SOME CONSIDERATIONS FOR AN INTERCONNECTED NATIONAL EDUCATIONAL TELEVISION NETWORK Thesis for the Degree of M. A. MICHIGAN STATE UNIVERSITY WILLIAM OUZER COOPE’RMAN 1970 THESIS LIBRARY Michigan State University mu‘oma av T; IIOAO & SONS' MK OINOEIIT INC. ‘ "T ' _.. BINDERS I m... "T, slams”. \ :l/ ABSTRACT SOME CONSIDERATIONS FOR AN INTERCONNECTED NATIONAL EDUCATIONAL TELEVISION NETWORK BY William Ouzer COOperman Purpose The Educational Television system in the United States stands on the threshold of a develOpment which can transform it from a collection of individual scattered stations into a unified national force--a national inter- connected network. The present paper examines some of the factors that must be considered in the planning of such a national Educational Television network. Since the struc— ture of an interconnected network will naturally be a reflec- tion of the men who participate in it, the first area of exploration is the philosophy and attitudes towards intercon- nection held by those individuals and organizations that are currently Operating Educational Television facilities. The second area of examination is the present state of intercon- nection throughout the country, to determine what physical climate exists, and what types of networks have developed. Third, a study of the programing broadcast by the individ- ual stations was undertaken to determine the amount and William Ouzer C00perman nature of programing available for transmission by a national network. Procedure Through personal correspondence, a survey was con— ducted of all Educational Television stations, networks, and program distribution agencies Operating in 1967. Informa- tion sought was primarily concerned with programing and net- work practices, with station program guides as the major source of information. Information regarding programing was then tabulated to determine what programing practices are in effect throughout the United States, and how a national net- work may best serve the stations and fit within the present pattern. A comprehensive review of the literature was also conducted regarding interconnection attitudes and recommen- dations. Conclusions The growth of interconnected networks throughout the United States has been rapid and widespread, though mostly limited to areas East of the Mississippi River. Support is found for interconnection on all levels, local, state, regional and national. Although all the interconnections are utilized almost exclusively for simultaneous broadcasts, there seems to be some division as to whether the intercOn- nection nationally should be used for simultaneous network- ing, or as a means of program distribution. The analysis of '- an 0- I. Q-— William Ouzer C00perman programing finds that sufficient programing is already broad- cast "nationally" by the stations to program a national net- work. Programing practices are such that changes in an individual station's broadcast schedule will have to be made to accommodate a national network, but that these changes would not be drastic. SOME CONSIDERATIONS FOR AN INTERCONNECTED NATIONAL EDUCATIONAL TELEVISION NETWORK BY William Ouzer C00perman A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Television and Radio 1970 ll . e . .. .m» on. .~— g ~ . r. .4. r». «Iv .h- v” :- .. u. a. Z. .. p: .. .: -.. 9. o'r a a O. Accepted by the faculty of the Department of Television and Radio, College of Communications Arts, Michigan State University, in partial fulfillment of the requirements for the Master of Arts Degree. 'Thesis Director' ii ACKNOWLEDGMENTS During the course of this study, assistance in obtaining information was provided by scores of individuals and organizations. In many cases, the names of the individ— uals themselves are unknown to the author, but their organi— zations, individual Educational Television stations, state and regional networks, and national programing agencies are listed in the appr0priate appendices. To all, I eXpress my heartfelt thanks. Special acknowledgment must be given to three individuals, without whose aid this project would not have been possible. First, a Special thanks to Dr. Thomas Baldwin, Department of Television and Radio, Michigan State University, who has guided me throughout my graduate program, and who has been a most helpful advisor for this project. Thanks to Mr. Harry M. Brawley, Executive Secretary, West Virginia Educational Broadcasting Authority, who has allowed me to continue work on this project and use of his extensive files while in his employ. Finally, a special thanks to Miss Cecille weiss, whose kind and understanding encourage- ment has enabled me to stick with this project when the going got rough. iii misfit. agar». 1'. ”En, If. v TV. -‘k. Chapter I. II. III. IX], TABLE OF CONTENTS INTRODUCTION: THE CHALLENGE OF INTERCONNECTION . . . . . . . . . . Introduction . . . . . . . . . . . Problems of Educational Television The Corporation for Public Broadcasting The Present Study . . . . . . . . ATTITUDES TOWARD INTERCONNECTION . . . THE Support for Interconnection . . . The Carnegie Commission: Champion of the Local Station . . . . . . The Ford Foundation: Support for a National Network . . . . . . . . Public Broadcasting Act of 196 . National Educational Television: Network Support . . . . . . . . Local Station Safeguards . . . . . NETWORKS TODAY . . . . . . . . . . Interconnected Networks . . . . . Centalized programing networks Decentralized networks . . . . Local Interconnections . . . . . . Tape Networks . . . . . . . . . . Interconnections Under DevelOpment Summary . . . . . . . . . . . . . NATIONAL PROGRAMING PRACTICES . . . . Introduction . . . . . . . . . . . The-Programing Survey--Procedures The Programing Survey--An Overview The Programing Survey--Broadcast Patterns . . . . . . . . . . . . Summary . . . . . . . . . . . . . iv Further Page H OO‘AH 16 18 22' 27 29 31 36 37 38 50 61 63 65 68 72 72 75 80 91 142 v - It. IVs-1. '.—~‘. . c-‘ Q.. .n. -6. iv ' I .5. I‘. v." i‘-- v.-“ Q‘-‘ Chapter Page V. NETWORK PROPOSALS . . . . . . . . . . . . . . 147 A Brief Review . . . . . . . . . . . . . . . 147 Network Proposals . . . . . . . . . . . . . 154 Some Recommendations for Consideration . . . 173 BIBLIOGRAPHY..................... 180 Appendix I. .EDUCATIONAL TELEVISION STATIONS BROAD- CASTING JANUARY 1967 . . . . . . . . . . . . 184 II. POST JANUARY 1967 STATIONS PROVIDING INFORMATION CONCERNING PROGRAMING . . . . . 187 III. .EASTERN EDUCATIONAL TELEVISION NETWORK FALL, 1967 . . . . . . . . . . . . . . . . . 188 IV. .CENTRAL EDUCATIONAL NETWORK, FALL, 1967 . . . 189 V. WESTERN EDUCATIONAL NETWORK, FALL, 1967 . . . 190 VI. SOUTHERN EDUCATIONAL NETWORK . . . . . . . . . 191 VII. STATEWIDE NETWORKS--INTERCONNECTION JANUARY 1968 . . . . . . . . . . . . . . . . 192 VIII. PROGRAMING ON STATE NETWORKS . . . . . . . . . 194 3—. u o I I I R . ‘Jld ‘fi ’5... VI 1‘ fi.) TL Table 1. LIST OF TABLES Distribution of Stations by Type of Licensee . . . . . . . . . . . . . . . . . Distribution of Stations by Geographical Time Zones . . . . . . . . . . . . . . . . Distribution of Stations by Type of Licensee--ReVised o o o o o o o o o o o o a Distribution of Stations by Geographical Time Zones-éRevised . . . . . . . . . . . . Nationally Broadcast Educational Television Progr am 0 O O O O O O O O O O O I O O O O Broadcast Patterns of "NET Journal" . . . . Broadcast Patterns of Wednesday "Public Affairs" Programs . . . . . . . . . . . . . Broadcast Patterns of "NET Playhouse" . . . Sunday Repeats of "NET Journal" . . . . . . Thursday Repeats of "Public Affairs" Block Sunday Repeats of "NET Playhouse" . . . . . "French Chef"-4Weekday Distribution . . . . "French Chef"--Broadcast Patterns . . . . . "Smart Sewing"--Broadcast Patterns . . . . "Smart Sewing"--Weekday Distribution . . . "Folk Guitar" and "Playing the Guitar"-- Broadcast Patterns . . . . . . . . . . . . "Folk Guitar" and "Playing the Guitar"-- weekday Distribution . . . . . . . . . . . vi Page 77 77 80 80 82 97 98 100 104 106 107 110 111 113 114 116 116 Table 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. "Antiques"-—Broadcast Patterns . . . . . "Antiques"--Weekday Distribution . . . . "Creative Person"--Broadcast Patterns . . "Creative Person"-4Weekday Distribution . "The Dissenters"-—Broadcast Patterns . . "The Dissenters"-4Weekday Distribution . "Speaking Freely"--Broadcast Patterns . . "Speaking Freely"-4Weekday Distribution . "Book Beat"--Broadcast Patterns . . . . . "Book Beat"-éWeekday Distribution . . . . "Business Roundtable"-—Broadcast Patterns "Business Roundtable"--Weekday Distribution Science Series--Broadcast Patterns . . . Science Series--Weekday Distribution . . "Museum Open House"--Broadcast Patterns . "Museum Open House"-#Weekday Distribution "Misterogers Neighborhood"--Broadcast Patterns . . . . . . . . . . . . . . . . "TV Kindergarten"--Broadcast Patterns . . "What's New"--Broadcast Patterns . . . . "The Friendly Giant"--Broadcast Patterns Broadcast Patterns--Summary . . . . . . . Sample Schedule of Transmission by an Interconnection Network . . . . . . . . . vii Page 118 118 120 120 122 122 124 124 125 126 128 129 130 131 132 133 136 137 138 139 144 145 CHAPTER I INTRODUCTION: THE CHALLENGE OF INTERCONNECTION Introduct ion A decade ago, in September 1959, a conference sponsored by the National Association of Educational Broad- Icasters and the United States Office of Education met in VWashington to discuss the feasibility and proper role that state and regional networks could play in educational broad- casting. With networks Operating in only three states-- Alabama, Florida and Oklahoma—-educational broadcasting was barely on the threshold of a development that could lead to its role as an important element in the educational and broadcasting environments of the United States.1 The prob- lems and potentials facing the conference were summarized by Mr. Richard Hull, Director of Radio and Television Broadcast- ing at Ohio State University. Networking is an Old concept as electronics go in this country. It must be in broadcast terms, 1BettyMcKenzie, ed., The Feasibility and Role of State and Regional Networks in Educational Broadcasting (Washington: National Association of Educational Broadcast- ers. 1959), p. 6. nearly thirty five or forty years old. 0 O 0 Networks are only one aSpect of one kind of device for television. The whole problem is to devise a feasible framework in which to Operate, whether it is a little closed-circuit Operation in one county, a state-wide or regional closed-circuit or Open- circuit network, or a national network. Although no conclusions were drawn by the N.A.E.B. caonference, as to the framework and direction that networks sshould take, interest in forming Educational Television net- ‘morks was shown in at least thirty states. In the succeed- ing decade, fifteen states have instituted statewide Educa- ‘tional Television networks, and plans are under develOpment in.severa1 others. Several state networks have recently joined together to form networks serving entire regions of the country. The growth and success of the state and regional networks has led to discussion and speculation as to the feasibility of linking the Educational Television stations on a nationwide basis, into a single system. As early as the 1959 conference, Hartford Gunn, general manager of the Boston Educational Television station, and later instrumental in the formation of the Eastern Educational Network, Speculated that state and regional networks were a necessary and natural step toward a national interconnected network. He prOposed. If educational television is ever to have a national live network, it would seem that this would become a reality only through the growth 21bid., pp. 20-21. of regional networks and their eventual inter— connection, thereby completing a national system of educational television. The widespread growth of state networks, and the establishment of regional networks, has progressed to a point where it is only natural to speculate and consider the interconnection of these systems into a national system. The benefits of such a national system can be the increased ava ilability of beneficial programs to individual stations, and therefore to the general public served. "National inter- connection is necessary," as one educational broadcasting leader has stated, "for it will make possible a much more effective program service." With over 160 Educational Television stations, located in 42 states, it is apparent that the time is Oppor— tune for consideration of the possibility of bringing all the various agencies into a nationwide interconnected system. The establishment of a nationwide interconnected system will naturally require much planning. Scores of individuals, Stations, state and regional networks, program producers and agencies of the state and Federal governments all are con- cerned with the Operation of educational broadcasting in the x 3.12221” p. 139. t 4John F. White, "National Educational Television as The Fourth Network, " in Allen Koenig and Ruane Hill, ed., \he Farther Vision ETV Today (Madison, Wisconsin: Univer- sity of Wisconsin Press. 1967): Po 95- United States, and will to some extent be involved with any national television system. As so many organizations, spread throughout the country, would be involved, a great deal of time and thought will be necessary for the formula- tion of a suitable framework for such a nationwide system. Ddany areas of operating procedure, educational broadcasting jphilOSOphy, and organization structure will have to be «examined in the determination of whether a national system is to develOp, and if so, then in what direction. The present study, then, will be an exploration into tluose factors which must be taken into account in the plan- Iiing'for a nationwide interconnected Educational Television system" we shall examine these particular factors in depth, and then propose some guidelines for a nationwide system based on the studies previously conducted. It is hOped that this present work will prove beneficial to those actually involved in the planning now underway for a national Educa- tional Television interconnected system. Problems of Educationfl Television The growth of Educational Television has been one of the phenomena of the American system of broadcasting. Over the past decade, the number of noncommercial television statbons devoted to educational purposes has grown from a mere: thirty-five stations broadcasting in 1958, to 160 stations on the air in March 1968.5 Stations presently under construction will raise this total an additional 24 per cent, to 198 broadcast stations.6 Motivated solely by public service, prohibited from accepting advertising rev- enues, Educational Television has been hard pressed finan- cially. Voluntary contributions from governmental agencies, individuals and private foundations, by their irregular nature, have not provided an adequate financial basis for the full development of Educational Television. Educational Television stations have been forced to spend considerably less than commercial stations for the development of program- ing, while the American public has come to expect a consis- tently high quality of programing from all television. The relative lack of funds by Educational Television has affected not only program production, but the growth of individual stations and the entire develOpment of Educational Television in the United States. While individual station growth has been somewhat encouraged by various government and foundation grants, the total Educational Television System has develOped without any formal regional or nation— wide planning. This fragmentation of the system has been emphasized by the lack of any meaningful nationwide network 5Federal Communications Commission, "Educational Television," INF Bulletin No. l6-B (Washington, D.C.: April 1958) . p. 3 (mimeographed). 