U. OF A.—A. S. U.

As teacher, John Spring. Later that year Phoenix opened a school, originally quartered in the County Courthouse. And, as the Safford gospel spread, others followed-some in most unlikely quarters. The old Rogers school reopened in Prescott, then Miss Clara A. D. Skinner became Arizona's first woman teacher in Arizona City's (Yuma's) first school, started in an abandoned jail. A group of settlers, largely Mormons, moved to the Upper Gila Valley in 1871 and within a year had opened their new school building, much more suitable quarters than the vacated saloon in which Wickenburg's first school was held in 1872. Finally, on December 16, 1872, the finest school building thus far was opened in Florence, just a bit less than two years after Safford had begun his personal crusade.

When Safford retired at the end of his second term in 1877, there were 28 public schools in Arizona, with 3,089 pupils and 37 teachers. Basic education had been well founded, and the system has continued to grow steadily ever since, just as have the population and industry of Arizona. For this latter growth The Little Governor must also be given credit, for it was under his administration that Arizona's first publicity pamphlet was published. In it Safford stated, in typically frank and dynamic language, both Arizona's assets and its potential disappointments. He said Arizona wanted hardy settlers, but added "to others who waste their time complaining of ill luck and of the country that does not make them rich without an effort, I would say there is no room or opportunity for them here."

Modern Madison Avenue techniques notwithstanding, the pamphlet was at least one of many factors that started a great migration to Arizona. Ironically, this only further complicated the job of the schools which were Safford's prime objective. And the complications were more complex than even the erudite Little Governor could have foreseen. Not only did the school-age population mushroom, thus creating increasing demands for schools and teachers; but the shortage of teachers was made more acute by other more interesting factors.

As the first semblances of urbanization began to creep into Arizona, cowboys and miners who formerly had been foot-loose and fancy-free began to develop hankerings for home life. Whenever a new school marm arrived anywhere in Arizona, she was beset with more suitors than pupils. Many a now prominent Arizona family dates its Arizona beginnings to the arrival of an attractive young lady graduate of an Eastern normal school and the successful suit for her hand of a young cowboy or miner. Which, of course, was wonderful for the cowboys and school marms but rough on the schools. The school-age population increased that much faster; but the teacher shortage grew even more acute.

During the decade of the 1870's, the population of Arizona multiplied four times-an even more spectacular growth than that of the post-World War II era. It became ever more apparent that Arizona would have to make provision for supplying its own teachers. By the same token, a growing need for a university was making itself felt to educate Arizonans in the fields of mining, agriculture, law, the liberal arts and other branches of higher learning upon which its future orderly growth would depend.

A university had been talked of as early as 1864 when Arizona's first governor, John N. Goodwin, addressed the First Territorial Legislature. "Self-government and universal education are inseparable," he said. "The one can be exercised only as the other is enjoyed. The common school, the high school, and the university should all be established, and are worthy of your fostering care."

Noble sentiments, no one will deny. But it took 21 years of hard work to get the common school system reasonably well launched. By 1885 there were enough public grade schools needing teachers to focus public attention upon the teacher shortage. Newspapers called for the founding of both a university and of a normal school, and they won receptive audiences, especially in those towns which felt they had a chance to gain one or the other.

The remarkable thing, however, is that there is no record of anyone calling out in a loud voice that Arizona, at the time, had not a single high school in the entire territory! They were stumping for education in general and for the public works that would benefit their individual towns in particular; but Arizonans were so embroiled in intersectional rivalries stemming from the Civil War, they seemed to forget the need for some means to bridge the gap between primary grades and higher education.

The Thirteenth Territorial Legislature which convened in Prescott (to which the Capitol had been retransferred in 1877) in 1885 has been called everything from the Thieving Thirteenth to corrupt, contentious, bloody and bawdy. But it has never been called a donothing legislature. It did a great deal, including no little work. Among its accomplishments was the passage of

OPPOSITE PAGE

"CAMPUS SCENE-UNIVERSITY OF ARIZONA" BY RAY MANLEY. 5x7 Linhof camera; Anscochrome; f.16 at 1/25th second; 210 mm Symar lens; mid-May in bright morning sunlight. Celebrating its 75th birthday this year, the University of Arizona has grown into one of the largest and most important centers of higher learning in the West, rendering invaluable services to the people of the state of Arizona in many fields of education. Blessed with Arizona's incomparable weather, students enjoy out-of-doors activities in beautifully landscaped surroundings.

