton, Wash-
burn and Guy Dail, and he and Newton had sung duets 
at Union College too, besides sharing a fondness for 
the clarinet.) Hattie Andre, the Robbins' and Paaps he 
brought from Australia. The faculty supported him and 
he they. He said in 1912, "The experience and efficiency 
of the faculty of Pacific Union College are recognized as  
second to none in the denomination."  
Recalls Mrs Agnes Lewis Caviness, the first college  
graduate of the Irwin period:  
The thing that impressed us all was the tremendous 
faith and almost stubborn purpose of President  
Irwin. He knew exactly what  he wanted to do. He  
knew there was continued opposition and plenty of  
discouragement. Years afterward he said to me, 'I  
suppose many people thought that I was unconscious  
of the criticism that was going on,' but he said that  
he had a tremendous work to do and he knew that 
he could not afford to hamper himself by building on 
the criticism or praise of onlookers. He could do  
that because he was sure he was doing the right  
thing. If he had thought he was following his emo- 
tions, he would have been afraid to do so.  
This made him seem austere and unsociable to those 
who could not understand his feeling of responsibility.  
As he was naturally reserved and quiet, this gave him an  
undeserved reputation for aloofness. In  later years, as  
he saw his program succeeding, he permitted himself to 
become more approachable. "Those who had the discern- 
ment to  appreciate his qualities saw in Professor Irwin  
a scholarly educator of great vision and a Christian  
gentleman." Seeing  him in his later days through Keld  
Reynolds again:  
Once a day he descended to the level of ordinary  
mortals. That was when he sat in the barber chair  
under the ministrations of "Professor" Kuhnle, one- 
time hair dresser in Paris, then teacher of German 
and French-with-a-German accent to the P.U.C. 
students. Occasionally he came even nearer our level.  
That was when apple-polishing students or  program  
chairmen persuaded him and Professor Newton to 
sing duets, a la their Union College days, to the  
accompaniment of the Newton guitar. It was always  
a question, which was off key, the singers or the  
instrument. But in a fine spirit of loyalty to all 
things Angwinite, the trio always received a strong 
approving hand.  
Mrs. Minnie Irwin, as has been mentioned already,  
assisted her husband in many ways, and is  especially  
remembered as storekeeper and postmistress of the  
community, with her headquarters in the basement of  
Mr. Angwin's ancient Alhambra cottage. Oil cloth kept 
the water coming through the ceiling from reaching the  

merchandise, while the customers lined up outside under  
their umbrellas.  
For a time the senior Irwins were on the campus too,  
and though a former president of the General Confer- 
ence, G. A. Irwin spent an Angwin winter in a tent. His  
wife served as matron for a time, without pay, and was 
lavish with her time and money in helping the infant 
school.  
Though not a rich man, from his own funds the presi- 
dent frequently advanced the money that kept the 
recurring financial crises from pinching too badly. Since 
the college treasury could not stand it, Irwin leased  
ground in 1915 and built seven cottages at a cost of 
$4500 for housing for married students (housing was  
desperate in those  days too). The board permitted him  
to donate the profits from the rentals of these cottages 
to that empty treasury and later took  over the property  
when it was felt the college could afford it.  
The president taught classes too, algebra and New  
Testament Greek for example. One of his students in 
the latter class observed that "it was as if you were  
looking at some object through a perfect piece of glass.  
He was that sort of a teacher." He de-emphasized him-
self and made the subject stand out, "a man who in no  
way made any effort to impress his talent or his gifts."  
Somehow, he and his wife found time to play in the  
CLASS OF '12. Front row: Attie Howe, Cecil Corkham, Agnes Lewis  
(Caviness), the only collegiate graduate, and the first on the Angwin  
campus. Back row: Harry Parker, Maud O'Neil, Harold Lewis, Lura  
Atwood, Jay K. Battin, Frederick Bulpitt.


school orchestra too, and he personally came out of his  
office at the end of each period to ring the bell.  
'At first the Irwins slept on a side porch of Alhambra.  
The college offices were in their living room. Eventually  
he financed the building of the then presidential man- 
sion (1913) which is now No. 1 College Avenue. (In 
those days, houses were given Hiawathean names and  
street names were unnecessary swank.)  
Perhaps Professor Myron Wallace Newton stands out  
next to the founder. For decades he has been the Grand  
Old Man of Howell Mountain. From his long association 
with the school in so many roles, his distinguished 
bearing which has been the marvel of those a fraction 
his age, he is today probably the best known and most 
widely respected of P.U.C.'s teachers.  
Newton too was an 1891 Battle Creek graduate, but  
from the scientific course. After pioneering through  
seven administrations at Union College the Newtons  
came to California in 1909, expecting to teach in the  
Sonoma school. However, the General Conference called 
him to the school at Keene, Texas instead. After a short 
visit there, he decided to return to California, and in  
1910 brought his wife's piano up the hill in a horse- 
drawn wagon. He lived in the same house, originally  
56  

located where the college chapel is today, for 4G years.  
The house was soon moved on rollers to the spot near *  
present-day Newton Hall where it underwent numerous  
alterations. It finally burned in 1956. There was so much  
furniture in the house that the professor and his older  
boys slept in a tent the first two winters.  
No science was taught during the first year of Pacific  
College. In 1910, Newton taught physics, astronomy,  
and physical geography. Angwin's bar served as his  
demonstration table. At first his only equipment was an  
airpump, but as one of the most ingenious men who ever 
drew breath, he was not stopped for long. His large 
collection of photographs mostly taken on his  European  
and Near Eastern travels frequently served in place of 
professional lyceum programs.  
Newton was an ideal choice for a  faculty that had to  
improvise its school as it went along. He was part of  
almost everything that was made or improved on the  
hill for forty years. The following is a tribute to him of * 
twenty years ago:  
What's the matter with this telephone? Ask  
Professor Newton. Where are the boundaries of the »  
college land? Ask Professor Newton. Where does  
this water main run ? Ask Professor Newton. What's 
the matter with this camera? Ask Newton. What 
shall we do about this brush fire ? Ask Newton. How  
can I safeguard my property? Ask Newton. Who'll 
witness my signature? Newton will. Who owns that  
house over there? Newton can tell you. When does 
the sun set next Christmas? Professor Newton 
knows. What is that bright star up there? Professor  
Newton will tell you. You don't understand sines  
and cosines? Don't worry, Professor Newton will  
explain them. Who can you get to lead the music?  
Why, Professor Newton of course, or sing a bass 
solo, or tell you about any one of fourteen world  
affairs. There's only one answer to that or any one 
of a thousand similar questions.  
Among the other early arrivals might be mentioned  
Elder Tait, on leave from the Signs, who set up the  
sawmill and directed the early logging operations, and  
was on occasion stage driver, muleskinner, and vigorous  
defender of the college against the pessimists who were  
afraid it might cost money. He was also known  as an  
understanding friend of the boys who worked under  
him. In 1911 he returned to his regular position.  
Professor Harry W. Washburn, intense and devoted  
scholar in history, astronomy, and the Bible, had his *  
trademark in the history charts of many yards in length  
which his students in "History of Iniquity" had to  
make. It was said that notes in his classes were meas-
ured not in pages, but in feet and yards. He once  
suggested to certain students that they should use the  
term "Richard-sonary," since  they were hardly on  
familiar enough terms to address it as "Dick-shunary."  
There was also Professor George Washington Rine,  
much the same as he had been in Healdsburg days,  
brilliant, a bit ecentric, and at times absent minded  
(two students read the same essay in succession in one  
of his classes without him noticing it.) There was still  
the rapid flow of big words and arresting phrases to  
strike the imaginations of his students—some of  whom  
also became talented users of words—such as Alonzo  
Baker, Francis Nichol, and Llewellyn Wilcox. A Rine


Girls of South Hall, 1915-16, Miss Hattie Andre, preceptress.  
graduation address was an event to remember, and 
certain of his choice phrases, like "the consummate out-
flowering of insanity" had a way of remaining with  
his awed listeners.  
Professor C. C. Lewis, long a teacher and president  
in denominational academies and colleges, was also  
called to assist the new institution and gave, it is  
declared by those present, a perfect example of loyalty  
and deference to President Irwin. His presence helped  
in many ways to make the P.U.C. experiment a success. 
His special field was literature and he was a respected  
friend of all the students.  
Miss Hattie Andre was the first of a durable line of  
deans of women, the "wardeness, whose Pitcairn-trained  
missed little that went on in 'Dear' Park." She also  
taught a memorable class in Testimonies.  
Others arrived in the next few years. One distin- 
guished addition was Professor Noah Paulin who came  
in 1914 with his  violin from his studio at Santa Barbara  
to be the head of the music department for the next  
thirty years. The Paulin cottage was previously used  
as a pesthouse during a smallpox outbreak, but shortly  
after the arrival of the new teacher, it was towed to  
its present location. The house is the last survivor of 
the original Angwin cottages (though it has been  
enlarged in the intervening years) and, since the  
departure of Professor Newton in 1956, Professor and  
Mrs. Paulin are the senior faculty residents of Howell  
Mountain. Of Professor Paulin, it was said "be sure 
that no word or look  will betray any restlessness of  
spirit, any harshness, any unkindness."  
There was Elder E. J. Hibbard, also with a Healds- 
burg background, who was in the mind of a student  
who observed, "men lost half their dignity when beards 
were sacrificed." When some of the boys who had been  
logging on the Thousand Acres went to sleep in class 
one day, Elder Hibbard put down his notes and began 
to sing at top voice, "Awake ye saints and raise your  

Boys of North Hall, 1914-15, Milton P. Rohison, preceptor.  
eyes." Another early Bible teacher was E. W. Farns-
worth, a powerful speaker.  
Mrs. Alma McKibbin came over from Healdsburg  
after a year or two, and is remembered for her "grace,  
dignity, and wonderful ability." A favorite teacher, she 
was one of the most loyal supporters of the new school, 
which had revived the standards and mission of her 
beloved Healdsburg. Very conscientious, she once had  
four students commit the Book of Job to memory and 
rehearsed them for a presentation, „but then feeling 
scruples about dramatics, cancelled the whole affair.  
Imported by President .Irwin from Australia were  
Professor and Mrs. William E. Robbins. He served as  
the president's secretary, was registrar, and taught 
commercial subjects. Some students credited him with 
keeping the president informed of campus doings, but 
this was probably exaggerated, for Irwin was almost 
omnipresent. The Robbins slept in an unusual back 
porch on the girls' home, suspended by wires about a  
foot off the ground. (Needless to say, this hanging 
porch was a Newton idea.) It was just big enough to  
get a bed into.  
Reported one young lady of the matron:  
I shall never forget seeing Mrs. Robbins, with her  
firm, brisk steps striding through the dining room  
to the pantry donning her long white overall, placing  
her cap securely over every strand of hair, then  
going to the long cooking range, peeping into the  
great pots, and isuing quick, crisp commands of  
two words — "more wood," "some salt," "some  
butter," etc.—the girls flying around to execute the  
orders as if life and death depended on them. To me  
it was a ritual with a high priestess before the altar.  
Afterwards I learned that for carelessly allowing a 
batch of cookies to burn, one was immediately de-
moted from the most desired of the arts—Domestic  
Science.  
The food was good and always ready, and Mrs.  
Robbins did many little kindnesses for students. Clever,  
57


Right: P.U.C. freight wagon in  
St. Helena about to begin the  
long climb up Howell Moun-
tain. Lower right: Wrecked  
stage after the famous accident 
of December, 1913. (Man in  
light hat is President Irwin.)  
practical, and hardworking, she expected her crews to 
do their duty. One girl recalls a canning season when  
she could not resist popping an occasional extra-special  
cherry into her mouth as she worked, in spite of warn- 
ing nudges from her co-workers. As she put in one more 
she realized Mrs. Robbins had fixed her with a cold, 
stern look. Observed the girl brightly, "Thou shalt not 
muzzle the ox that treadeth out the corn." There was 
a palpable silence for a long moment and the girl sud- 
denly found herself elsewhere washing kettles. When  
she returned to her room later, she found a nice bowl  
of cherries from the matron on her study table.  
Also from Australia came the Paaps, both former  
Healdsburg students. Professor J. H. Paap taught  
English, was farm manager, and was later principal at  
Lodi. After his death, Mrs. Paap was for many years  
the art teacher at P.U.C. In the early days, they shared 
Alhambra with the Irwins.  
The first time the G. F. Wolfkills came to P.U.C. was  
in 1914. The first to teach college-level science, he  
became the real founder of the pre-medical program at 
the college. Earl Gardner and Roy Falconer were his  
first two medical students. Professor Wolfkill built his 
own laboratory facilities in the classroom building, only 
Another view of the wreckage. One of the horses was found wedged  
on his back between the trees at the left but was not injured.  

laying down his tools as his students straggled into  
class. Soon after the job was done, a landslide ruined  
virtually all his work and he had to do it over again.  
From those days to the present, generations of P.U.C. 
students remember his sharp, pointed, and provocative  
remarks, both in classroom and from the pulpit, aimed  
at getting students to think. "Don't make your note- 
books and pencils substitutes for your brains!" Mrs.  
Wolfkill was the founder of home economics at P.U.C.,  
nicely complementing her husband.  
There were also numbers of student teachers, some  
of them very good, and not a few becoming full faculty 
members in time. Their presence, however, was another  
indication of the financial pinch the school found itself  
in most of the time. In this list would be found the  
names of Charles Weniger, Alonzo Baker, Lambert  
Moffitt, Charles Utt, Raymond Mortensen, Peter 
Kuehnle, and others.  
The entire program of the pioneer days probably  
bore most heavily on the faculty. Some of them would 
not admit  this to this day, for they were there by  
choice and knew that they were making a contribution.  
Uncomfortable details were but part of the program. 
Before the construction of new cottages, housing was a 
major problem. Mrs. McKibbin tells of her house where  
five lived:  

:  
58


P.U.C. AT STUDY—Upper left: Warren Dayton's basketry class. Uppar right: Professor Newton's astronomy class: Prof. Newton, /. G. Jacques,  
Arthur Nelson, Mrs. Jessie Osborne(?), Gladys Robinson, Francis Nichol, Lloyd Landis(?), Howard Halladay. Center, left: Prof. Field's chemistry  
class. Center, right: Mrs. Robinson and a normal department cookery class, 1921. Standing: Mrs. Osborne, Anne Caton, Marie Christensen,  
Arthur Bierkle, Ruth Carr (Wheeler), Minola Rouse (Robinson), Victor Wolf kill, Ella Morrison (Coffey), lone McPherson, Llewelyn Wilcox, 
Clarice Butcher, Dorothy Brockman (DeFehr), Hazel Brown (Rathbun), Gladys Robinson (Hoffman). Sitting: Alice Hiscox (Dail), Letha Roberts  
(Stroops), Gladys Hartwick (Baldwin), Emma Pearson (Fentzling), Silver Abbott, Clara Brown (Smith), Lola Preston (Willard), Hazel Mc- 
Elhaney (Greer). Lower right: Surveyors were (unidentified), Miles Cadwallader, — Schmitt, Raymond Mortensen, Prof. Newton, F. O. Rathbun.  
59


P.U.C. OFF-DUTY—Upper left: Answering the picnic dinner bell. Upper right: Dinner on the lawn, Alhambra in the background. Center, left:  
Senior picnic of 1919. Center, right: Evangelistic group setting out about 1912. Standing are: Corinne Moffitt (Stickle), Willeta Maxson (Ricka- 
baugli), Lindsay Semmens, Miriam Munson, Christopher Marcus, and Mrs. John Paap. Seated on the outside are Chester Holt, Harriet Maxson  
(Holt). Mrs. Viola Miller, and Ralph Munson. Lower left: Picnic stunt. Lower right: The dormitory girls in a special dinner honoring Miss Andre.  
60


It consisted of three rooms and a porch on two  
sides. We partitioned this porch into three bedrooms.  
One of the enclosed rooms was Professor Miller's 
studio where he gave his music lessons. However to  
reach it one had to go through the middle room  
which was the kitchen, the pantry, and the bath- 
room. The only place we could find for the bathtub 
was behind the stove! At times it was very incon- 
venient for pupils to go through this kitchen to 
the studio so Professor Miller bethought himself of  
a bright idea. On the backside of his studio was a  
window and beneath it the stump of a tree. He  
posted a notice on the front of the house: "Music  
students please enter by rear window." I can still  
in my mind's eye see little dainty brown-eyed Ethel 
Osborne Colvin picking her way round the house  
and Professor Miller raising the window and inviting  
her to mount the stump and enter the window  
burglarwise, followed a little later by Agnes Lewis  
Caviness, who hopped in without assistance, remark- 
ing, "Unique entrance, Professor Miller."  
Aside from makeshift housing, there were other  
burdens. Perhaps the specialization in administrative  
and legislative chores that exists todays would not have  
been suitable for the scale on which the Irwin admini-
stration operated, but faculty meetings were held not  
fortnightly, but weekly, and at times thrice a week.  
Routine matters now handled by committees or by  
administrative officers were thrashed out at length by 
the faculty in full  majesty assembled. Professor Rob- 
bins recalls that disciplinary problems took much time  
as did consideration of graduation requirements for 
individual students. Major advisors and the Academic 
Standards committee would bear such burdens today.  
The male faculty members sat on the chapel plat- 
form, a custom which lasted until 1943 when the 
proportions of faculty and available platform became  
inharmonious. The ladies were allowed to join the men 
in 1920 (a result of the passage of the 19th Amend- 
ment ?). The arrangement of the faculty on the platform  
in 1919 was described as aesthetically very pleasing, 
for Weniger and Mortensen at one end nicely balanced  
Robbins and Whitney at the other.  
Attendance at all religious services was required of  
the faculty and all except married women living out-
side the school homes were required to put in their 
free labor, too. From the number of times this latter 
question was mentioned in faculty meetings, with  
appropriate remarks by the president, it is possible that  
some found the requirement onerous to a degree. Single  
faculty members were asked to live in the school homes  
in the early days.  
Financially the teachers were not treated with exces- 
sive generosity. Married women taught full-time for 
half salary or less. In 1910, the wage scale ran from 
$10 to $18 weekly, and rents were from $7 to $10.  
These were, it bears mention, relatively "hard" dollars.  
By 1912, the rates had inflated to $12 to $20, with the  
average department head earning about $18 weekly. 
The rise in living costs induced by World War I brought  
increases, but the P.U.C. faculty did not always get the  
full percentage increases recommended by the General  
Conference. By 1920, the rates were from $12.50 to 
$23 plus a 15 per cent cost of living bonus. During the  

FACULTY OF 1915—First row: E. J. Hibbard, Hattie Andre, C. W.  
Irwin, Mrs. Irwin, M.  W. Newton, Mrs. Newton. Second row: Alma  
McKibbin, N. E. Paulin, Mrs. Wolf kill, G. F. Wolf kill. Grace O'Neil  
Robison, W. E. Robbins, Mrs. Robbins. Third row: Viola Miller, G.  
W. Rine, Ada Hartley, H. A. Washburn, Anna Ray Simpson, L. B.  
Ragsdale.  
CLASS OF 1915—1. Hazel Carmichael Johnston; 2. Warren Dayton; 
3. Mabel Swanson Livingston; 4. George Wilkinson (class president); 
5. Harriet Maxson Holt; 6. Floyd Gardner; 7. Let ha Atwood; 8. John  
Knox; 9. Lena Mead; 10. Oleta Butcher; 11. Arthur Robbins 12. Myrtle 
Alley Rice; 13. Cecil Corkham; 14. John Livingston; 15. Ola Finch;  
16. — Glasscock; 17. Lottie R. Knox; 18. L. B. Ragsdale; 19. Mrs.  
Berta Backus; 20. Ernest E Backus; 21. Lura Atwood; 22. Bronson 
Saxild; 23. Mae Stafford; 24. Harry Parker; 25. Bessie Loper; 26. A.  
E. Hall; 27. George Enoch; 28. Earl Gardner 29. Celian Andross;  
30. Alpha Loper; 31. Ewald Hermann.  
summer, teachers not on salary might work about the 
plant, one department head earning 20 cents per hour  
at such labor.  
There was some complaint, but the teachers were  
admonished to cheer each other and do the best they 
could. They knew, after all, that the other fellow's roof 
leaked, too, "and helped every one his neighbor, and  
every one said to his brother, be of good courage."  
61


In 1919, full load for a college teacher was figured  
at 54 hours weekly:  
Manual labor 15 hours  
Preparing for same 3 hours 
Teaching regular classes 12i/2 hours  
Preparing for same 12i/2  hours  
Committees and chapels 5 hours  
Personal work for students .... 6 hours  
Most throve on this regime, and perhaps few faculties 
were ever as agreed and agreeable.  
What must have been the beginning of today's  
graduate study program for the faculty came in 1915. 
Teachers requested by the board or faculty to obtain  
further training at a university, observatory, agricul- 
tural or polytechnic college, would be allowed a 
maximum of- $50 toward those expenses. In 1917,  
Professor Newton took summer school studies while his  
regular pay continued, apparently another "first."  
The isolation which makes P.U.C.'s situation desir- 
able on a number of counts made faculty living on  
Howell Mountain rather more expensive than was some- 
times appreciated elsewhere, particularly before the  
universal distribution of automobiles. In 1919 the situ- 
ation was met by the provision that twice a month at 
stated intervals and by prior arrangement, faculty 
members and members of their families might ride to  
St. Helena for 50 cents per head for a round trip.  
Like the faculty, the early college board  concerned  
itself with much routine detail, such as inspection of 
delinquent student accounts or granting permission to  
live outside the dormitory. Ad hoc subcommittees were  
frequently charged with such duties as procuring a  
school bell, selling off college land (in spite of all good 
intentions not to let history repeat itself, sales began  
almost at once), or to touch a wealthy brother for  
P.U.C. and "needy sister institutions." Expenses were  
watched closely. It was decided in 1913 that President 
Irwin would not go to Fall Council for  economy reasons  
—possibly the last time this happened. This same care  
is visible in approving requests for equipment. Professor  
Newton was authorized to keep a lookout for a second- 
hand telescope in 1917, and the next year the price of  
the new steriopticon delineoscope was to be recouped  
from fees of the departments using it. For the first five  
years, the president was able to show a $7,000 gain in  
operation.  
The faculty was allowed discretion in matters of  
course offerings and in publishing the bulletin, working  
with "appropriate" board members.  
In 1916, a local board was created to carry on the  
normal operations of the school but was not to increase 
the obligations of the college. The general board then 
assumed much of its present role of making general  
policy, exercising financial control, hiring, and appoint- 
ing the local board. 
Building A Campus  
Those who think of P.U.C. in terms of its present  
buildings, landscaping, and roadways, can have little  
conception of the campus of the days of Irwin. Con-
struction  programs were under way for years. All was  
bare earth and activity. Dust or mud was omnipresent.  
Everybody, everybody worked. The long grade up the 
hill was a "good way to keep people at home and attend-
ing to their business."  

iv>  u.  c..  t'i....» » V IU *  
t i i i J " i i ii i i\ 4 i i i  
p p I f t r f ; f l ? r ? F I  
4i* i i J \f! <1 * * I fhi 9 4 i I  
, |fsjf c f f,f 'tuifjj: 1  
|,'Jdt?(ij j '3 i ki'i it/ !J l  
et f r, -p- s i <, r r r 1 i t zt >  ! r r I : r I r plrr t " [M,  
.1 • :  
I s 14:4 i . j Ji j : Tii i i 4 z\in  V . * 
9 z !pfipf>fi> 'r  
The plant as purchased performed its function, but  
the school outgrew the facilities almost at once. Besides,  
it had been a summer resort and the school operated 
at just the wrong time of year for the flimsy, unheated  
buildings which had  housed Mr. Angwin's guests.  
The hotel sheltered the girls, naturally. The faculty  
got the cottages, and the boys wound up in tents, barn- 
lofts, and in the dark, damp cellar of the dance hall. It  
wasn't too bad, as  a matter of fact. The boys in the  
barns were warm, if aromatic, and the tents had stoves 
with which to burn the wet green wood, while the  
girls had to put up with sooty oil stoves of dubious  
efficiency. Too exalted an idea of the tents should not  
be permitted. They were "not nice new ones, but for 
the most part conference castoffs. I can see them yet 
with their dingy worn doors and sides flapping in the 
chill winds." On a really cold day, the only warm place  
in town was the big wood heater in the hotel dining  
room. Firewood was a problem, for lumber had priority.  
With temperamental stoves and pillow-fighting,  water- 
fighting boys, there was a genuine fire danger. One  
faculty member tells of walking by the hotel just as a  
flaming stove came flying through the window. Until 
electricity was installed several years later, President 
Irwin asserted that he had prayed daily that God would  
watch out for  the lamps and stoves.  
Angwin's dance hall, standing about where the busi- 
ness office does today, served as chapel and church.  
It had no interior finish, so slats were nailed across 
studding and rafters and paper was tacked over them.  
The bowling alley adjoining was partitioned into five  
rooms, four of them classrooms. To get to the last one,  
it was necessary to go through all four. As mentioned  
above, the first physics and chemistry lab was in the  
bar. Later the bar was cut up and used for store  
62  
»


counters. The heavy maple flooring of the bowling alley  
became library table tops. President Irwin took charge  
of the bowling balls and it is said that many years later  
one of them mysteriously re-appeared in  North Hall  
(now Grainger Hall) knocking down milk bottles in  
the night. The preceptor confiscated it, and it later  
adorned the top of the college flag pole.  
The first building project was a girls' dormitory,  
variously known as Hokona Hall, South Hall, and finally 
Graf Hall. First a larger sawmill had to be set up near  
today's heating plant. An engine was brought over  
from Healdsburg to run  it. Wood crews brought in local  
lumber  and, green as it was, it was put in the building  
at once. Only the flooring was purchased elsewhere,  
and all the work was by college talent except for the  
plastering. The original building was 150x40 feet with  
the usual room size 12x16. When finished, it could  
accommodate 120, though this capacity has been 
increased since. The kitchen was located in a protuber- 
ance at the rear. The attic was an after-thought.  
While the hall was still under construction, Mrs.  
E. G. White was driven by in her carriage and Professor 
Newton asked her if it was too big. "No indeed, you 
must build large," was her reply, "a great work is going 
to be done here." Mrs. White stayed in the dormitory 
on a number of occasions, and her favorite room was  
the then south front corner room on second floor.  
Professor Newton did  much of the work, blasting  
stumps or dragging them out with Tom and Hercules,  
the oxen. (There was a madrone 12 feet around where  
the front porch now is.) With a horse on a ramp, he  
got gravel from the creek, and with a boy to help him, 
mixed the concrete. Not surprisingly, it took all summer  
for the foundation, the next summer for the frame.  
In 1912, the first college graduation was held there,  
but with no doors or windows and the rain pelting down, 
the audience nearly froze. Newton wired the hall, too.  

Total cost came to about $18,700, which was probably 
about half of what it would  have cost with regular labor  
and materials. With the girls cared for, the boys moved  
into the Angwin hotel.  
The second project was a classroom building. The  
need for both classrooms and offices was desperate.  
The normal department, for instance, was operating in  
two tiny rooms in Mr. Angwin's own house  (Nevada  
cottage, supposedly built by John Howell himself)  
which stood near the present West Hall next to the big  
fir tree which was cut down in 1956. One of the classes  
was so full that Mrs. Newton, the teacher, had to  have  
her desk in the doorway and stood behind it in the  
kitchen. The ceiling was a claustrophobic seven feet 
high. Almost all classes were in poorly-lighted unfin-
ished rooms. The library was in a corner of the provi- 
sional chapel. There was no electric light. With some  
financial misgivings, the building was started which  
was much later to be named Irwin Hall.  
After moving off nearby cottages, over 8,000 yards  
of fill had to be scraped from the hillside and dumped  
to make the promontory on which Irwin Hall stands  
today. At times, the boys worked in four shifts. Besides  
the plentiful stumps and boulders, some of the dirt was  
volcanic ash and had to be dynamited. Newton's sons,  
Eldred and Lloyd, bought two mine cars from an Aetna  
Springs mercury mine and laid rails out to the edge of  
the mound. They received 10 cents per ton  for the  
debris they hauled to the edge and dumped. With the  
frequent adjustment of the rails and the shovelling  
dirt into the cars (each held a cubic yard, or about a  
ton) they did not make much money.  
The new administration building went up as fast as  
money became available. Begun in 1912, the rear section 
was finished first. It contained 16 classrooms, four by  
four. Partitions for the six center rooms were removed  
so that chapel could be held there until the front half  
The chapel in 1919.


P.U.C. SCENES—Top left: Mrs. Robbins' shasta daisies. Top right: South Hall  
(Angwin's Hotel). Bottom left: The chapel. Bottom right: a dormitory room.  
in its original state. Center: Scenes from old North Hall  
64


of the structure could be made ready. The organ fixtures  
\ took up a good deal of room, too, and were mostly under  
the present rear balcony.  
t Mr. McKibbin recalls those heroic days:  
0 the sweaty, dusty, tired boys I have seen work- 
ing away in what seemed for a long time only a  
shapeless hole in the ground. Then when the College  
Building was to be erected, excavations on a larger  
scale had to be done, and the work must be hurried.  
It was begun during school and continued during  
the summer. Work was continuous, i.e. there were  
night shifts as well as day shifts. I lived in [a cottage  
that] stood just bsneath the hill where that beauti- 
ful lawn is now as you come down from the College  
Building on the way to the Boys' Dormitory ... all  
during that long summer my sleep was much broken  
4 ... The boys worked  away all night as well as day,  
filling a hand-car which ran out regularly every  
fifteen minutes and dumped its load which rolled  
down the sides of the slowly growing hill on which 
now stands the College Building. Our house was in 
a cloud of dust for months. On warm summer nights  
the boys striped to the waist for work, and as they 
toiled away covered with dust and sweat their forms 
were magnified in the dim light until they looked  
like the giant forms from a page of old mythology. 
In the day they looked lean but strong and tanned.  
They were  working their way through school while  
building up a school for those who should come after 
who can never know what the conveniences and 
privileges of the present have cost. Away in the  
woods other boys toiled cutting down trees, hauling  
them with a huge tractor while other boys made 
them ready for their place in the building . . .  
1 have always thought that the early students of  
P.U.C. deserved to be classed with the great of the 
earth. I never knew young people anywhere to work  
so hard and so faithfully as did they.  
The first part of the new structure was operative  
April 14, 1913. The church school and the normal 
department took over the old resort building. When the  
* front was added (after a delay of several years for the  
ground to settle—and to accumulate some funds), it  
contained the chapel, offices, library, and several class- 
* rooms. The second part was completed in 1919. It stood  
on two-foot redwood pilings sunk into the fill. The old 
benches from Healdsburg were installed in the gallery  
and 300  new  seats were put in downstairs, but not as  
close together as they are today. To obviate the need of  
I plastering, walls of pressed steel with the old fleur-
I de-lys pattern were used. The ceiling was designed by 
I George Carlsen, the college carpenter and manual arts 
I teacher, and was painted thoroughly and beautifully 
I by local boys. It has held up pretty well to the present. 
I The plans for the building were drawn up by George 
I Carlsen after a general idea of Professor Newton, 
[ inspired by the President. The front was designed for  
a Grecian effect. Mrs. G. A. Irwin donated the oak  
panelling in the front  of the chapel, "that the house of  
the Lord might have something beautiful." The class 
of 1916 gave the two Doric pillars that marked the  

A board walk (going around the south side of Irwin Hall)  

V•".*». SWT,  
65


outside front entrance. The new building was a consider- 
able achievement and some of the old-timers were not 
particularly happy when the decision to remodel the  
exterior was made in the 'thirties.  
The classroom section had some unique features, as  
the diagram on page 99 will show. The rear of the 
building was fan-shaped with rooms of gradually  
increasing size. There were no rear entrances and from  
the center of the chapel platform the president could 
see all the way down all five halls. With all entrances 
at the front, it would be very difficult to come in late 
in an inconspicuous manner. Each room was arranged 
so as to have a ladies' and gentlemen's entrance. With 
this system the rooms could be emptied expeditiously 
and, in less than a minute, the student body could be  
in their chapel seats. It was originally planned to put  
railing down the center of the hallways for further 
segregation, but this was never done.  
There were no windows in the classrooms; all were  
skylighted. This made possible glareless blackboards  
around the entire room. Newton wanted metal frames  
for the skylights but was overruled and the pine frames  
used warped and cracked so that years of drip, buckets,  
Pfe-medical group in 1919. Dr. Wolf kill, sponsor.  
World War 1 veterans help celebrate the first anniversary of  
Armistice Day, 1919.  

