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CRITERIA FOR APPRAISING THE USE OF TELEVISION

BY STATE UNIVERSITIES

By

Jane Elizabeth Grills

AN ABSTRACT

Submitted to the School for Advanced Graduate Studies of
Michigan State University of Agriculture and
Applied Science in partial fulfillment of

the requirements for the degree of

DOCTOR OF PHILOSOPHY

Department of Teacher Education

1959

Approved mm

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for CV“]U tin' Ike "I‘Jl’l-L cfi"‘tir* if a"te univer-
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university on? c? ‘he .ncifio all s_ Ly ‘cl vision in a
state uuinrritv.

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the sta‘e-Cshai uaiver ity V; 1 “ whicn uis the first to be
charte“ci in a 71772 ‘ “e a: well '9 ‘he 1”fiJ-CF"LI college
C? univerfiify C? an t s‘ ‘e Amie? V'? GEtHblifih‘i urdor tie
Yorrill Act of 175”. There is a total of seventy-one insti-
tztiona in thi: encw"wr?inv definition.

The stuiy [roviifis buck”renri fr? t?“ fiubject by
tracirg: (l) the his‘ory, stifua, :3 rajor frohlems of
stete universities 'ri lwri— rah? collerrs, (7) the history
of educatiohfil activit" in rudio ”v1 televieion and (3) the

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CRITERIA FOR APPRAISING THE USE OF TELEVISION

BY STATE UNIVERSITIES

By

Jane Elizabeth Grills

A THESIS

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

DOCTOR OF PHILOSOPHY

Department of Teacher Education

1959

T .
-- “-33 FROEILV.

Statement of t;

 

TABLE OF CONTENTS

CHAPTER
LIST OF TABLES . . . . . . . . . .
I 0 TE PROBU‘JM O O O O O O O 0

Statement of the Problem.

Significance of the Project

Terminology . . . . . . .
Initial Assumption. . . .
Sources of Data . . . . .

Method of Organization. .

II. THE DEVELOPMENT OF STATE UNIVERSITIES

GRANT COLLEGES IN THE UNITED STATES

Beginnings of the State University Movement .

Major Nineteenth-Century Developments . . . .

Early Influences on the Philosophy of State

Universities. . . . . .

The Morrill Act and Its Influence .

State Universities in Twentieth-Century

America . . . . . . . .

Problems Confronting the Twentieth-Century

State University. . . .

PAGE

viii

10
12

14

19

23

23

25

27
29

31

42

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Educationu A!

Em EDUCATIQ};

Sui-nary and Con

Government re
in broadcas
History of A?!
Educational FM

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ODDQI‘tunl t‘ I
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CHAPTER

Summary and Conclusion . . . . . . . . . . . .
III. EDUCATIONAL BROADCASTING IN THE UNITED STATES. .
Educational AM Radio . . . . . . . . . . . . .

Government regulation as a formative force
in broadcasting. . . . . . . . . . . . . .
History of AM broadcasting . . . . . . . . .
Educational FM Radio . . . . . . . . . . . . .
Formative forces . . . . . . . . . . . . . .
History of FM broadcasting . . . . . . . . .
Educational Television . . . . . . . . . . . .
Formative forces . . . . . . . . . . . . . .
History of educational television. . . . . .
IV. THE EDUCATIONAL POTENTIAL OF TELEVISION. . . . .

Relative Effectiveness of Conventional and

Televised Instruction. . . . . . . . . . . .

Comparative Effects of the Various Media of
Communication. . . . . . . . . . . . . . . .

Ability to Provide a Cultural Service to a

Group Not Likely to Enroll and an Additional
Opportunity for Formal Higher Education. . .

sumry 0 O O O O O O O O O O O O O I O O O O O

111

PAGE

53
54

66

69
71
74
7a
102

140

141

149

155
166

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Studying the AL:
Audience Data.

Size of the a‘

Viewing habit

 

 

iv
CHAPTER PAGE
v. THE AUDIENCE FOR EDUCATIONAL TELEVISION. . . . . 167
Studying the Audience. . . . . . . . . . . . . 168
Audience Data. . . . . . . . . . . . . . . . . 172
Size of the audience . . . . . . . . . . . . 172
Viewing habits . . . . . . . . . . . . . . . 176
Social class . . . . . . . . . . . . . . . . 179
Program preferences. . . . . . . . . . . . . 186
Summary and Conclusions. . . . . . . . . . . . 189
VI. THE PHILOSOPHY AND ROLE OF THE STATE UNIVERSITY

IN THE MID-TUENTIETH CENTURY . . . . . . . . . 191

The Nature of Education and Its Role in a

Democracy. . . . . . . . . . . . . . . . . . 192

Development of the Philosophy of the State
University . . . . . . . . . . . . . . . . . 199
As it has evolved through American history . 202
As represented by official statements of

these institutions . . . . . . . . . . . . 208
As represented by opinions of twentieth

century educators. . . . . . . . . . . . . 224

SW17. 0 O O O O I O O O O O O O O O O O O O 2u2

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'2. TF3 PHIIDSOPHY A.“
STATE UNIVEPS IT}
Development of '

aity Televisi

As represente
these inst:

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tWentieth_(

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a1 broadca

HaJor Reasong

CHAPTER PAGE
VII. THE PHILOSOPHY AND ROLE OF TELEVISION IN A
STATE UNIVERSITY . . . . . . . . . . . . . . . 246
Development of the Philosophy of State Univer-
sity Television. . . . . . . . . . . . . . . 246
As represented by the official statements of
these institutions . . . . . . . . . . . . 247
As represented by the opinions of prominent
twentieth-century educators. . . . . . . . 273
As represented by the opinions of education-
al broadcasters. . . . . . . . . . . . . . 298
Major Reasons Advanced for a University-owned
Commercial Station . . . . . . . . . . . . . 332
Summary. . . . . . . . . . . . . . . . . . . . 333
VIII. CRITERIA FOR THE EVALUATION OF TELEVISION ACTIVI-
TIES IN A STATE UNIVERSITY . . . . . . . . . . 338
Comparing and Contrasting the Philosophy of
the State University with That of Television
in a State University. . . . . . . . . . . . 339
Criteria for Evaluating a State University

Television Activity. . . . . . . . . . . . . 345

 

 

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criterion 2
Criterion 3
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CHAPTER

Appraisal of Television Activities . . . . . .
Criterion 1 O O O O O O O O O O O O O O O O
Criterion 2 . . . . . . . . . . . . . . . .

criterion 3 o o o o o e o o e e e e e e e o

Criterion 4 . . . . . . . . . . . . . . . .
Criterion 5 . . . . . . . . . . . . . . . .
Criterion 6 . . . . . . . . . . . . . .
Criterion 7 . . . . . . . . . . . . . . . .
Criterion 8 . . . . . . . . . . . . . .
Criterion 9 . . . . . . . . . . . . . . . .

Criterion 10 . . . . . . . . . . . . . . . .

II. SUMMARY AND CONCLUSIONS. . . . . . . . . . . . .
Summary. . . . . . . . . . . . . . . . . . . .
Suggestions for Further Study. . . . . . . . .
Conclusions and Recommendations. . . . . . . .
.BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . .

.APPENDICES

A. Interviews and Questionnaires . . . . . . .
B. Quotations from State University Presidents
C. Source Materials for Official Documents of

State Universities. . . . . . . . . . . .

vi
PAGE
347
350
354
357
364
365
368
370
374
381
385
387
387
390
391
395

416
I426

430

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vii

CHAPTER PAGE

D. Source Materials for Television Philosophy

of State Universities . . . . . . . . . . 435
E. Source Materials for Television Philosophy

of Educational Broadcasters . . . . . . . 441

F. Answers to Questions Based on Criteria. . . 452

D. Source Eater
of State L':
E. Source Mater-
Of Educati

F. Answers to g

 

vii

CHAPTER PAGE
D. Source Materials for Television Philosophy

of State Universities . . . . . . . . . . 435
E. Source Materials for Television Philosophy

of Educational Broadcasters . . . . . . . 441

F. Answers to Questions Based on Criteria. . . 452

 

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LIST OF TABLES

TABLE PAGE
I. UHF Tally Sheets . . . . . . . . . . . . . . . . 115
II. Number of Educational Television Stations on the
Air. . . . . . . . . . . . . . . . . . . . . . 124
III. Inactive Constructive Permits for Non-Commercial
Educational Stations ... . . . . . . . . . . . 125
IV. ETV Stations by Organizational Types . . . . . . 127
V. Philosophy and Role of the State University. . . 243
VI. Philosophy and Role of Television in a State
University . . . . . . . . . . . . . . . . . . 335

VII. Comparison of Tenets . . . . . . . . . . . . . . 343

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CHAPTER I
THE PROBLEM

With television now available in almost nine-tenths
of the American homes and with more time spent in watching
television than in the utilization of all other mass media
combined, one can readily understand the considerable influ-
ence television has on 1959 living.

Certainly television has become an important medium
to the advertiser; but isn't there another man with an even
more vital message, the educator? Should not television be
of even greater importance to him?

Educators and lay citizens, alike, are searching for
answers to the speed-up and changes in all phases of educa-
tion, changes which have been brought on by the technologi-
cal and social revolution of the past three decades. Com-
xnunities, state departments of education, and institutions
of‘higher learning are turning, in increasing numbers, to
‘television as an answer to some of their problems. Conse-
<quently, the nature and extent of education's involvement

‘wilflxtelevision has become a matter of great concern to all

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I. STATDEII'T‘ OF THE PROBLEM

The purpose of this study is to establish criteria
for evaluating the television activities of a state univer-
sity based on the philosophy and role of the state univer-

sity and of television in a state university.
II. SIGNIFICANCE OF THE PROJECT

Intrinsic merit. Television can be a great new

 

instrument which a state university may use in the achiev-
ing of its traditional objectives and in the discharging of
its broad civic responsibilities to all citizens. It may
also be a powerful public relations instrument for a univer-
sity--a strengthening of the reciprocal dependence among the

state university, its immediate community, and the state to

which it belongs.

However, it is essential that the state university's
adndnistration and its educational broadcasters have a clear
<3oncept of the television activity's purpose and how it im-
gylements and supplements those purposes of the educational
iJistitution, itself. Without a perspiouous phiIOSOphy, re-
gardless of the relative size or the simplicity of the oper-

aixion, the television activity becomes a mere manipulation

 

 

Page 3
of red tape, a routine maneuver impelled by unidentified
causes.

The influence of the philosophy of the state univer-
sity and that of its many programs permeates the whole life
of the institution, providing direction for its activities
and guiding principles for its approaches to its problems.
Consequently, criteria providing for the evaluation of a
state university's television activity based on the combined
philosophies of the state university and of television ac-
tivity in a state university would be one of the most valid
methods for appraising the activity, itself.

Television can be a powerful tool for education--it
can also be an expensive tool, especially when its potential
is not being realized. Therefore, attempting to ascertain
through an evaluation procedure that which is of merit in
present practices, that which should be improved upon, and
that which should becast out is important to administrators
and educational broadcasters of state institutions of higher
learning, so that the early failure of education's venture in-
to radio is not repeated and that full value, both educationally
and financially, is received from its television endeavors.

Distinctiveness. To date, there has been no research

 

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restricted to the state university or land-grant college
television activity. Furthermore, very few inquiries have
been made exclusively into the use or the problems of tele-
vision in institutions of higher learning. Consequently,
there have been no criteria established by which a state
university's television activities may he appraised in the
light of the institution's own over-all philosophy.

The majority of writers in the area of mass communi-
cations point either to a dearth of material in many areas
of media research or to the conflicting information avail-
able in the aspects which have been reported. Therefore,
it is easy to understand why there are very few pieces of
research which have any direct bearing on this particular
inquiry.

1. General survéy and analysis. Of most value to

this study is Richard B. Hull's Educational Tele-

 

vision in the United States, which was published
in late 1957 by the Educational Television and
Radio Center and the Fund for Adult Education.
This report, however, is concerned only with edu-
cational stations and not with other television
activities of educational institutions not in-

volved in station operation.

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Cf greater significance than his review of the
basic types, the financial support, the administra-
tion, facilities, programming, and audience of the
twenty-eight educational stations then air-borne
is the author's evaluation of the developments in
educational television. Mr. Hull points out that,
in 1957, there were five clear-cut phases within
the educational television development: (1) a
broadcast movement, (2) classroom or closed-circuit,
(3) public relations television, (4) television as
a laboratory--not associated with broadcasts to the
public, and (5) student training in broadcasting
and research. While the author shows that there is
confusion among these various phases or movements,
there have also been some important results--for ex-
ample, excellent children's programming, instruction
to combat illiteracy, vocational and cultural adult
education, and in-service teacher training. Confu-
sion in policy, inadequate financing, and a lack of
understanding and support from other educational
agencies are given as the roots of most educational
television problems.

A group of recommendations and predictions

 

TF0 doctoral

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Page 6
concludes the report.

2. Administratign_of_ telexisi2n_s_ery_i_c_e§. and stations;
Two doctoral dissertations study and evaluate the
administration of television services in institu-
tions of higher learning; however, their applica-
tion to thisstudy is very small:

a. Edward C. Lambert's "Organization and Adminis—
tration of Television Programming for School
Systems and Institutions of Higher Learning”
shows the various ways in which any television
service may be set up and administered in var-
ious types of educational systems and institu-
tions. With regard to the seventy-two colleges
and universities responding to his survey, the
author points out that in fourteen cases tele-
vision activities came directly under the super-
vision of the institution's administration; in

another group of the same size, the administrator

 

1Richard B. Hull, Educational Television in_the United
States: Status Report, 1957 (Columbus, Ohio: Educational
Television and Radio Center--Fund for Adult Education, 1957).

was the

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Page 7
was the department of radio and television; in
thirteen, the department of speech and drama;
in eight, public relations; in communications,
five; in liberal arts, three; in audio-visual
aids, one; and in eleven institutions, by some
combination of the above group. One must re-
member, however, that Dr. Lambert's disserta-
tion was written during the earliest pioneer-
ing days of college and university television
activities, even before the first educational
station was on the air; consequently, many of
his facts and the conclusions based on them
have been outdated--even in such a short period
of time.2

b. James Tintera's "The Administration of Educa-
tional Television in Colleges and Universities"
identifies and separates six aspects of adminis-
trative operation of television stations:

1) The formal aspect of over-all administrative

responsibility belongs to the highest admin-

 

2Edward C. Lambert, ”Organization and Administration of
Television Programming for School Systems and Institutions of
Higher Learning" (unpublished doctoral dissertation, University
of Missouri, Columbia, 1953).

 

 

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Page 8
istrative official of the institution.
Planning of the tota television enterprise
involves some combination of faculty members,
faculty committees, and the television staff.
The preparation and production of television
programs is the responsibility of television

specialists.

4) The budgeting of a television activity is the

5)

6)

responsibility of one administrative official
who may or may not be involved in the planning
and production of television programs.

The acquisition of television equipment is di-
rectly related to the growth of television
programming.

The financing of the various television oper-
ations seems to be based upon local situations
and methods that create differences exceeding
similarities.

For both the television facility and station,

the author gives patterns of administrative and

financial responmbility and a breakdown of equip-

ment, personnel requirements, and programming

costs and trends. There are some generalities

Page 9
which Dr. Tintera is able to make from these
practices; but, in the main, the most outstand-
ing result which his survey and interview tech-
nique bring out are the dissimilarities involved.

A very usable portion of this dissertation is
the extensive review of literature regarding the
administration and the programming of education-
al television, which is virtually complete to
September 1955.3

The attitude of administration toward televi-
sion activities in institutions of higher learn-
ing is surveyed by R. Edwin Browne in his master's
thesis, ”The Role of Television in Higher Educa-
tion as Seen by College and University Presidents."
Mr. Browne's work has direct application to one

phase of this study, and his findings have been

reported and compared with those of this author.

 

3James Tintera, ”The Administration of Educational Tele-
vision in Colleges and Universities" (unpublished doctoral dis-
sertation, Michigan State University, East Lansing, 1955).

uR. Edwin Browne, "The Role of Television in Higher Edu-
cation as Seen by College and University Presidents” (unpub-
lished M.S. thesis, University of Kansas, Lawrence,.1957).

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I m”

 

abs _
P
l
”.9
. )
.flfi'nt “H
J t; hr
%
vat, 5'
t ‘L
1'1 1"
l v?
‘Ieig‘
..v ‘
J JJI‘;
J

P889 10
3. and 4. '_I‘_h_e; Sffegtivgngsg 2f_te_le_vi_s_i_on_ as_a_t§_a_c_hi_ng
_t_o_o_l_afld_the_a_r_1_al_y§i_§ 2f_t_he_a_u_d_i_en_c_e_ for education.
The major pieces of literature in the two other princi-
pal areas related to this study are reviewed and discussed
at length in: Chapter IV--”The Educational Potential of
Television” and Chapter V--”The Audience for Educational
Television.”
III. TERMIEOLOGY

State university--for this study the term "state university
covers the state-owned university by name which was the
first to be chartered in a given state as well as the land-
grant college or university of that state which was estab-
lished under the provisions of the Merrill Act of 1862.
Therefore, the state-supported institutions of higher learn-
ing delimited by this definition include the following:

a. Twenty institutions which are state universities

under the precise definition of the term; and two
women's colleges (Redford College in Virginia and the
Woman's College of The University of North Carolina)
which are part of the state university systems of
their reSpective states.

b. Twenty-nine institutions which serve their states as
both state universities and land-grant colleges; and

c. Twenty institutions which are exclusively land-

‘ a 1 .
“‘37.“. ' -
b. Aguv LUA-L‘;

..., ¢‘. 0 ‘PL. ‘
1’ ~
.IIAS «363.85 a UV -*‘ a
1‘ ‘L'Q “A —“’ .
t- K
on V|a¢° ex‘yo .: ‘~~S,_
‘ I
I Q‘ l’ . n . ‘
.. mass? '-c. .‘21'
59-...‘lr‘ _ t
' “t "v V
V.-"“‘ ‘5 0d :‘- k a l
I. . l
'5’" nOn-A. ‘ I
U A R‘ '- . a
hw“¥‘-fl~4-“'y— L‘I ‘]

--.