FOLLOWING PAGE

"AROUND THE CAMPUS, UNIVERSITY OF ARIZONA" BY RAY MANLEY. Upper, shows the attractive University of Arizona Student Union Building. Lower, is one of the spacious student dormitories on the campus. Arizona's tremendous growth in population since World War II is reflected in the amazing plant growth of the University to take care of ever-increasing enrollment. The University now has an enrollment of nearly 12,000 students. The University now has ten colleges, but in the words of the Arizona Wildcat, University student newspaper, "branching from these are the Departments of Military Science and Physical Education and 22 other ramifications that run the alphabet from Agricultural Experiment Station to University Committee on Atmospheric Research..."

Bills creating the Territorial Normal School at Tempe and the University of Arizona at Tucson. Both bills were signed the same day, March 12, 1885, which makes 1960 the Diamond Jubilee year of Arizona higher education.

Young Representative John S. Armstrong, father of the normal school bill, was welcomed with open arms when he returned to Tempe. But poor Senator C. C. Stephens, who secured the University of Arizona for Tucson, was pilloried, denounced and all but tarred and feathered when he got home. Tucson had been interested only in getting the Capitol back, and Tucsonians of the day considered a university an unacceptable substitute. Not having gotten the Capitol, they ignored the gift of the university.

Not so the citizens of Tempe. Under the able leadership of Charles Trumbull Hayden, pioneer Arizona merchant, founder of the City of Tempe, and father of the present dean of the United States Senate, Arizona's Carl Hayden, Tempeans proceeded posthaste to get the Normal School into operation. They persuaded the town butcher, George Wilson, and his wife to sell twenty acres of prime pasture land for the campus. Wilson to this day is remembered in the town's tradition as a man who voluntarily put himself almost out of business so his neighbors could have the institution they wanted; since he fattened his own cattle for slaughter on this pasture, his gesture amounted to that. Then the Board of Trustees got to work and had the original building ready for classes by February 8, 1886, on which date the first class of 33 students was enrolled. Small as it was, this class

OPPOSITE PAGE "CAMPUS WALK-ARIZONA STATE UNIVERSITY" BY CHARLES R. CONLEY. The campus of Arizona State University, Tempe, is noted for its landscaping, with palm-lined walks leading from building to building. When the University was first established as a Normal School 75 years ago, citizens welcomed it with open arms and pointed out that among the advantages of Tempe for the school, the town was so mannerly and subdued that it was about the only town in the state that did not "have a corpse for breakfast every morning." The growth of this great educational institution in the past decade is "almost unparalleled in the annals of American education." PRECEDING PAGE "AROUND THE CAMPUS, ARIZONA STATE UNIVERSITY" BY CHARLES R. CONLEY. To answer the demands of ever-increasing enrollment, it seems that Arizona State University is constantly erecting more building and more buildings to serve its students and offer greater services to the state. The enrollment of ASU is now over 10,000 with a faculty of over 700. At this time plans are being considered for an Art Center at ASU which was designed by the great American architect, Frank Lloyd Wright, just before his death in 1959.

enjoyed the unique distinction of being the first enrolled in an institution of higher learning in the great Southwest.

Hiram Bradford Farmer, an Easterner with a solid academic background and a distinct proclivity for classical studies, was engaged as principal of the Normal School at a salary of $2,300 a year. Farmer had been principal of Prescott school. He and Mrs. Farmer bought the house which still stands at 820 Farmer Ave., Tempe, and arranged to take in young lady students for $15 a month. Not only did this income help the Farmers' slim budget; the provision of suitably chaperoned living quarters for young women was a major factor in securing enrollment for the school. One of Armstrong's and Hayden's strongest arguments for location of the school in Tempe centered on the town's "clean moral atmosphere." The citizens of Tempe, they said, did not have "a corpse for breakfast every morning" as did people in so many frontier communities!

The personality of Principal Farmer had a distinct effect upon the future growth of the institution. Such later distinguished Arizonans as historian Col. James H. McClintock (who studied under him) have left a clear impression of the man as primarily an old-fashioned classicist. Highly respected and well loved by his students, he had a dry sense of humor and a devotion to Greek and Latin, to English grammar, poetry, philosophy and discipline.

