Chap. 2: The First Half Century, 1889-1939

[College on the Rio Grande: The Story of A Small School was written in 1989, New Mexico Tech's centennial year, by Paige W. Christiansen, emeritus professor of history at New Mexico Tech. It was published in a limited edition and is now out of print. Prof. Christiansen has given his permission for this web edition, to make Tech's history more widely available.

Please acknowledge him if you use material from this book. Please be aware that all references to "the present" in this book refer to 1989. Thank you.]

After its inauspicious beginning, the New Mexico School of Mines began to act out its historic role. This institution would serve the state and nation in numerous capacities, and its graduates would eventually be found the world over, holding responsible positions in several branches of the engineering profession and in scientific fields. But it did not immediately achieve status as an important and well-known institution, for in its early days it faced serious problems, both at the territorial and local level.

While the New Mexico School of Mines had established rudimentary physical and philosophical attributes of an institution of higher learning, its first years were shaky and fraught with discouragement. The School of Mines inevitably became involved in the vicious political struggles within the city and county of Socorro, and in the territory. Also, such an institution had to be staffed with people, and regardless of how hard the Board of Trustees or the administration tried, it was certain that mistakes would be made.

The population of the territory continued to grow -- a necessary ingredient in the conquest of the frontier province. Although the official census of 1890 gave the population as 153,076, most local observers felt that there were gross errors in the federal count and estimated the actual population at 185,000. Regardless, this represents a large increase from the 1880 figure. The ethnic make-up of the population also changed rapidly in the 1880s and 1890s as the immigration patterns shifted. In many areas the Spanish-American or Mexican-Americans were in the majority prior to 1880; the same groups became a minority by the turn of the century. This shift often led to serious conflict between old and new ethnic groups. Despite problems growing out of the increasing population, this growth gave New Mexico capabilities in terms of labor supply, capital, levels of business activity, transportation, and improved relations with the federal government, all of which allowed growth and improvements in other areas of endeavor.

This period was the railroad building age in New Mexico. As the decade opened, the Santa Fe Railroad reached Albuquerque and quickly built south through Socorro, San Marcial, Hatch, and finally, on March 10, 1881, Deming -- where the Santa Fe joined the Southern Pacific, building east from California. New Mexico was thus tied to the rest of the nation through the transcontinental rail system, Later in the decade, the Santa Fe built a line from Belen to the west coast, and the Southern Pacific continued east to El Paso and on to New Orleans, giving New Mexico two links in the transcontinental system. In the early 1880s, the Denver and Rio Grande-Western Railroad entered New Mexico from Colorado with narrow-gauge tracks that reached to Chama and eventually Santa Fe. This final link provided rail service to most regions of New Mexico and broke the age-old isolation that had hindered the territory's growth.

The railroad boom was married to the emerging mining boom, and branch lines quickly appeared, connecting the important mining camps into the system. In 1881, a short branch was built to the coal mines at Blossburg, in Colfax County, to supply coal for the Santa Fe locomotives. A similar line was built to the coal fields at Madrid, New Mexico, in the old Cerrillos gold district. From Socorro, the Santa Fe built west to Magdalena, then south to Kelly, to tap the rich lead deposits, a total extension of 30 miles. A line was built to Silver City in 1884, and on to the rich silver deposits at Lake Valley a year later. This line, 47 miles long, originated in Deming, Later, a spur was built from this branch line to the copper deposits at Santa Rita, then on to the mines at Hanover and Fierro. Another spur was built to the Burro Mountain copper deposits. Over this branch from Deming, and its spurs, moved heavy machinery destined for the stamp mills, concentrators, and smelters of Mogollon, Pinos Altos, Georgetown, and later, Tyrone.

The El Paso and Northeast Railroad built from El Paso to Carrizozo at the turn of the century, and the Southern Pacific eventually extended this line to meet with the Rock Island tracks for a connection to Chicago. The mining camps in the Jicarilla Mountains, particularly White Oaks, benefited from this line, as did the camps in the Sacramento Mountains. By 1900, the Pecos Valley was also tapped by rail connections from Pecos, Texas, to Clovis, New Mexico.

The railroads brought immense growth to New Mexico in many areas. They brought people in substantial numbers; between 1880 and statehood in 1912, the population grew four-fold. Steel rails also brought the benefits of advancing technology: the availability of new advanced heavy machinery for the mining industry revolutionized both mining production and ore reduction in New Mexico. Agriculture also made substantial gains, benefiting from new machinery for production and for development of water resources. The railroads stimulated growth of the timber industry as well. In addition to the boom period in mining, prosperity in other aspects of New Mexico's economy during the 20 years after 1880 was directly related to the several thousand miles of steel track cutting across the plains, mountains, and deserts of New Mexico.