‘u hp: 9
.. H _
.6.--,,gg “on (H.
‘ ‘ C '4
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O “‘
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' ‘C'V': -5 y- 'I .
V-‘ ”‘4 'l
d. 4
I

~ ‘ Q
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ErhAF-w,‘ ‘
Cuttfl reCF“ ,
.1, “ ‘
n: -
'-“,. ‘q
A» or a: I},

-\

 

Page 11
grant colleges or universities.
This makes a total of seventy—one institutions included
in this encompassing definition.

2. ”Educaster"--a term denoting an administrator or a pro-
gramming or production director working in educational
broadcasting and/or telecasting.

3. KineBCOpe recording--a television film photographed di-
rectly from the television receiver screen which may be
retained for future broadcast use or for filing purposes.

#. Closed—circuit television-—a live television program re-
layed via coaxial cable or low-powered transmitter, from
a classroom, laboratory, or lecture hall to any pre-
arranged reception points within the building, on the
campus, or among buildings of an entire school system.

5. Instructional television-—systematic instruction, received
either in the classroom or in the home, broadcast either
over open channels or over a closed-circuit installation.

5. Education and entertain--Webster's New Collegiate Diction-

 

‘351 gives the following definitions of:

a. education--"the act or process of deve10ping and cul-
tivating mentally or morally;” and

b. entertain--"to engage the attention of agreeably;

amuse; divert."

2‘.‘ '9':
\. 'ndc.‘""fin
‘U‘V't 'V‘
‘ ' C) v-
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$.,

1
‘0 l"\ g
“0: Grin-.31.
“‘b_- ' '__
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P389 12
While all will agree that engaging the attention of stu-
dents agreeably is a desirable characteristic of the edu-
cational process and that amusing has value to education
only in-so-far as the learning process is not slowed down
beyond the maximum speed the learner is able to comprehend
and retain, amusement and diversion have no real role in
the process of education. Thus ”amusement and diversion"

and ”education" are regarded as mutually exclusive.

IV. IXITIAL ASSUMPTION

Non-commercial television is essential to our educa-

 

 

 

tional ro ress. There are three major reasons wl this is
_______I> EL 1y

 

true:

1. Good educational programs require a substantial in-
vestment in personnel, facilities, and promotion-—an
investment commercial stations are both unwilling
and unable to provide. To achieve their goal, educa-
tional programs should be designed and produced by
professionals with specialized training, adequate re-
sources, and supporting promotion. Inherent in com-
mercial broadcasting is the fact that, since they
are not revenue producing, most educational programs

are neither good education nor good television.

 

I . . . I q .‘ I < . .r
. #1 on. a.» _. g ’. ...;u 2* w». er” 0 c. 3 C
.‘M ‘ .‘ ‘v . V.“ D a. n 4‘ . ' v ..J I“ 4 o WWI. «V 'I‘
0. I“ a .. r v. .... ..i. w; 3 1‘ ..u E to
.. z. 9' . I . l « ...,» b . pa :4“ 3“ H3 Av Pu AF‘
. l S T C .2 o. i C T. .C S C P C
V a, 3 .4 E .7. a. O a. C O .1
w I .l I a . a E O i C .1 S o . f .2
.e. i .. .: .... .4 i .. T .L ... a e
r 5 E n . ”a .... .. . P. e a S a. S 0 r. E
r. P. C To A c .. c l E v. a C E a .. E 5 A . .... a a a» i; S
P.» C ”A C ~ . .c ... ... .4 .5... h. or. a . T. a. T E a .. a
L... I. ._ _ n. .2 l s c. 2. R. 1 . L . 1 s ‘4 MN a.» a. 37* LL. n 4 LN
. i . 6 Z. a .. i t. T ... E t .c i. \L «I S a . i . i . C. i .
1..

Page 13
The need for majority audiences by commercial sta-
tions results in the disadvantageous scheduling of
educational pregrams. No responsible commercial-
program director willingly schedules a program w th
a low audience rating, which an educational program
is by definition, between two programs with poten—
tially high audience ratings, thus losing the
revenue of that specific period and diminishing the
value of adjacent time segments. Therefore, the
educational program is relegated to less salable
times of day when all audience ratings are low or
at periods which will be pre-empted whenever the

time is sold.

. Even if commercial stations would provide sufficient

funds for good educational programs and would pre-
sent educational broadcasts at convenient viewing
periods, there could not possibly be sufficient

time available on commercial channels to present

the number and variety of programs necessary to ade-
quately serve our nation's educational needs. For

this a full-time educational service is required.

Pour types of datl
3:: this study:
1. Finished gait:
made for:
a) the history
universitie:

b) the history

tional tele'

UH dblished ma

N

20

educational br

“rut? teleVi
pPesldent of t

a) an Qrfiicia;

television

 

tunable .

BhtY‘thre,

chided h.

\-

 

Page 14

V. SOURCES OF DATA

Four types of data have been used to provide material

for this study:

1. Published materials--a search of the literature was

 

made for:

a) the history, philosophy, and problems of state
universities and land-grant colleges; and

b) the history, philosophy, and problems of educa-
tional television.

2. Unpublished materials--in a letter directed to the
educational broadcaster in charge of a state un-
versity television activity, where known, or to the
president of the institution, the author requested:
a) an gt£igigl_state_rgeg_t_of the state university's

television philosophy, if such a statement were
available. While replies were received from
sixty-three of the seventy-one institutions in-
cluded under the comprehensive definition of
"state university,” only twenty-six (37% of'the
institutions being surveyed) attested to having
such a statement; and twenty-three (33%) were
colleges or universities with extensive partici-

pation in television activities.

b) gtgtgrngnts_o
vision from
SE Edfiifligt
BtitUtlon 1r
UUiVersityu
replies rec;
sent: Of t9
trator and .
meat: rI‘Om

The ant}.

V1810n phil

this inquir

 

Page 15

_t_op gdmigistaatixe_o£f_i_cial of each educational in-
stitution included under the definition of "state
university” used in this study. Of the sixty-three
replies received, forty-seven (66%) contained state-
ments of television philosophy from a top adminis-
trator and forty-four (62%) contained such state-
ments from educationaltroadcasters.

The author did not ask for a statement of tele-
vision philosophy especially prepared in answer to
this inquiry but suggested that the statements be
selected from materials prepared for another pur-
pose, a talk or publication; consequently, the
great majority of the statements received were ex-
cerpts from another effort.

This permissive form of query has more value in
this type of study than one which is structured
since:

(1) the response is more thoughtfully prepared

than a statement designed exclusively as an

answer to one of a myriad of similar requests

and questionnaires received by educational insti-

tutions;

(2) the res;
of tenet
occurre:
tions {1

(3) the an51
to conf
ideas a

to play

A third tYpe 0

pamtion of t}:

  
  

°) 3‘31 and ,

Federal Co.

Page 16
tutions;

(2) the respondent is not presented with an array
of tenets of philosophy which may never have
occurred to him except through their sugges-
tions from an outside source; and

(3) the answer is not likely to be given merely
to conform to thexespondent's preconceived
ideas as to the role the inquirer expects him
to play.

A third type of unpublished material used in the pre-

paration of this study was:

c) 3r_a_l_a_nd_w_r_i£tgn_t£stig_n_on_y presented before the
Federal Communications Commission in the hear-
ings concerning reserved channels for educational
television during 1951 and early 1952. This ma-
terial was available from the Joint Council on
Educational Television and was taken from the
eight-part brief prepared by JCET attorneys for
these FCC hearings.

3. Qpestionnaires--One of two questionnaires was sent

to the person in charge of the television activity

in each of the se

These questionnai

a) the nature and
sent involveme

h) the projected
and

C) the respondent
01’ educational

while the un g

 

 

 

Page 17
in each of the seventy-one state universities.5
These questionnaires were constructed to determine:

a) the nature and extent of each institution's pre-

sent involvement with television;

b) the projected television plans of each institution;
and

c) the respondents' reaction to the problems and trends
of educational television.

While the questionnaires contained certain sections
which were only peripheral to this study, they were
included since the answers to them would possibly add
illumination to the philosOphy of the institution.
Sixty-three questionnaires (89% of the total) were com-
pleted and returned.

The questionnaires have served three main purposes:
(1) they have provided the author with the over-all
pattern of television activity among state universities;
(2) they have been used inductively in this study, since
that a man practices is usually indicative of his

philosOphy; and (3) they point toward possible further

 

5Those institutions having either a commercial or educa-
tional television station received a slightly different form
than those known to have fewer facilities. See Appendix A
for cepies of these questionnaires.

study in this
. Interviews-~55
author visited
318 state unix
me, the Unix
Georgia, the I
”WNW, u
“it? of M13301.
university of

a; typical of

programs ~ ‘ 0W“
08

 

 

Page 18
study in this area.

A. Interviews-~Between March 19 and May 1, 1957, the

 

author visited television facilities in the follow-
ing state universities: Alabama Polytechnic Insti-
tute, the University of Alabama, the University of

Georgia, the University of Illinois, Michigan State
University, the University of Michigan, the Univer-
sity of Missouri, North Carolina State College, The
University of North Carolina, the Woman's College of
the University of North Carolina, and Ohio State

University. These institutions may be considered
as typical of those which have active teleViIion

programs--owning a single television station (a com-
mercial VHF or an educational UHF or VHF), three in-

stitutions of a consolidated state university shar-

ing a single outlet, state universities participating

in a state-wide network operated by the state system
of public education, and state universities having

recording facilities and producing television pro-

grams regularly but having no transmission facilities.

In this way the author was able to observe direct-
ly the television facilities of the institution, to

see examples of its television programming, and to

discuss pi

both educe

each State

television

a 5‘

Sun-ed from

Clap r
iAy’ 811;]

been Cbt

0‘ .

 

 

Page 19
discuss phases of its philosophy and operation with
both educators and educasters.

Free, opinion-seeking interviews were held in
each state university with the person in charge of
television activity, his assistant, and/or the in-
dividual responsible for television programming, and
a structured interview was held with one of the in-
stitution's top administrators.6 The material
gained from observation and interviews served to
clarify, supplement, and reinforce that which had

been obtained by one of the other methods.
VI. METHOD OF ORGANIZATION

Briefly, the format for this project involves pro-
viding a background for the study; securing answers to ques-
tions involved in the basic problem; and, based on informa-
tion gained through various research techniques, establishing
criteria for appraising a state university's television ac-
tivity based on the role such an activity should be assum-
ing in a mid-twentieth-century state university.

As background to this study it is essential that one

 

6

An outline of the structured interview is contained
in Appendix A.

276 a comprehension

 

riders of state uni

liver-sities and (E)

 

titic.‘ .
u 3 activity in .

954:5?“-
..onal telev is’ c

w‘ners II and ITI
De‘e
« I‘min'r ‘
«~ «8 Wm

5189 und
' -Ver316-
~F t e 1

 

P889 20
have a comprehension of: (l) the history, status, and major
problems of state universities and land-grant colleges and
universities and (2) the history of educational activity in
the media of radio and television, the status of higher edu-
cation's activity in television, and the possible future of
educational television. This information is provided in
Chapters II and III of this study.

Determining what should be the philosophy and role of
state university television is dependent upon the answers to
some very basic questions regarding the value of television
to education and the philosophy and role of the state univer-
sity in our society. Therefore, the plan of organization must
include the answers to these questions:

1. What is the potential of television as a tool
for education? This question is answered in
Chapter IV.

2. What are the size and nature of the audience for
education via television? The known facts about
the audience for education are discussed in Chap-
ter V.

3. What are the philosophy and role of the mid-
twentieth-century state university as they

evolved through history, as they can be derived

through off
as they hav
century eds
PhiIOSOphy
. What are tH
television
of Philogo;
nent twentj

{Porn 03311114

 

in Chap:

91"

Page 21
through official documents of the institutions, and
as they have been determined by prominent twentieth-
century educators? The tenets of a state university's
philosophy are developed in Chapter VI.

4. what are the phiIOBOphy and role of state university
television activity as given in official statements
of philosophy, as determined from opinions of promi-
nent twentieth-century educators, and as determined
from opinions of state university educational broad-
casters? These tenets of philosophy are developed
in Chapter VII.

While the needs of the citizenry are not exactly the
same in any two states and the resources are not precisely
alike in any two state universities, by comparing and con-
trasting the basic principles of philosophy and role of the
state university with those of television in a state uni-
versity, one is able to derive a group of tenets of philoso-
phy which can be called universal. Based on these tenets
of philosophy, criteria will be established by which any

state university television activity may be appraised.

CHAPTER II

THE DEVELOPMENT OF STATE UNIVERSITIES AND

LAND-GRANT COLLEGES IN THE UNITED STATES

Before one may Judge whether education by television
can serve the state university or in what form it could best
serve the institution, it is necessary to look, for a moment,
at the role of advanced education in a democracy and to study
these institutions of higher learning, their purpose, and
their function.

That a college or university education should perme-
ate through all levels of society and extend the length and
breadth of this country are goals of the American democracy.
These goals are nothing new but have been expressed time and
again not only by educators, but by philosophers, executives
of government, executives of business, and by everyday citi-
zens--the people who rule the democratic form of government.

The classlessness of learning has been aptly described
by educator-philosopher John Dewey in The School and Society

when he said:

If we go back a few centuries, we find a practical
monopoly of learning. The term "possession” of learn-

ing is, inc‘ee
ter. This we
There were no
tituCe could ,'
sources. The:
scripts. . , E
revolution

invented; 1 t w

 

 

Page 23

ing is, indeed, a happy one. Learning was a class mat-
ter. This was a necessary result of social conditions.
There were not in existence any means by which the mul-
titude could possibly have access to intellectual re-
sources. These were stored up and hidden away in manu-
scripts. . . But as a direct result of the industrial
revolution . . . this has been changed. Printing was
invented; it was made commercial . . . travel has been
rendered easy; freedom of movement, with its accompany-
ing exchange of ideas, infinitely facilitated. The re-
sult has been an intellectual revolution. Learning has
been put into circulation. While there still is, and
probably always will be, a particular class having the
special business of inquiry in hand, a distinctively
learned class is henceforth out of the question. It is
an anachronism. Knowledge is no longer an immobile
solid; it has been liquified. It 13 actively moving in
all the currents of society itself.

Any survey of purposes and functions of state univer-
sities today needs additional background material to provide
a rationale for existing conditions. Consequently, let us
turn back through the history of the American state univer-
sity and land—grant college to select a few high points

which have influenced its philosophy and its growth.

I. BEGINNINGS OF THE STATE UNIVERSITY

MOVEMENT

The history of the state university in the United

States begins with Georgia in 1785 and North Carolina in

 

1John Dewey, The School and Society (Revised edition:
Chicago: The University of Chicago Press, l9h3), pp. 24- -5.

‘

 

3818, indeed, a
ter. This was a 1
The“ were not in
titude could p055:
sources. These \-
acripta. . . But

 

revolution , . .
9d; it Has

meat

 

 

Page 23

ing is, indeed, a happy one. Learning was a class mat-
ter. This was a necessary result of social conditions.
There were not in existence any means by which the mul-
titude could possibly have access to intellectual re-
sources. These were stored up and hidden away in manu-
scripts. . . But as a direct result of the industrial
revolution . . . this has been changed. Printing was
invented; it was made commercial . . . travel has been
rendered easy; freedom of movement, with its accompany—
ing exchange of ideas, infinitely facilitated. The re-
sult has been an intellectual revolution. Learning has
been put into circulation. While there still is, and
probably always will be, a particular class having the
special business of inquiry in hand, a distinctively
learned class is henceforth out of the question. It is
an anachronism. Knowledge is no longer an immobile
solid; it has been liquified. It 1i actively moving in
all the currents of society itself.

Any survey of purposes and functions of state univer-
sities today needs additional background material to provide
a rationale for existing conditions. Consequently, let us
turn back through the history of the American state univer-
sity and land-grant college to select a few high points

which have influenced its philosophy and its growth.

I. BEGINNINGS OF THE STATE UNIVERSITY

MOVEMENT

The history of the state university in the United

States begins with Georgia in 1785 and North Carolina in

 

1John Dewey, The School and Society (Revised edition:
Chicago: The University of Chicago Press, 1943), pp. 24-5.

Q.‘

:3; wit the 1‘
an meh of h:

States Supreme C

math College Ca‘
25:: had no right
tap: to tum the

state governmen t 3

their own ins ti t: t

an ‘

....ic school 838 1‘1

 

 

Page 24
1789; but the real impetus toward each state's founding its
own branch of higher learning came in 1819, when the United
States Supreme Court handed down its Judgment in the Dart-
mouth College case. With the decision that the state govern-
ment had no right to control private institutions in an at-
tempt to turn them into state universities, the individual
state governments became convinced of the need to establish
their own institutions of higher learning to complete their
public school systems.

These state universities supported the general goals
and purposes of all institutions of higher learning regard-
less of their eighteenth to twentieth century origin. These
general goals are usually grouped under five headings: (l)
the preservation and diffusion of traditional culture, (2)
preparation for the professions, (3) research of all kinds,
(4) the development in the fullest sense of the individual,
and (5) the raising of the cultural level of the nation.

The giving of a rank order to these traditional pur-
poses of a university depends largely on the studies that it
offers, the group of people to whom the institution caters,
and the amount and sources of its support.

