Celebrating Santa Barbara High School's 125 Years

Quarterly Magazine Or- The Santa Barbara Historical Society Vol. XLVl, No. 3

Autumn 2000

Celebrating Santa Barbara High School’s 125 Years

The Santa Barbara Alumni Association dedicates this issue in loving memory to

T)oi20cb3^ CQsscpaLL CBi2ul3eck We would lilie everyone to know about Dorothy’s long and distinguished service to Santa Barbara High School and this Association. She dedicated almostfifty years to Santa Barba ra High School and authored A Salute co 100 Years: Santa Barbara High School 18751975for the cenLmnial celebration. As a result ofher research our present Alumni Associa tion was fonned with one simple mission in mind: to promote the welfare ofSanta Barbara High School and its students. Although not a graduate, Dorothy became a charter member ofthe Alumni Association and was editor ofthe twice-yearly newsletter.

Dorothy is ranembered by her students and fellowfaculty members as a devoted teacher.

She was advisor to the Olive and Gold yearbookjor several years, and advisor to the weekly school newspaper. The Foigt,for almost twenty-five years. Her style was simple but effec tive:insist upon excellence, and draw that excellencefrom a wide variety ofstudents through gentle humor, determined effort, and uncompromising standards. Students who worked un der her direction raised the level oftheir workto meet her standard. When it was all over, they admired her, thanked her, and loved her.

We present her ccnnmitmait to Santa Barbara High School as an example ofthe loyalty the school can inspire.

—John Campilio Front cover photograph shows main entrance to Santa Barbara High School, in Olive and Gold, 192^. Backcoverimageis a detailfrom the igzbOlivt and Gold. All images arefrom the collections ofthe Santa Barbara Historical Society unless noted otherwise.

INFORMATION FOR CONTRIBUTORS: NOTICIAS is a quarterly journal de voted CO the study of the history ol Santa Barbara County. Contributions of articles are welcome. Those authors whose articles are accepted for publication will receive ten gratis copies of the issue in which their article appears. Further copies are available co the contributor at cost. The authority in matters of style is the University oj Chicago Manual ofStyle, 14th edition. The Publications Committee reserves the right to return submitted manuscripts for required changes. Statements and opinions expressed in ar ticles are the sole responsibility of the author.

Michael Redmon, Editor Judy Sutcliffe. Designer

© 2000 The Santa Barbara Historical Society 136 E. Dc la Guerra Street, Santa Barbara, California 93101 ● Telephone: 805/966-160: Single copies $5.00 ISSN 0581 -5916

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I^oi2e\v>o]2b As the proud principal of Santa Barbara High School, it is indeed an honor to write an introduction to this journey through our hrst 125 years. As a native Santa Barbaran, I was fortunate to be able to attend Santa Barbara Junior High School and San ta Barbara High School. As part of a long family tradition of SBHS graduates, I left in 1957. I taught for many years at SBHS (Math Department Chair) and became the school principal in 1995.

The rich diversity, dynamic extra curricular programs, and exceptional edu cation provided by SBHS have always served me well. My mother and grandfa ther are also graduates of SBHS, as are my brothers, my sister, my wife, and my two children. My granddaughter is looking for ward to being a member of the class of 2008.

For seventy-hve years, the current San ta Barbara High School campus has exist ed as an exceptionally beautiful and friend ly setting in which students can learn and teachers can teach. In 1988, we were rec ognized as a California Distinguished School. In 1997, we received a maximum,

six-year term of accreditation from the Western Association of Schools and Col leges. We are thankful for the strong sup port of our parents and community, and for having one of the top alumni associa tions in the entire nation.

When those who have walked these halls reminisce, they speak of pride, tradi tion. and diversity. These qualities have been a constant. The addition of more Honors, GATE, and Advanced Placement opportunities over the years has served to increase the quality of education.

One of the strongest indicators of the academic status of any high school is the number of early admissions to major uni versities, Gaining early admission to any major university is a singular honor for both the student and the school. Our cur rent list (March 29, 2000) is truly excep tional. Members of the SBHS of 2000 have received early admissions to Arizo na, Chicago, Michigan, George Washing ton, Brown, Harvard, Yale, two to M.I.T., two to Princeton, two to Univer sity of Pennsylvania, two to Brown, and three to Stanford.

J. R, Richards Principal Santa Barbara High School Class of 1957

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Tlie second school escablished in Alta California opened at the Santa Barbara Presidio for soldiers and

children in 1795. By 1834, there were three primary schools in California, one of which was in Santa Barbara. A local pupil of about 1840 remembered that she went to a school in an "adobe house where a Spaniard taught many new things, but when he said the earth was round, all laughed out loud!"^ In 1846, Santa Barbara came under American control when Major General John C, Fremont raised the Scars and Stripes over the town. Education was a high priority for the new American resi dents. The Santa Barbara School District

was founded on June 6, 1866. In addition CO the public education program, Santa Barbara College opened in 1869, though it lasted only a few years, and served as a boarding school for students of all ages.

The first public high school program in Santa Barbara commenced in 1875 on the second floor of the Lincoln Elementary School, located between Coca and Ortega streets, and Anacapa and Santa Barbara streets. Here, forty students studied alge bra. ancient history, astronomy, English, the history of education, and Latin. This high school program was one of the first in California.

The American high school emerged during the nineteenth century from earlier,

47

SANTA BARBARA HIGH SCHOOL

largely private academies. Among stu dents who completed the eighth grade in

THE AUIHOK; Dr. Alan "Lanny” Eben-

the United States during the nineteenth

sLdn is a Santa Barbara High School gradu ate and past student body president. He re ceived his Ph.D in Political Philosophy from

century, very few continued formal educa tion, As late as 1900, only about one

the London School ofEconomics and Political American young person in ten attended During the nineteenth century, there

Science in ig88. From iggo to igg8, he served on the Santa Barbara Board of Education.

Dr.Ebenstein is the aixthororco-authorofsix

were not the age requirements to attend

books in the history ofpolitical and economic

high school that later developed. To at attending college in the twentieth century,

thought. He is the son ofthe late, internation ally-hjKfwn political scientist, Dr. William Ebenstein.

both in the percentage of young people

AUTHOIiS

who enrolled and the age of these young

Dr.Sey Kinsell suggested and arrangedfora history ofSanta Barbara High School to be published try the Santa Barbara Historical

high school.

tend high school was somewhat similar to

people. Of the 1897-98 enrollment of 172 in Santa Barbara’s high school program, seniors varied in age from sixteen to twen ty-five, juniors from sixteen to twenty, and sophomores and freshmen from thir teen to nineteen.^ Also, graduation

rates

were

much

smaller. During the early 1900s, about one-quarter to one-half of students who enrolled in high school graduated. Again,

ACKNOWLEDQEMEmS:

Society. He was assisted by a Santa Barbara Hjg/i School Alumni Association committee that included Bob and Lynn Burtness, John Campilio, Christirta Cavallero, Helen Cor nell, Maxine Crandall, Dee Qronbeck, Joan Jennings, and Maureen Masson, Lynd?i Williams-Terres. Dorothy W. Brubeck, A Salute to 100 Years: Santa Barbara High

this is more similar to later college gradua

School 1875-1975 (Santa Barbara High School Alumni Association, 1975),is a valu

tion figures than current high school grad uation rates.

able resourcefor Santa Barbara High School history, and some ofthis tvork is incoporated

During the nineteenth and early twen

here without always utilizing academic cita tion.MichaelJ.Moropoulos,”The Historical

tieth

centuries, American

public

high

schools were typically for college prepara tory students, but the high school pro gram in Santa Barbara was something of an exception to this larger national trend.