1 6Addenda to TV Factbook, no. 38, August 26, 1968, Po . that could unify the efforts and effects of the various individual stations. The interconnection of individual stations into a network, which has magnified the resources, stature and impact of the commercial network affiliates, has not as yet been readily available to educational broadcasters due to a lack of funds for the necessary technical facilities. The Corporation for Public Broadcasting Recognizing the promise, and the problems, of Educa- tional Television, the Congress of the United States passed 'the Public Broadcasting Act of 1967. This law provides for ‘the strengthening of Educational Television on both the jLocal and national levels. To aid local station develOpment, sane thirty-seven million dollars was authorized for the lnailding of new station facilities over three years.7 These grants would provide 75 per cent of the total planning and cxnustruction cost.8 To aid the local stations with the task of providing sufficient quality programing, Congress author- ized nine million dollars for grants to finance both locally and nationally produced programs.9 These grants would be aninistered by a new Federally charted, but independent organization, the Corporation for Public Broadcasting. ¥ 7U.S. Congress, Public Broadcasting Act of 1967, Pub. L“ 90-129, 90th Cong. lst sess., 1967, p. 1. 8Ibid., p. 3. 91bid., p. 8. I.. .. . I . .. v. ... e. u“ ..u e p. u. “I sue e» .a as «L «C . . . . a... .3 .3 ..Z .... «u r a. . v . P. a . .. v. ‘c .C . a «C .. G. ... . . .u ... .H .. s. C» a. v. .. :. a. QC C» v. x... rm .n . a ..... ...n “a ... .... ...m .3 .3 . H .... Ne w... .3. u... S a. .. at 3». we. ..aw Ln» . O. “us. an nu ..... ...u o... n.“ ... .5“ ...I ".... .u: ... . . .. C. is ..J ... st ». a The Corporation for Public Broadcasting (C.P.B.) was established by Congress with the primary objective to "facil- itate the develOpment of educational radio and television 10 This would be done, not only by helping broadcasting." the local stations with prOgraming but also by strengthening the national system as a whole. The facilities construction grants, administered by the Department of Health, Education and welfare, were required to be granted evenly throughout ‘the various states. No state could receive more than 8% per cent of the total facilities grants in any one year.11 Like- vvise, the C.P.B. was prohibited from making a grant for any project, or to any one station, in access of $250,000 in a year.12 This limitation on the Corporation would help insxme that the funds granted would be distributed to a large number of recipients. The clear intention of Congress is to»help financially as many stations as feasible, thereby strengthening the Educational Television system nationally. Programing grants are useful to local stations in several ways. The grant facilitates expansion of stations' C’Perc'sations. A portion of the grant can be used to finance nonmal station Operations. Local programing draws the sta- thMI closer to the community it serves. The most important resulj: of the grant, naturally, is the programing that has a Place in the station's broadcast schedule. 10110161., p. 5. llIbid., p. 1. lzIbid., p. 8. Stations are in great need, not only of locally produced programs, but also Of programs produced by other organizations that have access to facilities and events beyond the reach of a single station. To fill this need, the Corporation for Public Broadcasting was empowered to give grants, not only to individual stations for local pro- graming, but to national programing organizations for pro- graming "for national or regional distribution."13 Thus, the Corporation could also support the production activities of such national Organizations as National Educational Tele- vision, as well as local productions that have a wide appeal and significance. Nor is the Corporation limited to the supporting of already existing organizations. Indeed, the Corporation is urged to "assist in the establishment and develOpment of one or more systems of noncommercial Educa- tional Television and radio broadcast stations throughout 14 The Corporation's responsibilities, the United States." then, are truly national in sc0pe, "to enhance such service [Educational Television] On a local, state, regional and national basis."ls Strengthening local stations, and Providing them with programs, then, are two methods of Providing a national service. 13Ibid., p. 7. 14Ibid., p. 6. lsIbid., p. 7. There is yet a third method by which the C.P.B. is empowered to assist educational television and radio, and this method is interconnectiOn. The Corporation can "assist . . . the establishment aha develOpment of one or more systems of interconnection to be used for the distribution of educational television and radio programs."16 Intercon- nection of stations into a national network has been one of the basis Of American broadcasting since the National Broad- casting Company formed its networks in 1927. An intercon- nected network, however, has not yet played a significant role in Educational Television. The growth and develOpment of educational stations has only occurred during the past ten years. This development has just approached the point when it has enough potential affiliates to consider uniting into a national interconnected system. National coverage by Educational Television stations is still far from complete. In October 1967, nine states still had no local educational stations, and 13 states had only one outlet.17 Therefore, the expanding of the present number of stations is a neces- sary prerequisite to the establishment of a full national sYstem with coverage equal to that of the commercial net- works. Nevertheless, the present Educational Television stations, with a potential audience of over 138 million 16Ibid., p. 6. 17National Association of Educational Broadcasters, L968 Directory Ed Yearbook of Educational Broadcasting (Washlngton: N.A.E.B., 1967), pp. 33-41. 10 people, certainly has reached a position of growth when a diSCussion and planning for a full interconnected system is warranted.18 The Present Study The present paper, then, will examine some of the factors that must be considered in the planning of a nation- ‘Mide interconnection system. Until the present time, most discussion of interconnection for educational broadcasters Inas been concerned with the financial problems involved in «Operating a nationwide system. The seemingly insoluble prob- lfinn of insufficient funds has hindered a full discussion of the problems and possible structure of an interconnection system itself. 7 While the present obstacle to interconnection, the lack of funds for technical facilities, continues, several recent events may indicate that a solution may be forthcom- ing. National Educational Television (N.E.T.) has esti- mated that it would cost over six million dollars to inter- connect its 135 affiliates on a permanent basis.19 This is equa]_ to the total yearly budget of N.E.T., and is clearly unaffordable at present. The hOpe of Federal funds, lam—Wes, July 10, 1967, p. 57. . 19U.S. Congress, House, Committee on Interstate and Foreign Commerce, Public Brogdcast Act of 1967, Hearings on HJR. 6736 and S. 1160, 90th Cong., lst sess., 1967, p. 36. 11 channeled through the Corporation for Public Broadcasting, however, may prove a solution to this financial crisis. Of equal importance is a provision of the Public Broadcasting Act that allows the communications common carriers to pro- vide interconnection services free, or at reduced rates.20 .American Telephone and Telegraph has already Offered to :reduce by half interconnection costs for Educational Tele- ‘vision, though only during the hours of 2 AWM. and noon.21 {This would benefit program distribution, though not full jLive simultaneous broadcasts. A more positive proposal by .A.ThTH is to exempt educational broadcasters from its pro- ;xosed 1968 rate increases for broadcast services.22 Another means of facilitating interconnection, while f "Creative Person" appearing on Tuesday night (Table 21). 'Tuesday night distribution, perhaps at 9:00 P.M. EST then ‘would be a time convenient for many stations, and allow other stations to tape the program for later broadcasts. Tumszo ' f? "CREATIVE PERSON"--BROADCAST PATTERNS i Broadcast Period Number of Per Cent of ; (EST) Stations Stations Q 1 5 7:00 P.M. to 8:30 P.M. 7 10 -' " 8:30 P.M. to 10:00 P.M. 38 59 10:00 P.M. to 11:30 P.M. 20 30 TABLE 21 "CREATIVE PERSON"-4WEEKDAY DISTRIBUTION ‘ Weekday Number of Stations Per Cent of Stations Monday 5 8 Tuesday 24 37 Wednesday 14 22 Thursday 13 20 Friday 7 '11 —; 121 Another of the new programing distributed by N.E.T. (during the survey period was a six part, half-hour series concerning editors of political magazines, "The Dissenters." This series was broadcast by 84 per cent of the nation's .Educational Television stations reSponding to the survey. Seventy-one stations broadcast the program during the week, and eleven also repeated the program on a weekday. Only eight stations restricted broadcast to the weekend, and seven others repeated the program on Saturday or Sunday. As weekend broadcasts were so few, there is no pattern to their scheduling. The broadcast pattern of "The Dissenters," both throughout the week, and during time-periods, is one of the more flexible of the series under discussion. Comprised only of Six programs, each only half an hour in.length, "The Dissenters“ is a series that can be used throughout a sta- tion's program schedule. While the format of the program, a simple discussion, is the same as those of programs gen- erally programed later in the evening, the content, a polit— ical discussion is of sufficient general interest to be broadcast almost anytime during the evening. Indeed, as seen in Table 22, the range of scheduling of "The Dissenters" is greater than that of the series previously discussed. Likewise, the distribution of the program over the weekdays is also scattered close to random distribution, although with an emphasis on Tuesday evening (Table 23). . .fi’fi‘. 3:7 _ J " ‘W‘n i ...-w. 1- .1 122 TABLE 22 "THE DISSENTERS"--BROADCAST PATTERNS Broadcast Period Number of Per.Cent of (EST) Stations Stations 3:00 P.M. to 7:30 P.M. 3 5 7:30 P.M. to 9:00 P.M. _ 23 41 FL 9:00 P.M. to 10:00 P.M. 12 21 [,1 10:00 P.M. to 11:00 P.M. 18 32 3 i t I TABLE 23 "THE DISSENTERS"--WEEKDAY DISTRIBUTION Weekday Number of Stations Per Cent of Stations Monday 8 14 Tuesday 18 32 Wednesday 11 20 Thursday 10 18 Friday 9 ‘ 16 Because of this widespread distribution of the day of broadcast, a single transmission on Tuesday evening may not be sufficient to supply all the stations. Therefore, a second distribution transmission may be necessary on Thurs- day evening, to allow the stations to simultaneously broad- cast, or tape for later broadcast. An 8:00 P.M..EST -123 transmission on Tuesday, during the peak of the broadcast period, and a second transmission on Thursday, perhaps at 7:30 P.M. EST, would then serve the Educational Television stations. The only program on the list of Table 5 obtained from commercial sources, "Speaking Freely," is a one hour discussion produced by WNBC, and hosted by NBC newsman, Edwin Newman. As it is a full hour serious discussion, it is generally scheduled late in the evening, or relegated to a Sunday afternoon. Of the 36 stations that broadcast the series, 12 stations carry the program on Sunday. Signifi— cantly, none of the stations broadcast the program more than once during the week, probably due to broadcast clearance rights. As it is produced by a commercial organization, the clearance rights are probably more restrictive than those programs produced by educational organizations. Normally, programs distributed by the educational networks and libraries are allowed unlimited broadcasts within a time period. This is not the normal practice of commercial broadcasters. As seen by Tables 24 and 25, there is a definite pattern as to the time of broadcast of "Speaking Freely," at 10 P.M. EST, and a third of the stations broadcast the series on Thursday evening. While twelve of the thirty-Six stations broadcast the series on Sunday, no pattern emerges as the stations all broadcast the series at different times. 1;: m r «In- ..I ..t' '. l "was”: Vii .AL..12"‘I 1. . u. 124 TABLE 24 "SPEAKING FREELY"--BROADCAST PATTERNS Broadcast Period (EST) Number of Stations 3:00 P.M. to 8:00 P.M. 1 8:00 P.M. to 10:00 P.M. 3 Fr 10:00 P.M. to 11:00 P.M. 15 1 11:00 P.M. to 12:00 A.M. 1 ; TABLE 25 "SPEAKING FREELY"-4WEEKDAY DISTRIBUTION Weekday Number of Stations Per Cent of Stations Monday 4 20 Tuesday 3 15 wednesday 2 10 Thursday 7 35 Friday 4 20 The most convenient time for distribution over inter- connection would therefore be at 10:00 P.M. EST on Thursday, allowing those stations wishing to broadcast on Sunday to ‘Videotape the series. 