These new state universities were to be the very top

rung of the educational ladder, open to all without payment

r' ‘00: ¢

.. ”“1011, Pro
ration for the 3
:eiicine.
However, c
alleges and univ
the time of the C.‘

team with the in

 

Page 25
of tuition, providing a liberal higher education and prepa-
ration for the recognized professions, especially law and
medicine.

However, one cannot say that the twenty-one state
colleges and universities which had been established up to
the time of the Civil War had much more than their names in
common with the institutions that exist today. The idea of
a tuition-free state university was never realized; their
instruction was of a nature which we would now consider more
typical of that of public secondary schools; their affilia-
tions with religious bodies had not been severed or their
instruction secularized; and their support by state legisla-
tures was pretty much at the caprice of those bodies and not

provided on any regular, dependable basis.

II. MAJOR NINETEENTH-CENTURY

DEVELOPMENTS

Introduction of Coeducation

With very few exceptions, the nineteenth century saw
the end of separate state university facilities for men and
women. ‘While coeducation did not originate with state-owned
institutions, it rather reluctantly spread to almost all of

them, beginning in the Middle West, at Indiana University

i135? and at the Ur.
:er. in the West, and

the general policy of

Iztrcz'uction of the I

The nineteentl

Lsrica being create

‘1‘! , ‘
~7EI‘8it

ies of Germ

1‘: freedom of teach

.::3:atories and 11 b

..ve system '3 replac

’ 011
N 9‘9 °f the no
no: a at e
n 13 t
n he 61611318810}
«:5
W 19am
Q‘M ’ ”1
“Can
:‘ Na 3 Coedw‘
‘4: al N.
1 the Ge

Page 26
in 1867 and at the University of Michigan three years later,
next in the West, and finally in the East and South, where

the general policy of separate institutions had originated.

Introduction of the Elective System

The nineteenth century also saw higher education in
America being created in the image of the more scholarly
universities of Germany. German freedom of investigation
and freedom of teaching were evidenced in the growth of
laboratories and libraries. German interest in the elec-
tive system's replacing the fixed curriculum led to its
inauguration in this country, with the University of Mich-
igan becoming the pioneering state university.

This change from the inflexible, general culture
curriculum of the traditional protective college to the
individualized specialization allowed under the elective
principle of the more non-restrictive state university is
not a story which may be related in a few, simple steps;
nor is the admission of women to public institutions of
higher learning, with the creation of what is called "the
American way, coeducation," a dull, uninteresting tale.

For all the detail and color that go with the evolution of

 

higher educa t.

 

 

Page 27
higher education in America, one should read Ernest Earnest's

Academic Procession,2 dealing with the building of the Amer-

ican system of higher education.

III. EARLY INFLUENCES ON THE PHILOSOPHY

OF STATE UNIVERSITIES

The earliest influences on the philosOphy of state in-
stitutions occurred, for the most part, before these univer-
sities were even chartered and were the opinions of the high-
est executives of our country. George Washington, for exam-
ple, proposed in 1790 the founding of a University of the
United States, a university to be created and supported by
the Federal Government for the public enlightenment of the
citizens of a democracy. Washington believed in this govern-
men-supported university so strongly that his will provided

$25,000 to aid in its establishment.

Jeffersonian Democracy
Both the Jeffersonian and Jacksonian types of demo-
cracy have, through the years, influenced both the internal

and extension programs of all public higher education.

 

2Ernest Earnest, Academic Procession (New York: The
Bobbs-Merrill Company, Inc., 19537:

Thai: Jeffersonb inf
are strongly felt tr
fersan wrote measures
2:: of a state syste
feltvas vital to the
713:, because leader:
zSicivilization, hi,-

I. .
.gg‘s»
1..

5 0? DO tent ial

 

 

Page 28
frhomas Jeffersonb influence on public university policy was
more strongly felt than was that of George Washington. Jef-
ferson wrote measures promoting education and the establish-
ment of a state system of public schools, a system which he
felt was vital to the welfare of the state. He also felt
that, because leadership is the most significant factor in
any civilization, higher education should deal only with
leaders or potential leaders and set standards of achieve-
ment and competence which are the basis for leadership train-
ing. Jefferson's ideals regarding public education had to be
tempered with the conservative views of the legislators of
his day; consequently, in its original form, with free educa-
tion to students of high intelligence, Jeffersonian democracy

never became a part of American higher education.

Jacksonian Democracy

The president whose influence on higher education
more nearly typifies our concept of education in a democracy
was Andrew Jackson; and it was not until Jackson's era that
the emphasis began to fall heavily upon raising the cultural
level of all the citizens. The theory behind Jacksonian
democracy was that the will of the majority was the most

reliable basis for a popular government and that making in-

 

71:233. Jeffersor
are strongly fe

.erssn wrote mea:

.§.: '53 Vital to

...

”1., because leafi

1? c1171 4
J“union, 3

t
s. '
I. "
..-,‘g
-

2‘s
°~" DOtent 1

0
.-
-M‘

{

pres ldenf I

 

Page 28
Thomas Jeffersonb influence on public university policy was
more strongly felt than was that of George Washington. Jef-
ferson wrote measures promoting education and the establish-
ment of a state system of public schools, a system which he
felt was vital to the welfare of the state. He also felt
that, because leadership is the most significant factor in
any civilization, higher education should deal only with
leaders or potential leaders and set standards of achieve-
ment and competence which are the basis for leadership train-
ing. Jefferson's ideals regarding public education had to be
tempered with the conservative views of the legislators of
his day; consequently, in its original form, with free educa-
tion to students of high intelligence, Jeffersonian democracy

never became a part of American higher education.

Jacksonian Democracy

The president whose influence on higher education
more nearly typifies our concept of education in a democracy
was Andrew Jackson; and it was not until Jackson's era that
the emphasis began to fall heavily upon raising the cultural
level of all the citizens. The theory behind Jacksonian
democracy was that the will of the majority was the most

reliable basis for a popular government and that making in-

fraction accessibl
f3: intelligent Ju:
It: responsibility

11! leadership ....

V‘u

I

“PH “A . n
...m-a opp'vrtmit-e
the select few-fire

W a
--.S.ocracy, J

eel-:3
“:7“. '
..l'.‘ _ ‘
3 Jim which t
in”

' fully 30H?) an

 

 

 

Page 29
formation accessible to all the people was the foundation
for intelligent Judgments by that majority. In this case
the responsibility of public higher education included not
only leadership training but also the provision of educa-
tional opportunities for many individuals and groups, not
the select few--the intellectually superior and the wealthy
aristocracy. Jacksonian democracy also provided the fertile
fields into which the seeds of the Morrill Act could be so

plentifully sown and so amply harvested.

IV. THE MORRILL ACT AND ITS INFLUENCE

One cannot consider the develOpment of American state
universities without considering the influence of the Federal
Government on higher education which began with the Morrill

Act of 1862.

Passing_of the Act

Leaders in many fields were demanding that higher
learning more nearly fit the needs of our democratic society,
but the two men who proposed and provided this entirely new
concept of education were not among the formally trained mem-
bers of our society. Justin Morrill, a Maine congressman who

had been forced to drop out of school at fifteen to clerk in

 

 

Page 30
a village store, and Abraham Lincoln, the self-educated
Illinois backwoodsman, proposed and signed into the law of
the land this Act transporflhg higher education from the
hierarchy of the professions and giving it to the people,

whose support makes all public advanced training possible.

Development of Land-Grant Institutions

With the passing of the Morrill Act the scramble for
its largess began, and in 1865 Cornell University became
the first ”land-grant” institution in the United States.

These land-grant institutions develOped slowly at
first because they lacked the prestige of the state univer—
sity and because the areas of agriculture, home economics,
and engineering were not well developed at the time. But
with advanced knowledge in the technical and vocational
fields and with the support and influence of the Federal
Government, which became available with an act of Congress
in 1890, these land-grant colleges showed rapid progress
after the turn of the century.

In compliance with the provisions of the Morrill Act,
eighteen states have used the proceeds from their grants to
develop departments of agriculture, mechanical arts, and
military science and tactics in existing institutions; four

chose to support work in engineering and agriculture in

 

*itu
"‘vate ins-
r- .
=s:a‘:lished sep<
Ten of t}:
liversitieS; an.
3:15.595, but may
:13 derlopment
has

ledge in the .

4

':'|‘
‘~.l'

N ually DECO. 4
on fro clagz,31c,$i
V

 

 

Page 31
private institutions; while the remaining twenty-six states
established separate land-grant colleges.

Ten of these institutions have developed into state
universities; and the rest are usually designated as state
colleges, but many of these are also universities in fact.
This development is entirely logical since the bodies of
knowledge in the technical fields have been extended and
since knowledge in these areas cannot be transmitted with-
out adequate preparation in the basic arts and sciences.

The influence of this Act was by no means confined
to the land-grant institution, but it raphly affected the
outlook of all higher education, public and private as well,
eventually becoming ”one of the chief forces in the revolu-

.3

tion from classicism to vocationalism.

V. STATE UNIVERSITIES IN TWENTIETH-

CENTURY AMERICA

Meeting_Individual Needs

When tracing the history of public higher education
in the United States, it is easy to see that it was not until
the beginning of thetwentieth century that much of an attempt

was made to tailor higher education to the particular needs

 

31bid., p. 1A3.

:fa ienocracy 8314
all the people was
literalized and fee
A
upcssible.

Along with t

55v“:
v I

”anon has come
:eiztimately relat

instituents and th,

:eeis that are not '

"-‘fi-‘I‘ have specia;

‘6 CMPSEG with SUI

kn.
«.e institution 0:

..mand (2) to in:
tree: its activitic

h; .
~ boundless aura

In
-h° pendulum
in

classical CUP

tgafl‘
‘ 3Dec131c.need

h‘century 1

 

Page 32
of a democracy and its people. The Optimum development of
all the people was not undertaken until the curriculum was
liberalized and facilities made available to as many citizens
as possible.

Along with the change to vocationalism in public higher
education has come the feeling that these institutions should
be intimately related to the life and work of all of their
constituents and that the state university should meet the
needs that are not being met by other institutions which by
charter have special functions. As one can readily see, be-
ing charged with such obligations tends: (1) to leave the
state institution Open to pressures from outside organiza-
tions and (2) to influence the college or university to
spread its activities and curriculum very thinly over an al-

most boundless surface.

The pendulum which swung from the eighteenth—century
rigid classical curriculum through its cycle to the tailored-
to-a-specific-need curriculum of the second quarter of the
twentieth-century is only now beginning to revert to a com-

promise position. The general or basic college is becoming

 

“Arguing the merits of vocationalism over classicism
or vice versa is not an objective of the author; but such a
shift in emphasis must be reported because of its influence
as a powerful democratizing force on all higher education in
America .

:mle—d with th

)5

fancy away from
Elsie of SGparg

5211 base .

u”
A.‘

.t and htenslc

One of the

e a there was
45 Off:
acceptaan

3;: 31
on On

“a“ a High

. Ge gOals

e, 0‘»

Page 33

an integral part of most state university curriculums; and
coupled with this two-year liberal arts program is a ten-
dency away from the splintering of subject matter areas into
myriads of separate courses, a tendency away from an inverted
pyramid of knowledge-~one that was acquiring an increasingly

small base.

Adult and Extension Activities

One of the most significant developments of twentieth-
century public higher education has been the growth of adult
education and extension activities. State university work
in this field began during the last decade of the nineteenth
century and was pioneered in the Central and Western states.
However, there was a wide gap between these beginnings and
the official establishment of an extension service or its

formal acceptance as a part of the university system.

Goals of higher education. A rationale for the incor-
poration of adult and extension activities into the organiza-
tion of the state university is to be found in the concept of
the role of higher education in a democracy. The President's
Commission on Higher Education in 19h7 reported that there

were three goals of higher education that should come first

in our time:

ducation
every phase
Education-
ande‘rstandini
Education
and trained .
lems and to 1

8“.“ qu-
"“vm

Page 3#

Education for the fuller realization of democracy in

every phase of living.
Education directly and explicitly for international

understanding and cooperation.
Education for the application of creative imagination

and trained intelligence to the solution of socia; prob-
lems and to the administration of public affairs.

There is nothing in these three goals indicating that
education is or could be a process begun or ended at any
specific age. The complexities of the twentieth-century
world and its problems have only proved to everyone that
education is, and has to be, a life-long process.

Application ofgoals. References to, or discussions
of, these goals of higher education may be found in speeches
and writings of educators and in works of study commissions.
As an example of the former, one may note that Arthur B.

Moehlman has observed:

These objectives [those of the President's Commission]
can only be achieved in an institution that considers in-
struction in its most comprehensive sense the supreme
purpose for its existence and which acknowledges a fun-
damental responsibility to the people. Nowhere in pub-
lic education is there so much moral obligation to accept
leadership; it must be truly representative of all the
people and not a tool for special vested interests of
any sort. State universities must be free to search, to
discover, and to teach their discoveries to students and

 

SPresident's Commission on Higher Education, Higher Edu-
cation for American Democracy, Vol. I (Washington: Government

Printing—Office, 19A77, p. 8.

air; :8 alike.
eiucation 13 1"
may lead. Thi'
universities C'
interpret their
all the people

The broad d:
discovery and .
and not for sm
teaching must. 1
conventionalim
is also corrmit'.
dents and the

a
of tea

ching a1:
ervic
pose

Times of s
Sovernment
living

 

Page 35

adults alike. Democracy can only be successful as public
education is free to seek and teach the truth wherever it
may lead. This condition can only be achieved when state
universities conduct their business openly and constantly
interpret their purposes, values, conditions and needs to
all the people.

The broad definition of instruction . . . means that
discovery and invention should be used for all the people,
and not for specially privileged groups. University
teaching must extend much farther than the limits of the
conventionalized classroom. The university teacher . . .
is also committed to translating that knowledge to stu-
dents and the adult population. This functional concept
of teaching also connotes responsibility for furnishing
types of service to the people, which will make better
government possible and improve the means of making a
living and raising the general cultural level of the
state. The state university so conceived and operated
is one of the few impartial popular agencies which is
capable of broad educational leadership of the state and
community public education organizations.

The application of these purposes immediately dfines
the scope of university activity, which is for the phys-
ical, mental, social, emotional, and ethical education of
regular students and also for a very extensive program of
adult education which will reach every interested indi-
vidual through resident-centers, special lectures, confer-
ences, short-courses, radio programs, study-groups, and
even more formal correspondence courses.

As an integral part of the North American public educa-
tion organization, the state university is responsible for
equalizing education opportunity by removing all geographic,
economic, racial, social, and sectarian barriers that now
prevent youth from participating in general cultural and
professional public education programs.

If Moehlman had been writing several years later, he
would have undoubtedly added television programs to his list

of ways in which state university adult education could reach

 

6Arthur B. Moehlman, School Administration (Second
edition: Boston: Houghton Mifflin Company, 1951), p. 428.

:lept‘3‘lic; for his
iii'erse list of way
Dr. Moehlman

3- =~~ancec educa"

iecarried out is a
31:10:18 0: mes: to
A ““7 Corn.

9:“: 0f hifiller ed:

hs‘ffint's Con-~18 Q

A“.

has}.

la Very B‘I‘on;

“ZEI‘ ens:

on anfl aj

C: :R- w ‘

:35“ :
“88‘0” I“Wort H
COllegeS

av-
:‘EenC168

:frov-

'hemlor

 

 

 

Page 36
‘the public; for his aim was to propose an extensive and
diverse list of ways in which this might be accomplished.

Dr. Moehlman's attitude with regard to the purposes
of advanced education in a democracy and how they may best
be carried out is a comprehensive yet terse summary of the
opinions of most top administrators of state institutions.

A study commission's views on the application of the
goals of higher education may be found in the report of the
President's Commission on Higher Education. This group put
forth a very strong case for a state university's activity
in extension and adult education. With regard to the place
of adult education in the hierarchy of higher education, the
Commission reported as follows:

Colleges and universities are best equipped of all
agencies, from the standpoint of resources, to undertake
the major part of the job. Education on a near adult
level is their business, and they have, in some measure
at least, the necessary teachers and facilities . . .

University extension is now pushed aside as quite
extraneous to real university business. This state of
affairs cannot be permitted to continue. The colleges
and universities should elevate adult education to a
position of equal importance with any other of their
functions. The extension department should be charged

with the task of channeling the resources of every
teaching unit of the institution into the adult program.

 

7For quotations from five twentieth-century adminis-
trators whose opinions can be considered as rather repre-
sentative of all state university presidents see Appendix
B.

.. It shoulc
teac . - - “0“
everyone in the
learn, or who c

After pointi

:ities would necess

113:, the hunter c‘

I O

:sei for budget, tl'
However, ttk
the program,

nc
higher educatic
fienoc“

.atic soci
It must bros

 

 

Page 37

. . . It should be the duty of the faculty . . . to
teach . . . not just those who come to the campus, but
everyone in the community or the State who wants to
learn, or who can be persuaded to want to learn.

After pointing out that enlarging the extension acti-
vities would necessitate increasing the job of the institu-
tion, the number of teachers and administrators, and the
need for budget, the Report continues:

However, the principal obstacle to the acceptance of
the program, nonetheless,is the limited concept that
higher education still holds of its role in a free and
democratic society.

It must broaden that concept. It must cease to be
campus-bound. It must take the university to the peOple
wherever they are to be found and by every available and
effective means for the communication of ideas and the
stimulation of intellectual curiosity. It must not hold
itself above using all the arts of persuasion to attract
consumers for the services it offers. . . . The program
of adult education must be fitted in content, methods,
and aims to the adult student as he is, no as the col-
lege or the professor thinks he should be.

