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5:15:25 2:2,:5;:22:22:; 5:: mmm

 

fu-‘E,’

Inuit
L - '

9‘

This is to certify that the

thesis entitled

The Place and Function of the Basic Typo-
graphy Course in the Journalism Curriculum

presented by

Elwin McCray

has been accepted towards fulfillment
of the requirements for

M.A. , Education
__degree in—

Major professor7

; pm May In. 1951

‘1. . 0-169

-'—.—_.. .._.

 

THE PLACE AND FUNCTION OF THE BASIC TYPOGRAPHY COURSE
IN THE JOURNALISM CURRICULUM

By_
ELWIN EVERETT Ic CRAY

A THESIS

Submitted to the School of Graduate Studies of Michigan
State College or Agriculture and Applied Science
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS

Department of Education

19 51

JHEmSA

 

é 57/5/

|
P

/

TABLE OF CONTENTS

CHAPTER PAGE
I. THE PROBLEM AND THE NEED FOR ITS STUDY’ . . . .
the problem . . . . . . . . . . . . . . . . .
Statement of the problem . . . . . . .‘. .
Delimitation of the problem . . . . . . . .
Definitions of tenms used . . . . . . . . . .
Journalism . . . . . . . . . . . . . . . .
Typography . . . . . . . . . . . . . . . .

School of Journalism . . . . . . . . . . .

Course . . . . . . . . . . . . . . . . . .

Course value . . . . . . . . . . . . . . .
Sequence . . . . . . . . . . . . . . . . .

Need for the research . . . . . . . . . . . .
Conflicting views . . . . . . . . . . . . .
Investments in equipment . . . . . . . . .

II. REVIEWOFTELITERATUREeeeeeeeeeeb

no a: -a at cm on tn p» as no 6: ts «t id r1 Id

Idsts of theses . . . . . . . . . . . . . . .

p..-
N

Advocates of typography teaching . . . . . .
III. MEEHDD or CONDUCTING THE STUD!’ . . . . . . . .

‘6:

Questionnaire to graduates . . . . . . . . .

- t;

Returns from graduate questionnaire . . . . . 16
Questionnaire to Journalism schools . . .‘. . 16
Returns from school questionnaire . . . . . . 18

Tabulation of data . . . . . . . . . . . . . 20

2.55910

 

 

 

 

111

CHAPTER PAGE
Iv. BASIC {£3590ch AS A REQUIRED COURSE . . . . . 21
Prevailing policies of schools . . . . . . . 21
Schools requiring course of all.maJors . . 21
Limited size of laboratory sections . . . . 24
Review of needs of graduates . . . . . . . . 84
Graduates' reports on course usefulness . . 24
Radio and typography . . . . . . . . . . . 28
Relationship to weekly press . . . . . . . 28
Wire-service workers . . . . . . . . . . . 28
Vocational "crisscrossing' in Journalistic
fields . . . . . . . . . . . . . . . . . . 29
Deflection of editorial majors . . . . . . 29
Total transferring among fields . . . . . . 31
Possible curriculum changes . . . . . . . . . 31
V. EMEHASIS GIVEN INSTRUCTIONLLNUNITS IN BASIC
TYPOGRAPHYGOURSES............. 33
Summary of graduates' experience reports . . 33
’Phases most useful . . . . . . . . . . . . 36
‘Units least useful . . . . . . . . . . . . 37
What the instructors emphasize . . . . . . . 37
Teachers' rank-order list . . . . . . . . . 40
Comparison of usefulness and instructional
emphasis . . . . . . . . . . . . . . . . . 41

units "under-emphasized. o e e e e e e o e 43

iv

CHAPTER PAGE
Units “over-emphasized" . . . . . . . . . . 44
Further analysis . . . . . . . . . . . . . 44

VI. ATTITUDE OF EMPLOYERS TOWARD TYPOGRAPHY

INSTRUCT ION O O O I O O C O O I O O O 0 0 O O 4 6
Employer representation on A.C.E.J. . . . . 46
A.C.E.J. appraisals from employers . . . . . 48

Course-survey difficulties in some

employment areas . . . . . . . . . . . . . 49

VII. SUMMARY’AND CONCLUSIONS . . . . . . . . . . . . 51
Summary . . . . . . . . . . . . . . . . . . . 52
Conclusions . . . . . . . . . . . . . . . . . 54

Future investigations . . . . . . . . . . . . 55
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . 57
APPENDII.A. Supplemental Tables . . . . . . . . . 61

(Titles are in list of tables)
APPENDIX B. The Questionnaire Forms . . . ; . . . 69
Questionnaire sent graduates . . . . 69

Questionnaire sent schools . . . . . 7l

TABLE
I.

II.

III.

IV.

V.

VII.

LIST OF TABLES

(In Appendix.1)

VIII.

IX.

PACE

Journalism-major Sequences in which Basic Typog-

raphy Is Required at Thirty-one

A.C.E.J.-accredited Schools . . . . . . . . . 22
Annual Enrollment, Size of laboratory Sections

and Extent of Laboratory Supervision in Basic

Typography at A.C.E.J.-accredited Schools . . 25
Classification by Fields of Positions (Present

and Former) in which 119 Graduates Found

Typography‘Useful, and Not Useful . . . . . . 27
Extent to which 119 Journalism Graduates Report-

ed Present Employment Associated with

Sequence Studied in College . . . . . . . . . 30
:Extent to which'Units of Typography Course

Aided ll9 Journalism.Graduates . . . . . . . . 34
Phases Included, and Not Included, in Basic

Typography as Taught at Thirty-one Schools . . 38
Rank-order of Instructional Emphasis Given

Basic-typography SubjectiMatter Units . . . . 59
Positions in which 119 Journalism Graduates

Pound Typography Useful, and Not‘Useful . . . 61

creditqhours Granted by Thirty-one i.c.E.J.-
accredited Schools for Basic Typography Courses

67

LIST OF FIGURES

FIGURE PAGE
1. How l19 Journalism Graduates, as a Group, Bene-
fited in their Employment from Studying
Various Phases of Typography . . . . . . . . . 35
2. Comparison of Teaching Emphasis Given Typogra-
phy Units with their‘Usefulness as Ranked

by Graduates . . . . . . . . . . . . . . . . . 42

(vi)

CHAPTER I
THE PROBLm AND THE MED FOR ITS STUDY

Typography has been among the course offerings of a
few universities for a number of years, and has been in the
curriculums of a larger number of colleges and universities
for a much briefer period. Little, if anything, has been
done, however, in the way of research to Justify its place
in the Journalism curriculum, or to determine the practical

worth of the component parts of the course content.
I. THE PROBLEM

Statement .93. 313 problem. One of the principal ques-
tions it was thought this study might answer was whether the
Journalism school graduates believe the typography princi-
ples am skills in which they were instructed are proving of
practical benefit in their occupations or professions.

More specifically, the aims were fixed as: (l) to
determine to what extent there is uniformity in the subject
matter presented by typography instructors; (2) to find out
in what Journalistic vocations a knowledge of typography is
vital, or helpful--and to what extent; (3) to sscertain
whether the subject matter given most emphasis by the in-
structors is the same as that for which the Journalism

graduates find most need when they get out in their werkaday

2
situations; and (4) to learn whether there is Justification
for making a basic, or introductory, course in typography
a requirement for all Journalism maJors, and if not for all,
to determine the sequences for which its requirement is
logical.

Because the data sought were in widely scattered
areas, the facts used in the investigation were gathered

through the questionnaire method.

Delimitation.2£.thg problem. In many instances,
Journalism students are enrolled during their college ca-
reers for only one typography course--a general, or basic,
inquiry into the field of graphic arts. A number of Jour-
nalism schools, including several recognized as outstanding,
require all Journalism maJors to take this course. Because
of these prevailing practices, this study was limited to s
consideration of such basic courses. This seemed consistent
with a desire for uniformity in the data obtained.

The Journalism schools contacted in the surveying of
course content were the thirty-nine in the United States
which at the time of the study'had been accredited by the

American Council on Education for Journalism.1

 

1 so reliection on non-accredited schools is intended.
The L.C.E.J. was created and received its first applications
only five years ago (in 1946). A few schools that are favor-
ably regarded professionally are now in the process of
applying for accreditation; some others choose not to apply.

3
In the selection of graduates to be questioned as to
the use being made of their knowledge of typography, alumni
names were obtained from each of five universities. Those
chosen were to have completed their undergraduate work from
five to ten years previously. They were to have had a basic
typography course and to have been engaged, at the time of
the study, in a Journalistic occupation.

II. DEFINITIONS OF TERMS USED

Journalism. For the purpose of this study, Journal-
ism.was given a wider meaning than that usually construed
by persons outside the field. The older significance, limit-
ed to a concept of Journals or newspapers collectively, has
given way to one embracing more or less all media of mass
communication. The newer concept was described a few years
ago by an outstanding Journalism school administratorz thus:
'The forward-looking teachers acknowledge that today's school
of Journalism is properly a _s_g_h_g_o_2_l._ 9_f_ comunication! [ital-
ics in the original) . . . where symbol practitioners are
trained." Such meaning classifies as practitioners of

Journalism, not only newspaper writers and editors, but

 

- 2 Ralph D. Casey, "What Lies Ahead in Education for
Journalism?" The W W. In (March. 1944) 57.
Dr. Casey was at the time he wrote this article and at the
time of this study, director of the University of Minnesota
School of Journalism.

those who communicate through periodicals, advertising,

radio, and in a limited way, the motion picture.

Typoggaphy. As considered in this investigation,
typography signified limited study and practice of composing
with.meta1 pieces of type, but more so an understanding of
intelligent selection of type styles and appropriate print-
ing processes, to the end that the Journalist attains high
effectiveness in communication. It might be inserted
parenthetically that with the rapid development of televi-
sion prevalent at the time of this study, a need for
typography in the field of radio is suggested. This arises,
of course, because of the necessity for selection of type
designs and arrangements for televised announcements and

advertisements.

Spgpgl'gf‘lgurnalism. The term.'schools of Journal-
ism," as used in this report, refers collectively to depart-
ments, schools, divisions and colleges of Journalism.which
are integral parts of colleges or universities of recognized

academic standing.

Course. 'Use of the term "course" throughout this
report is intended to signify a program of lectures, study,
library readings and laboratory work, extending through a

single semester or quarter of the academic year.

9993; 193.113. ror the purpose of this study, a
course was considered as having had value, or as having been
useful, if the former student found any knowledge, attitude
or skill acquired during the course, of service to him in
the earning of a livelihood. The purely cultural or social
benefits of a course, although viewed by this investigator
as having vital importance, were not brought within the
scope of the investigation.

Sequence. A series of courses intended to prepare
a Journalism maJor for a more or less specific vocation
in his chosen field is customarily referred to as a 'se-
quence.‘ These include news-editorial, advertising, radio,
magazine, and other sequences, the number depending upon the

breadth of the coverage of media by the particular school.
III. NEED FOR THE RESEARCH

Conflicting views. Attitudes of seasoned newspaper
and advertising men toward the employment of Journalism
graduates have been at variance. ‘Iolseley and Campbell in
the 1949 revision of their textbook for survey courses in
Journalism, declared;

Journalism.education is here to stay. . . . To be
sure some people will always raise obJections. A few
will always say that the only way to make good in Jour-
nalism is to start in a newspaper office without pre-

vious training. Others may obJect to programs of
training, some asking for'more technical preparation

and others for less.

lewspapermen today in increasing numbers are employ-
ing the graduates of schools of Journalism. Veteran
Journalists who at first were skeptical about Journal-
istic instruction in universities gave . . . expressed
their enthusiastic approval. . . .