125 The series, "Book Beat" a half-hour discussion with an author concerning his current book, is only carried by twenty-four stations. These stations are mostly affiliated with the E.E.N. or the Central Educational Network, both of which distribute "Book Beat." It is, however, also avail— able from the E.T.S. Program Service, though only two sta- tions in the two Western time zones carry the series. Five stations repeat their program during the week, and seven also broadcast the program during the weekend. As seen in Tables 26 and 27, there are definite broadcast patterns both as to the day, and time of broadcast Of "Book Beat." TABLE 26 "BOOK BEAT"--BROADCAST PATTERNS Broadcast Period Number of Per Cent of (EST) Stations .Stations 3:00 P.M. to 7:30 P.M. ‘ 1 5 7:30 P.M. to 8:00 P.M. 5 23 8:00 P.M. to 10:30 P.M. 7 32 10:30 P.M. to 11:00 P.M. 8 36 11:00 P.M. to 12:00 A.M. 1 5 126 TABLE 27 "BOOK BEAT"-4WEEKDAY DISTRIBUTION Weekday Number of Stations Per Cent of Stations Monday 3 14 Tuesday 2 9 Wednesday 12 55 Thursday 2 9 Friday 3 l4 The trends indicated in Tables 26 and 27, however, are created by the influence of such a small number of sta- tions, by the stations of the Eastern Educational Network. Of 11 interconnected stations of the E.E.N nine broadcast I'Book Beat" on Wednesday, when the network distributed it. TheSe broadcasts, based on network distributions, occur in two time periods, and four stations at 10:30 P.M. These two blocks, five stations broadcasting at 7:30 P.M., actually create the patterns shown. However, it must be noted that, broadcasting the series, Furthermore, divided into two distinct time groups. stations is not merely a geographic division. of the eleven interconnected E.E.N. stations two do not carry it on Wednesday. those that do carry wednesday broadcasts, are This division of Three upstate INew York stations, and the Washington, D.C. station broad- <:ast "Book Beat" at 10:30 P.M., while four Maine stations, therefore, “um-wow «tun-uh. .; I ' w I I‘ v I 127 and the New YOrk City station, which helps link the Washing- ton and three New YOrk stations, carry the earlier broadcast. The Philadelphia station situated between New York and Washington, on the E.E.N. interconnection link, chooses to broadcast the program on Thursday evening. Therefore, the stations of the E.E.N., even if they have "Book Beat" avail- t" | able to them by interconnection, do not all follow the schedule of the interconnection distribution. ‘: ‘e‘ ‘VI 1‘] nu-lrh.;-. Despite the influence of the Eastern Educational Network, the information in Tables 26 and 27 1h; still use- ful. .Even without the influence of the nine E.E.N. stations, wednesday evening is the most common broadcast evening, and 10:30 P.M. the single most common broadcast time. The dis— tribution of "Book Beat" at 7:30 P.M..EST will allow station to broadcast the program at that time, or to tape the pro- gram for broadcast later that evening at 10:30 P.M. A second transmission at 10:30, of course, would be desirable, if network facilities were available. Another program series distributed by the E.T.S. Program Service is the discussion program "Business Round- table." This half-hour series is a discussion of business problems with tOp corporation management. The series is broadcast by forty stations nationwide, twelve of which also repeat the series during the week. Only four stations broad- cast the series on weekends, and one station schedules a weekend repeat. 128 AS this series is directed at businessmen, it would be expected that it would be broadcast later in the evening, when adults control their television sets, and when serious discussion programs are normally broadcast. However, as seen in Table 28, only half the stations in the two Eastern time zones broadcast "Business Roundtable" after 10:00 P.M. TABLE 28 "BUSINESS ROUNDTABLE"--BROADCAST PATTERNS ‘I‘BO .. .. Broadcast Period Number of Per Cent of (EST) Stations Stations 3:00 P.M. to 7:00 P.M. 2 7 7:00 P.M. to 8:00 P.M. 4 14 8:00 P.M. to 9:00 P.M. 3 11 9:00 P.M. to 10:00 P.M. 5 18 10:00 P.M. to 11:00 P.M. 7 25 11:00 P.M. to 12:00 A.M. 7 25 Weekday distribution of the series, Table 29, shows that a third of the stations broadcast "Business Roundtable” on Wednesday evening. Transmission of "Business Roundtable" at 10:00 P.M. EST on Wednesday evening, would allow the stations to broadcast it live, or tape for later broadcast. The repeats of the series are all carried in the late after- noon, and no pattern exists. 129 TABLE 29 "BUSINESS ROUNDTABLE"-—WEEKDAY DISTRIBUTION Weekday Number of Stations Per Cent of Stations Monday 6 21 Tuesday 3 11 Wednesday 10 36 Thursday 8 28 Friday 1 4 The two N.E.T. science series "Experiment" and "Spectrum," can be considered for this analysis aS one series. As previously noted, none of the sixty-five sta- tions broadcasting either series carried both, for N.E.T. was phasing in "Spectrum" as the replacement for the six part "Experiment" series. Both series are half-hour pro- grams, both have the same format of film documentary, both concern science topics, and both are directed at the general audience. Most important, the stations merely replaced WExperiment" with the "Spectrum" series in their program schedules . Of the stations broadcasting the combined science series, twenty-one repeated the program during the week, and fifteen also repeated the series on the weekends. No sta- tion restricted its broadcast to the weekend. While there 130 is no pattern among the repeats, there are patterns among the initial broadcasts by the fifty-five stations in the Eastern and Central time zones. As seen in Table 30, half the initial broadcasts occur before 9:00 P.M. EST, and over a third in the hour period, 8:00 P.M. to 9:00 P.M. EST. TABLE 30 SCIENCE SERIES--BROADCAST PATTERNS Broadcast Period Number Of Per Cent of (EST) Stations Stations 6:30 P.M. to 8:00 P.M. 7 13 8:00 P.M. to 9:00 P.M. 20 36 9:00 P.M. to 10:00 P.M. 14 25 10:00 P.M. to 11:00 P.M. 13 24 11:00 P.M. to 12:00 A.M. 1 2 The broadcasts of the science series, then, do not follow any conclusive pattern, but rather are Spread throughout the evening. Likewise, as seen in Table 31, broadcasts for these txno series are also Spread through the week, though most (nommon towards the end of the week. The two N.E.T. science Series are programed by stations throughout their broadcast schedules. Both series are only half an hour in length, and are unlike the previOus programs discussed, in that they are neither how—to-do-it, nor discussion type programs. 131 TABLE 31 SCIENCE SERIES-~WEEKDAY DISTRIBUTION Weekday Number of Stations Per Cent of Stations Monday 9 16 Tuesday 6 11 Wednesday 14 25 Thursday 15 28 Friday 11 20 The science programs, then, are flexible enough to fit almost anywhere in the broadcast schedule. Obviously, because of the widespread nature of the broadcasts, no single network transmission can adequately serve all the stations. A transmission on Wednesday evening, perhaps at 8:00 P.M. EST would fit into the general pattern, and make the program available for those who wish to record it for later broadcast. The series "Museum Open House," distributed by the .E.T.S., is a half-hour program devoted to the examination of exhibits in museums in the Boston area. The program is 'broadcast by only twenty—three stations, only five of‘which repeat the program during the week, with one network repeat- ing on the weekends. are in the two Western time zones. Only two of the twenty-three stations #4 14*... mfl-lunulfl (j . l ‘ A . , “...-3" II ‘Lv: ...- K. 132 As this series is somewhat similar to that of the N.E.T. science series, it might be eXpected to follow the same general broadcast pattern--that is, of fairly even distribution throughout the broadcast schedule. Indeed, "Museum Open House" is the series that demonstrates the greatest diversity of distribution throughout a broadcast evening. Regarding multi-station networks as a Single source because of the influence they have in this case on such a small number of stations, we see in Table 32 that l 14““: “1mm“ ' '."J no one hour period in the Eastern and Central time zones include more than 30 per cent of the broadcasts. The only definite trend that develOps is that 70 per cent of the pro— gram sources broadcast "Museum Open House" before 9:00 P.M. EST. Weekday distribution, Table 33, shows a definite trend TABLE 32 "MUSEUM.OPEN HOUSE"--BROADCAST PATTERNS £:-fi.-A~ n l VQQU ~ I 1:. Number of Per Cent of Broadcast Period Program Program (EST) Sources Sources. 6:00 P.M. to 7:00 P.M. 2 20 7:00 P.M. to 8:00 P.M. 2 20 «8:00 P.M. to 9:00 P.M. 3 30 9:00 P.M. to 10:00 P.M. 1 10 l£>=00 P.M. to 11:00 P.M. 2 20 k 133 TABLE 33 "MUSEUM OPEN HOUSE"--WEEKDAY DISTRIBUTION Weekday Number of Program Per Cent of Program Sources Sources Monday .. .. Tuesday 3 30 Wednesday 2 20 Thursday ~l 10 Friday 4 40 towards broadcasting the series towards the end of the week, with 40 per cent of the program sources carrying the series on Friday, and no Monday broadcasts. Transmission on Friday would then serve the greatest number of program sources, though it would not allow the other stations to videotape the program for broadcast that same week. Nevertheless, a Friday transmission, perhaps at 8:00 P.M. EST would make the series available to those who desired it, on a night when network transmission would otherwise be providing few programs. The two series with the lowest broadcast rate in Table 5 are both concerned with reviews of public affairs, and are both distributed by regional networks, with most of the stations belonging-to the Eastern Educational Network. The E.E.N. is the only network to distribute "Washington Week in Review," while the series "World Press Review" is 134 distributed by both the E.E.N. and the Western Educational Network, one of whose stations is the producing agency. As the E.E.N. is the major distributor, the stations that use the live broadcasts supplied by interconnections naturally dominate any resulting broadcast patterns. Twelve of the thirteen stations involved in E.E.N. interconnection broadcast "Washington Week in Review,“ live at 8:00 P.M. EST L 1 Thursday evening. The other ten stations broadcast the ~ series the next day, or the following weekend, after tapes of the program arrive. Stations in the East carried the WW”““‘ program on Friday, the one in the Midwest on Sunday evening, and the stations on the West Coast did not broadcast the series until Monday evening. Clearly, the day of broadcast is closely related to the speed of the mails. The influence of the E.E.N. is also great in the scheduling of "World Press Review." Half of the stations of the E.E.N. carrying "World Press Review" broadcast it at 7:30 P.M. EST Friday, when the network distributed the pro- gram, the other half at 6:30 P.M. on Sunday, when the inter- connection again distributed the series. The other eight stations broadcasting "World Press Review" are all part of the western Educational Network, with no more than three stations broadcasting the series on any one night, Thursday. Ikowever, this hardly indicates a broadcast pattern. Because tilese two series are mainly broadcast by the.E.E.N., no implication for the whole nationwide system can be drawn. 135 The schedule of a single system cannot set a pattern for the whole nationwide system until the other stations have been consulted. Four series listed in Table 5 are children's pro— grams. Broadcast five dayS a week, these programs do not present the problem of determining which day is the most convenient for transmission so as to be compatible with station schedules. Three of the series are half—hours, while the fourth is only 15 minutes, which itself presents some scheduling problems. The series "Misterogers Neighborhood" is a very pop- ular program for pre-school children. Limited by funds to only forty N.E.T. stations, the series has had the financial support of the Sears Foundation, as well as the participat- ing stations themselves. Some 65 new programs are planned, to cost almost $350,000. Of the thirty-seven responding. stations broadcasting "Misterogers Neighborhood," only three stations are in the two Western time zones. Such a success- ful series would certainly be available to more stations under full interconnection. In Table 34, we can see that there is a definite concentration of broadcasts of "Misterogers Neighborhood" at 5:00 P.M. EST. This great concentration, however, is due in part.to the distribution of the series by the interconnec- 1xion facilities of the Eastern Educational Network. By regarding the E.E.N. and several other large networks as Sirigle programing sources, however, we still see that ‘ML‘IT‘ W._,. 136 TABLE 34 "MISTEROGERS NEIGHBORHOOD"--BROADCAST PATTERNS Start of Broadcast Number of Number of (EST) Stations Program Sources 4:30 P.M. 1 1 5:00 P.M. 18 4 5:30 P.M. 8 4 6:00 P.M. 7 3 one-third of the originations take and the others immediately after. place at 5:00 P.M. EST, Therefore, a network transmission of "Misterogers Neighborhood" at 5:00 P.M..EST would not only serve those stations presently broadcasting the series at that time, including the.E.E.N., but would enable other stations to tape the program for rebroadcast soon thereafter. "TV Kindergarten" is a children's series distributed by the E.T.S., aimed at pre-school children. .Distribution of broadcasts Shows a definite pattern, in Table 35, that the great majority of stations in the two Eastern time zones broadcast the program at 5:30 P.M. EST. Only six stations in the two Western zones carry this series. Significantly, none of the E.E.N. stations broadcast "TV Kindergarten." "TV Kindergarten," like "Misterogers Neighborhood" is directed at pre-school children, and so it is no surprise that they are both programed together in the late afternoon. 137 TABLE 35 "TV KINDERGARTEN"--BROADCAST PATTERNS Start of Broadcast Number of Per Cent of (EST) Stations Stations 5:00 P.M. 2 9 5:30 P.M. 16 72 {4 6:00 P.M. 3 14 é 34 7:00 P.M. 1 5 E ‘ufi.o 0'5..va 'I'I'L' Q (__,__ I l Network transmission of "TV Kindergarten" would be most convenient at 5:30 P.M. EST. The most pOpular children's series is "What's New," broadcast on 83 per cent of the responding stations. "What's New" is a filmed N.E.T. series, directed at the eight to twelve year old group, that takes children on trips to interesting places. As it is directed at an older age group than the two previous series, we would expect that it would be broadcast later in the evening. Of the Sixty-seven sta- tions in the Eastern and Central time zones, a full third broadcast "What's New" during the hour between 6:00 P.M. and 7:00 P.M., and over 40 per cent carry it between 7:00 P.M. and 8:00 P.M. EST (Table 36). Network transmission of "What's New" at 6:00 P}M. EST would enable over three—fourths of the stations to broadcast the program at that time, or tape it for broadcast later that same evening. 