To connect the various rail centers in New Mexico to the out-of-the-way places, a network of stage lines and freight companies was developed out of the earlier transportation system. Although long-haul stages and freight lines became obsolete with the coming of the railroads, there were many isolated communities -- agricultural, pastoral, or mining, that required freight service -- and the stagecoach and the freight wagon continued to be an important part of the historical scene until the internal combustion engine pushed them into obscurity.

In August 1894, the first serious storm broke over the school. Dr. Floyd Davis, first president, became involved in an argument over policy with the Board of Trustees and was forced to resign. He was awarded $800 for agreeing to give up a three-year contract of $4000 a year. One Socorro newspaper, the Socorro Advertiser, shouted mismanagement by the Board of Trustees and demanded their resignations. The Socorro Chieftain defended the Trustees, although it admitted that Dr. Davis had been a poor choice in the first place. The Socorro Advertiser was a Democratic paper, and the Chieftain was Republican. There is some question as to whether Davis was really at fault. The political infighting in Socorro was loud and brutal during these lusty days, and Davis might well have been the victim of political maneuvering. He seemed highly qualified when he was appointed. The Socorro Chieftain reported on June 9, 1893:

The election of Professor Floyd Davis to the presidency of the New Mexico School of Mines, located at Socorro, is an event of more than ordinary interest and importance in the realm of applied science. The development of the mineral resources of that young giant among the commonwealths of the southwest will call for the best efforts of men at once practical and scientific; and the call of one of Iowa's most brilliant and promising scientific men to such a field of labor will not only afford an excellent opportunity for the exercise of the high order of talent of which he is possessed, but will thus prove exceedingly advantageous to New Mexico and her people.

But the man went, and the school suffered under the weight of continuing conflict.

And this was not the end of the struggle, for wounds had been opened, and between 1895 and 1915 the salts of political wrangling continued to hurt the school. In 1895 a political battle erupted between the Democratic governor, William T. Thornton, and the Republicans who controlled Socorro County. Thornton had served on the original Board of Trustees of the School of Mines. To embarrass the Republicans of the county, the governor recommended the closing of the school, and further suggested that the agricultural school at Las Cruces be allowed to start a mining department to replace the school at Socorro. This was just the first in a series of suggestions over the years that the school be moved either to the University of New Mexico in Albuquerque or to New Mexico State at Las Cruces. Republicans in Socorro bitterly attacked the governor, implicating him in the hiring of Professor Davis. They continued by defending the need for the school in the interest of New Mexico's mining industry. The school survived the flurry of attacks and counterattacks but remained in a vulnerable position for many years.

Amid all the political battles, the staunch support of the people of Socorro gave strength to the school, and there is evidence of substantial growth between 1893 and 1900. It was fulfilling its basic function as a specialized school. At the same time, there was great optimism about the future of mining, despite the problems faced in the West because of the collapse of silver prices in 1893. It was felt that New Mexico would forever be a mining state; moreover, it seemed destined to be one of the great mining states in the country. This optimism was reflected in the Annual Report of the President of the School to the Board of Trustees in 1902, which stated,

Socorro forms the natural environment of a great mining school, just as similar surroundings have enabled the mining academies of Freiburg, Clausthal, and Prizbrim to attract students from all Europe, and from the civilized world.

While obviously an overly optimistic statement from a small school in a western frontier town, it shows the devotion to the idea. There was absolutely an inherent optimism in anything connected to mining in early New Mexico history.

In 1866, Dr. W H. McKee published a book entitled, The Territory of New Mexico and its Resources. One section was devoted to mineral wealth and the mines he saw or heard about in his travels through the territory. After discussing a number of specific mines and the mineral-rich regions, he came to the following conclusion:

"Already Nevada's product of the precious metals equals in value that of the far-famed and world-renowned California, and yet not one-fourth as many persons are engaged in mining operations in Nevada as there are in California. Idaho, Montana, Utah, and Arizona all yield largely of the precious metals, and Colorado gave $10,000,000 and upwards on an average each year for the three years of 1861, '62 and '63.

"New Mexico will yield equally as much, or even more, for the metals are known to exist within her in the greatest abundance, and capital only is required to develop the hidden treasure."

"Yes, it must be the fabled island of Antilla with its seven golden cities, the land of Quivira and the location of the fabled mountain of silver, all wrapped up in one, Come to New Mexico, you eastern men of capital, here one will find a theme for glory! Rich as California? Indeed! California produced as much gold in any one of her best years as New Mexico produced in her whole history."

The turn of the century showed some growth of the physical plant and continued student support, but the attacks on the school continued. In 1904, one of Socorro's best known figures, Elfego Baca, made a vicious attack on the school in an effort to have it closed. His main point of attack was the number of out-of-state students attending the School of Mines. Baca was practicing law in El Paso at the time. His efforts had little effect, and the school reached its largest enrollment prior to World War I in 1905. The Socorro Chieftain proclaimed, "Men may come and men may go but the New Mexico School of Mines will go on forever. " A comforting thought.

