Mrs. Leona S. Burman Dolly Medina We will not ask a reason why For He alone can tell. But this much we know, We miss them. IN MEMORIAM ■■ e 1957 DIOGENES EANTERN Published by the Stude stls oBt I I . ■ ■k /.......i 1 X; History is our creditor. We owe it much. It has given us the birth and growth of our college, And endowed it with the beauty of Christian education This year, the 75th anniversary of Pacific Union Colleg we acknowledge our debt and pay tribute to the past. CONTENTS In Memoriam.................................Page 3 Dedication..................................Page 8,9 History.....................................Page 26 Faculty.....................................Page 154 Student Portraits...........................Page 190 Activities..................................Page 220 Directory...................................Page 280 yage 17 Page 274 Page 14 Page 269 Page 212 7 This Diogenes Lantern contains the entire history of Pacific Union College. How many are the lives who have touched this campus in 75 years? Founders, alumni, faculty, students in long procession. Each with his peculiar gift, the sum of which is represented in this, our school. How inconsistent then for us to dedicate this book to the accomplishments of any one man. No, it is to all of these who have made Pacific Union College what it is today that we humbly dedicate this yearbook. In his preface to the historical section of this annual, Dr. Walter C. Utt gives credit to a number of deserving people who have helped to bring into existence this thorough and exhaustive historical narrative of our college. However, in so doing, he failed to give due honor to a man who above all is deserving of recognition for his part in this work . . . himself. Not content with his many hours of labor spent in compiling this mass of historical data. Dr. Utt has created a fascinating narrative, interwoven with living, human illustrations liberally spiced with the subtle humor that has become a trademark of his classroom lectures. For this history, for his outstanding ability to infuse a sometimes lifeless subject with new fascination, and for his constant spirit of friendliness and cooperation shown to all, it is the wish of your staff that Dr. Utt represent the Alumni to whom this book is dedicated. 8 7 : History can be seen in our landmarks. It is recorded that generations of students have made Sabbatical pilgrimages to "the falls” or in quest of a “flower.” The Napa Valley—our valley Its beauty little changed in our half-century here. Bale A Created by God or built by man each reveals the hand that formed it. 14 SKiBB Devil’s Punch B Elmsha Tradition is a magic carpet whereby men are transported at will with the pleasant hours of their past. A yearly pyramid of glitter; a bell whose every peal recalls a memory, A tireless clock that is never wound—the sun, its only necessity. Newton Hall Chapel When senses are dulled with sleep and faces are masked by dark of night Then sweet sounding carols come from lads most handsome 19 Newton Observatory Few objects can trace history’s wandering more clearly than a building. Successive layers of paint, like geological strata, tell their story of tastes and times. Men add a porch, remove an attic, make changes and repairs. But underneath the newest paint and behind the glamorized portico the old timbers still speak of silent service. 20 A long hall with many doors, a splintered flight of stairs, still filled with youthful sounds that are duplicate of last year’s life, and that of the year before, and that of thirty years ago. Grainger Hall Graf Hall Clark Hall Sil I I I 1 11 J illII 1 I I I II 1 111 All These buildings all are young. Some have not yet seen a birthday once. The debt we owe the past, to the future must be paid. To that future, these belong. 22 iggl iiss ■< lii Andre Hall Parlor, room, and chapel all, Kitchen, recreation call, Make a home from just a hall. To create something new from something old, or start where nothing was before, and build a purpose into form reveals the fact of progress born. Sjli| 24 Library Of cement, glass and beauty born, to hold within itself a source of knowledge, wisdom, truth from magazine to Book or books. 25 history 28 Preface In a Founders’ Day address a few years ago, Professor 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 college administrators, they used a twenty-foot pole, with boys holding one end and girls the other. Professor Cady said that he abolished this 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. One would be inclined to agree with the statement that while bare facts may be picked up on the field on the day of battle, by the next day they are getting into their uniforms. 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 amazing how rapidly the details of some events have already been lost to memory, or, what is almost more disconcerting, have been remembered in different ways by several eye-witnesses. It is to be hoped that the unverifiable traditions, which have blossomed from the earliest days of the school, will not become “fact” because 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 narrative will serve to stimulate memories of days on the P.U.C. campus. For each of us, no doubt, these memories 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 letters of anecdotes and impressions have been indispen-sible for this book. The Student Association, the college administration, and the college board have given wholehearted support to this special edition of the Diogenes Lantern. Special credit is due President J. 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 predecessors. 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.UC.’s past. The chapter on Healdsburg owes much to the labors of Richard Engel, M.A. ’57. Without the alumni files maintained and made freely available by Helen Mathisen ’37 and complete cooperation by Registrar Edwin Walter ’35 and his staff, the directory would have been impossible and much would have been lacking in the history proper. Special thanks are also due to many students who loyally put in long and tedious hours, jeopardizing grades perhaps, to help in whatever way they were asked. At the risk of leaving out some, the principal ones should be mentioned here: Gary Marin ’58, John Proctor ’57, Ronald Jessen ’58, Elvi Tobiassen ’59, and Beatrice Taira ’57. Louise Penner ’59 and the other secretaries typed nobly in the face of the last-minute rush on the voluminous and frightening alumni directory. Professor Vernon Nye, the faculty advisor, has made an invaluable contribution, particularly in his art work. Paul Shetler ’58 the editor-in-chief, always gave full support to the history section of the Diogenes Lantern and his associate directly connected with it was Bob Moon ’59, whose optimism, technical skill, and industry were indispen-sible to whatever success this part of the book may enjoy. Certainly none of the deficiencies of this history can be attributed to lack of zeal or assistance from those mentioned above. The staff joins in hoping that something in this anniversary tribute may revive or strengthen in each reader the ideals represented for three quarters of a century by Our College on the Mountain. WALTER C. UTT ’42, History Editor, Diogenes Lantern. 