138 TABLE 36 "WHAT'S NEW"--BROADCAST PATTERNS Broadcast Period Number of Per Cent of (EST) Stations Stations 4:00 P.M. to 5:00 P.M. 1 1 5:00 P.M. to 6:00 P.M. 14 21 6:00 P.M. to 7:00 P.M. 22 33 '7:00 P.M. to 8:00 P.M. 29 43 E3:00 P.M. to 9:00 P.M. l 1 "The Friendly Giant," another series for the pre- sschool child, is the only series under consideration that is (only 15 minutes in length. In general, this series is g>aired with another quarter hour program, either of local (origin, or from outside sources. While broadcast by thirty- eeight stations, only nine stations are in the Central time :zone, and five more in the two Western time zones. There is :10 pattern to the broadcasts by the fourteen stations out- sside the Eastern time zone, nor is there any real pattern c>f broadcast by the twenty-four stations within the Eastern ‘time zone (Table 37). While it appears that there are two patterns of 1Droadcast, one at 4:45 P.M., the other at 6:15 P.M., these ENatterns are the result of network programing. The seven StLation Georgia network broadcasts the series at 6:15 P.M., ruin: -'¢‘nvin I1. “5.). 1 l 139 TABLE 37 "THE FRIENDLY GIANT"--BROADCAST PATTERN Start of Broadcast Number of Per Cent of (EST) Stations Stations 4:15 P.M. 1 4 4:45 P.M. 9 38 5:00 P.M. l 4 5:15 P.M. 3 12 5:45 P.M. l 4 6:00 P.M. 2 8 6:15 P.M. 7 29 and eight stations of the Eastern Educational Network uti- lize the program offered at 4:45 P.M. by that network. While only 38 per cent of the stations broadcast the series at 4:45 P.M. EST, the distribution of "The Friendly <3iant" at this time would allow stations to tape the program :for later rebroadcast if they wish. At that time, it could ‘also serve to lead into the following hour of pre-school programing . In our analysis of the scheduling of the preceding Score of television programs, our major attention has been Gui the weekday broadcasts of the program, both the initial 1broadcast and repeats when significant. .We have looked at EIrOgraming patterns nationwide, though we have concentrated 140 most of our attention to the stations in the Eastern and Central time zones. Stations in the Mountain and Pacific time zones account for less than 20 per cent of the total Educational Television stations, and we have seen in many cases where only a few of these stations have broadcast series that received significant play in the two Eastern time zones. Our search for broadcast patterns, and subse- cquent recommendations, then, have been mainly concerned with the stations in the two Eastern time zones, realizing that other arrangements, even if just the normal broadcast delay pattern, will have to be made for those stations in the Mountain and Pacific time zones. Weekend broadcasts have been mentioned when neces- sary, but until recently they have not been a major factor in Educational Television. The establishment of the "Public JBroadcast Laboratory," with its two hour interconnected 'broadcasts on Sunday evening, encouraged many stations to initiate weekend programing. The survey of programing taken Zby Brandeis UniverSity in April, 1966, found that only forty- «One stations broadcast on weekends.18 However, during the survey week of November 1967, 65 of the responding stations indicated that they were broadcasting on Sunday, and Broad- casting magazine reported that 108 stations carried "PBL" 18MorseCommunications.Center, Op. cit., p. 72. ’7’.'\: “I" 10.5.. no», 1 \ 141 that Sunday.19 Clearly, the growth of weekend broadcasting has been phenomenal. Unfortunately, the programing available for Sunday broadcasts has not increased at the same rate as the demand for it. Therefore, many stations program a complete day of rebroadcasts for their Sunday schedule, with the exception .3 of "PBL." Many series besides these previously mentioned are also rebroadcast on Sunday. As weekend broadcast days are longer than the weekday evenings, and having a different scheduling rationale, programing is Spread over a longer mcm‘n also.-. .-.“ ..ni' 1' period, working against the formation of scheduling patterns. Furthermore, as "PBL" is broadcast live for two hours, it appears at different times in various time zones, thus in effect creating separate broadcasting situations in each time zone. For these reasons, it iS difficult to make Specific recommendations for weekend transmission based on present program practices. .AS noted previously, the sched- uling of only one transmission of "PBL" forces many stations to broadcast this important program at 5:30 P.M. and 6:30 P.M. which is not conducive to attracting large audiences. The broadcasting of "PBL" in delayed patterns would not only attract larger audiences, but would also enable the stations to establish patterns of broadcasting for other series as well, as their broadcast Situations would be similar. The distributing of "PBL" at various times to correspond to the 19Broadcasting, November 20, 1967, p. 62. 142 time zones, then, is a prerequisite for further common pro- graming on Sunday. While Sunday broadcasting has arrived with the assis- tance of "PBL," Saturday broadcasting has yet to become a common practice among the stations. Only 25 per cent of the stations broadcast on Saturday during the survey week, while almost half of the stations maintained a Six day broadcast week. The remaining 28 per cent only listed five day week broadcasts, although as previously noted, some added Sunday transmissions with the advent of "PBL." Saturday schedules showed a high rate of repeats of plays, concerts, and discus- sions broadcast throughout the previous week. Naturally, no pattern of Saturday broadcasts has emerged, for Saturday broadcasting itself has not yet become the normal pattern. Summary The preceding discussion has been concerned with the programing broadcast on Educational Television stations dur- ing a week in November 1967. The examination of programing was undertaken in the hOpe of finding whether or not suffi- cient programing exists to form a basis for a nationwide -Educational Television network. More than twenty programs were found to be broadcast nationally by at least 20 per cent of the responding stations, and undoubtedly, these series are broadcast by many'morerstations during the course of the year. The programs in Table 5 comprise only 13 3/4 hours of programing a week, which would occupy only half the hours in a station's weekday evening broadcast schedule, rfl-“Mnm.ww ”2.1 . e I v V '13" U _ I- 143 even if it chose to broadcast all the series, which no station did. Therefore, there is ample Opportunity for the individual station to present programs of local origination to serve local problems, even if the station has access to a national network. .Furthermore, our study has shown that these series, all scheduled by local station managers and program direc- tors, are not scheduled in a random or arbitrary fashion, but that there are common elements involved in the making of stations' schedules that encourage the scheduling of any series in a rational pattern. Table 38 summarizes the pat- terns of broadcasting, both day of week and time of broad- cast, for the different series. The strength of patterns varies with different series, but each series has enough of a pattern to indicate that the distribution of the series during the evening hours by interconnection is warranted. While many stations, indeed, in many cases a majority of stations, do not broadcast the program at the exact time or on the same day that is indicated by the general pattern, there would be little Significant change needed to conform with any live transmission based on the above information. Table 39 proposes a broadcast schedule for the distribution of programing by interconnection based on the preceding information. It is not intended that the schedule in Table 39 be a recommendation for such an interconnected network schedule. The final schedule can only be determined by the station managers working in consultation with each other. 144 em .z.m msuv mus os eusmao Sandmaume ms .s.d oo.m Iooue mus mm :362 m.umts= me .z.m om.m mus om esmuummumosas >9. mm .z.e oo.m mus om eoooruontmamz mnmoonmumase om .s.m oo.m Iooum ov amoaum am emmsom ammo Sedans. om .s.m oo.o Ioo.m mm smtmmsomz mo endanmm mucoaom emz: on .2.4 ooumauoouoa om smommsoms ms emanmoossom mmmsamsme om .z.m om.oa mm amonmsoms mm eommm room: me .z.m oo.oa mm smonusse mm emammum msaxmmome as .s.e oo.m Iom.e mm stowage so. :mumismmnane mm .s.e oouoauom.m em methods so encased meaummuo= om .s.d oo.m Iooum ms antennae em .mmsoausma me .z.d oo.m nom.e mm metros om enmuaso race: as .2.m oo.o Iom.e we, smosos mm eumuaso one ensured: om .z.m omum Iomue mm methane em emsaaom eaten. on .s.m omum Iooum om smomusre mm emmno rusmume mm .z.m oo.m mo mmoaum mm emmsosmmad ems. we .s.e oo.m mm smommsoms Hm emuamuum oases»: mm .s.m oo.m ooH smote: mm eamsusoo emz: X Aammv & ummotmoum meaummopmoum mmeumm ummotmoum mo mcoAumum we made SOEEOO mma.soeeoo. mo ucmu Mom MMESZDmIImzmmafiflm BmflUQdomm mm 3mg 145 use areas were .maspmnom mnu once so: mumuumsHHw Op topmowpsfl mum mEmHmoum mo mummmmu manemmom deems *Amv u Anson mcov rummm xooms on CA assumes emanmuossom oonoa mcaxmomme mmmcamsm: Assoc mcov Anson wcov I AHSOS mcov om.m Omso mm :muammmfl :Gomnmm HMGHSOb Bmz oonm .. g H“ Bmz: UHHQDQ: m>H “mmHo-n .- .- mmSOHucds emmno nosmume :Hmuaso UGHNOHme omum emmsom same u ammo Esmmsz: :mmnu nocmuma mucmflom :mumucmmmflne oo m sfimv u ..mHmflcwmmHQ: ..Ummm Vmoom: :md—H30m “Hwy—Hm: ..HMUHDU 3H0“: om N. oouh omuo xx xx xx xx .1502 m. “$33: CO" 0 xx xx xx xx scmuummnmocwm >8: omum xx xx xx xx :mummou0umeze ooum xx xx xx xx eucmaw xaocmaums meuv mmtflum mmomnsna mmommstmz mmommsa mmtcoz Aammv MmQBBMZ DMBUQZZOUmMBZH Z< Wm ZOHmmHSMZ¢MB ho MADQmmUm HAm24m mm fiqmda 146 The programs desired by the stations, and offered by the production agencies, during the coming or future television seasons, may not, indeed probably will not, be the same programing as broadcast during the Fall of 1967. All it is intended to Show is that such a schedule is not only possi- ble, but that it can be constructed out of existing broad- cast patterns. Naturally, such a schedule will encourage {7} stations to broadcast a program as they receive it from the f network. However, in most cases, this only would mean a change from broadcasting the program at 8:30 P.M., to broad- ’ 5 casting it at 9:00 P.M., or from‘Wednesday to Thursday eve- ning. The present schedules are themselves influenced by the limited availability of programing. Slight modifica- tions of program schedules seem a reasonable price to pay for national promotion and a stature equal to that of the commercial networks, with increased audiences as the result. Certainly the stations will still have the air time to broadcast as many local programs as they desire and can afford. Indeed, aS national programs become easily avail- able, the local station can concentrate all its efforts on local production. Programs distributed by a network, there— fore, need not threaten the independence of the local sta- tion, but will aid the station in Serving the community, both by distributing programs of significance to increased audiences, but also allowing the local station to concen- trate on local productions. CHAPTER V NETWORK PROPOSALS A Bripf Review The establishment of a nationwide interconnected system, or network, for Educational Television will of necessity take into consideration many of the factors that we have discussed in the previous portion of this study. Before examining some of the proposed types of intercon- nected networks, and making some recommendations concerning such networks, it is best that we briefly state some of the conclusions previously drawn, so that the subsequent discus- sion is placed in its prOper prospective. From our previous consideration of factors involved in the formation of a nationwide interconnection, it is evident that several impor- tant concepts have a direct relevance on the future of Educa- tional Television in the United States. The first of these factors is Simply the continual, wideSpread support for interconnection of Educational Tele- vision on all levels. The grOwing activity in statewide networks, enumerated in Chapter III, is proof of the inter- est for interconnection on the local and regional level by local stations. As long ago as 1961, the Educational Media 147 148 Study panel, an official advisory group of the U.S. Office of Education, endorsed as a guideline, that "the organiza- tion of state and regional educational television networks is therefore a desirable develOpment, looking toward the ultimate establishment of a national 'live' interconnected network."1 At a 1964 conference on the long range financing of Educational Television stations sponsored by the E.T.S. “. 1m .31. -nJ b division of the N.A.E.B., representatives of the nation's ‘1 4.1: I'm I educational stations recommended that "interconnection is vital to educational television stations and should be implemented first regionally, and then nationally."2 A r‘“ .. on”. :02». U \ second E.T.S. conference on financing of Educational Tele- vision, held in 1967, found agreement that there was "need for immediate state, regional, and national interconnection of all stations."3 The newly established Corporation for Public Broadcasting has encouraged interconnection through the financing of a limited nationwide interconnection of two hours a day, and by encouraging the use of this interconnec- tion Opportunity by the regional networks as well. There 1Wilbur Schramm, Educational Television: The Next Ten Years (Stanford: Institute for Communications Research, 1962), p. 10. ZFrederick Breitenfeld, Jr., The Financing of Educational Television Stations (Washington: National Association of Educational Broadcasters, 1965), p. 91. . 3Warren Wade and Serena Wade, The Long Rapge Financing of Educational Television Stations (Washington: National Association of Educational Broadcasters, 1967), P. 36. 