Some of the “few" referred to by the textbook authors
are vociferous. Too, the number in their ranks is unmeas-
ured. In a magazine article in 1947, a newspaperman of
thirty years experience4 asserted:

In my acquaintance there are no competent newspaper-
men who have graduated from Journalism schools who do
not agree that a large share of their time @n college]
was squandered. . . .

ltr. [alters [Basil lalters, executive editor of the
Knight newspapers] agrees with a suggestion that the
profession would be more adequately served if the teach-
ing of Journalism were limited to a final year . . .

. . . Even though he [the student] might come to a
newspaper without knowing the difference between
Cheltenham and Bodoni type, he would be far better
fitted to deal with the facts and their implications.

The magazine writer's slighting reference to type-
face identification indicated he considered it one of the
least desirable features of Journalism school training.

Ihether it is essential, and if so, how essential, were

3 Roland E. Wolseley and Laurence R. Campbell,
filori Journalism. Second edition. (New York: Prentice-
a HOe, Igzg’, DD. 98-99e

4 Chet Vonier, “The Failure of Journalian Schools, "
_i_'___he American gore ur,y LIV (October 1947), p.417 at Essim.

 

questions this investigator set out to determine.5

. Investments‘ig equipment. A survey completed in 1945
disclosed that schools affiliated with the American
.Association of Schools and Departments of Journalisms at that
time, had as high as $25,700 per school invested in typog-
raphy laboratory equipment, although the mean investment
was $2,000.?

If large sums are being expended, even by a few
schools, to provide graphic arts facilities, a study to
evaluate the effectiveness of typography courses is not only

Justified but highly desirable. ‘

 

5 Hr. welters' most recent pronouncement on Journal-

ism education was in the April 7, 1951, issue of m d;
(Vol. 84‘ No. 15, p. 58). Commenting on the em-

p oyment of those who looked promising" in newspaper work

he said: ' . . . Ieprefer those who.have had some Journalis-

tic training but who have not confined their college courses

to the technical Journalism courses. . . . "

Comparatively few Journalism graduates of recent
years have confined their courses to technical training. The
typical school provides for about 25 per cent professional
courses and 75 per cent general background. (wolseley and
Campbell, .ERe 93.3." De 101)

6 This association has since become the Association
of Accredited Schools and.Departments of Journalism.

7 Charles E. Rogers, “Quantitative Survey of AASDJ
Schools and Departments of Journalism," The Journalism
Quarterly, XIII (December, 1945), p. 3217—

(' v17 {-4}. f

\v

 

 

CHAPTER II
REVIEW OF THE LITERATURE

Published material on research in Journalism educa-
tion is not plentiful to date. Some of the most important
studies are available only in unpublished theses. Careful
perusal of published material and the lists of unpublished
theses indicated that a study of what benefits, if any,
Journalism graduates derived in post-graduate experience as
a result of studying typography, would be a pioneering
venture.

Concerning the status of investigative studies in
Journalism education, the 1950 revision of the Encyclopedia
pg'Educational Research, which appeared immediately prior to
the undertaking of the present study, commented:

. . . the beginning of the present standardized con-
tinuous Journalism effort in the colleges may be dated
at 1905 or thereabouts. . . . the subJect field has in
the last fifteen years developed innumerable unexpected
ramifications. Its growth.has'been so rapid that there
has been little opportunity for taking stock and carry-
ing on fundamental research concerning aims and
techniques.

. . . The time is now approaching when each of the
specialties of the professional Journalism schools will
be a subJect for research and a beginning is being made
in numerous undergraduate and graduate theses.

. . . The research carried on for higher degrees Lin
Journalism seldom.dea1s with pedagogical problems;
rather it a devoted to aspects of the Journalistic
world or to closely related social-science topics. Prac-
tically the only published research material on the
subJect itself is in the Journalism Quarterly.

Journalism, in both college and high
field rich in opportunity for research.

lschool, is a

M 25 M. In lists of theses compiled at the
instance of the National Council on Research in Journalism,
by nott in 1936.3 and Swindler in 1945.5 virtually all
of the Journalism research up to the latter year was be-
lieved to have been made conveniently accessible.

Of 1,070 theses the two lists recorded, only ten (less
than 1 per cent) were listed under Typography and Printing.
Only two of the ten dealt with typography teqchinguone
written by cison‘ and the other by Mid.‘5 Their titles do
not indicate that either studied the relationship of typog-
raphy to the Journalism curriculum. (Neither report was

available through inter-library loan.)

 

1 Walter 3. Monroe, editor, Eggyclopedia 9_f_ Edgcp-
tiggal Weigh. Revised edition. New York: he Hacmi lan
Company, 195 , pp. 628-29.

2 Frank L. Mott, ”A List of Unpublished Theses in the

Field of Journalism," E9. W Quarterly, XIII (Sept.
1936) 329-355. -

3 William F. Swindler, 'Graduate Theses in the Field

of. Journalism: 1936-1945," Th; W Qggrterly, m1
(September 1945) 231-254. a

" Kenneth Eugene Olson, 'A Technique for Teaching
lewspaper and Advertising Typography," (unpublished master's
thesis, University of Wisconsin, 1928).

5 Raymond A. Wild, 'A Laboratory Hanual for Use in
Typography," (unpublished thesis, University of Wisconsin,
39 . -

10

Comprehensiveness was added to the two compilations
of thesis titles by Swindler's statement that both he and
lott had sought to include research relating to Journalism
'from all graduate schools, whether produced by Journalimn
maJcrs cr not."6

However, Bigman, of Columbia University, published in
the gourgglism Quarterly early in 1950 a list of 396 addi-
tional master's thesis titles at Columbia on Journalism top-
ics.7 This included three new and four corrected listings of
School of Journalia master's theses, and 389 titles written
on by graduate students outside the School of Journalism,
not included in the Hott and Swindler lists. None of
the additional Columbia theses were concerned with the
teaching of typography, or its place in the curriculum.

rriee8 published a list of doctoral dissertations in
the Journalism field written from 1946 to 1949, and weigle9
published master's theses in the field written in the same

 

‘ Swindler,‘gp. cit., p. 231.

7 Stanley K. Bigman, "Unpublished Thepeslon Journalism
at Columbia University The -. Journalism Quar or y XIVII
(winter, 1950) 29-45. ’. "" '

8 warren C. Price, 'Dcctorsl Dissertations in the
Field of Journalism 1946-49," 11g Journalism Quarterly,
IIVII (Spring, 1950) 164-67.

9 Clifford r. weigle, theater's Theses in the Field
of Journalism 1946-49," _T_h_e_ Journalimn Quarterl , HVII
(Spring, 1950) 168-185.

 

 

.l..i «WW I. rlwdmdu 1

“lb 9.9... (.49: «.52»... w:

. .. h

 

11
period, both of these lists appearing in the spring of 1950.
Heither compilation included any title suggesting that a
study of the usefulness of typography instruction had been
made.

As this investigation was being completed, Swansonlo
published a report on Journaliu research in progress during
the academic year 1950-51 which disclosed that Lucas G.
Staudacher, of the Marquette University Journalism staff,
had under way 'A questionnaire survey of Marquette University
College of Journalism graduates (1930-1949) to discover how
useful they have found their education and training in pro-
fessionsl Journalist." Staudscher's survey, when completed,
may overlap to some extent with this present study. However,
his study apparently applies to all Journalism courses taken
by the graduates, and concerns the graduates of only one
school.

Another list of master's theses in the area of Jour-
nalism was published by Swanson in the same issue of the
Journalism Quarterly, reportng theses accepted during the
1949-50 school year.“ None were reported under the head-
ing of typography, and the six listed under Education for

 

10 Charles E. Swanson, ”Report on Journalim Research
in Progress, 1950-51," Journalism Quarterly, XIVIII (Iinter,
1951 93- 9.

1" .........., "Master's Theses in the run of Journal-
ism, 1949.50,“ pp. 100-07.

12
Journalism made no allusion to typography or graphic arts.

Advocates g; typography teaching. Numerous state-
ments by authorities (largely unbacked by research, however)
can be cited in support of college courses in typography.

In 1904, when announcement was made that Joseph
Pulitzer, publisher of an; 1531 19335 M, would provide a
two-million-dollar endowment for the establishment of the
Pulitzer School of Journalism at Columbia University, the
noted Journalist stated "newspaper manufacture' would be one
of the maJor subJects in the curriculum.“

Delayed but nevertheless remunerative benefits
from training in typography were suggested by Eric W. Allen
when he said: " . . . a reporter who elects to remain in [a]
state of ignorance of printing processes is likely not to
become either a first-rate reporter or a promising candidate
for promotion to an executive position. '13

Whether such statements have validity will be shown
to some extent, it is hoped, in the remainder of this report.

A

. 1'2 Derorest O'Dell, T e fiigtogy g; ioggglim Educa-
3.1.9.9 1; 3h; mited m, Ph. D. thesis, Columbia Univer-
sity Teachers College, 1935), p. 61. The Pulitzer School did
not open until 1913, O'Dell points out having been delayed
until after Pulitzer's death in 1911. (The school now offers
a one-year all-graduate curriculum which, a recent catalog
indicates, does not include a laboratory graphic arts courqu

13 Eric 1'- Allon. Matias is: the. Leasaaidsi- (New
York: Alfred A. Knopf, Inc., 1928), p. 3.

 

 

$15

CHAPTER III
IETHOD OF CONDUCTING THE STUDY

Data from two questionnaires provided most of the in-
formation on which the investigation was based. This was
supplemented by reference to a few university catalogs, and
by a limited amount of correspondence.

The size of each questionnaire was limited to two
pages, in accordance with a recommendation by Shannon, who
made s study of the proportions of returns in £33 research
projects in which questionnaires were used.1 Shannon found
that responses were 6 per cent greater when the instruments
consisted of one or two pages than when three to five pages
were used. The percentage dropped almost another 3 per cent

when the number of pages in the fen exceeded five.

Questionnaire _t_9_ graduates. One of the he question-
naires used in this study, the one more widely circulated,“
and the one producing the more impressive data, was that
mailed to 288 Journalism graduates of the Universities of
Iowa, Minnesota, Missouri and Wisconsin, and Northwestern
University. Information sought through this instrument was:

(1) sequence taken in Journalism school, (8) positions in

 

1 J. R. Shannon, I'Percentage of Returns of Question-
naires in Reputable Educational Research," Jognal 9;
W, XIII (October, 1948), pp. 138-41.

14
which the graduate had been employed since leaving college,

(3) an indication of which positions had given him an oppor-
tunity to use his typography knowledge, (4) whether each of
the units of his typography course--history of printing,
origin of type faces, proofreading and so on--had benefited
him.in.his work "greatly," "considerably," "slightly," or
"none” and (5) special comments.

‘ nest of the graduates had been out of college from
five to ten years. They must have taken a basic typography
course in college, and must.have been, at the time of the
study, working in some position within the general scope of
Journalism. Obviously, if their’employment bore no relation-
ship to Journalism there would have been little purpose in
attmmpting to measure whether typography had been of value
to them. In a few instances, the replies of housewives
whose most recent employment outside the heme had been in
Journalism, were tabulated along with the other responses.