While even in Santa Barbara, the focus of the high school program during the nine teenth century was college preparation, there was also a broader focus here. In part, this may have been a result of the greater proportion of young people en rolled in the local high school program

ABOVE LEFT: The second floor of Lincoln School on Cota Street became home to the first public hgh school classes in 1875. T.N.Snow,the first principal,stands at the right in a white hat.

Development ofSanta Barbara High School” (MAl thesis, University ofSouthern Califor nia, 2963)is exceptionally usefid. John CampiUo wrote a history ofSanta Barbara High Schools past twenty-five years,some ofwhich is incorporated in the last section. Bob Burt ness provided historical information, reviewed the text, and provided editorial suggestions.

Helen Cornell’s Alumni Association scrap books were another resource. Claud Hardesty and Mike Couch also provided information.

Lisa Lunsford assisted with historical re search. David Angus and Jeffrey Mirel, The Failed Promise of the American High School 1890-1995 (New York: Teachers College Press, iggg), among other sources, provided injbrmation on larger historical trends.

48 chan elsewhere around the nation. Some thing like a quarter of eligible young peo ple attended high schtxii in Santa Barbara in 1900. two to three times the national average.

Generally successlul academic records were compiled by local high school stu dents during the nineteenth century. This in part reflected a system in which only more intellectually capable students pro gressed to high school chan later became the case. "Deportment” ratings for stu dents were somewhat higher chan academ ic racings. While academic ratings were typically in the higher 70s, deportment racings were in the 90s.^ In 1899, a "privilege system” was in troduced. Students who demonstrated good behavior received certain privileges such as the opportunity to talk in study hall and seat selection. According to Mi chael Moropoulos, in his history of Santa Barbara High School, "tardiness seemed well controlled in the fall semester but spring fever obviously influenced punctu ality during the second semester.”'^ Appar¬

NOTICIAS

ently, some things never change.

There is some discrepancy regarding the high school program's administrative leadership during the nineteenth century.

T. N. Snow was apparently the first prin cipal and may have served in this capacity for over twenty years, though neither the title nor the name of the school may have been used during this time. He was fol lowed by Superintendent of Schools C. Y. Roop, of whom it was said in an 1897 school district organization plan chat he was to be "principal of the high school and teach in the high school such portion of his time as may be spared from his oth er duties.”

The first permanent student records for the high school program in Santa Bar bara date from 1893. These reveal that a freshman was required to enroll in physi ology, botany, or zoology; Latin; English; algebra; and civil government. The sopho more course of study was similar, except that sophomores were required to enroll in geometry rather than algebra, and chemis try instead of a biological science. Juniors

Qrawing enrollment necessitated a move to the San Marcos Building, at the southwest comer ofState and Anapamu streets, in iSgb.'Ihe building was theformer home ofSanta Barbara College. Kent report edly was $2,000 a year,'[he building to the left is the Presbyterian Church.

SANTA BARBARA HIGH SCHOOL

r1

r

49

1

I Students march towards the comer ofDe la Vina and Anapamu streetsfor the laying ofthe cornerstone of Santa Barbara High School’sfirst permanent home,November igoi.

took plane geometry, physics, and etymol ogy. Seniors’ course of study included Eng lish, general history, solid geometry, an elective in French, astronomy, and geolo gy. Post-graduate instruction was availa ble in Latin. German, and trigonometry.

n

While a high school program in Santa Barbara was initiated in

1875. the program was small, and it was not until January 20, 1900. that a high school, as distinct from a high school department, was established in the Santa Barbara School District. This action was taken in order to assist the passage of a bond measure to construct a permanent Santa Barbara High School facility.

There have been four locations of the high school program in Santa Barbara over its 125 years - the second floor of Lincoln School from 1875 until 1896, the San Mar cos Building (former location of Santa Bar-

bara College) on State and Anapamu streets between 1896 and 1902, a campus at De la Vina and Anapamu streets from 1902 to 1924, and, finally, 700 East Ana pamu Street from 1924 to the present.

Santa Barbara High School was officially established on May 20, 1902.

Enrollment in the high school program grew from forty in 1875 to approximately one hundred in 1892 to nearly two hun dred in 1897. The number of graduates in creased from two in 1878 to fourteen in 1896, the last class to spend its senior year in Lincoln School.

Crowded high school conditions were reported in an 1890 newspaper article, which referred to the "dark war cloud”'^ that hovered over Santa Barbara's schools as a result of too little space. The Board of Education leased an old Baptist Church in which to hold classes, but a teacher, a Miss Varner, refused to conduct class in a

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';*»’6’«>vvkX^v

Construction workers gatherfor aportrait while working on the new high school building igoz.

building she considered unfit in which to teach. Other students were sent to a

The new Santa Barbara High School’s cornerstone was laid on November 30.

grammar school classroom, but this also proved unacceptable.

The situation of inadequate high school facilities was finally resolved six years lat er when the San Marcos Building was leased as a temporary site for a separate high school. In 1898. a bond was placed on the ballot to build a high school facili ty, but this under-publicized $50,000 measure was defeated.

1901, and the school opened the next year. The building was described in a Chamber of Commerce publication as a "magnificent structure of rough-hewn sandstone containing a large assembly room, several offices, three laboratories, a

In 1901, an advisory vote was held to ask the citizenry whether they wished to establish and maintain a permanent high school. When the answer was yes by a very comfortable margin, a $60,000 bond for a high school was placed on the ballot.

This bond measure was successful.

library, an art room, and 12 classrooms.’’^ The capacity of the new building was ap proximately three hundred, enough to al low an increase in enrollment of approxi mately fifty percent.

A 1906 Chamber of Commerce publi cation described this first Santa Barbara High School’s program: The High School Faculty consists of a Principal and eight Heads ojDepartments— Mathematics, English, History, Science,

SANTA BARBARA HIGH SCHOOL

High School Santa Barbara, Calif.

● .»● : f'; '●

77i€ result ofthdr efforts.

Latin, Art, Modem Languages and Com mercial, and three assistants.

All subjects except Qreek, which are re quired for admission to the various courses of the two great universities of the State [the University of California and Stanford], are offered free of cost to all who have completed the elementary course in the grades.