The EmergingRole of the State University

Primarily through the influence of the land-grant
college, the entire state university movement has worked out
several new approaches to education in service of the people.

1. With lower fees and extensive self-help and

 

8President's Commission on Higher Education, 22, cit.,
pp. 95-7.

9Ibid., pp. 97-8.

scholar:
have mac
young wc

intellec

 

Page 38
scholarship plans, these state-supported schools
have made it possible for many young men and
young women to receive the benefits of advanced
intellectual and vocational training--training,
in many cases, for persons who could not have
afforded this education in other types of insti-

tutions.

2. A combination vocational-general cultural educa-

tion has been developed in the state institu-
tion. This concept has aided in making voca-
tional education respectable, in helping each
student acquire a desire for knowledge and an
inquisitive mind, and in developing in each
graduate some social responsibility for the
world in which he lives.

The Morrill Act, which has spread its influence
through all advanced education, has brought

both a practical and a liberal education closer
to the people and has taken this higher learn-
ing to the outlying portions of the country.

No longer can it be guaranteed that an education
acquired during one's youth will prepare him for

the problems he will meet in ten years, next

year, or e'
tion desig1
petence adv
or a societ
relatednes:
no longer 1
Vith bound;
or hedges.

The State 1;
umen of t
ledge in be
Through Peg
experimenta
ters these

to "hich th
analyus 0f

The State 1.

serving on ‘

d

wealth, bu+

 

 

Page 39
year, or even tomorrow. No longer is an educa-
tion designed merely to improve individual com-
petence adequate for the solving of problems
of a society in which interdependence and inter-
relatedness are the key words. The campus can
no longer be considered an ivy-covered cloister
with boundaries well-defined by gates, fences,
or hedges.

4. The state universities are now carrying a major
burden of the research effort to advance know-
ledge in both practical and theoretical fields.
Through research laboratories and institutes,
experimental stations, and adult training cen—
ters these institutions have become the centers
to which their citizens turn for information,
analysis of their problems, and expert opinion.
The state university is no longer a luxury
serving only those of high intellect or great
wealth, but it has become a necessity in the
day-to-day existence of a flourishing society.

The committee from the National Association of State

Universities, which was appointed to assay the role of the

state university in our culture, reported that there are two

:ezuliarly Amer

standing of the
hizher educatio:

1. Our firm
principl
educatio
ily to i
in order
the intei

2- Our belie
Spond to
American
Btltutior:
the ideal

 

Page 40
peculiarly American concepts which are basic to our under-
standing of the place and role of the state university in

higher education:

1. Our firm, well-established commitment to the
principles of public responsibility for the
education of our youth. We have tried stead-
ily to improve the educational opportunities
in order that the sole'limitation might be
the intellectual capacity of the student.

2. Our belief that educational programs must re-
spond to the complex needs of our expanding
American society. Only the tax-supported in-
stitutions can seriously aspire to cope with
the ideal of university education.

The Committee's report states further that:

The state university has a responsibility to preserve
and strengthen our civilization. It cannot afford the
intellectual snobbishness of proclaiming that only one
curriculum, even though that be in liberal arts, offers
the only hope for the survival of our civilization in
the present period of international unrest.

A state universit should reflect the plans and
aspirations of the people of the state from.which it
derives its support. The citizens of the state have
every right to expect their university to bring all of
its resources in teaching, research, and public service
to the solution of their problems. Only in this manner
can the largest number of deserving citizens receive
effective education's adult and continuing education in
all its ramifications.11

After reading the above quotation from members of the

 

University, Proceedings of the National Association of State
Universities, 1955, pp. lh2-h3.

 

 

111b1d., pp. 1h7-u8.

32:13:51 Assccia
filly ask if the
mean the state

23 state with a
:3 institutions

{mt more simile
:‘;':je:t-matter er:
2W3 become almos
if the two groups

sities and the As

, are
fianization.
This does

«3.21m, on this

5":
“ t“ Wines of
3:

5‘1

1

:2
a“ 3- Hatcher

,
I“;

Man of t}.

3.; ‘
- Una:

 

Pagehl
National Association of State Universities, one might right-
fully ask if there is any twentieth-century distinction be-
tween the state university and the land—grant college. One
may state with assurance that the attitude of the two types
of institutions toward their role in American democracy has
grown more similar with each passing decade. Except for
subject-matter emphasized, their concepts of their own roles
have become almost identical; even the national associations
of the two groups, the National Association of State Univer-
sities and the Association of Land-Grant Colleges and State
Universities, are in the process of uniting into one national
organization.

This does not mean, however, that there is absolute
unanimity on this issue of ”role" between administrators of
the two types of institutions. As a matter of fact, Dr.
Harlan H. Hatcher, President of the University of Michigan
and Chairman of the Committee offering the report quoted
above, was rather harshly treated by a few members of his
own Committee who felt that they had neither been sufficiently
consulted nor had their views been adequately reflected in
the report as presented.12

A second point of original divergence--the state

12Ibid., pp. 149-57.

135:1: tion's obl
is rapidly disap;
out or seventy-on
responding to que
g$11111-strator sta
Philosophy of his

bilitiea were: (

”456m, and (2)

as secondary resp

vices, includ ing :

 

 

 

Page #2

institution's obligation for adult and continuing education--
is rapidly disappearing. For example, of the sixty-three,
out of seventy-one, state universities and land-grant colleges
responding to questionnaires sent out by the author, only one
administrator stated, and he made it extremely clear, that the
philosophy of his institution was that its primary responsi-
bilities were: (1) resident instruction for students seeking
degrees, and (2) research. He stated further that he considered
as secondary responsibilities other cultural and information ser-
vices, including non-resident instruction. These services, he
said, were never to be undertaken at the risk of slighting any
primary responsibilities and should be undertaken only when it
is clear that these services could not be adequately provided
by other agencies.

In consequence, the principal point of contention con-

cerning institutional differences still revolves around voca-

 

tional versus general cultural courses.

VI. PROBLEMS CONFRONTING THE TWENTIETH-

CENTURY STATE UNIVERSITY

Let us turn now from the more historical and philo-
sophical account of these state-supported institutions of

higher learning and see how they are measuring up to the

3511938598 of t

6

Has a +
-~.e.en, areas

1525 of the univ

“‘ educational

 

 

Page 1&3
challenges of the twentieth century. Such a measurement may
be taken by recognizing state university problems in three
different areas: (1) problems of public attitude, (2) prob-
lems of the university financing, and (3) problems of equaliz-
ing educational opportunities for the people of the state.
‘While these problems are here neatly broken down into three
categories, such a subdivision or such a complete mutual ex-

clusion is not at all possible in a discussion of them.

Problems of Public Attitude

The American people have always been most complacent
with regard to the problems of higher education. This atti-
tude has until recently prevailed to almost the same extent
in connection with all public education; however, the in-
creased birth-rate flooding both the elementary and the sec-
ondary schools has finally resulted in more vigorous and or-
ganized attention's being paid to the number, kind, and size
of schools and the number, quality and pay of teachers.
Even yet, after almost a decade of concerted action to raise
the number and standard of these elementary and secondary
schools, the public has succeeded in attaining only the first
plateau in its mountain of goals. Meetings such as the White

House Conference in December of 1955 have served to point up

me of the needs
interest, in 3‘35:

which mm thro‘dé;h

him, have almo
rezmendations o
This same complac
fenced with regar

u ever. greater e.

film has pers on,

A‘ t‘
.. eucation.

Coupled w.

.. ‘t'
cmzens is th

q
u

“959 system by

67?»?

«we, groups s:

4»
"‘6 Students theft:

 

 

Page‘hh
some of the needs of the public schools, but apathy and dis-
interest, in addition to sectionalism and factional causes
which run through a large cross-section of the American pOpu-
lation, have almost negated the possibility of many of the
recommendations of this, or any, conference being adopted.
This same complacency, disinterest, or factionalism is evi-
denced with regard to public-supported higher education--to
an even greater extent, since not even a quarter of our popu-
lation has personally received the benefits from this form
of education.

Coupled with a general disinterest by the majority
of citizens is the lack of respect shown the conventional.
college system by several important groups of pe0ple. For
example, groups such as labor, farmers, and sometimes even
the students themselves, do not completely respect or trust
higher education in general. Perhaps this is more easily
understood when one remembers that an integral part of ”the
American make-up" is the belief that one should be able to
translate learning into something tangible--for example,
efficiency, better pay, higher social class, or a bolstered
ego. Consequently, it is only as higher education has been
able to reach out to more and more people in terms of pro-

grams which have been especially designed to meet the needs

 

-' 6", t-
..... ese specie
:-' realize and
:25 social att:

.0 a-..“

--~~.eased ej:

1:133:
' People who
is

a“ bGl'lefit f

2e that
.00 t.
a Lakl
u e b
43
£6379" a
A “‘11 be a ‘
‘ Q I
‘e°’ecit
Bid
‘ e
316 . C
‘ Cln
Vaer
.‘v’ r

Nt‘ng
‘31‘ ’ PE
M 81180 be

 

Page #5
of these special groups and of values which they themselves
can realize and appreciate that there has been some shift in
the social attitudes of these groups as to the desirability
of increased education.

Furthermore, the spending of millions of dollars an-
nually on each state university is appalling to many of the
state's citizens and, of course, this is especially true of
those people who feel that they, themselves, are not receiv-
ing any benefit from the institution. These are the people
who fail to see that a better educated citizenry, that re-
search, that extension services cannot help creating for
them, personally, a better life.

The American people, whose tax money supports these
public institutions of higher learning, have never been made
to realize that a state university is not, and never can be,
a "profitable business" in the usual sense of the term. One
never will be able to total on paper at the end of each year
the credit side of the ledger; while, in the main, the debit
side is clearly marked in red ink on the books of both the
state and the Federal Government. The entries on the credit
sidg.for the most part, are in terms of values like well-
being, skill, respect, enlightenment, and rectitude. There

would also be an entry for the value of wealth-—wealth cre-

c“
nger‘
.ry.
RI,-

 

‘
.—

Page A6
ated by the educated person for himself and wealth created
for all the people through the endeavors of an enlightened
citizenry. Many of the kinds of dividends received from
this type of investment are not even received until a num-
ber of years have elapsed; therefore, a neat, precise total

of returns on the investment can never be made.

Problems of the University Financing

Very much akin to the problem of public apathy is the
problem of the size of legislative appropriation granted to
the support of the state university annually or each bi-
ennium. The relationship is obvious. Appropriations to
educate democracy's rulers have never been sufficiently large
to build the buildings, buy the equipment, and hire the per-
sonnel to do the top—flight Job required of an educational
system charged with such a tremendous responSibility. A
great deal of the success which our public institutions of
higher learning have met in new fields of endeavor has been
due to dedicated, hard-working employees at all levels who
have stayed at their tasks, working long hours for small pay
With inferior equipment, in hope that the worth of their en-
terprise will become noticed by the taxpayers so that a suf-
f1Cient appropriation might be granted ”the next, or the next,

biennium.” A further complication arises from the fact that,

mere-as a 1951313.
.2: the funds wi
:‘eavor, it may, i:
irive or "electio:
$9:er wipe out
Greatly n‘

1l.'§.

"“"es: and “61‘.

 

 

 

 

Page 47
whereas a legislature may see fit to grant its state univer-
sity the funds with which to launch into a new field of en-
deavor, it may, in a two or four year period, when an economy
drive or "election nerves” sweeps the group, curtail or com-
pletely wipe out the budget for that activity.

Greatly needed expansion in university buildings, fa-
cilities, and personnel was undertaken in the 1940's and
early 'SO's, when the G. I. Bill of Rights swelled the univer-
sity rolls and treasury.

As veteran enrollments drOpped off, university admin-
istrators all over the country made the serious mistake of
underestimating their future enrollments. For, instead of
the flood of students stemming when the G. I. gates were
closed, the number of regular students rapidly pouring in
filled the veterans' place.

Consequently, when a state university requests a
budget two or three times as large as that of ten years ago,
there are several factors which should explain, if not cushion,
the shock to the taxpayer:

1. Federal money, ten years ago under the G. I.

Bill, was a very large percentage of the annual
university budget. Increased operating costs,

figuring in the Federal money, have nearly

Page 1&8
doubled at the University of Michigan, for exam-
ple, during that period.13
2. Due to the depression and World War II, most state
universities had added very little to their phys-
ical plants over a fifteen-year period although
their enrollments had increased. Consequently,
with the influx of the veteran population, repair
and expansion had to be tremendous and immediate.
3. A great deal of the 1950 expansion in universities
has had to be "in medicine, nuclear engineering,
physics, and other science fields which are ex-
tremely costly."1u
A. The realization of the value of adult and exten-
sion activities and the increased feeling of
responsibility for higher education throughout
the state have also added their share to the

university's operating cost.

5. Estimates show that the population of the United

 

13Robert Williams, Assistant Dean of Faculties, Uni-
versity of Michigan, "U-M Tells‘Why Costs Jumped," The 237
troit Free Press, July 22, 1956, p. l. .
1hHarlan H. Hatcher, President, University of Michigan,
Ibid.

State:
lion 1
of ye:
unive:
sent t
Moreov
percent
academf

exampl

Youth

 

 

Page #9
States will grow an additional twenty-two mil-
lion in the next ten years. If the same ratio
of young people were to seek admission to the
universities ten years from now as at the pre-
sent time, our facilities would not be adequate.
Moreover, each decade has shown an increased
percentage of our population seeking additional
academic training beyond the twelfth grade. For
example, while in 1953 more than 20% of our
youth were attending college; in 1963 it is
estimated that 25% will seek admission, and in
some states at least 35%.15 The United States
Office of Education figures show that if the
present trend continues, the 1955 figures of
2,750,000 in universities, colleges, and Jun-

16

ior colleges will rise to 6,500,000 or 7,000,000

by 1970.17 Of this number the state institutions

are expected to carry over 80%.18

 

15Harlan H. Hatcher, President, University of Michigan,
"The Next Ten Years," National Association g£_State Universit-
ies, Proceedings of, 1953, pp. 77-8.

16’1955 Opening (Fall) College Enrollment," Higher Edu-
cation (Hashington: U. 8. Office of Education, V01. XII, No. 5,
January 1956), p. 65.

17Herman R. Allen, "Money for Colleges: It's Growing
U. 3. Problem," The Saginaw News, November 28, 1957, p. 66.

18Hatcher, loc. cit.

Cons q:
classrc
needs r

next.
\
The Process
begin with the pa
the effect of the

helm to make if

13.5139‘

”ea or adv

thebusiness nuun.

 

 

 

Page 50
Consequently, dormitories are never adequate,
classrooms never sufficient, and personnel
needs never satisfied from one year to the

next.

Problems of EqualizingEducational Opportunities

 

The process of equalizing educational opportunities
began with the passing of the Morrill Act and has grown as
the effect of the Act has spread. This equalization has
helped to make it possible for rich and poor alike to avail
themselves of advanced learning and has given the farmer,
the business man, and the mechanic the same opportunity to
broaden his background and to do his Job better that it
affords the lawyer, the social worker, and the artist. This
idea of using the state university or land-grant college to
teach the citizens of the state to do their own work more
effectively has been an important American concept.

There are, however, certain inequalities still exist-
ing in the system.

1. A person's economic status may still keep him

from advanced education. We have never been
able to adopt Jefferson's theory that a state
university should be absolutely free to those

who are mentally capable but financially unable

 

 

Page 51
to attend. As a matter of fact, along with the
rise in other prices, university tuition has al-
ternately inched and zoomed up the scale. Some
state legislatures are, at this writing, consi-
dering recommendations to hike fees an addition-
al 15 to 25%.

2. One's race, creed, or national origin may still
exclude him from certain organizations on the
campus of some state universities.

3. One may be denied admission because of sex to
several state institutions.

A. An additional inequality of opportunity may be
foundfh.the distance certain taxpayers are from
their state university. A survey in Minnesota
in 1949, for example, showed that one out of
four living within ten miles of a college attend
school the first year after graduating from high
school. However, only one out of seven attend
when the nearest institution is twenty-five
miles away.19 This represents a decrease in

attendance of 43% for those living fifteen miles

 

19Minnesota Commission on Higher Education, Tomorrow's
gesources (Minneapolis: University of Minnesota Press, 19h9),

p. 7.

 

farther

A filrther i:
still exist may b
Semission on mg
the America

an educatic'
school: CO]

 

 

 

now a

|

2, the r
exDarl
\I
20 !

 

Page 52
farther from a seat of advanced education.
A further indication of the fact that inequalities

still exist may be seen in an observation of the President's

Commission on Higher Education that:

the American people should set as their ultimate goal
an educational system in which at no 1evel--high
school, college, graduate school, or professional
school-~will a qualified individual in any part of
the country encounter an insuperable economic barrier
to the attainment of the kind of education suited to
his aptitudes and interests.20

Their report further claimed that the time has come
”to make public education at all levels equally accessible

to all without regard to race, creed, sex, or national ori-

gin."21

This group recommended that:

l. the public school system make education through
the fourteenth grade immediately available in
the same manner that high school education is
now available; and

2. the program of adult education be considerably

expanded and be made more of the responsibility

 

ZOPresident's Commission on Higher Education, op, cit.,
p. 36.

21Ibid., p. 38.

of co

 

 

P886 53

of colleges and universities.22

VII. SUMMARY AND CONCLUSION

In the preceding pages we have seen that the American
system of state-supported education reflects the interests,
needs, values, and the cultural heritage of the people it
serves and that it represents a livable-workable compromise
between the goals set for the system by its citizens and the
restrictions imposed upon it by tradition and human frailty.