But he tended to eschew such subjects as mechanical arts, husbandry and agricultural chemistry, all of which had been included among the stated primary purposes of the new Normal School. As a one-man faculty he scarcely had time to develop this phase of the program, especially in view of the fact that he had to supply the high school education that most of his students lacked. He also was frank to state he wasn't qualified in these fields, while the Board had to face the fact it didn't have the money to add a faculty member who was. Nor was there a pressing demand for such subjects at the time. While farming was a basic industry, Roosevelt Dam was completed in 1911 to convert the Valley into the world's richest irrigated farming area.

Thus the Territorial Normal School of Arizona bumped along for its first few years, supplying a high school education for those who needed it, and producing trained teachers for the sprawling young territory. It was beset with financial problems, of course. Mr. Farmer left after his second year, returning to the East where salaries were not only higher but, more important, where they were paid regularly. Five principals came and went between 1888 and 1900. One of them, Edgar L. Storment is remembered as the founder of the Alumni Association in 1895, and another, James A. McNaughton, because he survived a record four years in the job.

Meanwhile the combination of apathy and antagonism toward the University of Arizona in Tucson remained adamant and almost succeeded in killing that institution aborning. The establishing act had authorized the raising of $25,000 for buildings through the floating of a Territorial bond issue. But it provided 40 acres of unincumbered land in or near Tucson must have been conveyed to the Territory for use of the University first. By November, 1886, authority for the bonds was about to expire, and of the six members of the Board of Regents, only J. J. S. Mansfield, Tucson merchant, had taken the trouble to qualify. In a last minute welter of activity, Mansfield prevailed upon Gov. Zulick to name a new board, which included Territorial Superintendent of Public Instruction Charles M. Straus.

Straus' memory is now held in high esteem, for it was he who finally induced three of Tucson's leading gamblers-and men of prestige in town, let it be said to buy a section of land a mile from the center of town, and donate 40 acres for the University. They were Ben C. Parker, E. B. Gifford and W. S. Read, and they were thanked publicly by Gov. Zulich before the 14th Legislature. Incidentally, the names of C. C. Stephens and Selim M. Franklin, fathers of the University bill in the Thieving Thirteenth, are notably absent from the rolls of the 14th. Nevertheless, a number of bills introduced in the latter, seeking repeal of the University act, were defeated by that body.

The University bonds were sold in 1887, providing funds for the original building. But controversy within the Board of Regents still slowed progress. Years later, Selim Franklin reported with considerable humor on the situation. The controversy, he recalled, was ". . . as to whether this building should be one or two stories. Dr. J. C. Handy . . . insisted it should be one story, following the modern idea for educational institutions as exemplified at Stanford, while other members . . . desired an edifice that would loom high from the surrounding mesa, as a monument to higher learning. . . . At last it was settled by compromise; it should have one story and basement. This compromise explains the peculiar construction of the oldest building on the campus."

At the same time Franklin reported on another early dilemma. One of the primary purposes of the University was to provide training in agriculture and the mechanical arts, thus qualifying it for benefits under the Morrill Land Grant Act of 1862 and the later Hatch Act. Under the Morrill, 72 sections of public land were set aside for any state or territorial college established for the benefit of agriculture and the mechanical arts. The Hatch provided an annual appropriation of $15,000 for such institutions.

Franklin's account of how the Regents tackled the problem of obtaining these benefits is amusing. "To obtain this annual appropriation it was necessary for the Board of Regents to establish an agricultural experiment station, also to place its college of agriculture on an operative basis, by having a professor and assistants, so as to satisfy the Department in Washington that the college was a going concern.

"We had no money to employ a competent man, so we determined to elect one of the Board as Professor and Director, without salary, to act as such until we obtained the appropriation . . . in canvassing the matter, it was ascertained that I was the only member . . . who held a college degree; so I, a young lawyer practicing with more or less success . . . in Tucson, was elected July 1, 1889, as the first professor of the University.

"In the following year the University received the $15,000 from the Federal Government. I then resigned my scholastic positions. On August 12, 1890, F. A. Gully, Esq., was elected my successor, and work on the University really began."

Finally, on October 1, 1891, the first classes were held, 32 students enrolled by six teachers. Of the students,

and campus scenes University at Tempe

only four were in college, the rest being in the prepara-tory department. At that time, aside from the Normal School at Tempe, there were only two public schools in Arizona which went beyond the ninth grade-one at Phoenix and one at Tucson. Thus the preparatory depart-ment remained of paramount importance at the University for the next 20 years, during which time many a student put in a full eight years on the University campus, through both high school and college. Not until 1911 did the Regents vote to close the preparatory department, one year at a time, until it was completely closed in 1915.