Aeolian Quartet: Harold Mourer, Verne Thompson, George Greer,  
George Truesdell.  
and umbrellas had to be  endured. Critics maintained  
that the original Newton scheme would give the roof 
the appearance of a factory so a hip roof was used 
instead.  
In the chapel, hot air in winter and cool air in summer  
was forced into the room from below each seat by an 
ingenious arrangement of pulleys, fans, and trapdoors  
in six sections down in the basement. Later a new floor 
was laid down and the Newtonian system covered up.  
"No one ever pays any attention  to fresh air today,"  
says Professor Newton.  
Though the normal and home economics departments  
inherited the dance hall, they found it no palace. Mrs.  
Wolfkill tried novel means to get the necessary improve- 
ments in the dingy and dilapidated surroundings.  
Addressing a dinner invitation to "Ahasuerus and his 
lords"—the board, she and her grade school home-ec  
students served a fine dinner in their hovel and then  
presented their requests. The chairman was a good  
sport and promised all they asked, up to "half of  his  
kingdom!"  
The third project was a dormitory for the overflow  
boys—who always out-numbered the girls in those days.  
This was the now vanished West Hall which stood where  
the physics building does today. Begun in 1914, it just  
kept growing until it had four stories by 1916. As soon 
as the first flooring was laid down, some of the boys  
moved their tents over and camped on the floor. Ulti- 
mately, on the ground floor were the store, postoffice  
(later), and music practice rooms,  a classroom or two,  
66


and upstairs around fifty boys. S. J. Whitney was the  
first preceptor. The youngest boys were moved into the  
Alhambra in the later days of the Irwin administration, 
with Mr. and Mrs. Shuler Fagan to look after them.  
A distinguishing feature of West Hall, never a very  
lovely structure, was the undulation of the floors, a 
wave-like effect due to springs underneath parts of the  
building and solid rock under the others. It was called  
Old Camelback or the Dromedary, and though perhaps 
not the prestigious place that North Hall was to become,  
was, by reason of its distance from headquarters, a  
lively place at times. In a high wind, the building  
swayed in an alarming manner. There was talk of 
suspending the beds by ropes from the ceiling to help  
queasy stomachs.  
During those days a heating plant was built where  
the home economics building stands today to provide 
heat for South Hall and the new administration build- 
ing (1911). There had been a debate in board meetings  
whether to supply heat to  each room or just to common  
study parlors. It was recalled that the same battle had  
been fought at Healdsburg and the former decision  
eventually arrived at, with much extra expense for the 
alterations. Heat, therefore, was made available to each  
room and in 1919, hot water was voted the girls for  
everyday use "if this is required." The heating plant  
also contained the college laundry, which, not surpris- 
ingly, ran mostly by steam power.  
The fine pool left by Angwin was used for a time,  
though it took a rugged constitution to dive into the 
icy spring water. After a year or two an inexpensive 
way of heating was discovered: the exhaust from the  
sawmill was simply piped into the pool and the boys'  
Friday afternoon baths became more enjoyable again.  
The roof was removed from the building in 1917 and 
after a period of deterioration it was declared unsuitable  
for swimming. The story of the gymnasium really 
belongs to the next administration.  
The college press began about 1911 in a 17xl7-foot  
room with a job press, a few fonts of type, and a cutter  
in a back room of the hotel. Later the White twins,  
Henry and Herbert, became the college printers and 
worked their way through college in this fashion. The 
first big regular job was the Pacific Union Recorder 
which is still printed at the college press.  
The board walks were always good for a barked shin  
but were even more deceptive  when frosted over in  
winter time. Still, they were an improvement in getting 
up and down the college grades. Blue serge and yellow  
mud were a common combination for many years at 
P.U.C.  
To meet problems in roads, water, lights, and other  
facilities taxed the genius of the builders, always hard- 
pressed financially, but in a few years the Angwin plant 
was almost rebuilt. An important modern touch was 
provided in 1914 when Professor Newton surveyed the  
route for an electric line to Calistoga and supervised 
the college crews that put up the poles. He also installed  
the college telephone system (though Angwin had had  
some phone service).  
Before the community could consider itself fully  
developed, however, there was the problem of a post  
office. Mr. Angwin had been his own postmaster and had  
turned in his equipment to the Post Office department  

when he sold his property. All through the Irwin period,  
mail for the college was handled through the St. Helena  
post office. Negotiations with the Post Office department  
were protracted and not immediately successful. In  
1911, Elder Tait moved that the name of the future  
post office be Raamah, and the board so voted. (There  
is undoubtedly a misprint in the minutes here, for  
Ramah "high place" would appear to be a more appro- 
priate name.) In 1913, it was voted that the name be 
College Heights, but that was vetoed by the authorities. 
In a further try, Elder Hibbard suggested Wittenberg,  
but this, too, came to nothing. It was not until the  
Nelson regime that the question was at last settled.  
There have been two aspects of the college scene  
which have undergone tremendous changes in the years 
since 1909. These are trees and transportation.  
When the college was first established and hopeful  
estimates were made of available timber, it was  
declared by one good brother that the timber supply 
would last until the Lord came, and would grow faster 
than it could be cut. Without these trees, the college  
could not have been built, nor would it have had any 
fuel. The number, size, and distribution of trees on 
the campus cannot easily be visualized by the present 
generation. In a few years the effect of the logging 
operations in the Thousand Acres was quite visible.  
Though trees on the hills give P.U.C. its distinctive  
setting, the attitude toward the arboreal beauty sur-
rounding the college has been strictly in keeping with  
the traditional American indifference to irreplaceable 
resources which an occasional ceremonial planting  has  
done little to correct. In those days the trees were  
obstacles or represented quick income.  
Tree lovers lost their first battle (as they have lost  
most of them since) in 1910. Says a board action:  
"There are still two large pine trees standing on the  
hillside above the Newton and Tait cottages. In view 
of the fact that has been a sentiment against cutting 
these trees, the board was asked to decide the matter. 
It was moved . . . that these trees be taken down. 
Carried."  
At first it was hoped that the logging could be done  
by contract, but this method did not work out well, 
and it was left to student axemen to carry on over a  
longer period of years, mostly for the needs of the  
college boilers. By the end of 1918, about 400,000 board  
feet were still accessible on the Thousand Acre tract.  
In 1921, it was recommended by the board that some 
quick-growing timber be planted for reforestation. 
Fires and other types of devastation have usually  
managed to keep ahead of any such schemes.  
Transportation was a major problem of the early  
days. The old college surrey, with four seats and four  
horses, capacity about 21, toiled up the hill sometimes  
to the hubs in mud or dust. A two-hour trip was about 
average for the ascent, though four-hour hauls were 
not unheard of. If notified, the college would meet the 
electric or steam train at St. Helena. It was noted by  
those who took the  memorable trip that each horse  
came equipped with four feet, enabling him to stir up  
the dust more efficiently. Those whose cheerful natures  
rose above the tedium of the long haul and the grit in  
their teeth, and enjoyed the sights and sounds of nature 
which were certainly more likely to be appreciated than  
67


today with the travel time at eight minutes plus. The 
early autos, though hardly perfect, did at least enable  
the rider to keep ahead of the dust. The road, of course,  
was the "old" road to St. Helena. The present highway  
between the college and the sanitarium was Angwin's 
ancient wood road and kept the characteristics of such  
a thoroughfare for a long time. Unofficial sources esti- 
mate that there were 175 curves in the Angwin-St. 
Helena road. Compared to that collection of hairpin 
turns, the present road is practically straight. The 
unsung heroes of the first years were the horses, for  
they plodded up those grades pulling every person and  
every pound of supplies and baggage that reached the  
college.  
Automobiles began with Professor Newton's "Ark,"  
a 1907 Buick, which arrived towed by a team in  1910.  
It had right-hand drive, two cylinders, motor under  
the seat, and gas tank in front. Though unable to leave 
the garage in winter time, it was the terror of the  
neighborhood the rest of the year. Farmers in Pope  
Valley petitioned the county supervisors to compel 
Newton to keep it off the roads and they would go to  
St. Helena by way of Chiles Valley rather than chance  
meeting it on the mountain. There were some frightened  
horses, but no one seems to have been injured by the 
runaways.  
Another famous automotive pioneer was Newton's  
1910 Mitchell, whose rear axle helps support the tele- 
scope in the observatory. This car cost $1650, went  
150,000 miles and was finally retired because of the  
difficulty of getting the obsolete 34x4 high pressure 
tires it required. It hauled the first phone poles, the 
pillars for the front of the college building, and per- 
formed many other noble chores.  
By 1916, the college owned a 22 h.p. Ford which may  
have been its earliest auto. Some of these early college j  
carriers had their seats placed longitudinally so that 
they could be used for  passengers or freight.  
The first Chevrolet (and the first self-starter) was  
owned by the Wolfkills. Not wishing to break his arm  
while Jiand-cranking, Professor Wolfkill acquired the  
improved model about 1918.  
It was an improved, rough road (particularly notice- 
able in one of those solid tire trucks) and it was hard 
on cars. It is asserted  that after six months one could  
turn the steering wheel of one of the college trucks 
half way around before the wheels were affected.  
Several boys drove for the school and kept the wrecks  
going, putting themselves through school in a hard  
and glamorous way. Savage bumps, loose gravel, and 
mudholes added to the interest. It is claimed that Miles  
Cadwallader held the record for the Ford he drove—  
17 broken springs in one year. Yet to those who had  
spent their lives going at the pace of a horse, the new  
contraptions must have seemed a wonderful improve-
ment. A charming link between old and new is provided 
in the picture of the venerable Elder Loughborough, 
thoroughly enjoying a trip to the college as Professor 
Newton's car whizzed around those abrupt turns.  
The big accident of the Irwin period, however, was  
not an auto accident. Let the St. Helena Star of Decem-
ber 26, 1913 tell the story:  
Early Wednesday morning the stage from Pacific  
Union College met with what came near being a  

serious accident on the Howell Mountain grade. The 
stage left the college at 5 o'clock Wednesday morn- 
ing with thirteen passengers, teachers and pupils  
of the school who were coming to St. Helena to 
take the early electric car to go to their homes to  
spend the holidays.  
The stage was being driven by Mr. Bullock, who  
was carrying a lantern. It was raining very hard 
and the light confused Mr. Bullock [he mistook the 
outer rut for the inner one] and drove off the grade.  
The rig fell forty feet, turned over twice and landed  
right side up against a tree. Fortunately none of the  
occupants were seriously injured, although some  
were badly bruised.  
Another wagon from the college which was  
coming behind the stage, picked up some of the 
passengers and brought them to St. Helena. The 
others started to walk to town but were met by a 
rig which was sent out from Murray's stable.  
All the passengers went to the home of James  
Creamer, on McCorkle avenue, to clean up [some 
were a bit hysterical and required a bed and hot 
drinks]. Miss Armstrong and Mr. Corkham, a  
member of the faculty, were the most badly bruised 
and received medical attention from Dr. D. E.  
Osborne. All were ready to take the 10:40 electric  
car for their homes. The four horses were taken  
back to the college but the rig was badly broken.  
Professor Paap's care in fastening the storm cur- 
tains before the journey began is given credit for 
keeping the passengers from spilling out during the  
upset and perhaps suffering serious injury.  
Work and Study  
As when at Healdsburg, the school on the mountain  
did not have many college students at first and was  
unable to have a graduation immediately. The first class  
was that of 1911, all preparatory students. In 1912, the 
class of nine included a college graduate, Agnes Lewis  
(Caviness), daughter of Professor C. C. Lewis. Mrs.  
McKibbin describes that memorable night:  
As [Mrs. Caviness] has said, there was a drizzling  
rain. She dressed at our cottage which stood where  
Clark Hall now stands.  
When Ben Grant saw her in her pretty white  
dress, he said to [Alonzo Baker], "Agnes can never 
get over to the dining room without spoiling her  
dress. We must help her." They proposed to make  
a chair for her with their hands and carry her over.  
She very graciously thanked them but thought best  
to walk over. She said she would be glad of their  
help on that treacherous board walk, where a board 
was likely to fly up any time and flip one into the  
mud.  
George Miller went ahead with a lantern, and  
Delpha and I brought up the rear as chaperons. And 
so in this decorous manner we escorted our  first  
graduate to the commencement exercises.  
The course structure had not altered a great deal from  
Healdsburg. There was still the literary course leading  
to the B.A. degree, and the scientific with the B.S. 
Four studies were considered to be a full load. The 
B.A. required rhetoric, chemistry, three years of 
history, two years of Bible, and two years of language.  
Enough electives were chosen in addition from speech,  
68


Chapel before 1935 with the Headsburg benches in the balconies.  
literature, advanced  physiology, advanced astronomy,  
geology, education, or biology to make four full years.  
Since about half of the work was "elective," this per- 
mitted a sort of specialization and foreshadowed the  
"major" of the future. To meet requirements for  
graduation, a free-wheeling system of substitutions was  
employed. It would seem, on examining these trans-
actions, that almost any course could be substituted 
for any other, if necessary to get the student graduated.  
The student of this period should not be sold short  
however. The first I.Q. test to be given the student 
body was in 1919 and results were reported to be above  
the national average. A number of the early teachers  
assert that they never knew students to respond so well 
without urgings or  artificial promptings. (In 1919, how- 
ever, the men's chorus was  refused permission to sing  
at Mountain View because of the poor scholarship  of  
some of the members.)  

Non-degree courses were available in business, short- 
hand, two-year ministerial, elementary normal, ad-
vanced normal, preparatory medical, and music (three- 
year organ, five-year piano, and three-year voice). Most  
of these required only ten grades of schooling to  
enter. (1911)  
Industrial courses were listed in farm and gardening,  
logging and building, blacksmithing, steam engineering,  
cooking, domestic economy, laundering, hydrotherapy,  
sewing, and carpentry. "Practical instruction" was 
available in plumbing, electrical engineering, surveying, 
wickerwork, poultry, and painting. It was all "on the 
job" training. What these students saw done daily in  
the creation of the new campus would have been well  
worth  the tuition. The college justified its industrial  
program by the help it provided for the physical plant, 
the work it gave needy students,  and value of industrial  
skills in real life situations. As a convinced classicist,  
69  
William G. White, Jr.


College truck goes in the ditch near Putah Creek on 1916 school picnic.  
Professor Irwin steadfastly refused to allow college  
credit for such courses.  
In the first 21 months of the college, students earned  
$14,000 at their labors and in 30 months, $25,000. In  
a typical summer, 1917, 17 women and 28 men were  
kept busy at full-time work. The pay scale was 10 - 20  
cents hourly but with better rates for the full-time  
summer help. War and manpower shortages forced  the  
student rates to as high as 40 cents an hour by 1921.  
Looking for profitable industries, an  investigation of  
a proposal to manufacture parts for Ford gears was  
made but was turned down as impractical. Like at  
Healdsburg, it was difficult to discover an industry that  
would pay in regular commercial competition. (1917)  
Apparently anxious to encourage the basic arts, the  
board voted in 1917 that agriculture would be required 
in the curriculum in place of chemistry, except for  
premeds and nursing students. Home economics was 
approved for the ladies. Professor Wolfkill was then 
manager of the garden, and cash receipts from the sale  
of produce was $200 monthly, mostly fruits and vege- 
tables for canning. The same year the farm raised all  
the hay it required, some 173 tons.  
The labor requirement remained a thorny problem.  
At first, students who lived outside the school homes  
were required to put in their time but were not given  
any recognition for it. Students in the dormitories had 
their labor credited against board  and room. Eventually  
the work-week for the outside students was cut to six  
hours. In 1919, efforts were made to commute the 
required time to a cash payment, but President Irwin 
firmly rejected this as an attack on the principle  
involved. Board, room, and tuition ran about $18 per 
month at the start. Tuition went from $1 monthly for  
the first grade to $6 for the eleventh grade up.  
About 1914, the president opened negotiations with  
the University of California to obtain junior college 
recognition for P.U.C., for the sake of the students 
seeking entrance to C.M.E., but for  some years admis- 
sion was indirect. In 1918, the college began the practice,  
since discontinued, of granting a B.A. or B.S. degree  
to pre-medical students who finished their pre-medical  
work while at P.U.C. after two years of further study  
at Loma Linda, and after three years to those who did 
not entirely complete their pre-medical work at P.U.C.  
In 1917, the college granted its only honorary degrees  
—strictly speaking. Master of Arts degrees were  
awarded for general competence and for distinguished 
labors to four of the teachers at the college—G. F.  
Wolfkill, H. A. Washburn, Earl Hall, and George Mc- 
Cready Price.  

The first summer school on the Angwin campus was  
held in 1914 with about 50 students present, with the  
majority, then as now, past, present or future teachers.  
By 1921, the enrollment was 100, the 100th to register 
being Elder J. N. Loughborough, then in retirement in  
St. Helena.  
Library facilities were never ideal. At first, the books  
were kept in an open corner of the first chapel. In 1913  
the library was a one-room affair with a peep hole in 
the door so that it was not necessary for a student  to  
enter the place to obtain a book. When the old Healds- 
burg library was disposed of, Lodi insisted on parity, 
so a division was made, "one for me and one for you," 
even to splitting sets of Bible commentaries. Later on,  
reason prevailed and sets were reunited after further  
negotiations.  
In 1919, the library moved to new rooms over the  
front offices in Irwin. The books and the library office  
were placed in the center of the 26x100 foot area, with  
reading rooms at each end. There was a wonderful view 
of the valley out the front windows. After a buying trip 
in the east by Professor Wirth and President Irwin, the  
book count was at 5,200, and about 60 periodicals.  
The Good Old Days  
As the years pass and the pioneer days at P.U.C. fall  
further back into time, memories of the life of the 
school take on a golden haze. The bucolic form of  
Angwin in a simpler day is what the students of that 
day affectionately recall now; the inconveniences no  
longer matter and are only remembered with some-
thing like pride. Mrs. Agnes Lewis Caviness paints 
scenes dear to the memories of those who shared the  
pioneering experience and give to the spoiled and com- 
fortable generation of today a glimpse of what they  
missed:  
When I first came to Angwin Hill that summer  
of 1910, the dust lay deep and white on the long-
winding climb up from St. Helena, past the Toland  
House at Four Corners. You must understand that  
there was never a thought of paving the road at that  
time.  
I have been upbraided by an old-timer for that  
name ..." 'Four Corners,' did you say? Not in my 
time, it wasn't. It was Windy Gap!" Well, Windy 
Gap or Four  Corners, Toland House was the last  
way mark one noted on this road from St. Helena.  
Warner Powers was driving the four-horse team  
hitched to the stage. Sometime after that, we noted  
the Hairpin Bend, then the watering trough in the  
last shady curve of  the road. Then we suddenly  
pulled up by the stone wall, a part of which still  
buttresses the hill now crowned by Irwin Hall.  
Of course there was no Irwin Hall in 1910. Instead  
there was a cluster of gray-green cottages about 
three large buildings—Angwin Hall, which had been 
the summer resort  hotel; Recreation Hall which had  
been the dance hall and bowling alley; and across  
the road, "Alhambra," the reason for whose name  
is shrouded in Moorish  mystery. All we knew in  
1910 was that it stood where now stands the breeze- 
way that connects Grainger Hall and Newton Hall; 
and that it generously housed both administration  
offices and president's living quarters. Here little  
Corkham drove a sharp pencil assisting Mr. Robbins  
70


with the bookkeeping; and Lonnie Baker took his  
president's notes with far more fidelity in dictation 
than does many a professional secretary.  
In the lower reaches of Alhambra, Mrs. Irwin  
kept store at certain hours [3-5 p.m.],  ably  
seconded by "Chas. D. Utt." Here she sold rice and 
beans and prunes and paper and pencils. It was said  
there was room only for the storekeeper and one 
customer.  
The newcomer was likely to find Angwin a busy  
place on P'riday afternoon. He picked his steps down 
a narrow board walk where one end of a plank might  
fly up to trip him. It was sunset—vesper hour. He 
reached the chapel — erstwhile dance hall of a 
worldlier era. He entered the long, bare building, 
treading the damp, freshly scrubbed floor. The place  
was redolent of a fragrance I could never analyze.  
It was made up of strong soap suds and fresh shoe  
polish, shot through with whiffs of wild flowers from  
the pails that flanked the speaker's desk.  
Everybody was there from the chief executive  
officer down to the boys that milked the cows.  
How they sang! Were the men of that staff chosen 
by chance for their rich sonorous voices ? Professor  
Newton was likely to intone the hymn — "Safely  
Through Another Week," or "Another Six Days' 
Work Is Done," or "Day Is Dying In The West."  
Our souls were borne heavenward on Elder Tait's  
prayer. My father may have read the Scripture,  
"Bless the Lord, oh my soul, and all that is within  
me. Bless His Holy Name!"  
The worship completed, we probably listened to  
our President. I can see him yet make a neat rec- 
tangle of the Bible, his hymnal and the small leather 
volume he usually carried. "It has always been my  
experience that . . ." How it all comes back! Charles 
Walter Irwin was as free from pretense and 
affectation as a man could well be, I suppose. We 
trusted him as much for the character that showed  
through the loop-holes of his small mannerisms as 
for the eternal principles which he set before us as  
the reasons for his course of action.  
The sun did not always shine at Angwin. There  
are those who  maintain that it never rains nowadays  
as it did then. And if you have done ordinary  
physical labor you can testify that it grows warm 
through the middle of the day. But in between the  
hot sun and the pelting rain, there are days so  
perfect that the Angwin-bred will be lonely for them  
wherever he goes.  
On such a day one heard the woodcutters high on  
the hill back of where Irwin Hall now stands. They  
were felling a great pine. I listened to the sharp  
impact of the axe as it met the wood. Presently 
there came the cry of "Timber!" Then the giant  
came crashing down through the underbrush. In a 
few minutes people came by twos and threes all over 
the estate to see the fallen monarch. They stood 
about while the boys lopped off the branches. Then  
Walter Petersen hitched the oxen, Buck and  
Hercules, to the log and dragged it down to our  
sawmill.  
They had  no sooner left the place than Professor  
Harry Washburn was on his knees examining the  

> ** * V A  
Hikers on top of Mt. St. Helena, 1913—Front row: Myron Lysinger,  
Lee Parnham, Ralph Maker, Marion Paap, Celian Andross, Ethel  
Osborne, Alonzo Baker, Beatrice Haines, Harold Lewis, Hilda Paap,  
unidentified, Ray Barnctt. Back row: Roy Falconer, Amy Parker,  
Charles LJtt, Leslie Basnett, John Bulpitt, unidentified, unidentified.  
stump, counting its rings, calculating its life history  
—Washburn the apostle of history, creator of the  
famous long history charts that all history students  
of the old days had to produce, surveyor, astronomer,  
lover of every worthy poor boy in those days!  
Sometimes on a Friday afternoon there was  
unusual activity about certain rooms of Graf Hall 
and then we knew that the Lady from Elmshaven  
was to be our guest over the weekend. She came 
with her  companion, the intrepid Sarah Maclnterfer,  
who drove her pony and looked after "Mother" in  
all ways. She seldom spoke on Friday evening. We 
just knew she was there. But Sabbath mornings  
she occupied the 11:00 o'clock hour. There was no  
loud-speaker in those days, but Mrs. E. G. White 
didn't need one. If you'could have heard the carrying 
quality of her voice! I count the privilege of knowing 
that voice as one of the greatest blessings of those  
early days.  
Viewing the daily program of 1910, it appears to be  
designed for working people—early to bed and early  
to rise:  
Rising bell  
Morning worship  
Study period (in chapel)  
[it was warm there] . . .  
Breakfast  
Work period (Industrial  students)  
Recitation and study period . .  
Industrial classes  
Chapel exercises  
Chapel talks (Monday and Friday)  
Singing (Tuesday and Thursday)  
Spelling (Monday, Thursday, Friday)  
Missionary meeting (Wednesday)  
Recitation and study period . . .  
Dinner 
Work period  
Evening worship in homes . . 
Silent period  
Evening study period [supervised] 
Retiring signal  
Lights out  

5:30  
6:00  
6:15- - 6:55  
7:00 
8:00- - 9:00  
8:00- -10:00  
9:00- -10:00  
10:00 
10:15- -10:45  
10:15- -10:45  
10:45- -11:00  
10:00- -11:00  
11:00- - 1:00  
1:15  
2:00- - 5:30  
6:30  
6:45- - 7:15  
7:15-- 9:15  
9:15  
9:30  
71


Staff of PHANOS, PUC's first publication on the Angwin campus—  
in front: Veda Dayton, A. E. Hall, Effie James. Standing: Cecil Cork- 
ham, Maud O'Neil, Alonzo Baker.  
By 1914 the chapel procedure had changed somewhat  
and talks were given more frequently by various mem-
bers of the faculty. At times, the nature of these  
addresses was previously agreed upon in faculty meet-
ing. One week, picked at random,  went like this:  
Washburn, "Confirmation of Old  Testament History";  
Paulin, "What Constitutes Good Music"; Hughes, cur-
rent events; Newton, some phase of astronomy or 
physics; Irwin, some places of interest visited.  
Even in those days, however, there were occasional  
idle hands to provide for, in spite of all a devoted faculty 
could do to keep them busy. Work might serve as a  
substitute for play most of the time, but there were 
ever so often some students who desired the ways of 
the outside world—such as baseball games. Activities  
were therefore provided and were carefully supervised.  
President Irwin's motto was "everything for every- 
body." If the location of P.U.C. still makes that more 
of a practical ideal than is possible with some of the  
urbanized colleges, it was far more true then. Indeed,  
the alternative to the college fare was a round-trip off  
the hill which would consume at least four hours in  
travel time alone. P.U.C. was a family affair in truth,  
but it must not be thought that the students of that  
day resented their "limited" opportunities. Life was  
simpler and boredom was not as easily achieved by  
young people living an essentially more wholesome life.  

Our recreations  were simple and very democratic,  
we did not wait for a special and individual invita- 
tion. If the word got around that at sundown Bro.  
O'Neil would light a bonfire in his pasture, we took  
our suppers in paper sacks and went—all of us from  
Grandma Newton to Baby Bertha Washburn. If  
there was one  who could not walk so far, there  
seemed always to be room in Professor Newton's  
car, the only one on the hill in those first years.  
Saturday night was the most difficult time of the  
week. The first one of the year, to be sure, was usually  
the "handshake." Each student or guest entered the  
hall and was introduced  to the faculty lined up along  
the wall, and then took his place to be "handshooken"  
in turn by those coming after.  
Self-help in finding amusement was deemed  detri- 
mental so various expedients were resorted to. Professor 
Newton and Miss Andre sometimes ran the student body  
through an hour of gymnastics on a Saturday night—  
separately. There might be a march on the dining room,  
together. Professor Newton's innumerable travel pic-
tures saved many a day (or evening). Using a cast-off 
mounting donated by the Sanitarium, Professor Newton 
wired his own generator and was able to produce enough  
current to make use of his stereopticon in the evening. 
Before that he was restricted to daylight. By placing  
a piece of mirror against a fence, he projected a beam  
of sunlight through a hole in the wall and so illuminated 
the pictures on the screen. The result, we are told, was  
a superior image, devoid of eyestrain. When the sun 
passed behind the clouds, Newton lectured until it came  
back.  
The problem long remained however. Could the boys  
entertain the girls in the girls' parlor? Should there be  
a musical program in the chapel ? At one faculty meet-
ing, the solution was reached very neatly and expediti-
ously: "The president stated that no plans had been 
made for any meeting next Saturday evening, and asked  
for suggestions. M. W. Newton moved that Professor  
Rine be asked to speak in the chapel next Saturday  
evening. E. J. Hibbard seconded the motion. Carried."  
(It was probably just about as good and certainly much  
more inexpensive than today's system.)  
There were times when an outside speaker or per- 
former was secured. One memorable concert was given 
by Clarence Eddy, a renowned  organist of the day.  
Both President Irwin and Professor Newton had known 
him in the east and on encountering him at the 1915  
World's Fair in San Francisco, invited him to play at  
the college. All went well until the guest tried to play  
keys that were not there (it had but five sets of pipes 
and two manuals). "You must  appreciate," he said to  
the audience, "that this is a very small organ." He  
received a rousing ovation anyway.  
A typical Christmas party was given in the chapel  
by the faculty in 1917. Professor Paulin played the 
violin, Mrs. W. B. Taylor sang, there were recitations  
and talks on the significance of Christmas. On the trees  
were bags containing candy, popcorn, and slips with  
appropriate quotations. Parties were permitted in the  
faculty homes also, but refreshments were limited to 
a drink.  
Outings were much more common in the days before  
students' legs atrophied. A typical jaunt was the senior  
72


picnic of 1918, with Professor Wirth as chaperon. After  
recitation of poetry by Linda Falls, the group hiked 
on to Seven Springs, Overhanging Rock, and Pinecrest.  
Eating dinner, they then inspected the Thousand Acres 
and went on to Eagle Rock and the Woodworth summer  
resort. In the evening marshmallows were charred  
about a fire and each member of the class still had  
enough wind left to contribute a recitation or song.  
During vacations in particular, and after the college  
acquired a truck, mass pilgrimages were paid to such  
places as the Stevenson cabin on Mount St. Helena.  
Hikes to the top were part of the program.  
Special events included snowstorms—always good for  
dismissed classes—senior receptions for the faculty  
(use of the  library was permitted in 1920, but no  
refreshments), and in 1919 a big outing celebrated the  
anniversary of Armistice Day with a grand dinner,  
decorated cakes, and patriotic singing. Professor  
Newton, acting for the absent president, decorated each  
ex-serviceman present with a green and gold ribbon and  
their pictures in uniform were taken around the flag-
pole. Eating of ice cream in classrooms possibly denoted  
special occasions, too, and must have occurred, for  
legislation against it was passed with the comment that  
too much of the stuff had been coming up the hill lately.  
Approved areas of activity included class organiza- 
tions, carefully supervised to be sure.  Juniors did not  
at first achieve this recognition, but presumably some- 
one had to escort the seniors at graduation and they  
eventually won their point. By 1919, juniors and seniors  
were guilty of disorders, and a "tradition" of class 
rivalry was under way.  
A premedical club was organized in 1918 and gave a  
remarkable dramatic production "One Hundred Years 
Ago," on the history of medicine (in costume!). By 
popular demand, it was repeated twice and they cleared 
the remarkable sum of $500. To be entirely accurate, it  
should be noted that this last type of activity did not 
meet with universal approbation.  
Musical activities were perhaps even more pro- 
nounced than today, probably as an offset to the heavy 
labor program. Notable groups and quartets flourished 
and there was an orchestra from the earliest times. By  
1916 a pipe organ was in operation after much impro- 
visation by Professor Newton and help from the music  
department.  
A college church was organized in 1909 with 42  
charter members. A. 0. Tait was the first elder. By 1921  
there were 289 members.  Student efforts were held in  
valley towns and in Monticello. Funds were raised in  
chapel to buy a "missionary Ford" to make these labors  
possible. Harvest Ingathering ranged as far as San  
Francisco by foot, buggy, and car. In 1912, the Young 
People's Society was divided  into sections for personal  
work (this was carried on by older students) and into  
foreign missionary, canvassers, religious liberty and  
temperance, and reading bands. These bands took turns 
providing the Wednesday chapel program. Weeks of 
Prayer were functioning as early as 1916 and doubtless 
earlier.  
A long felt need was for a school paper. The first step  
in this direction was the 1915 annual, Phanos. Gradu- 
ating classes usually rated a special number of the  
Pacific Union Recorder with their pictures in it, but a  

Top: College orchestra under direction of Prof. Miller about 1914.  
Next to top: Men's Glee Club; back: Bill Tonge, Gerald Morris, Archie  
Tonge, George Greer, Lowell Butler, Fred Jensen; Front: C. O. Pat- 
terson, Norman Howe, Ralph Albright, Owen Troy, Paul Harris, Bill  
Kendall. Next to bottom: President and Mrs. Irwin entertain at their  
home, left to right: Mrs. Joseph Gomes, Mrs. Irwin, President Irwin, 
Viola Hartman, Harlan Olsen, unidentified, Minnie Belle Scott.  
Bottom: North Hall boys about 1919, Charles E. Weniger, Preceptor.


Top: Picnic fun. Next to top: George Greer, J. K. Battin, and Bryant 
Chase and one of the famous tents. Middle: "Maud" moving Prof.  
Paulin's house to its present location. The tow line has just parted. 
Next to bottom: Normal students have fun in the snow. Bottom: Presi- 
dent Irwin obligingly maintains his pose for J. K. Battin. On a picnic  
by Putah Creek, the college truck had become stuck and the president  
was napping after the consequent labors when Battin tried to catch 
him. At Mrs. Irwin's request, the President feigned sleep for a few  
moments longer.  

better outlet for the literary talent sparked by such  
teachers as Professor Rine was needed. A 1916 request 
to the powers for a journal was turned down partly on  
the grounds of a paper shortage.  
In 1918 three eminent students, Shuler Fagan, Ray- 
mond Mortensen, and E. Miles Cadwallader, went for a  
walk and before their return decided to see what could  
be done. Armed with estimates from Herbert White  
college printer and fellow student, they approached  
President Irwin and were encouraged by him to petition  
the faculty. In July, 1918, the first issue of the Mountain  
Echo appeared with Charles Weniger as editor and  
Douglas Semmens as manager.  
At first it was a quarterly, but grew to monthly size  
(nine times a year) serving primarily as a literary  
vehicle but with a news section. Frequently its gradu-
ation number was in a special format and may be 
considered as an annual in appearance and function,  *  
though usually with far more reading matter than the 
normal Diogenes Lantern of today. San Fernando 
Academy affiliated with the Echo for several years *  
(1920 - 1922) supplying a regular section to the maga- 
zine. The subscription list ran about 600 to 800 copies 
and the price was 75 cents a year.  
Publications' campaigns have been a vexing problem  
for 35 years, the difficulty being in generating enough 
steam to bring in sufficient numbers of subscriptions  
yet keeping the proceedings from getting out of hand.  
The Echo campaign of 1920 was the first attempt. Five  
model trucks were strung on wires, presumably in  
chapel, and pushed across to the finish line as the subs 
came in. The five represented North, South, and West 
Halls, the Alhambra, and the outside students. Every-
one wore a tag indicating the number of subs he was  
responsible for. All the trucks  eventually reached their  
goals—South Hall won with 623. It is cheering to note  
that that year the paper finished 57 cents in the black.  
(At times in the past there had been handouts by the  
college when student budgeters miscalculated.)  
To meet the still crying need for more frequent and  
intimate reportage, a number of  sub rosa sheets circu- 
lated. One was The Rising Bell and Evening Gargle, 
which lasted for two editions. There was to be a wait of 
some years for the appearance of the Campus Chronicle.  
In any discussion of life  in the Good Old Days, the  
standards of the day must be considered. To today's 4 
students, the restrictions on association between the 
sexes and the limitation of athletics are hard to under- 
stand. It must be remembered that  such interpretation  
of the standards was not new in Adventist colleges, and 
had but recently been customary in many other schools. 
During this period, some aspects of the program were  
being liberalized though the liberalization did not  
necessarily improve the situation. P.U.C., thanks to 
circumstances, possibly did maintain a stricter attitude  
longer than some other institutions. Students who went  
to P.U.C. in those days now look back on their extra-
curricular lives with fondness in most cases, sometimes  
with a bit of amused irritation at some particular aspect 
of the program, or in a remarkably few instances, with 
wrath that is still warm after 35 years. Many of these  
former students feel that while the reins were too tight  
in some ways in their day, the relaxation has now been  
74


carried so far  in others that today's student is left with- 
out some of the guidance he actually needs.  
It is reassuring, however, to know that young people  
have not changed a great deal in some matters. Looking 
behind the spartan routine of student life  in that first  
decade, one notes that attempts were  made then as now  
to match wits with the faculty and administration (they  
were nearer the same thing in those days) over court- 
ing, amusement, and dress. We are told that the youth 
of that day were more decorous, modestly attired, and  
sounder lot, but the faculty has been contending with 
the same sort of problems  all the time since—"special- 
izing," unexcused absences, reading in chapel, noise  
and shoving in the boys' cafeteria line, illegal electric 
appliances in dormitory rooms, straggling among the 
manzanita bushes, unauthorized trips off the hill. It is 
even more reassuring to see how many of yesterday's 
rascals turned out well in terms of denominational 
careers in spite of their talent for trouble in the Good  
Old Days. It is also saddening at times to recall the  
wastage of human capital  when severe disciplinary  
action was taken for misdeeds which in light of later 
reevaluation would not have been considered as very  
serious today.  
Idle games were forbidden in the first years of the  
college. Balls and bats appearing on campus disappeared  
as rapidly. One student recalls that after the day's work,  
he and two others strolled out to about where the  
Stauffer and Nielsen houses are today and started 
playing catch. President Irwin materialized from no- 
where and ended  the proceedings.  
In 1913, thirty students petitioned for permission "to  
play ball once in two weeks." Dr. Thomason of the  
Sanitarium gave a cautious medical approval "to games 
of baseball and tennis conducted properly under suit-
able restrictions." The board was consulted on the 
matter.  
The subject of the students' petition was intro- 
duced and long and earnest consideration was given 
to it. While all agreed that students need times of 
recreation, and while all were in sympathy with  

plans to provide for  suitable recreation, yet it was  
unanimously agreed at the close of the discussion  
that while in times past other schools have endeav- 
ored to regulate the national games . . . such as  
football, cricket, tennis, baseball, etc., yet the Lord  
would have this school take an advanced position  
as an object lesson to the entire denomination, by  
refusing to allow these or similar games to be intro- 
duced at all into our school work.  
This was followed by a joint meeting of the faculty  
and board and by a recess for chapel where board 
members explained the decision "at length" to the  
students. In lieu of baseball, Mrs. Robbins and Professor  
Newton were appointed directors of physical culture 
and instructed to provide something for the students.  
Later on, baseball was allowed at picnics. (In 1914,  
an intermediate year, games were allowed but no  
"match" games, such as football or baseball.) Picnics  
were successful then anyway. Big dinners were served  
and attendance was close to 100 per cent of the enroll- 
ment. One never knew when the president might declare  
a picnic and close classes for the day. Boys and girls, 
naturally, used separate routes to the grounds.  
May 9, 1913 appears to be the date for the creation  
of special committees to handle disciplinary problems, 
one of three gentlemen for the boys, one of three ladies  
for the girls.  
Shortly afterward, it was noticed that a mixed group  
formed at a Saturday night function and stayed  
together all evening to the scandal and detriment of the  
rest of the student body. One of the first tasks of the 
new committee was to reason with the offenders. Read-
ing magazines in chapel was discussed, but if the  
solution to that problem was discovered, it was lost  
again in the mists of the past. Since boys used the chapel  
and the library as meeting places with girls, the library  
was closed in the afternoons and books were to be taken 
out during the morning recitation periods only. When  
the Young Men's Literary Society requested permis- 
sion to use the chapel during a vacant period for a 
debate on woman suffrage with ladies present, the  
View of the campus about 1919.


permission was denied as (1) improper in the chapel,  
(2) as improper.  
The cap and gown controversy smoldered for years,  
the requests being denied frequently with suggestion 
that something simple be worn for graduation that 
could be used again. The issue was not decided finally  
in favor of regalia until 1931.  
After the first year or two, the number of non- 
resident students grew. Though the nucleus of the  
present Angwin community began promptly, most of 
the day students were from the Sanitarium. For several 
years, the administration was not too happy about 
these scholars who were only partially conformable to 
the pattern. As late as 1916 the president referred to  
Sanitarium girls, saying "that those in charge of the 
dormitories were agreed that the influence exerted by  
many of these pupils was such that it tended to unsettle  
and make much more difficult the discipline of a certain  
class of young ladies in the homes." (In that year, only  
70 per cent of the enrollment lived in the dormitories.)  
In time, Sanitarium students became even more  
numerous. Some walked the five miles daily, rhapso- 
dizing about the undeniable beauties of nature as they 
climbed, others probably thinking of their feet. Traffic 
went both ways, for as Keld Reynolds says; "others had  
vested or rather skirted interests there." Various paths  
were available and the walking time was about forty  
minutes.  
Restrictions on off-campus movement were severe  
and it is hard to see how they could have been enforced  
successfully for long. There is an unverified story that 
a wad of chewing gum was once used to convict a 
senior of breaking restrictions by an unauthorized trip  
to St. Helena. It is said that he was sent where gum 
was more plentiful than it was then at P.U.C. In 1914,  

attendance at Sanitarium missionary meetings was for-
bidden to college students. In 1917 a student might 
visit a parent at the San every four weeks, or once in 
eight weeks if other relatives were involved.  
On campus, dinner invitations on Sabbath to other  
than faculty homes were not in order and young men 
might not sit with their sisters in church or walk them  
home after meetings. Visiting sisters on Sabbath after- 
noons was proper.  Later in the  era, parlor dates were  
permissible in select cases. Three young men in 1921,  
including a later missionary of prominence in the  
Interamerican Division, sat on the girls' side at a Satur-
day night program. They were accused of taking 
advantage of the absence of the president and had an  
interview with the discipline committee.  
Talk about a required uniform for the girls went on  
for some time but without definite results. A regulation  
was passed by the faculty that "wearing of any corset  
or injurious waist" was prohibited. After that, when  
the preceptress put her arm lovingly about one of her  
charges, it did not always indicate affection. At least  
one "good" girl, otherwise cooperative, was given the 
choice of turning in the offending garment or going 
home.  
Surprisingly enough in this strict atmosphere,  
punishments were not always stiff. For example, in  
1918 three students, one now a renowned missionary  
doctor, forced the lock on the college garage and took  
the vehicle for a spin down the road. They were fined  
$2.00 each (!) and a better lock was voted for the door.  
Another lively lad got a mere week's suspension for 
pouring water through a skylight on a stereopticon  
audience. In his day this prankster was probably con- 
sidered to be just about as funny as the 1953 antic 
who sang out "Call for Philip Morris!" when the band  
FACULTY OF 1920-21—First row: B. L. House, Claude Conard, Mrs. Jessie Paap, Mrs. Minnie Irwin, Pres. Irwin, G. F. Wolfkill, Mrs. Lydia  
Wolfkill, Charles Weniger, Harry Washburn. Second row: Mary Bridgewater, Gladys Robinson (Hoffman), George McCready Price, M. W.  
Newton, W. E. Robbins, R. A. Mortensen, Alma J. Graf, Mrs. Reynolds, Mrs. Elsie Taylor, William B.  Taylor, Christian Kuehnle. Third row:  
Lyre Spear, Mrs. Jessie Osborne, C. H. Castle, H. O. McCumber, Clarence Dortch, Charles D. Utt, Mrs. Miriam C. Utt, Lambert Moffitt, N. E.  
Paulin, Mrs. Fred Landis, Fedalma Ragon.


was playing the Grand Canyon Suite. One hesitates to  
claim that there is proof in four decades of either  
progress or regression.  
On another occasion two students returning from  
woodcutting paused and caught ten or a dozen trout.  
Frying them over the oil stove in West Hall brought a 
capacity crowd to their room. As the feast proceeded,  
there was a knock and the preceptor, tall and grave,  
entered. He refused to be seduced by a fish sandwich  
and retired without comment. On the morrow the presi- 
dent suspended the culprits for two days.  
There was actually a sense of humor beneath the  
grave exterior of the president. One source of error for  
male students was Deer Park, which once existed in  
verdant luxuriance south of Graf Hall with its barrel  
stave chairs and rustic hammocks. Naturally, it was out 
of bounds for the boys. One Sabbath afternoon a couple 
of them were hanging over or sitting on the fence chat- 
ting with a half dozen girls when President and Mrs.  
Irwin appeared. The boy who tells the story was in  
such a hurry to unwrap his feet from the fence that he  
ripped his only pair of "good" trousers. While one of  
the girls helped with emergency repairs, the president  
admonished the culprit but was obviously having con- 
siderable trouble keeping his merriment hidden behind  
his mustache.  
It is noteworthy that most students  of that day did  
not feel it their  duty to criticize the food. In fact they  
seemed to have liked it, though some of the items served 
have an exotic sound today. In Mother Irwin's time, the 
favorite dishes were brown betty and baked pears, and 
pansies on the table. In later years people ate such  
things as pressed bread pudding, cream of wheat mold,  
cranberry beans, granola, and "nut-fido." The evening 
meal was a sack lunch. If one was not in time at break-
fast to  order his sackful, this evening fare was likely to  
be onion sandwiches or zweiback. Menus were provided 
from which to select future meals. Separate decks were  
provided for boys and girls and there were a number of  
faculty tables. Seating in the cafeteria was changed  
77  

Miss Andre's Spirit of Prophecy class.  
Print shop, 1919.