American educator-citizens and lay citizens are in
agreement that there is no universal, utopian curriculum;
consequently, the American concept of advanced education is
in a continuous state of evolution. By adapting theories
which have been found good elsewhere and by devising and
trying new theories in all branches of advanced education,
Americans are trying to create a system of higher education
best suited to the needs of their fellow citizens and their

country.

 

221bid., pp. 36-8.

EDUCATIOXF

A definiti
0:: QUE'S baCkgI‘C
I933

1("11 broadcag

“8 that in a...

OAJ

 

 

 

 

 

CHAPTER III
EDUCATIONAL BROADCASTING IN THE UNITED STATES

A definition of ”educational broadcasting" may depend
on one's background or orientation to the term. To the com-
mercial broadcaster, educational broadcasting covers program-
ming that in any way teaches an audience something as well as
amuses them. Consequently, the term may encompass everything
from educators, actors, and writers discussing the English
language, where the moral is given as "better grammar pays,"
to the pyramiding of Dragnets, Line-Ups, State Troopers, and
others, where the moral might be reported as ”crime does not
pay."

The term has an entirely different connotation to the
educator or to the broadcaster in the employ of an education-
al institution, the "educaster." These people would inter-
pret "educational broadcasting” as applying to programs hav-
ing definite educational goals, beamed to a particular audi-
ence at a time convenient for that group's listening or view-
ing, and being skillfully, regularly, and frequently presented

to assure satisfactory reception and comprehension of these

52.". i ..
5 en Charte

*1

A)
o

to a Lift
umd

4..
by Eudi‘

Regs.

 

Page 55
goals. This particular kind of educational broadcasting
cannot be provided by the commercial stations for a number

f reasons. There is a detailed enumeration of these rea—
sons in Chapter I; however, the following three may be con-
sidered as the major ones.

1. The number and type of programs needed to provide
this service could not be taken from the commercial-
caster's day.

2. The educational program's appeal is, necessarily,
to a minority audience; while it is imperative that
the commercial operator appeal to and keep a major-
ity audience in order to operate a successful busi-
ness.

3. The commercial station cannot be expected continu-
ously to put as large an investment in time, money,
and personnel into educational programming as would
be necessary to achieve the desired educational
goals.

In other words, the educator and educaster see educational
broadcasting as the offering of a second type of service to
the American public-~the Operating of their own educational
stations.

Actually there are four major ways in which higher

;'~nfi#‘
Enos..-

”CHE/v
"bv-s

1

do

h)
a

(A)
o

Edmuhic—
n to“

on, as an i

3‘! opera-ti?

 

 

 

 

 

 

 

 

 

Page 56
education, as an institution, influences the field of broad-
casting.

1. By operating its own educational stations, as pre-
viously explained.

2. By producing programs over commercial or educational
stations, using the staff of the institution or its
student-body. These programs may serve as a public
relations or extension feature of the educational
institution as well as assisting the outlet in the
fulfillment of its obligation to operate in the
"public interest, convenience, and necessity."

3. By training the personnel to man the commercial as
well as the educational outlets.

A. By planning, conducting, and interpreting research
in the technical and social aspects of both radio
and television. Largely due to Federal grants to
colleges of engineering and special research con-
tracts with both government and industry, higher
education has had considerable participation in the

technical phases of both media; however, investiga-

 

1"Communications Act of 1934,“ United States Code, Title
47 (Washington: Government Printing Office, 1955), Act 303.

tions intC
021811 audi6
except uni
or the 59:"
learnins }‘
and their
have never
function.
In this or
tinsel broadcast:
role played by st
in with points c
13% Of a second !
my

commercial 1

firm
.eaching soc

 

 

 

Page 57

tions into programming or new program types and thor-

ough audience analyses have seldom been undertaken

except under the aegis of the broadcasting network

or the advertising agency. Institutions of higher

learning have realized the value of such research

and their obligation to participate in it, but funds

have never been available to perform adequately this

function.

In this chapter dealing with the history of educa-
tional broadcasting, we are primarily concerned with the
role played by state universities and land-grant colleges
and with points one and two given above--with the establish-
ing of a second service and the producing of programs aired
over commercial or educational stations--due to their more
far-reaching social significance.

Before dealing with the part which education is play-
ing in the development of television, it is necessary to sur-
vey the formative forces and to report the events that have
influenced the development of educational television. To
do this it is necessary to go back into the history of the
role played by education in AM and FM radio, for it is out
of the lessons learned for the inept handling of AM radio

that education has entered an enlightened future in television.

One of the
ievelopnent of al
lation. While t‘r
connection wit . 1
tent to the melt
fie: the regulati
and mch of educ
ism-“Ely relat

control .

@ch

d‘tment Read;

though Several

”WM" D01

 

 

 

Page 58

I. EDUCATIONAL AM RADIO

One of the strongest formative forces behind the
development of all communication media is government regu-
lation. While the history of this force is sketched in
connection with radio, it is equally applicable and impor-
tant to the medium of television, for both media come un-
der the regulation of the same agency of the government
and much of education's activity in the field has been
definitely related to the amount and kind of government

control.
Government:fiegulation:§s_a_Formative Force_ianroadcasting

Government regulation of the industry has passed
through several stages of development, alternating between
a hands-off policy and rather strong government control.
The controversy over Federal policy has usually involved
interference with the principle of freedom of speechuand
press as put forth in the First Amendment to the Constitu-
tion:

Congress shall make no law respecting an establish-
ment of religion, or prohibiting the free exercise
thereof; or abridging the freedom of speech, or of
the press, or the right of the people peaceably to
assemble, and toxetition the Government for a re-

frees of grievanm

”U

.adio Act

I
~~I

.fl".'\ .
whine

*1

eg—ulation
result of the Tit

33543 imped ed by

01

um milestone 1

L1 1
Y, 3!

“ Simply autr

9‘}
I;
d
H
H
O
(D
:5
(0
(D
)

 

 

Page 59
dress of grievances.

Rad-lg A92 2}; 1213. The Government's first step
toward regulation of tale-communications came as the direct
result of the Titanic disaster where rescue work was seri-
ously impeded by the Jamming of irrelevant signals. This
first milestone in regulation was the Radio Act of 1912,
which simply authorized the Secretary of Commerce and Labor
to grant licenses. However, since the industry was small
at that time, it was not foreseen that choices would have
to be made between station applicants, that specific wave-
lengths would have to be assigned, and that engineering
specifications would have to be drawn up regarding the dis-
tances between stations of different signal strength.

52922.飣.2£.l221;. In keeping with increased tech-
nical advances in the field and with the ever-growing num-
ber of stations applying for licenses, the Radio Act was
revised fifteen years later. This new Radio Act of 1927
came into being largely as the result of a series of four
National Radio Conferences called by Secretary of Commerce

Herbert Hoover, who was an advocate of the radio industry's

composing the rules to govern itself. In addition to pro-

 

2”Amendments to the Constitution of the United States,”
Encyclgpaedia Britannica (14th Ed.), V01. XIII, 762C. .

viiing for a five
re;resenting Cong
1‘3, the Act alsc
13138 broadcast i:
the law of the l.

The hlipot

777“ been stated

 

Page 60

viding for a five-man Federal Radio Commission, The FRC,

representing Congress in the interpretation of its author-

ity, the Act also spelled out the basic philosophy under-

lying broadcasting and telecasting, which is still part of

the law of the land.

The hypotheses used as the basis for this philosophy

have been stated as follows:

(1)

(2)
(3)

(A)

(5)

(5)

(7)

The radio waves or channels belongto the pe0p1e.
And, since they are a natural resource of the na-
tion, they can be used for private purposes only
if by such use the public interest will be served.

Service must be equitably distributed.

Broadcasting:is a unique service and as such re-
quires separate recognition and treatment.

Not everyone is eligible to use a channel. Licen-
sees must qualify by meeting both general and spe-
cific tests.

 

Broadcastingb a form of eXpression protected by
the First Amendment, although broadcasting is sub-
Ject to certain special limitations.

 

The government has discretionagygregulatory_powers.
While certain specific powers of regulation are
granted by the Act, the regulatory agency is also
granted considerable freedom to use its own discre-
tion. The limit on its discretion is defined by the
"public interest, convenience, and necessity."3

 

The government's powers are not absolute. Decisions
must be made by due process of law and may be

 

3United States Code, Title #7, loc. cit.

appealed
over the

the number of 777%

 

system for local.
to equalize servi
lation, in accori
Act, which had b
mg Examiners we
sch like a cour

aw
..ence and app~

During t

 

 

 

Page 51
appealed to a court of law.

Over the years the PRC decreased, to a small extent,
the number of broadcast stations; set up a classification
system for locaL regional, and clear channels; and attempted
to equalize service in the country in proportion to the popu-
lation, in accordance with the Davis Amendment to the Radio
Act, which had been approved in March 1928. In 1930 Hear-
ing Examiners were given the authority to conduct sessions
much like a court, with all interested parties submitting
evidence and arguments with the aid of legal counsel.

During the early 1930's there were several attempts
to interest both the PRC and Congress in rulings or legisla-
tion favorable to education. However, the FRC felt that time
offered by commercial broadcasters was sufficient and satis-
factory for educational purposes; and since too many stations
still cluttered the broadcast band, they took measures to
limit the educational stations' air-time and to force these
outlets into time-sharing arrangements.

At the same time Congress failed to pass a bill pro-
viding for anzmsignment of fifteen percent of all radio-

broadcasting channels to educational institutions or govern-

 

hSydney'W. Head, Broadcastingig America (Boston:
Houghton Mifflin Company, 1956), p. 131.

zest educational

Tl) a reconnenda

.I'. ‘II t 0 ‘L ‘
~.' 3:10 .or we

L
Re! :a.

.....-be basis, :2
Association of L

:17- A w)” ‘
“the: the d ctv WC

.70? its lad-Spa

”€ng ' ‘
2’“ qyc

1'0 be use

 

 

 

Page 62
ment educational agencies. This bill had been the result of:
(1) a recommendation by the National Committee on Education
by Radio for the allocation of educational channels on a per-
centage basis, and (2) a report by the Radio Committee of the
Association of Land-Grant Colleges and Universities which had
asked the PRC to designate for each state, and particularly
for its land-grant institution, a definite wave—length or
period to be used for educational broadcasting.5

Communications Act 2£.l22£° While the majority of
the working principles of the Radio Act of 1927 were proved
good, there was continuous agitation in Congress to consoli-
date both wire and wireless communications under one law and
one regulatory agency. This unification was achieved under
the Communications Act of 193A. In the Communications Act,
the Radio Act of 1927 was adopted in its entirety, with the
Commission enlarged to seven members to care for the increased
number of duties. The new group was called the Federal Com-
munications Commission, the FCC. It is significant, and a

credit to its authors, that the 1927 legislation has been suf-

ficiently flexible and yet has offered enough control to care

 

Sfiobert B- Glynn. "Public Policy and Broadcasting,"
Television's Impact 22_American Culture, Ed. William Y.
Elliott. (East Lansing: Michigan State University Press,

1956). pp. 67-68.

 

fzr the tremend o:

:fthe entire ind
However,

Eitf'eld Amendmer.

'3’ ‘ a“:

‘ a.
we- -“tion fa

tr“

.. educational
.‘

beep
qUEStIO") E
It is 1%
:3“. A .
‘1 LOQatio,l
28:

 

Page 63
for the tremendous technical advances and spectacular growth
of the entire industry with but a very few changes.

However, here again Congress failed to pass The Wagner-
Hatfield Amendment to the Communications Act of 1934, a piece
of legislation favorable to education. The Amendment stated
that educational, religious, agricultural, labor, and similar
non-commercial associations could sell that part of their
broadcast day which would make the station self-supporting.
Since that day in 193M, there have been many questions regard-
ing Just what educational broadcasting is, but there has never
been a question about what it ignlt-—it simply is not self-
supporting.

It is interesting to notice that, in their 1934 plea
for allocations, educators showed no united front, while com-
mercial interests were well arrayed against them. This proved
to be an excellent lesson for the educators who were able to
profit by the experience when they approached the FCC for
television channels in 1951.

Legislation favorable to education. The attitude of

 

the regulatory agencies did not always remain unsympathetic
to education. For example, in 1938 the AM radio stations

of two land-grant institutions, Michigan State College and

 

6Ibid., pp. 69-70.

the University ¢
Ltzreased to 5’3"
30:;1aints of 1:
later i:
"I 13% g,
‘v‘ ~0 13’)?
havev
Aer, a Spec:

u
A

:ase channe ls ’

‘\A t
A A‘
'4“ .

9

’3‘
. . a stat-.101!) .

 

 

Page 64
the University of Illinois, applied to have their AM power
increased to 5000 watts; this increase was granted despite
complaints of interference by nearby commercial stations.

Later in 1938 the FCC allocated twenty-five channels
for 100 to 1000 watt non-commercial, educational AM stations;
however, a special set would have been necessary to receive
these channels, which were located in the 20-h2 megacycle
band. Of course, no educational institution ever applied
for a station in a band which no one would be able to hear.

Regulation by inference. Another formative force

 

 

in educational broadcasting has not been part of the law
of the land but is frequently referred to as regulation by
inference.

The opportunity for those educational institutions
not having their own broadcasting facilities to place their
educational programming over commercial outlets has been
assisted from time to time by certain "pronouncements" of
government agencies. While the FCC has never suspended a
commercial station because its programming was not in the

«7

"public interest, convenience, and necessity, the agency

 

7"Communications Act of 193A," United States Code,
Title #7 (Washington: Government Printing Office, 1955
Act 303.

has been able, t1
:asters cognizan‘

”u «m;

,..b...mning--a r:
cccperation of e
The most 1

" kn.
6"EJ.3WH was a I:

I
I471;

a»! 22 Broad c
N

Th: “an
5 exile Book,

573wed 1
Purpose t

 

 

 

Page 65
has been able, through threatened scrutiny, to keep broad-
casters cognizant of their responsibility for public service
programming--a responsibility very easily fulfilled with the
cooperation of educational institutions.

The most notable example of "regulation by raised
eyebrow" was a publication entitled Public Service Responsi-

bility 22 Broadcast Licensees which was issued in 1946.8

 

This "Blue Book," as it was promptly dubbed, had as its
avowed purpose the setting up of a more thorough review of
a station's programming before its license was renewed. Fol-
lowing the "Blue Book's" publication, there was never a test
case in which the FCC flatly rejected a station's application
for license renewal; but enough rumblings were heard, renewals
delayed, and competitive hearings held that the educator found
his services much more in demand and his programs much easier
to place over "commercial air.”

While the major effect, the scare of FCC surveillance,
has tapered off, the "Blue Book's" standards are still ap-
plied in competitive hearings, and it has supplied an open-

ing wedge for the placement of more programs originated by

 

8Federal Communications Commission, Public Service
‘Responsibiligy of Broadcast Licensees, (Washington: Government
Printing Office, 1956.)

Rn &
eln‘:a .Ors .

31301. of A‘i EI‘D

Ear 3: act
.—
t‘zeir depart. ents

rare occupied wit
[3315 War I, and
aim broadcast‘

tins of higher I

\1
vie for fre quenc

broadcasting
ngtl “

«..onel institu
31: received twc
010‘

.§$U€Eezl"lr(aaix\ {>632

Since t}

 

 

 

Page 66

educators.

History ongM_§roadcasting

Early activity. Colleges and unhersities, through

 

their departments of physics and schools of engineering,
were occupied with wireless communications even before
World War I, and some valuable technical contributions to
modern broadcasting were made by these groups. Institu-
tions of higher learning, however, did not enter the scram-
ble for frequencies until 1921; between 1921 and 1936, over
200 broadcasting licenses were granted to 168 different edu-
cational institutions. Some of these schools applied for
and received two, or even three, licenses during that

fifteen-year period.

Since there was not a separate category for non-
commercial, educational stations at this time, the educa-
tional institution was free to seek revenue just as the
commercial broadcaster, if this were consistent with the
institution's philosophy of educational programming. Some
of the colleges which chose commercialism were soon swept
'up in their money-making endeavors and became indistinguish-

able from the more than five hundred other commercial sta-

tions.

Reason
ber of license
3'? educational
One certainly 3
tional radio; 1
will probably 1

ever. Writers
to my things,
as leaders got

U . .
.Ae acministre

 

 

Page 67

Reasons for failure. Despite the extremely large num—

 

ber of licenses granted, on January 1, 1937 there were only
37 educational institutions which had AM stations on the air.
One certainly has the right to ask why the debacle in educa-
tional radio; but a truly comprehensive or objective answer
will probably not be possible for some years to come, if
ever. Writers on the subject have attributed the failure

to many things, including over-zealous radio personnel who
as leaders got too far ahead of their followers, unimagina-
tive administrators who failed to lend adequate moral or
financial support to the enterprise, lack of interest by
pedagogues who in many cases held all broadcast activities
in complete scorn,9 the pressure of commercial interests

to acquire desirable channels--pressure not always too fair-
ly applied,10 a lack of ”know-how” on the part of programming
personnel, Federal Radio Commission regulations which in-
creased technical standards and required a high minimum num-
ber of broadcast hours daily, and the absence of a working

philosophy regarding the job educational radio was to do.

 

9Robert J. Landry, This Fascinating Radio Business
(Indianapolis: Bobbs-Merrill Company, 19H67, p. 109.

100. Hartley Grattan, In guest of Knowledge (now York:
Association Press, 1955), p. 269.

Trile it is undoub
flayed their part
setablishing of a
will never be pose

Despite *

(2

i533

elation of 2:1:

25:33 industry

1381‘:

1
mar

taut and inf

IVJH‘F.
"...“ they repre E

 

 

'—

Page 68

While it is undoubtedly true that all these factors
played their part in the failure of educational radio, the
establishing of a rank order of the causes for its demise
will never be possible.11

Despite assistance from foundations, the National
Association of Educational Broadcasters, and the broad-
casting industry itself, the cause of education by radio
has never been sufficiently exploited. Many of the really
important and influential educators and the institutions
which they represent have never been active; consequently,
the medium has not been "sold" on any nation-wide scale.
In April 1958 there were only 38 non-commercial educational
.AM stations in the United States. Of the large AM educa-
tional radio stations still on the air at this writing, it
is interesting to note that most are owned by land-grant
colleges or universities which are using their outlets in
large measure to serve the agricultural and home economics

responsibilities of their institutions.