While weathering attacks from all quarters, and while building up its facilities, staff, and student body, the school initiated a number of actions to give valuable service to the state. In 1904, School of Mines personnel were responsible for the New Mexico display at the World's Fair in St. Louis. A full rail car was required to ship the state's exhibit, which was one of the most prominent in the mining and metallurgy building at the Fair. In the center of the display was a huge relief map of New Mexico twenty feet square. All the mineral products and natural resources in the territory were represented in different colors. With this was a large display in color showing the geological formations in New Mexico. With the map were several pyramids (eight feet high) of zinc, lead, and copper ores from the Magdalena Mining District, as well as four large cases displaying the various minerals found in New Mexico and a number of pictures of New Mexico emphasizing mines, minerals, and natural resources. The display promoted the School of Mines, but it also represented the mineral industries of the entire state.

In 1907 commercial analysis relating to mining and metallurgy was undertaken by the School of Mines. This was a requirement included in the original legislative act creating the school. There was wide demand in the mining districts of the Southwest for disinterested and scientific tests and practical investigations of various aspects of the mineral industry. By 1907 the school had acquired the necessary staff, laboratories, and equipment to make such work possible. A plan was undertaken to formalize independent analysis to further develop the mineral industries of the region, particularly New Mexico. Under the plan commercial analysis was initiated in three specific areas.

First was commercial assaying. This aided miners, mining companies, and prospectors in evaluating their properties. The assaying for gold, silver, copper, lead, zinc, and the common metals was carried on in all its various phases. All work done was run in duplicate and, in the case of any nonconcordant results, such assay was repeated. Determination of silica, iron, alumina, magnesia, and manganese as well as the rarer metals such as uranium, vanadium, nickel, and cobalt, was made according to the best methods.

Second was water analysis. The need for chemical analysis of waters for city water supplies, boilers and domestic use, and mineral and mine waters had assumed considerable importance by this time. The chemical laboratory of the school was fully equipped for this work and, in the case of bad waters, remedies and methods to be used to improve the waters for specific purposes were suggested. A considerable amount of work was done for various persons throughout the Southwest.

Third was fuel analysis. Another critical need emerging at this time was for scientific information regarding fuel values for the coals found in New Mexico. The school began a service that resulted in complete analysis and heat tests of coal from all the principal deposits in the territory.
The fuel and water analysis done by the school were the first such services in New Mexico and quickly made valuable contributions to economic development. For these services the school received standard fees. Commercial analysis proved to be a valuable service to the territory and later to the state of New Mexico and it served to enhance the revenue for the support of the School of Mines.

In 1915 the School of Mines, led by President Fayette A. Jones initiated the Mineral Resources Survey of New Mexico. The object of the survey was to encourage the development of the mineral resources of New Mexico by basic research and geologic mapping. The survey personnel (School of Mines faculty) investigated mineral resources, collected information regarding mineral deposits and the mining industry, and then presented the information obtained in bulletins and personal communications. The work of the Mineral Resources Survey was limited because no regular territorial appropriations were made for its support. The first bulletin published by the survey was The Mineral Resources of New Mexico, by Fayette A. Jones. The Mineral Resources Survey did not succeed in accomplishing the hopes of its founders. A few reports were published, but for many years its activity was sporadic, dependent on the initiative of individuals on the faculty rather than on a formal organization. In 1927 the commercial analysis functions and the work of the Minerals Survey were incorporated into the New Mexico Bureau of Mines and Mineral Resources, which was created by the state as a part of the School of Mines. These scientific functions were important precedents for a growing interest by the School of Mines in basic research and service to support the minerals industries, in addition to the school's primary function, education.

The period from the beginning of instruction in 1894 until the disruption of academic life that came with World War I was one beset by problems for the new institution. The school struggled to find a place in the territorial scheme of things. By and large it accomplished that. By 1915, the school was solidly accepted throughout New Mexico. While it did not show evidence of steady growth, it did show much the same pattern of growth as did other schools of the period. It was also at the mercy of the normal ebb and flow in the health of the mineral industry which underwent some severe fluctuations between 1890 and 1915. The growth pattern was steadily upward from 1894 to 1905, when school enrollment reached 127 students. From this high point there was a steady decline to a low of 19 students in 1918, during World War I. Despite all its problems -- political entanglements, erratic student enrollment, inadequate financial support, and the thousand and one challenges that were faced by the institution -- the New Mexico School of Mines did survive and laid substantial groundwork for future growth in research and service.