President and Mrs. Irwin at home.  
every six weeks  or so, or oftener if the seating com- 
mittee scented an incipient romance. Minimum  charges  
for board have irritated students from time to time. It 
is interesting therefore to note that the college board  
voted in 1918 to set a maximum expenditure for a 
certain student, for reasons unknown. He was to spend 
no more than 15 cents for breakfast, 21 cents for dinner,  
and 12 cents for the evening lunch.  
Items of interest late in the Irwin administration  
included P.U.C.'s reaction to World War I. Boys were 
drafted or volunteered and efforts were made to keep  
track of them at the various camps. President Irwin  
called at several when the war was over to encourage  
former students to return to P.U.C. He also made  
explanations to the local draft board to obtain defer- 
ments for the ministerial students. The college com- 
munity subscribed $1650 for the Third Liberty Loan.  
The flu epidemic of 1918 made a great impression  
at the time. Around 70 students were laid low and  
doubtless others expected to be. The fourth floor of 
South Hall was used as a flu ward and a number of the 
braver girls served as nurses. Mr. and Mrs. Whitney, 
with their hydrotherapy treatments, also performed 
notable service. The college  quarantined everyone for  
six weeks in line with general practice of the time. Use 
of flu masks was recommended but not enforced and  
Professor Wolfkill was authorized to mix a large quan- 
tity  of Dobelle's solution to spray mouths and throats.  
"No one succumbed and no one felt serious after- 
effects, which we regarded as a vindication of hydro- 
therapy, strict vegetarianism, and the extremely quiet 
life at college under the strict regulations of those  
days." The effect was abated about Armistice time and 
so a picnic was held impromptu to celebrate the two  
victories.  
Green and gold were selected as the school colors by  
a special committee in 1917. School spirit ran high. 
Each graduating class contained a poet and/or song  

writer who produced appropriate compositions. Around  
1920, student recruiting campaigns for new students  
were carried on, resulting in the biggest enrollment ever 
for the following year. It was a matter of pride that  
each departing senior secured a new student to take his 
place.  
In his later years, President Irwin mellowed some- 
what as he saw his work was being successfully carried 
out. He would not compromise principle or lower stan- 
dards. As he admitted later, he might have been less  
rigorous on some points if he had it to do over. His 
sturdy support of the Australian-influenced interpre- 
tation of the standards prescribed by the Spirit of 
Prophecy in educational matters, provided the founda- 
tion for succeeding administrations and their efforts to  
maintain what came to be regarded as P.U.C. standards. 
Certainly no sudden relaxation followed the departure  
of Irwin.  
The most serious accusation that is made against the  
Irwin regime was "too little sympathetic understanding  
of students' problems." While there was undoubtedly 
some truth in this, it should be recalled that his stan-
dards were those of the home churches in 1909. When 
those standards lowered or changed, as they began to 
do presently, hastened by the impact of the war, criti-
cism of the school program rose not so much from the  
students at the school as from some of the constituency  
and from a hostile board. Other factors were also  
involved, but the removal of President Irwin (or his 
promotion to the General Conference Department of 
Education, if one prefers to put it that way) was 
certainly not desired or requested by the  student body  
or faculty; it came as a surprise to them. Time has  
largely vindicated the president's faith and courage.  
By the end of President Irwin's  twelve years on  
Howell Mountain, it was already being said that the 
era of pioneering had passed and that the campus would  
be unrecognizable to the "pioneers" of 1909. It was,  
78


Plan of the Administration Building as conceived by President Irwin and worked out by Prof. 
M. W. Newton and George Carlsen. Observe the ease with which an observer on the platform  
could survey all halls and note the difficulty of unobserved tardiness.  
however, this common memory of achievement against  
great obstacles that gave the P.U.C. students and 
faculty of 1909 -1921 their feeling that this was not 
just another school. It was in a very special way their  
school, for they had  built it with their own hands and  
had tried to do it according to the "blueprint." This  
feeling of pride in a great past has  been a motivating  
force in the further development of the program of  
P.U.C.  
In spite of some irritations about rules and regula- 
tions, the students did manage, as they always have, to  

get married in large numbers, and, a significant point,  
they have sent their children back to their school in  
large numbers, too. Said one graduate of the Irwin 
period, since high in the denominational work: "I have  
seen all  of them in America and most of our colleges  
around the world. There may be a better college some- 
where, but if so, I'd like to see it."  
Certainly it would be difficult to surpass the sentence  
spoken by Francis Nichol of Charles Walter Irwin, his 
college president: "With faith in his heart and a pickax 
in his hand, he carved a college out of a mountain."  
(Left) Students of Charles Utt's Latin classes put on a play "A Roman School" in 1922. First row:  Elizabeth Evans, Lolita Simpson, Wtnea  
Simpson, Mary Clark. Middle row: Prof. Charles Utt, Lois Dorland, Wells Cook, Wesley Thorp, Gladys Mourer, Alden Knotty. Back row: Spald- 
ing, Herbert Honor, Arna Bontemps, Richard Lewis. (Right) Last trip of the electric train through St. Helena, 1937, ending 30 years of service.


(Above) Somewhat imaginative artist's conception of the new administration building. (Below)  
View of the campus by G. H. Carlsen about the end of the Irwin administration.  
80  
A


Two Decades of Progress  
Chapter Three  
For two long terms, succeeding presidents built on  
the foundation laid by President Irwin. The administra-
tion of William E. Nelson lasted from 1921 to 1934 and 
that of Walter I. Smith from 1934  to 1943. The strong  
Christian atmosphere was maintained and both presi-
dents were successful in improving and modernizing 
the plant. The prestige of the school and school spirit  
were both maintained at a high level, justified by  
academic strength as well as by the physical changes on 
the campus.  
Professor Nelson endeavored to maintain the pattern  
of his predecessor in its main outlines. Already an 
experienced and successful administrator, he had grad-
uated from Union College with a B.S. degree, had done  
graduate work at the University of Nebraska, and  
served at both Walla Walla and Keene for many years.  
At the  former, he was betimes dean, head of the science  
department, teacher of languages and Bible, and a  
photographer—an interest he never lost. At Keene, he 
was such a success as president that he was invited by  
the board of Pacific Union College to accept the same 
responsibility on Howell Mountain. The General Confer- 
ence was reluctant to release him from his post in Texas  
but the P.U.C. board insisted and Nelson was willing.  
"One of the evidences of his success as a school  
leader was his ability to select a capable faculty, to  
persuade students to reach high standards, and to win  
the support of church and conference leaders." Though  
characteristically a quiet man, there was never any  
doubt that he was the real head of the school. He was 
both president and business manager and kept a careful  
eye on every activity of the school. "Nothing, absolutely 
nothing, I do swear, ever got past that man," affirms 
one of his faculty. Whether it was a student  trying to  
get by in the classroom in a sweater instead of a  coat,  
or a staff member who sneaked off for a little deer  
hunting, he seemed to know all about it even though  in  
his magnanimity he often overlooked certain frailties.  
The Nelson reputation is probably most famous in  
the field of institutional finance. The standing of the  
college was enhanced by his ability to save money for  
future needs but he was not afraid to spend when  
spending was desirable. At times when the board would  
demur at suggested outlays, he would assure them that  
the cash was already in hand. The material growth of 
the campus testified to his tireless application to the  

art of getting the most for the school's money. The  
faculty was on a short financial leash and certainly 
never succeeded in getting him to spend beyond pres- 
ently available funds.  
Though the president had a tendency to be a bit  
dictatorial, he knew how to surround himself with an  
able faculty—and they certainly were not yes men. He  
did not  share his basic authority, but he had "an un- 
canny ability to select outstanding teachers and then  
keep his hands off their departmental activities while at 
the same time he encouraged the development of  the  
department." His wife recalls that he tried hard not to  
seem to dominate his faculty and he would at times 
adjust his position quickly and gracefully if he found 
the concensus against him, endeavoring to make them 
feel that he had really wanted what they wanted all the  
time. While possibly more concerned with the physical  
plant than with more abstract problems of scholarship,  
still he was responsible for the accreditation of the  
school and much academic progress.  
Mrs. Nelson was a gracious hostess and a great help  
to her husband. Both were highly respected by the  
students. She filled in as dean of women in emergencies, 
and was always a welcome speaker at the Girls' Hour.  
"Uncle Willy", as he was called behind his back, was  
remembered for his jokes about Texas and some of his 
chapel comments. "What is the difference between a 
cow chewing its cud and and a girl chewing gum?"  
Answer: "The cow has a more intelligent look." His 
frequent Sabbath "drives" always seemed to pass near  
the young men who were walking too close to the con-
fines of Deer Park. He was not the only P.U.C. presi- 
dent who was kin to Jehu. W. I. Smith was impressed  
with his automotive prowess on a visit  with his friend  
in 1924:  
After a delicious Sabbath dinner, the President  
and his wife took us in an early model Cadillac to  
see the scenic points of the mountain. As he scooted  
hither and thither on mountain woodpaths that  
were the width of one vehicle, at a speed that might  
have been questioned by a highway patrolman, my  
heart was in my throat and my right hand on the  
door ready for exit lest he might unexpectedly meet 
another traveller whose eyes were set on the oppo-
site direction. We came to the end of the tour with- 
out harm, for which I was profoundly grateful.  
81


President Nelson was certainly one  of the outstanding  
personalities to be connected with P.U.C. From the pres- 
idency he went on to the treasurership of the General 
Conference. Of him it could be truly said: "He built 
confidence in men, in institutions, in a great cause."  
The third president on the Angwin campus, and the  
one with the third longest term, was W. I. Smith. Also  
a graduate of Union College, President Smith likewise  
had many years of service at Walla Walla, originally 
being dean of men and professor of mathematics and in  
1917 becoming the youngest president of that college.  
After an exceptional stay in that position of thirteen 
years, he served as secretary in the General Conference  
educational department from 1930 to 1934. On the day  
he passed the examinations for his degree of doctor of  
education, he was asked to assume the presidency of  
Pacific Union College. This was not an unpleasant pros- 
pect to him, for he had been a frequent visitor to the  
campus and on one occasion had remarked that he felt 
P.U.C. approached the model of a school  of the prophets  
more than some he had seen. It might be noted that  
Smith was the first "doctor" to be president of the 
college. On the Angwin campus,  he was the first to have  
children in the presidential household, he and Mrs.  
Smith bringing their three young sons to live in the  
presidential mansion at the foot of the Irwin Hall steps.  
The new president, was a brilliant and highly regard- 
ed scholar, a considerate and pleasant man, whose great 
desire was to see P.U.C. continue in quiet progress. His  
great dignity, which was to serve him so well later in 
the presidency of the English school, led him to detest  
disharmony and the open airing of controversial views.  

It pained him to find contention or criticism in others. 
In his remarks on the school year of 1937 one finds a  
key to his program at P.U.C., "A good spirit pervades 
the college and an attitude  of quiet industry prevails."  
Though his public vocabulary was ornate, he too had 
his homely sayings. One of these, recalled by a close 
associate,  was "every pancake has two sides." His  
chapel talks frequently dealt with "sundry moral vir-
tues and their contrary vices."  
Every year in chapel, he and the students had  their  
little joke over the "surprise" birthday cake presented  
to him by Mrs. Wolfkill's foods and cookery class. Each 
year the cake was in an appropriate shape, perhaps  
representing a current building project, and in the  
evening was shared with the faculty at a reception in  
the president's home.  
Likewise, "our apples" became a good natured by- 
word:  
The President, on a certain chapel occasion, had  
discoursed quite at length on school spirit, on the  
desirable virtue of establishing belongingness, and  
of taking a positive interest in the various activities 
and projects that had for their objective the well- 
being and improvement of both the college and the  
students. Finally, in a spirit of punning, he called  
attention to  the apple orchard and to the tendency  
that had been in evidence of late for certain students 
to go beyond picking a few for eating  purposes and  
to lug them away in containers. The President then  
remarked that perhaps this was carrying school  
spirit a little bit too far in making "our apples" truly  
possessive and possessed.  
PRESIDENTS  OF THE COLLEGE  
82


\  
President Smith's job was a difficult one. Following a  
strong executive, he came at a period of transition.  
Definite changes in the attitude toward the role of the  
student were in evidence, perhaps overdue, and were, in  
fact, discreetly encouraged by the president himself.  
The faculty was an unusually strong one with long ten- 
ure and definite conceptions, and had not always agreed 
even with President Nelson. Now, at this time of 
change, they feared that liberalism might go too far 
and would endanger the standards which they identi- 
fied with the college. 
The Faculty  
Throughout the 'twenties and 'thirties, the faculty  
was distinguished by its long terms of service, its devo- 
tion to the school, and its unity in maintaining school  
standards. It took a solid and sober view of its respon-
sibilities and was rated by many students as the strong-
est aspect of the college. If example and precept could  
keep a student body on the "strait and narrow", certain- 
ly this faculty should have come close to success. In the  
eyes of one student, they represented "sheer integrity, 
honesty, spirit and vigor." Wrote Mary Hay ton in the  
1928 Diogenes Lantern:  
These are they who, with prayer and patience toiled  
unceasingly for young men and women; who, while  

loving them, chastened them; who in wisdom led  
them on to higher walks of life These, yes, these  
are the ministering teachers of the "School of the 
Prophets"!  
With the increase of enrollment, the faculty also  
grew in size, so that commentary here, even on all the  
more notable ones, is not practical. In the lower ranks 
and among the student teachers, turnover was always  
rapid, but in the departmental leadership, there were  
some who served through the entire period and others 
who remained long and made notable contributions to  
the era.  
Through the entire period, Professor Newton re- 
mained the universal expert and handyman. The roar of  
his voice and his erect bearing did not change. He en-
joyed the golden age of astronomy at P.U.C. that came  
with the realization of his dream of an observatory.  
Until motion pictures took over as entertainment, his  
illustrated lectures and his readings were still frequent  
fare on Saturday nights. Another of his jobs,  which  
from its start about 1924 became traditional, was the  
lighting of the great Christmas tree on the presidential 
lawn. Mrs. Newton retired from teaching in the mid- 
'twenties but still occupied an honored place in the 
college community. The whole county helped celebrate  
the Newton golden wedding anniversary  in 1941.  
VIEWS OF THE EARLY TWENTIES—Upper left: College Avenue looking south. Upper right: Administration Building, president's house in  
foreground. Lower left: North Hall (the former hotel with porches removed). Lower right: View from Administration budding porch.



One student remembers three outstanding  features  
of Professor Newton,  circa 1930:  
His solos: "The Ninety and Nine." Once I accom- 
panied him on the organ but had missed the  
* announcement to the effect that it was to be a solo.  
Pictures flashed on the screen. I turned the organ 
on full volume as for congregational singing. As  I  
looked at Professor Newton I wondered why his 
veins were bulging out and why his face was so red. 
Then Bill Mintner, the organ instructor, came down 
and said "Hey, you fool, he's singing a solo," and 
helped adjust the stops for that purpose immedi-
ately. Proffessor Newton was unappreciative of my  
accompaniment.  
His method of finding out whether there was any  
electricity in the line: Wetting thumb and index 
finger, and then pinching the light socket, nodding  
his head and saying, "Yep, it has electricity all 
right."  
His astronomy classes, with pictures on the wall  
taken at the time of his expedition to the classical  
* lands and our method of getting out of a class lec- 
ture : gazing at one of the pictures until he caught  
the direction of our looks, then closing our books  
while he took the rest of the period to tell us about 
the expedition. It was interesting too.  
Professor Paulin went his gentle, gracious way,  
achieving the signal honor of having a building named  
Above: The highway to St. Helena.  
Below: Approach to the campus.  

for him while still active on the staff. His violin contin-
ued to be part of the memories of generations of stu- 
dents and in the later days, he was also seen in his white 
uniform, leading the band in the theme song he contri- 
buted to P.U.C.'s musical store.  
Charles Weniger, present during most of the period,  
was the builder of the speech department, a believer in 
friendly contact with "outside" organizations and lead-
ing citizens, favorite master of ceremonies, personal  
friend of innumerable students. Many remembered him  
for his vigor, enthusiasm, his hearty laugh, and his  
courtly courtesy. Because of his long teaching service 
and his close identification with the Alumni Association,  
he probably knew and knows more P.U.C. graduates  
than any man on earth.  
Two remarkable women's deans presided over South  
Hall, Miss Alma J. Graf from 1920 to 1932 and Miss 
Minnie Dauphinee until the close of the Smith admin- 
istration. Both were strong characters, had much in-
fluence on the girls in their charge, and were especially  
concerned for their spiritual welfare. Both presented  
memorable worship studies and maintained contact  
with former students in all parts of the earth.  
In the sciences, Dr. Mary McReynolds was a notable  
figure on the campus for more than two decades. When  
she arrived in 1922 she found unpasteurized milk the  
rule and not a block of ice on the hill. Battling for stu- 
dent health over the years, she treated the axe wounds  
the woodsmen suffered ("Never had a secondary infec-
tion!") warned annually of poison oak, accompanied  
each surgery case down to the San, taught a Spirit of  
Prophecy class without rival, worked with Professor  
Clark to launch the pre-nursing program, and with  
Captain Hyatt and Andrew Thompson to begin the 
medical cadet corps at P.U.C. Her  first office was in the  
West Hall next to the music rooms where she said she  
"couldn't tell a lung squeak from a violin squeak." Out- 
spoken, erect in bearing, a loyal friend of the school 
and of her students, the students credited her with 
being a power behind the throne.  
In chemistry and physics at various times were at  
least three men few students ever "put one over on."  
Raymond Mortensen, R. E. Hoen, and Donovan Cour-
ville were men of demanding standards, the awe of the  
pre-meds. H. W. Clark on the biological side, was a 
graduate who stayed for the rest of his career to teach  
at his alma mater, a nature lover and promoter of natu- 
ral beauties, defender of rare wildflowers, and sponsor 
of off campus field study. With Dr. Hoen and Dr.  Wolf- 
kill, he was much interested in the areas where Science  
meets Religion, and was a writer of note on creation-
ism.  
The Wolfkills returned to P.U.C. shortly before the  
end of the Nelson term. To meet the needs of the rapid- 
ly expanding academy system, Dr. Wolfkill led out in  
secondary education but still kept his hand in the 
sciences, was still renowned for rapid-fire polysyllabic  
definitions, controversial Sabbath School lessons, and  
"9,200,000,000 neurons."  
Dr. J. M. Peterson was P.U.C.'s first "real, live" Ph.D.,  
brought in by Nelson in 1928 to strengthen the faculty 
for accreditation. Some of the Angwin folk were  
wondering if such an exalted personage would even  
speak to ordinary faculty members, and  were most  
85


Teachers on both campuses on the occasion of the dedication of the  
Healdsburg fountain in 1924. The group includes Professor and Mrs.  
J. H. Paap, Professor and Mrs. George B. Miller, Mrs.  Alma McKibbin,  
Mrs. Viola Miller, Mrs. Jessie Barber Osborne, Miss Katherine Hale,  
Elder E. J. Hibbard, Professor G. W. Rine.  
pleasantly disabused by the soft-spoken Christian 
gentleman who was to teach English literature and  
languages for nearly 20 years.  
In the Bible- department were such earnest Bible  
students as Elder B. P. Hoffman, the energetic E. H.  
Emmerson, who was also dean when emergency called,  
'B. L. House, and the Bible-quoting teacher of phenomi- 
nal memory and homespun wit, W. R. French.  
Among the ladies was the unruffled Lysle Spear,  
matron, creator of famous picnic menus, who provided 
the "best food in the world.". Anna J. Olson was regis-
trar,. kindly, of gentle humor, and good freind to many  
and provider of innumerable waffle feeds. In the edu-
cation department were Katherine Hale, Mrs. Jessie Os- 
borne, Gladys Stearns, and  Minola Rouse. Mrs. Lucy  
Taylor Whitney was librarian for a number of years in- 
to the thirties.  
Later arrivals included Dr. and Mrs. L. L. Caviness—  
again with accreditation in mind. Mrs. Caviness, the 
Agnes Lewis of the famous class, of 1912, was back to  
teach languages for a number of years; Dr Caviness also  
taught languages, and had a true scholar's passion for 
research. He loved students and was loved by them, but  
had special concern for P.U.C.'s large foreign contin- 
gent. (One student recalls how while he looked over his  
mail and tried to listen to students recite, they would get  
off outrageous translations and create consternation by  
running beyond where others in the class had studied.)  
Many others might be mentioned: Professor G.  W.  
Rine back for his third term (1927-1928) ; W. B. Taylor,  
builder of homes and industrial buildings, and Mrs. 
Taylor, voice teacher; Dean of Men C. R. Baldwin and  
Orville Baldwin, long the farm manager; the Gilmour  
McDonalds in the piano area; George Greer, creator 
and director of the A Cappella choir; Ivalyn Law Biloff,  

his successor; M. E. Ellis and G. H. Jeys, for many 
years printers and teachers of printing; W. H. Teesdale,  
"droll, quiet, sensible,"who reassured his history classes  
when the chapel speaker the day after Roosevelt's first  
election, predicted the end of the world within the  year;  
W. B. Clark, one of the greatest of northside deans.  
In the business staff, for many years L. W. Cobb (also  
an English teacher) assisted President Nelson and su-
pervised much construction work. The genial Dr. A. W.  
Johnson arrived in 1936 to be dean and business  man- 
ager and head of the history department. (In those  
days, it was considered wasteful for a man to spend his  
full time as dean.) Mrs. Johnson was in charge of secre- 
tarial science.  
This list gives but an incomplete idea of the numbers  
and quality of the P.U.C. faculty through twenty crowd- 
ed years.  
Faculty procedures altered and in time, various stand- 
ing committees began to lighten the routine burdens.  
Up to 1921, the denominational standard had been set at  
twenty 60 minute periods per week plus the other activ- 
ities. That was modified to  five 45-minute periods, five  
days a week, with labs  figured at half rate, plus com- 
mittee and religious commitments. Faculty participation 
in student labor quietly died, the last recorded appeal  
being made in 1936 for faculty to join the students in 
eight hours weekly. A loosening of the "family" ties  
was also evident with  the coming of motor vehicles—  
students and faculty sometimes yielding to the tempta- 
tion to go to town on picnic day. In 1934, President 
Nelson told the faculty he would rather they dismissed 
a class to make a trip to town  than to miss a picnic.  
Faculty meetings were not as frequent as in the early  
days of the Irwin adminstration, and who could object 
to attending these meetings when the discussion reach- 
ed the  level it did in 1926 when portions of three sessions  
were devoted to the Dog Problem ? Anna J. Olson, sec-
retary of the  faculty, reported that a "Dog Committee"  
was formed to report on "nocturnal concerts and dis- 
turbances occasioned both by local and non-resident 
dogs." After "a more or less profitable discussion" the  
president was asked to take up the matter with the own- 
ers and to call a citizens  rally for  further exploration of  
the problem.  
Less amusing was the financial situation, with the  
faculty again caught in the squeeze. The cost of living  
bonuses of World War I were speedily dropped but slow- 
ly and inevitably salaries climbed, until by 1926 they  
had soared as high as $40 weekly, with $35 as the usual  
level for department heads. The depression brought  
three pay cuts and reduction of staff, the ideal being to  
make do with  one-teacher departments where possible.  
By 1934, the top salary was only $30. The recovery was 
slow and it was not until 1941 that the 1929 level was 
again reached. The faculty privately protested that pay  
adjustments should work both ways, and that with im-
proved financial conditions for the college and addition- 
al enrollment, there should be raises  in their wages. The  
college store enjoyed a monopoly on the hill in those 
days and figures were submitted by the faculty to show  
that groceries and utilities were up to 25 to 40% higher  
in Angwin than in the valley or Bay region. Up to this  
time, working wives (unless teaching at P.U.C.) were  
86


regarded as something rather irregular, but the pres- 
sure was on which eventually put most of them to work,  
many off the hill.  
In 1924  it was decided that veteran teachers might  
be rehired on a four-year basis, the annual arrange- 
ments still to be made with recruits, though in any  case  
dismissal was at the pleasure of the board. The next 
year, two-week vacations, non-cumulative, were voted  
the full time workers.  
In days of old, the faculty met with the board and  
each department head presented his own requests.  
There were probably certain disadvantages to this prac- 
tice and it had disappeared by about 1930. At the same 
time, the present custom of a fellowship dinner with 
board and faculty was introduced, and eventually be- 
came part of the school tradition.  
There was discussion from time to time about better  
faculty representation on the board, but as long as the 
local board existed, this did not seem a pressing prob-
lem. Local board members included such teachers as  
Newton, Weniger, Wolfkill, and  French. A high point  
in faculty influence was probably reached toward the  
end of the Smith period when a select group of senior  
teachers was formally charged with assisting the presi- 
dent in appointments and in recommendations to the  
board. The first time a detailed financial statement was  
presented to the faculty seems to have been in 1939.  
The appreciative faculty voted their thanks to President  
Smith and Dr. Johnson.  

Educational Pioneering  
An obstacle to the accreditation of the college was  
the lack of teachers with advanced degrees. This situa-
tion was not peculiar to P.U.C. for the old conflict 
fought at Battle Creek was still going on and strong  
sentiment existed in the General Conference against  
Adventist teachers taking work in universities.  
In 1925, Professor Howell, once of Healdsburg and  
now of the General Conference education department,  
visited the college and rebuked the sentiment he de- 
tected which favored accrediting with "outside" agen-
cies. He feared such ambitions denoted a loss of spirit- 
uality and a receptiveness to worldly ideas. He urged  
strict adherence to the traditional plan, and stressed  
missionary work and manual labor.  
The General Conference education department sug- 
gested in 1926 that the presidents of the larger colleges 
should study and observe mission fields in lieu of post-
graduate work and that teachers also should have tours  
of duty in a mission field in place of advanced study.  
As far as can be determined, President and Mrs. Nelson 
were the only P.U.C. staff members to take part in 
this plan, their visit to the Orient taking place in 1927.  
In the meantime, teachers like the Wolfkills who went 
ahead and earned their advanced degrees virtually by  
stealth and at their own expense, were subjected to 
shocked expostulations when they were found out.  
The climate changed after 1928 and there was a reali- 
zation that the future of denominational schools depend- 
THE EARLY NELSON FACULTY—Left to right, front row: Elder House, President and Mrs. Nelson, Prof, and Mrs. Newton, Elder Dail. Sec-
ond row: Misses Spear, O'Neil, Mrs. Osborne, Mrs. Paap, Dr. McReynolds, Miss Graf, Mrs. Barnes, Mrs. Rathbun, Prof. Barnes, Prof. Rathbun,  
Profs. Paulin and Clark. Back row: Mrs. McConnell, unidentified, Mrs. Reynolds, Mrs. Robinson, Mrs. Whitney, Mrs. Halvorsen, Miss Olson,  
Mrs. Taylor, Elder  Emmerson, Profs. Taylor, Dortch, Lane, Anderson and Dail.


MUSIC ORGANIZATIONS—Upper left: Prof. Dortch and Men's Glee Club, about 1925. Upper right: Prof. Greer and Girls' Glee Club about  
1927. Lower left: A Cappella Choir 1929-1930. Lower right: The first Messiah, 1927.  
ing upon accreditation. The new denominational Board  
of Regents informed P.U.C. that it must have (1)  
eight college departments, each with a professor in 
charge who had had two years beyond the B. A., in-
cluding the M. A., and preferably the Ph. D.; (2) sep-
aration of the academy from the college; (3) better 
classroom facilities.  
A beginning on the first point was made in 1931 when  
$3000 was appropriated to send teachers out for further 
training. (Part of the loss in that year's account was 
blamed on the expense of this graduate study.) Eleven  
faculty members were taking part in the program by  
the following year and there was reason to think suc-
cess was nigh. The board was assured that once ac-
creditation was secured, the expense could be cut.  
By 1934, however, the five-year amortization plan for  
teachers on graduate study had gone into operation, 
apparently for the first time at P.U.C. Two years later 
a plan was approved to give each department head two 
weeks and $50 annually on a cumulative basis for gradu-
ate work or professional advancement after three years  
of service, if  he would serve two years thereafter. Large  
scale promotion of advanced study for faculty members  
had to wait several years longer however, but the ice  
had been broken.  
P.U.C. was the first school to meet denominational  
standards for college accreditation. After this success 
in 1932, President Nelson worked for the next step. The  

faculty and students were not aware of the reason for  
the visits of a number of educators to the campus. It  
was a pleasant  surprise in the spring of 1933 when the  
president announced in chapel that P.U.C. was now 
accredited with the North West Association of Second-
ary and Higher Schools—again the first Adventist col-
lege to achieve this distinction.  
Steps in the scholastic progress of the school included '  
the introduction of majors, minors, and letter grades in  
1921, the requirement of an entrance examination in  
English in 1922—with the consequent establishment of *  
"bonehead" sections in the subject. The faculty voted  
in 1923 to require demonstrated proficiency in penman-
ship for graduation—certainly a provision in complete  
desuetude today.  
Full departmental status for home economics came  
in 1924 and the same year the first course in auto mech-
anics was instituted. The first education major in an 
Adventist college appeared in 1926 and by this time  
senior "theses" were required for graduation. This was 
also the year which saw the introduction of a distinction 
between upper and lower division. In the late twenties,  
P. U. C. was the only college offering enough physics 
and chemistry to be able to give majors in those fields.  
The strong pre-medical program carried on resulted in 
between a quarter and a third of the annual Loma Linda  
contingents being P.U.C. students. In 1927, it was  
suggested that the normal department be transferred *  
88


to the south, where S. C. J. C. had just achieved junior 
college status, but the move was not made.  
The field school in natural history was launched in  
the summer of 1929 as a successful experiment by the  
biology department. It offered lectures, field study, and 
travel to significant areas on the Pacific Coast. College 
credit could be earned and the school flourished until 
wartime gas rationing forced its discontinuance, and 
began the "seven year famine" for the biology depart-
ment. From this experience the idea of the Albion field  
station was derived.  
Other travel-education tours included several sum- 
mers in Mexico, beginning in 1939, initiated by the  
Montieths and continued by the G. B. Taylors, and in  
1952, a European tour led by G. W. Meldrum. In each  
case college credit was earned by the participants.  
A separate secondary education department was cre- 
ated in 1930, the one-year pre-nursing program in 1932.  
In 1934 the academy was finally separated from the  
college with Lloyd Downs as the first principal. Physi- 
cal education courses were required of college and aca-
demy students after 1935. The B. S. degree in nursing 
got its start in the summer of 1936 and the first major  
in speech in an Adventist college was available in that  
year.  
In the early days,  those finishing any course were  
considered as graduates and alumni of the college,  and,  
of course, took part in the graduation exercises. After  
1918, academy seniors were no longer counted as alumni, 
but it was not  until 1942 that the professional seniors  
(two-and three-year curriculm students) ceased to have  
their own organization. There were enough protests so  
that the following year, professional seniors marched 
with the four-year seniors but were not given their cer-
tificates in public. Since then, non-degree students have 
joined the junior class if otherwise qualified.  
One of the greatest contributions by Pacific Union  
College to Seventh-day Adventist education has been 
the introduction of graduate work in the denomination.  
Up to 1930, the idea met with much opposition but it  
became increasingly apparent that credential programs 
wold require it and that it wold be desirable for Adven- 
tist teachers to be able to meet state certification re- 

quirements. The tendency of younger teachers to take 
advanced work in the universities without prior con- 
sultation with school boards and church leaders was 
deplored by the General Conference. In 1933, the 
P.U.C. faculty urged that a summer graduate school  
be established to meet the need.  
As a result of the initiative of the P.U.C. faculty, the  
General Conference approved the idea of an Advanced 
Bible School for the summer of 1934 to be held on the 
P.U.C. campus. The use of this location was probably 
determined by the fact that  P.U.C. was accredited and  
the location was in harmony with the counsel of the  
Spirit of Prophecy. M. E. Kern served as dean and his 
faculty and student body were drawn from various 
places. Fifty-nine students came from six unions and 
three divisions, with their expenses paid by the denom- 
ination. The teachers were: W. M. Landeen, church 
history; M. E. Andreason, Bible; George McCready  
Price, science and religion; plus local teachers—Hoff-
man, Weniger, Wolfkill, and Caviness. Twelve hours  
credit could be earned in the twelve weeks.  
Twice the advanced school was repeated and it caught  
on very successfully. After the 1936 session, it was  
transferred  to Washington, D. C., to become the  
Seventh-day Adventist Theological Seminary.  
In 1935, P.U.C. faculty had considered the pos- 
sibility of offering through the Bible school an M. A. 
in religion with a minor in Greek. (Bible teachers faced  
especially difficult problems in earning advanced degrees  
at most universities.) The graduation committee gave  
the matter study but with the removal of the advanced  
school to Washington, P.U.C. was forbidden to offer  
any work in areas which might compete with the new 
seminary. It was not until 1940 that P.U.C. again ven-
tured to launch a graduate program.  
Building Up the Campus  
It has been said that an administrator tends to see  
his monument in the buildings he is able to construct 
on a campus during his term of office. If such be the  
case, certainly Presidents Nelson and Smith will be 
long remembered in a concrete way. The brilliant im- 
provisations which circumstances had forced upon Irwin  
now gave way to a more leisurely program of careful  
EARLY CHOIR TOURS—Upper left: The original tour bus, acquired about 1930. Center, right: Loading up. Lower left: Stop for lunch en route  
to Arizona. Prof. Weniger at left, Mrs. Frances Millard at right. Bottom, center: Richard Lewis shooting a cactus. Bottom right: At a stop near  
Bakersfield "Papa" Greer tries to get rid of the remaining bananas after lunch.


DIVERSIONS OF THE 'TWENTIES—Top left: Senior picnic, 1922. Top center: Knickerbocker Club, 1927. Top right: Swinging back of North 
Hall, 1927. Second row left: Echo campaign winners, 1926. Center: Music at a picnic, 1927: Eva Hazelton, Lila Daniels, Madge Haines. Right:  
Dalton Engelberg catches, 1926. Middle row, left: North Hall ball team,1927. Center: Some members of the Class of '22 and their banner. Right:  
Pre-med humor. Fourth row, left: Senior picnic, 1925, at Aetna Springs. Center: Ruler of North Hall rides in state, 1927. Right: Snowman of the  
Irwin epoch. Bottom, left: Flu treatment. Center: Los Angeles or bust! (1926). Right: Picnic Provender by Ralph Duncan and Elton Morel, 1925.


-/o\'r \ pumz  
BE GREAT?  