149 can be no question as to the widespread support that exists for interconnection of Educational Television. A second important fact that is apparent from our ‘pIEVlOUS study is the foundation which has already been louilt for a nationwide interconnection system. Network facilities are Operational in over twenty states. Much of 'the hardware necessary for the interconnection of the over 150 Educational Television stations throughout the United EStateS has been constructed and is in use. Through the use (of existing statewide and regional networks, a nationwide : i ssystem could be set up with much less construction and <>perating costs, and sooner, than would be possible when eastablishing a completely new system. Furthermore, much of t:he Operating procedures that are utilized by the various estate networks can be adapted for use in a nationwide system. Just as a foundation for the hardware for a national rietwork has been built through the establishment of state rietworks, SO too has the software for a national network CievelOped through the programing practices of the various IEzducational Television stations. The twenty-two series, esxamined in Chapter IV, broadcast by at least 20 per cent C>f the stations surveyed, demonstrate that a significant earnount of national programing, in fact, already exists. VVTiile these programs are not broadcast Simultaneously tlhlr‘oughout the nation, as they could be through interconnec- tZiJDn, we have found that there is a great deal of Similarity ‘anncnng each program's broadcast circumstances. Furthermore, 150 'there is good reason to believe that, due to limited video- 'tape copies, the 13% hours of programing represented by 'these twenty-two series is a minimum of potential national jprograming that is presently available. AS important as the existence of a basis for nation- vvide programing, is the fact of the diverse origins of that rr, jprograming. The twenty-two program series discussed reflect § 3 a great diversity of production organizations. Half the series are produced and distributed by National Educational CDelevision, while the other half are produced by individual 5 I 'television stations, and distributed by E.T.S. or various Jregional networks. Many national Educational Television ILeaderS and station personnel have stressed the need for éiiversity in program productiOn. At the 1964 E.T.S. financ— iing conference, station managers recommended that, in addi- tzion to N.E.T., "new [production] agencies should be devel- coped as appropriate and required. Different approaches to sorograming concepts are necessary." At the second confer- eence on financing, in 1967, station managers reaffirmed that If more than one [national production center] iS established, they Should be complimentary rather than competitive; they Should be operated under different philOSOphies, be geographically diverse5 and be addressed to different service priorities. 4Breitenfeld, Op. cit., p. 90. 5Wade, Op. cit., p. 26. 151 The Carnegie Commission on Education Television, throughout its report Public Television--A Program for Action, speaks of diversity of programing sources. The Commission recommended at least two national production centers, aS well as perhaps as many as twenty local stations equipped for major productions for national distribution.6 The Public Broadcasting Act of 1967 sets out the primary purpose of the.Corporation forqublic Broadcasting as "(a) to facilitate the full development of educational broadcast- ing in which programs of high quality, Obtained from diverse sources, will be made available to noncommercial educational television."7 The great stress on program diversity stems in part from the greatly varying conditions and problems facing the different communities which individual stations serve. Pro- gram diversity would aid the task of the local station in providing programing that would serve the unique local needs of the area. Diversity of programing sources would also insure that no one production center would come to dominate programing offered to the individual stations. Such domi- nance by Single network Sources has led to little program diversification among commercial television. Finally, the 6Carnegie Commission on Educational Television, jEublic Television: A Program for Action (New York: Bantam Books, 1967), pp. 42-49. 7U.S. Congress, Public Broadcasting Act of 1967, IPub. L. 90-129, 90th Congress, 1st sess., 1967, p. 6 (emphas is added) . 152 insistance, especially by the larger Educational Television stations, on programing from diverse sources helps insure that funds from national sources will be made available to the local statiOns for production of programs for national distribution. This not only increases the station's income, but also serves to attract and keep high quality production personnel. While the present programing discussed in Chap- ter IV, reflects its origins from diverse production organi- zations, the diversity of future program offerings will be an important consideration among local station managers. A fifth important factor relating to a nationwide interconnection system is the necessity of local station independence. ‘As noted in Chapter II, Educational Televi- sion station managers are quite concerned about any encroach- ment on their independence by national organizations, and stoutly defend their freedom to operate their stations. This fear of domination has led to the guarantee in the Public Broadcasting Act that the Corporation for Public Broadcasting must distribute programing "So that all non- commercial educational television or radio broadcast sta- tions that wish may broadcast the programs at times chosen by the stations."8 Thus, the stations will never be placed in a position of having to accept a particular program they don't wish to broadcast, or broadcast a program at a time not of their own choosing. Ibid. 153 A final conclusion that can be drawn from our previous studies, and one that is most important to any national network, is the feasibility of COOperation among the many diverse organizations that are involved in Educa- tional Television. Local stations, state and regional net- works, national production units and distribution libraries have proven that mutually beneficial COOperation, so neces- sary for the success of a national network, is practical. Furthermore, in the past months, a limited national inter- connection, financed by the Corporation for Public Broadcast- ing, has been available to most of the nation's educational stations. The COOperation evident in this and other national Educational Television projects are a Sign that such COOpera- tion may well be present for the success of a national net- work. Each of the preceding six factors will to some degree influence the development of any nationwide Educa- tional Television network in the sense that they provide the existing framework around which a larger system may be built. Yet, this framework provides a great deal of latitude within Which a national network may develop. They refer to general philosophical approaches and limitations of an Educational Television network, not to the more difficult problems of translating this philosophy into operational procedures. .Much of the previous discussion among station personnel, as We have seen in Chapter II, was a reflection on the philos- ophy of networking and interconnections, and little on the Fm’TT'P . n" -d 154 actual methods of implementation of these systems. Never- theless, several leading educational broadcasters, individ— uals and organizations, have given serious thought to what form and procedures would be apprOpriate for a national net- work operation. A review of several of these suggestions at this point will contribute a further perspective on the prob- lems of organizing a national system, and provide additional information on which to base any network prOposals. Network PrOposalS One of the early proposals concerning a nationwide system of Educational Television was made by John White, president of the National Educational Television and Radio Center (as it was then known). Writing in the book, Educa- tional Television: The Next Ten Years, White foresaw that “a nationwide interconnection of ETV stations will become Operative. General programing and certain instructional materials, when local demand justifies it, will be distrib- uted by this device."9 The key word here is "distributed." At this time, White envisioned that interconnection would be used primarily as a distribution device. In a Speech to the 1962 N.A.E.B. convention, White elaborated on this. Some of this programing will be transmitted to the affiliated stations by telephone company long lines. But long lines will be for us essen- tially a distribution device. Our present system . 9JohnAF. White, "Organization and Financing of ETV 1n the Next Ten Years," in Wilbur Schramm, Op. cit., p. 164. r ‘A‘ M l ‘l 155 of distribution, which even now is cumbersome, would in ten years be wholly inadequate. We plan to use these telephone lines during off-hours. The stations would record the programs as we transmit them and have them available for broad— cast the next day, or whenever they choose to fit them into their schedules. However, several years later, White felt that net- work interconnection was the first of three most urgent needs of Educational Television on the national level, "for it will make possible a much more effective program service." N.E.T. then prOposed a network connecting the affiliated sta- tions for an eight hour day, from 3 P.M. to 11 P.M., which would be used for both networking and distribution.12 It appears that White's original proposal that interconnection be utilized solely for distribution has been replaced by the concept of simultaneous broadcasting, at least on a limited basis. One of the most comprehensive proposals regarding a national Educational Television network was presented to the 1964 conference on financing by Hartford Gunn, General Man- ager of WGBH, Boston and instrumental in the formation of the Eastern Educational Network. Gunn envisioned several essen- tial steps for strengthening the educational broadcasting 10John F. White, "ETV and the Next Ten Years," N.A.E.B. Journal, XXII (May 1963), 62. 11John F. White, "National Educational Television as the Fourth Network,“ in Allen Koenig and Ruane Hill, eds., The Farther Vision, ETV Today (Madison, Wisconsin: Univer- sity of Wisconsin Press, 1967), po 95. 12Broadcasting, December 5, 1966, p. 44. 11 2‘. 156 system by providing the individual stations with access to programing resources. The first of these steps is the strengthening of N.E.T. by the establishment of a live, full time, indepen- dent interconnected network, centrally administered by a private board of trustees. Gunn saw several advantages for a live network, besides the usual ones of distribution and immediacy. More important, the system forces local program decision-making. Instead of being concerned about having a sufficient number of programs, active program selection will be necessary. Quantity and quality of programing would improve. Gunn realized that there were problems inherent in a cen- tralized interconnection system, so he proposed several restrictions and conditions on the operation of the Educa- tional Television network. The disadvantages of centralized control can be offset by Spreading production of NET programs over 8-10 station production centers, thereby strengthening local stations as well as provid- ing access to greater range of program sources; by strengthening regional networks; by making network membership Optional, and by permitting no network Option time. N.E.T. itself would become concerned solely with programing of a national nature: National and International Affairs, Cultural Programing, and Children's Programing. Instructional 3Hartford N. Gunn, Jr., "The Future of Educational Television--Analysis and Recommendations," in Breitenfeld, op. cit., p. 1300 l4Ibid. tuna-wad.” I.- n.“ J \ a—a—m - ‘p 157 programs would be turned over to another agency, as would technical Operations of the network. Thus, Gunn believes, N.E.T. would be an independent organization, free of local pres- sures and interests having access to the range of national and international resources. It could bring to broadcasting depth of coverage of crucial issues rarely touched at present.15 Gunn's second proposal would be the establishment of a series of regional networks to increase the diversity of programing, and "most important, provide the stimulus of competition of region vs. region, and regions vs. NET, reducing stagnation of ideas and monOpoly in programs."16 AS we have seen, such regional networks are in the early stages of Operations in many sections of the country. The third prOposal advanced by Gunn is a National Instructional Television Library to serve as a central acquisition, storage and distribution agency of instructional programing. The Library would be an independent agency, gov- erned by a separate board of educators and broadcasters, and financially self-supporting from rental fees. Such a library has since been established and Operated successfully in Bloomington, Indiana. The fourth, and most significant proposal by Hartford Gunn was for the establishment of an Educational Broadcasting Board. This would be a non-profit corporation representing 15Ibid., p. 131. 16Ibid. I I I 1 It ... .. 158 various Educational Television organizations, networks, foundations and the public, to be located in Washington. The E.B.B. would oversee the Operations of the network already proposed. The essential purpose of therEBB is to place con- trol of the television and radio network system in the hands of a neutral body which has the re- sponsibility of Operating an economical and effi- 1 cient interconnection system of high quality and allocating use of the facilities. The backbone of the system would be a two-way interconnection between regional production centers, and one-way distribution to stations in the regional networks.17 The Educational Broadcasting Board Gunn proposed would Operate in three general areas: Operating the interconnec- tion on behalf of regional and national networks, aiding the advancement of Educational Television stations and networks, and making grants for the improvement of regional and local programs. This Board, first prOposed by Gunn in 1964, has much the same function as the subsequent Corporation for Public Broadcasting, created by Congress in 1967. The Instructional Library, and regional networks likewise have develOped and grown. Another individual who has expressed much concern over the develOpment of a national network, and Who has also offered several suggestions regarding its organization is Donald R. Quayle. Like Hartford Gunn, Quayle has been in- volved with the Eastern Educational Network, serving as its l71bid., p. 132. 159 director from 1964 to 1968. Writing from the perspective of three years of regional network Operations (though with limited experience with actual interconnections, as the E.E.N. could not yet afford them) Quayle's 1967 prOposal follows the path advanced by Gunn three years earlier. Where Gunn prOposed a single channel interconnection, Quayle prOposes a national system composed of many channels. Quayle realizes that there are many different kinds of Edu- cational Television stations, which have, to some degree, different purposes and priorities. A single channel, even with a time sharing plan among different program sources, could not serve these various interests. A multi-channel network could mean great diversity of programing available to the local station, and "the strength of the individual station will have to depend a great deal on the range of choices it has to select from."18 This range of programing could be increased by having I'multiple national sources for programing in both the general and instructional areas.. One of these could result from a consortium of regional networks."19 It is clearly the regiOnal network which forms the basis of Quayle's national system. Quayle feels that there are eight regions of the United States that are based on POlitical and social attitudes, and each region should have 18Donald R. Quayle, "The Regional Network," in Koenig and Hill, Op. cit., p. 124. 