Asked to bear in mind the limitations outlined in the
preceding paragraph, the administrators of'the cooperating
schools were requested to use their own discretion in selec-
tion of the samples. (These men, without exception, had
directed doctoral or master's research in their respective
schools.) It was suggestedthat each school provide fifty
names. fhe mailing lists compiled by them varied frmm
thirty-two to one hundred fifteen. It had been agreed at

O<-,

M‘I‘la .ev(f§4. llto. .. I?» .J [\EE’A I Ln. {1" ‘ I ll. 1‘

 

15
the outset that no data would be assembled for individual
schools, and accordingly all tabulations presented herein
treat the graduates as a homogeneous group. The five
schools are among the eight largest Journalism schools in
the Uhited States. All had programs of typography instruc-
tion well established at the time the graduates considered
were in college.

A tentative form of the questionnaire was protested
by a mailing to twenty graduates selected by taking every
fifth name on the first four graduate lists received frmm
the schools. Eleven of the twenty sent back usable replies;
two sent letters explaining why any data they'might give
would be invalid,2 and one was returned by who postal
service, undelivered. Ten of the usable replies were tabu-
lated (the eleventh arrived after the tabulation), the
results providing a basis for several minor revisions in the
drafting of the final form. The procedure of pretesting and
revision is advocated by Ramine.3

The revised form has been made a part of Appendix B,
and.may be studied in detail there.‘ It was captioned, sin

 

8 They had the benefit of vocational experience as
printers in addition to their typography in college.

3 Stephen.A. Romine, “Criteria for a Better Question-

mire." m1 2: Missal Research. 1111 (September.
1943), pp. 59-71.

‘ Infra. Pp. 69-70.

 

"hike!” up. ”haghllai 33!. Ski..." q
.. . . . V .

16
Evaluative Survey of the Basic Typography Course.‘l

Returns £595 gaduate questionnaire. Of the 888
information ”blanks mailed to the graduates, sixteen were re-
turned by the postal department as undeliverable and non-
forwardsble.5 This reduced the net mailing to 2'72. The "gross''
returns from these numbered 149, or 55 per cent of the net
mailing.

The total is given as “gross" returns because thirty
of the replies were eliminated fromhthe tabulations, for the
following reasons: Hover employed in Journalistic field, 6;
sent disqualifying letters with their forms (previously ex-
plained), 2; did not have typography course, 88.6 Conse-
quently the findings in the remaining chapters are based on

compilations from the 119 net returns.

Questionnaire 33 Journalism schools. The second
questionnaire, by which it was attempted to compare instruc-
tional emphasis as typography is taught, with the features
of it found most useful in the graduates' experience, brought

 

5 These numbers include both the pretest and final-
mailing questionnaires. In the revision the arrangement and
wording were changed but not the data asked for.

‘ One cooperating school administrator explained that
of necessity the names he contributed to the mailing list
included graduates who had not taken typography with those
who had. A special reply form was returned by twenty-one
of this group to indicate they had not had the course. Simi-
lar information came from one graduate of another school.

- .«kw

9)

 

17
a 90 per cent response from the thirty-one Journalism
schools accredited by the American Council on Education for
Journalism (hereafter referred to as the A.C.E.J.).

Through this questionnaire the staff members in
charge of typography instruction were asked to tell:

(1) whether the course was required of all maJors at each
school, and if not, the sequences in which it was required,
(2) the phases of typography included, and not included, in
the course, (3) an estimate of the extent each phase was
emphasized, on'a percentage basis, and (4) sueh.administra-
tive data as total annual enrollment in the course, students
per laboratory section, extent of laboratory supervising
personnel, and credit-hours granted for the course.

In the preparation of this instrument, subJect matter
in the textbooks by Sutton,7 Jackson,8 Barnhart,9 and John.E.
Allen10 was studied or scanned in an effort to learn as many
as possible of the phases that a basic typography course
might include. Twenty such units were found.

 

7 Albert A. Sutton, Desigg gag gakegp 9; the lows-
‘pgpggp (Hew‘York: PrentioeéHall, Inc., 1948).

8‘Hartley'E. Jackson, news a or T o a . (Stan-
ford University, Calif.: Stanford‘UnIvers y Press, 1942).

9
Thomas F. Barnhart Week); News a an: Makeup and
W. (Minneapolis: Univ. of flnnesoga Press, 1979').

10
John.l. Allen news er Desiggigg (NeW'York:
Harper and Brothers, 1947).

 

 

I “.ifii'
“all, .

w.

18

The schools' questionnaire, which was titled "Survey
of Typography Course Content and Emphasis," is included as a
part of.Appendix B, where the list of instructional units
and other details may be studied.11 The same unit list,
with minor variations, was used in the graduates' question-
naire. Both instrwments called for responses that were
almost wholly obJective.

Protesting of the school questionnaire consisted of
sending eight copies of the form to schools which recently
had been mentioned in Journalism Quarterlz_news notes in
sudh a way as to show that they offered typography. (All
eight were returned, five filled out completely and three
complete except for the percentage-of-emphasis column. Tabup
lation of these returns indicated that sending the form,
without revision, to the remainder of the schools was Justi-
fied. This was done.

Returns _f_r_g_m_ 129.293.: questionnaire. From the two
mailings to the thirty-nine accredited schools, thirty-five
replies were received. As previously mentioned, this was 90
per cent. Eight of the returns resulted from followup letters.

roar of the respondents stated they were offering no

course in typography, reducing the number of usable replies

 

11 Infra, pp. 71-72.

19
to thirty-one. Twenty-seven of these filled out the forms
‘virtually complete, the other four giving nearly all data
asked except the approximate percentages of emphasis in
teaching.

Of the four schools giving no response whatever, two
did not offer separate courses in typography and one did,
according to recent catalogs and announcement bulletins. A
catalog or bulletin was not readily available for the fourth
school.

Omission from this report of data from any individual
school is intentional, and is in compliance with assurances
given in an explanatory statement on the questionnaire form.

Alphabetically listed, the responding schools are
given below:

‘University of Alabama
‘University of California
'University of Colorado
Emory'Universit
‘University of.FIorida
‘University of Georgia
'University of Illinois
Indiana'University

Iowa State College

State University of Iowa
Kansas State College
‘University of Kansas
‘University of Kentucky
Marquette University
liichigan State College
University of Minnesota
University of Missouri
Montana State University
northwestern'Univcrsity
Ohio‘University
Oklahoma A. a 1!. College
‘University of Oklahoma

20

University of Oregon
Pennsylvania State College
Rutgers University

South Dakota State College
University of Southern California
Stanford‘University

Syracuse University

Texas State College for Women
University of Texas

Tulane University

washington & Lee‘Uniwersity
University of washington
University of Iisconsin

Tabulationigg‘gggg. For the most part, tabulation of
the information returned in the two questionnaires was a
matter of'making simple tallies. The few instances in which
special interpretations and methods of calculating were used

will be pointed out as the tables and graphs are discussed l

in the remainder of the report.

CHAPTER IV
BASIC TYPOGRAEHY AS A REQUIRED COURSE

Among the points over which Journalism school admin-
istrators and Journalism students have differences (not
necessarily all serious) is the matter of required courses--
those the student is compelled to take whether he wishes to
or not. A considerable part of the data gathered in this
study appeared to have bearing on the desirability of placing
basic typography in Journalism.eurriculums as a requirement.
Discussion of'this question will be taken up in this chapter.
Chapter V will be given over to a consideration of whether
the phases of typography the Journalism graduates are find-
ing most useful parallel in any way those which typography
instructors believe should be emphasized.most in teaching

the basic course.

I. PREVAILING POLICIES OF SCHOOLS

Schools requiring m of all m. The con-
sensus of administrators of thirty-one of the thirty-nine
accredited Journalism schools appears to be that an intro-
ductory typography course should be among their offerings.
Table I discloses that the thirty-one offer such a course,
and that all but two require it for one, several or all

sequences. Of the two who require it for no sequence, one

TABLE I

22

JOURNALISMJMAJOR SEQUENCES IN WHICH BASIC TYPOGRAPHY'
IS REQUIRED AT THIRTYQONE A.C.E.J.-ACCREDITED

“fl

SCHOOLS

IA.

 

 

 

number of schools requiring course
For all Hot for all In edit. In adver.
sequences sequences sequence sequence
Required of
all maJors . . . 21 - 21 21
Required for all
sequences
except radio . . - 2 2 2
Required for edit.,
adver. and other
sequences . . . . - 2 2 2
Required for
adver. seq. but
not edit. seq. . - 4 - 4
Required for
no sequence . . . - 2* - -
Totals 21 10 25 29
L #1

 

 

* One of these schools lists it as a recommended

course for five sequences.

23
school lists it as recommended in each of five sequences.

Twenty-one of the thirty-nine schools whose replies
were used in the tabulation, or nearly 68 per cent, make the
basic typography course a requirement for all Journalism
maJors, regardless of sequence followed.

Two schools require the course for all sequences ex-
cept radio. Totaling the various categories included in
Table I reveals that twenty-nine of the thirtybone definitely
known to offer typography, or nearly 94 per cent, insist
that all advertising maJors enroll in the basic course.

On the other hand, the requirement is not so general for
news-editoria1.maJors. Twenty-five, or nearly 81 per cent,
of the thirty-one schools report it as requisite in this
sequence.

Lest something approaching an illusion of universal-
ity‘be created, it should be borne in mind that four of the
accredited schools reported they do not teach typography as
a separate course, and four schools made no report.

It logically may be inferred from.the data that in a
few schools typography is deemed unnecessary for radio
maJors, and that about one administrator in seven believes
the course is vital to advertising sequences but not
essential for future newspaper editorial department workers.
further comment on these inferences will be reserved until

the final section of this chapter.

24

Idmited'gigg'gg laboratory sections. Compared to
many classes in large universities, the laboratory sections
for beginning typography are relatively small. This is
another factor that could stimulate efforts to estimate need
for the course.

In Table II it will be noted that the mean enroll-
ment in laboratory sections is 12.2 students. It is also
shown there that the estimated annual enrollments in basic
typography courses at twenty-eight schools total 2,401.
Placing that many students in sections lumited to twelve, on
the average, tends to create a high cost for instruction-per-
creditqhour. The approach in seeking a Justification for
this expense probably should be from the standpoint of the

Journalism graduate's need for the course.
II. REVIEW OF NEEDS OF GRADUATES

Graduates' reports on m usefulness. Of the 119
Journalism graduates whose questionnaire responseswere
tabulated, all but six reported they had used typography in
one or more positions held since leaving college. Among the
3 per cent who had found no application for the course, were
two persons who stated they would use typography in posi-
tions to which their present employers might promote them.
Included also were two graduates whose work had been

exclusively in radio, not including television.

25

TABLE II

ANNUAL ENROLLMENT, SIZE OF LABORATORY SECTIONS
AND EXTENT OF LABORATORY SUPERVISION
IN BASIC TYPOGRAEHY AT A.B.E.J.-ACCREDITED SCHOOLS

 

I. Size 95. _I._a__‘g Sections

 

No. students No. of

 

per section schools
a O O O 0 O 1
6 . . . . . 2
8 O O O 0 O 3
lo 0 O O O O 6
12 O O O O O 9
13 O O O O O 1
16 O O 0 O 0 6
20 O O O O O 1
3O . . . . . 1
Total 30*
Mean size

of sections . . 12.2

 

* One school offering
the course reported 'no
separate lab at present.”

 

II. Number 25 Laboratog
Instructors Per Section

 

 

Supervision No. of
schools

 

l instructor . . . . . 26
2 instructors . . . . 1*
no report on

this item. . . . . . 4

Total“I 31

 

* Average section size at
this school is 16 students.