When it opened its doors, the University was organized with a College of Agriculture, a College of Mines and Engineering, and the Agricultural Experiment Station, in addition to the Preparatory Department. Two years later the Arizona State Museum was opened on campus. In 1894 two other significant events occurred. Dr. T. B. Comstock, distinguished mining engineer, became first president. Prior to that time administration had been divided between the chancellor and the Board of Regents. The new setup made for more effective administration, although Dr. Comstock's attention was claimed by such distracting letters as: "Dear Mr. President; I am sending you $5. Please keep it and give some to Jesse as he needs it." And, "Dear Mr. President; I cannot pay for my children's board this month, but will pay by the middle of next month."

Also in 1894 the University made the first of many distinguished contributions to the economic welfare of Arizona. E. M. Boggs, of the Agricultural Experiment Station staff, published a report on irrigation. In it he not only offered practical advice but showed remarkable foresight by stating Arizona's soils and topography qualified it to become one of the world's most productive irrigated farming areas. A few years later many of his suggestions were adopted in the legislation creating the first major work under the Federal Reclamation Act of 1904, Roosevelt Dam for the Salt River Valley.

By 1900 both Arizona institutions of higher learning were accepted parts of the cultural life of the territory. Once firmly established, they enjoyed singular success in attracting outstanding faculty members. Arizona was much talked of across the country, both for its fabulous mineral wealth and also for its salubrious climate. Already it had gained a reputation as haven for sufferers from respiratory diseases, rheumatism, arthritis and similar diseases, while its scenery and sunshine were making it a pleasure resort as well. At the same time it presented an intriguing combination of challenge and opportunity which sparked men and women of imagination, background and intelligence to seek positions on the faculties of even so young institutions as the University and Normal School were at the time.

However, by 1915 Arizona had shed its swaddling clothes, even though it was popularly dubbed The Baby State when it entered the Union in 1912. High schools had multiplied so the preparatory departments of both institutions were no longer paramount. The University's closing of its department in 1915 was followed by similar action at Tempe in 1919. Agriculture had come of age with the advent of the great Salt River Project. And mining was booming under the stimulus of World War I. It was inevitable that the state's colleges should participate in this growth.

In 1900 the presidency of the Arizona Normal School, as it had been designated in 1889, was assumed by a vigorous and personable young man who was to lead it for 30 years. Arthur John Matthews had a faculty of six and a student body of 131 when he started. At the end of his administration in 1930 the faculty numbered 63 and enrollment was 732. More significant, however, were other changes. By 1913-14 course offerings had grown to 90 in 18 academic departments. In the next ten years 50 more courses were added, and thereafter the program continued to grow even faster.

Most significant was the conversion of the Normal School into Tempe State Teachers College of Arizona in 1925, when the Seventh State Legislature empowered it to grant the Bachelor of Education Degree at the end of a new year curriculum. Its growing stature was reaffirmed three years later when the legislature retitled it Arizona State Teachers College at Tempe and authorized the still more respected degree of Bachelor of Arts in Education. When President Matthews retired in 1930, the institution had granted a total of nearly 2,500 degrees, and its graduates had gone to teach in most of the states of the Union. Under his vigorous administration, and under the influence of statehood, war and a growing Arizona boom, facilities during this period expanded greatly, 16 new buildings being added to the campus at a cost of about $1 million.

Meanwhile, similar growth was taking place at the University of Arizona. The younger of the two institutions in point of actual beginning, the University didn't act like the little sister long. It had been recognized as a multipurpose university in its founding, and thus there was never a problem of name nor a question of its being a four-year institution granting the bachelor's degree. With the University it was simply a problem of how fast it should expand to meet the needs of a growing state.

By 1915 both agriculture and mining were booming; but Arizona high schools also were graduating increasing numbers of young men and women interested in more general high education. Accordingly, the University of Arizona that year reorganized into a College of Letters, Arts and Sciences (later to become Liberal Arts); aCollege

of Mines and Engineering; and a College of Agriculture. It also established another division which subsequently has proved a tremendous economic asset to Arizona, the State Bureau of Mines.

