I had marvelous teachers at LAJC and did very well. In the process I learned that high school geometry was not at all like the mathematics used in engineering and managed to be at the top of my engineering and mathematics classes (taught by the engineering faculty.)
My real memories begin at LAJC. I had failed the "subject A" English exam required of entering students, so started with the no-credit English course, but after a few weeks the teacher decided I wasn't that bad and released me from the requirement. The pre-calculus course opened my eyes to mathematics. The descriptive geometry instructor, Mr. Guse, hadn't taught the subject previously, but I caught on quickly and helped out -- I consider it one of the most valuable courses I have had and have lobbied, so far without success, to have it again become part of the general engineering curriculum. Mr. McIntire's surveying and beginning calculus classes were eye-openers, particularly for those who annoyed him; he was an ardent eraser thrower. Mr. Martin did a good job with the second semester calculus. Mr. Walters, in electrical engineering, presented the theory well (as I learned later the ac theory was presented the hard way -- it is easier when "imaginaries" are used for the calculations.) He had an automatic controls lab where I learned how to sequence large electric motors through various start, stop and reverse routines; I'm certain the class started me on the way towards my later creativity in the electronic systems area.
Two other memories stand out. In an English class we were required to read some classic works including Stephen Leacock's essay on his ocean voyage where he tells of a crew member visiting him because a stewardess had hurt her leg and, since he was registered as a Doctor, maybe he could help. He agreed, but a Doctor of Theosophy got there first! (I didn't realize at the time that it would someday be possible for me to have a similar experience -- I haven't.) I also wrote a paper that elicited the teachers comment "is the U.S. to become the worlds policeman"; apparently our modern leaders think so.
When I graduated LAJC, in 1932, there were few openings. Mr. Walters tried to get me on with the Los Angeles Power and Light, but I was not yet a U.S. Citizen and they could not employ me (I became a naturalized citizen June 26, 1936; Pop and Mom were naturalized some time after that.) With nowhere to go to work and intrigued with learning, I decided to try for more education. My options were limited because of my background.
My teachers suggested that I might be able to get a scholarship at USC and I also decided to try Cal Tech. From USC I first received an invitation to a sorority tea! The school indicated that they would enroll me as a freshman providing I arranged to make up my high school deficiencies -- particularly chemistry, trigonometry and language. Cal Tech wrote that I could enroll as a sophomore if I passed special closed book math and physics exams or as a junior if I passed the open book math and physics exams required of all students passing into their junior year; I would have to make up freshman chemistry in either case. I elected to take the open book exams and enrolled at Cal Tech as a junior in the fall of 1932 (my one year of LAJC calculus plus some boning up proved sufficient, though the Cal Tech students had had two years of calculus.)
It was not to be. It was not easy to fit freshman chemistry into a junior schedule at a school with only 150 students at each level. That, and discouraging difficulties in arranging financing, caused me to drop out after about two weeks.
I returned to the junior college in the winter of 1933, this time with college in mind. I was encouraged to take chemistry, German and trigonometry to clear my basic deficiencies. The trigonometry course was nonsense; learning the trigonometric identities was the only thing new for me; my courses in surveying and electrical theory had made me proficient in routine trigonometric calculations (I could make them quickly with my slide rule), so I would finish the tests, including an extra problem that the teacher would generally include, and leave early. I was able to take one additional course and elected to take an introductory course in radio.
On to First Work in Electronics
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