The laboratories are equipped with the best of modem appliances, and each depart ment is furnished with a carefully selected li brary ofr^erence works, charts, maps, etc. In the commercial department a complete busi ness training is given in connection with a regularfour year High School course, and in addition a special two-year course is offered, consisting of shorthand, type-writing, book keeping, businessforms, etc.

The Art Department has an unusually fine collection of models and pictures. It offers customary courses required by the university, in addition to special courses. Wood carving has been recently added.

Both vocal and instrumental music is of fered to those who desire it. There is in con nection with this department a good school orchestra which furnishes musicfor all High Schoolfunctions.

A debating society is maintained by the pupils, and the school is a member of the Southern California Debating League, hold ingjoint debates with the other High Schools of the League. Training in declamation and in oratory are also given.

In all forms of athletics, base-ball, foot ball, tennis, basket ball and track work, the school takes high rank. It is a member of the Southern California Association and has won several trophies.

All ofthese privileges are open to all those who are so fortunate as to be dwellers in this 7

fairy land beside the Western Sea. Santa Barbara High School and the Santa Barbara School Districts have played a significant role in development of the institutions that subsequently become

52

the University of California at Santa Bar bara and Santa Barbara City College.

While the roots of UCSB are usually traced to the Anna S.C. Blake Sloyd School, in fact, the public educational roots of UCSB may be found in Santa Barbara High School.

In 1908, Santa Barbara High School or ganized a junior college on its grounds for 13th and 14th grades, the second public junior college in California. While the Blake Sloyd School had been organized a number of years before, it started as a pri vate school, and it was not until 1909 chat it became a state public "normal” school-a teacher training school ("normal” derives from the French term for teacher training schools). Subsequently, in 1921, state leg islation allowed the transfer of junior col lege classes to state teachers colleges, and the thirteenth and fourteenth grades moved from Santa Barbara High School to what was now Santa Barbara State Teachers College on the Riviera.

The public junior college that started at Santa Barbara High a year before organi zation of the state normal school played an important role in the development of Santa Barbara State Teachers College. Ac cording CO Waldo Phelps in his biography of his father. Clarence Phelps, President of Santa Barbara State Teachers College, in 1921, ". . . Santa Barbara Junior College, established by the Santa Barbara High School District in 1908, was taken over by the State College.” In the words of Pro fessor William Ellison; The Santa Barbara Junior College was mainly engaged in preparing students aca demically jor admission as juniors into the University of California, Stanford, or other universities or colleges It was clear to discerning President Phelps that the annexing of the local junior college could have desirable results. It would

: NOTICIAS

add to the numbers in the college and increase the proportion of men on the campus. Also it would necessitate additional academic stud ies so that those enrolled could get the ap proved preparatum neededfor transfer to uni versities as juniors after two years ofjunior college studies. Tie increased enrollment would justify the addition ofafew more well equipped teachers in academicfields.^ Santa Barbara State Teachers College became UCSB. UCSB’s earliest temporal roots as a public college are found in Santa Barbara High School. In 1946, the Santa Barbara High School District reestablished Santa Barbara Junior College, from which Santa Barbara City College developed.

The focus of Santa Barbara High School during the early 20th century was not exclusively college preparation. As long ago as 1898, vocational courses in drawing and bookkeeping were added.

With the move to the De la Vina campus in 1902 came further development in this direction. Commercial English, commer cial math, and typing were added to the curriculum, as were courses in manual training. The Santa Barbara High School Manual in 1912 expressed the following purpose of the high school, somewhat in advance of broader national trends that expanded the typical high school program from exclusively college preparation into vocational opportunities, "Our aim is to ht students broadly, fundamentally, for their work in life; to offer preparation for college to those who desire further studyeven to bring the elementary work of col lege to them in Santa Barbara-to offer training in various types of work to meet the commercial, industrial, and cultural needs of all.”^ Among the teachers who inspired great general affection among students at the De la Vina campus was S. W. Robertson, referred to as "Daddy.” Robertson came

SANTA BARBARA HIGH SCHOOL

● ■A. ,

53

●

Citizens gathered in 1923 to celebrate the layii^of the cornerstone of the high school’s present home. May or J. E. Sloan, in top hat, addresses the crowd.

to Santa Barbara High in 1909 and stayed for 20 years. He taught everything from surveying to Latin civics, served as rollcall teacher for the freshman class, and acted as parliamentarian and adviser to the student council. His greatest influence was as adviser to the Quorum, the debating and oratorical society. Debate rivaled ath letics in popularity during the early twen tieth century, and was described by one yearbook writer as "mental sport.

De bates were covered in local newspapers.

Another prominent early teacher and ad ministrator was Jane Carroll Byrd.

In 1916, the school was overrun by rats. The student body organized a rat killing contest, with points given for each defunct rat. Each class elected a "rat cap tain," and to verify his points, each partic-

ipant had to affirm that his rat was genu inely from Santa Barbara High School and not an off-campus rodent smuggled onto campus to swell the total. Another sign of the times was given in a contemporary school rule that horses could not be hitched on school grounds.

During World War I, students joined the Junior Red Cross, collected clothes for Belgian orphans, bought thrift stamps, and established victory gardens. Juniors gave up class pins to buy war bonds, and the school band, orchestra, and glee club performed at civic functions.

William Wilson was principal of San ta Barbara High from 1901 to 1904, and A. E. Monteith from 1904 to 1908. H. O. Williams served from 1908 to 1910, and A. C. Olney from 1910 to 1913. C. A.

54

NOTICIAS

Hollingshead became principal in 1913 and remained until 1918. He was followed by the one-semester principalship of Paul Stewart. Following Stewart came Homer Martin, who served as principal from 1919 to 1930. During the early years of the 20th century, the administrative offices of the Santa Barbara School Dis trict were located at Santa Barbara High

School.

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While the campus on De la Vina Street was intended as a

permanent site, it quickly be came too small as a result of increased population in Santa Barbara and a larger proportion of young people attending high school. High school enrollment quadrupled from 164 in 1900 to 667 in 1920. The city's population, 6,000 in 1900, increased to 20,000 in 1920. "Over 500 students are

Walker Tompkins, "As long-time chair man of the Board of Education, Peabody was the prime motivator in the creation of the new Santa Barbara High School. Dur ing the period of time the new school was on the drawing boards, other directors kept bringing up the matter of an athletic field and stadium. 'Don’t worry about that,’ Peabody said cryptically. 'I am ■12 working on it.

The original Santa Barbara High School originally consisted of the main building and auditorium when it was con structed. The school became a three-year, tenth through twelfth grade high school with the move to 700 East Anapamu Street. Previously, the school was a fouryear, ninth through twelfth grade high school. The old Santa Barbara High site be came the location for the first Santa Barba ra Junior High. The new high school loca-

cramped into a building originally intend ed for 300,’’^^ the student newspaper, The Fcfrge, reported in 1915. To accommodate classes, the high school went on a nineperiod day and portable classrooms began to multiply on campus.

In 1916, a bond for $250,000 to build a

One of the primary benefactors of Santa Barba ra High School was Frederick Forrest Peabody.