If growth of the U of A was slow during its first 30 years, it compensated completely once growth started. In 1916 the teaching of law began, and in 1925 the College of Law, now recognized as one of the finest in the West, was formed. In 1922 the College of Education was founded. In 1934 the School of Business and Public Administration was established and ten years later became a separate college. Also in 1934 the Department of Home Economics was founded in the College of Agriculture, and that same year the College of Fine Arts, with a School of Music, was added, while graduate studies were organized under the Graduate College.

In 1940 mining and engineering were reorganized into two separate colleges. The College of Mines now includes departments of Chemical Engineering, Geology, and Mining and Metallurgical Engineering. The College of Engineering now includes departments of Civil, Electrical, Mechanical, and Nuclear Engineering, plus the Numerical Analysis Laboratory.

In 1947 the School of Pharmacy was organized within the College of Liberal Arts but two years later attained the status of a separate College of Pharmacy. In 1956 a School of Nursing was established within the College of Liberal Arts. A special Diamond Jubilee Edition of the Arizona Wildcat, campus newspaper, published last fall lists these ten colleges of the University of Arizona, then says, "Branching from these are the Departments of Military Science and Physical Education and 22 other ramifications that run the alphabet from Agricultural Experiment Station to University Committee on Atmospheric Research.. The genealogical family tree of the University (offerings) covers 300-odd pages of the catalogue for the anniversary year." The University now offers the master's degree in 61 areas of study and the doctorate in 28 fields.

To accommodate this complex, the campus has grown from the original 40 acres to more than 100, and from the sole original Old Main building to a present total of 55 buildings valued at more than $45 million and serving more than 11,700 students, new buildings, valued at nearly $12 million, have been added during the administration of the present president, Dr. Richard A. Harvill. Dr. Harvill became president in 1951, after having served as dean of the Graduate College and as dean of the College of Liberal Arts.

This physical expansion is but a symptom of the tremendous job the University of Arizona has done academically since it came of age back in 1915. Its programs of research, both pure and applied, during the 1958-59 academic year alone were sponsored by grants totaling $2,245,839. The fields of research included agriculture, anthropology, astronomy, atmospheric physics, bacteriology and medical technology, chemistry, engineering, geochronology, geology, mathematics, mining and metallurgy, pharmacy, physics, utilization of arid lands, wildlife, and zoology-literally from A to Z! Obviously, space limitations preclude detailed delineation of these programs here.

One example of the results of such research however, is that, through the science of dendrochronology, archaeologists now are able to establish, accurately, dates of many archaeological remains in semi-arid climates back to 11 A.D. or earlier. It was Dr. A. E. Douglass, U of A astronomer, who developed this science of tree-ring dating, which has yielded a collection of climatological data on the Southwest going back some 3,000 years. The value of such data in many fields is inestimable. Similar contributions are being made in all of the fields of research listed above.

Maturing the raw, young university of 1891 to its present stature was not without problems, of course, and, surprisingly, Arizona's sun-blessed climate became one of them. Back in the 1920's, '30's, and '40's, the University of Arizona was publicized in the nation's press more for the variety and attractions of available recreations than for its academic accomplishments. In 1940, for instance, Mademoiselle Magazine published a piece which concentrated on recreation almost to the exclusion of mention of the academic side of campus life. It concluded, “. . . the campus is relatively undisturbed by ideas, but, with that marvelous sunshine and the whole desert to romp in, who cares?” In a fascinating book, The Lamp in the Desert, recently published, Douglas D. Martin, U of A Professor of Journalism, tells the detailed story of the growth of the University of Arizona and of the partnership it has enjoyed with the people of a frontier state. Facts he records answer Mademoiselle. The Class of 1940 had 463 graduates. Of these, 58 graduated cum laude, 78 went on to receive advanced degrees, 22 were elected to Phi Kappa Phi honorary, 9 to Phi Beta Kappa honorary, and 20 to Sigma Xi honorary. That same year 190,000 books were loaned by the university's excellent library to students. In 1940 also, the Board of Regents of the University established the first International Scholarships for students of other lands who were prevented by race, religion or politics from studying in their home lands. And in 1940 the faculty of the U of A gave 624 lectures to 63,500 people in Arizona communities, not including the 44,000 people to whom County Agricultural Agents spoke, nor the 37,000 to whom Home Demonstration Agents spoke. By 1936 there had already been awarded 15 coveted Rhodes Scholarships to University of Arizona alumni.