 

11For a more detailed account of education in AM
‘broadcasting, see S. E. Frost, Jr., Education's 932 Stations
(Chicago: University of Chicago Press, 1937) and Llewellyn
“tute, The American Radio, (Chicago: University of Chicago

Press, 19373i'

 

 

 

hretive Force:

fl

As we he

 

1”is:
358M. F
W

Page 69

II. EDUCATIONAL FM RADIO

Formative_Forces

As we have seen, AM broadcasting's history was marked
by: (1) lack of organization on behalf of educational radio,
not only among national educational groups but among educa-
tional broadcasters as well, and (2) the seemingly universal
unrealistic view that government and industry would nurture
and protect educational needs. While the history of FM in
America is considerably shorter than that of AM broadcasting,
the forces at work that have molded the educational pattern
in FM are, for the most part, the same ones that were opera-
tive in AM broadcasting. There has been, however, a basic
difference in the way these forces have operated and the
effect that they have had since the 1940's.

Government regulation. Rulings of the Federal Com-

 

munications Commission, which could be counted on to be un-
favorable to education during the 1920's and 30's, finally
took on a friendly pattern with the beginning of FM broad-
casting. And, as the new, higher spectrum was opened in
1941, five channels between 42 and #3 megacycles were re-
served for education.

FM was scarcely launched before the freeze on allo-

22:13:25 during 1

1‘5” 19%, t2
“”1“ 1 4-
‘“‘o ~ n the S

 

 

Page 70
cations during World War II took effect. Following the War,
in June 19h5, the FCC decided to place the FM band even
higher in the spectrum--from 88 to 108 megacycles. And,
since there were more channels available, twenty out of one
hundred channels were especially reserved for education.

A most important force favoring education was the
liberalizing of the l9h5 decree; a 1952 ruling permitted
educational institutions to operate low-cost, lo-watt, non-
commercial stations which could serve the immediate educa-
tional community, act as a training device, and yet could
be operated with but a very small cash expenditure.

Organizations. By the time frequency modulation

 

broadcasting was introduced, organizations such as the
National Association of Educational Broadcasters (NAEB),
which had been formed in the 1920's, had finally grown

past merely "talking over mutual problems." For example,
the NAEB, following an inspirational session held at Aller-
ton House at the University of Illinois in l9h9, became a
group sure of its purposes and articulate as a lobby for
its cause--seeking and receiving foundation monies, estab-
lishing a permanent headquarters and staff, conducting and

reporting research, offering workshops, and developing a

‘

‘:=:e ne twork

while

 

Page 71

tape network for the distribution of quality program series.l2

While the ”educasters," themselves, had become better
organized on behalf of their own cause, their zeal was not
matched by equal enthusiasm on the part of other national
educational organizations. The apathy of these groups, how-
ever, did not impede the granting of FM channel reservations
for education, since the large commercial interests were not
thinking of launching into a nation-wide FM program. This,
undoubtedly, was the largest single factor contributing to
FM's uncontested growth among the educational institutions

of the Nation.

Histogy of_fM_Broadcasting

It is impossible to consider AM and FM educational
stations at thetame time or to judge them by the same stan-
dards because of the fundamental difference in their con-
ception. The AM outlet was designed as an extension of
the institution, since, with its low position in the broad-
cast spectrum, increased power plus both ground and sky waves

could assure a wide coverage area. However, the FM outlet,

 

12For a more detailed account of the history and work
of the NAEB, see Harold E. Hill, "The National Association of
Educational Broadcasters: A History” (Urbana, Illinois:

NAEB, 1954). (Mimeographed.)

me to its assi
acoverage not
its little effe
These stations,
or commity he
The val

EIEloited becau

 

Page 72
due to its assignment in the upper part of the spectrum, has
a coverage not much beyond the horizon--increased power hav-
ing little effect since its lines of propagation are direct.
These stations, therefore, were designed to serve on-campus
or community needs.

The values of FM reception have never been thoroughly
exploited because large commercial interests knew that too
many additional outlets and relay stations would be needed
to obtain the same nation-wide coverage offered by AM radio.
Consequently, the audience for FM has never been as large
as educators and independent commercial operators had h0ped.
The three major causes for the small size of the FM audience
are completely inter-related: (1) too few people are
quality-conscious with regard to radio reception, (2) promo-
tion of the medium has not been adequate, and (3) AM-FM
receivers are more costly, and FM receivers have not sold

well.

Between 1945 and the present, however, almost one
hundred and fifty FM licenses have been granted to educators--
to public schools, state educational networks, colleges, or
universities. Of this number 126 are actually on the air;

fifty of these stations are the low-cost, lO-watt stations

authorized in 1948.

This do
meaty-six well

‘.2“
0".

.3115 secure

(1) Trensmi
by comm
(E) Equigme
commerc
(3) Personn

volunte

(i) Studio

 

 

Page 73

This does not mean that there are one hundred and

twenty-six well-programmed, well-supported educational FM

stations secure and thriving in the United States. A more

familiar pattern would read as some combination of the fol-

lowing:

(1)

(3)

(u)

Transmitter converted from a cast-off of a near-
by commercial outlet.

Equipment, principally gifts of used ”gear" from
commercial stations, renovated and adapted.
Personnel almost, if not entirely, enlisted from
volunteer student labor.

Studio space partitioned off from other speech-
radio activity areas, with materials and labor

frequently donated by student personnel.

(5) Record library gathered from the surplus of com-

(6)

mercial stations or given by a national program-
ming service upon receipt of fifty or one hundred
dollars from the station-—this amount may have

been donated by the student personnel, themselves.
Budget: (a) precariously situated, with the legis-
lative appropriations committee threatening annual-

ly or biennially to cut it down or out, or (b)

siphoned
order to

worthwhi

These conditions
inf include one

La,
huh all six cc

 

 

Page 7”
siphoned off a number of other meager allocations in
order to keep going what an administrator feels is a
worthwhile project until it can gain more public sup—

port and funds.
These conditions are more universal than they are occasional
and include one FM station, which the author has visited, in

which all six conditions prevail.

III. EDUCATIONAL TELEVISION

Formative_Forces

Government regulation. Again in television, as in AM and
FM radio, one of the greatest pattern makers has been the at-
titude of the government as displayed in rulings which have
been passed and interpreted by the Federal Communications
Commission. And, although the history of television activity
has been the shortest of the communication media, educational
institutions have been more involved with television than
with either AM or FM radio. The major reasons for this in-
creased interest by educators will be considered in the next
chapter under "The Educational Potential of Television”; but
it is also evident that this increase in interest stems from

a growing awakening that educational institutions must organ-

 

ize to promo‘.

tion will not

54

 

 

Page 75
ize to promote their own needs and that such needed promo-
tion will not frequently be forthcoming from any outside
group.

The very same government rulings that played their
role in AM and FM educational radio have had their effect
on the pattern of growth in educational television; but, in
addition to these older pieces of legislation, there have
been several acts pertaining only to this newer medium
which must also be considered.

§3£1y_rulings. Experimentation in television was
legalized by the Federal Radio Commission as early as April,
1927, when space in the lower spectrum was set aside for the
purpose. It soon became evident that this work would have
to be boosted into the higher frequencies; for, since more
than five AM radio bands can be fitted into one television
channel, there were insufficient frequencies available in
the lower spectrum for the wide television channels. All
early work in television was limited, by the government, to
experimenters; and, by 1937, there were seventeen of these
experimental stations in operation.

The period of the late 1930's and the early l9h0's was
marked with litigation regarding standards such as lines in

picture definition and frame frequencies per second. After

ize to promote th

it will not fre

The very 5
rue in All and F1
"the Pattern oJ
a‘ilu
.¢."On to thes
lac.

"cu Several ac;
vk-w .
avh Must 3130

Earl .‘
‘13:

!
' 'On I
‘U

EC

12‘“ by the

D
F“

 

Page 75
ize to promote their own needs and that such needed promo-
tion will not frequently be forthcoming from any outside
group.

The very same government rulings that played their
role in AM and FM educational radio have had their effect
on the pattern of growth in educational television; but, in
addition to these older pieces of legislation, there have
been several acts pertaining only to this newer medium
which must also be considered.

Egglz_rulings. Experimentation in television was
legalized by the Federal Radio Commission as early as April,
1927, when space in the lower spectrum was set aside for the
purpose. It soon became evident that this work would have
to be boosted into the higher frequencies; for, since more
than five AM radio bands can be fitted into one television
channel, there were insufficient frequencies available in
the lower spectrum for the wide television channels. All
early work in television was limited, by the government, to
experimenters; and, by 1937, there were seventeen of these
experimental stations in operation.

The period of the late 1930's and the early 1940's was
marked with litigation regarding standards such as lines in

picture definition and frame frequencies per second. After

 

the SEE-line
uere adopt d
comercial 31
1‘s toe 13,33:
time the K

once been rese

my: to thirt.

love“

 

 

 

 

Page 76
the 525-1ine picture and the 30-frames-per-second standards
were adopted in May 19Al, the FCC licensed the first ten

commercial stations; six of these stayed in operation serv-
ing the 10,000 sets in existence during World War II. By

the time the War was over, the nineteen channels that had
once been reserved for commercial television had been re-
duced to thirteen. In l9h8 the number of VHF channels was
lowered to twelve, and there has been discussion of decreas-
ing these channels still further, due to expansion of govern-
ment activities in the field.13

Errors ig_planning. In television, as it never had

 

been able to in radio, the Federal Government had the opportun-
ity to devise an overall plan for the medium's growth. And

it was with such a plan in mind that the FCC sat in judgment

on an intra-industry feud during the World War II freeze on
television applications. Thetwo major commercial networks,

CBS and NBC, tried to sway the Commissioners regarding the
requirements of the industry. However, because there had

not been sufficient television promotional activity prior to

 

13For a more thorough coverage of these activities,
see Robert B. Glynn, "Public Policy and Broadcasting,” in
William Y. Elliott (ed.), Television's Impact 22 American
Culture (East Lansing: Michigan State University Press, 1956),
pp. 21-46, or Sydney W. Head, Broadcasting 32 America (Boston:
Houghton Mifflin Company, 1956), pp. #2-63L

the War, the
if? of televi
accurate esti:
been able to E
talevision act
most “Workabl

Certain

N:
-

a 9..
3 .iSQUency’ E

 

 

i "nre
«whine th I
e
#0114-
areas.
The re_F
“381:, d l
1815
e
310,] 8a,
‘ the 1m»

Page 77

the War, the Commission's estimates concerning the popular-
ity of television proved to be completely wrong. If more
accurate estimates had been obtained, the FCC would have
been able to see that launching nation-wide, competitive
television activities with only twelve channels would be a
most unworkable solution for the industry's growth.

Certain variables regarding television transmission
seemed to have been known by FCC engineers: variables such
as frequency, antenna height, power, and terrain. As a mat-
ter of fact, a sliding scale was devised to permit higher
power and antennas with higher frequencies. However, mem-
bers of the broadcasting industry, in the flurry of apply-
ing for television stations, were already beginning to feel
the bind of too few channels. In an attempt to promote a
more complete coverage and to appease the industry members,
FCC engineers were asked to propose new standards lessen-
ing the distance between both adjacent and co-channels and
legalizing the use of directional antennas in large metro-
politan areas.

The report turned in by this group, the plan by which
the FCC operated from November 19A5 to September l9A8, seem-
ingly disregarded the fifth variable in television transmis-

sion, the important variable of interference conditions.

tion caused me
a5. that condi
lationships an
transmission ;.
“’C . ‘.

“Quencies to
l

51.30% r

4 new f
“traction 1;.
April 12;, 19:2

m, ,
‘5“? Six

Page 78
Extraordinary amounts of tropOSpheric and ionOSpheric reflec-
tion caused more interference than anyone had ever dreamed;
and that condition, coupled with errors in antenna-power re-
lationships and in the accuracy of computing directional
transmission patterns plus the necessity of assigning new
frequencies to former Channel 1 occupants, caused the FCC to
impose a new freeze on applications. Consequently, no new
construction permits were granted from September 30, 1948 to
April 13, 1952.

1113 w Report 311d 218.19 The nearly four-year per-
iod of this second freeze on television applications was de-
voted to FCC hearings and engineering tests in an attempt to
devise a plan which would give the maximum of coverage with
the minimum of interference.

The plan devised was called “The Sixth Report and
Order"lu; and it created, in addition to the twelve existing
VHF channels, seventy channels above the 300 megacycle range
in the UHF spectrum, a possibility of 2,000 additional chan-
nel assignments.

A further provision of the Sixth Report was the creat-

ing of 242 non-commercial educational channels, a number more

 

lnFederal Communications Commission, ”The Sixth Report
and Order,” The Federal Register, May 2, 1952, pp. 4062-A064.

recently raise
c.’ the total r.
it: had three
chamels was t

outlet . If a

no educational

m E

 

P389 79
recently raised to 256.15 This represented twelve percent
of the total number of reservations possible. If a commun-
ity had three or more channels assigned to it, one of these
channels was to be used as a non-commercial, educational
outlet. If a community had fewer than three assignments,
no educational channel was set aside unless the community
was the site of a primary educational center.16

Among the specifications to which educational appli-

cants were required to adhere were:

1. The proposed station would have to be used
primarily to serve community educational needs.

2. The station must furnish a non-profit and non-
commercial broadcast service.

3. An institution applying for single ownership
must make its station facilities available,
without charge, to other community educational
units and public service agencies or share costs
with such groups on a non-profit basis.

A. An educational station must not broadcast pro-

grams for which consideration has been received, except

 

1585 VHF and 171 UHF channels.

16Forty-six reservations were given to communities
cited as educational centers.

shc

hit

The Fed

3‘ hire the ec'
'3'le or keep a
landed

0f com

PESQI‘Ved the I

 

 

Page 80
shows produced by or at the expense of or fur-
nished by groups other than the licensee.17

The Federal Communications Commission did not, however,
require the educational outlet to operate on a regular sche-
dule or keep a minimum number of hours of operation, as de-
manded of commercial stations. The Commission, nevertheless,
reserved the right to take the number of broadcasting hours
into consideration in all renewals of applications.

The Sixth Report also included a rather indefinite
clause regarding the length of time the educational channels
would be reserved.18 Because of its nebulous nature, this
statement has been open to many interpretations, each hav-
ing its own use. For example:

1. In 1952 and 1953 the FCC, educators, and educas-

ters used this indefiniteness as a goad or prod

to launch educational institutions in television.
They inferred that the educational channels would
be Open to commercial applications at the end of

one year. This effect is felt to a somewhat less-

er degree even up to today.

 

17Federal Communications Commission, loc. cit.

18”Reservations should not be for an excessively long
period of time and should be surveyed from time to time."
Ibid., p. 4063.

Page 81
2. Commercial interests have used this lack of speci-
ficity as an opening wedge to apply for unused
educational channels or to exchange less desir-
able channels, especially UHF, for the more
powerful, more widely listened to, VHF band.
Organizations. Organizations have continuously
played important roles in influencing the form which educa-
tional television has taken. For example, one cannot mention
the Sixth Report without referring to the groups whose con-
certed efforts were instrumental in obtaining the channel
reservations for education.

Leadership among organizations was provided by the

Joint Committee on Educational Television which was formed
— ,

 

in late 1950 from a nucleus group of thirty educators, repre-
senting eight national educational organizations, who were
called to Washington, D.C. by Dr. Franklin Dunham, Chief of
Radio and Television in the U. S. Office of Education. In
April of 1951 the Fund for Adult Education formally estab-
lished the Joint Committee to consider the legal and tech-
nical problems of securing reservations for educational
channels and launched its activities with a grant of

$90,000.

The Ad Hoc Joint Committee on Educational Television

Page 82
crystallized education's television needs and planned the
strategy for education's appeal during the months in which
the FCC was considering these reservations. This appeal
took the form of a procession of oral and written testimony
by educators, educational institutions, cultural and educa-
tional organizations, and prominent government and lay lead—
ers.21 Almost all of these testimonials sought the setting
aside of non-commercial channels for education.22

The JCET's goals were later expanded to include:
(1) seeking the finalization of the educational reservations,
(2) serving as a policy, advisory, and integration group for
education, and (3) developing general public support for edu-
cational television.

Organized education had learned its lesson from the
fiascos in radio and had become an organized, energetic, and

effective lobby for its needs in television. Among the groups

 

21Telford Taylor, “Brief of the Joint Committee on Edu-
cational Television,“ testimony presented before the Federal
Communications Commission, October 8, 1951 to November 26,
1951 (Washington: Joint Council on Educational Television).

22Between November 27, 1950 and the end of January,
1951, the FCC heard the testimony of 135 witnesses. Some 838
state boards of education, school systems, public service
agencies, colleges, and universities submitted statements tell-
ing of the need for such reservations and their personal inter-
est in them. Of these organizations 325 were colleges and uni-
versities. The complete record has over 14,000 pages with sev-

eral thousand exhibits.