** or the other eight ac-
credited schools at the time
of the study, four reported
they do not offer typography
as a separate course and four
made no reply at all.

 

 

III. Annual Enrollment _i_._x_1_
Course at 38 Schools“

Total of annual

Ho. students

 

"approximate“

onrOIMOR‘bS e e e e s e 2.40].
Mean enrollment . . . . 85.7
lowest, any school . . . 12
Highest, any school

(reported by two) . . . 250

 

‘ Three schools submitting othp
er data did not report on this item.

 

26

The positions (former and current) held by the 113
graduates, or 95 per cent of the sample, reporting direct
benefits from.typography were classified under twelve field
headings such as “advertising agency,” “daily newspaper,
editorial," “public relations" and so on. The number of
persons who had held each position (e.gt managing editor, or
account executive) was recorded, together with data as to
whether the graduate found typography useful; or not useful,
in the position.

Because of the length of this tabulation it has been
omitted from.the body of the report, but appears in an
appendix as Table VIII.1 From this long table a condensed
version, Table III, was made to show the extent to which:
typography was found of value in each field. This was done
by setting down the number of positions in each field in
which typography was termed useful by Eggg.ef the graduates
who had held the position,‘pg§t,of the graduates who had
held it, and all: of those who had held it. i

In the advertising agency field, according to Table
III, eleven different positions had been held by varying
numbers of graduates. In ten of these positions, typography
had proved of use to all of the graduates who had filled

them. Almost as favorable responses were noted in the

 

1 Infra, pp. 61-66.

“‘3!!- i 9.!be vim-n, E .. , I yea i! v.49. .H u ‘ tam-,1

TABLE III

27

CLASSIFICATION BY FIELDS or POSITIONS (PRESENT AND roman)
IU WHICH 119 GRADUATES FOUND
TYPOGRAPHY USEFUL, AND NOT USEFUL“

 

 

 

so. positions in which Total
typography was used by... positions
I i e 1 d A4 A held in
None** Part“I A11** field

Advertising agency . . . l O 10 11
Advertising, retail

and industrial . . . . l 15 19
Daily newspaper,

editorial e e e e e e e 5 5 21 31
Daily newspaper,

advertising e e e e e 1 o 8 9
Journalism education . 0 0 8 8
Iagazine, editorial . . 1 1 13 15
Iagazine, other

than editorial e e e e 1 0 1 2
Public relations e e e e 3 3 10 16
Radio and television . . 5 l 8 14
weekly and semi-weekly

newspapers . . . . . . 2 3 6 11
Wire services . . . . . . 7 0 O 7
Miscellaneous . . . . . . 5 0 15 20

Totals 34 14 115 163

 

 

‘ The positions are itemized under field headings in
Table VIII, appearing in Appendix A (Infra, pp. 61-66).

**,ng;; of the graduates who held each position.
of the graduates who held each position.
All,of the graduates who held each position.

 

D . O

s . n

O a O

O O s
—

1|, II‘ I (x! 3‘4 2.331 NI. )5}. b
.I

_

28
following fields: Advertising, retail and industrial; daily

newspaper, advertising; and magazine, editorial.

Redi2_gpd typoggaphy. The contention that typography
is a non-essential for radio Journalism maJors has less
foundation than formerly, according to graduates now working
in that field. At least three of the respondents now em.
ployed as television producers or directors reported that
typography had a place in their present work. Two specifical-
1y mentioned its value in the selection of appropriate type
designs for title cards. One suggested that designing of
TV title cards be made a part of typography courses.

Relationship _t_9_ m m. A popular belief among
Journalism students and teachers is that typogrgphy is the
sine qua non of preparation for small-town newspaper work;
particularly on the weeklies. Data in Table III, however,
disclose that the graduates who had worked on weekly and
semi-weekly papers found typography useful only to about the
same extent as those in daily editorial-department positions.

Eiggrservice workers. The only Journalistic field,
the findings indicate, in which there is unanimity that ty-
pography does not aid Journalism graduates is in the wire
services. All who had been employed by the Associated Press,

‘United Press or similar press- associations reported that in

29
those positions they made no application of the course.
However, in other Journalistic fields, such as daily news-
paper editorial work, several of the same graduates had
found typography beneficial prior to Joining wire service
staffs.

III. VOCATIONAL "CRISSCROSSING" I]!
JOURNALISTIC FIELDS ‘

Deflection 2; editorial 51319;. Of paramount signifi-
cance in the consideration of making typography a require-
ment is the high frequency of "crisscrossing' in Journalistic
fields--a tendency (probably quite coincidental) to find
eventual employment in a field other than that of the
sequence taken as a Journalism maJor. This especially is
prevalent with those graduates who have completed the news-
editorial sequence, it is indicated in Table IV, which is a
compilation from the 119 graduate questionnaires. The basis
used for the comparison is the relationship of maJor
sequence to the present position (that held at the thme of
the study), disregarding the intervening occupations.

Sixty-nine of the respondents had been news-editorial
maJors. Forty-one of these, or 60 per cent, were at the time
of the investigation in positions more closely allied to a
sequence they had not taken, than to their own news-editorial

area of study. The fields in which the forty-one had

30
TABLE IV

EXTENT TO HIGH 119 JOURNALISM GRADUATES
REPORTED PRESENT EMEIOYMEET ASSOCIATED WITH SEQUENCE
STUDIED IE COLLEGE.“

 

 

No. graduates reporting

 

Sequence Total No. present Doaifiiqn 1!...
In field not in
taken graduates of field of

sequence sequence

Hews-editorial . . . 69** 88 41***
Advertising . . . . . 45 30 15
Radio........ 5 3 z
"88821n. e e e e e e 3 2 1
newspaper management 2 l 1
Community . . . . . . 2 O 2
P10t0r1.1 e e e e e s 1 1 ‘-
Totals .127 65 62
Proportion of total 100$ 51.29: 43.3!

-’
_:

* A basic assumption of the entire study'wss that it
should consider only those graduates currently employed in
the general area of Journalism.

** Eight graduates each reported having taken two
sequences. Four who completed editorial and advertising were
tabulated both with the editorial and advertising groups; and
so on. This accounts for the lav-total from.119 respondents.

*** The break-down of these into their current fields
of work was: Advertising 5, magazine 10, radio 4, public
relations 10, Journalism education 5, other 7.

31
arrived by virtue of the 'crisscrossing' were: Advertising,
5 graduates; magazine, 10; radio, 4; public relations, 10;

Journalism education, 5, and other, 7.

$235; transferring'ggggg.£igydg. For the graduates
as a whole, Table I? shows, the changing of fields was less
than with the editorial maJors. Even so, only 51.2 per cent
of the 119 graduates were currently employed in the field
of their college sequence, meaning that 48.8 per cent were
involved in the "crisscross."

‘lractly two-thirds of the advertising maJors stayed
in their field. Fifteen.had changed while thirty had not.
numbers for the other sequences were so small (five and
less) that they do not carry much weight. However, there
had been deflection in all fields but one.

IV. POSSIBLE CURRICULUM CHANGES

Findings of the study appear to support the stand of
those Journalism schools requiring basic typography for all
maJors. And the strongest evidence developed was that which
really'came as an unexpected by-product of the investigation
--the so-called "crisscrossing" factor. If there is as much
chance the graduate will transfer Journalistic fields after
leaving college as there is that he will not--which is what
the data indicated--then he logically could be required to

32
study typography, a course which 95 per cent of the sample
of graduates had found beneficial in one or'more occupa-
tions.

This same factor of deflection would seem.to weaken
or destroy any argument for the policy of requiring adver-
tising maJors to enroll for the course while allowing it to
be optional for news-editorial maJors.

Two new reasons for making typography a requisite
for radio Journalism maJors are indicated. One is the new
application--in television--of selection of type styles; the
other, obviously, is the’crisserossing' tendency.

A 1940 graduate who was a news maJor, now an associ-
ate editor of a nationally read magazine, characterized his
typography course as 'one of the top two or three in value
received." Several others gave expression to similar

opinions in purely voluntary comments.

CHAPTER V

EMPHASIS GIVEN INSTRUCTIONAL UNITS
IN BASIC TYPOGRAEHY COURSES

If as the findings indicate, an introductory typog-
raphy course is worthy of requirement for all, or virtually
all, of the sequences open to JournalismmaJors,1 increasing
importance attaches itself to what goes to make up the
course in the way of instructional units, or in other words,
the various phases of available subJect matter to be includ-

ed. This chapter is a consideration of course content.
I. SUMMARY’OF GRADUATES' EXPERIENCE REPORTS

Table 7 presents a grouping, in four columns, of the
ll9 graduates' responses as to whether each of the various
phases of typography they learned helped them (1) greatly,
(2) considerably, (3) slightly, or (4) none, in their occu-
pations and professions after completing their college werk.

Such a table gives data that might enter into the
thinking of an instructor or administrator in considering
whether to include a specific unit in setting up or revising
a beginning typography course. For consideration of the
course content as a whole, however, the graph in Figure 1

'would be more helpful. Data for the graph came from a

 

34

TABLE V

EXTENT TO WHICH UNITS OF TYPOGRAPHY COURSE AIDED
119 JOURNALISM GRADUATES

 

 

-
_

Number Ho. Ho.
‘Units of subJect matter greatly consid- 30- aided
aided erably '115ht13 none

 

 

History of printing . . . . . 1 10 47 45*
Origin of type faces . . . . 2 7 53 44
Printer's measure . . . . . . 46 35 18 14
Proofreading e e e e s e e e 64 3° 11 9
Printing plate! e e e e e e e 29 30 23 20
Printing machinery . . . . . 17 32 4O 16
Processes of printing . . . . 3O 26 38 14
Copyfitting and estimating . 52 33 14 9
Display-type identification . 47 29 19 18
Body-type identification . . 29 32 3O 20
Appropriate uses for

various type faces . . . . 52 29 l5 l7
Headline forms and styles . . 41 32 23 14
Advertising layout, design . 48 18 19 22
Page-one makeup . . . . . . . 25 26 21 31'
Inside-page makeup . . . . . 24 31 24 24
Dummy and layout prepara-

tion for periodicals . . . 39 27 21 24
Printing paper grades, uses . l6 14 3O 36
Handsetting type etc. * . . . 3 1 O 2

 

=:*

 

* Each number in the fourth column (except the last)
includes the six respondents who reported the course had not
benefited them in any position held since graduation. The
respondents do not total 119 crosswise because not all the
phases of subJect matter are taught at all the schools.

** The answers here were 'write-in' responses. The
author and typography instructors with whom he has communi-
cated (e.g. Professor Daurance B. Siegfried; of Syracuse
'University) regard the handsettingwmerely as an aid in teach-
ing several of the instructional units.

p . 33:33. x) )_ llrsiilqk. w

jerie .. .7
. .

 

'25 coursefii

ainterminfl_nrintinaii§21.

1hrf819'°£ 31o. face4(84)

 

15

l

i

ZOO"25
T

 

 

inteé's measure (353)

 

agoofread qg A (421)

5 ~ Costumes A A- l(

 

353)

P... 3.;

)
"Assigned value" stores‘

)
so attendee ..--._...