Examination of the records of the past two decades proves even more convincingly that the University of Arizona is one of the state's greatest assets. Its experimental work in cotton alone has repaid Arizona in the form of increased crops many times more than the entire university program has cost over the years. Its work in mining, irrigation, other aspects of agriculture, geology and so on have been similarly profitable.

But no dollars-and-cents value can be placed on the fact that it has, as Professor Martin points out in his book, brought the lamp of learning to the desert and kept it burning brightly. The University of Arizona currently, in the words of President Harvill, “. . is formulating and developing entirely new and pioneering programs, not only in the interest of Arizona but in response to the challenges offered by a rapidly changing and greatly disturbed world.” The University of Arizona, younger in point of actual years of service, thus sprinted far ahead of its more limited

Rapidly growing universities offer splendid educational

Immediately following the war, however, there began an influx of students and a booming growth of every aspect of life at the old Territorial Normal School that is almost unparalleled in the annals of American education. In 1945-46 enrollment had jumped to 1,446 and reliable estimates indicated this was merely the start. Thus, in 1945 the Legislature established the Board of Regents for the University and State Colleges of Arizona and, at the same time, changed the name of the Tempe school to Arizona State College at Tempe. The following year the Board authorized the granting of the degrees of Bachelor of Arts and Bachelor of Science. The era of the school as a single purpose institution was at an end.

The decade of the 1950's was the most difficult in the history of higher education in the United States, and Arizona State College at Tempe received more than its full share of the impact. The rapid increase of industrialization in the Salt River Valley and the burgeoning growth of population in the area made constantly increasing demands on the College. Situated in the most densely populated section of the state, ASC attracted a great many students who could afford a college education only if they lived at home and commuted to campus. Industry, in its turn, demanded assurance it would have the facilities of a well equipped and well staffed university available in the area before it would commit itself to locate plants in Central Arizona.

Thus, for a while, was revived a semblance of the ancient intersectional rivalry in Arizona. With a fully accredited university already established at Tucson, there were those who argued large-scale expansion of ASC at Tempe was not warranted; Arizona, they said, could not afford to support two universities. Pressures from business interests, population growth and increasing industrialization, however, eventually made it apparent Arizona could scarcely afford not to support two universities.

A sister institution at Tempe, which remained limited to the single purpose of teacher training. In 1933 Dr. Grady Gammage, then a young man of 39, became president of Arizona State Teachers College at a time when that institution was in the doldrums of the Great Depression. Under his capable administration, ASTC immediately began to rebuild its faculty, its course offerings, enrollment and physical plant. The job was well under way when the rumblings of World War II began cutting enrollments in colleges all across the country. By 1943-44 only 567 students were entered in Arizona State's courses.

In 1954 the Regents authorized ASC at Tempe to grant the degrees of Doctor of Education and of Education Specialist. In 1956 the Master of Arts, Master of Science and Bachelor of Science in Engineering were added. In 1957 came Bachelor of Science in Nursing and Master of Science in Engineering, followed in 1959 by Bachelor of Architecture, Master of Fine Arts, and Master of Public Administration.

In 1953 the Regents had approved a limited reorganization of the College and established a College of Arts and Sciences, a School of Education, and Departments of Agriculture, Business Administration, and Industrial Arts and Technology. This was followed in 1954 by a survey of the College by the U. S. Office of Education. Adopting recommendations of this survey, the Regents in 1954 granted ASC a university-type organization with the establishment of four colleges: Liberal Arts, Education, Business Administration, and Applied Arts and Sciences. In 1956 a School of Nursing was established; in 1958 the Graduate Division became the Graduate College; and in 1959 the Division of Engineering became the School of Engineering and the Division of Architecture became the School of Architecture.

Immediately after the reorganization into four colleges, Dr. Gammage requested the Regents to change the name of the institution to Arizona State University. This precipitated a controversy which reached at times heights of emotionalism reminiscent of the days when the location of the Capitol was paramount. It finally was resolved on November 4, 1959, when the voters of Arizona overwhelmingly approved an initiative proposition establishing the name Arizona State University. More than 10,000 students, a faculty and staff of more than 700, and thousands of alumni working together in the campaign had brought to full fruition Dr. Gammage's fondest dream-the establishment and recognition of a vigorous, multiple-purpose university.