The school’s Peabody Stadium was dedicated to htminigi^..

new high school was placed on the ballot, but this bond was defeated. Another bond lost four years later. Both the 1916 and 1920 defeats were in part reflections of financial uncertainty during World War I and its immediate aftermath.

Another bond issue was placed on the ballot in 1922,now for $450,000, and this proposal won easily, by a six-to-one mar gin. Santa Barbara High School was to have a new campus, where it has resided since. A year later, another bond issue in the amount of $150,000 was approved by the voters to furnish the school. Board of Education President Frederick Forrest Pea body donated $100,000 to build the stadi um. According to Santa Barbara historian

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56

NOTICIAS

High School’s enrollmenc increased from 667 in 1920 to just over 1100 in 1930, keeping pace with growth in the city of Santa Barbara, which grew from 20.000 residents to 34,000 during this decade.

Following new national trends, Santa Barbara High School emphasized both col lege preparation and vocational programs.

As high school enrollments grew and the

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student body became more intellectually diverse, high schools around the country offered more vocational classes.

The eight-block area the Anapamu campus encompassed by 1929 was in sharp contrast to the one-block De la Vina campus. Originally, the Anapamu campus was twenty-five acres, but a series of purchases increased the site to just over

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SANTA BARBARA HIGH SCHOOL thirty-nine acres during the 1920s. Follow ing the main building's construction, the building on Nopal Street was built in 1927 to house auto and machine shops, wood and print shops, and mechanical drawing classes.

In 1928, Peabody Stadium was used for a pageant in which virtually the entire school was involved, and which was high ly popular with the community. In its ear ly years, Peabody Stadium was also used as a baseball field, with home plate located approximately where the field house is now. Babe Ruth and Lou Gehrig played at Peabody Stadium in a 1930s tour; Ruth re portedly hit a home run that reached Anapamu Street.

The move from the De la Vina cam

57

school’s yearbook] are true mirrors of cheir times, the late ’30s and early ’40s were a period of joyous exuberance unsurpassed in the history of Clubs flourished, as a special period was utilized twice weekly for meetings.

Enrollment grew significantly at the high school during the 1930s, from eleven hundred students in 1930 to seventeen hundred in 1940. As a result of this growth in enrollment came, in 1939 and 1940, the addition of two attached wings to the rear of the auditorium. The field house was built in early 1941.

Then came December 7, 1941, a day that, as President Franklin Roosevelt said, will "live forever in infamy.” The Japa nese bombed Pearl Harbor. The United

pus occurred just in time, for the 1925 Santa Barbara earthquake badly damaged the old high school building. A high school yell following the earthquake was, "Shake ’em! Quake ’em! Break ’em! Santa Barbara! Rah!”

States was at war, and there was work to

The Great Depression, starting in 1929, had a significant effect on Santa Barbara High School.

As economic conditions worsened, more

employment increased, students were urged to apply for part-time jobs.

An Emergency Defense Committee was created by the student legislature in January. 1942, to "seek out, initiate, and. if desirable, supervise activities helpful to

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students than were really needed were al lowed to work in the cafeteria to earn lunches. The PTA established a fund to help students stay in school. The Scholar ship Society was typical as members di rected funds usually used for their Christ mas banquet into relief projects. Seniors voted to reduce the yearbook to the status of a small magazine. The historical murals in the high school’s entrance were part of a Works Progress Administration(WPA) endeavor.

The employment situation improved a few years later. The Depression began to ease, and. according to Dorothy Brubeck, "if The Forge and the Olive and QoWfthe

do. Students and faculty responded to an appeal to work in the fields to save the lemon crop, which produced eighty per cent of the South Coast's agricultural in come at this time. Others worked in Goleta’s tomato fields. As the demand for

the nation's war effort.”^® An emergency volunteer unit was set up to implement disaster relief regulations, with two boys from each homeroom assigned to first aid stations. A Junior Red Cross workshop was formed — girls stressed home nursing and first aid, and boys organized bicycle squads. When gasoline was rationed, stu dents who lived within twelve blocks of school were required to walk to campus.

Athletic teams traveled by train rather than car during World War II. Varsity football was suspended. Intramural sports were emphasized and basketball teams

58

NOTICIAS

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U.S. ?Aarincs called the field at Peabody Stadium home while they performed theirrelief and sentry duties in the aftermath of the earthquake.

played close to home, sometimes against service teams. The school band enter tained servicemen at the Goleta Marine Air Base (now the sice of UCSB). High school evening social events were virtually eliminated. The Boys’ League competed with the Girls’ League to sell war bonds.

School enrollment decreased as older students went to war. Many teachers left for military service as well. Enrollment at the high school, which reached a prewar peak of 1,715 students in 1939, declined to 1,320 in 1943.

The Forge contributed

photographic

The Drill Team of the Special Military Class pass in review during afootball game, igqa.

The student body organize a number ofprograms to help the war efjbrt. From the 19^3 Olive and Gold.

--Si -1

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59

SANTA BARBARA HIGH SCHOOL places CO the national scrap metal drive, published a front page column called "Uni form Notes’’ with news of alumni in the armed forces, and urged that war bonds and stamps be purchased. Demonstrating more tolerance than the larger society, the editorial page carried the following mes sage, "The Japanese boys and girls in our school should be treated just the same as always. There should be no name-calling, no derisive shouts of anger directed at an innocent fellow-student when his distant brother drops bombs on Manila.

Following the shelling of Ellwood by a Japanese submarine on February 23, 1942, students were issued identification tags and fingerprinted. Invasion was consid ered a real possibility. The 1943 Olive and Qold was dedicated to "chose serving in the Armed Forces and chose who will serve.”

An American flag on a blue cover indi cated the patriotic emphasis of the 1943 OUve and Qold. The 1944 book was small, and the traditional parting message to sen iors was written by Lieutenant Colonel Carl Ballinger, head of the ROTC. During the war, participation in ROTC greatly expanded.

Santa Barbara’s principal during the Depression and World War II was Har vey Holt, the longest-serving principal to date. He was principal from 1930 to 1955.

Former students remember him fondly.

His daughter composed the school’s alma mater, "Santa Barbara, Hail to Thee!”

Eighty-five Santa Barbara High School alumni lost their lives in service to their country during World War II. Fif ty-three years after the war's end. on Veterans' Day, 1998, a memorial was dedicated to the 112 Santa Barbara High School veterans who made the ultimate sacrifice for their country from World War I through 1988.

The 1950s were an age of Ameri can affluence and dominance. Af ter the Depression and World War II, the country was ready for more stable, prosperous, and peaceful times.

Soon after the war, during the 1946-47 school year, Loo/^.magazine selected Santa Barbara High as one of the forty-eight best high schools in the country.

By the 1950s, the public high school had become institutionalized in American life in close to its present form. In 1959, over eighty percent of American fourteen to seventeen year olds enrolled in high school. In affluent, municipal communi ties like Santa Barbara, particularly in California, the percentage of young peo ple participating in high school was even

higher.