Prior to 1880, an overview of New Mexico mining was fairly simple because of the excitement, the rushes, and the productivity. After 1880 the picture changed dramatically. So many areas emerged as mining centers and so many more showed great promise, that the story became complicated and confused. Instead of small, isolated mining districts, one must think of regions. Instead of a few minerals, one must deal with a variety. As a result of this change in condition and attitude, the nature of mining began to change, along with the social and political aspects of mining regions. The tendency was to larger and lager units: larger mining districts, larger companies, larger capital outlays, larger production, bigger and better mills, expanded transportation facilities, more law, and bigger taxes. While the traditional small mining camp, with its multitude of individual miners and its local mining law, continued as an important factor, the changeover, although slow and subtle, was progressive, until by the end of the century, New Mexico miners had abandoned the old forms for the new, and a new epoch in mining history emerged.

The gradual shift in interest from precious metals to minerals such as zinc, low-grade copper ores, potash, petroleum, molybdenum, and uranium, all needed to feed an industrial America, largely destroyed the romantic age of mining in New Mexico. The big mining companies, which controlled vast amounts of capital, aided the process. But the death of the stark yet romantic mining camp must not overshadow the great gains made by the mining industry of New Mexico as a result of the shift in emphasis. Productivity, not romance, is the measure of success in mining, and productivity in the 20th century leaped ahead at a frantic rate, making New Mexico a major mineral-producing state. The romantic age created local excitement, picturesque ghost towns, and legends, but relatively low production.

World War I struck a serious blow to the aspirations of the School of Mines, as it did to many schools across the nation. Young men intellectually endowed and in their prime of life are always among the first to be called to their country's service. Enrollment dropped to the lowest point since the school's second year of operation. The difficult days of the period from 1883 to 1915 now seemed like golden years. All phases of the school's activities slowly came to a near halt. Students and faculty drifted away. But wars end and, with the return of peace, so returned the students, and the School of Mines resumed its prescribed activities.

There was a sudden surge of enrollment following World War I, but never during the decade of the 1920s did the school exceed 100 students. Enrollment lingered during these years between 75 and 95 students. Funds were woefully lacking, yet the school continued to develop into an integral part of the educational pattern of New Mexico. The mining industry had suffered serious decline, but there was great hope that mining would again dominate the state's economy. The school continued to produce the trained people who kept the mineral industry healthy.

In the decade following World War I, several steps were taken which added new features to campus life at the New Mexico School of Mines. During the decade, the state legislature ended a long period of neglect of the universities by making funds available for improvement of facilities. In the fall of 1919, the laboratory equipment and apparatus of all departments were augmented so that teaching could be enhanced. In 1921 a tennis court was constructed, and in 1923 a concrete swimming pool was finished. Both added to the quality of life for the students. In 1922 the campus was extended to include a tract of ten acres lying to the west of the original grounds, making adequate space for recreational facilities. In 1923 a gymnasium constructed by the student body was added.

In 1924, at the suggestion of the New Mexico School of Mines Chapter of the American Association of Engineers, the Board of Regents passed a resolution beginning the tradition of wearing caps and gowns at graduation, a practice long in vogue at other institutions of higher learning. The resolution read as follows:

Whereas, it is traditional and customary in the great majority of colleges and universities for the graduating students to receive their degrees while wearing the "cap and gown," and
Whereas the New Mexico School of Mines is a college of the first rank, and graduating students therefrom well deserve that such dignity be adhered to in the ceremonies accompanying the presentation of their degrees, and
Now, therefore be it resolved, that the New Mexico School of Mines Chapter of the American Association of Engineers, whose membership is the entire student body, express its earnest desire that the Faculty and the Board of Regents will see fit to institute into the graduating policies of this school this timeworn, but dignified and popular custom of the presentation of degrees to its graduates, and
Be it further resolved, that this Chapter earnestly hopes that such a policy will be followed at the close of the present school year.

The resolution was passed unanimously by the regents on November 29, 1924. In later years the mining engineering students would abandon the traditional "caps" in favor of hard hats (with tassels) which have remained an interesting and colorful tradition at commencement.

Not only did the school tend to formalize its organization and traditions during the 1920s, but also it became an even more important part of the community of Socorro. There was perhaps a closer feeling between school and town in these years than at any other time in the school's history. For example, on September 26, 1927, the businessmen of Socorro gave a smoker for the freshman class. It was held at the Val Verde Hotel and was successful in every way. The students were also personally invited to attend the meetings of the city council, and students frequently did attend and participated in discussions. Townspeople were always invited to school and student social affairs and dances. Such activities were commonplace. This relationship made for pleasant associations for students and citizens of Socorro alike. In addition, Socorro began to grow toward the campus. Lots for residential purposes were first sold near the school by the 1920s, but little residential construction took place until after World War II.