 

 

 

 

 

81.

d S 63 .
i q 'q a A72661

 

4 0

A A A. A A

 

 

 

 

°' nd est 3731;

,‘ipIayie‘

- ‘fid‘ ' 4
c t' ‘

 

 

 

 

propria e
0.86

 

)

.gane makeup A p .( '

 

 

 

 

'and layout ‘
' 7 " " " . h

 

 

7dޣdg' per

Ti )

 

'
;fifi"‘

 

 

 

IEIGURE l
1N9 JOURNALISM-GRID

REASES OF

 

 

HOW

‘EKRDUUS
' #
.IOr "cons

M

ably," l.for "sl
le‘lggp.

we” (“Hi-t). )

 

 

 

 

b1

150 100T1+5OA 20
WAssigned

 

  

)0 250 '3
. value" sd

tained bfi assignin ‘a value f 5 for "g
tly" an O for "no

Sec
area

4

 

mostly."
as" to t

 

h
Jkflljflflflji

 

36
computation of "assigned value" scores in order to provide
a single numerical value for each instructional unit that
would represent to some degree the extent to which the 119
graduates, as a group, had found it beneficial. These
scores were arrived at by assigning a value of 5 for "great-
1y," 3 for "considerably," 1 for "slightly" and O for “none"
to the data in Table V (on the preceding page), and com-
bining the values for each separate unit of the course.

The numerical values thus obtained, of course, have
no value statistically, particularly in view of the differ-
ent interpretations the respondents may have given the
words used to express variations in extent (“great1y," "con-
siderably” and so on).= The principal reason for computing
the scores was to establish a rank-order among the typogra-
phy phases, based on the graduates' indications, for com.
pariscn with a shmilar rank-order of the units which the
instructors reported they emphasized most in teaching.

However, the size of the group of respondents (119)
should have caused some differences in Judgment to cancel
out, thus giving a semblance of validity to the graph's de-

lineation.

Phases most useful. Proofreading was the part of the
course deelared.mest useful by the graduates as a whole. In

fact, Table V’shows that only nine of them reported having

37
Thad no use for that unit. The same small number said they had
received no benefit from copyfitting and estimating; which
stood second high in the 'asigned value" scores. The units
ranking third and fourth in usefulness were, respectively,

appropriate type face uses, and printer's measure.

Egijgnlggglflgggggl. .Branches of the course the grad-
uates said helped them least (except for history of printing,
and origin of type faces, which will be considered later in
this report) were: Printing paper grades and uses, which had
a score of 152; printing machinery, with 221; page-one
makeup, with 224, and inside-page makeup, with 237. The
highest score for any unit was 421 for proofreading.

II. WHAT THE INSTRUCTORS EMEHASIZE

Tables VI and VII present summaries made from the
second page of the questionnaire sent the Journalism schools
to be filled out by the staff.member in charge of typography
instruction. A simple summation of the "yes" and "no“
answers as to whether each unit is included in the school's
basic course, is given in Table 71. It may be noted that
only two units of instructional material are included at
all thirty-one of the respondent schools which have

typography as a part of their eurriculums. These units are
printer's measure and display-type identification. The

38
TABLE VI

BHASES INCIUDED, AND NOT INCEUDED, IN BASIC TYPOGRAPHY
AS TAUGHT AT THIRTY;ONE A.C.E.J.-ACCREDITED
SCHOOLS OF JOURNALISM

-—
r

 

- No. schools He. schools
Units of subJect matter* at which where
included not included

Hi.t0ry or printing e e e e e e 29 2
Origin or type 18068 e e e e e 28 3
Printer's measure . . . . . . . 31 O
Proofreading e e e e e e e e e 25 6“
Printing plates . . . . . . . . 27 4
Printing’machinery . . . . . . 29 2
Prooea'ea Of printing e e e e e 29 2
Copyfitting and estimating . . 29 2
Display-type identification . . 31 O
Body-type identification . . . 25 6
Appropriate uses for -

various type faces . . . . . 3O 1
Headline forms and styles . . . 23 8**
Advertising layout, design . . l7 l4**
Page-One makeup e e e e e e e e 19 12“
Inside-page makeup . . . . . . l7 l4**

Dummy and layout preparation

for periodicals . . . . . . . l4 l7**
JOb-printing (or commercial

printing) composition . . . . 12 19
Printing paper

grades and uses . . . . . . . 22 9
Inodern typography trends . . . 26 5

 

 

* The units listed are those placed in the checklist
which was a part of the questionnaire. "write-in“ notations
revealed that the following additional phases are included
by at least two schools each; Type readability-legibility,
color printing, and bookbinding and design. The following
were written in by single schools:‘Work of leading modern
typographers, printer-office relationships, plant arrange-
ment and layout, criteria of good printing, magazine design,
'cold type' process, photocomposition and word division.

** It is safe to assume that most of these schools
cover the indicated areas, but in courses other than basic
typography. A check of course descriptions in several
catalogs supported the validity of this assumption.

D.
I
.
O
f
D
D
.

h

e

.
. o
‘
O
O O
s
. s s
u
b
'
ll!!ii‘|.‘,w~‘ltbr’t' J

-I i

39
TABLE VII

. RANK-ORDER OF INSTRUCTIONAL EMPHASIS
GIVEN BASIC-TYPOGRAEHY' SUBJECT MATTER UNITS

 

 

Cumulative* Lowest** Highest
Rank rank Unit percentage percentage
no. scores of emphasis of emphasis
1 133 Display-type
identification . . . 2 20
2 128 Appropriate uses
for type faces . . . 5 3O
3 116 Copyfitting
and estimating . . . 2 15
4 91 Page-one makeup . . . 5 20
5 81 Study of laboratory
equipment, materials 2 20
6 71 Processes of printing 2 10
7 7O Printer's measure . . 2 2O
8 68 Advertising
layout, design . . . 5 20
9 64 Printing machinery . . l 15
10 63 History of printing . l 20
11 52 PrOOfreading s e e e e 1 1°
11 52 Inside-page makeup . . 5 10
11 52 Headline forms,sty1es 2 lo
14 51 Origin of type faces . 1 15
14 51 Body-type
identification . . . 1 2O
16 49 Modern typography
trends, developments 1 15
17 42 Printing plates . . . 1 15
18 36 Periodical dummy
and. layout e e e e e 1 15
19 25 Job-printing
composition . . . . 2 10
20 23 Printing paper
grades and uses . . 1 5

 

* Obtained by assigning values of 10 for highest rank,
9 for next highest, and so on, and then combining all rank
values for any one unit. (Such numerical values, of course,
have no value statistically.)Twenty-seven of who thirtybfive
respondents gave data in this portion of the questionnaire.

** It is noted in Table VI, p.38, that only two units
are included at all schools. Hence, this column records the
least emphasis among the schools where the unit is a part of
the course. Respondents' interpretation of "emphasis" also
was a variable. -

.|r\| J... 1 .Ln...-s¢fl.y.
H,» .. . I I

o

4O
phases taught at the fewest schools are Job-printing com-
position, included at twelve, and dummy-and-layout for
periodicals, included at fourteen schools.

Omission of a unit need not lay an instructor open to
criticism. Inost instructors would agree that covering all
of the phases adequately in the comparatively short period
of a quarter or semester would be a physical impossibility.
Several schools include one or two phases not presented
in the form for checking. These “write-ins“ are listed in
the first footnote under Table VI. Color printing is
perhaps the most important suggested addition; as more and
more newspapers become equipped to handle "run of paper"

(i.e. on any page) color advertising.

Teachers' M‘R’EEE 1133. The instructional units
have been placed in Table VII in the rank-order of indicated
emphasis of the various phases. This was determined by
‘working out "cumulative rank-scores," which also are stated
in the table. The scores were obtained by assigning values
of 10 for the highest rank by an individual instructor,

9 for the next highest, and so on, and then combining all
the rank values assigned to any one unit on the question-
naires.

It is likely that the "cumulative rank-acores'l have

even less significance than the graduates' "assigned value"

41
scores, because the faculty valuations are based on twenty-
seven replies, or less than one-fourth the number of replies
from.the graduates. Four of the responding instructors gave
only the yes-no answers, omitting the percentage-ofzesphasis
esthmates.

The term Emphasis" should be regarded as an unpre-
dictable variable, alonngith "greatly," "considerably" and
so on, as used by the graduates. However, it appeared to
serve its purpose in producing a rank-order listing from.the

staff members who teach.the course.

III. COMPARISON OT USErULNESS AND
INSTRUCTIONAL MHASIS

The two rank-orders from the questionnaire data are
aligned in parallel columns in Figure 2 to present a graphic
comparison of the extent the graduates found each phase of
typography useful, with the amount of emphasis given the
same unit in the teaching of the course. i _

A danger in using the graph for an analysis of the
comparative positions in the two rankings is that differenc-
es may be seen which really do not exist. If the "assigned
value” scores on which the usefulness ranking is based are
totaled, and the sum divided into each score to compute a
percentage, it will be found that proofreading, which was
placed at the top by the graduates, is only 9.16 per cent of

go 42

PA

TEACHING

. msxs
y-instruet

' (Rank b

e-e
v
9

f
-‘

O
l

9 O
l
4+4—

e

‘
A—J

J
J
.4

n

v-v
)
O—a‘

a

4.1.4.1

.,_fl
1 .-
l .

o
O

Q
A

‘ ff“ T”?
.-a
e

V

I
O

n_:nu_Nnns.enAt_~52t

.-
O

o o

A t

 

43
the score total.2 The score'for history of printing, ranked
seventeenth by the graduates, is 1.78 per cent. When the
percentages for the first and seventeenth ranks vary only
7.38 per cent, the difference between any two successive
rankings cannot be regarded too seriously.

Shsilarly, display-type identification, which was
ranked No. l by the instructors, is only 10.02 per cent of
the total of the cumulative rank-scores worked out from the
school questionnaires.3 Printing paper grades and uses, the
phase ranked lowest (eighteenth) by the teachers, received a
score which was 1.73 per cent of'the score aggregate. Hence
the variance between the top and bottom ranks is merely 8.29
per cent of the total.

When all is said and done, however, it is better to
have systematically gathered data, even though differences
are not statistically significant, than to go about the de-

termination of course content on a purely subJective basis.

‘Units_§underbemphasized.: for five instructional units
the teachers, according to Figure 2, gave rankings more than
four positions lower than the graduates' rankings (indicat-

ing a possible under-emphasis by the instructors). These

 

3 Supra, p. 35 (footnote).

3 Supra, p. 39.

44
units of subJect matter were: Proofreading (first by grad-
mates and eleventh by instructors); headline forms and
styles; dummying and layout for periodicals (eighth by grad-
uates and sixteenth by instructors); body-type identifica-
tion; and printing plates.

g_n_i_t_§_ "over-emphasized." Another five phases of the

course were ranked four or more places higher by the teachers
than by the graduates, suggesting that there may be an over-
emphasis in the instruction in these areas. In this
category were: Display-type identification; printing process-
es; page-one makeup (fourth by the instructors but thir-
teenth by the graduates); printing machinery; and history of
printing (tenth by instructors and seventeenth by gradu-

at08)0

rurther analysis. Variables other than those already
mentioned also merit consideration when the comparison of ,
graduates' experience with instructional emphasis is being
made. Proofreading may be an example of a phase that can be
taught thoroughly without as much time and emphasis as some
of the other units.‘ History of printing, on the other hand,
may not be useful in post-graduation experience but may have

considerable value as background for other phases that are

‘ Sutton devotes only six pages to it. Supra, p. 17
(Footnote 7).

45
of great practical benefit. This was suggested in comments
'by both graduates and instructors.5 The same could be said
for the unit on origin of type faces.