As high schools served an increasingly large proportion of the population, they developed three tracks. In addition to the college preparatory track chat had been high schools’ primary aim since the acade my era of the nineteenth century, and the vocational crack chat grew with high school enrollment expansion during the Erst decades of the twentieth century, a general crack developed chat was neither necessarily college preparatory nor voca tional. The idea of the American high school, as distinct from educational prac tice in other nations, is to allow students flexibility in career paths and afford the opportunity to attend college.

The standard American public high school of 2,000 students drawn from all segments of communities is the great American socializing institution. A 1963 survey of Santa Barbara High students re vealed that something like one-fifth to one-quarter had parents who attended the school. It was during the 1950s that the tradition of painting the Arden cow on the corner of Milpas and Canon Perdido

60

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J-3Rgph^ Extra-curricular activities have always played a major role in student life at Santa Barbara High School. Here members ofthe school band proudly posefor the photographer in iqgy.

streets began. One high school student from this period recently recalled, "Practi cally everyone in town graduated from here. You’d go(to school)from kindergart en through twelfth grade. You can't ima gine the camaraderie. Back then the entire town turned out for games. After the game, people would go to the Rec. Center.

You had to cruise State Street and honk your horn.

The "Rec” was a place to mingle with students, not only from Santa Barbara High, but from visiting schools. It was a place to become acquainted with new peo ple and to dance to the rhythms of the Music Makers, most of whom were marching band members.

Among Santa Barbara Hi^ coaches during the mid-decades of the 20th centu ry. Clarence Schutte stands out. He built exceptional athletic and physical education programs. His contributions are memorial¬

ized by "Ye Ole Gang,” a group com posed mostly of his former students who hold an annual get-together to reminisce and raise funds for the high school's ath letic programs.

A number of famous athletes have passed through the high school, probably the most famous of whom is baseball Hall-of-Famer Eddie Matthews, who hit 512 home runs during his major league ca reer, and after whom Eddie Matthews Field at the high school is named. Other prominent athletes to attend the school in clude Jesse Orosco, who has pitched in more major league baseball games than anyone else, football playing brothers Sam and Randall Cunningham, basketball players Jamaal (Keith) Wilkes and Don Ford, golfer A1 Geiberger, and volleyball superstar Karch Kiraly.

Other famous Dons to have made their marks in other fields include financial in-

61

SANTA BARBARA HIGH SCHOOL

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As coach and athletic director Clarence Schutte was an outstanding leader ofthe high school's athletic programs. Here he isflanked by players Jim TAxaphy and Dowhower as they hold the trophyfor the ig6o C.I.F. ”AAAA”footballcfu2mpionship. Courtesy Santa Barbara High SchoolAlimniAssociation.

novator Charles Schwab, political leaders Gary Hart and Robert Kallman, John Northrop of Northrop Aviation, Oscarwinning animator Ward Kimball, and Pu litzer Prize-winning historian Leon Litwack. Hart, ASB president in 1960-61, served as an assemblyman and state sena tor, and was Governor Gray Davis’ educa tion secretary, Kallman served on the San ta Barbara County Board of Supervisors and in the administration of Presidents

ing for these projects came from an unusu al source. During the 1940s. the Santa Barbara High School District experienced signiEcant financial difficulties. It reached the limit of its taxing authority, and the District business manager suggested that the thirteenth and fourteenth grades, which had been discontinued when they were transferred to Santa Barbara State College over twenty years earlier, be re-

Ronald Reagan and George Bush. Santa Barbara’s two most influential community leaders of the 20th century, Thomas Storke and Pearl Chase, attended Santa

subsequently became Santa Barbara City College, and Santa Barbara High School had a new gym.

Barbara High around the turn of the cen tury, and Chase later taught at the high school briefly.

The current gymnasium at Santa Bar bara High School replaced an earlier one in 1950 at approximately the same location.

The pool was added the next year. Fund-

The 1959 openings of San Marcos High School and La Colina Junior High School, the move of Santa Barbara City College from the old state college quarters on the Rivi era to the Mesa campus, and the expan sion of UCSB pointed the larger commu-

newed. Thus was bom the institution that

VI

62

NOTICIAS

nicy in the direction it has moved ever since. Santa Barbara is an educational community. In the Santa Barbara secon dary school district, the openings of San Marcos and La Colina were followed by Goleta Valley Junior High in 1964 and Dos Pueblos High School in 1967, which cracked growth in the Goleta Valley fol lowing the construction of Bradbury Dam and the formation of Lake Cachuma dur ing the 1950s.

The 1960s was a decade of great change in American social mores. Until the 1930s, cosmetics were forbidden, for example, at Santa Barbara High School.

The joke section of an early Olive and Qo/dcontained this quip: There are girls around this school Who rouge andpowder andpaint; They think they're swell, and pretty, too.

But we wisefolks know they ain't.^^

one point during the early 1960s, the school had six ability level groupings. The following 1961 Santa Barbara secondary school district "Philosophy of Grading" provides an idea of the outlook at this time: Philosophy ofQrading A. Teachers should look grading rea listically, considering how their students would score in heterogeneous gwuping; they need to find out where their group stands in relation to other groups. Capable students should not be penalized because of their ho mogeneous grcfuping, nor should slow stu dents be given a false sense of accomplish ment through 'gift grades.'

B. The 'curve’should be d^nitely skewed in grading our homogeneous groups; i.e., a high percentage of'A’s’and 'B's’in the more capable groups, predominantly 'C’s in aver age groups, and 'Cs and lower in slow groups. A student talented in a special area (e.g., homemaking, music, art)should not be

During the 1920s, two girls were called to the Dean of Girls because marks sus

penalized.^

pected of being rouge had been found on

By the early 1970s, this philosophy had changed. There was more emphasis on heterogeneous ability grouping. Grad ing became a function of the individual class, not where students stood in the

their lockers. A 1939 The Forge editorial observed, "A timely problem in the high school is boys who don’t shine their shoes.

In the Spring of 1970, the Board of Ed ucation approved a request by the new Student Board of Education to relax dress and grooming codes. Previously, boys had not been allowed to wear their hair beyond a certain length, girls’ skirts had to reach to mid-knee, and they were not allowed to wear pants, shorts, eye shadow, or eye lin er. Cleanliness, health, and safety became the only new requirements.

During the late 1960s and early 1970s, as cultural change, particularly among youth, accelerated in the United States, there were a number of changes in the cur riculum at Santa Barbara High School. Ac

larger student body. There was grade in flation. Both the total number of units re quired to graduate and the number of spe cific courses required to graduate decreased. Electives were emphasized.

The number of class periods during the school day was reduced.

For a time during the latter 1960s, consideration was given to demolishing the high school building because of earth quake concerns. After an outcry from alumni, teachers, and others, additional tests were performed on the main build ing. It was determined that it could be preserved with rehabilitation, which was

SANTA BARBARA HIGH SCHOOL performed in 1970, Santa Barbara High School was saved.