The first annual freshman ball was held at the School of Mines on the night of April 9th, 1940, and about one hundred and seventy-five guests including many out-of-town people, were present. The ballroom was decorated for the occasion in green and white, the color scheme being very effectively carried out, The music was furnished by the San Marcial Orchestra, which was highly complimented on its performance.

The grand march was led by Harry Chelson, president of the freshman class, and his escort of the evening, Dorothy Hill.

Refreshments were served by a committee of ladies of Socorro, who had volunteered their services, and to whom the entire freshman class feels deeply grateful.

Shortly after the intermission the dancers were presented with bags of confetti and Serpentines and the air was soon filled with hundreds of miniature rainbows, and anything, including the dancers, was covered with myriads of flakes. Enthusiasm increased as the evening progressed, and when, at three o'clock, the orchestra played "Home, Sweet Home, " many were loathe to leave the floor.

To all the ladies of Socorro who assisted, and without whose help the dance would have been impossible, the freshman class extended its appreciation.

A significant event of the decade was the establishment of the New Mexico Bureau of Mines and Mineral Resources in 1927. The action was first taken by the state legislature and later formalized by action of the Board of Regents. The Bureau of Mines was created as a department of the School of Mines. Its activities started on July 1, 1927. The first director of the bureau was E. H. Wells, who was also president of the school. The Board of Regents had supervisory control over the bureau, as it did over the college. Agitation by the minerals industry for a Bureau of Mines had been strong for more than a decade prior to 1927, and the final act was recognition of the importance of mining to the state at this time.

As a service to the people of Socorro, to the state, and to the mineral industry, a geological museum was provided by the school. The museum occupied a large room in the north wing of the Old Main Building. It contained 22 large glass cases in which were displayed more that 2000 mineral and ore specimens. About 2500 additional mineral and rock specimens were kept in the drawers of wall cabinets and cases. These were frequently used in lectures and for examination by the students. Of the entire collection of more than 5000 specimens, about two-fifths belonged to the mineral collection, two-fifths to the rock collections, and one-fifth to the paleontological collection. All specimens were numbered and labeled.

The mineral collection was arranged in systematic order according to Dana, and in addition there was a section where the specimens were arranged according to the minerals of certain metals of economic value. The rock collection was arranged in order according to igneous, sedimentary, and metamorphic rocks. The paleontological collection was arranged according to zoological groups. One large case contained about 90 specimens illustrating structural geology and rock structure such as ripple marks, geodes, flow structure, and fault surfaces. In addition to these, there were 250 plaster models of crystal forms. Supplementing these models were large, transparent, celluloid models and a set of more than 300 specially selected natural crystals. In the regular mineralogical collection, there were more than 250 specimens showing crystal development. Some of these crystals were six to eight inches across.

In one corner of the museum was the geological reference library, which consisted of about 2500 standard texts, reference books, bulletins, monographs, professional papers, water-supply papers, geological atlases, and maps by the United States Geological Survey. Back numbers of scientific geological magazines and many state and Canadian geological reports were included in the collection.

On July 5, 1928, the school suffered a major disaster. The Old Main Building, which for so long had been the pride of the school and of Socorro, was almost totally destroyed by fire. The fire started in a small closet used for janitorial supplies under the stairway to the basement floor of the building. The fire was discovered by Solomon Apodoca, who, along with Martin Speare (then a student and later to become school librarian), was working on remodeling the building. On discovery of the fire, Apodoca rushed to get Miss Harriet Herkenhoff, stenographer, out of the building. Miss Herkenhoff worked desperately to get the records of the school into a large steel vault. Her quick action saved most of the valuable registrar's records and other records of importance, for the vault protected them. The fire quickly raged through the wooden interior. The walls and floors of heavily oiled wood and chemicals in the Chemistry Department, housed in the building, added fuel to the fire. For a time it was thought that the Socorro Fire Department could save part of the building, but a sudden strong wind from the southwest destroyed all hope. Finally the walls collapsed, and only one small remnant of the once proud main building remained. That small portion is still in use. It is located behind Brown Hall and is commonly called Brown Annex. It has housed a variety of offices, including student publications and the current occupant, the admissions office.

The fire came so suddenly and with such fury that little was saved aside from the records in the vault; all else perished -- the valuable mineral collection in the museum, the library containing numerous original manuscripts, and of course, all of the equipment. Fortunately, the building was well covered by insurance and much of the equipment could be replaced, but the mineral collection and many valuable books and manuscripts were lost forever.