29 Professor Brownsberger’s first announcement of the new school, 1882. 30 The Beginning at Healdsburg CHAPTER ONE Launching the College As the tenth annual session of the California Conference 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 prosperous farmers who had struggled across the plains and made good amid the untapped resources of California, 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 pubhc 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 conflicting interpretations over 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 Michigan 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 dormitories as fostering evil influences.) To repair his health 31 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 the 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. Locating 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 techniques 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 undeveloped 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 32 successors have been repeating ever since: “I see that we need drill on the fundamentals.” From this beginning grew the second-oldest Seventhday 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 Lancaster, Massachusetts. He had hoped to beat W. C. White out on the Pacific shore but passed off his discomfiture 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 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 students 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 attendance was about 115. In the meantime, prestigeconscious 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 successors 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. 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 convened. 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 campmeeting 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 suggested 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 institutions of learning, as to make this school such as God can anorove.” 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 fruitraising 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 reporter 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 description. Mr. Whalen gave him the following figures denoting the amount of material used in the construction of the building: 210,000 feet of lumber, une of tne neatasourg college stocn certificates. 70,000 shingles, 80,000 lath, 60,000 brick, 134 windows, 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. Brownsberger, 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 assured, 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 Adventist 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 financially, 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 support, nor was it legally under denominational control. At the incorporation meeting, 754 shares were subscribed 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 denomination or out of it—grade school was sufficient prenursing, and most secretaries were still men. Sending the boys away to Healdsburg was hard enough financially 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 number 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.” 34 EARLIER PRESIDENTS AT HEALDSBURG Sidney Brownsberger (1882-1886) Frank Howe (1894-1897) Roderick S. Owen (1897-1899) 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, Healdsburg 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 “commendable 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 discipline,” 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, laundry, 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 dressmaking, 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, thoroughness, discipline, and “practical employments.” “Ungovernable” 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 Healdsburg (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 preparatory courses, a four-year Initial course, or “kindergarten,” and a four-year Grammar course, involving grammar, reading, drawing, mathematics, geography, and American history. 36 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, Practical 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, English, 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 “prepared 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 repeatedly 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 examination 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.” 20 First Annual Catalogue, Healdsburg College, Healdsburg, Cal. 21 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 immediate 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 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 regulations 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. t North College Hall, or Students’ Home. The faculty was to counsel the student, however, and three or four “substantial” subjects were to constitute 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 countries so that for over seven decades the school has been a most cosmopolitan one. Present-day evangelism “crusades” were foreshadowed 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 disappointment . . . 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 Workshop was praised for this forthright estimate of the output of ladies’ seminaries in 1885. Women’s work was assumed to be 38 Seventh-Day Adventist Church (Front View.) discussing literature, smattering French (sic), executing operettas, and attempting to copy paintings without a knowledge of drawing ... [It is assumed that her] family will be oblivious to bad bread and household confusion; and that a flowerless 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 Mortimer 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 overhanging 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 capacious 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 measured 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 Students’ 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 39 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. Courter. 