On the whole, however, the instructional units of a
basic typography course are largely independent of each oth-
er, with the result that any one of several can be omitted
‘without destroying the continuity of the term's work. This
characteristic makes a discussion such as this chapter.has
presented-~despite its limitations statisticallyb-desirable
for Journalism staff members considering the problem of

typography course content.

 

5 A graduate with ten years experience as a daily
newspaper editorial worker wrote: " . . . history of print-
ing undoubtedly helped me fit together other, more utili-
tarian, aspects of a typography course . . ._"

CHAPTER VI
ATTITUDE OF EMPLOYERS TOWARD TYPOGRAEHY INSTRUCTION

.A logical consideration in any attempted study of the
practical effectiveness of a college course is the perform-
ance of the students as viewed in later years by their
employers. An inquiry into the structure and practices of
the American Council on Education for Journalism, combined
with a perusal of limited recent literature in the area of
employer appraisal of Journalism graduates, indicates that
recognized leaders among newspaper publishers approve of
typography instruction substantially as presented by the
accredited schools.

The attitude of employers in mass communications
areas other than the daily and weekly press apparently is
not available, and in numerous situations would be difficult,
if not impossible, to obtain. This statement will be ampli-
fied later in the chapter.

Employer representation.gg.A.c.E.J. Employers of
newspapermen have equal representation with Journalism edu-
cators on the American Council on Education for Journalism.
' Selection of the five employer'members is made by the five
maJor bodies of publishers and editors they represent--the
American Society of Newspaper Editors, the Southern News-
paper Publishers Association, the Hational Editorial

47
Association (for non-metropolitan papers), the American
newspaper Publishers Association and the Inland Daily Press
Association (for midwest papers). At the time of this study,
the representative of'the first-named newspaper group was
A.C.E.J. president.1 In addition, three other employer
representatives were serving on the seven-member A.C.E.J.
accrediting committee.2

The A.C.E.J. formulated the policies and procedures

under which the present thirty-nine accredited schools were
given recognition. In carrying out their accreditation, the
employers on the accrediting committee (along with the four
Journalism school representatives) studied the curriculums,
course descriptions and laboratory facilities of each school.
They visited class and laboratory sessions and conferred
with employers of the school's graduates.3

Inasmuch as 88.6 per cent of the responding schools re-

ported they were offering basic typography at the time of the

~._‘s;‘-Ml‘mm PE

 

1

Alfred H. Kirchhofer, of the Buffalo (ILL) Evening
lame

' a-m—w—‘ruin 43“ ha
r

2 Personnel listings of both the A.C.E.J. and the
accrediting committee may be found on the inside back cover
of any recent issue of the Journalism Quarterly.

3 Earl English, "What we Have Learned from the Ac-
crediting Program," Journalism Quarterly, XXVI (December,
1949) 436 9;! 2888121.

48

study,4

and inasmuch as there was considerable uniformity in
the content of the course at the various schools,5 it may be
safely assumed that the specially designated employers serve
ing on the committee gave substantial approval to (l) in-
clusion of the basic typogrqphy course in the curriculums,

and (2) the course content as they found it presented.

A.C.E.J. appraisals fggm employers. Almost from its
beginning in 1946, the American Council on Education for
Journalism has been obtaining data from employers of the
graduates of accredited schools. This information is used
to give reports to the schools (with employers' and gradu-
ates' names deleted) concerning the extent to which the
employers are satisfied with the qualifications and perform-
ance of the graduates.6 The time of contacting the employer
is six months after the former student's graduation, in con-
trast to the lapse of five to ten years required by this
investigator in contacting the former students for reports

on benefits from typography. For seeking specific benefits

 

from a specific course, the longer period seemed desirable.
4
Sun“ ’ pp. 18-19.
5 Supra, p. as, and infra, pp. 52.53.

6 Earl English and C.E. Brown, 'Employers' Appraisals
of Journalism Graduates," Journalism_ggarterly, XXVI (march,
1949) 36-44, 56. Dr. English was executive secretary of the
A.C.E.J. during its first three years (1946-49).

49

It is expected that statistically significant data
may result from a continuation of the appraisal proJect for
five years,7 Justifying its use for at least partial evalua-
tion of curriculums and some courses.

In a preface to the most recent report on the A.C.E.J.
employer appraisals,8 Hr. Kirchhofer, of the Buffalo (N;Y.)
Evenigg £21.2- (mentioned earlier as A.C.E.J. president)
commented:

. . . A feature of the investigation was the genuine
interest shown by employers . . . and the very large
percentage of respondents.

. . . many employers regard the Journalism graduates
about whom they comment as having exceptional qualifi- 9
cations, well prepared for the work they have undertaken.

9233531323131 difficulties ig_gggg.employmgnt 35233.
A separate study on.employers' appraisals of typography course
benefits could be an outgrowth of this investigator's pres-
ent survey and report. ‘However, certain difficulties might
be encountered, among them:

(1) A sizable group of employers are not in a posi-
tion to know whether typography is of value in the work of
the graduates they employ, and

 

7 Ibid., p. 44.

8 Earl English, Report gf_the Status 3;,the Em lo ers'

Appraisal Pro ect, special bulletin of the Southern.News-
paper Pu lis ers Association. (Chattanooga, Tenn., April 7,
95 .

9 Ibid., p. 3.

 

 

50

(2) If the five-to-ten-year extension beyond gradua-
tion is to be followed, the number of employers to be con-
tacted would be greatly increased.10

Examples of the employers referred to in (1) above
are department store executives who hire advertising layout
men and copywriters; industrialists who employ.house-organ
editors; and executives of a wide range of commercial and
professional institutions who engage the services of public
relations directors. Such employers Judge the employe's
performance solely by the final product of his work--the
layout, the house organ, or the outcome of the public rela-
tions program. In the main, they do not know the individual
skills or abilities utilized by the employe in producing
that final product.

The report on placement of the 1950 graduates of
accredited schools shows that 5.8 per cent went into radio
work, 50.7 per cent into newspaper news or advertising posi-
tions, and 43.5 per cent into "general classification." It is
pointed out that "general classification" includes “those em»
plcyed in advertising agencies, house organs, public relations
offices, etc.‘I In other words, it includes many fields in
which the employers do not distinguish the individual skills.

 

10 A summation of the Table VIII data (infra, p. 66)
discloses that the 119 graduates responding hadIEEIh.at
least 275 different positions.

11 English, in 3.11.2.1. bulletin, op. cit., pp. 4-5.

CHAPTER VII
SUMMARY'AND CONCLUSIONS

Stated in general terms, the study was undertaken
(1) to determine whether there is logic in placing basic, or
beginning, typography in the Journalism curriculum as a re-
quired course, and (2) to rank the phases of the course as
found useful by the graduates in their post-college
employment, for comparison with the emphasis given.the.smme
phases in the teaching of typography in the accredited Jour-
nalism schools.

Additional aspects of’the problem.were suggested as
the investigation progressed. Some of these are indicated
in the statement of the conclusions.

The principal means used to collect data were two

questionnaires. One was sent to former Journalism students

“1"?

who had graduated from college five to ten years previously,
who had taken typography, and who were currently working in

some Journalistic field. The other questionnaire went to

:M"* PI)". wistrmwnng‘h-cx
:4

the thirty-nine Journalism schools accredited to date by the
American Council on Education for Journalism. It asked for
information on prevailing practices in the offering of the
introductory typography course.

From the graduates, who were alumni of five of the

country's oldest and largest Journalism schools, a return of

52
55 per cent was received. The form sent to the schools was

filled out and returned by 90 per cent.

Summary. Among the more important findings outlined
in Chapters IV and V which will assist in developing the
conclusions of the study were:

(1) At least thirty-one of the thirty-nine Journalism
schools and departments accredited by the American Council
on Education for Journalism.offer typography courses.

(2) Twenty-one schools require the course for all
Journalism maJors; eight others require it for a number of
sequences, and two offer it as an elective.

(3) All but six of the one hundred nineteen gradu-
ate-questionnaire reapondents had used typography in one or
more Journalism occupations after completing college.

(4) Almost half (48.8 per cent) of the graduates were
'working at the time of the study in a field of Journalism
different from the sequence they had taken--a tendency
described in this report as “crisscrossing' within Journalism
fields. .

(5) Administrators of a few schools regard typography
as non-essential for radio maJors; others do not require
editoria1.maJors to take the course.

(6) Although the content of the course could not be

described as uniform at the various schools, a tendency to

53
follow a pattern could be observed. Job-printing composi-
tion was omitted by 61 per cent of the schools; dummying for
periodicals, by 55 per cent; inside-page makeup and advertis-
ing layout and design, each by 45 per cent; and page-one
makeup was omitted by 39 per cent. Twelve of the phases were

given at 80 per cent or more of the schools.1

Comments by in-
structors disclosed that some phases omitted.from the typog-
raphy course were covered in other Journalism courses.

(7) The only Journalistic employment field in which
no graduate had found use for his typography was that of the

2 (Pew, if any, Journalism maJors prepare

wire services.
especially for this field, as the number of positions open
is small.)

(8) Phases of the course which were estimated to be of
greatest value by the graduates were, in order: Proofreading,
copyfitting, appropriate type face uses, printer's measure,
and display-type identification. Three of these five (display-
type identification, face uses, and copyfitting)were among
the five emphasized most by instructors of the accredited
schools, collectively, in teaching the course.3 A.difference

of one, two or three places in either rank-order indicated

 

1 Supra, p. as.

2 Supra. Pp. 27-29.

3 Supra, De 42s

54
little if any real difference in usefulness or instructional
emphasis.

Discussion of the phases possibly under-emphasized or
over-emphasized in instruction, as compared to the graduates'

needs, already has taken place.‘

Conclusions. With respect to the questions raised in
the original statement of the problem to be investigated,5
the following conclusions are suggested:

(1) There is considerable uniformity in the typogra-
phy subJect matter presented in the Journalism schools.

(2) Principles and facts learned in the course are of
value, in varying degrees, in all fields of Journalistic
employment except that of the wire services.

(3) By and large, the instruction is meeting the
needs of the graduates in their professional or occupational
pursuits. In the case of some topics, more teaching emphasis
is suggested, and in other cases perhaps less should be
given. (See Footnote 4 below.) However, the findings on
which these suggestions are based are of little significance
statistically.

(4) And finally, considerable evidence was found that
requirement of basic typography for all Journalism maJors is

4 m, pp. 43-45.

5.§gpgg, pp. 1-2.

55

Justified. Supporting this were the indications that prac-
tical application of typography had been made, in one or’more
positions, by‘ 95 per cent of the responding graduates, and
that as many as half of the Journalism maJors eventually may
have Journalistic employment in a field other than that of
the sequence taken in sdhool.

Suggestion was made by a few responding graduates
that they could not recall whether some of the phases in-
volved had been learned in typography, or in editing or
other courses. However, the paramount consideration was that
the graduate had felt a need for the principles or informa-
tion learned. If instructors and administrators know of a

need, effort can be made to meet it in one course or another.

Future investigations. Studies similar to this could

 

be helpful for numerous professional courses offered at the
college and university level--in other areas as well as in
Journalism. Possibilities for other surveys of Journalism
courses include news writing, copy editing, advertising
layout, law of the press, photography, the several newspaper
management courses, radio news and continuity writing, and
methods of public relations.

Although statistically valid data might not result,
the findings would be far better criteria for determining
course content than the arbitrary subJective Judgments now

usually used.