Major building additions to the campus during this period included, in 1960, a

63 area was added in 1973. Exceptional plays were produced at Santa Barbara High dur ing the 1960s. Performances included Camelot and Hprnco and Juliet, the latter seen by over eight thousand people. Professional actors were brought in to work with students in "pro-am" productions.

Among future professional actors who re ceived their start at the school are broth ers Timothy and Joseph Bottoms. An ear lier graduate, Martha Graham, editor of the 1913 Olive and Qold, went on to world renown as an innovator in modern dance.

In spring, 1966, nationwide publicity came to Santa Barbara High through pub lication of a Time-Life special report, “The Young Americans; A Key to Under standing the 'Upbeat' Generation." Santa

Among the distii^uished graduates of Santa Barbara High are numbered dancer and chore ographer Martha Qraham, ABOVE, who served as editor-in-chiefofthe commencement is sue of the Olive and Gold in 1913. Financier Charles Schwab, BJQHT, graduated in 1955 u/itk hopes ofbecoming a lawyeroran en^neer.

classroom complex housing art, English, and vocal music classes in 1963 on the south side of what has become the quad, and three years later adjacent cafeteria fa cilities and an instrumental music room.

The library was also constructed in 1963.

In 1970, the two-story classroom building near the shops on Canon Perdido Street was added for industrial arts, journalism, and English classes, and the twoclassroom complex near the horticultural

Barbara was the only high school featured in the 114-page booklet because of its "at tractive campus, high academic standing, 24 and good cross-section of backgrounds.

Principals during the 1950s and 1960s were, following Holt, Doug White and Claud Hardesty. Hardesty served as prin cipal of Santa Barbara High School for

64

NOTIOAS

thirteen years, and continues to be in volved to this day, regularly attending sports events.

The cultural upheaval in American so ciety during the 1960s was reflected at Santa Barbara High not just in relaxed dress codes and curricular adjustments, but in new attitudes both by students and, in time, faculty and parents. Yet these changes can be overemphasized. The es sential high school experience and pro gram remained similar for many students.

Issues of socioeconomic di versity and racial and ethnic integration confronted Santa Barbara High School, as many schools in the United States, particularly during the 1960s, 1970s, and 1980s. School districts in California practiced racial segregation for many years. During the early 1860s, state legislation was passed that prohibit ed "Negroes, Mongolians, and Indians” from attending public schools with Euro pean American students. The state super intendent was authorized to "withhold from the district ... [its] share of the State School Fund”^ if it could be shown chat students from these minority groups at tended the regular public schools. Later legislation required school districts to pro vide an education for African Americans, Asians, and Native Americans, but al lowed the establishment of separate schools, which is what a number of dis tricts proceeded to do.

From 1880 to 1920, many school dis tricts slowly dismantled their separate schools for African Americans and Asians, due to changing public attitudes and econ omy. During the 1880s, state legislation was passed allowing African Americans to attend any public school they wished.

Much of the legal segregation aimed at students of Chinese or Japanese descent

lasted well into the 1900s, however, as did segregation against Native Americans.

In the period 1850-1920, there was rel atively little segregation practiced against Latinos in California schools, primarily because there were relatively few in the state. People of Mexican descent did not become the largest minority group in Cal ifornia until 1930 when, because of a va riety of factors, the population of Mexi cans and Mexican Americans almost tripled during the 1920s from about 120,000 statewide to about 370,000.^® With increasing enrollments of Latino children came increasing discrimination.

Many school districts in southern Califor nia, although not the Santa Barbara Ele mentary or High School Districts, orga nized "Mexican schools.” These schools were established by law or by strategical ly-placed boundary lines chat were de signed to achieve segregation. European Americans who would have had to attend one of these schools were often free to transfer elsewhere. School districts also achieved segregation through the designa tion of separate classrooms for European American and Latino students within schools.

During the nineteenth century, Santa Barbara High was an almost entirely Eu ropean American school. Of 137 gradu ates from the high school program at Lin coln School, only two had Spanish surnames.^ In one particular year at the San Marcos Building, there was only one Asian and three Latinos on the school reg ister.^® In the 1930 census, the city of Santa Barbara was approximately 10 percent Latino, 1.5 percent African American, and 1.5 percent Asian. It may be presumed chat Santa Barbara High School’s enroll ment approximately reflected these larger community figures, chough most minori-

SANTA BARBARA HIGH SCHOOL cy groups had a lower school enrollment rate chan European Americans.

In 1963, the first year for which school enrollment by ethnicity is available, Santa Barbara High was 18 percent Latino and 2.5 percent African American (data for Asians is not available). In 1999, the high school was 55 percent Latino, 3 percent African American, and 4 percent Asian.

The most significant milestone along che way of che retention of diversity at Santa Barbara High School was the 1981 secondary district boundary changes. In 1978, Santa Barbara High was 43 percent minority, and San Marcos and Dos Pue blos were each 13 percent. In che single year from 1977 to 1978, European Ameri can enrollment at Santa Barbara High de clined by 5 percentage points. The Santa

65 Barbara News-Press headlined che issue of "white flight.”

A temporary step toward retention of diversity at Santa Barbara High School and toward the creation of more diversity among the other high schools was a new transfer policy that precluded transfers that negatively affected ethnic balance among secondary schools. In addition, successful student exchange days were held among the three local public high schools during che early 1980s that in volved as many as one hundred students and which helped to break down stereo types of che schools’ reputations.

As a part of che 1981 boundary chang es to retain and promote ethnic and soci oeconomic diversity and balance through out che Santa Barbara secondary school

Santa Barbara High School has developed a reputationfor the high quality ofstudent productions. It is a reputation with a long tradition. Pictured is the iqioeffort, Pfzhard Sheridan’sThe Rivals, Courtesy Santa Barbara High School Alumni Association.

66

NOTICIAS

discricc, the Wescside was moved from Santa Barbara High to Szin Marcos; the Norchside was moved from San Marcos CO Santa Barbara; and Goleta Old Town was moved from San Marcos to Dos Pue blos. From the perspective of Santa Barba ra High, these changes resulted in the shift of most of the La Cumbre Junior High School students, who had gone on to at tend Santa Barbara High for over Mty years, to San Marcos.

As a consequence of these boundary changes and the new transfer policy, by 1985 Santa Barbara High had declined to 36 percent minority at a time when most high schools around California experienced a significant increase in minority enroll ment, and San Marcos and Dos Pueblos increased to 25 percent and 20 percent mi nority student enrollment, respectively.

Relative socioeconomic and ethnic balance among the high schools was achieved, and student diversity was retained at Santa Barbara High School.

In addition to the reconfiguration of high school boundaries in 1981, Santa Bar bara became a four-year, ninth through twelfth grade school. Since the 1924 move to 700 East Anapamu Street, Santa Barba ra had been a tenth through twelfth grade high school.

A district-wide decline in enrollment was the major factor in the 1981 decision to implement four-year high schools across the Santa Barbara secondary dis trict. In 1972, there were 13,000 students in the Santa Barbara secondary school dis trict, including all high schools and junior highs. Nine years later, in 1981, enroll ment dropped below 10,000, and the de cline continued until 1991 when enroll ment in the district reached a nadir of 7,500, less than sixty percent of what it had been two decades before.