19Ibid., p. 125. I! “'tI‘_|L. .II ’Lfinx'nmmfij r I i . .....J' I a “160 its own regional television network.20 These regional net- works, Quayle believes, could well be patterned after the structure of the Eastern Educational Network, which has successfully formed such an organization. The networks would then control interstate interconnections, feeding every intrastate system within the region. The regional networks would work together to determine national intercon- nection policy. We therefore propose that all member stations in each region be interconnected in a regional net- work pattern with a ground based station. Each network headquarters would control the basic regional system which may or may not be via a grouping of state systems. The network head— quarters perforce must acquire a master control facility with Switching and, at least, film and videotape origination capability. . . . we would prOpose that an organization of regional networks would enable the network directors and program directors to meet monthly to Solve admin- istrative and programming matters.21 Looking beyond present technology, Quayle forsees the use of synchronous satellites as a means of interconnec— tions between regional networks, and as providing still greater programing resources. Each regional network head- quarters would be equipped to serve as a sending and receiv- ing point, linking a communications satellite with the sta- tions in its region. Programs from one region could then be transmitted via satellite to all other regions. If an eight ZOLQLQ, .Quayle Speaks of the Northeast, Southeast, South, Midwest, Plains, Southwest, Northwest and the Far West as regions that could support regional networks. 21Ibid., p. 126. “rm. t_"nv ”Id-f. ll 1. ru- 3. 161 channel satellite were available,there‘would, theoretically, be no need for a national scheduling board. With an eight channel satellite the regiOnal networks would beam their entire service to the satellite constantly and could select to receive from the satellite any of the programs being transmitted by other regions. This would be a truly grass roots network since national origination could come, conceivably, from any station in the country. Operating from within a regional network, Quayle sees the growth of Educational Television along regional lines. .The regional network he proposes, patterned after the E.E.N., would be under the direct control of a Board of Trustees composed of the station managers of every member station, along with representatives from other related organizations. (A more detailed description of the E.E.N. operational structure is included in the section concerning the E.E.N. in Chapter III.) Nevertheless, Quayle realizes the importance for true national interconnection as well. Indeed, he feels strongly that "interconnection of all ETV stations on a state, regional and national basis is an absolute necessity."23 Such a network would perform a needed service in both simultaneous transmission and program distribution to the local stations. Quayle believes that the regional network fits between the state and national net- work, and that all are important for the future of Educational 22Ibid., p. 127. 23Ibid., p. 120. 162 Television. Quayle has since taken a leave of absence from the Eastern Educational Network, and has joined the Corpo— ration for Public Broadcasting as a special consultant for networking. The type of service that a national Educational Television network intends to provide will determine, to some extent, the internal organizational set up and Opera- tional procedures of that network. Once programing objec— tives have been established, the structure of the network must be designed to adequately provide the service that the stations desire. Therefore, attitude toward programing is just as important a determination in planning for national interconnection as is attitude toward organizaional struc- ture. During the summer of 1967, the E.T.S. Program Service of the N.A.E.B. conducted its annual Program Interest Survey. A portion of this survey concerned station attitudes towards E.T.S.'S use of interconnection, and types of programs that E.T.S. shouki distribute by network facilities, once they become available. .While the survey was intended to serve as a guide for future E.T.S. programing, the results, in fact, reflect the local stations' interests in programing provided from national sources. AS the number of national programing sources are limited, the stations are more concerned with obtaining programing that will serve their local needs, than what organization is the distribution agency. As seen in Table 5 in Chapter IV, the type of evening programing dis- tributed by each agency is quite Similar in concept, whether 163 that agency is N.E.T., E.T.S. or the regional networks. Station attitudes towards programing, as reflected in the E.T.S. survey, or in the N.E.T. survey to be discussed later in this chapter, can be considered as applying to programing from many national and regional sources. .Eighty-six reSponses were obtained from the E.T.S. survey, which represented the management of 123 separate stations. .Several respondents offered more than one reply. The stations were asked: What types of programs would you like to see ETS/PS distribute by interconnection (should it become possible)?2 None, stay with tape and film distribution . . . 10 Only dated programs (such as news analysis) . . 23 Be selective, let the Program Committee decide . 47 All color programs . . . . . . . . . . . . . . . 23 Anything and everything . . . . . . . . . . . . 8 It can be seen that only a small minority, 9 per cent, feel that no distribution should be done by intercon- nection, and an equally small minority feel such distribu- tion should be almost unlimited. Half the respondents feel that the same procedures as used by E.T.S. for tape distri- bution be used for selection of programing for interconnected distribution--the reliance on a representative Program 24E.T.S. Program Service, "Program Interest Survey," September 1967, p. 2 (mimeographed). [Tl 164 Committee. .E.T.S. programing has been selected by a com- mittee of Six station programers, who rely on their judgment 25 The responding and consult previous station surveys. stations feel that such a representative body should also determine the programs to be carried on interconnection. Many stations felt that interconnected distribution should only be utilized for timely programs, and a substantial number of respondents suggested that the programs distrib- uted should be in color. The E.T.S. Program Interest Survey also asked the stations the relative importance they placed on the dis- tribution of several different types of programs. A score of program categories were ranked with regard to intercon- nection, as least important, important and most important. Of the twenty program categories, a majority of responses felt that interconnection was most important for only one 26 Over half the respondents, type of program, news analysis. however, felt that interconnection was important or most important in several other program areas: series about politics: community affairs: performance--dance; performance-- drama; performance--music: and sports events. Other program categories, such as children's programing, how-to-do-it pro- grams, and series about art, music and literature were 251bid., p. 1. 26Ibid., p. 10. 165 ranked as least important for interconnection by a majority of the survey respondents. In summing up the station's attitudes towards inter— connection, the E.T.S. report offers some generalized state— ments regarding selection criteria for interconnection and distribution of programing. The report concludes: The factors which seemed to influence the stations in their choice are: l. ,Timely programs, such aS news analysis, need immediate distribution to keep from going out of date before they can be aired. 2. Major performance programs (dance, drama, and music) can benefit from simultaneous distribu- tion--primarily because they can be more ade- quately promoted to the public. 3. Other programs, those not of a timely nature and those which can be successfully promoted locally, are best utilized by stations when they schedule them through tape distribution-~ thus broadcasting them when the station needs them.2 The 1967 E.T.S. Program Interest Survey provides several guidelines as to the type of programing for distri- bution by interconnection by local Educational Television stations, and methods desired for their selection. Any national network, truly designed to serve the needs of the individual stations, will have to seriously consider the recommendation that Most stations are primarily interested in receiv- ing color programs, dated programs, and major performance programs by interconnection-dwith 27Ibid., p. 11. 166 other programs remaining in tape distribution. The stations are also willing to have the program committee make Specific determinations on inter- connected program distribution.28 During the same period that the E.T.S. was conducting its survey, an additional study of station attitudes toward network interconnection was being conducted by the Affil- iates Committee of N.E.T. In January 1967, a special Net- work Allocations Council, a subcommittee of the Affiliates Committee, was appointed to study the problems and impact that interconnection would have in N.E.T. affairs. This Council, composed of five program directors, each from a different geographical region, and two members of the Affil- iates Committee, proceeded to seek the reactions of the local station managers to several proposals concerning the Operation of a national interconnected network. Responses were elicited on a regional basis, and responses ranged from 75 per cent in one region downward to 30 per cent in the lowest response region.29 The actual number of responses, or national return percentage, unfortunately, was not dis- closed by the Network Allocations Committee in their final report. At the 1967 Fall meeting of N.E.T. Affiliates, the Network Allocations Council reported on the responses to 281bid., p. 13. 29National Educational Television, "Report of the Network Allocations Council--A Subcommittee of the Affil- iates Committee of NET," November 1967, p. 2 (mimeographed). 167 their prOposals. These prOposals dealt with specific aspects of network Operations, and the station reSponseS to these prOposals are an important indicator as to local station attitudes toward a nationwide network. The stations responded to eleven different statements submitted by the Network Allocations Council. Because of the importance of these responses, and for the sake of brevity, we have taken the Council's summaries of the stations' responses from the written report. In all cases, it was to be assumed that the interconnection would be available for an eight hour period. The Council report summarized the station responses: l° The 4-12 midnight EST or 3-11 CST and the two hour delay for the-Mountain and Western zones was looked upon with favor. .The Midwest group raised the question whether or not the 8 hour per day period had to be the same, that is, from 4:00 p.m. to midnight EST each day of the week. From the group came suggestions that on the weekend a Saturday morning (in one case Sunday morning) a feed of quality children's programs would definitely be desirable. 2. PA-l ["NET Journal"] and PA-2 [the Wednesday Public Affairs block] would be taken on the line at 9:00 p.m. EST with the recommendation that PA-2 be designed for more immediacy than is now possible under the present distribution schedule. .Stations on the West Coast would pre- fer a straight through feed of prime time pro— grams at the original feed time, that is PA-l feed 9:00 p.m. EST would then hit the West Coast at 6:00 p.m. PST, allowing the West tape and play at 9:00 p.m. PST if NET could not arrange four delay times accommodating each of the time zones. There was a strong endorsement of the first hour feed by several of the Midwest stations and stations from the West Coast. Also some West Coast Opposition expressed to PA-l and PA-2 at the 8:00 p.m. time (a normal feed time for the West Coast) Since there are patterns of out-of-door recreation which suggest that an audience is just not at home until after dark 168 and available to View programs fed at that hour. The early hour feed would permit tape recording and a tape delay broadcast and thereby answer most Of the objections on this point° It should also be noted in this connection that some stations do preview all Shows sent to them by NET, but this was not an overwhelming require- ment. Therefore, it was recognized that immedi- acy was an important ingredient and an important characteristic of network capability. Further, NET'S track record of providing acceptable pro- gramming relieved the stations of the anxiety in the acceptance of shows without preview since they were no longer gun Shy about content and approach that NET might take in its offerings. Would the stations like to see CA-l [“NET Playhouse"] on Sunday night rather than on Friday? Here, the responses were pretty evenly divided. The negative response came mainly because of the present PBL commitment in the Sunday night slot. Those who indicated "yes" response assumed of course that the feed of CA-l would either precede or follow the-PBL commitment and therefore, would be sustained as a part of the Sunday night schedule for their community. Use of the network lines for a strictly distri— bution function. Stations felt there were advantages in use of lines for distribution purposes. Suggested were the following as examples: CA-3 ["Experiment" and "Spectrum"] might be fed at 7:30 and 10:30 on Monday, PA-3 ["Dissentersf] fed at 7:30 and 10:30 on Tuesday. In either instance the station may Opt to record the materials for a later broadcast or, if schedule permitted on—the-air origination at the time the program was distributed, either 7:30 or 10:30° For some stations, however, there was a prefer— ence suggested that instead of programs of this kind from NET'S