BIBLIOGRAPHY

BIBLIOGRAPHY

Allen, Eric W., Painting for the Journalist. New York:
Alfred A. Knopf, Inc., 1928. 189 pp.

Allen John E. Newspaper Designing. New Yerk: Harper &
Brothers, 19 7. 478 pp.

Barnhart, Thomas F., Weekly Newspaper Makeup and Typoggaphz.
Minneapolis: University of Minnesota Press, 1949.

267 pp.

Bigmani Stanley K., "Unpublished Theses on Journalism.at

Co umbia'University " The Jourpalism Quarter;p ,XIVII
(Winter, 1950) 28-45. '

Casey, Ralph D., "What Lies Ahead in Education for Journal-
ism?" The Journalism guarterl , XXI (March,l944) 55-60.

English Earl geport of the Status of tpe Em lo ers'
Appraisal’ProJec . ‘Chaffanooga,'T3nn.: SpecIaI bulletin
of the Southern Newspaper Publishers Association, April
7, 1951e 8 DD.

English, Earl, "What we Have Learned from.the Accreditin

Program.“ W W. m: (December. 1949
436-39. ,

English, Earl, and C. E. Brown, 'Employers' Appraisals of
Journalism Graduates,‘ Journalism Qparterlz, XXVI
(march, 1949) 36-44, 56.

Goodenough, Florence D.,and John E. Anderson, Epperimental
i §tgdy. (Chap. 42, ”The Questionnaire, pp. 37 -

402 new Yerk: The Century Company, 1931. 546 pp.

Hahn, Paul D., "Printing and Motivation," d atrial Arts
.39; Vocgtiogal Edgcatiop, XXIV (January, 1946) 7-9.

Jackson, Hartley E., News a or Tppogpaphy. Stanford Uni-
versity, Calif.: S an or Un versi y Press, 1942.
178 pp.

Monroe, Halter S., editor, Enczclopedia p£,§ducational
geseggch, Revised edition. New York: The MacmiIlan
Company, 1950. 1520 pp.

58

mett, Frank D., "A List of Unpublished Theses in the Field
of Journalism," The Journalism Quarterly, XIII

4

(September, 1936) 329-355.

O'Dell, DeForest, The History 2; Journalism Education in the

113119.51 Slates- Ph. . thesis, Columbia University'—
Teachers College, New York City, 1935.

Olson, Kenneth Eugene, "A Technique for Teaching Newspaper
and Advertising Typography.“ Unpublished.mestar's
thesis, University of Wisconsin, 1928.

Pitkin, Walter 3., and R.F..Harrel, Vgggtigggl Stggigghig

gogygglism. New York: Columbia University Press, 1931.
58 PP.

Price, warren C., "Doctoral Dissertations in the Field of

Journalism 1946-49 " The Journalism Quarterly .XXVII
(Spring, 1350) 1641677" '

Rogers, Charles E., "Quantitative Survey of AASDJ Schools

and Departments of Journalism ' The Jogrnglism Quarterly
XIII (December, 1945) 317-326. ' '

Romine, Stephen A., "Criteria for a Better Questionnaire,"

Thgu%gggggl'gg,Educational Research, XIII (September,
1948 69-71.

Shannon, J. R., "Percentage of Returns of Questionnaires in
Reputable Educational Research," The Journal of Educa-
tional Research, XLII (October, “19487“T13 -417 """"

Stoke, Stuart M., and Harvey C. Lehman, ”The Influence of
Self-Interest Upon Questionnaire Replies," fighggl and
§ggiety,.XXXII (September 27, 1930) 435-38.

Sutton Albert A. Design and makeup 2;,the Newspaper. New
York: Prentice-Ha 1, Inc., . 483 pp.

Swanson, Charles E., "Report of Journalism ”Research in Prog-

ress 1950-51," Journalism Quarterly, XXVIII (Winter,
1951 93-99. .

Swanson, Charles 3., Theater's Theses in the Field of Jour-
nalism, 1949-50," Journalism_guarterly,(XXVIII (Winter,
1951) 100-07.

Swindler, William F.‘ "Graduate Theses in the Field of Jour-

nalism: 1936-45. mm 99.32.19.211. XXII
(September, 1945) 231-54.

59

Toops, Herbert A., "The Returns from Follow-up Letters to
Questionnaires " Journal g£_Applied Psychology 11
(March, 1926) ’92-I‘Io .' '

Vonier, Chet, "The Failure of Journalism Schools," The
American Merggry, LXV (October, 1947) 416-424.

welters, Basil L. (interview with), "Welters Tells J-Instruc-
tor His Hiring Policy," Editor é_Publisher,LXXXIV:l5
(April 7, 1951) p. 58.

weigle, Clifford F., TMaster's Theses in the Field of Jour-
nalism, 1946-49," Jourgglism Quarterly, XXVII (Spring,
1950) 168-185.

Wild, Raymond W., “A.Laboratory Manual for'Use in Typogra-
phy." ‘Unpublished thesis, University of Wisconsin,
1939.

Wolseley, Roland E., and Laurence R. Campbell, Egploring
Jourgalism. Second edition. New York: Prentice-Ha ,
Inc., 1949 620 pp.

APPENDIX A

SUPPLEMENTAL TABLES

61
TABLE VIII

POSITIONS IN WHICH 119 JOURNALISM GRADUATES
FOUND TYPOGRAEHY USEFUL, AND NOT USEFUL

W

 

‘tm
Nb. of graduates reporting
that in the position
Field and position they found typography...

Useful Not useful

 

Advertising aggncy:

manager . . . . .

Market research . : . . I 2 I :
Account executive . . . . . . .
Copywriter . . . . . . . . . . .

Publicity director and

Copywriter o o o e o e o 0
Associate director, Radio-TV
Advertising production asst.
Public relations staff . . .
Assistant director of

radio advertiSi-ng o o o o o o 1
Assistant manager

classified department . . . .
Secretary and asst. to

Chairman or the board 0 o e o 1

HuPH mmHH

I-"

Advertising, retail and industrial:

Advertising manager for
manufacturer 0 e e e e o o o 0
Export sales and advertising
for manufECturer e e e e e e e
Mail-order copywriter . . .
Asst. to media coordinator
for manufacturer . . . . .
Retail copywriter o o o e 0
Chain store copy chief . . .
Chain store asst. copy chief
Production manager, grocery
products advertising dept.
Layout and copy for
Whalesalo Store 0 o o e e a
Retail copy and layout . . . .
Retail advertising manager . .
Retail asst. advertising mgr.

O I O O O
O O O O 0
PHP my 9

O
O
I"

snare

 

62
TABLE VIII (continued)

 

 

No. of graduates reporting
that in the position
Field and P051tion they found typography...

 

Useful Not useful

4

Advertisi , retail and
IndustrIal (contInEEE):
Advertising production
asst. for manufacturer . . . .
Adver. & promotion for manuftr.
Asst. Adv. mgr. for manuftr. . .
Adver. & public relations

director for manufacturer .
Dept. store radio director . .

PH H PHP

Lifer. Mgr. for JObber e o o
Adver. layout man for govt.

Daily newspaper, editorial:

Editor 0 e o a o e 0
Managing editor . .
News editor . . . .
Rotogravure editor . .
Washington correspondent
Assistant city editor .
Reporter 0 e o o o e o e 0
Reporter and science writer
Reporter-photographer . . .
Reporter and city editor . . .
Reporter and asst. state editor
Sunday magazine feature writer
Sports editor 0 e e o e e e 0
Assistant sports editor . .
Sports copyreader . . .
Sports reporter o e e e
Telegraph editor . . . .
Columnist and staff write

Copyreader . . . . . .

Copyreader and makeup

Caption writer (tabloid)
Assistant society editor
Society reporter . . . .
Club editor 0 e e e o 0
Industrial news writer .
Picture desk staff . . .

Hm mwwwewww HdeHNPP

sud

0000000.”...
0.000.000...
000.00.000.00
00.000.000.000.

63
TABLE VIII (continued)

No. of graduates reporting
that in the position
Field and position they found typography...

‘Useful Not useful

 

ews er gditorigl
(poppingeds: .

State news editcr o o e o o o 0
Editorial writer and

makeup assistant . . . . . .
News photographer . . . . . . .
Picture editor . . . . . . . .
Pict. editor and staff photog.

a...
bud k' +1

Daily newspaper, advertising:

Advertising salesman . . . .
Sales promotion . . . . . .
Copy service dept. manager .
Advertising photographer . .
Asst. national adver. manager
Merchandising field man . .
Classified adver. salesman .
market research . . . . . .
Advertising copywriter . . .

HPN PHPPQ

Journalism education:

Department head . . . . . . . .
Professor, associate professor
or assistant professor . . . .
Instructor . . . . . . . . . . .
Director of informat on and
advertising instructor . . . .
Instructor and university editor
Assistant professor and director
0: Student Pub 1108151 one o o a
Radio Journalism.instructor . .
Teacher (in high school) . . . .

NPP PH #63 N

Ilagazine, other than editorial:

Advertiaing manager 0 e o o e o 1
Circulation dept. employs . . . l

A

(Illil £01.! II. r «I. I.“
v .

r V.

 

‘5

Field and position

TABLE VIII (continued)

64

’—
_

No. of graduates reporting
that in the position

they found typography...

 

Magazine, editorial:

 

Public

Edit or 0 0 0 0 0 0 0 0
Associate editor . . .
Aegiatant editor 0 s 0
Editorial assistant .
Research executive . .
Dental magazine editorial a

d
advertising director
Feature editor . . . .
Promotion copywriter .
Asst. manager, home
planning service . . . . . .
Correspondent . . . . . . . .
Executive secretary to
associate editor . . . . . .
Editor of magazine news bureau
medical Journal news editor .
Trade Journal editor . . . . .
Trade Journal copy editor . .

e. s pups s so

relations:

Director . . . . . . . . . . .
Public relations and
information specialist . .
Assistant pub. rel. director
Public relations (medical) . .
University or college public
relations director . . . . .
Pub. rel. account executive .
Director of pub. rel. for
grain terminal 0 e e e e e 0
Press secretary to governor .

House organ editor 0 e e e e
Reuse organ associate editor
Historian and pub. rel.
officer (Air Force) . . .
College publicity director . .
College director of public
school relations . . . . . .
Edit. asst., nat. safety coune
Assistant press agent . . . .
Publicity or promotion writer

Useful

1i

PPP H PP HFP HmHmm

to lflrdk' r4

PP P PP Pu P

Not useful

ru-

' 65
TABLE VIII (continued)

 

 

No.tof graduates reporting
hat in the position
Field and position they found typography...

Useful Not useful—

 

 

Radio and television:

Radio and TV producer
Television producer
Television director
Radio news director
Radio news editor .
News writer . . . .
Program officer (army)
Continuity director .
Continuity editor . .
Radio director (universit )
Publicity chief . . . .
Sales promotion manager
TV designer-stage manager
Network promotion employs

Weekly and semi-weekly newspaper:

Editor 0 0 0 0 0
Publisher . . .
Owner . . . . .
Co-publisher . .
Advertising'manager
Assistant editor . .
News editor . . . .
Sports editor . . .
Reporter 0 e e e e e
Photographer for offs
Printer . . . . . .

Wire services:

0 0 0 0 0
knur-
I-'

NHNNN

y

PPPPPP

00.0
0...
000000.00
0000....
0000....
PD:
PHH

t'weekl

HHNPNHu

afiesesseooe

Bureau manager . . .
Night bureau.manager
Reporter . . . . . .
Sports editor . . . .
State radio news editor
Radio "ital? e e e e s 0
City news bureau

Dali-co reporter e e e e e s e

P HHHuHH

 

66
TABLE VIII (continued)

 

 

No. of graduates reporting
that in the position
Field and position they found typography...