Ninth graders were moved not only to

keep enrollment up, but because it was felt that they are better placed, academi cally and socially, with tenth through twelfth graders than with seventh and eighth graders. Many school districts around the United States moved from three-year to four-year high schools about the time Santa Barbara did.

Racial and ethnic consciousness in creased throughout the country during the 1960s and 1970s, and a similar evolution occurred at Santa Barbara High School.

The Black Students Union started during the early 1970s, and MEQ-IA was orga nized from a previous organization that dated to 1954.

a

Santa School 100th

Barbara High celebrated its m anniversary

1975. The Santa Barbara High School Alumni Association was formed in conjunction with this event. The Alumni As sociation has benefited the school in many ways, including the provision of almost $300,000 for scholarships, and undertak ing such projects as the Olive and Gold Garden in 1994 and Alumni Conference Room. The Santa Barbara High School Alumni Association has approximately 3,600 members, making it reportedly one of the six or so largest high school alumni associations in the United States.

The 1981 reorganization of Santa Bar bara High School as a four-year school has had significant repercussions. The ad dition of freshmen to campus has resulted in an enrollment about one-third larger than it would have otherwise been, has re duced the average age of the student body, and has lengthened the high school experience by one year.

Academically, Santa Barbara High School is a part of broader state and na tional trends to retighten the curriculum.

SANTA BARBARA HIGH SCHOOL More units and courses are now required.

Students take four years of English, three years of math, three years of science, and two years of social studies, as well as other courses. Again following broader trends, the Santa Barbara High School District has implemented a community service requirement that is proving suc cessful.

In 1997, the Board of Education imple mented a tighter dress code at secondary schools. More homogeneous skill-level grouping has been achieved through

67

GATE (Gifted and Talented Education).

Honors, and AP (Advanced Placement) classes, as well as ESL (English as a Sec ond Language).

Gene Snyder and Bill Jackson were coprincipals from 1970 to 1986. They pro vided, in John Campilio’s words,"a steady administration."^ They were always in the hallways to greet students. After Snyder’s retirement, Jackson served as principal from 1986 to 1989.

Rudy Aguilera became principal of Santa Barbara High in 1989, moving from

The.success that athletic programs at the high school enjoy today were built upon afyundation with deep roots in the past. Pictured is one ofthe 1907-08 girls’basketball teams. In this period, competition was strictly intramural. The yearbook noted some fifty girls took p<^rt in the basketball program. Courtesy Santa Barbara High School Alumni Association.

68

NOTICIAS

Santa Barbara Junior High, and served two years. He was followed by Andy Hernan dez, principal from 1992 to 1995. Hernan dez emphasized security issues, which at times met with student dissatisfaction, but

together a string of eight successive championships from 1988 to 1995, there by winning 10 of 11 titles from 1985 through 1995.

The most notable success stories in the

the campus became a safer place. He was followed by Vice-Principal John "J.R.” Richards, the first ex-Don to become prin cipal; Richards was also an ASB presi dent.

girls program are the consecutive champi onships of the girls tennis team (1978-81) and the girls water polo championships in the first two years of CIF playoff compe tition. In sheer numbers, the girls program has grown from participation in only a few sports to the development of a pro gram in which girls compete in every sport that boys do except golf and foot ball, and even here there have been two

The year 1991-92 was troubled at San ta Barbara High as it experienced three temporary principals in one year. In 1994, the high school received only a three-year accreditation from the Western Associa tion of Schools and Colleges(WASC), but recovered with a full, six-year accredita tion in 1997.

A major influence on Santa Barbara High School, as with all public schools in California, was Proposition 13 in 1978, which significantly limited property taxes and assessments. Proposition 13 was fol lowed by a decline in California spending per pupil compared to other states. For a time, a "pay for play” policy was initiated to participate in extracurricular activities, but this practice was ruled unconstitution al by the California State Supreme Court.

The period between 1975 and 2000 saw the Dons win QF championships in football (1989); basketball (1991); boys volleyball (1978, 1992); boys (1998) and girls (1998, 1999) water polo; and boys soccer (1975-77, 1995). The two most striking features of the athletic programs during recent years have been the extraor dinary run of championships in boys ten nis and the equally remarkable develop ment and expansion of girls athletic programs. The tennis teams set an unpar alleled record of championships from the early 1980s into the mid-1990s. The Dons won consecutive championships in 1985 and 1986, finished second in 1987, and put

girls who have been successful in the foot ball program.

Performing arts department programs have continued to excel during recent years. The madrigal singers have received national attention and traveled interna tionally. as have band groups. Building on past success, theater productions have been excellent, and efforts are underway to renovate the auditorium. The jazz band has been popular.

As with many high schools through out the United States, Santa Barbara High has implemented a P.A.C.E.(Parent and Child Education) Center and continu ation programs during recent decades, The PACE Center serves as many as thir ty pregnant teens and young mothers at a time, who are able to continue their high school education and receive instruction in parenting, along with, if possible, the fa thers. The program has been a great suc cess in increasing the high school gradua tion rate among student mothers, fostering responsibility, and resulting in improved care for infants and toddlers.

The continuation high school. La Cuesta, located at all three area public high schools, enrolls as many as one-tenth of high school students at some point dur-

SANTA BARBARA HIGH SCHOOL

69

Stxidcntsfile infor commencement at Peabody Stadium, igyo, the start ofa new phase in their lives. Tim Putzphotograph. Courtesy ofSanta Barbara High School Alumni Association.

ing their high school years. The continua tion program emphasizes reintegration into the mainstream high school program.

The introduction of a Multi-Media Academy at the high school in 1996 may herald a new direction. At broader state and national levels, the campaign to trans form education through use of vouchers and parental choice and the creation and expansion of charter schools, academies, and continuation and alternative schools and programs all indicate chat education is moving in the direction of ever-greater diversihcation. Another step in this direction is VADA-the Visual Arts and Design Academy. Also known as "schoolswithin-schools," academies feature an inte¬

grated and articulated curriculum. Efforts are being made as well to increase oppor tunities for students to take Santa Barbara City College and UCSB courses while still enrolled in high school.

Santa Barbara High School’s Scholastic Aptitude Test (SAT) scores are superior.

In 1997, approximately forty-seven per cent of seniors cook the SAT, and their combined math-verbal average score was 1123, placing Santa Barbara High in the cop eight percent of high schools in the state. Scores in following years have been similar. In 1998, the combined SAT of Santa Barbara High School seniors in creased to 1130.

The March, 2000, victory of Bond

NOTICIAS

70

Measure V in the Santa Barbara secondary school district will provide funds for the high school to be renovated and improved.

Consideration is being given to attempting to have some portion of the high school's buildings declared a historical landmark or to be placed on the national or state register of historical places. Santa Barbara High School has been fortunate to have excep tional teachers during recent years. More teachers from the high school have been

honored as "Santa Barbara County Teach er of the Year” than from any other school.