regular strips other program sources might well be fed on the line or NET might use the lines for other purposes. For example, several stations suggested that it might be a good idea for NET to provide strictly informational or promotional type feeds down the line and on a regular basis. There were others who suggested sufficient flexibility to accommo- date a break-up of the network for regional feeds 1‘ 169 and scheduling this possibility by breaking up the block of time to make this possible. The principle of preemption [of national pro- graming by the network for other programing] was acceptable to stations in the several regions but there was an insistance that a mechanism be set up to make the preempted pro- gram available by feeding this program down the line earlier in the day so that the station could, if desired, record and play the same day or at a rescheduled time. An alternative would be a NET reschedule at a later date on a total interconnect basis with the Option at that point for the station to broadcast or record for later playback. Should prime time be made available on the net- work for programs of National interest where these programs are produced by a regional net- work. It was recommended that a study be made of the rate and tariff problems and any other factors for purposes of providing information on a split network configuration. It would seem feasible then that the separate regions would have the possibility not only to orig— inate programs and offer them for the National network, but it would be possible for them to Offer COOperative programming within the region. This might be set up then on a regular schedule so that not only a certain number of hours each week, but a certain period of time each week would be devoted exclusively to regional intra- regional interconnect. With regard to the question of ways other orga- nizations or program services might use the net- work, the Council invited a representative of ETS to respond. Other national regional groups will have an Opportunity to respond to the Council and provide information with respect to the organization's or group's interest in the matter. The ETS reply was as follows: 1. It would be useful to have available to ETS the total interconnection potential for the very heavily scheduled series for which they now have insufficient copies to provide an adequate service to the stations desiring to use this series. ”...-I.. ..m.“ mflfl \ . . ......‘...'J' 10. 170 2. Interconnection would make it possible for ETS to increase distribution of more topical series. 3. The interconnection would permit distribu— tion of ETS programs that might be avail- able in color. Would repeats and variety of other program sources fed on Saturday help initiate Saturday's service? Here the reaction ranged from (1) agree with the principle, but it would have no priority, (2) yes, Saturday feed is a good idea, but it should be in the area of children's programming and particularly, a new concept in children‘s programming to give up something to offer against the commercial network fare of cartoons. It seemed quite obvious from the responses that there was reflected in the response some notion of whether or not the station was now presently broadcasting on Saturday. Those who are broad- casting felt that they were individualizing their service in such a way that they would prefer to stay with the present program schedule offering not only specialized programs of special interest, but educational and other selected types avail- able to audience that's only available on Satur- day morning. On the matter of children's program distribution by shipment rather than interconnection, the regions were divided on the matter. For example, the East, without qualification, said, "no we want children's programs sent to us by an inter- connected network"; the West felt that programs (children's) via interconnection would have a low priority; the Mountain region indicated that interconnection would make seasonable program- ming and Specials possible and encouraged intern connection for this reason. This was similar to the Midwest where several of the stations felt strongly about the matter of children's program- ming and the potential that was possible through interconnection. There was general agreement that flexible pro— gram service distribution by interconnection had low priority. r._,._...... _ I“! 171 11. Generally speaking, the stations felt that "if time permits" extra networking possibil— ities such as special distribution for local press previews, for local preview of contro- versial programs, or for station reactions to programs under consideration would be an acceptable idea. At the same time stations were quick to recognize, however, that even in an 8 hour day it will not be possible to do everything that has been suggested. Sev- eral stations in the Midwest responding to No. 11 suggested that distribution of promo- tional spots should have a high priority in relation to the other four items.30 The results of the N.E.T. Network Allocations Committee's survey of N.E.T. members has a great deal of significance for the programing of a national Educational Television network. This survey is perhaps the most compre- hensive ever taken regarding the local station's attitudes toward the service to be provided by a national network. Many suggestions were advanced which would insure that a national network would provide the highest level of service as possible. The stations, however, are jealous in guarding their independence of Operations, and brought up several positions which stress the flexibility of service desired, so they would have several options available for their own programing. The stations agreed to preemption of regular programing where necessary, but insisted that they have access to the preempted program, so as not to be dependent on the network. 3°1bid., pp. 2—5° 172 In general then, the N.E.T. stations looked upon networking as a means of strengthening their existing ser- vice, rather than something that would drastically alter Educational Television as it has develOped. In this sense, the national network must fit into the status quo of Educa- tional Television. With regard to the status quo, it should be noted that several of the N.E.T. survey suggestions as to programing reflect the common programing practices, as we have discovered in our previous study. The stations sug- gested that the N.E.T. PA-l, "NET Journal" and PA-2 program, the wednesday evening Public Affiars block of programs, be taken on the line at 9:00 P.M. EST. The sample transmission schedule, Table 39 of Chapter IV, based on present program— ing practices already Show that the stations tend to program these series during this time period. Likewise, the sta- tions suggested that the CA-3 program "Spectrum" be sched— uled at 7:30 P.M. and 10:30 P.M. Table 30 Shows that 36 per cent of the stations program this series between 8:30 P.M. and 9:00 P.M. and Table 39 has assigned it to an 8:00 P.M. time period. The coorelation between the results of the N.E.T. Network Allocations Committee survey, and the present study, illustrate that the stations themselves are aware to some extent of their programing practices, and that common programing does indeed exist, even without general nation- wide planning. 173 The suggestions advanced by these five individuals and organizations provide many Specific proposals for the actual Operation and utilization of a national educational network. They help fill out some of the framework that has been develOped throughout this study, and summarized at the beginning of this chapter. Several of these suggestions, no doubt, are somewhat contradictory. Nevertheless, they all exhibit the careful thought of those involved in Educational Television in the United States, and could, along with material gained from this study, serve as the basis for some recommendations concerning the future of educational broad- casting. Utilizing the material gained from this study of programing practices and station attitudes, we may now turn towards some recommendations for future action. Some Recommendations for Consideration While the primary purpose of this study was not that of designing a model national Educational Television network, we would feel remiss if we concluded without taking the Opportunity to make some recommendations regarding such a network's structure. These recommendations will not refer to a completely detailed network model, but rather to a clearly defined framework within which the activities of such a network can adequately Operate. 1. The national network should utilize those exist— ing interconnection facilities where possible. This would include regional and state networks and local interconnections. 174 2. The national network Should give some compensa- tion to the regional or state networks for the use of their facilities for networking. This compensation would be a portion of the savings that the national network realizes by using existing facilities. The money given to the state and regional networks would be used only for programing on a state or regional level, thereby strengthening local pro- graming. Such compensation would also equalize the benefits that all regions of the country receive from the national network, whether or not a regional or state network is already established. 3. In those areas where there presently are no state or regional networks, the facilities of the national network can be utilized for their formation. However, it would be anticipated that the stations would form their own networks as well, as they would have access to the facil- ities on a full time basis, not just the hours that the national network is in Operation. 4. The national network would be built on a tier system of distribution. The national network would feed the regional networks at their central point, which would in turn distribute the programs to the state networks. The state networks would then interconnect the individual local stations. This system would incorporate the existing systems and facilities, and readily allow for regional and state programing. 175 5. The national network Should be able to be fed programing from all regional network headquarters. This will enable national distribution of regional programing, as well as live coverage of events nationwide. The regional networks in turn should have two way links with the head- quarters of state networks, and major production centers for both regional, and national distribution. This would enable a diversity of programing sources. 6. A fully develOped system could have three chan- nels, one for origination for national distribution of pro- graming by local stations, one for regular network transmis- sion, the third for additional programing from regional or state networks, specialized programing for limited audiences, or distribution of programing to be preempted by Special events. This would contribute toward the diversity of pro- graming available to the local station, and make programing produced anywhere in the country available to all stations. 7. Every station should have a switching capability so it could record programs from the network while broadcast- ing separate programing, and not effect the reception Of the network transmission by the next station on the line. 8. The network should Operate as a Single entity, with its own network identification, logos, and promotional spots for programs distributed nationally over its facilities. In this way, the network can achieve a stature in the public mind equal to that of its commercial competition. 176 9. The right of any station to broadcast, or refuse to broadcast, any program at its Option would be guaranteed. This is the only way to insure the independence of the local stations. 10. The actual day-to-day operations of the network should be under the administration of N.E.T. The Corporation for Public Broadcasting is Specifically prohibited from own- ing or Operating any network or interconnection system. N.E.T. is the only Educational Television organization with experience in Operating interconnections on a nationwide basis. It has the necessary staff, resources, and technical experience to handle such a nationwide operation. E.T.S., the only other national Educational Television program ser- vice, has Operated mainly as a tape and film library. The establishment of a new and separate organization to handle the national network would be time consuming, eXpensive, and duplicative of much of what N.E.T. is presently doing. A separate network organization would also attract those per- sonnel now engaged in other Educational Television activ- ities. N.E.T. could handle the national network on a contractual basis, without it being identified as a N.E.T. network, if that were desirable. 11. Perhaps one of the most difficult decisions in the formation of a national network would be the composition of the group that would be reSponSible for the selection of programing. The programing of the network Should be under the supervision of a Network Programing Committee. This 177 committee would be made up of representatives of the various national programing organizations, such as N.E.T., E.T.S. and C.P.B., along with representatives of the regional networks. These representatives should be the individuals responsible for that organization's program operation, plus a station manager selected by the organization membership. Thus both national organizations, and station managers, will participate in the determination of the network schedule. 12. The Network Programing Committee would allocate blocks of time on the network for programing by each produc- tion organization. Each organization would then determine what programing it would distribute on the network, after consultation with station representatives. This is similar to the procedures presently used by the producing organiza- tions in the selection of their programing. The Network Programing Committee wOuld also be responsible for the pre- emption of regular programing for the transmission of Special broadcasts. 13. Regular time periods would be set aside on a daily basis, in the late afternoon or on weekends, for dis- tribution of programing designed for non-Simultaneous trans- mission. This would include previewing of new series and controversial programing, and also make possible distribu- tion of programing to be preempted by anticipated special programing. Programs from film libraries could also be distributed during this time period, as well as informa- tional and promotional programs. 