Page 83
leading this crusade were the American Council on Education,
the Association of Land-Grant Colleges and State Universities,
the National Association of State Universities, the Council
of Chief State School Officers, the National Education Asso-
ciation, and many other national organizations concerned with
education. These groups are in addition to some whose
interest was the utilization of radio and television in edu-
cation, such as the National Association of School Administra-
tors, the National Congress of Parents and Teachers, the
Association for Education by Radio-Television, and the Educa-
tional Television and Radio Center. These ten organizations
are the constituent groups of the Joint Council on Educational
Television today.23

The National Citizen's Committee for Educational

Television, the NCCET, was a second organization established

 

by the Fund for Adult Education of the Ford Foundation. This
group, which was organized in October, 1952, had as its pur-
pose the building of public interest in the educational tele-
vision movement.

During the four and a half years of its existence,

‘-

23The title was changed from Joint Committee to Joint
Council on Educational Television in 1956, and funds are now
channeled to it directly through the Ford Foundation instead
of through the Fund for Adult Education.

the NCCET secm
tional effort
Mtionsl orga;
103,000 , 000 .
littees in ma
Gradue
Television a:
ECG-” PEC811

to GOV/er the

Chron
1% 9%
the gen grc
vision; for,
Centerv. 1m;
16» 1954.
this time a.

corDoz-Qt e d

Page 8h
the NCCET secured endorsements and various degrees of promo-
tional effort on behalf of educational television from 106
national organizations having a combined membership of over
100,000,000. The group also helped organize citizens' com-
mittees in many communities.2n

Gradually, during 1956, the JCET and the Educational
Television and Radio Center took over the functions of the
NCCET, receiving increased grants from the Ford Foundation
to cover the additional expenditure.

Chronologically, the Educatiogal Television and

Radio Center, mentioned in the preceding paragraph, was not

 

the next group to influence the growth of educational tele-
vision; for, while it was organized in November, 1952, the
Center's important network service did not begin until May
16, 1954. However, it is well to consider the Center at
this time since it was another, the third, group to be in-
corporated with funds from the Fund for Adult Education of .
the Ford Foundation; the Center also serves as an additional
way in which the RAE has sought to promote, support, and
maintain non-comercial educational television stations.

The ETRC, with headquarters in Ann Arbor, Michigan and New

York City has undoubtedly exerted more influence on the form

 

2“Editorial in the NCCET News, February and March,
1956.

t
the NCCET seem

tional effort «
aetional organ
100,000,000.

littees in max

raduai
TeleViBlon am

chm a Pece iv

to cOVer the

Chrono

ww.

the hen; EPOL

vision; for,

Center 1‘ impc

Page 8h
the NCCET secured endorsements and various degrees of promo-
tional effort on behalf of educational television from 106
national organizations having a combined membership of over
100,000,000. The group also helped organize citizens' com-
mittees in many communities.2u

Gradually, during 1956, the JCET and the Educational
Television and Radio Center took over the functions of the
NCCET, receiving increased grants from the Ford Foundation
to cover the additional expenditure.

Chronologically, the Educational_gelevision and

Radio Center, mentioned in the preceding paragraph, was not

 

the next group to influence the growth of educational tele-
vision; for, while it was organized in November, 1952, the
Center's important network service did not begin until May
16, lQSh. However, it is well to consider the Center at
this time since it was another, the third, group to be in-
corporated with funds from the Fund for Adult Education of .
the Ford Foundation; the Center also serves as an additional
way in which the FAB has sought to promote, support, and
maintain non-comercial educational television stations.

The ETRC, with headquarters in Ann Arbor, Michigan and New

York City has undoubtedly exerted more influence on the form

 

2nEditorial in the NCCET News, February and March,
1956.

which edu
of educat

EW
1‘53, it we
not be ex;
out resour
that there
r 11“ avail.
enough Dacl
primary no

800d educa1

and 0f Bufj

Page 85
which educational television has taken since the reservation
of educational channels than any other single organization.25

Even before the FCC made educational channels a real-
ity, it was evident that the new educational station could
not be expected to program a substantial broadcast day with-
out resources beyond its local area. It was also obvious
that there was an insufficient amount of good educational
film available to provide these prospective stations with
enough packaged program material. Consequently, the Center's
primary activity has been to create and provide programs of
good educational quality which are well-produced technically

and of sufficient interest to supplement and enrich the pro-

grams created by local educational stations.2

 

25For a more detailed account of the history of the
Educational Television and Radio Center, along with an apprai-
sal of its activities, see I. Keith Tyler's chapter in Tele-
vision's Impact 22.American Culture, edited by‘william Y.
Elliott (East Lansing: Michigan State University Press, 1956)
pp. 223-266.

26The purposes and objectives of the Educational Tele-
vision and Radio Center as stated in Article II of its Arti-
cles of Incorporation are as follows:

A. To promote the advancement of educational televi-
sion and radio for the general welfare.

B. To create, develop, collect, and exchange ideas
and information in connection with the operation and
maintenance of educational television and radio stations,
and to make available the same.

C. To analyze films and recorded programs and mater-

Operating
a1110113 the

In
Vere broad
Magyar“: e
mi“ numbe
the previo
tion. "are
311113 11Ve;

telecau. 1

‘-‘_“.“

1&1.’ I

 

Page‘86
There are, at present, thirty-six affiliates of the
ETRC. The ten state universities and land-grant colleges
operating non-commercial educational television stations are
among the affiliates.
In a survey conducted by the Center and reported in

BroadcastingeTelecasting, it was revealed that affiliates

 

were broadcasting an average of thirty-one hours of network
programs each week during the June l956-June 1957 period;
this number represented an increase of six hours weekly over
the previous year. The survey also showed that these sta-
tions were presenting approximately 58% of their program-
ming live; this figure also included the 12% live network

telecasts received from the National Broadcasting Company.27

 

ials, and to report the results for educational purposes.
D. To create, develop, provide assistance to or ac-
quire from outside sources television and radio programs
and material or adjuncts thereto for use for educational
purposes.
E. To develop, reproduce, publicize and promote the
use of programs and materials, or adjuncts thereto, thus

created or acquired.

F. To make available for educational purposes whether
by radio or television stations, schools, adult education
classes, or other groups or individuals, programs, mater-
ials or adjuncts thereto developed or acquired by the Cen-
ter.

0. To engage in, support and otherwise assist research
bearing upon the purposes of the Center.

27m Outlets Up Programming TV Average 31 Hours week-
ly,‘ Broadcastinngelecasting, July 22, 1957, p. 66.

me car
in the growth
‘upport of thq
Rational Citi
the Education
Adult Educati
into the stat
E(mention, a:
Ford Found a t
b61118 Conduc

There
super-g tr~ u c t
cmtributio,
these group

Fund, the L

Hancock Fou

 

 

Page 87

One cannot overestimate the role played by foundations
in the growth of educational television. In addition to its
support of the Joint Council on Educational Television, the
National Citizen's Committee for Educational Television, and
the Educational Television and Radio Center, the Fund for
Adult Education of the Ford Foundation has also poured funds
into the stations themselves. The Fund for Advancement of
Education, an independent organization established by the
Ford Foundation, has provided money for much of the research
being conducted in formal instruction by television.

There have been a number of organizations, outside the
super-structure of the Ford Foundation, which have made large
contributions to non-commercial educational television. Among
these groups are the Arbuckle-Jamison Foundation, the Filene
Fund, the Lincoln and Therese Filene Foundation, the Allan
Hancock Foundation, the Kellogg Foundation, the A.‘H. Mellon
Educational and Charitable Trust, the Payne Fund, the Alfred
P. Sloan Foundation, and the Twentieth Century Fund. ‘Hithout
monies provided by these philanthropic groups and by corpora-
tions such as Emerson Radio and the Radio Corporation of Amer-
ica, there can be little doubt that the educational television
movement would have scarcely ”gotten off the ground.”

UHF-VHF Controversy, The formative forces discussed

 

heretofore may
pattern which
tak9; neverth
that have fav

“‘1‘: there

hardship

on
it is well t.

One of
0? education
allocated 1r
hardship ha:
when the U}:
it became 13
number 0311:;
but 171 Pep

channelt’

Education .

The/
satisfacto
yet

 

Page 88
heretofore may not have been in strict agreement as to the
pattern which non-commercial, educational television should
take; nevertheless, they have been, in all cases, forces
that have favored its establishment. At the same time, how-
ever, there have been a few forces that have worked a decided
hardship on the establishment of educational television, and
it is well to consider these forces and their effect.

One of these negative forces has been the distribution
of educational reservations with two-thin! of the channels
allocated in the UHF band. This does not mean that the UHF
hardship has been one worked exclusively on education; for
when the UHF band was opened, following the Sixth Report,
it became possible to have 1471 UHF stations.28 Of this
number only 171 were reserved for educational purposes,
but 171 represented over two-thirds of the total number of
channels, both VHF and UHF, available to non-commercial
education.

The reasons why UHF allocations have not proved as
satisfactory as those in the VHF band are many and varied;
yet, due to the small number of engineering studies that

had been made and the inaccuracies in those that were

 

28Federal Communications Commission, "The Sixth Report
and Order," The Federal Register, May 2, 1952, pp. 4062-h06n.

available, th
when the Sixt'

determined th‘

  

 

Page 89
available, the technical superiority of VHF was not realized
when the Sixth Report was issued in 1952. It has now been
determined that the UHF signal will ndzcover as great a dis-
tance, will not be as clear as a VHF in its fringe areas,
and is much more subject to interference from obstructions.

In addition to its technical inferiority, the UHF
band also has suffered from being the 'Johnny-come-lately" of
the television world. With at least one VHF station already
established in most populous areas, the large majority of
set-owners have not hastened to acquire UHF reception; for
regardless of whether they have acquired a UHF receiver,
purchased a converter for their set, or had a repairman
place a strip in the VHF set for each UHF station they wished
to receive, UHF reception has always represented an addition-
al expenditure. According to Broadcasting, latest estimates
show that only 8.h% of the television sets in use at the pre-
sent time are capable of receiving a UHF signal.29

It follows logically that the UHF station, with its
smaller audience and coverage, immediately became an undesir-

able "buy" for the advertiser and an unacceptable affiliate

for the major network. ‘Hith less money to build or buy good

29”Nielsen Charts UHF Ups, Downs,"§roadcasting,.Aug-
ust 11, 1958, p. 40.

programs an.
has been 11
UHF outlet.
0f the comm.

‘4

Vieiling’ W1

unaccustome.

To (3
with plans
tar? appro;
ous (linens:

the large
television
A Cc
telev1.1°n
vision All

Page 90
programs and with little popular network programming, there
has been little incentive for the set-owner to receive the
UHF outlet. While this might seem principally the problem
of the commercial station, the absence of a ready-made aud-
ience has had equally serious effects on UHF educational
viewing, with few UHF receivers in the home and a populace
unaccustomed to tuning the UHF band.

To date the FCC has not assured the future of UHF,
with plans for deintermixture, scrapping UHF, and the mili-
tary appropriating VHF channels 2 through 6 under continu-
ous discussion, one cannot help being reluctant to invest
the large sum necessary to establish and program any UHF
television outlet.

A complete study of the frequency modulation and
television spectrum has recently been completed by the Tele-
vision Allocation Study Organization. TASO was set up late
in 1956 following a suggestion by the FCC Chairman George
C. HcConnaughey and was underwritten by the National Asso-
ciation of Broadcasters, the Electronics Industries Asso-
ciation, the Association of Maximum Service Telecasters,
the Committee for Competitive Television, and the Joint
Council on Educational Television. The findings of this

two-and-s-half year technical study were disclosed in March

1959. Broadcasting has this to say about the TASO report:

 

 

The sun
tical, ec
nical one]

In ger.
televisic
able char
rain was
man-made

Broad
head! as

A Big

 

ence, COUple;

the SOVer-mng

hue, indeJ

 

Page 91
The success or failure of UHF will depend on poli-

tical, economic, and social factors as well as tech-
nical ones. . . . . . . . . . . . . . . . . . . . ...

In general TASO found that UHF was inferior to VHF
television in almost all respects. UHF showed compar-
able characteristics with VHF in areas where the ter-
rain was level, and surpassed VHF in its resistance to
man-made and natural interference.

Broadcast engineers, however, mostly shook their
heads as the disappointing results were unfolded. O

A signal less powerful and more subject to interfer-
ence, coupled with the lack of a ready-made audience and
the government's reluctance to establish laws protecting
and encouraging the growth of the ultra high frequencies,
have, indeed, deterred education's launching of a wide
program of UHF television.

Relaxation of 53132 Regulations. A late 1957 move
by the FCC has paved the way for more state and regional
educational television networks. In August 1957 the Joint
Council on Educational Television appealed to the FCC to
relax regulations for educational stations regarding the
operation of intercity relay systems. Up to that time,
FCC rulings had required broadcasters to use the facili-
ties of American Telephone and Telegraph Company or other

common carriers when available.

 

3O”Engineering won't Cure UHF,” Broadcasting, March
23. 1959. pp. 59-60.

Sinc
revenue, th
ticipation
prohibitive
The educast
to exercise
intercity m
filed ind m
tion. "t t
by “”0an
mum“ in

 

 

Page 92
Since educational outlets operate without commercial
revenue, the JCET claimed they "have been deterred from par-
ticipation in state-wide educational networks because of the
prohibitive costs of subscribing to common carrier services."31
The educasters sought and received permission, early in 1958,
to exercise freedom of choice between operation of their own
intercity microwave systems or those of common carriers from
fixed and mobile locations. This relaxation of relay regula-
tions set the stage for both state-wide and regional networks
by microwave relay; such networks, for example, are now being
planned in Ohio, linking nine existing or proposed outlets
and are being discussed among regions of NAEB stations.
§£2£3.§22_Regional Developments. The planning of

state and regional groups for the establishment of coverage
for their area is another formative force of educational tele-
vision. However, this force cannot be given a single evalu-
ation with regard to its effect on the long-range development
of the educational use of the medium. The reason for this
seeming inconsistency in the effect of this force is obvious
when one considers that state and regional deve10pments may

be ranked from rather outstanding successes to very dismal

failures.

__*

31'Educators.Ask for 'Freedom' to Set up Own Relay Sys-
tems,‘ Broadcasting-Telecasting, August 5, 1957, p. 90.

 

i
educatic
Very d1!
Board , a
riculums
‘tilizat
tutions ,
neVrfOUJ
EuDport
the p05E

it the <

th10ns

the FCC
0f at 1

be EIVE

P886 93

There have been two regional attempts to establish
educational television coverage, and they have been of a
very different nature. The Southern Regional Educational
Board, already functioning to promote coordination of our-
riculums and facilities, has provided leadership in the
utilization of television for southern educational insti-
tutions. The interest of this group is far from being
new-found; representatives of the fourteen states which
support this Board first met in Atlanta in 1952 to explore
the possibilities of educational television for their area.
At the conclusion of the first year of educational reser-
vations, the Governors of the fourteen states petitioned
the FCC to continue these reservations for another period
of at least two years' duration so that legislatures would
be given sufficient time to act.32

More recently the Southern Regional Education Board
has helped establish the Southern Regional Commission on
Educational Television with representatives appointed by
the governors of the individual southern states. This group
has helped in the establishment of educational television

stations, in the organization of a Liaison Committee to work

 

32 William K. Cumming, This is Educational Television
(Ann Arbor, Michigan: Edwards Brothers, Inc., 1953), p. 5.

with va:
organize
stimla‘
granted
D‘dl‘pos e
HESS t:
ever. 1

Should

131xtee

linkir.

Page 94
with various national educational organizations, and in the
organization of numerous conferences for the purpose of
stimulating the activation of the educational channels
granted in the southern region. It would serve very little
purpose to enumerate these meetings or to recount the busi-
ness transacted by the group over the past five years; how-
ever, the progress toward educational television coverage
should be noted.

In a meeting held during August 1957, educators from
sixteen states recommended a long-range microwave project
linking the colleges and universities of the sixteen<§outh-
ern states. This ten-year development program would be
underwritten by the states and would serve an estimated
600,000 students at an investment of approximately
$204,000,000. This sixteen-state network would seek foun-
dation funds for necessary basic research. In addition to
legislative and foundation monies, the maintenance of such
relay facilities would cost an estimated $6,900,000 each
year.33

This all-southern project is not without precedent

in that area. Alabama has been operating a three-station

 

33"ETV: 5 Years and $60 Million Later," Broadcasting-
Tglecastigg, November 11, 1957, p. 96.

nel 1r
outlet
is to
tional
at Ga:

t1?e_

Paee 95
VHF network, reaching ninety percent of the State's popula-
tion, since June 1956. A Georgia network with a UHF chan-
nel in Atlanta, air-borne in December, 1957, and a VHF
outlet, operated by the University of Georgia in Athens,
is to be launched in 1959. Florida's plans for an educa-
tional network are in an advanced stage, with VHF stations
at Gainesville, Jacksonville, Miami, and Tampa already ac-
tive. The State of Florida has already appropriated $600,000
to construct a microwave network for instructional purposes
connecting community colleges with state universities.
North Carolina, while it maintains only one educational
outlet, WUNC-TV, operated by the Consolidated University of
North Carolina, is able to link the entire state for some
of its educational programs. This is due to the location
of the VHF outlet, in the Piedmont section of the State,
and to the cooperation of the commercial stations which
pick up the educational station's signal and relay it to
other parts of the State.

It should be noted that in all cases but one, HETV-TV
in Atlanta, these educational outlets are located on the
readily accessible VHF band.

The only other attempt at regional cooperation in

educational television was fraught with a seemdngly insur-

mountable
channels,
States.

state pr.
Shire, &
allocat 1
{Millers}.

its own

“015k .

racille

Page 96
mountable problem, for it would have involved the juggling of
channels, a matter involving Canada as well as the United
States. The states which had attempted to establish a tri-
state program in educational television were Maine, New Hamp-
shire, and Vermont. (All three states had VHF educational
allocations; however, they are not the same frequency.) The
University of New Hampshire now plans to be on the air with
its own outlet early in 1959.