Cartoons from the MOUNTAIN HOWELL (1924-1925) by Warren Maxwell.  
Rebecca Remarks  
'Fords are awful for causing delays  
,C<W!„ Of, Xnuts trips, but lb f r< nothing com- 
'J can't afford to allow my books to interfere pa red Jo the trouble a Maxwell gets  
iriih my college education.'' ttitu.  

thyi'MP/l;  
yJf ~— L.v». -- «' ,) - - j-r-y  
kj^.M"^0- *m jyu- 
; ft m^mrnT  
§; /v':iiA kire'FI/^M  Tf? ""  
'l.AyNOS.Y^  
\ his  
RY SRSAM ^ 
V >] • J J, \\  
WHY NOT  
HAVE giDf-WAl  
TO THE LALNRF  
BOKST  YOU  
THINK WE  
NEED A NEW  
NORMAL  

financing and building up an adequate modern plant. 
As long as a school is progressing, such a program can  
never be complete, but the campus as it until recently  
appeared was in large part the work of these  two presi- 
dents. The following list will give an idea of the scope  
of their contribution.  
Back in 1916, the need for a gymnasium led to some  
preliminary construction on the ground where the new  
library is presently rising. The finances of the time  
would not stand the strain of what some on the board  
considered an unessential expense and the work stopped.  
For several years the foundation and part of the frame- 
work was the campus eyesore. The roof of the swim-
ming pool had beed removed for use on the new building 
and it was there too. In December, 1921, enough stu- 
dent enthusiasm was generated to end the "gym fam- 
ine." The board agreed to put up a dollar for every two 
raised by the faculty and students, the goal being set  
at $5000, or $15.83 for each student. Professor Weni- 
ger led the campaign, and the student body was divided  
by conferences of origin. The  glee club toured (for a  
price), the students wrote letters, and in four months 
time, on March 20, 1922, the campaign came to a trium-
phant conclusion with $5178.85 in hand.  
The next need to be met was a new men's dormitory.  
At the time, the boys were scattered in three locations  
—.North Hall (called Adelphian Hall until 1917), the  
Alhambra, and West Hall. North Hall was once the 
Angwin hotel and had been a respectable building but  

it had  not been improved by ten years as a boys dormi- 
tory. It was not very attractive either.  The porches had  
been removed, supposedly for safety's sake, in 1917.  
The cost of replacement was estimated at $50,000 and  
the students and faculty were this time asked to be re-
sponsible for $10,000. They raised $12,000, $4448 in one 
hour! The day after school closed in 1923, a crew of 15  
began to wreck the old hotel. They were done in nine 
days, and in just three months, a new three-story,  
196x40 foot building was up. The foundations were in  
part those of the old hotel. At the time, the new hall 
was the largest dormitory in the denomination. There 
have been several alterations since.  
On December 10, 1930, the name was changed to  
Grainger Hall in honor of the second president.  
The year 1923 also saw the erection of a manual train- 
ing building, a rectangle of 40x80 feet built by Professor 
W. B. Taylor and his class in carpentry. Later, they  
completed an exact duplicate of this building for the  
college press—somewhat to the discomfiture of Mr. 
Ellis, who  had drawn up a nice set of plans for a real  
print shop. Nor was Mr. Jeys much happier when he  
arrived a short time later. (It was economical anyway.)  
The press prospered in spite of its new quarters and  
added the equipment from  the press at Sutherlin Aca- 
demy in Oregon. By 1927, it was publishing nine per-
iodicals regularly and printing classes reached astonish- 
ing sizes. Later Prof. Taylor's two identical buildings 
were joined, as they are today.  
91


Left: The old furnace into which the forests disappeared. Right: The woodpile behind the stove with a discouraged woodsman, Romayne Whitney.  
92


A new roof for' the Big Spring and an unsightly an- 
nex back of South Hall, containing eight practice rooms,  
were contributions of 1924. The size of the dining room  
was increased and a better boys' entrance provided. 
The woodworking class built the present laundry build- 
ing in 1925.  
In 1927 it was the turn of the old dancehall to go.  
It was then the normal (elementary education) depart-
ment. The early grade  school, Nevada cottage, had  
been wrecked in 1923. Beginning in 1927, the present  
West Hall was built to accomodate most of the grades.  
Like its predecessor, the new normal building also had  
a row of small shops in its basement and for a time con-
tained the post office (until 1939) and the barber shop  
(until 1956).  
The steam tunnels, once the campus marvel, were  
also first constructed in 1927. They formed a "Y" from 
the old boiler house to the administration building and 
girls dormitory, measuring 600 feet altogether, six feet  
high and three feet wide. Previously, steam heat had 
been run in pipes along the ground with an estimated  
loss of about 40% of the heat. In 1932, extensions were  
made to Paulin Hall and Grainger but these tunnels 
were only three feet high. Since then, with the growth 
of the campus, the system has become even more com- 
plex but is still hardly adequate for  the expanding  
demand.  
The home economics building came in 1929, two  
stories  and a basement, providing living  quarters and  
provision for the home management class to carry on  
its operations.  
For years the science departments had shared the ad- 
ministration building with nearly everyone else. Profes-
sor Wolfkill had several of the rear rooms and part of  
a hallway back in Irwin's day. Laboratories were hard 
on tender non-scientific olfactory nerves and crowding  
grew progressively worse. The science hall, now re-
named Clark Hall, was built in 1930. Students raised 
$5000 for equipment  in another campaign. The original  
distribution of space put physics on the ground floor, 
chemistry on second, and biology on the third floor,  
though now it is primarily a biology building. Through 
the efforts of Ernest Booth and Donald Hemphill a 
biology museum was formed.  
The music department had also had difficulty finding  
a suitable home. Shifting studios in the private dwell- 
ings of professors Miller and Paulin, to Nevada cottage,  
and on to old West Hall, the musicians needed a build- 
ing too. Paulin Hall was finished in 1932, adequate for  
the time with practice rooms and a small auditorium.  
The first and smaller observatory was built in 1930  
after much hard work and persuasion by Professor  
Newton, and it contained portions of the original  
Healdsburg 6-inch telescope. The second and larger  
observatory was finished in 1932 with a 14-inch reflector 
telescope. Donald Perry ground the lenses in 1931. 
The plans and the mounting were done by George Carl- 
SCIENCE SCENES—Top: Early chemistry lab. Second from top: Dr.  
Wolfkill and students Beem, Rickabaugh, Smith and unidentified. Next  
to bottom: Lab in the new Science hall. Bottom: Milford Nelson oper-
ates P.U.C.'s first radio transmitter, West Hall, 1927.


Idyllic scene from the Farm that was. Robert Moon and Arthur Barron are shown on the old farm near the present county road, one view  
scries of stereoscopic pictures taken by G. H. Jeys about 1926 for use as P.U.C. "propaganda" at the next General Conference.  
rom a  
sen, lent for the job by the Sunmaid Raisin Company.  
It was named for Professor Newton in 1935.  
By 1932 the end of the college supply of firewood was  
in sight. The great fire of 1931 had speeded the inevi-
table and the quantity and quality of what remained  
to cut was not encouraging. An oil burner was installed 
therefore with a reserve tank of 14,000 gallons capacity.  
The major problem facing President Smith on his  
arrival was what to do about the administration build- 
ing. Not only did the roof leak  copiously (Dr. Smith  
vividly remembers Mrs. Osborne and Miss Babcock 
hurrying to class with their pans and buckets), but he  
felt the concept of "authoritarian supervision" repre- 
sented in the curious construction of the rear section 
was becoming obsolete. It was suggested that the roof  
be repaired but this was declared to be impossible, and 
the construction of a twor-story classroom unit was pro- 
posed instead. Said the president:  
There were those who at this juncture woud have  
been easily persuaded to leave the hill and build a  
college elsewhere. The Southland was aspiring. 
The division of opinion caused delays, but senti- 

ment for the old college finally prevailed and the  
construction of the new classroom building was  
authorized and completed in 1935.  
Richard Lewis, then academy principal, designed the  
modernized exterior and the remaining front half of  
the old building was  thus brought into harmony with  
the new rear unit. Separate rooms were now available 
for the academy students. (They had Room 200 for  
their chapel.) The library wras moved to its present  
site, doubling its available space. In Room 307 was a 
complete speech unit with auditorium, office and radio 
rooms, permitting campus broadcasting for the first  
time. The renovated structure was named Irwin Hall.  
The parlous state of the old swimming pool, once the  
pride of Napa county, led to sporadic agitation over the  
years for a decent pool. After 1925, the old pool was  
used for irrigation, with "swim at  your own risk" in  
the summer time. A pool campaign was proposed in  
1935 but was discouraged by the board. Finally, recog- 
nizing the need for the pool for both health and recrea- 
tion, the board reversed itself and on November 17,  
1937, the students were allowed to begin a swimming  
94  
*


pool campaign. Led by Jerry Pettis, the campaign was 
successful and at its end, January 7, 1938, $5000 had  
been raised. An outdoor pool was installed back of the 
gymnasium that year and gave good service until it  
was scrapped to make way for the new library building.  
At present, the nearest pool practically available for 
student use is in Calistoga.  
Old West Hall disappeared in 1939, with its undulat- 
ing floors and amazing systems of  unauthorized wiring.  
It was replaced by a modern store building with the  
post office once again sharing the main floor. This 
structure was altered in 1956 for the use of the physics 
department, the store and post office moving to new 
quarters on the county road.  
1940 saw the end of the old barn which had long been  
the college garage and service station, and, before that,  
quarters for man and beast and photography lab as well. 
The new building is still the college garage but the serv- 
ice station is now on the public road.  
Plans for the academy building were drawn up by  
Dr. Wolfkill and Principal Monteith and it was erected  
in 1941. It was  named in honor of Mrs. Alma McKibbin,  
pioneer teacher on both campuses. McKibbin Hall ended  
major construction for a time, for the war made pro-
curement of materials difficult and costs high.  
For some years the approaches to the campus were  
dignified by this attractive building and the handsome  
stone gate posts, with their bronze lettering on either  
side of the roadway. These posts were destroyed when  
the old gym was moved to its present location near the  
new grade school.  
About 1926, it was reported that many of the cottages  
built in recent years were already too far gone to save. 
A construction program of a home or two each year 
was undertaken to house the faculty and married stu- 
dents. This construction was good practice for the  
student carpenters and a source of wonder to the oc- 
cupants when they considered some of the peculiar  
features to be found no where but in a college-built 
house.  
Campus beautification came with the years. Cement  
walks were put in and notable progress in landscaping 
was made by NYA students working under Professor 
Paulin during the depression. Paving the streets re- 
duced the dust and in 1940, after the closing of the ex- 
position at Treasure Island, some of the street lights  
used there were obtained and for the first time the  
campus was systematically lighted.  
There was one dramatic setback. In 1941, heavy rains  
soaked the bank back of Irwin Hall until one night it  
gave way, crashing through the corner of Irwin Hall,  
filling Room 207 with mud and debris and making Room  
307 temporarily unsafe. The flow went between Irwin  
and the Science Hall to the sidewalk down to Grainger. 
After allowing the mud to dry out for several weeks, 
the mess was cleaned up and the bank cut back much 
farther, so that danger of a repetition is very slight  
today.  
Underlying all the building activity was a strong  
financial base. In spite of $75,000 spent for construction  
Ancestry of the CHRONICLE.  

CTjatmsgutmij fbrsvm\g& 4  
V>he  STRONG  WEEKL  
olume III,  NGYRMnKR 10. 1924.  NU h  
iW LAUNDRY  
OR P. U. C.  
EXAM'S  
G00I  
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- - WELCOME - - EXAM'S  
G00I  
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OR P. U. C.  
j With knc«-joints a-M|«eaktnjr.  
i rhfv w«t in  

EXAM'S  
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New Arrive! a  

THE MOUNTAIN HOWl  
. , • The Baby Echo...  
me I  La Jota,  Napa Co., California, December 5, 1924  
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STUDENTS OF 1927-1928—Above: Men of North Hall, C. R. Bald- 
win, dean. Below: Women of South  Hall, Miss Graf, dean.  
by President Nelson, in his first three years ($15,000 of 
that raised by faculty and students), he did not add a  
dollar to the indebtedness of the school. The only obli- 
gations still on the books were old annuities he inherited  
from the previous administration.  
Disclaiming any special financial skill, Nelson would,  
say quite modestly, "I just watch for the leaks." This 
was not the whole story obviously, for only sound basic  
policies, in addition to leak-watching, could have added  
up to that kind of success.  
During the depression, the going was harder and in  
1931, a loss of $10,000 was sustained. This was ex- 
plained by the expense of graduate study of faculty  
members and damage to the corn crop from the great 
fire. Economies helped see the school through this peri- 
od successfully and on President Smith's arrival in 1934,  
there was a surplus of well over $100,000 available.  
The Smith adminstration followed the policy of fiscal  
soundness laid down  by its predecessor with great suc- 
cess and the reserves stood near $140,000 by the end of  
his administration.  
In the 'twenties, it was sometimes charged that P.U.C.  
was "a rich man's school," and that only the boys in  
the woods had a chance of earning much of their way.  
Increasing amounts of student labor became available, 
but it is probable that the extreme care in finances  
did penalize some poor but worthy students who would  
have made good P.U.C. alumni.  
The policy of maintaining large reserves, while re- 
flecting credit on the managerial ability of the leaders of  
the school, did tend to make it more difficult later for  
P.U.C. to get some  of the appropriations it needed. It  
96  

was assumed that P.U.C. was a prosperous school, for 
unlike some goverment bureaus, it did not spend all  
available funds each year in order to avoid reduced  
appropriations the next time. 
Student Days ,  
It was a good time to enjoy being a student. The  
really uncomfortable part of pioneering had been passed 
now. On the other hand, the glorious natural setting  
was still practically unchanged and appreciation for  
this lovely environment was keen in much of the student  
body. There was still time and inclination for some of 
the simpler pleasures.  
Hiking was the most popular outdoor sport and the  
Sabbath afternoon walk was almost universally prac- 
ticed. During some Christmas vacations a climb up 
Mt. St. Helena  on an overnight hike to see the sunrise  
and to eat flapjacks was enjoyed. Less extensive ex- 
peditions were frequently made during school in the  
vicinity of the college. Trails in the remaining college '  
woodland were laid out for the enjoyment of nature  
lovers. Overhanging Rock, Linda Falls, Lake Orville,  
the Window Tree, the Stone Bridge, and Old Nebuchad-
nezzar were all popular goals for walkers.  
Though student editorial writers occasionally fretted  
about a lack of school spirit, it would seem they were too 
pessimistic. There were many outlets for student  
energy. The class activities were patronized enthusi- 
astically, there was much writing for the various publi- 
cations, there were numerous successful campaigns both  
for raising money for worthy projects and to beautify 
the campus—as for instance, the rock garden and pool 
that was situated between Irwin Hall and the Science  
Hall about 1931, decorated with shrubs foreign and  
domestic. And how long has it been since 500 turned  
out for a school picnic?  
In one point the present generation may show more  
maturity. Junior-senior class rivalry became pretty  
intense during the late 'twenties. Swiping each other's  
food on picnic occasions was normal enough. In 1925, 
the seniors tore down the sun-blazoned banner of the  
juniors, so in revenge the juniors tried ripping senior  
chevrons off senior jackets and many non-juniors join-
ed the fray. The seniors wound up with most of the  
junior flag and most of the chevrons too and the faculty 
decreed that there would be neither flags nor chevrons *  
the next year. In 1929, during an absence of the presi- 
dent, juniors ambushed seniors with the fire hose as  
they returned from a picnic and also flung certain types  
of foodstuffs.  
There was also enough energy left for a great array  
of plain and fancy mischief besides the bull sessions and  
dormitory feeds. Snipe hunts, wiring dorm door handles  
for electricity, jerking hall runners in West Hall before 
they were nailed down, bowling in corridors with milk  
bottles and baseballs, waterbagging passersby, lifting  
Model "T's" on to the front porch of Grainger, hanging 
dummies about to terrify the  night watchman, compet- 
ing with Model "A's" up in the old prune orchard in  
pushing down trees in the rainsoaked soil—not all this  
happened the same evening necessarily, but it is calcu- 
lated that there had been 15 deans of men by 1936. >  
Stories about deans circulated, largely apochryphal  
no doubt: That one went down the hall in stocking feet, 
listening at doors after lights were out, that one door


opened and he fell in the room, that he padded about the  
\ dorm smelling for "feeds", that he went from floor to  
floor via the fire escapes and the students locked the win- 
dows and left him out in the cold.  
, The students of that day excelled in elaborate "take- 
offs" on serious ceremonies (such as the famous "rabbit 
funeral.") which occasionally drew faculty disapproval.  
A certain amount of exuberance was tacitly tolerated  
and sometimes the punishments meted out were dis- 
concertingly light, Walton Brown recalls the New Year's  
bells of 1932:  
On New Year's eve word filtered through to me  
that some annonymous students were planning on 
ringing and blowing everything on the campus. I  
felt responsible for that which had to do with the  
Ad building [he was janitor], and mentioned the  
problem to President Nelson. He half-serious, half- 
joking, said "Well, I would like to know that the  
» job is being done by someone who won't touch the  
siren," and then walked off. So my roommate, Bill 
Conrad, and I, at midnight rang the large Healds- 
* burg bell and the electric bells to our heart's con- 
tent. Next morning Uncle Willy said, "Good job, 
boys!"  
There was also the morning when the boys hook- 
ed a rope and vine to the bell and took their posi- 
tions on the hillside in back of  the Ad building.  
When the bell rang, Dean Baldwin and monitors  
and others ran there and found no one ringing  the  
bell. They looked above and below—nobody! Then  
the bell rang again. Ghosts? Only later did they  
discover the vine and rope, but by then the guilty  
ones were "sleeping" innocently in bed.  
Another case, which did not turn out as well, was a  
decade later, when a group of public-spirited denizens  
of Grainger decided to attempt the socialization of a 
fellow student who grieved them by his ways. A per- 
fectly planned and coordinated operation, involving 14  
student from all floors, was carried out, the victim and 
his roommate immobilized by the conspirators, and 
portions of the former's epidermis painted with laundry 
ink. It was discovered later that the ink was irritating 
and the group shared a hospital bill and public confes- 
sion. It is interesting and somewhat reassuring to note  
+ the eminence to which some of this imaginative group  
have climbed.  

More acceptable forms of diversion were the depart- 
mental or interest clubs. There were many of these, 
appearing and fading according to the driving force of  
the leaders, some directly tied to scholastic pursuits,  
and others thinly disguised social activity.  
Furthermore the faculty did its best, and the seniors  
of 1930, for one example, could hardly claim that their 
teachers did not go all out to relieve their ennui. At 
that program, President Nelson was emcee, Professor  
Teesdale the toastmaster, and toasts were planned to  
(1) our future teachers (2) our future doctors (3)  
our future musicians (4) our future office workers (5) 
our future gospel workers (6) the academic graduates  
(7) our future leaders (8) the president (9) the school  
(10) the faculty  (11) and the alumni. Speeches were  
scheduled to follow from Professors Newton, Nelson, 
and McReynolds. Also planned were violin and vocal  
solos, piano solos (two), and a male quartet. (It was 
later decided that the program could be shortened.)  
In 1927, the college purchased a moving picture mach- 
ine and Professor Clark was named custodian. A typical  
evening's entertainment of the epoch consisted of the 
following films: "Niagara Falls," "Grand Canyon,"  
"Ducks in  Their Wild Life," "Native Indians," and "The  
Making of Mazda Lamps."  
The food was generally said  to be good. Sack lunches  
were served for evening meals Friday  and Sabbath,  
and one ordered from cards on the dining room tables  
for the next meal. Specialties of the day were "no-soda"  
crackers, Tom and May sandwiches, date-cream sand- 
wiches, Miss Spear's cinnamon breakfast cake, and the 
local gluten products which were certainly superior 
to the canned variety. Seating was at assigned tables 
for six week stretches, and care was supposedly used to 
keep known lovers apart. Suspected malefactors had  
the privilege of sitting at the table of the dean of  
women.  
One year in the late thirties, the boys got into the  
habit of bolting their food and then moving to some 
other table to visit with "friends." They were not al- 
ways careful about entering and leaving by  the approved  
entrances either. An effort to crack down led to a stu- 
dent strike. At a signal (banging a fork on water 
glasses) every male in the cafeteria left his table for 
another. And they exited by the door of their choice 
too. The year after this grand gesture, the fixed seat- 
Left: "Sales resistance"—Ingathering practice by Harold Shryock and Dalton Engelberg, 1925. Right: First baptism in the college baptistry.


FUN AND GAMES—Upper left: President Smith takes a cut in a picnic ball game. Upper right: P.U.C.s foreign students  
in 1927. Center right: The Great Rabbit Funeral of 1928. On the school outing to Yountrille to see an eclipse, a baby cotton- 
tail was captured but expired shortly thereafter. In the solemn concourse, the remains were paraded about the campus to the  
strains of "The worms crawl in, the worms crawl out." The "clergy" were represented by Ken Abbott and Arthur Herbolz- 
heimer (kneeling at ends); Standing are Lee Rombeau, Frank Rice, Francis Amato(?), Jim Saxon, Tom Hagood, Malcolm  
Downs, Kennth Kellogg (graredigger), Rudolph Besser. In back row are Herbert Childs, John Hughes, unidentified and Robert  
Buell. The orchestra is unidentified. Lower left: Mark Fowler tries his motorcycle on Grainger steps. Lower right: Class of '33 
on picnic at Aetna Springs.  
98


•AH ©ABRfEE ACADEMY  
8827 E. BROAQWAY  
•AN GABRIEL. CALIFORNi*  
Iiow s This for Lioc~u.ps  
POPS  
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MORE FUN AND GAMES—Upper left: Picnic propaganda. Upper center: Neither the first nor last campaign song. Upper right: Charles  
Anderson and James Baker enliven a picnic. Center left: The "Haunted House"—favorite destination of hikers. Center: Snow fun, Paula Phillips  
and Noel Culhane. Center right: The Swinging Bridge. Lower left: Birthday celebration for Prof. Paulin, Dr. McReynolds, and President Nelson.  
Lower center: Nebuchadnezzar and evidences of Junior-Senior rivalry. Lower right: the Angwin Zephyr.  
99


ing was changed and dining room hostesses assigned  
seats as the students came in, still, it was charged, do-
ing their best to keep couples at different tables.  
Another collegiate fad at the table transcended the  
normal throwing of olive pits. The custom developed 
of loading a knifeblade with mashed potatoes, lowering 
it below table level, and surreptitiously flipping the  
bladeful to the ceiling. One brazen individual decided 
to show his savoir-faire by doing this right under the 
eye of President Smith himself, who was sitting at the 
next table. He loaded up, held his knife below table  
level, and as he and the president stared into each oth-
er's eyes, flipped. He miscalculated slightly and the  
president and other fascinated onlookers were enchant- 
ed to see the underside of the young man's chin and 
nose suddenly and inexplicably festooned with mashed 
potatoes.  
In its classic simplicity, few exploits can surpass this  
one perpetrated in the thirties. One student, now a  
member of the P.U.C. faculty, discovered his skate key 
would open the old clock which used to adorn the South 
balcony of Irwin Hall. One night, with confederates 
posted to warn of the watchman, he opened the clock  
and placed scotch tape over the holes in the time tape  
which would ring the bells and set off the whistle for  
7:30 a.m. When that hour came, nothing happened. 
School got off to a late start that morning. Of course  
the clock was examined, but it  appeared to be working  
and scotch tape being in its infancy, no one noticed the 
inconspicuous piece on the time tape. When the clock 
worked perfectly all day long but again failed at 7:30  
a.m. perplexity deepened. The third day college ad- 
ministrators and maintenance men were in the balcony 
at 7:30 watching closely. They were baffled as the tape 
in the time clock moved to 7:30 but though the points  
appeared to make contact, nothing happened. An in- 
dignant call was placed to San Francisco, and a repre- 
sentative of the manufacturer was on hand the next 
morning. However, through their spies the culprits  
learned of the call and that night visited the time clock 
again, this time removing the scotch tape. The feelings  

of the watching college officials and repair men may 
be easily imagined when the tape reached 7:30 and 
the bells rang and whistles blew in perfectly normal  
fashion. Such stories could fill volumes.  
The faculty certainly had its cares, but with the per- 
spective supplied by time, it appears the worries were  
exaggerated, most of those rascals turning out well 
enough. But the teachers were concerned over the poor  
spelling, chapel behavior, the tendencies of couples  
to go on missionary trips in the same cars, fear that 
the social calendar was too crowded, and doubts of the 
seriousness of purpose of the student body. A visiting  
speaker, of the early Nelson period after several nights  
in North Hall, complained of the noise and recommended  
hard manual labor.  
As soon as student cars reached the campus they be- 
came (and remained) problems. For some years no cars  
were allowed at all (beginning in 1924), a policy not  
peculiar to P.U.C.  
The viewpoint of teachers and administrators was  
authoritarian, particularly at the start of the period.  
As may be seen, such an approach did not eliminate stu-
dent jolity, but at times the heavy hand fell on pre-med 
and ministerial alike and some made a trip to the presi- 
dent's office—or further.  
Even in such a matter as class night in 1922, the  
prevailing philosophy was evident. Two teachers super- 
vised decorations, one was to edit the literary produc- 
tion of the class members, three  were to entertain the  
visitors, another was in charge of the music, and com-
mittee of faculty ladies was to check the graduation  
gowns of the senior girls. (The services of faculty  
ladies in checking dresses and shoes were still being 
used as late as 1941.)  
The faculty occasionally took adamantine stands  
which they had difficulty in maintaining. One example 
was the furor over bobbed hair. In the 'twenties, a  
long and painful rearguard action was fought against  
the practice. At the time, such tampering with nature  
was regarded as an indication of a worldly tendency,  
a certain sign of the "Jazz Age."  
CONCERT  
PACIFIC UNION COLLEGE  
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Tn 1922 it was moved "that those girls who have  
bobbed hair shall be required to wear a net and that 
any who bob their hair in the future shall be subject  
^ to discipline." Further action in 1925 explained that  
bobbed hair was not a test for admission to the school,  
but that bobbing or trimming the hair or shaving the  
neck was forbidden during the school year. If one 
arrived in such condition, the hair must be worn "up" 
when outside the dormitory room. Violators during the 
year might be sent  home until the  hair grew out again.  
A look at the coiffures of the 1957 faculty ladies is  
an indication, if any is needed, of the outcome of this 
battle.  
Numerous students, while very fond of individual  
teachers, felt that as a whole the faculty assumed too  
distant an attitude toward the students, their problems, 
and their play. They wished for more informal social  
* activities, and more areas for student initiative.  
But, if there was one part of this area on which the  
criticism of former students concentrates, it was in  
* social relationships. Some of the best students, who felt  
the school was well-nigh perfect, believed the attitude  
on association was too severe and that entirely too  
much energy was spent in petty ways attempting to  
keep the sexes apart. Again it should be noted, in spite  
of all efforts to prevent specialization, it occurred some- 
how and every summer there was a long column of  
marriages to be listed in the Campus Chronicle.  
During two decades, the system was chipped away, to  
alarm of some, to the satisfaction of others of equal  
sincerity. Marches in the gym or Graf oval were per- 
mitted, but no escorting was allowed at first. Parlor  
dates could be arranged, two hours fortnightly or an  
hour weekly. (It was noticed by succeeding generations  
how frequent were the trips through the parlor and  
how disgraceful the overfeeding of the parlor canary  
by monitors and deans.) Mixed Sabbath walking was  
not permitted and on program nights, in the 'twenties,  
a muscular faculty member patrolled the balcony look- 
ing for boys sitting on the wrong side. Lingering after  
vespers was popular but illegal. The dean conscientiously  
walked about pulling his lapels and clearing his throat 
till the lights were out and the last couple had gone.  
In 1936, sitting together at a program was allowable  
but no escorting afterward. In 1938, the program was  
extended to permit family style meals in the dinette  
r under faculty supervision, with the understanding that  
part of the time would be used for the inculcation of  
principles of etiquette. This type of dissipation was 
limited to seniors and postgraduate students. "Special 
privileges" could be used only twice in nine weeks, and 
a list of participants was kept in the president's office 
for the convenience of  the faculty.  
By 1940, escort privileges were allowed three times  
yearly and special tables weekly, by arrangement with  
the matron. Parlor calls were now open to sophomores  
fortnightly, and older students once a week. The "early  
morning breakfast" became a popular feature too. Many  
students of those days recall the annual reading of the 
social program for the year by the unfortunate chair-
man of the social committee. Some heavy battles went 
on behind the scenes in committees and in faculty meet-
ings and when President Smith left office, social oc- 
* Center for Advsniisf Research  
^Andfwa Unfverstty  
Sptfngs, Mfchigw)  
* White Cottages Road thirty years ago.


CLASS OF '38—Note the four categories: college seniors, pre-nurses, professional, and academy seniors) marching  in the exercises of the period.  
casions had been raised to weekly for students under  
nineteen, six times monthly for those above.  
Looking back on brushes with authority, the passage  
of years puts a gilding of humor on what may have  
been trying experiences at the time. Elder L. H. Hartin, 
preceptor in 1922-1924, tells of catching several young  
men one night as they were leaving North Hall suspi- 
ciously dressed up. Having steered them back to their  
quarters, he kept their appointment with the girls,  
who unsuspectingly allowed him to assist them in the 
dark out of the back of South Hall. Then he took his  
astonished victims around to the front of the building 
and sneaked them in again, to their great relief.  
Walton Brown tells of trying to teach the faculty in  
his day (ca. 1930) :  
Group of students figures that faculty isn't quite  
up to modern etiquette such as escorting a young  
lady home after programs. (Who would think of 
leaving the girlfriend at the corner of Market and  
Sixth to find her way home as best she could?)  
So group decides will endeavor to escort girl part- 
ners home to Graf Hall following next march. Do  
so, only to find Miss Joyce Silas (assistant dean) 
waiting at the door of dormitory taking names 
down. Pass the warning on to the rest who break 
up. Next evening Dean Baldwin: "All stay who  
escorted yound ladies home whether they arrived 
at the dormitory or not. We have names, so if  
someone doesn't come, will suffer double penalty." 
So all 20-25 stay. Penalty: One day of hard labor  
on the farm. Next day happens to snow, so Orville  
Baldwin says he can't work. Had already lost first  
class, so all lockstep to President Nelson's office.  
Stand in circle and gently shake a ring of snow on  
his green carpet. .Uncle Willy unhappy about the  
situation but says nothing. Phones Orville Baldwin  
to give us work. Does so: Chop snow-covered 
mesquite and bushes behind Newton Observatory.  
Cold, cold, COLD! Poor Mr. Baldwin has hard job 
keeping strung out group at work.  At noon enter  

dining room late, and as heroes receive a big hand. 
Girls in P. M. busy making fudge, sandwiches and  
other things (some of which were unconstitutional)  
for the martyrs. Got punished but had a good time  
doing it.  
Religious and Musical Activity  
Pacific Union College has always had a strong re- 
ligious emphasis. Much missionary activity went on  
and still goes on. Regular work continued among the 
valley towns for the perfecting of student ministerial 
techniques. Harvest Ingathering campaigns took the 
students annually to even greater distances. On the  
campus were the correspondance bands and regular  
M. V. activities. A ministerial association among the 
theology majors also functioned throughout most of 
the time.  
As early as 1922 there were Self Denial Weeks in the  
dormitories, and the girls especially turned in good  
reports. This has been a tradition with the south side 
of the campus, for the girls still do well  in the Weeks  
of Sacrifice today. In one two-week period in 1924, 
$3600 was raised, mostly in South Hall.  
P.U.C.'s missonary tradition was stronger than ever,  
and a constant stream of recruits went to every field.  
By 1943, on the new alumni map, the lights represented  
over 300 past and present missionaries who had gone  
from Howell Mountain. Then, as today, it was hardly  
possible to go to a mission field the world around with- 
out precipitating a P.U.C. alumni reunion.  
A favorite P.U.C. tradition, revived in recent years,  
has been the Friday evening vesper service. In the  
early part of the era, vespers were held at sundown,  
regardless of when it came and with the quiet talks,  
the testimony meetings, the ringing of the bells, made  
an impression most students carried with them. The  
whole school, faculty and students alike, attended to-
gether. Also recalled were the opportunities for private 
worship and meditation the surrounding woods offered 
many a student.  
Strongly seconding the influence of the spoken Word  
102


was the music at P.U.C. Always a strong part of the 
college program, vocal and instrumental music flour- 
ished during the period under discussion. Many special 
groups were formed and disappeared when their per- 
sonnel graduated, but the regular organizations contin- 
ued on to the present.  
The orchestra had its beginning in the days of Pro- 
fessor Miller and continued through the Nelson and 
Smith administrations, usually led by Professor Paulin. 
A band had existed from time to time, sometimes an 
ad hoc aggregation to perform at picnics, but in 1937,  
George Jeys and Myron Lysinger took the initiative  
for a permanent and uniformed band. At first member- 
ship brought no college credit but it quickly became a 
standard part of the musical landscape and was also 
led by Professor Paulin. Like the choir it performed 
off the hill on occasion and eventually made tours of 
the state too.  
Choral  groups were part of the college activity too.  
Professor Dortch led 125 voices in a performance of  
"Esther" in 1926. Professor Greer formed the A Cap- 
pella Qhoir the following year and led this group until 
it was one of  the college's most famous advertisements  
in the years that followed. The first choir tour was in  
1929 and in a variety of quaint busses and in private  
cars the group made tours throughout California, which 
to former members, were long series of happy ex-
periences and crises. Renown was earned by radio 
broadcasts and many special appearances up and down  
the state. In 1927 the first "Messiah" was sung and 
the annual performance at Christmas time became an- 
other firmly-embedded P.U.C. tradition.  
The procurement and maintenance of organs was a  
major problem, for the chapel organ contributed much  
to many activities of the school and received hard us- 
age. A repair fund of $2200 was raised in 1928, half  
of it by students and faculty. A number of distinguished  

student organists were prominent during the period:  
Mintner, Herbolzheimer, Vickers, Curtis.  
The college paper declared in 1927 that the school  
needed a "cheerful, peppy" song, and a contest was 
proclaimed the following year. The $10 prize for the 
words was won by George Jeys who wrote them up in  
an hour, and Margaret Vollmer won the $15 for the 
music of "Our College on the Mountain."  
Life and Labor  
In the early twenties, the woodcutters were the aris- 
tocracy  of student labor. At times their number was  
small. The college would use six cords of wood on a 
cold day. The rate was $2.75 a cord, except when a tree  
was not wanted by anyone else, it could bring $3.75 to  
the one willing to tackle it. Other student workers  
might received 25c an hour (1926) if prompt, efficient,  
faithful, helpful, but there was no pay over 30c  except  
by special action. This rate dropped  during the de- 
pression, but there was little difference in the hourly  
rate for students between 1926 and 1943.  
The argument was early advanced that full time  
workers should be hired by the college for they could 
train the student help. Though there was some of this, 
as late as 1943 student labor was still much more in 
evidence in the upkeep of the plant than it is today.  
The farm bulked large in the labor pattern. For  in- 
stance, large numbers of apples were grown, 1500 boxes  
in 1927 were sold, with enough left for cider and sauce  
for the next school year. In 1928, the dairy was a 
champion of the county. One of Mr. Baldwin's inspira-
tions was the raising of goats to eat the poison oak—  
"Baldwin's kids" they were called, though naturalists  
might cavil at the  effect on the shrubbery. In those  
days, before strict limits were put on "child labor,"  
grade school and academy youngsters worked in the 
garden or herded college sheep around the mountain 
for a few cents an hour .to mutual profit of school and 
youngsters.  
Left: Malcolm Downs and his '21 Dodge in the great fire of 1931. Identifiable are Bill Rouse at left and Harold Yates at right. Right: Jack Flaiz  
and Malcolm Downs at the  conclusion of the great conflagration.