Captain Cony T. Brown died at his home in Socorro, New Mexico, on Jan. 15, 1925, at the age of sixty-eight. Born in Maine, he came to New Mexico in 1881 and settled in Socorro. He brought with him a life long enthusiasm devoted to public service. He was a man of the finest principles and character and broad mind -- there was scarcely a field of activity in which he did not play an important part. In mining, agriculture, cattle raising, irrigation, building towns, industries, schools, and state service -- in fact wherever he could be useful -- he was active to the last. His keenest interest, however, was in mining and the development of natural resources. Without technical education in his youth, he learned at every opportunity. Captain Brown accumulated a unique and valuable library, and a collection of geological and mineralogical specimens. These were not assembled on a mere whim, but were used and industriously studied. His principal work was in the Magdalena Mountains, yet he was involved in mining activity across the Southwest and northern Mexico, with occasional exploration in British Columbia and central and South America. About ten days before his death, he returned from Kingston, New Mexico, suffering with a severe cold. But even then he was making preparations to go to Santa Fe, where he was a member of the new legislature.

One of his enduring monuments will be the School of Mines at Socorro. It was due largely to his efforts that the school was started and maintained. He was one of the governors of the school and devoted a great deal of time to making it a success, To Captain Brown, the country owes a great debt for his work in developing the great resources of the Southwest. Only those who experienced the dangerous conditions existing at the time he went to New Mexico can realize the value of his efforts. Captain Brown was a lovable character, with a broad sympathy for humanity and desire to help. Not only students at the School of Mines but all young men who came into contact with him benefited from the depth of his inspiration.

Brown Hall, named in honor of the late C.T. Brown, the leading mine operator of Socorro County and a regent from 1889 to 1913 and from 1917 to 1922, replaced the Old Main Building. It was completed in the summer of 1929. Brown Hall was an H-shaped structure 60 by 138 feet. It consisted of two stories and a basement, with a total floor area of about 16,000 square feet. The building was constructed of reinforced concrete, brick, and tile, and was finished in stucco to harmonize with Science Hall, which had been completed a year earlier.

Originally, the first floor contained the administrative offices, lecture rooms, drafting rooms, and faculty offices for the Department of Civil Engineering, and offices of the state Bureau of Mines and Mineral Resources. On the second floor were the laboratories and lecture room of the Department of Geology and Mineralogy, and the geology museum. The basement contained office quarters for the Departments of Geology and Mineralogy and Mining and Metallurgy, a lecture room, civil engineering laboratory, and the general school library.

The 1920s, then, present a picture of slow but steady growth for the New Mexico School of Mines, particularly of the physical plant. They were good years, just as the decade seemed to be good years for the nation. It was a period of general prosperity, at least on the surface.

But there was a subtle change taking place. The heyday of the wild, romantic mining industry in New Mexico preceded World War I; mining in the state in the future would be different. After the war, many of the mines began to shut down. Mogollon and Cooney in Catron County (before 1927 a part of Socorro County) became virtually ghost towns. The great mines in the Magdalena Mountains began to cut back and eventually closed, creating the ghost town of Kelly. Socorro itself began a long decline as a major center of mining and smelting in the state. The mines closed, and the smelters drifted away. The town was hurt, too, by the closing of many mines in the western part of the county, for it was the county seat and the main supply center. These factors had their effect on the School of Mines. While there was continued hope for a return of mining, there was less demand for graduate mining engineers. Gradual decline of mining dried up one great area of support for the School of Mines, and this resulted in fewer votes in the political arenas in Santa Fe. Money, always a serious problem even in the mining boom days, became even tighter. The school found itself unable to compete for highly trained personnel; during the 1920s no faculty members held doctor's degrees. While there was some evidence of physical growth, academic programs and levels remained unchanged. The school relied on its vocational nature to survive. To justify its existence the school had to expand its curriculum beyond mining and metallurgy. Times were changing, and with the change, a forward-looking school must also change. The story of that change is one of the brightest episodes in the history of the school.

While witnessing a tragic decline in American economic production and a frightening upheaval in American society because of the worldwide depression, the decade of the 1930s saw a resurgence in the realm of higher education. Everywhere across the country, school populations steadily increased during the period from 1930 to the beginning of World War II. One of the main reasons for this increase was the difficulty that graduates of high schools had in finding adequate employment. Also, many colleges were forced to lower their fees, to reduce housing costs, and, in short, to make college education as inexpensive as possible. At the same time, state funds continued to be appropriated, although in reduced amounts. As the Depression deepened, the federal government entered the picture making large sums of money available for public works, some of which were spent in college building programs. All of these factors came into play at the New Mexico School of Mines.