Useful Not useful

 

 

 

Miscellaneous:
Shopping guide publisher . . . . 1
Publisher of fraternity papers . 1
Research writer . . . . . . . . l
Layoutal‘tiat eeeesseee 1
Layout and. finished. art 0 e s e 1
War Department historian . . . . 1
Assistant director,
scholastic press association . 2
Greeting card designer . . . . . 1
Staff asst., dept. of public
services for grocery
product manufacturer . . . . . 1
Army newspaper editor . . . . . 2
Government historian . . . . . . 1
Instruction book copywriter
for'manufacturer . . . . . . . 1
Editor for publishing house . . l
Asst. editor for publ. house . . 1
Free lance writer . . . . . . . 1

Religious publication associate
editor (format not stated) . .
Directory proofreader . . . . .
Proofreader, university exten-
sion division publications . .
Office worker, farm publications
Circulation employs,
daily newspaper . . . . . . . 2

Totals (for all six pages of table) 200 75

FH4 hu-

 

67

TABLE II

CREDIT-HOURS GRANTED BY'31 A.C.E.J.-ACCREDITED SCHOOLS
FOR.BASIC TYPOGRAEHY COURSES

 

 

 

No. of No. of Total

Credit-hours semester-plan quarter-plan schools

schools schools reporting
1 . . . . . . . . l 2 -
2 . . . . . . . . 11 2 -
3 . . . . . . . . 6 6 -
4 . . . . . . . . 1* 1 -
Indefinite" . . l 0 -
Totals 20 11 31

‘ A through-the-year two-credit course is required by
thi I BOhOOle

** One school offered five weeks of intensive typog-
raphy laboratory work as part of an editing course.

APPENDII.B

TEE QUESTIONNAIRE FORMS

 

AN EVALUATIVE SURVEY OF THE BASIC TYPOGRAPHY COURSE [El
Department of Journalism, Michigan State College, East Lansing
February, 1951
nun-After offering beginning (to assisting in this project.
typography for ho years ,liichigan State is Schools are not being compared;answers
studying whether the course needs revision,,from all schools will be combined in the
in the light of other schools' experience rtabulation. Replies will be kept confiden-
and its own. tial so far as individuals are concerned,
Journalism graduates of five schools if so requested. Please respond frankly
where typography has been taught a number and as accurately as possible, returning
of years are being asked to report what the form in the enclosed stamped ,addressed
values, if any, the various phases of ty- envelope.
pography instruction are having for them, Elwin E. Hooray
several years after leaving college. You Instructor in Typography
are asked to devote a few minutes' time L...) Check here if you would like
to receive a survey summary.

 

Graduate ' I Year Received
nu.00.00000'00.0000000000000000....0000000000.. Bachelor Degree 19.00.0000...

University Attended:

radua
Undergraduate seeeosoeoooeoooooooooooeeoeseeee 1:3” eeseeseeeseeeeeeeeeeeseees000

Took Beginning Graduate Degree Received..............
Typocraphy 0011280 in 19.Oeeeeeeeseeeseeeee Y9” Received lgeOeseeOOOQO

1” Present nailing Address .000000000000.00.000.000.00000000000000000000000000000.0

1. Journalism sequence followed in school: (If more than one, check the m in
which most work was taken) ( ) (
__ News, or Editorial Advertising
(____) Radio (_____) Community '7 ) Agricultural "('_'__
(___) Newspaper Management

) Magazine
)Public Relations

fl 00000000000000000000000...00000000000000

2. Employment since leaving college, in Journalism or other fields:
‘ (Be specific, e.g. Daily newspaper reporter, weekly aper ad salesman,
Ad agency copy writer, radio newscaster etc. etc.

A. Name or City&

P0811510!) eases-sees.eoeeeseeaeseessoe State assessessesseeseeeeeeoe 19).. “.19..
City &

B. Position....o....................... State .oooooooossoosoooooesoo 19.. to 19..,
City &

C. Position............................ State ....................... 19.. to 19..
City &

D. P031t10n000000000000000000.000000000 St‘ta 00000000000000.00000000 1900 to 190'.

3. In which of these positions have you been aided by any knowledge,

attitude or skill obtained in your course in be inni typography? ( )
Heart "A" “B” etc.,or “none"
1.. Would your course in winging typography prove of any value to you

in a position to which your present employer might promote you? Yes (___),No(___)

«COVTINUED on second sheet-

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PAGE 2 - - ------ Evaluative Survey of Basic Typography -------- PAGE 2

5. To what extent has gac ch of the following phases of beginnm g typography aided you
you in your work since completing your Journalism studies? (Graduates indicating
no benefits to date, obviously will not reply to this question.)

A.

B.
C.
D.
E.
F.
G.

I.
J.
K.

L.
“e
N.
0.

Q.
R.

m_cm__q.xmmmimismmrm_mnim
Spggestion---Iour course may not have
include some p< ases listed, legyf tRose blank, 1:

History of printing ............ (___) )you can req
Greatly Considerably Slightly None)
Origin of type faces ........... (___) (.__) (__,) (___)
Printer's measure .............. (___) (___) (___) ' (___)
Proofreading ................... L...) L...) (.__) L...)
Printing plates (...) (...) (...) (___)
Printing machinery ............. (___) (__.) (.__) C...)
Greatly Considerably Slightly None
Processes of printing (Relief,
gravure, litho etc.)....... (___) (__.) Q...) (__.)
Copyfitting and estimating (.._.) (,_) (._.) (.__)
Display-type identification (____) (____) (___) (._.)
Body-type identification ....... (___) (___) (___) (___)
Appropriate uses for
various type faces ......... (___) (.__) (___) (___)
Greatly Considerably Slightly None
Headline forms and styles ...... (__.) (.__) ' (__.) (___)
Advertising layout and design .. (____) (___) L...) L...)
Page-one makeup ................ (___) (___) (___) (__.)
Inside-page makeup ............. (___) (__.) (._.) (._.)
Dummy-and-layout preparation (_ ) (___) (___) (___)
for periodicals .o.....Greatly Considerabdy Slightly None
Printing paper grades and uses.. (___) (___) (_..) (._.)
(.._) L.) L.) (__)
(.__) L...) L...) L...)

ecia ppmmgpts (including phases of typography you believe should be emphasised
we)

may be made below and on the other side of this sheet.

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SURVEY OF TYPOGRAPHY COURSE CONTENT AND EMPHASIS

Department of Journalism, Michigan State College, East Lansing
December, 1950

EXPLANATION-~e-After offering beginning
typography for two years; Michigan State is
studying whether the course needs revision,
in the light of other schools' experience
and its own.

This form is being sent Ito typography
instructors of the A. C. E. J. accredited
schools and departments of journalism. It
will take you only a few minutes to mark
answers for all the items asked. Early re-
turn of the information would be greatly

Name of college

or univerSity 00.00000000000000000000000000000000000.0.000000000000000...

Division )
School ) of Journalism
Department) (cross out g)

-----—-_---¢------~--.

School year divided into:

 

Filled out by:

(Name--Please print)

Semesters ( ), quarters ( ), ............. (

appreciated. Probably the assembled infor-
mation will be of interest and help to
those participating.lf you wish to receive
a summary Of the study,
please check here . . . . . . . . . ( u)
If the information is published, no
data from any individual school will be
used without specific permission. Thanks
for any cooperation you may give.
Elwin E. McCray
Instructor in Typography

(Rank)

(Check one)

2. Credits or credit-hours granted for

first term's work in typography . ,

3.

)

. . . . . . . . . . . . . . . . . (

Enter number

 

Is this basic course required for p11 journalism majors,

or virtually required by being a prerequisite? . . . . . Yes ( ), No (____)

A. If not required for 311 majors, list sequences for which it is required:
5. Additional typography courses offered: None ( ), or number (_____)
UNDERGRADUATE Check, if Enter
applicable figure
GRADUATE None ( ), or number (_____)

---Note---

Check Figure

ALL TEE REMAINING INIORMATION asked concerns only the first pggggg (beginning, fbasic

 

or general) in typography.
6. Approximate number of students in each laboratory section . . . . . . . ( )
Enter figure
7. Number of instructors and/or assistants in charge of
each laboratory section . . . . . . . ( ._-_)
Enter figure
8. Approximate number taking basic course each school year, -
including summer . . . . . . . (_._____).
Enter figure
9. (Optional) Textbook used ........................... ...... ...........

(Author)

(east title

)...................

(fifitiiénér)

-CONTINUED on second page--

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PAGE 2 - ----- Survey of Typography Course Content & Emphasis ------ PAC" 2

10. What phases are covered in the basic course, and how much is each phase

(1)
(2)
(3)
(4)

(5)
(6)
(7)
(8)

(9)
(10)
(11)

(12)

(13)
(14)
(15)
(16)
(17)

(18)

(19)
1(20)

(21)

(22)

emphasized, approximately?

History of printing .............
Origin of type faces ............
Printer's measure ....

Study of laboratory equipment
and materials ..

Proofreading ....................
Printing plates gooooxooooooooooO

Printing maChinery 00000000000000

Processes of printing
(Relief, gravure, litho) ...

Capyfitting and estimating ......
Display-type identification .....
Body-type identification ........

Appropriate uses for the
various type faces ...

Headline forms and styles .......
Advertising layout, design ......
Page-one makeup .................
Inside-page makeup ..............

Dummy-and-layout preparation
for periodicals ...

Job-printing (or commerical
printing)composition ......

Printing paper grades and uses .9

Modern typography trends;
pessible developments ...

0.00OOOOOOOOOODIrOOOOOOOO00000000

6.9mm;
Indicate if included,
by circling

Yes..No

Yes..No

Yes..No

.Yes..No

Yes..No
Yes..No

Yes..No

Yes..No

Yes..No

Yes..No.

Yes..No

Yes..No
Yes..No
Yes..No
Yes..No

Yes..No
Yes..Nr

Yes..No

.Yes..No

Yes..No
Yes..No

Yes..No

Yes or No

COLUMN II

Please circle estimated %e of
emphasi§ wherever possibe

5%00010000150092
5%...10
5%09010003150002

5%...10
5%,..10
5%...10
5%...10

000.2500j30000___%
0901500020D00250003000o___%

000025do030000___%

...l5...20...25...30...__.
00.15...

...15...20

%
20...25...30...__.%
...25...30...,__%

%

00.150.020.002500030000-

5%...100OOISOOOZOQOQ25Q003~OOO-__

5%...10

5%. o 01

5%...10

%
...15...2o...25...3o..,___%
o. . .15. ..20...25...30. . ._,_%

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00.15.002OOCOZSOOOBOO...-—

5%0001000.1500920.00250003°Ooo___%

5%.001000015000200002500030000_-_%

5%...1000015.0.200.025.0930.O.__-

5%0001000015p002000025000300oo

5%...100 0.15. O .20. 0.25.0030. ....-

5%...10000150.02000.25.0030000- %

5%0001000015000200002500030000___%

5%...10 ...25...30... %

..-

...15...20

5%. 0.10. . .15. O .20.. .25. O .30. O.-~%

5%...1QOO01500020

5%031100001500920000250003000o_’_%

(If % is given for each phase
taught, total should
approximate 100%)

0.02500030900’__%

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