LATER NELSON PERIOD-Front row: G.bnour McDonald, W. B. Taylor Anna ] Olson O C Baldwin H D  
In 1935 a bindery was established with Reuben Wan- 
gerin as first superintendent and for a time, the mill  
under Professor W. B. Taylor produced "rockerless  
rockers" for the market.  
Required time was still put in by dormitory students  
at many types of labor, though it was allowable eventu- 
ally to pay cash in place of the labor. The work program  
however was in trouble. In 1941, explanations were re- 
ported to the faculty under seven headings: the teachers  
stopped working, the dinner hour was changed from one 
to twelve, the evening sack lunch was changed to dinner  
in the cafeteria, and fifteen hours required shrank to  
eleven and then to nine, cash payment was permitted,  
afternoons went to labs, and study loads were increased.  
All that could be recommended by that time was some  
physical activity in each student's program and more  
outdoor activity for the student body.  
The students who had to work found plenty to do and  
enough student labor was still used in the various in- 
dustries  to enable a considerable number to  pay a good  
part of their way. Without exception, the work  ex- 
perience has been regarded as  a most valuable part of  
a P.U.C. experience, and memories are fond ones. A  
quarter of a century later, a former student night watch-
man relived those moments:  

I remember pushing my way into the cold dark- 
ness after leaving the warmth of Grainger Hall  
parlor, of going through the still  buildings and of  
crunching my way down the walks. I can remember  
the scares I had when suddenly the steam valve  
would pop off while I was going through the boiler 
room. I recall racing the fog as, around one or two  
in the morning, it would start rolling over the hills,  
Nebuchadnezzer way. How good the milk and 
granola tasted after the final round at 4 A. M.  
cold, but good!  
Student Organizations  
At some point in the dim past, the residents of the  
old hotel formed themselves into the Knights of North  
Hall. The boys in the other housing also organized  
and for a time there were three boys' clubs in operation.  
The West Hall men not unnaturally called themselves  
the Western Union and the younger ones in the Al-
hambra were known as the Order of Regular Fellows  
(1922).  
As today, the organizations provided something to  
do, a convenient place in which to practice parliamen- 
tary procedure, a center around which to plan programs 
and entertainments, a source of pins to plant on the  
104


other side of the campus, and, if the truth must be 
told, the excuse for a certain amount of foolishness.  
In its heyday, the Knights of North Hall were con- 
trolled by the Council of the Round Table and the pre- 
siding officers of that sentimental day were King, Crown  
Prince, Scribe, Knight of the Exchequer, and Chief Exe-
cutor. Of these glamorous titles, only the scribe sur- 
vives in today's Men of Grainger.  
Soon after 1930, it was voted to change the name of  
the club to Men of Grainger, in view of the renaming  
of the residence, though some felt that Men of Grainger  
Hall would have been more appropriate.  
The organization had its moments. In 1933, a mock  
trial held in the gymnasium was so successful that the 
M. O. G. was almost disbanded, but instead it was cen- 
sured by the faculty and admonished that its future  
existence depended on its future "helpfulness."  
A corresponding organization was known as the Girls'  
Hour and seems to have existed all through the 'twen- 
ties. The girls heard weekly talks of an informational 
or inspirational nature or put on programs of their own. 
Needless to say, these were more sedate than those on 
the north side. The ladies also undertook various good  
works and exchanged programs with the gentlemen.  
In 1932 the group renamed itself Women of Graf and  
this title continued in use until the building of Andre  
Hall.  
Once in 1924 the editors of the Mountain Echo pre- 
pared an article proposing the formation of a student  
association. Before it could see print, a minor explosion 
occurred and there were serious talks between staff  
members and certain faculty representatives. That  
some students continued to hope for some such organi- 
zation seems beyond doubt, but little or no mention of 
the idea appeared in the publications for some time.  
The coming of President W. I. Smith changed the  
picture and debates on the advisability of a student  

association were held, with the general concensus a- 
mong the students being that an opportunity for the 
students to operate some machinery of their own would 
be a good thing. President  Smith felt that these hopes  
among alumni and students were one factor in his  
coming to the campus:  
At the reception planned in honor of the "first  
family" early the first year, the speaker represent- 
ing the  student voice, a progressive and forward  
looking young man, George Caviness, made it quite  
clear that the students were expecting important 
things from the new  president  
Upon student petition, the question of a student  
association was taken up for discussion by the  
faculty. It was thoroughly argued. It is difficult  
for students of progressive education today, who  
believe in student participation in all of the learn- 
ing processes and activities, to realize how con- 
servative the authoritarian professor of a genera- 
tion ago was toward any student-faculty organi-
zation that suggested a sharing of responsibilities,  
or an easing of the reins that had previously been  
held firmly in the hands of faculty members.  
There were students, too, who shared the misgiv- 
ings, also members of the Board. With this state 
of affairs one would expect that, when faculty 
authorization was given and the new organization  
was set up, it would be some time before it could  
function smoothly and successfully.  
The board indeed felt more faculty supervision was  
needed and wanted more specific description of pro- 
posed activities to be set forth in the Associated Stu-
dents' constitution. It was also suggested that member- 
ship not be required nor should the dues be handled  
through the business office.  
The great experiment of the Associated Students  
of Pacific Union College was launched in January, 1935,  
Campus view  from top of Nebuchadnezzar, 1935.  
105


with Marshall Rockwell as president. The fight to stay 
alive was hard. Appeal after appeal appeared in the 
Chronicle (an ASPUC organ then) begging for student 
support. There really was not a great deal that the 
ASPUC could do. It could underwrite an occasional  
social or help in Ingathering or in other activities that  
would have occurred anyway.  
Though President Smith continued to speak hopefully  
of the ASPUC, by February, 1936, the student leaders  
were badly discouraged. In a memorial to the faculty,  
student leaders reported that membership had dropped 
from 425 to 175 since the previous semester and that  
it was the wrong time of the year to try to collect dues.  
Planned projects were handicapped by lack of funds,  
said funds being difficult to collect since the ASPUC 
was not allowed to put such charges on student bills. 
What was the purpose of the ASPUC anyway? "It  
seems that the association is just a body to give socials  
and we find our hands tied to do more. If we cannot 
function in  more lines, our existence does not  seem to  
be justified." The suggestion was strong that the fac-
ulty and board dominated the organization. What did  
they want? An annual had been permitted the previous  
year, but in 1936 it was being forbidden. They needed  
more chapel periods and Saturday nights in which to  
create interest, and projects such as clean-up days.  
It was emphatically denied that they were trying to  
set up "student government."  
Their friends on the faculty pointed out that the stu- 
dents lacked attractive objectives and felt hurt because  
their request for a swimming pool campaign had been  
denied by the board.  
The faculty rejoinder was to suggest that all funds  
so far collected be refunded or be donated to a swimming  
pool campaign. Perhaps the school might help with  
expenses of the socials. The idea of campus days for  
planting such thing as bulbs seemed good. The faculty  
also was willing to leave the chapel platform during  
ASPUC discussions and votes.  
After further haggling, the faculty voted in April,  
1936 to leave the disposition of  the ASPUC to the presi- 

dent. In circumstances, he soon told the students, it  
was thought wiser to put the organization to sleep.  
It was not being killed, but might be revived at a later  
time. The cause of death was certainly enforced inani- 
tion. So matters rested for nearly a decade.  
The Literary Golden Age  
No period in the long history of the college has been  
as productive literarily as the era now under discussion. 
It was the day of the poem, the essay, and the descrip- 
tive and sentimental writer. Publications were more 
literary than journalistic, and even though the Chron-
icle was established to provide news, it was more of a 
haven for serious writers than in recent years. The 
twenties,  under the Rine and Weniger influence, pro- 
duced such gifted penmen as Arna Bontemps, Madge  
Haines Morrill,  Merlin Neff, Ruth Carr Wheeler, and  
Barbara Osborne Westphal, to name a few. Printing  
classes published their own original efforts and writing  
classes mimeographed their productions.  
The Mountain Echo had been appearing for three  
years when President Nelson arrived in 1921. Devoting  
each number to a theme, carrying much writing, some 
news and personals, it flourished in its customary for-
mat until 1926. Its highest subscription list was 1600 
in 1923-1924. Annual campaigns were held, the side 
leaders having just as much trouble finding approp- 
riate side designations as  they do now. (In 1925, for  
example, there were the Howlers vs. the Wiki-Wikis.)  
As times changed there was sentiment that the col- 
lege needed news as well as literature. One proposal  
in 1924 had been for a four-page 12x19 newssheet to  
be put out twice a month by the Echo staff. In  1925 it  
was voted by the students to  try the new Campus  
Chronicle for two months. It was to present "high class"  
material under supervision of the English and printing  
departments. A vote was taken in April, 1926 as fol-
lows : To continue both the Echo and Chronicle, 50;  
combine the two, 119; drop the Chronicle, 9; drop the  
Echo, 77. The Echo then became a quarterly and the  
Chronicle continued a weekly, at 75c and $1 respectively.  
The new Paulin Hall before landscaping and with stray cows.  
106


There was to be no campaign and all subs would be at 
the end of the second week of school!  
The new quarterly, large-size Echo was an attractive  
magazine with radically changed make-up. With this 
new aproach, and embelished with the art of Warren  
Maxwell, the magazine should have done well. It was  
decided, however, in 1927 to discontinue it, leaving the  
field to the newspaper. The suggestion was made that 
a monthly literary edition of the Chronicle be put out  
to pacify the literati. (The latter presumably felt that  
Gresham's law prevailed  in journalism too.)  
The background of the Chronicle goes back to Az-iz- 
'n'aynt of November 20, 1924, apparently the only issue 
of this journal to be printed. It promised "constructive  
criticism" (always dear to student editors), news, and 
humor. Sample of the humor: "Have you read Freck- 
les?" "No, mine are brown."  
Perhaps one issue was sufficient.  
A month later, the Mountain Howell . . . the Baby  
Echo arrived and went through several numbers be- 
tween December 5, 1924 and February 24, 1925.  
Another lapse and on November 3, 1925 "What  shall  
we name it?" came along, "Vol. 0, No. 0." This single  
issue carried a contest for a name. Campus Chronicle 
was the name chosen and the first issue was dated  
November 17, 1925. If 200 subscriptions could be 
secured, it was felt the  future of the journal was secure.  
Growth was satisfactory, 1000 subscriptions soon be- 
ing reached. It expanded to full page size by November,  
1926, and at first carried many feature articles, jokes,  
and occasional cartoons. For a while $1.00 was offered  
for feature articles and later a limerick contest was 
conducted. Thelma Kilgore was the winner:  
This superabundance of rain  
Is giving me one royal pain.  
I'm tired of half swimming  

In mudholes a'brimming  
For we'll soon have water on the brain.  
By 1928 the tone of the paper had changed, jokes  
and cuts were gone and for a number of years, unre- 
lieved type met the eye. Pictures re-appeared in the  
late thirties. The editors at times were seized with 
an urge to reform the world, or at  least their corner of  
it, but it seemed that the president read the paper be- 
fore the ink was dry. In fact, for a time it was custom-
ary for the editor to meet with the president weekly 
that there might be mutual understanding on the poli- 
cies of the paper. Besides giving rather comprehensive  
coverage to campus  news, the Chronicle of that day  
found it possible to carry much more in the nature of 
personals than is done today.  
Beginning in 1926, Professor H. W. Clark published  
the Live Oak, a periodical dealing with natural history. 
It lasted for three or four years, and provided the in-
spiration for the San Jose State College series of nature 
publications.  
For a number of years, the Mountain Echo devoted  
its final issue for the year to the graduating class, on 
several occasions publishing the number in special 
size and format. For three years, however, the money 
that would have gone for an annual was donated to 
missions. It was not until 1927 that the first Diogenes 
Lantern was published. That was lively year in  P.U.C.  
publishing circles for the Echo, Chronicle, Live Oak,  
and Lantern were all there together, plus a folk history  
of the region, "The Romance of P.U.C."  
A regular subscription campaign was carried on, it  
being understood that 500 must be secured by February 
if the book was to be published. Though the Diogenes  
had many individual and group pictures, there was still  
a great quantity of prose and poetry. A second volume  
appeared in 1928.  

The reconstruction  •win  
107


For a number of years Conference officials were hos- 
tile to the idea of annuals and it was not until 1935 that 
the Green and Gold was released, a "memory book" it  
was called, not an annual—though it was indistinguish-
able from one. This had to do for three more years.  
In 1938, when the students came around again with  
their idea of a "memory book," the faculty smiled slight- 
ly at the attempted subterfuge, and doubtless at the 
estimate of $212 profit which the promoters planned to 
donate to the school, and gave their consent, providing  
the Conference officials did likewise. So the present  
series of the Diogenes Lantern began, the hard cover  
picture books with us today.  
In the field of literary appreciation were the George  
Washington Rine lectures, presented monthly during  
a number of school years, beginning about 1939. The  
most literate of a highly literate faculty presented  
studies in the prose and poetry of all ages and peoples. 
The lectures for each year followed a single theme such 
as a epic or lyric poetry. Attendance was virtually re-
quired of majors and minors in languages and litera- 
ture. These occasions were remembered as a genuine  
treat, however, not only for the intellectual fare, but  
for the delicious suppers served, keyed to the  subject  
or country of the lecture, accompanied with appropiate  
music. Besides, escorting occasions were scarce in those  
days. After a lapse of several years, the lectures were 
revived again in the 'fifties and continue at the present  
time.  
In Conclusion  
After years of delay, the college community was  
finally granted a post office with the name of the origin-
al land grant, La Jota. It opened for business on April 3,  
1923. Jay K. Battin, college storekeeper, was named  
postmaster, and later devoted full time to the growing 
postal business. He remained as postmaster through  
to 1955. Some fifty P.U.C. men worked in the post 
office through the years. Needless to say, the office has  
been one of the few where the Saturday supply of mail  
is omitted.  
Due to confusion with La Jolla for the mail and with  
another similar name on an express route, the office  
name was changed to Angwin, its original designation, 
on April 1, 1925.  
Angwin village, scattered and unorganized as it was,  
continued to grow and by 1925 was causing momentary 
qualms in board meeting. It was voted that since the 
continued growth of the community might eventually 
embarrass the school, the college would sell no further 
land without board action. Sales however remained  
frequent. In 1930, the community had 70 homes and  
two dormitories. According to the census takers, An-
gwin had an official population of 625.  
The Sanitarium community continued to supply its  
contingent to the student body. The San students some- 
Above: A familiar campus scene, any year, any administration. 
Below: Milk House Catastrophe! About 1935, in preparation for 
new milkhouse, it was decided to remove a tree. It could not be cut 
down in normal fashion for it was girded with wire netting to prevent  
users of the nearby grindstone from testing their axes on it. A tractor 
tried to pull it down. Dynamite plus tractor (and a panicky driver)  
finally got results and there was another emergency job for Jack Craver,  
for all the electrical equipment of the milk house was put out of  
commission.


Student body and faculty of a later session of the Advanced Bible School.  
P.U.C. PIONEERS GRADUATE STUDIES—In the summer of 1934,  
the first session of the Advanced Bible School was held at P.U.C. From  
_ * this session developed the Seventh-day Adventist Theological Seminary  
and P.U.C.'s present graduate program. This picture of the original  
faculty includes, seated: Prof. Price, Elders Andreason and Kern, Presi- 
dent Smith, Elder Evans, Dr. Caviness. Standing: Elders Schilling and  
i Rudy, Prof. W cnigcr and Dr. Wolf kill.  

times felt a little like second-class citizens, being "out"  
of things and feeling that the school did not really ap- 
prove of their independence of the campus economy.  
In the early days, those seeking after knowledge  
trudged up hill to the college but with the coming of the  
automobile, car pools were formed to provide all the  
Sanitarium group with transportation. In their  
Model "A's" and other vintage makes, a half dozen cars  
would tear up the narrow unpaved road between the  
Sanitarium and Four Corners. There were only a few  
spots where a car could even pass another, for it was 
a one lane highway. At these points if the passer could  
get his front wheels beyond the passee, the latter was  
honorbound to slacken and allow the other to complete  
his pass. Those who disdained the code of these whirl-
wind drivers were crowded on curves and otherwise  
brought into conformity.  
On special occasions the group would leave early, well  
provided with the makings of a super breakfast and  
have this special meal at some point along the way.  
Thus fortified they would reach school just about time  
for first class and drive around the campus blowing  
their horns and flaunting streamers in derision of the 
campus-bound types who watched, one presumes, en-
viously.  
A special menace to the college community in the  
early days was fire. A long series of conflagrations,  
from Washburn's down to Hamilton's, bears this out. 
In 1921, Professor Newton was charged with the res- 
ponsibility of organizing a fire department, but pro- 
tection was extremely slight.  
In 1930, an 11-room former resort standing about  
where the dairy does today was ignited by a faulty  
water heater and was gone in minutes. Boys from the  
dorm arrived with hand extinguishers but found they  

were empty. Among those who lost most of their pos- 
sessions were the J. M. Petersons who were just on the  
point of moving to their new home across the  valley.  
The Greer house next door was saved by use of wet 
sacking.  
The summer of 1931 saw a bad brush fire near the  
Sanitarium early in August. On the 23rd, a forest and 
brush fire broke out near Three Peaks and during the  
week that followed, worked its way like a giant horse-
shoe around the school. Nine  hundred cords of stacked  
firewood burned, and the fire jumped the road at White 
Cottages and threatened Old Faculty Hill. The area 
was evacuated and furniture filled the  playground where  
now stand the business office and chemistry building.  
It was thought for a while that the college itself was  
doomed. Help came from state and county firefighters  
and volunteers came up from St. Helena, the Sanitar- 
ium, and many places in Northern California, including  
from the Pacific Press at Mountain View. On the sixth 
day it was finally controlled, after having ravaged much


V  
laSTi  
< ' - • ••  

beauty on the hilltop and causing the death of one man 
in Pope Valley. There were many people in various 
parts of the state who persisted for a long time in be-
lieving that the school had been destroyed.  
Malcolm Downs was working off his winter bill that  
summer and described those exciting days:  
Sleep for us amounted to only fifteen hours total  
that week and I'll wager  there are a number like  
me who can still hear Professor Newton booming  
down the corridor of old North Hall with "Every- 
body out" on those few delicious occasions when 
we weren't already out.  
My particular job was to deliver food day and  
night to the men on the fire lines with my trusty  
'21 Dodge, Gasoline and oil were free for the taking  
at the garage where also a group of volunteers from  
St. Helena had set up a supply station for the re-
cruits from the valley. That was probably the first  
and only time  ham sandwiches and coffee were ever  
served wholesale on the P.U.C. campus. Milk, how- 
ever, was my most sought after cargo. It was car- 
ried in ten gallon cans and packed in ice so that it 
froze around the edges. After days with little or 
no sleep, appetites waned but thirsts were un-
quenchable. Many will recall the roar of the old 
Dodge motor, sans muffler, and the bleat of my  
ultramodern hand operated air horn, and the de- 
lectable chunks of iced milk chipped off the peri-
phery of the milk cans. It was a popular car that 
fire filled week. Its only real competitor, as I re- 
member, was Professor George Greer's big Lincoln  
sedan, of slightly later vintage, which ran regular  
schedules to and from the fire lines. Road or no  
road, and usually the latter, it plowed along almost  
completely eclipsed with humanity and dust. I've  
seen that thing grind out of Martin Springs with  
eighteen passengers in and on it.  
President Nelson was out on the lines too. With a  
week's growth of red beard and his shirttails flapping  
as he raced ahead of the flames, he was a memorable  
sight.  
The outbreak of World  War II was felt on the campus  
of P.U.C. in many ways but primarily in the drafting of  
the male students as the war progressed. By September,  
1942, there were 75 stars on the service flag in chapel,  
and a year later it had grown to 225. Eventually P.U.C.  
alumni and students serving passed 400. The develop-
ment of the medical cadet program under former Navy  
Captain Hyatt, with the help of Dr. McReynolds and  
Andrew Thompson, had prepared many of the boys in 
some measure for active service.  
Of the students who remained, many obtained de- 
fense jobs and off campus employment became, for the  
first time, one of the problems of going to school at  
P.U.C. Still the dorms were full and the college continu-
ed a full program throughout the war.  
During harvest time, students volunteered to help  
the farmers of Napa Valley who were short of hands.  
Scenes from the great storm of 1937.


MUSICAL ORGANIZATIONS—Top: The new P.U.C. concert band of  1937. Center: The a cappella choir of 1935-36. Bottom left: a famous  
trumpet trio—Glenn Mayer, Alden Follett, and Richard Figuhr. Bottom right: One of Professor Paulin's special ensembles—Winifred Wichman  
(Hemphill), Professor Pauliti, Katherine Smith, Gordon Heald, June Culhatie.  
Ill


Top: Summer School of 1935. Bottom: Journalism group about 1933. Kneeling: Walter Bolinger, Clifford Skinner, Kingsley Minifie, Charles 
Anderson, Bessie Crane, Prof. Charles Weniger, Harold Towsley, Oscar Tandy. Second row: Paul Wipperman, Blanche Dealy, 7 helma Mc- 
Culloch, Lois Ferren, Virgil Sanders, Carl Anderson, Veva Bolatider. Back row: Mcllvain, Vernon Flory, Woodrow Krieger, Mark Fowler, William  
Robinson, Sydney Hamilton, Alban Millard.  
112


A regrettable feature of the early wartime hysteria  
was the removal of Japanese citizens to the midwest.  
The order for departure required several unoffending 
members of the class of '42 to leave California the day  
before graduation.  
Civil defense precautions were taken in the commu- 
nity with Professor H. W. Clark as the civil defense 
chief. At first, right after Pearl Harbor, there was  
some tendency  to assume that the most likely  target  
for the Axis airpower was Angwin, but in time people 
adjusted to the war situation with its shortages and  
rationing and went on with the school routine as nor- 
mally as possible.  
With a view to the reopening of missions in China  
after the war, Chinese language classes were offered at  
P.U.C. in 1942-1944 to prepare workers to move in to  
the country with a minumum of delay.  
It was during these times that President Smith's  
term as president was ended and he and Dr. Johnson  
moved to Emmanuel Missionary College, with their  
positions reversed.  
An era had ended. To those who were fortunate  
enough to spend  their student days at P.U.C. and who  
learned to love it, their school was not just another 
college. To those unfortunates who had never shared  
this experience, P.U.C.-ites might have seemed a bit 
conceited. The students of the 'twenties and the 'thir-
ties, however, would endorse President Smith's famous 
slogan, "It's a privilege to be at P.U.C." 
Footnotes to the History of P.U.C., 1921-1943 
1920—College precinct returns: Harding, 85; Cox, 3.  
one Socialist.  
1921—The college now owns two trucks and two tour- 
ing cars.  
1922—Signs proclaiming a 15-mile an hour speed limit  
are erected at each entrance of the campus.  
—Nature Club formed.  
1923—Aaron Larson proposes a 400-foot "thriller" cable  
back of North Hall, with a drop of 15 feet to  
provide "innocent amusement" for the boys.  
1924—College store is renamed "College Mercantile  
Company."  
—Library budget set at $400. By special action  
60% of this is to be spent for devotional books.  
—Diogenes Lantern is chosen as the school flower.  
—A visiting violinist charges $175 for his perform- 
ance. Remaining programs to be supplied by  
music faculty and recitals.  
The big slide of 1941: Bottom—Scene in Room 207 the morning after.


—College precinct returns: Coolidge, 80; Davis, 3;  
La Follette, 29; Prohibition, 3.  
—Mah jong forbidden and sets to be confiscated.  
1925—Four-tube radio installed in each dorm at a total  
cost of $200.  
—Hot water denied residents of the Alhambra.  
—Students list greatest material needs of the  
school as: swimming pool, drapes for South Hall,  
elevator, new bakery, pictures for classroom  
walls, fireplace in the gym for winter socials.  
—President promises a pool.  
—Seventy students go to Tamalpais by truck for  
vacation outing.  
—Debating club decides that France shall pay her  
war debts.  
1926—Hopes are expressed that an amphitheatre may  
be built where the home economics building now  
stands.  
—A 50-watt amateur transmitter is approved for  
West Hall. Professor Newton will supervise Mil- 
ford Nelson, Leland Fuller, Richard Pogue and  
Lester Cushman in its use.  

—Defective wiring results in fire which nearly  
burns Alhambra.  
—Twenty-two-inch balloon trousers are high fash- 
ion for male students.  
—Eight students sit at each of 30 cafeteria tables.  
It is estimated that Miss Spear has 235,900,000,  
000 possible seating combinations to make,  
which, at a change each meal, will take her 
214,000,000 years to accomplish.  
—Class gift is the S.S. P.U.C. for mission work on  
Brazilian rivers. Mrs. H. H. Votaw makes up the  
difference in cost.  
—Healdsburg Bell now in service. Smaller bell,  
previously used is now the dinner bell.  
—Hawaiian orchestra flourished, led by A. E. Coch- 
ran of the mandolin, banjo, and guitar club.  
—English Club formed.  
—Miss Chapman holds special class in hatmaking  
to accommodate girls with bobbed hair that 
needs covering.  
—Typical remarks of faculty members: Prof.  
Mortenson, "We are not counting  this. We are  
114


Men of Grainger 1939-1940, E. H. Emmerson, clean.  
trying- to find out what he knows about it; "Miss  
Olson, "Oh my!"; Prof. Anderson,  "Let's sit up  
and take notice;" Prof. Newton, "You can't think  
while chewing gum. Spit it out;" Prof. Weniger,  
"That's magnificent!"; Elder Emmerson, "Just  
one more thing, and that is. . ."; Dr. McRey-
nolds, "The curse causeless shall not come."  
—A wave of spinach-eating follows a series of  
health talks.  
—President Nelson's car is run into the ditch near  
Toland House by reckless driver.  
—Average girls board bill is $12.57 monthly, boys  
average, $16.75.  
—Girls average monthly earnings $13.37, boys  
$11.63.  
—The cafeteria consumes annually: 16,773 lbs. of  
potatoes, 450 gals, of cotton seed oil, 4057 lbs.  

bananas, 21,600 lbs, Hour, 1430 doz. eggs, 20 gals, 
honey, 54 crates oranges, 27 crates lemons, 9  
sacks onions, 1800 cans of home-canned toma-
toes, and 480 two-pound cans of Nut Cero.  
1927—The Nelsons visit the Orient, L. W. Cobb is  
acting president.  
—Picture of "Christ and the Rich Young Ruler"  
presented to the school by the Nelsons before 
their departure.  
—Professor Newton's radio is placed in chapel so  
that the school may hear President Coolidge.  
—Commercial Club formed.  
—Charles Lindbergh flew over the campus.  
—At nine cords a month, Philip Wright is acknowl- 
edged champion of the woods.  
—Parties unknown painted dormitory roof in junior  
class colors.  
115


Hen ts a young man named Segundo  
Frpm (he Philippine end of e! mundo:  
Hey highly dmhitmm  
And as he wheels dishes  
He expounds an his feelings pro fun do.  
—Estimated cost of the senior vear at P.U.C. placed  
at $500.  
1928—College precinct returns: Hoover, 142; Smith,  
17; Prohibitionist candidate, 9; and one Socialist.  
1930—Professor Newton leads entire student body on  
outing to Atlas peak to see the eclipse.  
—-College Avenue paved from the gym to Professor  
Paulin's house.  
—Choir bus used to transport students to Los  
Angeles during Christmas Vacation.  
1929—College contributes $5000 to help Southern Cali- 
fornia Junior College with its indebtedness.  
1931—The first Father-Son banquet; Caleb Davidian.  
founder. Mother-Daughter affairs begin shortly  
afterward.  
—Benefit program given for Campus Chronicle.  
Admission: 25c and 15c.  
1932—Fiftieth anniversary celebration. Addresses by  
W. C. White and J. E. Fulton.  
—Twenty inches of snow in one day. Electric  
blower out of commission, chapels cancelled.  
Sabbath School and  church held in each dormi- 
tory. Press, dairy, garage, and kitchen in con- 
fusion.  
—Present-day Brookside Drive is named Hoover  
Road.  
—South Hall renamed Graf Hall.  
—Tuition and expenses cut 127'. Shortening of  
school year makes cut actually nearer 20%  
—College precinct returns: Hoover, 138; Roose- 
velt, 29.  
1933—As an economy move, Dr Wolfkill recommends  
"do-it-yourself" in procurement of laboratory  
cats. Farm subsequently reports boom in rats.  
—Road straightened. Choir bus had previously  
found it necessary to back twice to make certain  
curves.  
1934—P.U.C. and S.C.J.C. have same board.  
—College purchased a used Greyhound bus for  
$700.  
—Road from Four Corners to the College surfaced.  

1935—Authorized clubs functioning in this year are: ®  
General Culture, Language, Physical Science, 
Commercial, Speech, Elementary Education, Pre-
medical, Biology, Stamp, and California Native « 
Sons.  
—Warning is given that there will be no more  
marshmallow roasts unless a minority cease  
abusing their privileges.  
—Miss Spear produces "cocoanut crinkles" from a  
recipe of Mrs. W. E. Robbins, with assistance of  
Parshall Howe.  
—Check of old ad building shows Room 3 to be the  
coldest, Room 13 to have most holes in the roof.  
Room 4, oratoiio, choir and Bible; Room 12,  
chemistry; Room 5, literature and English;  
Room 24, ministerial; Room 20, history; Room 
14, geometry and astronomy (with pictures of  
Palestine.) %  
—Seating in the remodelled chapel features mar- 
ried couples down the middle of the center sec- 
tion.  
—Allorie Babienco wires lights in Irwin Hall so  
that the bells ring when light switches are  
thrown.  
—"Old Maud," the "steam engine, is sold  to Japan  
for scrap.  
—Inauguration of a new St. Helena-Pope Valley  
stage route makes it possible to leave hill and 
get back same day using public transportation.  
—Seniors vote to discontinue the "class night"  
because it is "not collegiate."  
1936—Road between Four Corners and the Sanitarium  
is paved.  
—The prominent Douglas fir, Nebuchadnezzar, is  
shortened by 18 feet to preserve the tree. Great 
excitement and demands that the President stop  
the mutliation.  
—Reading of the Christian Century in the library  
restricted to faculty members.  
—W. C. Baldwin and Lee Mote create the "Angwin  
Zephir," ten feet long, five high, carrying six 
passengers and crew of three on 100 feet of mine %  
rails at 10 m.p.h. Cost $25. Located on elemen- 
tary school playground. Scrapped in 1938.  
—W. C. White resigns from the board after con- *  
nection with the college over much of the previ- 
ous 55 years. C. L. Bauer was elected to the  
board.  
—The memorial  plaque honoring President Irwin  
presented to the school by the Alumni Associa- 
tion. Professor Weniger and Elder Fulton speak. 
R. B. Lewis designed the plaque.  
1937—Heaviest snow in fifty years, over 20 inches.  
Exams postponed in favor of winter sports. Mail 
to Pope  Valley by sled. Hikers unable to reach  
Three Peaks, Frozen pipes leave thirty homes  
without water.  
—Clubs down to four: International (Dr John- 
son) ; National Forum (Prof. Weniger) ; Science  
(Dr. Hoen) ; Liberal Arts (McDonald). Meetings  
one evening each month.  
116


—First separate organization of prep school sen  
iors. Don Lee, president.  
—Bus purchased to provide transportation for  
Sanitarium students.  
1938—P.U.C. has highest enrollment in the denomina- 
tion.  
—Library open in the evenings but pass required.  
1939—Minimum board for girls set at $11; average was  
$13.66; top, $20.93. Minimum board for boys, 
$13; average, $15.50; top, $23.20. Seventeen 
girls and 49 boys stayed within their minimum.  
—College  steam roller goes too fast for a turn on  
the way to the Sanitarium and  goes off the bank.  
—First Faculty-Missionary reception.  
—Chronicle campaign winners go to World's Fair  
at Treasure Island.  

1940—Kitchen cans 2000 quarts of youngberries.  
—Campus Chronicle publishes the draft numbers  
of the male students.  
—P.U.C. gives $5000 to assist building women's  
dorm at La Sierra.  
—College precint returns: Willkie, 194; Roosevelt,  
15; Babson (Prohibition), 9.  
1941—H. W. Clark heads civil defense in the com- 
munity; Orville Baldwin is firechief.  
1942—First air raid drill.  
—For only time, senior class is asked to elect offi- 
cers in the fall and have second election for sec- 
ond semester.  
1948—Five-day suspension from use of the  library tried  
as a means of curbing whispering and social ac- 
tivity in the reading room.  
Lower left CAMPUS CHRONICLE STAFF OF 1941—Front row. left to right: Allien Follett, Alice Bartlett, Elizabeth Dilger, Margaret  
Decker, Emily Robinson, Sylvia Miller, Ted Benedict; standing: Ed Duerksen, John Green, Walter Utt, Walter Edwards, Neat Wilson, Prof.  
Charles Utt Kraid Ashbaugh (editor), Harold French, Robert Bowen, Reuben Wangerin. Lower right—THE SOUTHERN HARMONIANS—  
William Webb Russel Nelson, Walter Kisack, Harold Lindsey. Upper left—THE SMITH FAMILY (ABOUT 1938)— Mrs. Smith, Hermas,  
Maurice-, standing: Louis, President Smith. Upper right—MEDICAL CADET OFFICERS OF 1939-1940—Davicl Baasch, Bernell Currier, Ellwood  
Roderick, George Pool, Prof. H. D .Wheeler, Andrew Thompson, Reinhold Klingbeil, and Milton Karlow.  
117



A Quarter Century of Rapid Growth  
1943 • 1968  
CHAPTER FOUR  
Today's Faculty  
In order to keep pace with the growing student body,  
the faculty has had to be greatly expanded since 1943. 
In 1968, there are 118 classroom teachers. Students of  
today may have lost some of their awe of the austere  
faculty member of olden times, but if less imposing in- 
dividually, it can still be safely asserted that in general 
training and competence, the present faculty need make 
no apologies. The teacher's main contribution is still, it 
goes without saying, his influence and example, to in- 
spire the student for a life of service.  
Several years ago, it was calculated that the average  
length of service for a P.U.C. teacher was six years.  
The average of the present group is just under eight 
years.  However, a number of the present faculty have  
been active through the entire period covered by this  
chapter. Alice Babcock, except for three years away at 
La Sierra, has been on the faculty since 1930. Joseph  
Fallon, Jack Craver, and Evabelle Winning have been  
on the staff for the twenty-five-year period. Esther 
Ambs, Robert Boyd, and Alice Neilsen have been here  
since 1944; Richard Fisher and Edwin Walter since  
1945; Donald Hemphill since 1946; and William Hyde  
and Cecil Woods since 1947.  
A further type of continuity is maintained by the  
presence in the community of six emeriti—Professors  
Wolfkill, Paulin, Clark, Sevrens, Quimby, and Holm- 
den. Dr. Guy Jorgensen, a seventh Angwin resident, 
has been assisting the science program at the  Antillian  
College in Puerto Rico for the last two years. Dr. J. M.  
Peterson (a few weeks from his 98th birthday at time 
of writing) lives nearby; Elder Lewis Hartin has moved  
to Canada.  
Thanks to the strong program of graduate training  
for teachers which has been supported by administra-
tion and board throughout the period, and the recent 
policy of financial recognition for teachers who have  
obtained their doctorates at their own expense, there 
are at present 33 teachers with doctoral degrees, with 
many of the 63 B.D.'s and M.A.'s approaching this ob- 
jective. Initiated as a consistent policy by President  
Klooster, it was pushed as a crash program by Presi- 
dent Christian to build up from the four or five Ph.D.'s 
on campus when he arrived. As many as 12 faculty 
members were off for study at a time during his admin-
istration. A high point for results was reached when 
in 1952 eight teachers were awarded doctorates by four 
universities.  
The criticism is sometimes heard that the P.U.C. fac- 
ulty is inbred. It is true that nearly a third of the pres-
ent faculty earned their bachelor's degrees at P.U.C.,  
and like most of the alumni, are reasonably proud of  
their school and glad to be able to serve her. It can be 
noted with a moment's glance at the faculty list in the  
college bulletin or the academic plumage of the faculty  

procession at Commencement how many schools are  
represented in the additional study these men and 
women have pursued. This would scarcely indicate  
stereotyping or narrowness of vision. Throughout the 
period, there has been a sustained concern for the im-
provement of curriculum and many of the group have  
attempted to meet with imagination the continuing  
problem of the Adventist school system—how to pro- 
vide a place for relatively unselected Adventist young 
people to mature in a Christian environment, yet not 
permitting the lowering of educational standards.  
Working conditions for the faculty and staff have  
gradually improved in such respects as pay, tenure,  
and opportunity to buy or build a home. On several 
occasions, the board has made college land available  
for this latter purpose. Teaching overloads have largely  
disappeared under the present administration and re-
cruiting of new faculty has been pushed vigorously. 
The old tradition of one-man departments and 18-hour  
loads has perhaps implanted an indifference to research  
and publication. Though this may be changing, oppor- 
tunities for professional advancement within one's field 
tend to be limited by financial stringencies. Financial 
provisions have indeed been improved but the experi- 
enced Adventist college professor has not shared pro- 
portionately in the progress toward a standard level of 
remuneration now enjoyed by other classes of denomi-
national workers, including ministers, doctors, nurses,  
and elementary teachers.  
Much appreciated, needless to say, was the grant of  
$131,200 made by the Ford Foundation in 1955. Income  
from this grant has been an annual Christmas present  
for the teaching staff, and though the period of obliga- 
tory distribution to the teachers has now ended, the 
administration is maintaining the custom.  
Beginning in 1966, the College makes awards at Com- 
mencement to two teachers for their teaching contribu- 
tion. Besides the recognition, each award is accom-
panied by a check for $100.  
Due to the size and complexity of  a modern college,  
the days are long past when faculty and administration 
conferred on every detail and at length. The faculty 
meeting serves as a  place for interchange of views and  
the ratification of policies, usually worked out and rec-
ommended by a variety of standing committees.  
The old faculty colloquium has been modified since  
1959 by adjourning to Hoberg's resort in Lake County  
at the beginning of each school year for consultation,  
relaxation and socialization. Families are in attendance  
also. The monthly faculty and staff socials in the gym 
have been maintained for many years and serve a use- 
ful purpose when the college family has grown to such  
size that a teacher is hardly sure of who some of his 
colleagues may be, to say nothing of identifying every 
student.  
119


4  
4  
Above:  
Student Association  officers 1964-65.  
Dick Davidian,  president.  
Graduation  exercises in Pacific Auditorium  ended  
with the Class  of 1967 when the church sanctuary  
was completed.