During the 1930s, the physical plant underwent almost revolutionary changes. Two new dormitories were constructed: Presidents Hall and Fitch Hall. Driscoll Hall received a major addition. Two engineering buildings appeared on campus, Wells Hall, later to house the library, and Weir Hall. A new assay laboratory was constructed. Many of the previously existing facilities were completely renovated and improved. How was all this possible? It was done primarily with emergency relief funds supplied through the Works Progress Administration and the Public Works Administration, both federal agencies. The purpose of these agencies was to give jobs where jobs did not exist. The result was a tremendous building program in communities across America. Schools, libraries, auditoriums, parks, courthouses, university buildings, plus a multitude of services were contributed to the American scene. Many of the colleges across this land owe much of their physical growth in the 1930s to this massive government program. The New Mexico School of Mines was indebted for much of its physical plant to these federal agencies rather than to direct state aid.

The student body grew to record levels in the late 1930s. In the academic year 1937-1938, the enrollment reached 176 students, the largest figure recorded in the school's history to that date, and a figure which continued to be high until the great "veteran boom" in the years following World War II. Never in the 1930s did enrollment drop below the peak level achieved in the decade of the 1920s.

The century barely got started when one of the most exciting of all the great oil strikes was made, equal in its own right to the discovery of oil at Titusville. In 1901 Spindletop, near Beaumont, Texas, was brought in. Spindletop was a fabulous producer (800,000 barrel gusher in the first nine days), but there were other factors of historical importance associated with this famous well. For one thing, the well was drilled with a new technique. The traditional cable rigs had failed to penetrate the sandy, cavey formations overlying the oil strata. The driller had tried with cable equipment but constantly lost the drilling tools. J. C. Hamill, who took over from earlier drillers, chose to use a rotary drill, casing his hole immediately behind the drill. Such a method had been tried near Beaumont earlier. His technique was successful, and one of the truly famous oil wells in the world was the result. The success of the Spindletop well brought a rush of drilling to the area, and within four years the Spindletop field produced 28,000,000 barrels of oil per year.

Another aspect of the Spindletop well gave new direction to the oil industry. Except in the minds of a few early developers backing the Spindletop drilling, no one believed that oil could occur in the geologic formation below the drilling site. The State Geologist of Texas and other noted experts frankly stated that the effort was worthless. But oil there was, and in quantities never before seen. It was a wildcatter's dream come true; oil could be found anywhere! The resulting search for oil in Texas quickly brought the state up to third place in the nation in productivity. It is hard to spell out the great value of the Spindletop discoveries in the history of the petroleum industry. Not only did it show the world that oil in large quantities could be found in unlikely places, but it also spawned several of the great petroleum companies. Two of those emerging from the Spindletop field were Gulf Oil and the Texas Company (Texaco). Men from Spindletop forged a dynamic new art of oil production. Inspired oil explorers were ready to go anywhere and everywhere now that Spindletop had shown an abundance of oil was in the earth. Just as the Drake Well has to be given credit for beginning the crude oil industry in the United States, so must Spindletop be given credit for bringing America into the Age of Oil. The discovery would change forever the face of America.

The most significant discoveries that had a direct bearing on New Mexico oil and gas history were made in the Permian Basin. This vast area of nearly 90,000 square miles of west Texas and southeast New Mexico was an area greater than that of the states of New York and Rhode Island combined. Geologically, the Permian strata resulted from a great inland sea. Over a period of time layers of carbonates were deposited in the sea. The result was a limestone floor overlain by layers of dolomite, anhydrite, and salt. On top of the hydrocarbon-bearing material were deposited billions of tons of red clay and sand, which completely filled the sea. The floor of the sea buckled forming a range of mountains trending from north to south. Over thousands of centuries, the mountains were in turn covered by many other deposits until the semiarid plains of west Texas and eastern New Mexico hid the oil-and-gas-bearing strata marked by the folds of those ancient mountains.

While the Depression was partly responsible for the sudden growth in the School of Mines, there were other forces at work that gave rise to renewed interest in the school. Mining had been declining, and with the decline came a decreasing demand for mining engineers and others specially trained for service in the mineral industries. But there was a new resource that was commanding the attention of New Mexico. During the 1930s, petroleum began to emerge as one of the important natural resources of the state, and by the middle of the decade the petroleum industry was clamoring for trained people to fill jobs in the blossoming new oil fields. In 1939 the value of oil produced in New Mexico was greater than the value of all other minerals products combined. People were needed who were trained in the special processes of oil field production: geologists, certainly, but also men familiar with drilling and drilling equipment, or, in other words, petroleum engineers. In 1930, in recognition of the future needs of the state, the Board of Regents of the school initiated a curriculum in petroleum engineering. At first the program was a geological engineering degree with a petroleum option. Several years were required to build the necessary facilities and to acquire the staff, but by 1935 the School of Mines began to offer work directed toward a Bachelor of Science degree in petroleum engineering. This was an important turning point in the history of the school.