Ultimately, the students of Santa Bar bara High School are the school. They are the reason it exists and the ultimate meas ure of its success. During its first 125 years. Santa Barbara has established itself as one of the fijiest high schools in the United States. One can only hope that its next 125 years will be as, if not more, successful.

4

SWw'

Santa Barbara, Hail to Thee!

Santa Barbara, hail to thee!

Strong thy ties shall ever be; Son and daughter praise the name.

Honor thee and spread thy fame.

Learning and fellowship always thou art Deep-graven these on every heart.

Strong the ties shall ever beSanta Barbara, hail to thee!

—Doris Holt. Class of 1944

71

SANTA BARBARA HIGH SCHOOL

tioo?es 1. In Robert Nelson Christian, "A Study of the Historical Development of the Santa Barbara School District” (M.A. thesis, University of Southern Califor nia. 1963), 32.

2. Michael J. Moropoulos, The Historical Development of Santa Barbara High School (M.A. thesis, University of Southern California, 1963), 69 3. Ibid., 70.

4. Itnd.

16. Herb Andree, Noel Young, and Patri cia Halloran, Santa Barbara Architectore, 3rd ed. (Santa Barbara: Capra Press, 1995), 138.

17. Brubeck, 19.

18. Ibid., 20.

19. Ibid.

5. In Christian, 79.

20. Maureen Masson, interviewed by Sal ly Cappon in "Dawn of An Era: Santa Barbara High Marks 125th Anniver sary, Santa Barbara News-Press, 29 October 1999.

6. In Moropoulos, 54.

7. "The Public Schools of Santa Barbara,”

21. In Brubeck, 26.

22. Ibid.

8.

Santa Barbara, March 1906,16.

Clarence Lucien Waldo Phelps Phelps,” Noticias 42 (Summer 1996): 26.

9. In Moropoulos, 41.

10. In Dorothy Brubeck, A Salute to wo Years:Santa Barbara High School iSyy 1975 (Santa Barbara: Santa Barbara Alumni Association, 1975), 27.

11. Ibid., 14.

12. Walker A. Tompkins, SantaBarbara History Makers (Santa Barbara: McNally and Lofton, 1983), 356.

13. In Brubeck, 16.

14. Ibid., 16-17.

15. M.,17.

23. In Lanny Ebenstein, La Cumbre-’The Summit’': Celebrating 70 Years igg8-gg (1999), 7-8.

24. In Brubeck, 54.

25. In Charles Wollenberg, All Deliberate Speed: Segregation and Exclusion in California Schools, 1855-1975 (Berke ley; University of California Press, 1976), 14.

26. Ibid.. 109.

27. Moropoulos, 68.

28. Ibid.

29. John Campilio, "Santa Barbara High ihool, 1975-2000" (unpub. manuscript, 1999), 2.

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SANTA BARBARA HISTORICAL SOCIETY 2000 La Fiesta DdT^useo Contributors The Santa Barbara Historical Society wishes to thank and to acknowledge with pride the following individuals, businesses, and institutions for their most generous contributions to the Society's 2000 Fiesta Party; GRAND PATRON Ambassador & Mrs. Glenn I loldcn PA'FRONS

BENEFACTORS E-Wavc Investment, Inc. Gordon & Constance Fish Mid-State Bank Santa Barbara Bank & Trast

Roy & Elizabeth Edwards Lawrence & Astrid Hammett Derk & Fredericka Hunter Starbuck, Tisdale & Associates Keith & Nancy Marston Donald & Jo Beth Van Gelderen

SPONSORS Jean B. Archer Mr. & Mrs. David Borgatello Brooks & Kay Firestone John Mall Designs Mr. & Mrs. Frederick D. Johnson, Jr. MarBorg Industries

SILENT AUCTION CONTRIBUTORS ABC'Clio Publishing Company, Inc. Ablitt’s Fine Cleaners Sl Laundcrers Antique Market Place Baccio Cafe

Gentlemen Antiquarians John Godsey Jean Smith Goodrich Dec Gronbeck

Balance Bar Company Barbara Beall, Etcetera Baroncelli Linens Bartham & Associates

I laywards Heather House Antiques Ambassador & Mrs. Glen Holden

Bath Si Body Boutique Beckham Place Bikini Factory Borders Borrego Valley Inn Jan Boyle Annette Carrel Carey & Carry Antiques Casa de Seville Kathy Chalfant Mr. & Mrs. Charles Chapman Citronelle Cliffs & Co. CommunityArts Music Association Marcia Constance Country House Antiques Patrick & Marilyn DeYoung Lanny Ebenstein John Eilers Eliane Alexandre Int'l, Ltd Emilio's Betty Evans Fess Parker Wine Country Inn & Spa Fess Parker’s Doubletree Resort Fibula Fillmore & Western Railway Company Four Seasons Biltmore George & Kay Frakes Charlotte French Christina Gavin Gelson’s

Hammock, Arnold,Smith & Co.

Leslie Hovey Laurel F. Hunter Intimo Italian Grocery Ivano Vit of Santa Barbara J. Fredrics Antiques Beverley Jackson Jedlicka's Kaleidoscope Flowers Keeper’s Lighthouse Restaurant Le Cygnet Le Salon Le Spa MacFarlane, Faletti & Co. LLP Thad & Laurie MacMillan Magellan's James & Crcc Mann MarBorg Industries McDonald’s Malcom McDuffy Meredith Moore Catering Bob Meyer Mondavi Wines

Ratlisson Hotel Rams Hill Country Club Rancho Oso Bob Rau John Reynolds Ken 6e Mary Louise Riley Rincon Catering Ronald Wolfe & Associates S.R. Hogue & Company Sage & Onion Restaurant Saks Fifth Avenue Santa Barbara Airbus Santa Barbara Athletic Club Santa Barbara International Wine Auction Santa Barbara Museum of Art Santa Barbara Museum of Natural History Santa Barbara News-Press Santa Barbara Sailing Center Santa Barbara Symphony Santa Barbara 2ioo Santa Cruz Island Foundation Shalhoob Meat Co. Simpson House Inn St Paul Cleaners

Montecito Beauty Salon

Star Alchemy Stella Mare's Sullivan & Goss Books & Prints Summerland Market

Montecito Inn Mountain Air Sports National Broadcasting Company

Tccolote Book Shop Mr. & Mrs.Sherm Telleen The Cat & Mouse House

Northern Trust Bank Ojai Valley Inn & Spa One on One Training Paradise Cafe

The Upham Hotel 'Phtee Dog Bakery Travel Destinations

Pepper Tree Imr Peregrine Gallery Judy Hay Pochini Quatrine Washable Furniture

W A. King & Co. Wells Fargo Bank Albert & Cicely Wheclon C.K Williams

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NOTICIAS Quarterly Magazine of the Santa Barbara Historical Society P.O. Box 578 Santa Barbara, California 93102-0578

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