Today's Students  
Editors of school papers, in their Sisyphean battles  
to reform their campuses (and the world), frequently  
feel friendless and alone.  
In 1952, the editor of the Campus Chronicle took to  
task his off-campus critics who, without checking, al- 
leged that the school no longer emphasized religion, 
let the students run wild and the C.C. print anything 
it pleased—in short, who said that P.U.C. had gone to 
the dogs. Making allowance for the asperity of a stu- 
dent who had probably just been reasoned with by the 
president for alarming the "field," the editor had  
touched on a basic problem of operating a college—try-
ing to give those who pay the bills what they feel they  
should be paying for, and at the same time, running  
affairs in a manner appropriate to a college campus.  
Methods of handling students have shifted since to- 
day's parents were confided to the College by their  
parents (who possibly even  back then expected that  
any little shortcomings uncorrected by home or in the  
local church would be corrected by the College). To- 
day, faculty and administration must show their  
charges the same Tender Loving Care as before, but  
when the recipe calls for a soupcon of mailed fist, it  
must be added a little more discreetly than was cus-
tomary in the 'twenties. Nor may today's student be 
as grateful for the paternalism of his elders, however  
well meant, as his parents now think that they were at 
his age. Just  as no two students are precisely alike, nor  
can their  needs be met in precisely the same way, no  
two faculty members are identical either. Ideally, dur-
ing the student's time on campus, his need and its ap-
propriate answer should come together.  
Audrey (Anderson  '67) and Darryl Benson ('67) who left PUC August  
7, 1967 for Thailand where they are teaching  in a mission school for  
the current school year.  
To have to say that Pacific Union College is a Sev- 
enth-day Adventist institution should be considered a  
pleonasm. That young people leave the College better  
and more useful members of their church should al-
ways be the aim of faculty and staff. Yet the College  
must always live with a dichotomy in its constituency 
between those who see the school as a place where 
minds may open and characters may grow into Chris- 
tian maturity and those who see it as a place for cus- 
todial care—and to provide grades good enough to  
guarantee entrance to professional school in due course.  
Perhaps with the idea of making it possible for the  
constituent to express his concern in just one phone 
call, the office of Dean of Students was created in 1960.  
The dean serves as the buffer for complaints traveling  
up from the students and instructions coming down  

from the front office. The dean presides over the Stu- 
dent Affairs Committee and works with the residence 
hall deans, the organizers of social activities, and must  
coordinate and enforce policies on matters which may 
concern students or patrons—beards, long hair, mini- 
skirts, sloppy attire, bare feet, misuse of automobiles, 
scooters, motion pictures, dramatic presentations, bene- 
fits, musical numbers (especially encores by visiting  
musical groups), chapel and worship attendance, and  
all in keeping with the essentially conservative P.U.C.  
A group of student missionaries  prepare to leave for various mission  
posts.  
tradition. On occasion, the responsibility devolves upon 
this committee to rewrite the Student Handbook (once 
known as "Customs in the Crater"), a task of a semantic  
delicacy on a par with a disarmament treaty and usually  
about as permanent. The Associate Dean of Students  
carries on counseling and testing functions as well.  
In 1945, after the topic had been debated on campus,  
sentiment built up for another attempt at a Student  
Association. Encouraged by President Klooster and  
Dean Christian, the student body set up an organiza- 
tion committee which reported out a constitution after 
a month of hard labor. The time was more auspicious  
and the Student Association has fared better than its 
predecessor. Over the years, frequency of meeting has  
varied. The general assembly has been used to transact  
or improvise business, but most detail work was carried  
on by an ex officio executive committee elected by the  
student body. Later, the Student Senate  was created as  
a legislative and watchdog body, also elected by con- 
stituents in dorm and village. Short election campaigns  
are held and voting is by punch cards. Dues are com- 
pulsory, thus avoiding one major problem of the first  
ASPUC.  Members of the association meet with admin- 
istrators on the Student-Faculty Council and by invita- 
tion sit with other committees where their viewpoints 
would be helpful.  
Student religious activities have been channeled  
through the Student Association, working with the  
Missionary Volunteer Society in a variety of areas.  
From about 1948, the Student Week of Devotion, now 
the winter quarter equivalent to the Week of Prayer,  
brings a dozen or so student speakers to the student 
body. Under various names and variously organized 
through the years, students have run branch Sabbath 
Schools, shared in personal evangelism, brought sing- 
ing bands to valley hospitals and rest homes, sent  cook- 
ies to servicemen overseas, given blood, and raised  
funds to send student missionaries on teaching assign- 
121


If you are not an alumnus who returns to the annual Home-coming 
each April, you miss the highway sign that welcomes PUC's own back  
to the campus.  
Clark made and installed the DL metal "shades" that char- 
acterize even the lamp posts at Home-coming  season.


ments to Pakistan, Thailand, Peru, Borneo, Japan, Hon- 
duras, Ethiopia, and elsewhere. The M.V. program has  
generally been presented twice a month, Friday nights  
• .or Sabbath afternoons.  
Students have participated in fund-raising cam- 
paigns for the church, the swimming pool again, the  
.. Student Center, and smaller projects.  
For eleven years, beginning in 1952, student officers  
met annually with their opposite numbers from Walla 
Walla and La Sierra in a Tri-School Workshop to dis-
cuss common problems and give each  other ideas and  
assistance.  
Student leaders find in recent years, with a student  
body three times as large as it used to be, that general  
participation is hard to obtain. To today's blase  and  
over-entertained student, picnics and  class activities no  
longer represent the diversion and excitement they 
once did to his ancestors. Too many students bring cars,  
own hi-fi's, and can think of other things to do or places 
to go, such as the Sierra ski slopes or Lake Berryessa.  
v It would not be fair to  say there is no school spirit, but  
these days, it is not a matter of class colors and fervid 
oratory.  
v The Student Association is responsible for publishing  
the Campus Chronicle, the Diogenes Lantern, and the 
Student Directory. S.A. dues include their subscription  
price for all  full-time students. This eliminates the old- 
time Chronicle campaign, that source of frivolity and 
wasted energy which concerned the faculty for some  
thirty years. Some editors have taken the subtitle of the  
Chronicle, "Journal of  Student Opinion," too seriously  
and have collided with the administration's view that 
the paper also serves to a degree as a public relations  
organ for the "field." The unfortunate person usually 
caught in the middle was the faculty sponsor for the  
paper. This difference of opinion has resulted in several  
abortive attempts to provide on-campus-only jour- 
nalism. Examples of such ephemera would be the  
Poster, the Cuff, and, appearing about as often, the S.A.- 
sponsored literary journal, Icon. The Student Directory,  
designed originally as an aid to getting acquainted in  
a growing student body, has become an elaborate and  
indispensable tool for students and faculty alike. It has  
progressed through a variety of names, in search of one  
of becoming dignity—Funnybook, Qui va la? Greetings  
Dearie! and now the impeccable Student Directory.  
* The Student Association has at times developed a  
series of guest speakers for convocations and has also  
been responsible for the Irwin lectures, usually topics  
« of current concern discussed by faculty members.  
The old Paulin Hall was promised to the Student As- 
sociation as a Student Center when the Music Depart-
ment should move. While waiting, an amphitheater 
and patio were installed between the building and 
Andre Hall. The former Paulin auditorium  was con- 
verted into a student lounge decorated by Mrs. F. O.  
Rittenhouse. In 1968, the center opened formally and  
eventually all S.A. offices and functions will be cen-
tralized there.  
The biggest problem the student leaders face is basic- 
ally the same one as in the S.A.'s ill-fated forerunners  
—the difficulty of finding significant activity which  
justifies the time and effort required to keep the ma-
chinery moving. The cumbersome general assembly too 
often became an area for parliamentary obstructionism  
or lapsed into silliness. Yet removing routine business  
t to the Senate tends to leave the average student iso- 
lated from S.A. affairs and his rapport with his S.A. 
may be weak indeed.  
WAG and MOG (Women of Alpha Gamma and Men  

of Grainger), the dormitory clubs, offer other oppor-
tunities for extracurricular activity. In addition to sup-
per clubs, benefits, and an annual "open house" to  
show each  other how the other half lives, there are the  
most durable of P.U.C.'s social traditions—Mother- 
Daughter and Father-Son banquets, held in alternate  
years. The girls have the more sedate reputation and  
have regularly done well in Week of Sacrifice offerings  
and in providing assistance for a village family with  
children at Christmas time. MOG has a more frivolous  
aura and was once discontinued briefly, to be recon-
stituted in a more sober form. Each club puts incoming  
freshmen through a  week of wearing something green,  
one year green socks, another, a dink, suspenders, or 
the like, with mild penalties for failure to remember.  
All four college classes now organize and elect offi- 
cers. Departmental and activity  clubs come and go.  
Some are closely tied in with departmental purposes;  
others may be largely social outlets. Some clubs are  
formed about a sport or hobby, but while nomenclature 
and activities may change, the motive—to find a plausi- 
ble alternative to study—remains the same.  
During the 1968 school year, several students have been employed in  
the college Poultry Department  where there are 14,000 laying hens.  

The PUC dairy herd consists of 300, and 6,000 quarts of milk are bot  
tied and delivered  daily.  
123


i  
4  
•4  
The William E. Nelson Memorial  Library before construction  of the new Mall began.  
The second women's  residence hall to be built was named Andre Hall  
in honor of Miss Hattie Andre, dean from 1909 to 1921. The building  
was dedicated in 1949.  

The war-surplus gymnasium  is now renamed Pacific Auditorium.  With  
the completion  of the new sanctuary it again resumes its purpose of  
a secular recreation  center.  
124


To provide cultural and educational recreation,  
P.U.C. has had the Adventure Series or Saturday-night  
lyceum programs and the Artist Series throughout the  
» period. The former are mostly motion-picture travel  
lectures. The day is past when any auditorium could be  
filled with students simply because there would be pic- 
tures moving upon a screen. Though these programs  
are the best of their kind, student interest is at times a  
little tepid and they may prefer a social evening in the  
cafeteria. The community and the neighboring  
churches respond, however, with enthusiasm, and when  
the all-time favorite, Stan Midgley, makes his annual  
appearance, Pacific Auditorium is easily packed twice  
in the evening. The Artist Series has brought perform-
ers of the very highest quality and renown to P.U.C.  
over the years—vocalists, choral groups, instrumental- 
ists, and the famous service bands.  
Student energy has gotten out of hand at times,  
harmlessly for the most part (at least in retrospect),  
but sometimes damaging the image of the school. In  
»• the early 'fifties, when the atmosphere in the men's  
dorms became too electric, the deans would conduct 
their  charges to the gym for a general roughhouse. In  
k recent years, the elaborate system of intramural sports  
probably serves much the same purpose of an extra  
physical outlet.  
The late 'fifties were an aqueous age, with water- 
fights between dorms, which were sometimes coun- 
tenanced, and individual water throwing, which was  
not. For several years, the fastest-moving item at the  
College Mercantile must have been the penny balloon.  
Water-balloon markmanship became such a mania that  
to pass Grainger or Newton was an invitation for a 
soaking, regardless of age, sex, or altitude on the ad-
ministrative totem pole. A new system of window 
screens ended that era. It is reported, however, that the  
hush customary to Newton and Grainger may even yet 
be disturbed on occasion by the report of a firecracker  
or cherry bomb, and that at times the owner of a hi-fi  
may be so thoughtless as to allow its sound to be heard  
outside his room.  
Again, each person would have his own memories of  
some of those unscheduled but memorable occurrences, 
ranging from the releasing of scores of marbles on the  
floor in the library, or finding various barnyard friends  
loose in that same temple of learning, to the caroling  
and counter-caroling just before Christmas vacations,  
ten o'clock yells, and the organized door slams in which 
the young ladies sometimes indulged.  «  
One-of-a-kind reminiscences might include the time  
when the power for the organ was cut off during the  
processional for Senior Presentation, and the organist,  
robes and all, established a record as yet unbroken on  
any P.U.C. track to get to the basement and turn the  
power back on. There was the mysterious appearance 
one year in the Student Directory of the beauteous  
"Lorelei Martini." When interested young gentlemen 
called her number, they found they had the College 
P.R. director on the phone. One prank was nipped in  
the bud. Two enterprising electrical mechanics set up a  
duplicate string of lights for the annual Christmas tree  
lighting ceremony, but used photo flash bulbs. Cer-
tainly, if the president had pressed the button that was 
to turn on the tree, the assembled dignitaries, parents, 
grade-school songsters, and passing students would have  
( had an experience to remember after the purple spots  
had faded from their vision.  
Though still small by the standards of a state school,  
bigness has made numerous changes for the student  

from the "good old days." Everyone is less likely to 
know everyone. The student stands in longer lines, and  
when he registers, he is given a fistful of IBM cards. 
The proportion of married students is higher and the  
rising enrollment has forced (or permitted) more stu-
dents to live in the community. Such an individual may  
complain that he is left out of campus doings, while  
he takes pleasure in avoiding some of the dorm regula-
tions. Those who apply late for admission may find  
themselves barracked in the Newton Hall recreation  
room or, if considered reliable, may be allowed to live  
in the overflow quarters, such as the "Battle house," the 
former dean's residence on College Avenue. In theory at  
least, freshmen may be  denied access to the over- 
crowded library during the evening study period. Over-
seas students are still a notable part of the scene and  
P.U.C. maintains her cosmopolitan tradition.  
An unfortunate by-product of the inflation of Amer- 
ican living standards has been the virtual impossibility  
for even the most ambitious student to work his entire  
way through college in the normal number of years. 
This is in spite of $750,000 in student labor furnished by 
the College annually (1966-1967), or three times as  
much as was furnished ten years ago. Though many  
students still work regularly, the variety of jobs open  
to student labor has actually shrunk and has appar- 
ently necessitated  the hiring of more full-time em- 
ployees. Rising costs and the interpretation of the state  
labor code have also complicated the situation. No prac- 
tical method of reviving the old work-study ideal has 
yet been devised. Tuition rose from $68 per quarter in  
1943 to $385 in 1967. State scholarships and federal aid  
through work-study assistance and loans to nursing  
students and teacher candidates are helpful, but no  
significant general scholarship system is available yet.  
The difficulty of  obtaining a Christian education is  
therefore as acute as ever for many students and their  
families.  
It may be true that some students can't spell (and  
when could they ever?), and many are simply delighted  
when a class for which they pay $2.50 per period in 
tuition alone has to be dismissed early (and when  
haven't they been?), and they show such skill in avoid- 
ing classes they consider difficult and they grumble  
about rules and regulations (and when was this not the 
case?). However, if one is depressed by a feeling that 
there is a "generation gap," he ought to take a look  
around. Compared to many of their contemporaries, 
P.U.C. abounds in students who are bright, clean, and 
well-motivated, and there are many who study volun- 
tarily and will achieve brilliantly. In many ways they  
face the troubled times into which they have been born  
with less docility, perhaps, but with more understand-
ing and awareness than many of their critics, whose 
somewhat selective memory processes, and especially 
their  selective forgetting, idealizes a dubious golden  
age.  
This is not fair to the present generation of Seventh- 
day Adventist young people. With all their faults, they 
do mostly grow up and still feel a commitment to finish  
the work given to this church to do. P.U.C. has reason 
to be proud of her sons and daughters of today, also.  
In and out of church employ, they are pursuing  an ever  
broader variety of careers. There are always new lights 
on the missionary map at each Home-coming vespers.  
The potential is there. To work with and to help such  
young people is a high privilege. It is the only reason 
why anyone in his right mind would wish to be a col-
lege teacher.  
125



The Healdsburg bell sounds out the hours of sunset Friday evening 
and Sabbath closing. This 1,005-pound bell was purchased on July 26,  
1884 and was shipped to Healdsburg where it was installed and used.  
It was moved to the Angwin campus and is still a traditional  part of  
life at Pacific Union College.  
Angwin Community  
From a scattered collection of primitive cottages,  
Angwin has grown to be the second largest community  
in the county. It is still helter-skelter, to be sure, and 
is yet unincorporated. Those who have not been on the  
Hill for a long time are always amazed at the number 
of side roads branching off the main thoroughfares and 
the numbers of new houses on every highway and by-
way.  
This growth of an "institutional" community has in- 
deed brought the predictable problems along with in- 
creasing regulation and rising taxes. Who, for example,  
in 1909, could have foreseen the shadow of a water 
shortage on Howell Mountain or the prices that would 
be asked for building lots?  
In addition to those who wished to locate near a  
school, many retired denominational workers and  
others have settled in the area. As new developments  
open, the number of residents not connected in any  
way with the College grows more considerable.  
The major  economic problem of the community is  
the lack of successful local industry or business. An-
other problem would be the staggering outlay involved  
if the scattered and relatively low-income community  
were to be pulled together for municipal government 
and utilities.  
Leading in community affairs has been the Chamber  
of Commerce, originally founded in the 'thirties as 
a speech class project. By 1948 it was a permanent com- 
munity organization, working for local improvements  
and representing the area in dealings with government 
bodies. In 1948, Prof. H. W. Clark led in mapping, num-
bering and naming the streets of Angwin, and long 
served as head of the Chamber and civil defense chief.  
In 1953, natural gas reached Angwin, and in 1956,  
dial telephone service.  
The fire departments of the college and the commu- 
nity have been combined in their own building on  
College Avenue, and the fleet of three pumpers, one  
tanker, a civil defense unit and a crash truck is con- 
trolled by two-way radio.  
Angwin's post office reflects the community growth,  
also. In its first full year after reopening in 1923, the  
income of the office was $2,236; in 1941 it was $9,271. 
By 1965, it had passed $61,000. In 1966, the Angwin in- 
stallation became a first-class office and the Sanitarium  
post office operates as a financial branch  of Angwin.  

Vet Heights developed as a community in itself.  
Around Christmas time, 1945,  the first veterans and  
their families arrived and had to spend the first night 
in the dormitory because their cars could not make it  
up the miry trail that then led  to the quonsets. For some  
years, during the height of the G.I. period, this sub- 
community had a high degree of solidarity, electing its 
own mayors, running a commissary, and building its  
own chapel, Stockdale Hall. Nearly 80 families lived  
in over 30 trailers and 16 quonsets. Afterward, the name 
remained Vet Heights but its denizens were mostly  
married students who could  find housing nowhere else.  
After some years of none-too-genteel decay and claus- 
trophobia, the area was smartened up as a trailer park 
and will become again respectable student housing.  
In Conclusion  
Prophecy is always risky, but to look backward too  
fixedly may be fatal. While we reminisce, the future is 
already upon us. Familiar vistas will be altered beyond  
recognition.  Hopefully, not everything will change—  
certainly not the tree-lined hills, the clear mountain air,  
the fog of a summer morning, the sound of the Healds-
burg bell, and the evening moment when the missionary  
map is lighted. And may there always be some who  
will find a Diogenes Lantern growing in the Howell 
Mountain backlands.  
Plans for the physical renovation and enlargement of  
P.U.C. are made, and the results are becoming more  
visible every day. How fast these needed structures 
materialize depends upon the availability of funds. The 
flood of applicants has not yet slacked off. As difficult  
The first service held in the new campus sanctuary was on January 6,  
1968, with Elder James Chase as guest speaker and Arthur J. Escobar  
'41, pastor.  
127


&  
As buildings and landscaping change the campus, there remains the familiar reminder of  
PUC's heritage of nature  education.  
The familiar Irwin Hall in autumn.  
128


Helen Mathiscn '37 and Jack Craver '37 carry on l'UC's most im- 
portant tradition at the 1967 Home-coming vesper service.  
in the long run may prove to be the human part of the  
school equation, the building up and improvement of 
a faculty which can emulate in its long tenure and  
* strong character the "giants of old" while developing  
an academic program which will meet the needs and  
be within the means of Seventh-day Adventist young 
people of the last third of the Twentieth Century.  
It is rather self-defeating to be paying  glowing trib- 
utes in lofty rhetoric to our College on the Mountain 
and its ideals of Christian education and yet refuse to  
face the difficult facts involved in supporting a college  
program in these times. Can we summon sufficient  
imagination, sufficient breadth of vision to realize that  
changes in procedures—educational, managerial, finan-
cial—are not necessarily violations of principles, that  
new times demand new methods and ideas, if a small,  
denominational college is to survive in an age where  
^ techniques become ever more sophisticated and the  
costs more inflated? If we can produce this kind of  
leadership, supported by this kind of alumni and con-
stituency, then we can answer with courage and con- 
fidence the challenge offered by Mrs. Agnes Lewis  
Caviness '12 in her Founders' Day address in 1956:  
How dare we do less than to be loyal to this Col- 
lege which was 'conceived in opposition, brought 
forth in penury, nourished in adversity, but reared 
in the sunlight of God's providence!'  
When the music festival met on this campus a few  
weeks ago, Dr. Camajani said that the A Cappella  
Choir had real tone quality—'a tone so solid you  
could stand on it.' Beloved, I have a passion that the  
men and women of this College should develop a 
loyalty to their College—to the eternal principles on 
which it is founded, and to each other—so strong  
that we could stand  on it.  
Administrations  
With the departure of President Smith, an era of  
short presidential terms began. With the best will in  
the world, a succession  of short terms makes pursuit of  
consistent policy difficult. In spite of great efforts by  
the men who essayed the demanding task of college  
president, relative growth was to a certain extent 
retarded.  
A promising start was made by the dynamic Henry  
J. Klooster, former president of Emmanuel Missionary  
College, who arrived in Angwin in 1943. Few adminis- 
trators in the denomination had such ability. A man of 
imperious personality and with very definite ideas for  

the strengthening of the work at P.U.C., he left a deep 
imprint on the College during the two short years he  
served.  
Klooster faced the problems of the late war period  
and prepared master plans for the postwar expansion, 
both physical and educational. He strongly urged the 
enlargement of the advanced study programs for teach-
ers in order to build up a corps of instructors  with doc- 
toral degrees. He also planned for the accreditation of 
the College with the state as a means of strengthening  
the teacher training program. The needs of Hawaiian 
students for college training in their own islands led 
to formulation of plans for the affiliation of P.U.C. with 
Hawaiian Mission Academy. Plans were also initiated  
for the construction of a new library and an elementary  
school as the first step in a general reconstruction of 
the campus.  
To streamline the system, the local board was abol- 
ished. The faculty ceased to sit on the platform during  
chapel. The president was renowned for the excellence 
and the frequency of his chapel addresses. His activi- 
ties were cut short by his sudden resignation in the fall 
of 1945, as  a result of his personal problems.  
Dr. Percy W. Christian succeeded to the presidency.  
Brought to P.U.C. from Walla Walla, President Chris- 
tian had served as dean of the graduate school and 
head of the History Department. His administration 
had to contend with P.U.C.'s largest enrollments until 
the '60's, and the consequent expansion of the faculty  
and the building program.  
A friendly man of genuine sociability and much per- 
suasive ability and with a nice sense of academic bal-
ance, Christian continued the changes in social prac- 
tices already begun, though not without some lively 
contests in faculty meetings between those who felt  
shifts in interpretation were desirable and overdue,  
The Fernando Stahl plane was christened by Mrs. Ana Stahl at the  
Angwin Airport before it was flown by Clyde Peters for service in the  
Amazon lowlands of South America.  
and those who felt change to be a betrayal of school  
standards. (According to some students of the period, 
the balance achieved around 1946-1947 was just about  
right—neither too rigid nor too liberal.) The influx of  
new faculty and the retirement of a number of leading  
figures of former administrations strengthened his  
hand, but he was on occasion accused of being a latter- 
day Rehoboam who had spurned the counsel of the 
"old men."  
129


Henry J. Klooster  
1943-1945  
Percy W. Christian  
1945-1950  
John E. Weaver  
1950-1954  
Henry L. Sonnenberg  
1954-1955  

OFFICE  
PRESIDENT  
Ray W. Fowler 
1955-1963 
Floyd O. Rittenhouse  
1963- 
130


Left to right: W. I. Smith, president  1934-1943; Floyd O. Rittenhouse,  
president  since 1963; Percy W. Christian, president 1945-1950; John E.  
Weaver, president 1950-1954; Mrs. Susie Nelson, wife of W. E. Nelson,  
president  1921-1934.  
The departure of Dr. Charles Weniger, the under- 
graduate dean, to be Dean of the Theological Seminary  
in 1948, led to the appointment of Dr. Cecil L. Woods as  
academic dean.  
Dr. Christian left in 1950 to assume the presidency of  
Emmanuel Missionary College. Fourteen years later, he 
was to return to P.U.C. from Walla Walla, again to 
strengthen the History Department.  
Dr. John E. Weaver, also a former president of Walla  
Walla, and more lately a secretary in the General Con-
ference Department of Education, was P.U.C.'s next 
chief executive. A pleasant Christian gentleman, Dr.  
Weaver presided over the College for four difficult 
years of readjustment between the falling off of the  
"G.I." enrollment and the arrival of the "war babies."  
President Weaver's term of office lasted from 1950  
to 1954, and he departed to head the department of edu- 
cation at Washington Missionary College. His succes- 
sor was Dr. Henry L. Sonnenberg, a distinguished 
teacher and administrator of Walla Walla College. (He  
was the fifth P.U.C. president on the Angwin campus 
to have had Walla Walla associations.) Tall, youthful  
and masterful, President Sonnenberg was not given a  
chance to see his plans for the college mature, for he  
passed away suddenly in the summer of 1955 after just  
a year in his new position. He was responsible for the  
formation of the "operating board," a subcommittee, in  
effect, which streamlines the handling of routine mat- 
ters which might not require the attention of the full  
group.  
Coming to P.U.C. as dean of the College for President  
Sonnenberg, Dr. Ray W. Fowler succeeded his chief.  
Like him, he was a graduate of Union College (the  
fourth president on the Angwin campus to have a  
Union College degree). After ten years as head of the  
Business Administration Department at Union and the 
principalship of Auburn Academy, he brought to his  

new responsibility an approachable personality, good  
humor, and a willingness to give a hearing to both stu-
dent and faculty viewpoints. He chose as his dean Dr.  
Maurice E. Mathisen, head of the P.U.C. Chemistry  
Department.  
Dr. Fowler left P.U.C. in 1963 to serve as business  
manager and then president of his Alma Mater. He was  
succeeded by Dr. Floyd O. Rittenhouse, an administra-
tor and history teacher whose distinguished career in- 
cluded service at Washington Missionary College,  
Southern Missionary College, and Emmanuel Mission- 
ary College. During his term as president of the Michi- 
gan institution, the Seventh-day Adventist Theological  
Seminary moved there from Washington and he became 
the first president of Andrews University.  
The new president  arrived to find a difficult situa- 
tion, due in part to a failure of communication between  
some of the faculty, the board, and the outgoing admin- 
istration. Taking charge with vigor, he has applied him- 
self to the advancement of the interests of the College 
on and off campus in his own articulate and very per-
sonal style. He has never been known to lack the mot  
juste or the appropriate anecdote. In building up the  
staff and in the physical transformation of the campus, 
Dr. Rittenhouse has pursued an active role.  
From 1963 to 1967, the dean of the College was Dr.  
Wilbert M. Schneider who then returned to Southern  
Missionary College to assume the presidency. He was  
succeeded at P.U.C. by Dr.  John W. Cassell, who had  
been Dr. Schneider's successor as dean at Southern.  
Physical Expansion  
Swollen by the postwar influx of students who had  
been in the service or whose opportunities for educa-
tion had been inhibited by the war, P.U.C.'s enrollment 
soared to a new high of 1,022 on the college level in  
1950-1951. Many of these students were newcomers or  
veterans whose attendance was made possible by  
monthly government checks. Though married students 
had not been unknown before, the postwar student 
body had a higher percentage of young couples and  
therefore represented a sharp increase of the "village"  
element. Most of these students were not in school to 
await maturity, but as older men (and women) were  
there for "business." Off-the-hill employment also be-
came a permanent part of college life with many work- 
ers finding jobs at the state veterans' hospital at Yount-
ville or at the state hospital at Imola. Many aspects of  
college procedure had to be adjusted more or less grace-
fully to meet the demands of more complicated times. 
Inevitably, supportive functions, offices, and services  
around the campus grew even faster than enrollment,  
proving that Parkinson's First Law applies inexorably 
to smaller institutions, also.  
The physical growth of the school was rapid and ex- 
pensive, dissipating reserve funds and leading to the  
financial problems which have become endemic with 
small colleges. Without large numbers of students liv-
ing in the village and at Veterans' Heights, the College  
simply could not have met the demand for housing, 
despite an almost continuous building program. With  
higher costs of labor and materials, hard usage, and 
the incessant efforts of devoted termites, renovation of  
older structures frequently cost more than the original  
expense of building them.  
One of the most desperate needs was for more dor- 
mitory space. Graf Hall was designed to  hold 185 girls  
but was trying to accommodate 255. The bank behind  
Graf Hall was cut back, the ravine filled in, and work  
began on Andre Hall in 1947. It was ready for occu- 
131


Graf Hall and "The Oval" in January of 1967.  
132


pancy in 1949. For the men, Newton Hall went into  
service in 1951 and has had to be extensively enlarged  
since. A third residence for women, Dauphinee Hall, 
was occupied in 1963. The chapel, added to Dauphinee 
in 1965, became a popular place for weddings.  
Like most colleges  of the postwar period, P.U.C. ben- 
efited from the disposal of surplus government prop-
erty. Ten buildings  were acquired from Camp Beale  
and were assembled in 1948-1949. These included the  
business office and the chemistry building (both to be  
"temporary,"  of course) located on  the former elemen- 
tary school playground, an industrial arts building and  
a radio shack. A new boiler was obtained from Hammer  
Field, near Fresno, for use in the new heating plant.  
The "makings" of the new gym came from Camp Parks. 
This indispensible multipurpose structure was almost 
lost to P.U.C., but after several touch-and-go sessions, 
President Christian finally wrung consent from the 
board and could accept the government offer. The first  
official use of the building was in November, 1950.  
In 1948, the farm was moved from the "crater" to  
new quarters up on the north plateau, across from the  
observatories and Vet Heights. Across the middle of the 
lower pasture was run the county road, bypassing the 
center of the campus. It went into use in 1950.  
As the faculty grew and as most of the teachers still  
lived in school housing, a street of new homes was  
built in what had once been a prune orchard, near the 
present airport. At one time, every home on the street  
but one was occupied by a department head (hence 
the nickname, "Brain Alley"). Two  presidents also  
honored the sub-community with their presence.  

Among the trees nearby was constructed a fine am- 
phitheater with a fireplace, long popular for the Friday  
evening Fireside Fellowship, Pathfinder meetings, and  
picnics. In recent years, it has fallen into desuetude  
and dilapidation.  
A new elementary school was begun in 1952 in the  
meadow across from what had been the prestigious  
faculty row at the entrance to the campus. It has been  
enlarged several times  since. The old gym was moved  
in halves up Cold Springs Road, behind the elementary  
school, for the use of the youngsters. In the process, 
the decorative stone entrance pillars on College Avenue  
had to come  down and, sad to say, disappeared from  
mortal ken. West Hall was inherited,  in stages, by the  
Education Department.  
Though the garage remained for a time in its tradi- 
tional spot, the service station was moved to a position 
along the county road in 1952.  
Graf Hall dining room received a modern redecora- 
tion in 1953 and the concrete approaches no longer 
groaned and squeaked like their wooden predecessors 
when the impatient boys jumped up and down in uni-
son to hasten the opening  of the doors.  
The doors of late have been  open almost all day, any- 
way, with meals served continuously in hopes that stu- 
dent programs will be staggered sufficiently so that the 
whole dormitory population will not present itself at 
one time for nourishment. At  certain hours, short or- 
ders are available and, as the entire community cannot  
(or would not) attend most Saturday night offerings  
in the Pacific Auditorium (as  the gym was lately chris- 
tened), the cafeteria often remains open for  Saturday  
An aerial view of the campus taken in 1968 shows the new sanctuary, the completed  peripheral  
road, and the new Paulin Hall.  
133


Founders' Day Luncheon, April 20, 1967, in the Cypress Room. Dr. Floyd Rittenhouse  is  
addressing the group.  
Elenor C. Spoor, associate dean of students, assists with  
alumni registration  at Home-coming,  1967.  
Milton and Helen Lee at Home-coming,  1966.  
134


night social activity. For smaller functions and recep- 
tions, the Cypress Room, named for its photo of the 
Monterey scene, has been much in demand.  
Both Graf and Grainger have been extensively mod- 
ernized within and without, but dormitory and cafe- 
teria space still needs to be increased.  
A new library was planned as  early  as 1944 but was  
repeatedly delayed for other projects which seemed to  
have higher priority. It was dedicated as the William E. 
Nelson Memorial Library in April, 1958. Within a 
decade, despite very modest book budgets and rising 
book  prices, the collection has crept up to 70,000 books  
and periodicals and more room is needed. The first  
stage of an expansion program is scheduled for 1968 and 
will provide the first levels of a stack tower which  
should eventually double present capacity. The first  
stage should accommodate between 90,000 and 100,000 
volumes and seat 400 patrons. The former library space  
in Irwin Hall was taken over by secretarial science.  
A new shopping center was opened along Howell  
Mountain Road in 1956 and contained the general store,  
bakery, health food store, fountain, bookstore, building 
supply, barber- and beauty shops, and the post office. 
Within the decade, the College Mercantile, a million-
dollar operation, had outgrown its quarters and a new  
center was planned for the area across the road from  
the service station. It is hoped that it will be ready by 
the end of 1968.  
The utilitarian but unlovely structures which used  
to house the laundry, engineering, fire department,  
Press, and Bindery are gone or going. The Bindery has 
its own structure; the laundry shares the powerhouse;  
the Press, expanded in the meantime throughout the 
old building, waits for the new shopping center to be 
built so that it may inherit the present Mercantile loca-
tion.  
With the shopping center in operation, the Physics  
Department moved to the old store building in 1956, 
leaving the science hall to biology (and the nurses).  
The biology building was named Clark Hall at this  
time.  
Removal of the old gym meant the destruction of the  
1938 swimming pool. This  produced a five-year hiatus  
when Calistoga had the nearest pool open to students.  
The splendid new pool was ready in 1961. The playing  
fields by the gym, moved and redone several times, 
are now approaching completion to the south of that  
structure, across the new peripheral road. After sev- 
eral years of football in the muddy stubble of the corn-
field, students now have a proper playing field and a  
quarter-mile track as well. A complication for the phy- 
sical education class schedule and much extra work 
for the custodial crew  has been the fact that the larger  
religious, social, and recreational activities of the school 
had to be held in Pacific Auditorium. The student body  
moved there for chapel in 1965 after some dispiriting  
experiments with double chapel periods in Irwin 
chapel. Part of this disruption has now ended with the 
inauguration of the new church.  
In 1963, the scattered service and maintenance ac- 
tivities were concentrated in one center near the farm.  
This unified department had a hand in construction or 
planning of recent major buildings and is carrying on 
the current campus beautification. With the completion 
of the peripheral boulevard back of Irwin Hall and the 
dormitories, a venerable campus tradition may actually  
be in some danger—perhaps the innumerable potholes 
of truly Balkan size and frequency may soon cease to 
be a feature of campus roads.  
The industrial arts building was completed in 1965.  

With its modern lab facilities and spaciousness, it is  
probably  the finest structure of its type in the denomi- 
nation. The Art Department shares the building, hav- 
ing moved from a single room in West Hall basement  
and the homemade equipment the department had 
struggled with for decades to the entire upper floor of  
the north wing of the new building. The department 
has studios and a darkroom facility for the students in  
art and photography.  
In 1964, the campus master plan was extensively re- 
vised. It had been a matter of embarrassment for many  
years that since the moving of the public road to what  
had been the rear area of the college campus, the first  
impression of the College that a visitor had was one of  
unexpected disorder. Further, the highly eclectic choice  
of style of the existing campus buildings was no help in  
planning for a good appearance. President Klooster had  
advocated moving the College to the higher tableland  
and leaving the old buildings for a boarding academy,  
but the estimated cost of $2,000,000 for an entire new 
campus terrified his contemporaries and the moment  
passed. The campus planners had to pull all these  di- 
verse factors together, continue the about-face of the  
campus toward the public road, and make the best use 
possible of space that was left for new buildings and 
the renovation of certain old ones that were chosen to 
survive. To carry out the recommendations  of the plan- 
ners, the board committed $5,000,000 for construction  
over a period of ten years.  
The sumptuous new Paulin Hall was in operation  
in 1967. Among its features are a concert hall seating 
500, listening facilities which include six individual lis-
tening rooms and one multiple listening room suitable  
for 12 simultaneous stereo listeners. There are also well- 
appointed rehearsal rooms and studios for the teachers.  
New pianos and tape recorders have been provided 
for each instructor. The record, tape and score library  
continues to grow.  
From its early services in the Angwin  dance hall,  
through the decades of using Irwin chapel, the P.U.C.  
Church has needed its own sanctuary. In an institu- 
tional community, the normal financial resources for 
church construction were hard to come by; yet the con- 
gregation was huge, being more numerous at times  
than the membership of the Nevada-Utah Conference. 
Irwin chapel and the gym have always been, of ne- 
cessity, multi-purpose auditoriums and the resulting 
mixing of sacred and secular was perpetually dis- 
tressing.  
In 1946, Dr. P. E. Quimby, then the P.U.C. Church  
pastor, formed a building  commission. His successor,  
Paul Campbell, proceeded with plans to construct a  
Gothic sanctuary seating 2,000 and to cost $200,000.  This  
would include separate buildings for the Dorcas So-
ciety, health education and domestic science. Disheart- 
ening  delays ensued  and frequent changes in the pro- 
posed location of the church were discussed, as well as  
the question of whether to try for separate village and  
college congregations. A new campaign got under way  
in 1952 but again faded out, having raised some thou-
sands of dollars but not enough with which  to start. A  
1954 plan called for a $450,000 church. The campaign  
to build Rio Lindo Academy was urged by the confer- 
ence and the college church project waited  once more.  
The pattern of discouragement and  defeatism was  
completely reversed by the leadership of Lawrence G.  
Scales, pastor and college chaplain in 1962-63. Though 
his service at P.U.C. was cut tragically to less than 
one year, he galvanized the church into a successful 
campaign to finance the sanctuary. Though there were  
135


more delays and changes, the momentum was never  
thereafter entirely lost. By the end of 1967, the local  
members had already raised a third of a million dollars.  
Actual construction began  in February, 1966 and was  
carried to completion under the direction of Pastor Ar-
thur J. Escobar. Each member of his building commis- 
sion was responsible for a specialized task. Some mem- 
bers, such as H. W. Clark and Fred Landis, had served  
on most of the building commissions of the previous  
twenty years.  
The new sanctuary seats 1,847. Two services are still  
required each Sabbath for a membership of 1,750 plus  
students and visitors. The modern design is  successful  
in bringing the entire congregation within an effective  
distance of the pulpit. Visually, the interior is appeal- 
ing in its combination of teak paneling, the subdued  
tones of the carpeting and upholstery, and bits of color  
from the unusual stained-glass windows in their effec- 
tive staggered arrangement. Sabbath School rooms  
were about ready for use at the time of writing. Planned  
for future construction are the Scales Memorial youth  
chapel and a campanile which will accommodate a  
carillon and the Healdsburg bell. The estimated cost  
at completion will be $1,020,000.  
On January 6, 1968, the congregation moved in pro- 
cession from Irwin Hall at the early service  and the  
Pacific Auditorium, scene of the second service in re- 
cent years, to the new sanctuary for the first services,  
a little over 58 years after the Pacific Union College  
Church was organized.  
The major college construction effort of 1967-1968 is  
the improvement of the general campus appearance,  
and in particular, the building of the mall to run be- 
tween the church and Paulin Hall up to the Irwin Hall  
steps.  
Buildings for which plans are being  presently drawn  
and construction dates set include the library extension  
and administration and cafeteria building, the first to  
be done in late 1969 and the latter by early 1970.  
Educational Advances  
Perhaps the greatest of P.U.C.'s contributions to de- 
nominational education has been its reactivation of the  
graduate  program, beginning in 1940. The first three  
M.A. degrees were granted in 1942.  
With the approval of the State of California, the grad- 
uate degree program is combined, in the  programs of  
most postgraduate students, with teacher certification.  
In recent years, a large number of four-year graduates 
stay on for the postgraduate year required for the 
teaching credentials and work toward the M.A. simul- 
taneously. Summers see many in-service elementary 
and secondary teachers come to the campus for the 
same two purposes. The primary justification of the 
program has always been the preparation of certified 
and better-trained denominational teachers for the Pa-
cific Union Conference and the world field.  
At present, 237 are enrolled as  graduate students at  
P.U.C., and through the summer of 1967, 262 M.A. de- 
grees have been granted. Present majors leading to the 
master's degree include biology, history, industrial  
arts, mathematics, music, and modern languages, as  
well as three degrees in educational administration:  
supervision, guidance, and education with specializa-
tion in elementary teaching. Graduate work necessary  
for credential programs is also available in a number 
of other departments. Students with P.U.C. master's  
degrees have gone on to doctorates at such institutions  
as the University of California, Southern California, 
Stanford, Chicago, Harvard, and Oxford.  

