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Nonsense and the Junior College: Early California Development

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Nonsense and the Junior College: Early California Development DOCUMENT RESUME ED 368 401 JC 940 152 AUTHOR Gallagher, Edward A. TITLE Nonsense and the Junior College: Early California Development. Working Papers in Education. INSTITUTION Stanford Univ., Calif. Hoover Institution on War, Revolution, and Peace. PUB DATE Mar 94 NOTE 19p.; Hanna Collection on the Role of Education. For a related document, see JC 940 151. PUB TYPE Historical Materials (060) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Economic Factors; *Educational Development; *Educational History; *Facility Expansion; *School Community Relationship; *Two Year Colleges IDENTIFIERS *California ABSTRACT Recent critics of community colleges wrongly argue that early junior colleges in California were created not to democratize education, but to keep the university exclusive. The first state junior college law was passed in California in 1907, allowing high schools to offer 2 years of postsecondary work at a time when high schools were not yet required to offer grades nine through twelve. Benjamin Ide and Alexis Lange of the California State Board of Education and Anthony Caminetti of the Senate Committee on Education were key players in the bill's passage. The first junior college, established in Fresno in 1911, was plagued with image problems and low enrollment. By 1917-18, there were 1,561 students enrolled in 21 California junior colleges, but by 1922-23, there were only 1,416 students in 18 institutions. Revisionists criticize early junior college advocates of diverting junior college students into vocational programs to maintain the existing social order, but California was a new frontier with a dynamic evolving middle class where farmers, ranchers, and miners later became successful businessman. The California junior college was a hybrid product designed to reflect the economic interests of local communities through different technical and vocational programs. For newspaper editors, magazine and business writers, and real estate brokers, the colleges were an asset to local boosterism, making the surrounding communities appear to be superior in status and culture. California boosters held the vision of creating a new society in a new land. The new society had one new educational institution for the newcentury, the public junior college. (KP) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office 04 Educabonst Research and Improvement EDUCATIONAL RESOURCES INFORMATION "PERMISSION TO REPRODUCE THIS . MATERIAL HAS BEEN GRANTED BY CENTER (ERIC) 0 This documenthas been reproduced .s 1,4 E. A. Gallagher received from the potion or organization 1.!* 1 ty ongensting it )1(Minor changes have been made to Improve A ' reptOduction Quality rw.. ; is301,s Points of view of opinions stateo in this docu ment dO not nacesserily represent official If OERI posibon or pOlicy TO THE EDUCATIONAL RESOURCES kf: INFORMATION CENTER (ERIC) " c;RaX71,70,6 i7,,cZp t\it; NsZ '464,, 404 1 BEST COPY AWL: Nonsense and the Junior College: Early California Development Edward A. Gallagher Oakland Community College 2900 Featherstone Rd. Auburn Mils, MI. 48326 (313)-340-6581 The views expressed in thispaper are solely those of the author and do not necessarily reflect theviews of the staff, officers, or Board of Overseers of the HooverInstitution. 3 Recent critics of the community junior college have distorted the factors associated with the early development of two-year institutions. These "revisionists" claim that the major underlying goal of early junior colleges in California "bad little to do with the democratization of higher education." The "aspirations of the masses for upward mobility through education" had to be "rechanneled in more realistic directions." According to one revisionist, "the real goals of educational systems...are to serve the potential of only a few." The "few come basically from the elite or most powerful classes." Referring to the first junior college enabling law in the United States, he stated that "all of this lobbying, which culminated in the 1907 legjslation, had nothing at all to do with extending higher educational opportunities to the masses. Quite the contrary: it was all in the cause of making the university more exclusive. The story of the founding of California's first junior college in Fresno makes this all perfectly clear." 1 Critics of the Community junior college have relied on a largely false set of assumptions about its origins and mission. Leaders like Alexis Lange, Director of the Education Department democratized higher education in California during the Progressive Era. California later became a model for development of junior colleges in other states. Junior college promoters were aided by local professionals and small businessmencommunity boosters. The 1907 Junior College Law in Perapective The first state junior college law was passed in California in 1907. It was merely a permissive law granting authority to high schools to offer two years of postgradllate work. The complete law consisted of the following two sentences: The board of trustees of any city, district, union, joint union or county high school may prescribe post-graduate courses of study for the gmivates of such high school, or other high schools, which courses of study shall approximate the studies prescribed in the first two years of university courses. The board of trustees of any city, district, union, joint union, or county high school wherein the post graduate courses are taught may charge tuition for pupils living without the boundarks of the district wherein such courses are taught.2 In some ways, the passage of this law in California in 1907 was incredible. For example, the state was not advanced in the development of its high schools. The California constitution of 1879 bad not been very friendly to them. It had prohibited the use of state money for all secondary education, only sanctioning financial support for primary instruction. This encourar,d primary schools to extend upward into the 4 secondary period. The state school districts were on a 8-4basis in some areas and on a 9-3 basis in others.3 Through a series of acts, California had attempted to remedyits relatively weak secondary system. Prelimirary legislation had recognized theauthority of primzry schools to extend upward. In 1902, the Constitution was amended toenable the legislature to levy a special state tax to support high schools. It was amendedin 1908 to permit evening sessions in California high schools to share stateexpenditures with the day sessions. But it was not until 1911 that high schools wererequired by law to offer a four-year sequence.4 Was it not strange that in 1907 the state legislaturewould permit high schools to offer grades thirteen and fourteen when it did not yetrequire them to offer Fades nine through twelve? The 1907 junior college law in California was incongruous for another reason. One might assume that the law was a response to a popular demand forthe upward extension of the high school. Actually, there was little local interest in thejunior college then. The demand followed the legislation, for not until three years later did anyboard of education establish a junior college department within a high school. The question remains, "What factors were responsible for the 1907 law?" The answer lies, largely, in the personsworking for its passage. Under the Constitution, the membership of the California State Board of Education included the Governor,the President of the University of California, the principals of the State NormalSchools, and the Director of the Department of Education at Berkeley. PresidentBenjamin Ide Wheeler and Director Alexis Lange, both in favor of the junior collegeidea, were thus menibers of this board in 1907. Moreover, Lange occupied the strategicposition of chairman. As the constituents of the board were ex officio members of the Senate Committee on Education, they could participate in the initiation of education bills. As chairman of the Board, Lange gave the information for the junior college bill to the committee. Anthony Caminetti, of Amador County, who introduced the junior college bill in thelegislature, wasa member of the Senate Committee onEducation and a long-time friend of educators. Two decades earlier, he bad introduced the bill authorizing the establishment of high schools in the state as upward extensions of the primaryschools. Caminetti had served several terms in the State Senate and was a leader in the Democratic Party. He was a leading foe of the railroad machine in the California Legislature and later an activepromoter of progressi ',... reformduring the administration of Governor Hiram Johnson.5 5 In gaining support for his bill, Caminetti emphasized geographical considerations. The distance from" 1 Akeley and Stanford to many California cities was hundreds of miles; distance would create additional financial costs for university students dependent upon the railroad. Furthermore, distance would prevent many parents from visiting their children more than once or twice each year. Legislators were aware that Victorian parents in California were reluctant to sever home ties with their children. If local high schools added two years of work, students could stay at home and save money, and parents could supervise their children until they were more mature. The progressive mind was infused
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