When President Matthews announced his intention to retire, he received in 1930 a letter which said in part: "Institutions are often but the projections of great personalities . . . You have builded a monument that shall stand and serve long after we all have passed on. And yet, I fancy there is an invisible monument even more enduring than that made of brick and mortar-the monument you have erected in the hearts of the thousands with whom and for whom you have labored during . . . these . . . decades . . . Perhaps it is given to no one to receive complete tokens of the esteem in which he is held . . . I know you carry with you the blessings of thousands . . . Your record stands as an inspiration to us all.

"I bid you all hail, and God speed."

It was signed by Grady Gammage, and it expressed eloquently the sentiments many thousands of Arizonans wished to express for Grady Gammage himself on the occasion of his untimely death at the age of 67 on December 23, 1959.

Arizona State University stands today as a great monument to many people-to Charles Trumbull Hayden, John S. Armstrong, Anson P. K. Safford, Hiram Bradford Farmer, Arthur J. Matthews and to thousands of others who have worked hard to support it, serve it, develop it and spread its fame. But to none of these is it so much a monument as to Dr. Grady Gammage, who took the reins of a small state teachers college and guided its development into a great, multiple-purpose university.

Ernest J. Hopkins, professor of Journalism, emeritus, and Alfred Thomas Jr., registrar and director of admissions of Arizona State University, recently have had published a book, The Arizona State University Story, which chronicles in detail the colorful history of the founding and growth of that institution.

After reading both this book and Professor Martin's, someone recently remarked, "The University of Arizona and Arizona State University may be 249 years younger than Harvard, but to me the wonder is that Arizona, faced by the many and extreme difficulties it was, has had the vision and just plain courage to build not one but two such fine universities.

"It's a real tribute to the still strong pioneering spirit of this remarkable State of Arizona."

Fungi FRIEND OR FОЕ Photographs and Article By Willis Peterson

Sylvan glades, grassy meadows and delicate flowers are not all of nature's beauty which spring from the ground to enhance our forests. A whole classification of plants, called fungi, produce some of nature's most bizarre patterns and colors, and, indeed, without which the Arizona forest would scarcely be the enjoyable place it is for summer recreation, nor would it yield profitable stands of timber, nor would it provide lush grazing for cattle.

If it were not for bacteria and fungi-produced decay, fallen and dead bodies of even small plants, as well as the forest giants, would pile up in an utterly chaotic manner. Little, if any, of the nitrogen compounds released through decomposition, and needed by all green plants for growth would be present. And, since the existence of green plants is the basis of all life on this planet, our very well-being would soon come to an end.

By acting as scavengers, the fungi which live upon and decompose dead plant and animal tissue become an essential part in the economy of nature.

To look for fungi poses little, if any, problem. A piece of moist bread lying for a few hours in a warm cupboard may soon display a green mold, a type of fungus. And, incidentally, the baker's yeast that caused this same bread to raise is yet another species in the fungi family.

Fungi spores are constantly drifting in the air. Some create mushrooms and oddly shaped little shelves growing outward from tree trunks which we see on walks through the woods. Others may fall upon our food, orlodge between our toes, as in the case of athlete's foot. More seriously, we may breath in spores which cause valley fever, a fungus-induced infection attacking the lungs. Ironically, the physician treating this disease may prescribe penicillin for its cure, as well as other antibiotics. A common household word, penicillin, is, in itself, a derivative of another type of fungus.

There is little we can do to escape contact with the vast distribution of fungi, or for that matter, we wouldn't want to, because all forms of life are inexplicably hinged and balanced with each other.

From equatorial jungles to polar caps, wherever there are living plants or animals, fungi of some sort are to be found. Some recent estimates place the number of species as high as 250,000. As yet, less than one-third have been described.

Fungi, like other plants or animals, adapt themselves to many conditions. Forests with deciduous and conifer trees yield the greatest variety of fungi species. In meadows, where animals have been grazing, there may be whole areas where the fungi flora is associated with dung. Logging clearings and timber yards, such as found in the White Mountains of Arizona, are habitats where hundreds of varieties flourish. Even burned tracts caused by forest fires display special types, probably due to the wood ash. Leaf duff, underfoot on the forest floor, provide choice haunts for other fungi.The mildews, molds, smuts, and rusts usually affect our crops, foods, and fabrics. There are also the woodrotting fungi, and other genera, including puff balls, cup fungi, and mushrooms. Broadly speaking, all these forms fall into two groups, parasitic, those which live upon