There is no question that the New Mexico School of Mines was well named up to this point. Before 1935 the student body was entirely devoted to the mining industry, and the school's whole point of view was colored by this emphasis. The school newspaper, The Gold Pan, was ample evidence of this fact. It was the mining paper of Socorro County and served not only the students and staff of the school but also the, mining communities throughout the county. It was directed toward mining news and little else. But a dramatic change took place, and in 1935, the institution ceased to be exclusively a school of mines and became, in addition, a petroleum school. All aspects of the school's life began to adapt to this new role. The school paper, which had been devoted to mining for forty years, overnight became a petroleum paper. Now articles were about oil instead of mining. While the nostalgia for the mining association remained strong, and still does, mining as the major offering and occupation of the school would never again hold the dominant position it occupied prior to 1935.

The most important single discovery of oil in New Mexico's history came on June 13, 1928, when the discovery well in the Hobbs field "struck pay. " The event led to the opening of one of the most valuable oil fields anywhere in the world.

This single well has produced in excess of half a millions barrels of oil since 1928. The story leading to discovery and the events following are central to the history of oil in New Mexico. The discovery well was drilled by Midwest Refining Company (later Midwest became a part of Standard Oil and Gas Company), and the well was named Midwest State No. 1. Midwest had come to New Mexico from Oklahoma, first to Crown Point, McKinley County, where it drilled the Hospah No. 1, and then to Quay County, 18 miles south of Tucumcari. Failure in Quay County led them to attempt drilling further south, in Lea County, in 1927. The drilling site was where Hobbs, New Mexico, is now located A well crewman working at the time left us this description: "It was desolate county-sand, mesquite, bear grass and jack rabbits. Hobbs was a store, a small school, a windmill, and a couple of trees. The Midwest crew set up in September 1927, building a crude office, three bunkhouses, and a wooden derrick, and rigged their cable tools. Their standard cable rig was powered by an old Franklin 85 gasoline engine. Drilling got under way in mid-November 1927. The drilling progressed, and crews worked 12-hour shifts. Although drilling difficulties plagued the well, it reached 1, 500 feet. Then disaster struck! The exhaust from the Franklin 85 engine, frequently red hot, ignited the engine house. Within minutes the engine house and wooden rig had burned to the ground. Men with less vision would have given up but not the drillers of Midwest. A steel derrick from Amarillo was set in place, the engine was rebuilt by local mechanics, and the cable tools were 'fished' from the hole. In February 1928, drilling started again.

On June 13, 1928, the afternoon crew reported oil on their drilling line. "Pay is struck," was the cry. Between June 13 and the final completion of the well on April 13, 1929, the well was driven to its final depth of 4,215 feet. It was placed on a pump for several months, then treated with hydrochloric acid. From that day to the present the well has flowed naturally, without pump -- The "Hobbs High" added new glory to the "Oil Patch."

While the physical plant and student body expanded rapidly and the nature of the School of Mines underwent revolutionary changes during the decade of the 1930s, the teaching faculty was also upgraded. Few faculty members had advanced degrees during the 1920s, but an increasing number of faculty with master's or doctoral degrees were hired during the 1930s. In 1930, there were no professors with doctor's degrees, five with master's degrees, and four with bachelor's degrees. In 1939, there were five professors with doctorates, five with master's and four with bachelor's degrees, a considerable improvement in quality during the decade.

The Bureau of Mines also grew. It had succeeded in its primary mission and developed into an important government service to people and industry in New Mexico. It remained a department of the school and while it was still under the direct control of the president of the School of Mines, it was showing signs of becoming an autonomous administrative unit. The bureau had converted the old New Mexico Mineral Survey into a Bureau of Mines publication series, one that was giving excellent service to the state. The school functions of serving the minerals industry with assays, assessments of materials, and various reports were also taken over by the Bureau of Mines. Now the School of Mines, which so long had performed a variety of services outside its prime mission, was able to concentrate on education.

Though giving valuable service to the people of New Mexico through its various functions, the school faced a difficult situation in the city and county of Socorro. The serious decline of mining in the period following World War I had hit Socorro County hard. One of the leading cities in the state in the late nineteenth century, Socorro had begun a decline in economic wealth and population about the turn of the century which reached staggering proportions in the Depression years of the 1930s. The school, becoming more and more devoted to petroleum rather than mining, found it had little to give in the way of professional or commercial service to the city and county. Mining had declined too far, and there was no oil in Socorro County. There grew a feeling of separation between the school and the people of Socorro. For years, they had worked closely together for the same common ends, and suddenly, this relationship seemed lost. There were, however, important contacts remaining. The intercollegiate athletic program at the college had long attracted widespread support from Socorro, and the school depended heavily upon that support for the continuation of its sports programs. Also, the increasing dependence upon the school as a primary employer in the community helped overcome the loss of jobs in the mining industry. The value of the School of Mines payroll would become more important to Socorro as the school continued to grow in the years ahead.