San Jose State College - La Torre Yearbook (San Jose, CA)

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Photo by French

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Land, brick and mortar have played an important role in the growth of SJS. A month after the Class of 1960 arrived, the new three-story library addition was finished, and during that same school year the mens gymnasium wing was completed. A year later, in the fall of 1957, these students, as sophomores, returned to classes in the new Science Building and Centennial Hall, a new three-story classroom building. A new story was added to the Spartan Shop, and in November administrative offices were moved from Tower Hall to a new two-story location at Seventh and San Fernando. The Spartan Cafeteria began operation in 1958, replacing an under- sized cafeteria managed for years in the home economics building. These buildingSJWhich the Class of 1960 helped initiate, were only a small part of a long- range, large-scale building program. Memorial Chapel had opened in 1952. The Engineering Building and the Music Building were both completed in 1958. The Speech and Drama Build- ing opened in the fall of 1954. The old bookstore, which had been housed in temporary barracks in the area now occupied by the library, gave way in the fall of 1955 to the present Spartan Shop. Departing seniors have seen the campus expand from Seventh to Ninth Street, with the completion of the Art and Health Buildings in an area where hundreds of student and faculty automobiles were formerly parked. This year, for the first time, faculty members occupy their own oHice building located between the womens gymnasium and Tower Hall. The college once consisted of a single building. It was leveled by a disastrous fire in 1880, but was promptly rebuilt. It was again demolished by the great earthquake of 1906. Tower Hall, a now famous campus landmark, was built in 1910, and the Morris Dailey auditorium, named for the colleges late president, was added in 1920. In 1935 the academic sc0pe of the school was expanded to include fields other than teacher training. In the same year the college took on its present name. Education continues to attract the majority of students, but competent Engineering and Business Departments boast a large enrollment. A total of 141 majors were offered in 1958-59. The year previous to the arrival of the Class of 1960 only 129 majors were offered. The number of majors in non-degree programs has dropped from nine to five, while the number of BA majors offered has been reduced from 61 to 49. Bachelor of Science majors, however, have increased from two to 20, and Master of Science majors from none to six. Many new courses have also been added to the evening program. In the fall of 1955, evening classes numbered 150, none of which were physical science courses. At present, more than 325 classes are scheduled and over 400 students are enrolled in the physical sciences alone. Due to the rapid expansion of the graduate program, 6070 of the limited students enrolled in evening courses are graduate students, compared to 2070 in 1955. In 1958 San Jose State College received accreditation from the Western College Association, Engineers, Council for Professional Development, State Board of Education, American Chem- ical Society, American Council on Education for Journalism, NationallCouncil for Accredita- tion of Teacher Education, and the National League for Nursing, Inc. SJS today stands at the threshold of full recognition, further diversification of curriculum, continued elevation of academic standards, and an augmented program of building, growth, and expansion. And so, the Class of 1960 regards in retrospect the years which have brought them thus far. Research by KayAthos

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The College It is acknowledged that each student has his own dehnition of college. 'Each student seeks some- thing particular for himself. As he enters school he may not be cognizant of it ; he may not know even When he graduates. Enrollment is a conversion from name to number, and the student soon becomes just a part of the IBM room. It is disturbing to some-this obeisance to a cold, calculating machine-but others are never affected by its implication. But to each who follows this maze of mass motion there is just one, and that is himself. Confusion reaction, rationalization, frustration, and loneliness are felt by one-by each-student alone. There are, however, opportunities for intellectual, psychological, and social development. There are services available to aid the student in every aspect of his educational career. He Will leave college a different person. How and What he becomes is dependent upon his interpretation of education, his awareness of the services and facilities available, and his use of them.