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 thoroughly everything that he studies. At night I had the pleasure of enjoying the hospitality 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 surroundings. 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 40 passing of time, golden. School home group in 1891 (President and Mrs. Grainger at center front) aura has seemed increasingly the necessary provisions to admit of heating by stoves. J Under the Brownberger regime, Healdsburg was the only Adventist school on the entire west coast, though a prep school for Healdsburg was under consideration m 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 foieign 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 alarming. ($1,760 for the first three years, $1,264 for 18851886.) 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 m Brownsberger’s personal affairs led to his withdrawal 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 administration (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 relations between students and teachers, warm constituency 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 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 missionary of the future, supplied the family with Adventist liteiature 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 woodyard, 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 I M i.> 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 To those who occupy north rooms To those who room on attic floor.... $161.50 152.00 142.50: 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 students 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 however. 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 ot a front o'f.™........Building On occasion, a recess was called to permit an itinerant photographer 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 suggestion. 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, without 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. 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 ™d Debating Society. The importance 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 Healdsburg. 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. Giaingei 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 marriages are those between schoolmates, because they ha\ e 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 hei vacation. They needed immediate attention. Giaingei 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 following 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 necessary, and therefore the most important member of this faculty. What could any of the rest of us do without the wholesome, nourishing food she prepares day by day. Piofessor 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 grammar. 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 Mrs. Grainger and daughter Gertrude W. C. Grainger’s tomb in Toky< 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 meetings. 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 redoubtable 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 outstanding 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 m addition to his duties with the Signs of 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, reporting 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 m 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. 44 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 i esulted from this arrangement. (It should be remembered 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, however, and that table went 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 peimitted 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 Giaingers 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 consultation. 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 individual 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 i epeat his apologies to the lady who owned the tree. It seems that there were purple grapes in the neighborhood, 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 entertainment from the outside. Recitations by members of the Literary and Debating Society, or sessions of the Students Missionary Society (where papers were wrapped 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 Healdsburg College ball team and there would be a “reception” m 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 listening, to the village band on balmy evenings, the girls sitting in their windows, the roof of the porch under their feet. A.bove, 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, tor 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 confession 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!” 45 H^u?cho,ataub^^ H M"' Sl- ’°1"'’ C‘“" Lak‘- Back r°W: Fred Mil‘S’ !°hn 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 necessary controls would be. The need for discipline, for regulation, was always carefully explained by the president 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 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 followed, 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 cai e 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 administration, 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 classroom 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 educator 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 Healdsburg 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 46 resignation would be acceptable and before Healdsburg realized that it would have to let him go. He was i eplaced 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. \\ ith 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. I ps and Downs At the instance of the educational experts in Michigan, 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.” J he new president was Frank Howe, a handsome young graduate of the University of Michigan (18941897). Accompanying him were Dr. Frank Moran and Professor W. E. Howell. Not overburdened with experience, 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. Appointments 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 administration. 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 parttime 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, Leander Good. ^ctayl