178 14. Specific time periods would be reserved for use for distribution of regional and state network programing, when no national programing would be carried by the network. 15. Obviously, the only way that the network can be successful is to meet the changing demands placed upon it by the members. The time allocations determined by the Network 'Programing Committee will undoubtedly need continual revi- sion, as the programing tastes of the stations, and program- ing capabilities of the national, regional and state produc- tion organizations change. The initial time allocations, then, will not be crucial. What will be much more important will be the station's and audience reSponse to the program- ing, and the subsequent revisions of the network schedule. We have throughout this study been concerned with the growth and develOpment of the concept of a national interconnected network for Educational Television. We have traced the attitudes and practices regarding interconnection on the local, state, regional, and now national level. We have surveyed over 130 stations, countless national and regional organizations, and the available literature, in an attempt to place the problems raised by the establishment of an Educational Television network in their prOper perSpec- tive. we hOpe that we have gathered in one place enough information to serve as background for use during the formative period of such a network. Realistically, the final organization of a national network will be determined 179 by the hard bargaining of those parties involved, and the circumstances and finances of the times. We hope, however, that some of the lessons from this study of the problems involved will be of some assistance. BIBLIOGRAPHY BIBLIOGRAPHY Appy, Gerard L. "NET and Affiliate Relationships." 1p; Farther Vision Educational Television Today. Edited by Allen Koenig and Ruane Hill. Madison, Wisconsin: University of Wisconsin Press, 1967. Breitenfeld, Frederick, Jr., ed. The Financing of Educa- tional Television Stations. Washington: National Association of Educational Broadcasters, 1965. Broadcasting. Carnegie Commission on Educational Television. Public Television: A Time for Action. New York: Bantam Books, 1967. Central Educational Network. "Programs Available for Distribution." Chicago, 1967. (Mimeographed.) Crane, Edgar and.Malcolm McLean, Jr. "There Are 5 Types of ETV Stations," NAEB Journal, XXI (May-June, 1962), 29-36. Eastern Educational Network. "EEN Factbook," June, 1967. (Mimeographed.) Eastern Educational Network. "Programs Available for Booking," January, 1968. (Mimeographed.) Educational Broadcasting Review. ETS News. ETS Programing Memo. Educational Television Stations. "Policies and Procedures," April 10, 1967 (revised). (Mimeographed.) Educational Television Stations. "Programs Available for Booking," January, 1968. (Mimeographed.) Educational Television Stations. "Program Interest Survey," September, 1967. (Mimeographed.) 180 181 ETV Newsletter. ETV Repprter. Federal Communications Commission. "Educational Television," INF Bulletin NO. l6-B, April, 1968, Washington. (Mimeographed.) Federal Communications Commission. 33rd Annual Report. Washington: Supt. of Documents, 1968. Friendly, Fred. Due to Circumstances Beyond Our Control. New York: Random House, 1967. Friendly, Fred. "World Without Distance," NAEB Journal, XXI (January-February, 1967). Gardinar, John. "The Scramble for Status in Noncommercial TV," Television, XXV (July, 1968). Griffith, Barton. "Types of Programs Carried by 23 Univer- Sity and College ETV Stations," NAEB Journal, XXIV (September-October, 1965). Gunn, Hartford. "The Future of Educational Television-- -Ana1ysis and Recommendations," The Financing of Educa- tional Television Stations. Edited by Frederick Breitenfeld, Jr. Washington: National Association of Educational Broadcasters, 1965. Kobin, William. "National or Local Power," Television Quarterly, VII (Winter, 1968). Koenig, Allen and Ruane Hill, eds. The Farther Vision: Educational Television Today. Madison, Wisconsin: University of Wisconsin Press, 1967. McKenzie, Betty, ed. The Feasibility and Role of State and Regional Networks in Educational Broadcasting. Washing- ton: National Association of Educational Broadcasters, 1959. McKune, Lawrence, ed. Compendium of Televised Education. Vol. XIII. East Lansing, Michigan: Michigan State University, 1966. Morse Communications Research Center, Brandeis University, and the National Center for School and College Televi- sion. One Week of Educational Television, No. 4, April 17—23, 1966. Bloomington, Indiana: National Center for School and College Television, 1966. 182 NAEB Journal. NAEB Newsletter. National Association of Educational Broadcasters. 1968 Directory and Yearbook of Educational Broadcasting. Washington: National Association of Educational Broadcasting, 1967. National Center for School and College Television News. National Educational Television. Factbook. New York: NET, 1968. (Pamphlet.) National Educational Television. "National Educational Television Network and Affiliated Stations," January, 1967. (Mimeographed.) National Educational Television. "Program Schedule Projec- tion, 1967-68," April 18, 1967. (Mimeographed.) National Educational Television. "Report of the Network Allocations.Committee--A Sub-Committee of the Affiliates Committee of NET," November, 1967. (Mimeographed.) Peterson, Bettylou. "PBL, A Qualified Success," Detroit Egee Press, November 7, 1967. "Public Television--A Search for Identity," Proceedings of the Wingspread Conference on Public Television, Televi- sion Quarterly, VII (Winter, 1968). Quayle, Donald R. "The Regional Network," The Farther Vision: Educational Television Today. Edited by Allen Koenig and Ruane Hill. Madison, Wisconsin: University of Wisconsin Press, 1967. Schramm, Wilbur, ed. EducationalTelgvision: The Next Ten Years. Stanford: Institute for Communication Research, 1962. Southern Educational Communications Newsletter. U.S. Congress, House, Committee on Interstate and Foreign Commerce. Amending the Communications Act of 1934, Hearings on H.R. 15986 before the Subcommittee on Communications and Power. 90th Cong., 2nd sess. 1968. U.S. Congress, House, Committee on Interstate and Foreign Commerce. Public Broadcasting Act of 1967, Hearings on H.R. 6736 and S. 1160. 90th Cong., lst sess., 1967. 183 U.S. Congress, Public Broadcasting Act of 1967. Pub. L. 90-129, 90th Cong., lst sess., 1967. U.S. Congress, House Committee on Conference. Conference Report to Accompany S. 1160, 90th Cong., lst sess., 1967. U.S. Congress, Senate, Committee on Commerce. Progress in Space Commpnications, Hearings before Subcommittee on Communications, 89th Cong., 2nd sess., 1966. U.S. Congress, Senate, Committee on Commerce. Public Broadcasting Act of 1967, Report to Accompany S. 1160. 90th Cong., lst sess., 1967. Wade, Warren and Serena Wade, eds. The Long Range Financing of Educational Television Stations. Washington: National Association of Educational Broadcasters, 1967. White, John F. "ETV and the Next Ten Years," NAEB Journal, XXII (May, 1963). White, John F. I'National Educational Television as the Fourth Network," The Farther Vision: Educational Tele- vision Today. Edited by Allen Koenig and Ruane Hill. Madison, Wisconsin: University of Wisconsin Press, 1967. White, John F. "Organization and.Financing of ETV in the Next Ten Years," Educational Television: The Next Ten Years. Edited by Wilbur Schramm. Stanford: Institute for Communication Research, Stanford University, 1962. White, John.F. "A Report to the Affiliates," an address given at the 1967 Fall meeting of NET Affiliates, November 5, 1967. (Mimeographed.) APPENDICES Alabama *WBIQ *WCIQ *WDIQ *WHIQ *WEIQ *WAIQ Arizona *KAET *KUAT Arkansas *KETS APPENDIX I EDUCATIONAL TELEVISION STATIONS BROADCASTING JANUARY 1967 Birmingham Cheaha Dozier Huntsville Mobile Montgomery Phoenix Tucson Conway Qplifornia *KCET KIXE. KVIE *KVCR *KDED *KTEH *KCSM Colorado *KRMA Los Angeles Redding Sacramento San Bernardino San Francisco San Jose San Mateo Denver Connecticut *WEDH Delaware Hartford *WHYY”Wilmington District *WETA of Columbia Washington Florida *WUFT *WJCT *WTHS *WSEC *WMFE *WFSU *WEDU *WUSF gm *WGTV *WETV *wcss *WCLP *WJSP *WABW *WVAN *WXGA Beweil *KHET *KMEB Idaho *KUID Illinois WSIU *WTTW *WXXW **WILL Iowa *KDPS 184 Gainesville Jacksonville Miami Miami Orlando Tallahassee Tampa Tampa Athens Atlanta Wrens Chatsworth Columbus Pelham Savannah Waycross Honolulu Wailuku Moscow Carbondale Chicago Chicago Urbana Des Moines Kansas *KTWU Kentucky Topeka *WFPK Louisville Louisiana *WYES Maine *WCBB *WMED *WMEB *WMEM New Orleans Augusta Calais Orono Presque Isle Massachusetts *WGBH Michigan *WTVS WMSB *WUCM Boston Detroit East Lansing University Center Minnesota KWCM *WDSE *KTCA *KTCI Missouri *KCSD *KETC Nebraska *KTNE *KLNE *KUON *KYNE *KTNE Appleton Duluth Minneapolis-St. Paul 185 North Carolina **WUNC Chapel Hill, *WTVI Charlotte **WUND Columbia North Dakota *KFME Fargo Ohio *WOUB Athens *WBGU Bowling Green *WCET Cincinnati *WVIZ Cleveland *WOSU Columbus **WGSF Newark *WMUB Oxford *WGTE Toledo Oklahoma *KETA Oklahoma City *KOED-Tulsa *KOKH Oklahoma City Oregon *KOAC Corvallis *KOAP Portland Minneapolis-St. Paul Pennsylvania Kansas City St. Louis Alliance Lexington Lincoln Omaha North Platte New Hampshire *WENH Durham New Mexico KNME New Erk *WNED *WNDT *WNYC *WXXI **WMHT *WCNY Albuquerque Buffalo New York New York Rochester Schenectady Syracuse *WLVTTAllentown *WITF Hershey *WUHY'Philadelphia *WQED Pittsburgh WQEX Pittsburgh *WVIA Scranton *WPSX University Park South Carolina **WITV Charleston **WRLK Co lumb ia **WNTV Greenville South Dakota **KUSD Vermillion Tennessee *WKNO Memphis *WDCN Nashville Texas *KIRN Austin **KERA Dallas *KUHT Houston KTXT Lubbock *KRET Richardson APPENDIX II POST JANUARY 1967 STATIONS PROVIDING INFORMATION CONCERNING PROGRAMING Alabama WFIQ Florence Connecticut WEDW Bridgeport WEDN Norwich Georgia WACS Dawson Massachusetts WGBX Boston Nebraska KMNE Bassett New Hampshire WEDB Berlin WHED Hanover WEKW Keene WLED Littleton North Carolina WUNF Asheville WUNG Concord WUNE Linville South Carolina WEBA Allendale WJPM Greenville South Dakota KESD Brookings Vermont WETK Burlington WVER Rutland WVTB St. Johnsbury WVTA Windson 187 APPENDIX III .EASTERN EDUCATIONAL TELEVISION NETWORK FALL, 1967 Interconnected Stations Maine Rhode Island . WCBB Augusta Ch. 10 WSBE Providence Ch. 36 WMEB Orono Ch. 12 WMEM Presque Isle Ch. 10 Connecticut WMED Calais Ch. 13 WEDH Hartford Ch. 24 WEDN NOrwich Ch. 53 New Hampshire .WEDB Bridgeport Ch. 49 WENH-Durham Ch. 11 WEBD Berlin Ch. 40 New YOrk WLED Littleton.Ch. 49 WNDT New York Ch. 13 WHED Hanover Ch. 15 WMHT Schenectady Ch. 17 WEKW Keene Ch. 52 WCNY Syracuse Ch. 24 . ' WXXI Rochester Ch. 21 Vermont WNED Buffalo Ch. 17 WETK Burlington Ch. 33 WVTB St. Johnsbury Ch. 20 Pennsylvania WVTA Windsor Ch. 41 ' WHYY Philadelphia Ch. 12 WVER Rutland Ch. 28 District of Columbia Massachusetts WETA Ch. 26 WGBH Boston Ch. 2 Tape Distribution Pennsylvania WLVT Bethleham Ch. 39 WVIA Scranton Ch. 44 WITF Hershey Ch. 33 WPSX University Park Ch. 3 WQED Pittsburgh Ch. 13 188 Ohio WOUB WCET WVIZ WOSU WGSF WGTE .Michigan 'WTVS WMSB WUCM Indiana WTIU Illinois WSIU WTTW WILL APPENDIX IV CENTRAL EDUCATIONAL NETWORK FALL, 1967 Tape'Distribution Athens Ch. 20 Cincinnati Ch. 48 Cleveland Ch. 25 Columbus Ch. 34 Newark Ch. 28 Toledo Ch. 30 Detroit Ch. 56 East Lansing Ch. 10 University Center Ch. 19 Bloomington Ch. 30 Carbondale Ch. 8 Chicago Ch. 11 Urbana Ch. 12 Wisconsin WHA Madison Ch. 21 WMVS Milwaukee Ch. 10 Iowa KDPS Des Moines Ch. 11 Missouri KCSD Kansas City Ch. 19 KETC St. Louis Ch. 9 North Dakota KFME Fargo Ch. 13 South Dakota KUSD Vermillion Ch. 2 Nebraska KUON Lincoln Ch. 12 Nebraska ETV Network KTNE Alliance Ch. 13 KLNE Lexington Ch. 3 KYNE Omaha Ch. 26 KTNE North Platte Ch. 9 KMNE Bassett Ch. 7 189 WESTERN APPENDIX V EDUCATIONAL NETWORK FALL, 1967 Tape Distribution Washington) KPEC KWSC KSPS KTPS Oregon KOAC KOAP Lakewood Center Ch. 56 Pullman Ch. 10 Spokane Ch. 7 Tacoma Ch. 62 Corvallis Ch. 7 Portland Ch. 10 California KCET KVIE KVCR KDED KEBS 13111113. KHET KMEB Nevada KLVX Utah KBYU KUED Los Angeles Ch. 28 Sacramento Ch. 6 San Bernardino Ch. 24 San Francisco Ch. 9 San Diego Ch. 15 Honolulu Ch. 11 Wailulu Ch. 10 LaS Vegas Ch. 10 provo Ch. 11 Salt Lake City Ch. 7 New Mexico KNME Albuquerque Ch. 5 190 APPENDIX VI SOUTHERN EDUCATIONAL NETWORK During the Fall of 1967, the Southern Educational Communications Association was in the process of formal incorporation of their non-profit corporation. As a result, it had no formal membership or network activities. As of March 1968, nine organizations had become members of SECA: WFPK Louisville, Ky. WEDU Tampa, Fla. KETS Conway, Ark. WDCN Nashville, Tenn. KLRN Austin, Tex. WFSU Tallahassee, Fla. South Carolina Network WITV Charleston WRLK Columbia WNTV Greenville WEBA Allendale WJPM Greenville Kentucky ETV Authority 12 stations under construction WKNO Memphis, Tenn. In October 1968, the Southern Educational Network had twenty organizational members, representing thirty-five educational television stations. Network activities of the Southern Educational Net- work began in January 1969. 191 APPENDIX VII STATEWIDE NETWORKS--INTERCONNECTION JANUARY'1968 KWCM Minnesota Appleton KTCAMMinneapolis-St. Paul WDSE Duluth 192 Alabama Nebraska WBIQ Birmingham KTNE Alliance WCIQ Cheaha KLNE Lexington WDIQ Dozier KUON Lincoln WFIQ Florence KYNE Omaha WHIQ Huntsville KTNE North Platte WEIQ Mobile KMNE Bassett WAIQ Montgomery New Hampshire Connecticut WENH Durham WEDW Bridgeport WEDB Berlin WEDH Hartford WHED Hanover WEDN Norwich WEKW Keene KLED Littleton Georgia WGTV Athens New York WETV Atlanta WNED Buffalo WCES Wrens WNDT New York WCLP Chatsworth WXXI Rochester WJSP Columbus WMHT Schenectady WABW Pelham WCNY Syracuse WACS Dawson WVAN Savannah North Carolina WXGA Waycross WUNC Chapel Hill WDCO Cochran WUND Columbia WUNF Asheville Hawaii WUNG Concord WHET Honolulu WUNE Linville KMEB Wailuku Oklahoma Maine KETA Oklahoma City WMED Calais KDED Tulsa WMEB Orno WMEM Presque Isle Ore on WCBB Augusta 416m Corvallis KOAP Portland 193 South Carolina Vermont WEBA Allendale WETK Burlington WITV Charleston WVER Rutland WRLK Columbia WVTB St. Johnsbury ‘WJEM Florence WVTA Windsor WNTV Greenville APPENDIX VIII PROGRAMING ON STATE NETWORKS NET Science Series ("Experiment" "Spectrum") 8 Networks "Misterogers Neighborhood" 6 Networks NET Public Affairs 12 Networks "French Chef" 12 Networks "Smart Sewing" 8 Networks "Friendly Giant" 7 Networks "Creative Person" 10 Networks "What's New" 12 Networks "PBL" 10 Networks "NET Playhouse" 12 Networks "NET Journal" 12 Networks 194 p N. «G..\ $5.04 _ ‘ n . 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