The P.U.C.  graduate program has continued despite  
occasional criticism. President Klooster defended the  
validity of the program and most  of his successors have  
had occasion to  do likewise. Some of the opposition may  
have been attributable to distrust of pioneering, finan- 
cial conservatism, or the debatable hypothesis that  
newer programs elsewhere would benefit by disman- 
tling a successful program at P.U.C.  
Without the availability of the M.A. degree, it would  
be virtually impossible to keep candidates for teaching  
credentials on campus even in their upper-division 
years. The entire program of P.U.C. as a senior college 
would be adversely affected, as it would not take a  
great deal of imagination to see, if the M.A. program  
were abrogated. After 1958, the P.U.C. graduate effort  
suffered from the confusion and fluctuation caused first  
by the effort for tri-school cooperation in graduate 
work with Loma Linda University and La Sierra, and  
Pacific Union College Chamber Orchestra under the baton of George  
Wargo. 1968.  
when this did not prove acceptable, from the Solomonic  
effort to divide fields of graduate study between La 
Sierra and P.U.C.  
With the program now functioning independently  
and paying its way, its value and permanency seem  
more clear than several years ago.  
State accreditation for the granting of general sec- 
ondary credentials was obtained in 1951. Considerable 
shifting of emphasis in teacher training toward subject  
matter has occurred in California within the past dec- 
ade. At present, the State of California authorizes pro-
grams of teacher training at P.U.C. by which the Col- 
lege may recommend candidates for standard teaching  
credentials with specialization at either elementary or  
secondary level. With the exception of the group major  
in elementary education (requiring work in four con- 
tent areas), education majors have been discontinued.  
Teaching candidates therefore take regular subject ma-
jors and teaching minors to qualify for credentials.  
P.U.C. was accredited by the Northwest Association  
of Secondary and Higher Schools during the adminis-
tration of President Nelson and with the Western Asso-
ciation of Schools and  Colleges in 1951.  
Pacific Union College also pioneered in programs of  
affiliation with overseas schools which wish to offer  
their students college work yet avoid the difficulties en- 
tailed by traveling to the mainland of North America.  
Beginning in 1945, a different P.U.C. instructor went 
each quarter to Hawaiian Mission Academy to teach  
136


courses in his discipline, an arrangement which was at  
once profitable to the  Hawaiians and enjoyable for the  
teachers. The program was discontinued in 1952 when  
normal transportation was fully restored. Several La  
Sierra teachers were also invited to take part.  
More unfamiliar yet to American educational routine  
was the arrangement proposed in 1952 and put into  
effect in 1953 of affiliation with Australasian Mission-
ary College. The tie-up enabled Australian students 
to receive P.U.C. degrees in education and theology in 
a country where  only government universities have the  
privilege of granting degrees. P.U.C. at first supplied  
teachers to guide the program and to give final exam- 
inations. Such remote control operations are, of course,  
normal throughout the British Commonwealth. The  
original concept in this case was Dr. Mark Hamilton's.  
He intended, when he left P.U.C. in 1951, to assist the  
college in England in that fashion. Though rejected by  
the English at that time, the Australians were happy  
for the opportunity when it was brought to their atten- 
tion by P.U.C.'s registrar, E. C. Walter. The first grad- 
uation was in 1954. It is said these were the first P.U.C.  
graduates not to know what to do for poison oak. The  
ararngement might be considered P.U.C.'s way of pay-
ing its debt for the early Australian contribution to  
the P.U.C. of the Irwin period. Other Adventist col- 
leges have since followed the  affiliation idea.  
During 1943, the quarter system was introduced as a  
part of the wartime speedup. It was retained afterward 
l'or its greater flexibility, and while reversion to the 
semester plan has been suggested, the shift of the Cali- 
fornia system of higher education to the quarter sys- 
tem has ended that debate.  
The old senior "theses" were dropped about 1943 and  
senior comprehensives, made up by the major depart- 
ments, were given instead. In 1954, these were replaced  
by the Graduate Record Examination (G.R.E.) for sen- 
iors in departments where these were available. In  
recent years, so many members of the graduating 
classes go on to some type of advanced training that all  
seniors are required to take the Graduate Aptitude  
Test in addition to the G.R.E. or departmental examin- 
ation.  
In an effort to correct the disorderly and rather for- 
tuitous  evolution of curricular patterns, the P.U.C. fac- 
ulty inaugurated in 1954 a program of general educa- 
tion. Years were spent in studying and comparing pro- 
grams elsewhere and in attempting to define the aims  
and most effective methods for Christian education.  
The program was divided into three "schools"—the  
liberal arts, the professional, and the technical. A bal- 
anced division of requirements in the major areas of 
learning was attempted. Though many revisions have 
taken place, including the discontinuance of the three- 
school terminology, the basic patterns of the core re-
quirements still exist and the effort to improve the ed- 
ucational patterns for P.U.C.'s students continues with  
further adjustment and revision in 1968, with all de-
partments involved in the re-evaluation. The three-fold  
educational ideal of the heart, head and hand is still  
the goal for the P.U.C. curriculum committee. 
Departments  
Virtually every department has enjoyed increased  
staff, often with a tripling of the teaching strength. 
Religion, nursing, and  music each have more than ten  
instructors. Departments which already have four or 
five full-time instructors with the doctorate are Educa- 
tion-Behavioral Science, Chemistry, and History.  
The Religion Department provides sponsors and di- 
rection for much of the campus  religious activity and  

has been continuously involved in off-campus evange-
listic activity, using a variety of approaches. Campus 
religious organizations, classes in evangelism, and spe- 
cial groups have shared in these practical experiences.  
Members of the department have provided special  
training classes  in techniques of home visitation and  
following up interests. Since 1960, evangelistic cam- 
paigns have been held in eleven towns from Fortuna  
in the north down to Pacifica,  south of San Francisco.  
The most successful in terms of immediate baptisms 
was the one at Sebastopol which brought ten new mem- 
bers for the church.  
Other activities have included a vigorous promotion  
of branch Sabbath Schools, Five-Day Plans to help 
smokers, literature ministry for ships in San Franciso 
Bay, and distribution of Steps to Christ through the 
Napa Valley, Bible  story hours, and "Go Tell" cam- 
paigns. Coordinated efforts using several of these ap- 
proaches were successful in 1967 in Cloverdale in bring- 
ing seven baptisms and the formation of a new church 
of 29 members. Upwards of five hundred students have  
participated in larger campaigns. The customary assist- 
ance for and interest in smaller neighboring churches, 
such as Calistoga and  Middletown, have continued  
with ministerial students and the departmental and 
pastoral staffs sharing in such activity.  
A major trend in nursing education in the United  
States has been away from the hospital school to the 
collegiate program. P.U.C.'s two-year nursing program, 
beginning in 1958, was one  of the early ones in the  
West and an immediately popular course at the College.  
The R.N. may be earned in two years instead of four,  
with the advantage of college surroundings while train-
ing. The clinical experience is gained at a variety of  
hospitals. P.U.C.'s nursing students have been ac-
quainted with St. Helena Sanitarium and Hospital, 
Queen of the Valley Hospital, the state hospital in 
Napa, and the Kaiser Foundation Hospital in Vallejo, 
while on campus. Summers have been spent in Los An- 
geles, but the class beginning in 1966 spends four  
straight quarters at P.U.C. and then three at Glendale  
Adventist Hospital, which, like St. Helena Sanitarium,  
has discontinued its own nursing school. The program  
is an expensive one because of the high teacher-student  
ratio required by the state, but helps to meet a press-
ing need. As of 1967, 232 students had received their As- 
sociate of Arts certificates at the completion of the 
course and had shown a satisfactory rate of success  
with the subsequent state board examinations. Though  
an intensive program, particularly if the student has  
taken none of the general college requirements before 
starting the nursing courses, the demand has required  
opening a midyear class, also. At present, 117 students 
are enrolled in the P.U.C. program.  
Industrial Arts offers the only M.A. in that area in  
the denomination. An aeronautics major is a recent 
addition to the work of the department. Efforts to pro-
vide an Angwin airport go back to 1948. The present 
field near the observatories was started in 1958. The  
airstrip opened officially in April, 1961. There is now 
a 4,000-foot runway and  maintenance and repair facil- 
ities. Seven planes are available to student flyers. The 
airport is run privately under  lease from the College.  
While the old general farm no longer exists, the  
Agriculture Department offers a full range of experi-
ence and facilities to its majors. The college dairy herd 
has grown in ten years from 105 to 270 cows milked  
daily. Laying hens in the same period increased from  
5,000 to 15,000. All green feed for the cattle is still grown 
locally. Students have growing areas and greenhouses  
137


**». \  
* - 
11. McKibbin Hall 
12. Library  
13. Athletic Field  
14. Physics Department  
15. West  Hall  
16. Business Office 
17. Chemistry Department  
18. Press, Central Receiving  
19. Art Department  
20. Industrial Arts Department  

College Mercantile and Post Office  
Bindery 
Laundry 
Boilerhouse  
Service 5tation  
Gymnasium  
Swimming Pool 
Elementary School 
Church 
Paulin Hall  
College Relations Office  

Newton Hall  
Grainger Hall 
Clark Hall  
Irwin Hall  
Home Economics Department 
Graf Hall 
Cafeteria  
Andre Hall  
Dauphinee Hail and Chapel 
Student Center  
Highland  
Oaks Dr  

PACIFIC UNION COLLEGE  
EXISTING CAMPUS  
138  

*


for their laboratories. Student labor has faded from the  
scene in some industrial areas but the dairy and poultry  
operations still employ fifty to sixty students regularly.  
The Communications Department manages the radio  
station, KANG-FM. Regular  broadcast of Friday night  
and Sabbath services has been a community service for  
many years. Also, beginning in 1967, the department 
began giving a minor in speech pathology and audi- 
ology. Temporary quarters for the speech pathology 
laboratory facilities are in the Student Association  
building, formerly Paulin Hall.  
The shift to audio-lingual techniques is the most  
notable change in the Department of Modern Lan- 
guages. Spanish, French, German, and Russian are  
offered at present. Language laboratories have devel-
oped over the past decade and P.U.C. provided the first 
one in the denomination where students could regu-
larly record their own voices as they practiced the 
language. P.U.C. is the only school in the United States 
authorized to grant teaching certificates in German by 
the Goethe Institute (1962). A comparable commission  
has been granted in French by the Alliance Francaise.  
P.U.C. students to the number of 80 have participated  
in the Year Abroad program, now a cooperative ven- 
ture of the Adventist colleges in North America. A  
majority of the P.U.C. contingents have attended  
Bogenhofen in Austria or the school in Spain, now at  
Valencia.  
The Spanish church in St. Helena grew out of mis- 
sionary work done by the Spanish Club at P.U.C. In  
five years, the church membership has grown to sixty.  
The Mathematics Department has a special interest in  
training students for operations in the computer field.  
Special gifts have enabled the department to build up  
its own departmental library.  
Over the years, the Physics Department has obtained  
grants from the National Science Foundation, the  
Atomic Energy Commission, and Health, Education,  
and Welfare Department. The Data Processing Labora- 
tory began in 1958 with a Bendix G-15 digital com- 
puter. The center is located in the library sub-base-
ment. Experimental research was done on a linear ac-
celerator around 1960, and more recently, on the char- 
acteristics of infrared rays. The department has also  
been responsible for the amateur radio facilities on  
campus, beginning in 1946. A U.S. weather station has  
been operating in the care of the department since 1951.  
The skills of art majors and their teachers have al- 
ways been in demand on and off campus. Beginning in  
1955, annual Arts Festivals have provided an oppor- 
tunity for students in fine arts to display their work,  
and now the lobby of new Paulin Hall provides an  
elegant setting for these occasions. Majors  in both com- 
mercial and fine arts are offered. Students in the de- 
partment perform creditably in regional art contests  
in competition with other colleges and universities.  
The Biology Department, the oldest in the denomina- 
tion (1922), has been fortunate in P.U.C.'s natural set-
ting. The natural history museum continues to grow 
and members of the department have made discoveries  
of hitherto unrecorded insects and plants.  
The department has developed a number of off-cam- 
pus activities which have proved popular with many  
besides biology majors. From 1929 to the war, Prof.  
H. W. Clark  conducted a number of Field Nature  
Schools  in rugged Sierra locations such as King's Can- 
yon. Prof. Clark discovered and was able to lease  
Happy Valley, near Albion on the Mendocino coast, 
an ideal location for a marine biology station. The site  
of a former lumber mill, the decayed cabins required  

much work, and virtually all facilities, laboratories,  
amenities, and boats, had to be built by  members of  
the department with only a shoestring budget to begin  
with. First classes were held in the summer of 1947.  In  
1953, the board purchased the site, ten acres for $6,000,  
and the efforts to improve the facilities have continued  
ever since. In 1960, new laboratories were authorized 
and now include darkroom, library, office space, and 
storage. New housing, both in buildings and trailers, 
has increased the capacity of the station.  
Albion's popularity has never faltered. The summer  
program has usually been attended up to capacity,  
partly due to a thirst for biological knowledge, it goes 
without saying, but perhaps almost as much an appre-
ciation for the cooking, which for years was done by 
Biology Department wives. Year around, Albion offers  
clubs and groups a delightful place for weekend re- 
treats and outings.  
Pacific Union College now graduates two classes of nurses each year. 
This capping service in the new Dauphinee  chapel is typical of the  
student groups who choose medical ministrations  as a means of service.  
Beginning in 1961, wilderness ecology packtrips into  
the mountains of northeast California followed the Al- 
bion season. In 1967, a field trip through the Western  
states was devoted to paleontology. Half the recent  
summer enrollments have been graduate students.  
The History and English departments have spon- 
sored a number of  tours in Europe, extending through  
the Far East. History instructors have provided on-the-
spot teaching of history, geography, and sociology on 
elementary-teacher bus tours around the United States.  
The English Department continues to sponsor its  
traditional Rine lectures.  
In spite of the virtual disappearance of the education  
degree, the Education Department has been increas-
ingly busy guiding credential candidates. The average  
in recent years has been close to sixty in secondary or  
elementary student teaching, usually in the winter 
quarter, in the public school systems of the Napa  Val- 
ley as well as in some nearer academies. It is a matter 
of satisfaction to the College that over four-fifths of the  
credential candidates recommended to the State by  
P.U.C.'s Education Department have gone into service 
in denominational elementary and secondary schools.  
Thanks to the training and interests of the majority  
of the teachers in the department, it has been possible  
to develop a major in the behavioral sciences (psychol- 
ogy and sociology), an area hitherto neglected.  
The department has built up a curriculum laboratory  
139


liiiili  
ififffl  
One of the numerous  colorful  pren  
and library, the latter financed in part by a grant from 
the Kellogg Foundation. A psychology laboratory is 
being developed.  
The Music Department, operating out of what is  
probably  the best physical setting on campus, provides  
a large number of vocal and instrumental groups, some  
of which are permanent parts of the school scene. The 
Choirs, the Band, the Wind Sinfonietta, and the Or- 
chestra are some which perform regularly. Annual  
events, now traditional, include the presentation of the 
"Messiah," a "Pops" concert, and the Spring Fantasy.  
The music faculty (with guest artists) each year pre-
sents a series of Candlelight Concerts.  
With almost forty years in their present building, in  
spite of extensive renovations, Home Economics has  
been forced to spread out. The department has three 
laboratories on the ground floor of Graf Hall and a  
preschool building on Cold Springs Road. The home  
management class, which used to "live-in" the home  
economics building for homemaking experience, now 
"lives out" and observes various family situations on  
different socio-economic levels. Besides the general  
major, the department offers a foods and nutrition ma- 
jor as a base for specialized work in dietetics on the  
graduate level.  
Footnotes to History, 1943-1968  
1943—Since social, recreational and program commit- 
tees overlap, President Klooster merges them.  
—Of 60 doctors in the 47th General Hospital, U.S.  
Army Medical Corps, 17 were P.U.C. students,  
also, there were four nurses, and there were at 
least two administrative officers who were from  
P.U.C.  
1944—College purchases Martin Springs for $500.  
—Faculty briefly enjoys $15 book allowance. 
—Fire burns over 6,000 acres, comes within  mile of  
the College.  
—Total of P.U.C. students and alumni in military  
services passes 400.  
—October: George Juler said to be first serviceman  
to return to P.U.C.  
—College precinct returns:  Dewey 187; Roosevelt  
12; Watson (Prohibition) 9.  

>ns of the P.U.C. Hawaiian  Club.  
1945—First publication of a graduate  school bulletin.  
—Honors convocation with 38 participants (two  
semesters with B average or better).  
—First minor in physical education in an Adventist  
school.  
—Literary elite form Silverado Club, publish  
Quicksilver.  
—D.L. program features life of Beethoven, "No  
Other Choice."  
—Student Association resuscitated; Harvey Retzer  
first president.  
—First S.A. activity is all-day picnic.  
—Plans laid for V.E. Day include blowing of sirens  
and ringing of bells. Special convocation to be  
summoned by ringing of the bell, but no recrea- 
tional activities.  
—Registrar's Office moves to present  location. Reli- 
gion Department takes over old Registrar's Of-
fice in back hall of Irwin (now the Graduate 
Office).  
—Big fire burns over 25 square miles, comes within  
two miles of College. P.U.C. boys put in 3,500 
hours fighting it.  
—Formation of the Hawaiian Club.  
1946—Organization of the Veterans Club.  
—Dial phones installed on campus. 
—Nylon line (February). Line forms from 5:30 to  
8:00 a.m. outside college store. Girls' worship lets  
out early, classes and breakfast skipped. Fedalma 
Taylor and Miss Helen Kannenberg get the first  
of the 54 pairs available.  
—First P.U.C.-L.S.C. exchange program.  
1947—Trailer City renamed Veterans' Heights.  
—Glass-bottomed boat built in college woodwork  
shop for Albion biological field station. Chris- 
tened Corynactis with a bottle of  Atlantic Ocean  
water.  
—Mrs. Edwin Angwin dies at 98. Mr. Angwin had  
passed away in 1918.  
—Record-breaking investiture of Master Comrades;  
105 candidates with over 3,000 honors.  
—Ground training classes for pilots under Profes- 
140


Paulin Hall, built in 1932 as a music center for the campus and named in honor of Noah E,  
Paulin who joined the Music Department  in 1914.  
The Student Center, previously known as Paulin Hall, was redecorated  inside and out. It pro- 
vides quarters for student offices, as well as a lounge and some recreational facilities.


give them the same old ques- "7 told you we should have left "Of course we ct  
tions—just change  the answers,  when they just started  the um- point in class ai  
you know." brella subject."  wrong—but  why  
future?"  
4  
—Night lights permitted in dormitory rooms. 
—College and community returns: Eisenhower  
497; Stevenson 38; Holtwick (Prohibition) 4.  
1957—College and S.A. join to offer scholarships for  
Hungarian refugees. No takers.  
—College celebrates 75th anniversary. Diogenes  
Lantern in oversize format with college history  
and alumni directory. Post office uses special 
anniversary cancellation.  
—Nov. 26, 11:01 p.m., community dial telephone  
service begins.  
1958—Recommendations of Seventh Tri-school Work- 
shop include: $6,000 to be raised for a joint mis-
sion project; P.U.C. and W.W.C. to permit mixed  
seating at religious services, as L.S.C. already 
did; S.A.'s of the three schools to provide joint 
support for a new publication.  
—Big fire endangers Sunset Point. 
—Student Communion service replaces the tradi- 
tional testimony service at the end of Weeks of 
Prayer.  
—Swimming Pool campaign voted.  
—Former presidential mansion, at foot of Irwin  
steps, is removed.  
1959—First faculty retreat at Hoberg's. Becomes "tradi- 
tion."  
—New S.A. constitution; student senate created.  
1960—Creation of the office of Dean of  Students.  
—Pool campaign hopes to raise $40,000 in four  
weeks.  
—Angwin election returns: Nixon 681; Kennedy 14.  
1961—Swimming pool completed.  
—Alexandre Kerensky, former premier of Russia,  
a campus visitor. Returns in 1966.  
—Local campaign to repeal the 19th Amendment. 
—Herschel Hughes creates statue of "The Thinker"  
on Newton lawn. Normal color is white, but has  
been subject to occasional change.  
142  

—Lively emotions over establishment of guard- 
house at campus central entrance. Discussion  
whether was designed to keep deleterious ele- 
ments out or effervescent ones in.  
—Community Service Center opened in St. Helena  
as an evangelistic project of the Religion De- 
partment. Fifty-eight enrolled in doctrinal Bible  
class.  
1962—Final church building campaign gets under way. 
1963—Airplane "Fernando Stahl" is christened at An- 
gwin airport for South American mission service.  
—Effort begins under Ervil Clark to try to save  
the Window Tree.  
1964—M.O.G. abolishes itself, aged 41. Is reconstituted  
in a somewhat more sober vein.  
—Successful student missionary campaign sends  
first student teacher to Pakistan. David Martin  
selected.  
—Northern Napa County ravaged by extensive  
fires. Opening of classes delayed while students  
and faculty join firelines.  
—Angwin returns: Goldwater 433;  Johnson 155.  
1965—Dauphinee  Chapel dedicated.  
—Nine branch Sabbath Schools operating in Sebas- 
topol, Jenner, Mill Valley, Geyserville.  
1966—The last church ground-breaking ceremony. Con- 
struction actually begins.  
—First P.U.C. alumnus elected to U.S. Congress:  
Jerry Pettis '38 from the California 33rd District.  
1967—New Paulin Hall completed; Faculty meetings  
move to Paulin auditorium from physics build- 
ing.  
—Chancel furniture and lighting fixtures in new  
church designed and made by Elder Leslie Hard- 
inge and Professors Pontynen, Craver, Hust in  
the Industrial Arts Department.  
1968—(Jan. 6) First services in new church.  
— (Jan. 28) Open house in new Student Center  
(ex-Paulin Hall).


kd argue the  
prove him  
opardize our  

"/ flunk every fifth one regard- 
less of who his father  is."—from  
the "Chronicle, 1952-53).  
sor Nutter. Flying at Sonoma County airport. 
Eight licenses granted first year.  
—Polls finds students favor building a new gym 5  
to 1; over half favor two hours of compulsory  
labor each day.  
1948—Mass investiture of 138 Master Comrades.  
—New band uniforms introduced. 
—Tennis courts under construction.  
—S.A. helps on Senior Class gift  of electric sign  
to be erected in St. Helena at Pratt Avenue turn- 
off.  
—Hilltop precincts return: Dewey 434; Truman 59;  
Watson (Prohibition) 22; Wallace 10; Thomas  
(Socialist) 3.  
—New firetruck built from used Navy crash wagon  
by engineering and machine shops.  
1949—Feb. 24: first broadcast by KPUC on carrier cur- 
rent.  
—Evangelistic effort by J. L. Shuler in Oakland.  
P.U.C. religion and music students on constant  
duty throughout entire period.  
—Elder E.  W. Dunbar's Week of Prayer services  
lead to four-hour testimony meeting.  
—Snowfall of 36.5 inches. 
—Andre Hall dedicated on Alumni Home-coming  
Day.  Miss Andre present.  
—Great Arson Scare: (1) Drive-in at the Circle  
burns in mysterious circumstances on a Friday 
night, just before it was to be completed; (2) 
Fire in Grainger Hall on following Friday night  
causes $4-6,000 damage, not counting typewriters  
thrown from windows, etc.; (3) Dairy barn burns  
on succeeding Friday night. Calves and one-third 
of the building saved. Damage, $6,000. Commu- 
nity frenzy. Vigilantes fail to find culprit. No  
more fires.  
—Japanese war crimes trials transcripts given to  
library by E. J. Kraft, an interpreter at the trials.  
—Report of Chamber of Commerce census: Angwin  
population 2,000 (400 homes with 1,250 persons,  
70 trailers with 210, 540 in dorms). College em- 
ployees number 150. Village students: 100 in  
elementary school, 70 in academy, 170 in college.  
1950—Forerunner of student senate formed in Par- 
liamentary Procedure class.  
—U.S. Census of 1950 shows 1,943 permanent resi- 
dents in Angwin and 527 dwellings. Includes 54  
carpenters and 40 full-time nurses.  
—Jeannie the Scottie mascot of Junior Class. 
—Supervisor Tamagni opens new county road  

across valley. Prof. Mathisen's Buick is first car  
to make the trip.  
—Classes to begin at 8:00 instead of 7:30 for benefit  
of off-the-hill workers.  
—Storm reaches 60 m.p.h. and cuts off all power  
for over 24 hours.  
—First official use of new gym, November 7.  
—Bolander Cup awarded in speech classes for  
largest number of "uh's" in a five-minute speech.  
1951—American Temperance Society gives original pro- 
gram, "Let's Face It," in many outside appear- 
ances. Written by Dr. R. B. Lewis and Robert  
Hampel.  
—Debates on feasibility of an honor system at  
P.U.C.  
—Chronicle Campaign brings in over 5,000 subs. 
—"Mitey Mog" is bulldog mascot of Men of Grain- 
ger.  
1952—First "Hour of Memories," at Home-coming.  
Alonzo Baker, emcee.  
—Special honor at Commencement  for "Alumnus  
of the Year." First award to Dr. Charles E. Wen- 
iger.  
—Lampshade industry begins brief career on cam- 
pus.  
—Price of Campus Chronicle advances to $2.  
—Howell Mountain precincts: Eisenhower 489;  
Sevenson 52; Hamblin (Prohibition) 12.  
—Great S.A. "umbrella" meeting.  
1953—New timeclock replaces old one on south balcony  
wall in Irwin Hall.  
—Radio Research Forum prepares "Here I Stand"  
on tape for use by M.V. societies.  
—Pilot  general education course begins in Com- 
munication Skills.  
1954—Diogenes Lantern appears for first time in larger  
size, 9 x 12.  
—Beginning of General Education program. 
—Public relations scheme of paying College and  
Sanitarium workers with $2 bills to impress val-
ley merchants with community purchasing 
power.  
—Ken Kimura's Japanese banquet fills gym. Rick- 
shaw service provided.  
—April Fool story in Chronicle on discovery of  
gold behind Newton Hall is repeated by South-
ern California newspaper.  
—All-night serenade of Andre Hall. Every hour a  
different floor of a boys' dorm takes over. Water 
keeps musicians at respectful distance.  
1955—Tragic summer with deaths of Dr. H. L. Sonnen- 
berg, Dr. Mary McReynolds, and Dr. L. L. Cavi- 
ness.  
—Science Hall renamed Clark Hall.  
1956—Year of 60-inch rainfall. College gives free tui- 
tion to flood victims. Student volunteers help  
clean up Yuba City.  
—Fitfully-functioning chimes substituted for bells  
throughout class day. In later years, after several  
revivals of chimes, class periods end without  
special signal.  
—Daily devotional in chapel at 7:30 a.m. for entire  
student body replaces morning worships in  
dorms. Different faculty speaker each week.  
Classes begin at 8 o'clock.  
—Chapel seating changed. Two boys, then two  
girls, and so on throughout auditorium. Spirit of  
"south balcony" thus broken.  
—Series of "bumps" to slow speeders on College  
Avenue creates furor.  Removed 1967.  
143


144


The Pro Musica group of singers in 1968 under the direction of James Mercer.  
145


Alumni Officers  
1945-46  
Vice-President  
Secretary 
Treasurer  
Asst. Secretaries 
Curator of Museum  
1946  
Vice-President 
Secretary 
Asst. Secretary 
Treasurer  
Historian  
Curator of Museum  
1946-47  
Vice-President  
Secretary  
Asst. Secretary 
Treasurer  
Curator of Museum  
Historian  
1949-50  
Vice-President 
Secretary  
Asst. Secretary 
Treasurer  
Historian  
Curator  
1950-51  
Vice-President 
Secretary  
Asst. Secretary  
Treasurer  
Historian  
Curator  
1955  
Vice-President  
Secretary  
Asst. Secretary  
Treasurer  
Historian  
Curator  
1956  
Vice-President 
Secretary 
Asst. Secretary  
Historian  
Curator  
1957-58  
Organizational Vice-President  
Financial Vice-President  
Executive Vice-President  
Secretary  
Asst. Secretary  
Director of Development  
Historian  
Curator  
1959  
Organizational Vice-President  
Financial Vice-President  
Executive Vice-President  
Secretary  
Director of Development  
Historian  
Curator  
1960  
Organizational Vice-President  
Financial Vice-President  
Executive Vice-President  
Secretary  
Director of Development  
Historian  
Curator  

J. P. Stauffer '41  
Edith Millard Reichard '40 
L. C. Christensen '38  
Agnes Lewis Caviness '12  
Ruth Carr Wheeler '22  
H. D. Wheeler '22  
T. H. Jemison '39  
Dora Schubert '42  
Mrs. Harold Towsley '35  
Harold Towsley '35 
Richard Lewis '27 
E. C. Walter '35  
T. H. Jemison '39  
Dora Schubert Buller '42  
Lois Drummond Stoops '46  
Carl Petterson '40  
E. C. Walter '35  
Richard Lewis '27  
Lois Drummond Stoops '46  
Helen Johnson Bornhauser '48  
Goldie Raley Caviness '38  
Parshall L, Howe '36  
R. B. Lewis '27  
Dora Schubert Buller '42  
Goldie Raley Caviness '38  
Helen McKinsey Mathisen '37  
Dalton Baldwin '48  
Parshall Howe '36  
Agnes Lewis Caviness '12  
Wesley Carter '49  
Russell Rose '52  
Helen McKinsey Mathisen '37  
Lenore Hardt Roth '51 
Robert Strickland '41  
Walter Utt '42  
Robert Cunningham '53  
Leslie Sargent '40 
Helen McKinsey Mathisen '37  
Shirley Liechty '56 
Walter Utt '42 
Albert Bradley '39  
George Caviness '37  
Robert Strickland '41  
Robert Reynolds  
Helen McKinsey Mathisen '37  
Sandra Millspaugh Rice '57  
T. W. Benedict '42 
Walter C. Utt '42  
C. Albert Bradley '39  
Herbert H. Ford '54  
Robert Strickland '41  
Leslie Sargent '40  
Helen McKinsey Mathisen '37  
T. W. Benedict '42 
W. C. Utt '42  
C. Albert Bradley '39 
A. W. Millard '38  
Robert Strickland '41 
Leslie Sargent '40 
Helen McKinsey Mathisen '37  
T. W. Benedict '42  
W. C. Utt '42  
C. Albert Bradley '39  

1961  
Organizational Vice-President  
Financial Vice-President  
Executive Vice-President  
Secretary  
Director of Development 
Historian  
Curator  
Librarian  
1962  
Organizational Vice-President  
Financial Vice-President 
Executive Vice-President  
Secretary  
Director of Development  
Historian  
Librarian  
Assistant Librarians 
Curator  
1963  
Organizational Vice-President  
Financial Vice-President  
Executive Vice-President  
Secretary  
Director of Development 
Historian 
Librarian  
Assistant Librarians  
Curator  
1964  
Organizational Vice-President  
Financial Vice-President  
Executive Vice-President  
Secretary  
Director of Development  
Historian  
Cu rator  
Librarian  
Assistant Librarians  
1964-65  
Organizational Vice-President  
Financial Vice-President  
Executive Vice-President  
Secretary  
Director of Development  
Historian  
Curator  
Librarian  
Assistant Librarians  
1965  
Organizational Vice-President  
Financial Vice-President  
Executive Vice-President  
Secretary  
Director of Development 
Historian  
Curator  
Librarian  
Assistant Librarians  
1965-66  
Organizational Vice-President  
Financial Vice-President  
Executive Vice-President  
Secretary  
Director of Development  
Historian 
Vice-President for Research 
Librarian  
1966  
Organizational Vice-President  
Financial Vice-President  

Alban W. Millard '38  
Robert Strickland '41  
P. E. Quimby 
Helen McKinsey Mathisen '37  
T. W. Benedict '42 
W. C. Utt '42  
Dan Edge '51 
Ruth Carr Wheeler '22  
Alban W. Millard '38  
Robert Strickland '41 
P. E. Quimby  
Helen McKinsey Mathisen '37  
John Rice '58  
W. C. Utt '42  
Ruth Carr Wheeler '22 
H. D. Wheeler '22  
Clinton Conley '61  
Gordon Evans '50  
L. R. Callender 
Robert Strickland '41 
P. E. Quimby  
Helen McKinsey Mathisen '37  
John Rice '58 
Alice Babcock '30  
Ruth Carr Wheeler '22  
H. D. Wheeler '22  
Clinton Conley '61  
Gordon Evans '50  
Dr. Wilbert Schneider  
Robert Strickland '41 
F. O. Rittenhouse  
Rachelle Dederer '62  
John Rice '58  
Alice Babcock '30 
Merrill Abbott  
Ruth Carr Wheeler '22  
H. D. Wheeler '22  
Clinton Conley '61 
Lee Taylor  
Robert Strickland '41  
F. O. Rittenhouse  
Rachelle Dederer '62  
John Rice '58  
Frances Sorensen  
Merrill Abbott  
Ruth Carr Wheeler '22  
H. D. Wheeler '22  
Clinton Conley '61  
Lee Taylor  
Robert Strickland '41 
F. O. Rittenhouse  
Rowena Olson '43  
John Rice '58  
Frances Sorensen  
Merrill Abbott  
Ruth Carr Wheeler '22  
H. D. Wheeler '22  
Clinton Conley '61  
Elton Wallace '43  
Robert Strickland '41 
F. O. Rittenhouse  
Rowena Olson '43  
John Rice '58  
Lee Taylor 
Dowell Martz '61  
Adelia Howe '36  
Elton Wallace '43  
Ken Juler '50  
146


Home-coming  in 1967.  
Donald V. Hemphill  '39 with the traditional  Diogenes  Lanterns  
that are so much a part of spring at "Our College on the  
Mountain."  
Past presidents  of the Alumni Association  H. W. Clark '22,  
Theodore Benedict '42, Elmore McMurphy '40, Scott Tandy '37,  
and Ervil Clark '50, '55.  
r  
)  
147


Miss Lyle Spear '20, at PUC from 1912 until 1942, and matron  for 21  
years, who said, "It is a great privilege to be connected with the Lord's  
institutions."  
Professor Harold W. Clark '22 and Franklin Fisher '28 and '50 who  
have never missed a Home-coming  since their graduations.  
Ivalyn Law-Biloff '39 led a group of former A Cappella Choir members  
in singing favorite numbers at Home-coming  in 1967.


Executive Vice-President  
Secretary  
Director of Development  
Historian 
Vice-President for Research 
Librarian  

L. R. Van Dolson '45 
Rowena Olson '43  
John Rice '58  
Lee Taylor 
Dowel I Martz  
Adelia Howe '36  
1966-67  
Organizational Vice-President  
Financial Vice-President 
Executive Vice-President  
Secretary  
Director of Development  
Historian  
Librarian  

Elton Wallace '43 
Ken Juler '50 
L. R. Van Dolson '45  
Elaine Bullock Manley '65  
John Rice '58  
Lee Taylor  
Adelia Howe '36  

1967-68  
Organizational Vice-President 
Financial Vice-President 
Executive Vice-President  
Vice-President for Research  
Librarian  

Elton Wallace '43  
Ken Juler  '50  
L. R. Van Dolson '45  
Vernon Winn '38  
Adelia Howe '36  
1968  
Organizational Vice-President 
Financial Vice-President  
Executive Vice-President  
Secreta ry  
Vice-President for Research  
Librarian  

Elton Wallace '43  
W. T. Hyde '47  
Leo Van Dolson '45  
Willeta Raley Bolinger '29, '59  
Vernon Winn '38  
Adelia Howe '36  
Alumni News Editors  
L. Mark Hamilton  
Charles D. Utt  
Leslie Sargent 
Ruth Wheeler  

J. Paul Stauffer 
Alice Babcock 
Alden Follett  

Janice Conte Blair  
Goldie Raley Caviness  
Elenor Spoor  

Walter C. Utt  
Frances Knight Sorensen  
Willeta Raley Bolinger  
Cecil Corkham '15 1912-13  
C. E. Andross '15 1914-15  
Homer Rickabaugh '17 1917-18  
C. E. Weniger'18 1918-27  
H. W. Clark '22 1927-29  
H. D. Wheeler'22,'28 1929-31  

Alumni Presidents  
O. C. Baldwin '26 1931-33  
C. E. Weniger'18 1933-43  
L. M. Hamilton '38 1944-45  
C. E. Weniger'18 1945-47 
T. Housel Jemison '39 1947-48 
A. Graham Maxwell '43, '44 1948-50  

R. B. Lewis '27 1950-52 
H. W. Clark '22 1952-54  
T. W. Benedict '42 1954-57  
E. J. McMurphy '40 1957-61  
Scott Tandy '37 1961-65  
Ervil Clark'50  1965- 
COLLEGE ENROLLMENT 1909-10 TO 1967-68  
(figures before 1957 are approximate)  
1909-10  10  1924-25  285  1939-40  650  1954-55  845  
1910-11  15  1925-26  305  1940-41  655  1955-56  860  
1911-12  20  1926-27  325  1941-42  645  1956-57  850  
1912-13  40  1927-28  320  1942-43  625  1957-58  947  
1913-14  60  1928-29  360  1943-44  605  1958-59  978  
1914-15  135  1929-30  395  1944-45  550  1959-60  1,101  
1915-16  105  1930-31  320  1945-46  640  1960-61  1,118  
1916-17  125  1931-32  355  1946-47  900  1961-62  1,250  
1917-18  120  1932-33  360  1947-48  910  1962-63  1,329  
1918-19  130  1933-34  320  1948-49  1,010  1963-64  1,383  
1919-20  120  1934-35  460  1949-50  1,015  1964-65  1,368  
1920-21  180  1935-36  490  1950-51  1,040  1965-66  1,592  
1921-22  195  1936-37  500  1951-52  925  1966-67  1,691  
1922-23  200  1937-38  505  1952-53  825  1967-68  1,703  
1923-24  240  1938-39  610  1953-54  800  
P.U.C.  GRADUATES  
Baccalaureate Degrees  1928 - 33  1942 - 78  1956 - 85  
1912 - 1  1929 - 36  1943 - 82  1957 - 76  
1915 — 14  1930 —  41  1944 —  60  1958 - 72  
1917 — 17  1931 - 37  1945 - 71  1959 - 98  
1918 - 11  1932 - 38  1946 - 75  1960 - 89  
1919 - 12  1933 - 36  1947 - 52  1961 - 105  
1920 - 16  1934 - 26  1948 - 91  1962 - 112  
1921 - 31  1935 - 41  1949 - 111  1963 - 147  
1922 - 40  1936 - 59  1950 - 169  1964 - 132  
1923 - 41  1937 - 73  1951 - 150  1965 - 161  
1924 - 32  1938 - 90  1952 - 119  1966 - 168  
1925 - 22  1939 - 88  1953 - 131  1967 - 157  
1926 - 25  1940 - 82  1954 - 87  Total Baccalaureate  
1927 - 47  1941 - 93  1955 - 92  Degrees — 3,846  
Master's Degrees  
1942-3 
1943 - 4  
1944 - 1  
1945 - 1  
1946 - 2 
1947 - 5 
1948 - 0  

1949 - 5 
1950 — 9  
1951 - 5 
1952 - 3  
1953 - 5  
1954 - 4  
1955 - 7  

1956 - 5  
1957 - 4  
1958 - 12 
1959 - 19 
1960 - 11 
1961 - 10 
1962 - 13  

1963 - 15  
1964 - 26  
1965 - 22  
1966 - 32  
1967 - 36  
Total Master's  
Degrees — 262  
149


A. Vernon Winn '38 (chairman),  E. Wayne Tillay '50, and James W. Larsen '50, '59 in the  
Chemistry Department of Pacific Union College.  
Professor Harold W. Clark '22 and Ervil D. Clark '50 Charles D. Utt '17 were all included in the honor classes  
and '55. at Home-coming  in April 1967. (  
150


Publications Editors  
SCHOOL ANNUALS  
Mountain Echo, Senior  
1920 Gladys Robinson  
1921 Margaret Rossiter  
1922 Owen Troy  
Diogenes Lantern  
1927 Olah Cresap  
1928 Madge Haines  
Green and Gold  
1935 Charles Anderson  

Diogenes Lantern  
1938 Kenneth Wood, Jr.  
1939 Henry Kuhn  
1940 Leslie Sargent 
1941 Donald Lee 
1942 Charles Taylor  
1943 Jack Provonsha 
1944 Irvin Lehman  
1945 Mervyn Maxwell 
1946 Alice Irwin 
1947 Ralph Jones  

1948 E. Kenneth Smith 
1949 Eno Hamara 
1950 Kenneth Juler  
1951 Maurice Harrison 
1952 H. O. Burden  
1953 Herbert Ford 
1954 William Bolander 
1955 Franklin Yee 
1956 Ken Kimura  
1957 Paul Shetler  

1958 Bob Moon  
1959 Lee Raymond 
1960 Herschel Hughes 
1961 Doug Smith 
1962 Larry Stump 
1963 Pat Buller  
1964 Elfred Lee  
1965 Donna Porter  
1966 Ron Kwiek  
1967 Marquita Fowler 
1968 Garee Stump  
SCHOOL PAPERS  
Mountain  
1918-19  
1919-20  
1920-21 
1921-22  
1922-23 
1923-24 
1924-25 
1925-26 
1926-27  

Echo  
Charles Weniger  
J. P. Fentzling  
Verne Thompson  
Llewellyn Wilcox 
Pauline Sturges  
J. B. McConnell  
Elizabeth Evans  
I. Wilmer Kellogg  
Merlin Neff  
Rozetta Thurston  
Campus Chronicle  
1925-26 Merlin Neff  
1926-27 
1927-28 
1928-29  
1929-30  
1930-31  

I. Ervin Wright  
Sylvia Shafer  
Cecil Chrisman  
Edna Edeburn  
Irwin Johnson  
Mary Hayton 
Mary Hayton  
Edell Alder  

1931-32  Edell Alder  1942-43  Dorothy Webster  
Murl Vance  William Hilliard  
1932-33  Vernon Berry  1943-44  Harold Clark  
Howard Landis  Merritt Warren  
1933-34  Dorothy Bovee  1944-45  Leo Van Dolson  
Charles Anderson  Sue Taylor  
1934-35  Veva Bolander  1945-46  Aldyth Trigg  
Horace Orr  1946-47  Melvin Appel  
1935-36  Clinton Trott  1947-48  Jim Parsons  
James Lee  Owen Troy, Jr.  
1936-37  Kenneth Wood  1948-49  Joe Amato  
Raymond Moore  Don Pearson  
1937-38  Oscar Tandy  1949-50  Charles Gillit  
Henry Kuhn  Beverly Anderson  
1938-39  Carlos Nicolas  1950-51  Masao Nakamoto  
Leslie Sargent  Bob Johnston  
1939-40  Geraldine Dodge  1951-52  Russell Nelson  
Irma Lee Osteen  Herb Ford  
1940-41  Donald Lee  1952-53  Sheila Daly  
Kraid Ashbaugh  Merlin Neff, Jr.  
1941-42  Walter Utt  1953-54  James Nakamoto  
Ezekiel Ramirez  Jo Mae Singer  

1954-55  Ralph Nelson  
1955-56  Janice Conte  
1956-57  Norman Cole  
1957-58  Ken Abbott  
Fredine Crosby  
1958-59  Bruce Anderson 
Elizabeth McCart  
1959-60  Jack Robertson  
Don Kellogg  
1960-61  Jim Horning  
Jack Bowyer  
1961-62  Doug Huenergardt  
Larry Stump 
Larry Geraty  
1962-63  Diane Mohr  
1963-64  Don Lessard  
1964-65  Darryl Benson  
1965-66  Ken McFarland  
Vin Clark  
1966-67  Steve  Walls  
1 967-68  Gary Swanson  
1965-68  
VIEWPOINT EDITORS  
John M. Rice 1968- Roger W. Coon  
Student Association Officers  
STUDENT ASSOCIATION PRESIDENTS  
1935 Marshall Rockwell  
1936 Milton Lee  
Charles Anderson  
1945 Harvey Retzer 
1946 Grover Rieger  
1947 George Jensen 
1948 Carlos Ayala  
1935 Genevieve Fiman  
Horace Orr  
1936 James Lee 
1945 Dorothy Castleman 
1946 Dorothy Castleman  
1947 Pauline Weitz  
1948 Dorothy Dunn  
1935 Marguerite Siglinger  
1936 Dorothy Nelson  
Hazel McVickers  
1945 Lois Drummond 
1946 Lois Drummond 
1947 Rose Nell Garvin 
1948 Miriam Ohta  
1935 Philip Hoffman 
1936 George Caviness  
1945 Wilfred Tam  

1949  John du Nesme  1956  Malcolm Maxwell  1963  
1950  Stanley Sturges  1957  Bill Hull  1964  
1951  Albert Armbruster  1958  Hugh Dame  1965  
1952  Ed Reynolds  1959  Bing  Brinegar  1966  
1953  H. O. Burden  1960  Drew Hamlin  1967  
1954  Bob Taylor  1961  Don Kellogg  1968  
1955  Al Blevins  1962  Charles Teel  
STUDENT ASSOCIATION VICE-PRESIDENTS  
1949  Dorothy iShipley  1957  Jack Seeley  1963  
1951  Lolita Duerksen  1958  Jim Phang  1964  
1952  Perle Lockert  1959  Carl Henning  1965  
1953  Alstrup Johnson  1960  Ervin Taylor  1966  
1954  Dick Johnson  1961  Don Morrison  1967  
1955  Jim Piperis  1962  Ernest Bursey  1968  
1956  Darrell Robinson  
STUDENT ASSOCIATION  SECRETARIES  
1949  La Verne Dortch  1956  Barbara Scott  1963  
1950  Pat Mundall  1957  Barbara Kraemer  1964  
1951  Doreen Kitto  1958  Frances Gutierrez  1965  
1952  Irma Luthas  1959  Hazelle Wohlfeil  1966  
1953  Carol Kosky  1960  Sylvia Bartley  1967  
1954  Eileen Bolander  1961  Margaret Kimura  1968  
1955  Mary Lou Williams  1962  Helen Benton  
STUDENT ASSOCIATION  TREASURERS  
1946  Wilfred Tam  1949  Fred Sindorf  1953  
1947  Percy Miles  1951  Dale Beecham  1954  
1948  Dalton Baldwin  1952  J. L. Weaver  

Dick Winn  
Ted Mackett  
Dick Davidian  
Steve Chang  
Stuart Bainum  
Ken Bursey  
Joann Haglund  
Keith Georgeson  
Ralph Robertson  
Gary Land  
Wade Hayashi  
Herbie Powell 
Sharon Fillner  
Claudia Green  
Joyce Aaby  
Marilyn Davidian  
Audrey Anderson  
Leslie Wiers  
Milton Gitter  
Bob Anderson  
151


1955  
1956 
1957  
1958  
1947  
1948  
1949 
1951  
1952  
1953  
1936 
1947  
1952 
1953  

Larry Carr  
Marvin Dirksen  
Jerry Jolly  
Jim Sconza  
Hugh Cowles  
Earl Wright  
Carl Coffman 
Walter Marshall  
John Reeves  
William Henry  
Kathleen Hayton  
Harriet Muncy  
Winona Slater  
My ma Chitwood  
Pat Shryock  

1959  Gene Stiles  1963  Jim Manley  1967  
1960  Dave Bramham  1964  Paul Rollins  1968  
1961  Doug Tandy  1965  Bob Frost  
1962  Don Fillman  1966  Ken Cornell  
STUDENT ASSOCIATION RELIGIOUS VICE- -PRESIDENTS  
1954  Pete Miller  1959  David Hernandez  1964  
1955  Bruce Wilcox  1960  Don Driver  1965  
1956  Don Williams  1961  Bruce Dame  1966  
1957  Bob Hunter  1962  Bob Cowan  1967  
1958  Don Webster  1963  Bob Taylor  1968  
STUDENT ASSOCIATION  SOCIAL VICE-PRESIDENTS  
1954  Phyllis Moore  1960  Caroline Reynolds  1965  
1955  Eileen Bolander  1961  Beverly Ching  1966  
1956  Claudia Berry  1962  Ruth Henry  1967  
1957  Aileen James  1963  Anna Montgomery  1968  
1958  Janet Neufeld  1964  Cathy Kimura  

Russ Burr 
Ivan Bauer  
Jon Dybdahl 
Chuck Shultz  
Gary Gifford  
Robert Ramsey  
William Oh  
Deloris Kinsey  
Chris Hobbs 
John Mooy  
Myrna Van Divier  
1955  
1956  
19 57  
1959  

Don Williams  
Gerry Lammerding  
Bert Beiler  
Bill Wells  

1960  
1961 
1962  

STUDENT ASSOCIATION SERGEANTS AT ARMS  
Doug Smith  
Carl Ermshar  
Bruce Moyer  

1963 
1964 
1965  

Ed Karlow 
Forrest Follett  
Jack Fleming  

1966 
1967  
1968  

Bob Taylor  
Maitland Di Pinto  
Bill Bossert  
1953  
1955 
1956  

Helen Schwartzkopf  
Darryl Comstock  
Wayne Isaeff  

STUDENT ASSOCIATION PUBLIC RELATIONS SECRETARIES  
1957 
1962  
1964  

Jim Phang  
Paul Hawks  
Donna Porter  

1964  
1966  
1966  

Ron Kwiek  
Raelene Pritchard  
Bill Price  

1967  
1968  
Josue Rosado  
Douglas Hackleman  
STUDENT ASSOCIATION MANAGERS  
1936 Merritt Horning  
STUDENT ASSOCIATION PARLIAMENTARIANS  
1951 
1954 
1955  
1956  
1935 
1936  

Joan Kindopp  
Allen Fujimoto  
Don Blower  
Bert Sabo  
Margaret Feldkamp 
Milton Hare  
Bernice Prout  

1957 
1959 
1960  
1961  
1945 
1946  
1947  

Jim Phang  
Joe Wheeler  
Ed Rouhe  
Neville Gallimore  

1962 
1963  
1964  
1966  

Oral Tucker  
Don Fillman  
Larry Ray  
Ron Squier  
STUDENT ASSOCIATION ASSISTANT TREASURERS  
Dalton Baldwin 
Dalton Baldwin  
Albert Stoops  

1949  
1951 
1952  

Duane Montgomery 
H. O. Burden 
Ray Wahlen  

1967  
1968  
1953 
1954  

Jerre Iversen  
Bill Mauldin  
Sam Gordon 
George Evans  
STUDENT ASSOCIATION AUDITORS  
1945  
1946  
1947 
1949  

LeRoy Mitchell  
LeRoy Mitchell  
John Irwin  
Kenneth Juler  

1951  
1952 
1953  

Sam Gramlich  
Russell Nelson  
Sam Gramlich  
Ivan Toews  

1954 
1955 
1956 
1957  

Edd Dickman  
Glen Willhelm  
Peter Yoshida  
Jim Sconza  

1962 
1966 
1967 
1968  

Doug Tandy  
Ron Stretter 
Dave Cannard 
Dave Cannard  
STUDENT ASSOCIATION VICE-PRESIDENTS FOR PUBLICATIONS  
1962 Jim Horning  
1964  
1935  
1936 
1945 
1946  

Gene Dunham  1966  
1966 Jim Shively  
Winifred Wichman  
Finis Wiggins  
Maryan Bauer  
Don Warren  

1947  
1949 
1951  
1953  

STUDENT ASSOCIATION HISTORIANS  
Don Fey 1967 Karen Anderson  
STUDENT ASSOCIATION CONVOCATION CHAIRMEN  
1967 Gary Spencer  
STUDENT ASSOCIATION ASSISTANT SECRETARIES  

1968  

1968  
W. D. Klein  
Eno Hamara  
Fred Osbourne 
Peggy Reynolds 
Elaine Larsen  

1956 
1957  
1959  
1960  

Marian Peterson  
Irma Kubo  
Jacquie Robinson  
Janice King  

1961 Kathy Nelson  
1962 Joan Farquharson  
1963 Sharon Poncioni  
1964  
1965  
Kathy Dickey 
Beverly Clausen  
1966  

STUDENT ASSOCIATION LEGISLATIVE SECRETARIES  
Evelyn Olson 1967 Vicki Campbell  1968 Susan Tramblie  
t  
152


A group of students learning the secrets of the greenhouse and growing  plants within  
The new radio tower being hoisted into place on the hill behind  
Irwin near the old water tanks. The tower stands 120 feet high.  
E. Duane Dederer  '67, '68, Walter M. Bolinger '34, and Keith M. Wallace  
'65 with equipment  used in the Audio-Visual  Department  of the College.  
153


1965 Carolyn 'Stevens  1966  

STUDENT ASSOCIATION CULTURAL ATTACHES  
Ann Shumelda 1967 Jeannie Byrd  1968  Pat Babienco  
Senior Class Officers  
SENIOR CLASS PRESIDENTS  
1915  George  Wilkinson  1930  Lowell Rasmussen  1943  Robert Olson  
1916  John Knox  1931  Dale Smith  1944  Leonard Hare  
1917  Charles Utt  1932  John Kozel  1945  Irvin Lehman  
1918  Charles Weniger  1933  Caleb Davidian  1946  Winston Clark  
1919  Shuler Fagan  1934  Clifford Harrison  1947  Hugh Cowles  
1920  Lloyd  Landis  1935  Harold Towsley  1948  Ralph Jones  
1921  Victor Wolfkill  1936  Ray Barker  1949  Walter Hoffman  
1922  Lambert Moffitt  1937  Johannes Van der Merwe  1950  John du Nesme  
1923  Leo Oswald  1938  Jerry Pettis  1951  Walter Marshall  
1926  Laurence Skinner  1939  William Miller  1952  Charles Gillit  
1927  Byron Ellis  1940  Ivan Higgins  1953  William Jacobson  
1928  Wayne Wells  1941  Arthur Escobar  1954  Dick Johnson  
1929  Chester Westphal  1942  Theophil Fischer  1955  Keith Sturges  

1956  
1957  
1958  
1959  
1960 
1961 
1962  
1963  
1964  
1965  
1966  
1967  
1968  

Harold Burden  
Bruce Wilcox 
Charles Brinegar, Jr.  
James Phang  
William Maxwell  
Drew Hamlin  
Donald Morrison  
Arlen Davidian  
Ernest Bursey  
Jon Dybdahl  
Forest Follett  
Gary Gifford  
Frank Andersen  
SENIOR CLASS VICE-PRESIDENTS  
1917  Henry White  1933  Frank Knight  1945  Ruth Schultz  
1919  Francis Nichol  1934  Walter  Bolinger  1946  Beth James  
1920  Gladys Robinson  1935  Vera Bolander  1947  Rose Nell Garvin  
1922  Llewellyn Wilcox  1936  Ruth Violet Olson  1948  Joyce Young  
1923  A. W. MacPherson  1937  Hazel McVicker  1949  Betty Longo  
1926  Thelma Wellman  1938  Maxine Atteberry  1950  Joanne Woods Slater  
1927  John Gregory  1939  Kathleen Cook  1951  Bonnie Potter  
1928  Elvin Stanton  1940  Dorothy Emmerson  1952  Perle Lockert  
1929  Delmer Brown  1941  Margaret Jolin  1953  Carol Kosky  
1930  Ernestine George  1942  Thyra Thompson  1954  Kathy Rice  
1931  Margaret Vollmer  1943  Rowena Macauley  1955  Jo Mae Singer  
1932  Erwin Henning  1944  Rose Scofield  1956  Beverly Woods  

1957 
1958 
1959 
1960 
1961  
1962  
1963  
1964  
1965  
1966 
1967  
1968  

Rosemayne Whitney  
Zoe Ann Gillespie  
Judith Verio  
Frances Gutierrez  
Beverly Ching  
Melvin Hayashi  
Carl Ermshar  
Emma J. Thompson  
Cecily Syme  
Virginia Scales 
Christine  Hobbs  
Sandee Clawson  
SENIOR CLASS SECRETARIES  
1919 Rachel Eckhout  
1920 Arminda Wells  
1921 Lois Painter 
1922 Alice Babcock 
1923 Marcella Miller 
1926 Evelyn House  
1927 Kathryn Reid  
1928 Catherine Bond  
1929 Madge Haines  
1930 Elberta Seeman 
1931 Eva Mae Parker  
1932 Evelyn Dietel  
1917 Wilbur Holbrook  
1919 Albert Hanson 
1920 E. M. Cadwallader 
1921 Henry White  
1922 Herschel Wheeler  
1923 Harold Brown  
1926 Harold Shryock  
1927 J. L. Beckham Marr  
1928 Bruce George 
1929 Harold House  
1930 Fred Knight 
1931 Kenneth Vollmer 
1932 George Innocent  
1919 John Stickle  
1920 William Johnson 
1922 Nils Peterson 
1923 C. E. Kellogg  
1927 Maxwell Peak  
1928 Wallace Christiansen  
1929 Calvin Pyle 
1931 Joseph Dent  
1934 Nathaniel Banks 
1936 Wilton Lockwood 
1937 Kingsley Minifie  

1933  Louise Nugent  1945  Edythe Carleton  1957  
1934  Florence Carter  1946  Shirley Franklin  1958  
1935  Elizabeth Weber  1947  Mary Ellen Hartley  1959  
1936  June Culhane  1948  Lyle Wallace  1960  
1937  Ethel Hansen  1949  Ardis Kisor  1961  
1938  Elizabeth Caviness  1950  Theresa Dortch  1962  
1939  Kathleen Burrows  1951  Carolyn Thompson  1963  
1940  Muriel Atwood  1952  Doreen Kitto  1964  
1941  Jean Stevens  1953  Adelle Kitto  1965  
1942  Esther Borrowdale  1954  Janet Hancock  1966  
1943  Alice Staley  1955  Eileen Bolander  1967  
1944  Betty Bowers  1956  Elaine Boyd  1968  
SENIOR CLASS TREASURERS  
1933  Edwin Lee  1945  David Bauer  1957  
1934  Todd Mulford  1946  Volney Morgan  1958  
1935  Charles Smith  1947  Donald Warren  1959  
1936  Vernon Flory  1948  Joseph Hwang  1960  
1937  George Caviness  1949  William Muir  1961  
1938  Stanley Fol ken berg  1950  Richard Carlsen  1962  
1939  Edward Clark  1951  Don Wahlen  1963  
1940  Oren  Hewitt  1952  Robert Bolander  1964  
1941  Kenneth Myers  1953  Ronald Gordon  1965  
1942  Neal Wilson  1954  Peter Hare  1966  
1943  J. Bernell Currier  1955  Reuben Ramkissoon  1967  
1944  Donald Sather  1956  Jim Piperis  1968  
SENIOR CLASS  PASTORS  
1938  John Baerg  1949  Donald Mansell  1959  
1939  Claude Hall  1950  Carl Coffman  1960  
1940  Waldo Hesseltine  1951  Wendell Wilcox  1961  
1941  Charles Cooper  1952  Russell Rose  1962  
1942  Ralph Watts  1953  Marvin Seibel  1963  
1943  Ervin Sorensen  1954  Bill Henry  1964  
1944  Ben Mattison  1955  Bruce Wilson  1965  
1945  Orley Berg  1956  Lee Pancoast  1966  
1946  Paul Matacio  1957  Dudley Inggs  1967  
1947  Percy Miles  1958  Robert Heisler  1968  
1948  Paul Nelson  

Beverly Cox 
Marilyn Schroeder  
Fredine Crosby  
Janet Clift  
Lavonne Larsen 
Margaret Kimura  
Carole Draper  
Joan Farquharson  
Nancy Neal  
Ann Shumelda  
Jeanne Byrd  
Carole Walde  
Ed Ermshar  
James Sconza  
Charles Smith  
Clark Rowland  
Dave Bramham 
Ted Smith  
Harold Kehney  
Robert Manley  
Fred Mantz  
George Smith 
Kenneth Weithers  
Ron Stretter  
Ralph Allen  
Allen Jamison  
Bruce Dame  
Timothy Work  
Robert Cowan 
Richard Winn  
David Martin  
Charles White  
John Hoehn  
Dave Larson  
154


SENIOR CLASS ASSISTANT SECRETARIES  
1922 Dorothy Boyce 1923 Fern Weekly 1927 Amy Reed  
SENIOR CLASS LIBRARIANS  
1920 Chauncey Hare  
SENIOR CLASS PARLIAMENTARIANS  
1931  Ralph Waddell  1945  Lyle McCoy  1952  Reid Price  1964  Joann Haglund  
1936  Parshall Howe  1947  Stanley Griswold  1953  Donald Jones  1965  Keith Georgeson  
1937  Thomas Geraty  1948  Richard Duncan  1954  Duane Pierson  1966  Gregg Wahlstrom  
1938  Knowles Astleford  1949  Jack Kennedy  1955  Walter Spuehler  1967  Clarence Schmidt  
1939  Morris Lowry  1950  Jonathan Hardt  1956  Charles Wical  1968  Harold Nakabayas  
1940  Elmore McMurphy  1951  Carlos von Pohle  1963  Tom Denmark  
SENIOR  CLASS MANAGERS  
1922  Lewis Bolander  
SENIOR CLASS  ASSISTANT TREASURERS  
1949  Wesley Carter  
SENIOR  CLASS HISTORIANS  
1950  Albert Stoops  1954  Monroe Duerksen  1958  Norman Cole  1966  Phyllis Burske  
1951  Barbara Babcock  1955  Alice Clifton  1959  Joseph Wheeler  1967  Lynette Prout  
1952  Verna Moser  1956  Marian Peterson  1960  Jack Hughes  1968  Ardyce Sweem  
1953  Robert Johnston  1957  Carolyn Slepnikoff  1963  Cheryl Neilsen  
SENIOR CLASS  PUBLICITY SECRETARIES  
1950  Ralph McCloskey  1954  Velma Harris  1960  Jack Hughes  1965  Elfred Lee  
1951  Masao Nakamoto  1955  Jean Yamayoshi  1962  Vona Mann  1966  Donna Porter  
1952  Maurice Harrison  1957  Peter Yoshida  1963  George Graham  1967  James Daugharthy  
1953  Helen Schwartzkopf  1959  Joseph Wheeler  1964  Rebecca Anderson  1968  Darlene Hess  
SENIOR CLASS SERGEANTS AT ARMS  
1919  Harold Gregg  1934  Woodrow Krieger  1951  Wallace Tamayose  1959  Bert Beiler  
1923  O. W. Tucker  1940  Milton Maxwell  1952  Dale Hoyt  1960  Edgar  Rouhe  
Ithiel Gillis  1942  Ivor Woodward  1953  Kiyashi Nakashima  1963  Milton Barber  
1926  Giles Koelsche  1944  Fernon Retzer  1954  Ed Chapman  1964  Forrest Bryant  
Elmer Mortensen  1945  Brooks Findley  1955  Richard Gibson  1965  Galen Fillmore  
1927  G. A.  Westphal  1946  Wesley Jenson  1956  Ben Youngberg  1966  Robert Torrey  
C. R. Koelsche  1949  Dugald Pinyan  1957  Gene Wilson  1967  Clarence Schmidt  
1928  Wesley Smith  1950  Harold Shull  1958  James Jacobson  1968  Bob Gardner  
1931  Kenneth Kellogg  
Junior Class Officers  
JUNIOR  CLASS PRESIDENTS  
1928  Delmer Brown  1943  Ben Mattison  1952  Kenneth Ozawa  1961  Charles Teel  
1934  Harold Towsley  1944  Lawrence Davidson  1953  Robert Taylor  1962  Dave Schroeder  
1935  Milton Lee  1945  Jack Everett  1954  Al Blevins  1963  Bob Tandy  
1937  Jerry Pettis  1946  Thomas Wileman  1955  Darrell Robinson  1964  Ralph Robertson  
1938  Housel Jamison  1947  Bernarr Johnson  1956  Bill Hull  1965  Don Fey  
1939  Douglas Marchus  1948  Walt Hoffman  1957  Jim Heinrich  1966  James Fisher  
1940  Clinton Emmerson  1949  Albert Stoops  1958  Bob Hunter  1967  Bryan Breckenridge  
1941  Hugh Campbell  1950  Carlos von Pohle  1959  Steven Hamilton  1968  Edward Holm  
1942  Robert Gildersleeve  1951  Edward Reynolds  1960  Jack Gilliland  
JUNIOR CLASS PARLIAMENTARIANS  
1942  Bernell Currier  1949  Larry Owens  1953  Merrel Olson  1965  Gary Land  
1943  Leroy Buller  1950  Masao Nakamoto  1954  Jim McCaffery  1966  Darrell Rich  
1944  Royal Sage  1951  Maynard Christian  1960  Don Kellogg  1968  Bill Mauldin  
1948  George Harding  1952  David Morgan  
JUNIOR CLASS VICE-PRESIDENTS  
1928  Marion Sanderson  1943  Rose Scofield  1952  Patricia Shryock  1961  Rachelle Whitney  
1934  Mabel Robinson  1944  Irma Landis  1953  Phyllis Moore  1962  Arleen House  
1935  Clementina Nicolas  1945  Dorothy Castleman  1954  Eileen Bolander  1963  Joan Farquharson  
1937  Maxine Atteberry  1946  Pauline Weitz  1955  Beverly Ann Woods  1964  Madelyn Klingbeil  
1938  Kathleen Cook  1947  Joyce Young  1956  Sandra Huenergardt  1965  Maureen Higgins  
1939  Dorothy Emmerson  1948  Aldyth Trygg  1957  Susan Folkenberg  1966  Suzanne Pierpoint  
1940  Patricia Giddings  1949  Evelyn Semmens  1958  Fredine Crosby  1967  Jerri Koenig  
1941  Elaine Johnson  1950  Perle Lockert  1959  Frances Gutierrez  1968  Ruthe Barros  
1942  Wilda Thomas  1951  Myrna Chitwood  1960  Hazelle Wohlfeil  
155


JUNIOR CLASS PUBLICITY SECRETARIES  
1950  Charles Gillit  1955  Elaine Boyd  1961  Judy Lausten  1965  Bill Price  
1951  Norman Spuehler  1957  John Rice  1962  Ollie Scheideman  1966  Darlene Grunke  
1952  Daniel Cotton  1958  Faye Loewen  1963  Cathy Kimura  1967  Andre van Niekei  
1953  Stuart Barnes  1960  Bob Adams  1964  Ron Kwiek  1968  Duane Wall  
1954  James Nakamoto  
JUNIOR CLASS  TREASURERS  
1928  Gilmour MacDonald  1943  Donald Sather  1952  Bill Jacobson  1961  Don Fillman  
1934  Horace Orr  1944  Winston Clark  1953  Duane Pierson  1962  Jim Manley  
1935  Ivan Neilsen  1945  Grover Rieger  1954  Larry Carr  1963  Paul Rollins  
1937  Stanley Folkenberg  1946  Hugh Cowles  1955  Harold Utt  1964  Ron Squier  
1938  Ivan Higgins  1947  Kenneth Gard  1956  Bob Pohle  1965  Tom Bunch  
1939  Wood row Bristow  1948  Dugald Pinyan  1957  Philip Ching  1966  Gerald Bailey  
1940  Olaf Moline  1949  Kenneth Juler  1958  Gene Stiles  1967  Ivan Bauer  
1941  Eugene Lysinger  1950  Charles Bolander  1959  Mailen Kootsey  1968  Valerie Halliwell  
1942  Robert Greiner  1951  Carleton Wallace  1960  Dave Bramham  
JUNIOR  CLASS PASTORS  
1934  Bender Archbold  1951  Reid Price  1957  Paul Moore  1963  Richard Voth  
1943  George Munson  1952  Harold Rich  1958  Roy Shigley  1964  Larry Kromann  
1945  Jack Ragsdale  1953  Ramon Rice  1959  William Maxwell  1965  Bill Johnson  
1946  Clarence Williams  1954  Jack Bynum  1960  Bruce Dame  1966  Jack Hoehn  
1947  Thomas Wileman  1955  Don Williams  1961  Don Hamer  1967  William Oh  
1949  Walter  Comm  1956  Jack Seeley  1962  Larry Winn  1968  Wieland Henry  
1950  Walter Marshall  
Wieland Henry  
JUNIOR CLASS  SECRETARIES  
1928  Esther Seiss  1943  Dorothy Webster  1952  Adelle Kitto  1961  Judith Hamm  
1934  Veva Bolander  1944  Rosemarie White  1953  Dorothy Davidson  1962  Lauralee Trainor  
1935  Lois Ferren  1945  Maryan Bauer  1954  Carlene Detsch  1963  Tina Johnson  
1937  Margaret Feldkamp  1946  Alviria Westphal  1955  Shirley Liechty  1964  Ann Sherman  
1938  Shirley Cavin  1947  Marjorie Cupps  1956  Lois Pratt  1965  Carol Turner  
1939  Nadine Wood  1948  Margaret Robinson  1957  Janet Neufeld  1966  Audrey Anderson  
1940  Fedalma Taylor  1949  Bonnie Kindopp  1958  Winona Wild  1967  Martha Brown  
1941  Harriet Skinner  1950  Dorothy Crisp  1959  Sylvia Bartley  1968  Valerie Halliwell  
1942  Virginia Anderson  1951  Mervilyn Adams  1960  Joan Wornow  
JUNIOR CLASS  SERGEANTS AT ARMS  
1928  Russell Darby  1946  George Jensen  1954  Jack Lott  1959  Bruce Anderson  
1934  William Storz  1949  Ralph McCloskey  1955  Gerald Lammerding  1960  Bob Breckenridge  
1935  Charles Anderson  1951  Maynard Christian  1956  Peter Yoshida  19 67  Mike Carrick  
1941  Oliver Jacques  1952  Alstrup Johnson  1957  Ken Kimura  1968  Bill Mauldin  
1945  Gordon Jensen  1953  Sheila Daly  1958  Lee Raymond  
Dormitory Club Officers  
PRESIDENTS OF WOMEN OF GRAF, WOMEN OF ALPHA GAMMA  
1935-36  Margaret Feldkamp  Dorothy Lashier  Perle Lockert  1958-59  Frances Gutierrez  
1936-37  Miriam Brown  1943-44  Eileen Moore  Shirley d'Arcy  Janet Clift  
1937-38  Barbara Andross  Dorothy Castleman  1951-52  Lolita Duerksen  1959-60  Jean Nagamine  
Maxine Atteberry  1944-45  Barbara Mikkelsen  Marianne Burgeson  Hazelle Wohlfeil  
1938-39  Kathleen Cook  Dorothy Castleman  Pat Shryock  1960-61  Gladys Beddoe  
Eileen Hare  1945-46  Pauline Weitz  1952-53  Elaine Larson  Dierdre Maxwell  
Hedwig Nagele  Lois Drummond  Helen Schwartzkopf  1961-62  Arleen House  
Shirley Cavin  1946-47  Barbara Mikkelsen  Janet Hancock  Pat Buller  
Elaine Johnson  Carol McCloskey  1953-54  Eileen Bolander  1962-63  Beth Branum  
1939-40  Patricia  Giddings  Delores Mayer  Allee Kosky  Terri Blunden  
Irma Lee Osteen  1947-48  Esther Nixon  Marilyn Anderson  1963-64  Lynn Willers  
Thelma Harrison  Lyle Marie Wallace  1954-55  Alice Clifton  Margo Haskins  
Doreen Ingle  Mildred Mogis  Bonnie Isakson  1964-65  LaVonne Ruddle  
1940-41  Phyllis Borrowdale  1948-49  Dorothy Dunn  Elaine Boyd  Nancy Patterson  
Earla Gardner  Nancy Ross  1955-56  Mildred Yamaura  1965-66  Nancy Lane  
1941-42  Else Nelson  Frances Gregg  Glee Talbot  Carolyn Benson  
Marion John  1949-50  Jo Ray Beach  1956-57  Margaret Semmens  1966-67  Sandee Clawson  
1942-43  Rowena Macau ley  Dorothy Ann Shipley  Carolyn Slepnikoff  Myrna Van Divier  
Marion John  Peggy Reynolds  1957-58  Marjorie Dickman  1967-68  Maria van Gieson  
Alma Ambs  1950-51  Irma Proctor  Donna Greene  
PRESIDENTS  OF MEN OF  GRAINGER  
1938-39  Douglas Marchus  Eddie Rebok  John DuNesme  Ned McMurry  
Ivan Higgins  Richard Rentfro  Frank Michaelson  Larry Owens  
LeRoy Dickson  1946-47  Ralph Jones  1948-49  Merlyn Duerksen  1950-51  Rolland Kime  
Wood row Bristow  Clifford Mulvihill  Stanley Sturges  Don Wahlen  
1942-43  Glenn Blackwelder  Bill Abildgaard  John Tarr  Dick Williams  
James Jespersen  1947-48  Joe Amato  1949-50  Dan Cotton  1951-52  Delmar Tonge  
156


Jerald Nelson  1954-55  Jim McCaffery  1958-59  Jim Phang  1962-63  Larry Winn  
Don Hitman  Kelly Lindgren  Joe Wheeler  Peter Monge  
1952-53  Ken Ozawa  1955-56  Jim Piperis  1959-60  Bruce Anderson  1963-64  Richard Voth  
Ronald Gordon  Robert Peterson  Jack Hughes  1964-65  Dwaine Willis  
Tom Godfrey  1956-57  Jim Jacobson  1960-61  Bill King  1965-66  Brian Clendenon  
1953-54  Gil Turner  Stu Mott  Herschel Hughes  1966-67  Tom Hillier  
Elton Morel  1957-58  Bing  Brinegar  1961-62  Larry Downing  1967-68  Mike Carrick  
Bob Johnston  Val Andres  Tom Denmark  
1954-55  Bob Janes  
DEDICATIONS  OF P.U.C  . ANNUALS  
1921  President and Mrs.  C. W. Irwin  1944  Prof. Noah E. Paulin  1954  Prof. Harold W. Clark  1962  Dr. Louis W. Normington  
1922  P.U.C. Board  1945  Dr. L. L. Caviness  1955  Dr. Cecil L. Woods  1962  Dr. Leslie W. Sargent  
1927  "Missionary Students of P.U.C."  1946  Prof. Charles D. Utt  1956  Elder Lewis H. Hartin  1962  Dr. J. Paul Stauffer  
1928  "To Our Fathers and Mothers"  1947  Dr. Charles E. Weniger  1957  P.U.C. Alumni  1962  Dr. Walter C. Utt  
1935  None  1948  Dr. G. F. Wolfkill  1958  Miss Evabelle Winning  1963  Miss Esther Ambs  
1938  Prof. M. W. Newton  1949  Elder Francis D. Nichol  1959  Prof. Robert L. Reynolds  1964  Prof. Vernon Nye  
1939  President W. 1. Smith  1950  Prof. George H. Jeys  1960  Prof. Linton G. Sevrens  1965  Dr. Donald M. Warren  
1940  Dr. Joseph M. Peterson  1951  Dr. and Mrs. George B.  Taylor  1961  Dr. A. Graham Maxwell  1966  Dr. Edwin C. Walter  
1941  Prof. Harold W. Clark  1952  Dr. Reu E. Hoen  1962  Dr. Theodore W. Benedict 1967  Dr. Richard E. Fisher  
1942  Dr. Mary McReynolds  1953  "The P.U.C. Student of  1962  Dr. Ivan R. Neilsen  
1943  Elder W. R. French and  Yesterday, Today, and  
P.U.C. Servicemen  Tomorrow"  
DISTINGUISHED TEACHER AWARDS  
1966 Dr. Donald M. Warren 1967 Miss Esther Ambs  
Dr. Walter C. Utt Prof. Ervil Clark  
4  
157


!#fifi  

i  
I  
i  
The Pacific Union College demonstration  school.  
158


4  
I 
B  
The Newton observatory is a popular center when the Howell Mountain  air is clear and  
the skies are bright with heavenly planets. A new and enlarged observatory  is one of the  
approved alumni projects.  
The  College Service station and garage provides  work for a dozen students and service for  
the Angwin community.  
159


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160