In the discussion of regional systems for educational
television, state-wide coverage plans of Alabama, Georgia,
Florida, and North Carolina have already been mentioned.
State-wide planning has not, however, been limited to the
South; for almost three-fourths of the state governments
have considered ways in which educational television could
be brought to all or to the majority of the state's citi-
zens.

As the result of measures taken four to six years ago,
many states have appointed committees to study the feasibi-
lity of state-wide educational television, established a
closed-circuit experiment to test television's uses, and
appropriated funds to handle committee and experimental
work. This slow pace in the develOpment of state television

facilities can, in many cases, be attributed to a turnover

in state 1
gressive 1
Th
liminary
Which the
verse. T
might tip;
'111 such
8&n12ed 1
Florida 1

Stit‘qno:

R
Meaning
eduW310
the mo“
“as Cevg

Of the I

had I‘eg

P889 97
in state government offices or to a lack of interested, ag-
gressive leadership from educators or lay citizens.

Those states which have progressed beyond these pre-
liminary steps have made plans as varied as the states from
which they originate and are having results equally as di-
verse. The nearest semblance to an over-all pattern which
might apply to state-wide television plans would assembha
all such attempts under two major headings: (1) state or-
ganized primarily through the public school system, as in
Florida and Oklahoma, and (2) state organized through in-
stitutions of higher education, as in Kansas and Oregon.

Regardless of the nature and extent of preliminary
planning, several states have not been able to bring their
educational television projects to fruition. Undoubtedly
the most elaborate study and plan that has not been realized
was developed in New York State, where the Board of Regents
of the University of New York had applied for ten outlets and
had received seven construction permits. At this point the
New York Temporary State Commission on the Use of Television
for Educational Purposes was appointed by Governor Thomas E.
Dewey. After a mass of testimony was gathered, the Commis-
sion reported, on February 25, 1953, that television for edu-

cational purposes should be developed to the broadest possible

 

extent; I
otmctior
The repo:
te one 1
the FCC ‘
launori
state a1.
Regents

Opera to

been for
Wilding
Educatic
“Erin

As the I
study 0.
“8 Era
facilit

vision.

:4
(7
’3’
k/j
O

Page 98
extent; however, the majority report did not favor the con-
struction of state-owned and operated stations at that time.
The report recommended the securing of private funds to oper-
ate one or more experimental programs and stations, and asked
the FCC to continue holding channels for educational purposes.
A minority report of the Commission stated there was need for
state aid and urged immediate constructive legislation.

The New York State Legislature granted the Board of
Regents power to charter responsible groups to build and
operate educational stations, and several associatiorn had
been formed which were in various stages of planning and
building toward station Operation. With the development of
educational television still at such a slow pace, Governor
Averill Harriman suggested that further studies be made.

As the result of a favorable report by this second Temporary
Study Committee in 1955, the State Educational Department
was granted an appropriation to install closed-circuit
facilities and conduct experimentation in the uses of tele-
vision. These experiments are still in progress.

Plans to provide some ETV coverage in the New York City

area have just recently been completed. Since no VHF

31*Joint Council on Educational Television, Four Years
gfi Progress ig_Educational Television (Washington, D. C.:
JCET. 1956). p. 73.

 

reservat
while a]
the New
acquirir
Presente

tranSmit

P886 99
reservation was made for education in metropolitan New York,
while all commercial television in the area is on that band,
the New York State Board of Regents has been interested in
acquiring VHF space. An opportunity for this action was
presented when a Channel 13 station in Newark, New Jersey,
transmitting from the Empire State Building, needed FCC ap-
proval for a change of ownership. In December, 1957 the
Board of Regents asked that the channel be reserved for edu-
cation, guaranteed to pay the station's owners a fair price
for the outlet, and declared that an attempt would be made
to make Channel 13 operate as a bi-state educational out-

let.35

It was expected that such a proposal by the Board of
Regents of the University of the State of New York would
meet with immediate and intense disfavor in New Jersey, since
Channel 13 is the only VHF outlet broadcasting in that State.
This proved to be an understatement, and in February, 1958
even the New Jersey legislature adopted a resolution urging
the FCC to retain Channel 13 as a commercial assignment.
Finally, a month later, the New York Board of Regents with-

drew its petition and stated that an announcement would be

 

35"New York State Seeks WATV (TV)'s CH. 13," Broad-
casting, December 9, 1957, p. 66.

made 5

sion 5

Page 100
made shortly including new plans for an educational televi-
sion station in the New York metropolitan area.36

The "new plans" were announced later the same week
when tentative agreement was reached between RKO Teleradio
Pictures Inc. and the New York Board of Regents to share
the use of NOR-TV New York, Channel 9, beginning in Septem-
ber 1958. Under the proposal, the station would operate
as an educational outlet from 9 A.M. until 5 P.M. weekdays
and from 9 A.M. until noon on Saturdays. The agreement was
contingent upon approval of the New York State Legislature,
which would be required to appropriate funds for the project.
It was estimated that the total cost of the educational tele-
vision project for one year would be $546,000}7 On April
23, 1958, Governor Harriman signed the bill appropriating
$600,000 for educational television, including daytime tele-
casts on NOR-TV. Consequently, educational programming be-

gan in the New York metropolitan area late in September

8
1958.3

 

6
3 ”New York State Educators Drop Request for WATV (TV)
CH. 13," Broadcasting, March 17, 1958, p. 103.

37”H0R-TV Plans Switch to Daytime Education,! Broad-
9gptigg, March 17, l958,p. 102.

 

38"Harriman Signs Bill to Boost N.Y. ETV,” Broadcast-
;gg, April 28, 1958, p. 154.

screen
pupils
Vide a

sin:

islatx

Page 101

As to New Jersey's plans for educational television,
a two-year, $100,000 eXperiment collapsed in New Jersey in
1954 when Governor Robert Meyner decided that a '20-inch
screen should never be allowed to come between teacher and
pupils during school hours.'39 The Governor refused to pro—
vide additional funds to continue the experiment and the
Joint ApprOpriations Committee of the New Jersey State Leg-
islature backed him in his stand.

State-wide plans in New York and New Jersey are not
the only ones to go awry; but, as examples, they do contain
most of the elements that have been present in other fail-
ures of state-wide educational television: (1) a lack of
interest in the project by the state's chief administrator,
(2) a change of state administration resulting in a shelving
of progress already made in educational television, (3) insuf-
ficient vigorous, influential interest in television as a
tool of communication by educators or lay citizens, (4) a
procession of study commissions, (5) one or a series of
small appropriations for investigation into the value of
television for educationthformation, for the most part,

already available from other, similar projects), and (6)

a certain timorousness about the new, the untried.

—

39Cumming, .2.- _c_:_i_._t_., p. 7.

Jcint 1

ifilatu;

the on

1,3031; 0

Page 101

As to New Jersey's plans for educational television,
a two-year, $100,000 experiment collapsed in New Jersey in
195% when Governor Robert Meyner decided that a '20-inch
screen should never be allowed to come between teacher and
pupils during school hours.'39 The Governor refused to pro-
vide additional funds to continue the experiment and the
Joint ApprOpriations Committee of the New Jersey State Leg-
islature backed him in his stand.

State-wide plans in New York and New Jersey are not
the only ones to go awry; but, as examples, they do contain
most of the elements that have been present in other fail-
ures of state-wide educational television: (1) a lack of
interest in the project by the state's chief administrator,
(2) a change of state administration resulting in a shelving
of progress already made in educational television, (3) insuf-
ficient vigorous, influential interest in television as a
tool of communication by educators or lay citizens, (h) a
procession of study commissions, (5) one or a series of
small apprOpriations for investigation into the value of

television for educationfiiformation, for the most part,

already available from other, similar projects), and (6)

a certain timorousness about the new, the untried.

__

39Cumming, _2, 233,, p. 7.

1 fi a.
13 .01"
———_.L

tat of

televi:

Page 102

History of Educational_Te1ecasting

Television's history, of course, is even shorter than
that of FM broadcasting: for example, the very first home
television receiver was not placed on the market until 1939.
However, education is far from a newcomer to the television
field; as a matter of fact, in the area of engineering, the
State University of Iowa was doing technical research and
trying out educational programs over their mechanical scan-
ning experimental station, W9XK, as early as 1932 to 1939.
The sound accompanying these pictures was transmitted over
USUI, the University's AM radio outlet. When it was defin-
itely proved that the mechanical scansion system would not
be good enough, this project was abandoned.

Pioneering state universities. In addition to the

 

University of Iowa, there were three other state universi-
ties or land grant colleges involved in television activities
prior to 19h8; (1) Kansas State College was operating an
experimental transmitter on Channel 1, (2) the University

of Michigan was producing programs on commercial stations,
and (3) Iowa State College had obtained a construction per-

mit for a station.

In the area of providing the public with a second

servic
LuLl

TV, wk

”31.. ‘1

tn,
(”r

‘k

Page 103
service, Iowa State College was the first educational insti-
tution to be on the air with its own television station, NOI-
TV, which began operations in February 1950. This station
was licensed and operated commercially but occupied a unique
position in the early days of telecasting. Since Iowa State
College had the only television license granted in its area
when the FCC stopped all applications for channel allocations,
HOI-TV occupied its singular position for approximately the
first three years of its existence. During this period the
station had affiliations with all four networks in addition
to being able to refuse network broadcasts at will in favor
of its own educationalprograms. This, indeed, was an envia-
ble position; one that is not now tenable nor can it ever
be again.

Freezes 22_channel allocations. One cannot recount
the role of education in television without a rather tho-
rough investigation of the freezing of channel allocations
which was mentioned in the preceding paragraph. This stop-
ping of the growth of television in 1948, however, was not
the first such measure taken by the FCC.

Ten commercial stations were licensed before World
Har II, but, with our entry into the War, all set manufac-

turing stopped as well as the consideration of applications

for char
problem
between
siderat'

ing the

FCC was
antic:
Clmnne
C0586?

inter:

est‘»:
imDOSg
10:) s'

“earl.

P886 104
for channels. During this hiatus the FCC considered the
problem of width of channel allocations and the distance
between stations. On October 7, 1945 the FCC began its con-
sideration of the 118 applications which had accumulated dir-
ing the War.

Unfortunately the engineers' reports on which the
FCC was operating were not the correct solution to the sep-
aration of stations nor was there an adequate number of
channels available for the unprecedented wave of applicants.“0
Consequently, continuing to grant licenses, with tropospheric
interference definitely greater than FCC engineers had ever
estimated, proved foolhardy; and a new television freeze was
imposed September 30, 19h8. At this time there were over
100 stations with construction permits or on the air and
nearly 300 applications pending.

During this second freeze on applications, from Sep-
tember 30, 19h8 to April 1h, 1952, educational broadcasters
demonstrated that they could apply the lessons learned from
their failures in radio. Opinion as to education's televi-
sion needs and the ways of implementing them began taking

shape at a seminar sponsored by the National Association

 

Robert H. Stern, The Federal Communications Commis-
sion and Television, (unpublihed Harvard university doctorate
thesis), p. 277.

ca

4.1
b-ce

Page 105
of Educational Broadcasters and held at Allerton House, Mon-
ticello, Illinois, during the summer of 1949.41

Additional impetus for the formalizing of a plan for
education came when the FCC shortly issued its television al—
locations report leaving out any provision for educational
reservations. A lone minority report, filed by FCC Commis-
sioner Frieda Hennock, provided a legal and moral basis for
the educational protests and petitions which followed. NAEB
attorneys immediately filed a petition with the FCC asking
for educational reservations. This petition was supported
by co—filings by three national education organizations:
the Association of Land Grant Colleges and Universities, the
Association of State University Presidents, and the National
University Extension Association. The U.S. Office of Educa-
tion and the National Education Association added import and
prestige to the movement when they filed separate petitions
asking that both UHF and VHF channels be set aside against
future needs of education throughout the country.

Unity to decry the FCC allocation plan's omission of
reservations for education, however, did not provide educa-

tors with a oneness of thought concerning the exact form

 

a
1For further information concerning the NAEB meeting
at Allerton House, see page 70 of this same chapter.

CAv-n. -
4%.

non-

'c;
p
(7’

t+
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m

/

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‘ <‘——r’ ‘

Page 105
educational television should take. Some held for all reser-
vations to be in the UHF band, some the VHF, others both.
Some held for non-commercial stations only, some for non-
profit, others commercial if desired. A U.S. Office of Edu-
cation - NAEB meeting and the appointing of an Ad Hoc Joint
Committee on Educational Television under the auspices of
the American Council on Education, in October 1950, provided
the proper influence to unite the forces, mediate in compro-
mising conflicting ideas, and present a united front for
non-commercial educational television before the FCC.

The JCET, under the aegis of the American Council on
Education and with the support of all the major education
associations, organized the testimony of 135 witnesses and
the statements of 838 state boards of education, school sys-
tcll, public service agencies, colleges, and universities
into a truly eloquent appeal for channel reservations for
educational television. This appeal has frequently been
dubbed, by the commercial broadcasters, as an appeal so
strong that to be against educational reservations would
be like being against mother love. Consequently, with the
publishing of ”The Sixth Report and Order," May 2, 1952,

the FCC created 2&2 non-commercial educational channels.

 

 

2

‘ Federal Communications Commission, ”The Sixth Re-

port and Order,“ The Federal Register, May 2, 1952, pp. #062-
06h.

This nus:
g
and ent‘h
vations,
ate ions
“1111151
leaders
5 costl;
tional
Purse-s
Slate 1‘.
“kit
and, HI.
thOSe V
Cohcem

Page 107
This number has more recently been raised to 256.

Getting education 22 the air. Despite the interest

 

and enthusiasm that was generated in securing channel reser-
vations for education, progress toward getting educational
stations airborne set a very different pace. Educators,
administrators of educational institutions, and community
leaders did not have funds at their command to launch such

a costly project; and, in many cases, the value of educa-
tional television had to be proved to those holding the
purse-strings before the money was forthcoming. However,
since the Sixth Report was so indefinite regarding the
length of time the educational channels were to be retained,
and, undoubtedly due also to a modicum of ego involvement,
those who had championed education's cause became especially
concerned with this slowdown in momentum once the reserva-
tions were secured.

Among the most interested and vocal members of the
government were Paul A. Walker, Chairman, and Frieda Bannock
of the Federal Communications Commission. Chairman Walker
made a number of speeches urging those interested in educa-
tional stations to act with all possible speed. At a meet-
ing of school administrators, educasters, and leaders in in-

dustry held at Pennsylvania State University, for example,

Page 108
Walker stated:

"These precious television assignments cannot be
reserved for you indefinitely. They may not be re-
served for you beyond one year unless you can give
the Commission concrete, convincing evidence of the
validity of your intent. . . . This is American edu-
cation's year of decision. what you do this year
may determine for a long, long time - perhaps for
generations - the role 0 education in television.

The time to act is now."

Commissioner Hennock's appeal to educators was along
the same line but with an additional emphasis on getting in
applications for channels regardless of whether the finan-
cing and programming details had been arranged.

During the first year after the publication of the
Sixth Report, educators gathered at especially called nation-
wide, regional, and state-wide meetings to consider the prob-
lems presented by the grant of channel reservations. At the
majority of these gatherings Chairman Walker cautioned while
Commissioner Hennock forewarned, implored, and cajoled educa—
tors to immediate action.

The first non-commercial station, licensed from these
channels reserved for education, was KUTH (TV) in Houston,
Texas, which is owned by the University of Houston and the

Houston Independent School District. KUTH, a UHF outlet

 

h3Carroll V. Newsom.(ed.), A_Television Policy for
Education (Hashington, D. C.: American Council on Education,

195’?) p. 31.

on Chem
January
of a nc

PM“? 1

.‘UV'

Page 109
on Channel 8, was air-borne June 23, 1953. Six months later,
January 15, 195h, Michigan State College began its operation
of a non-commercial station, WKAR-TV, on UHF Channel 60--the
first state university educational outlet.

From these beginnings forty educational stations are
now on the air with three others to be activated within the
next few months. Twenty-one state universities own stations,
participate in state networks, or are major contributors to
a community station at the present time. Not included in
this tally are the two stations operated commercially by
state universities.

Friends and.£23§.g£_educational television. Educators,
educational administrators, and educasters, either individual-
ly or as members of their various professional organizations,
have always been the closest friends of educational televi-
sion. However, this friendship, without the influence of out-
side organizations, could never have brought about the kind
and the amount of educational television we have today. A
roll-call of these organizations can be found on pages 81 to
87 of this same chapter.

One cannot recount the highlights in the history of
educational television, however, without giving especial men-

tion to the contributions of the Ford Foundation. The Ford

Page 110
Foundation bankroll has provided money to stimulate building,
equipping, and programming these stations, to train station
personnel, and to do research in the utilization of the med-
ium. The sum of $26.h million given to date has not been
without conditions or restrictions as to its use. Most of
the appropriations have been made with the provision that
the sum would be matched or doubled by the group sponsoring
the activity. Among the important grants from the Founda-
tion have been: (1) programming of stations and the Educa-
tional Radio and Television Center-—$8.9 million, (2) the
construction and equipping of educational television sta-
tions--$3 million, and (3) the paying of professors' salaries
for appearances on educational television.

Another friend of educational television is the com-
mercial broadcaster, one whose influence is difficult to
evaluate. In some cases this "friend” has proved to be an
out-and-out enemy; in others, a close ally. Motives behind
this relationship between commercial and non-commercial tele-
vision interests could entail a lengthy discussion; but, for
the purpose of this resume; it is sufficient to note that

there are usually four factors playing important roles in

Mt"The Ford Foundation: Bankroll behind ETV,"
.Eroadcasting, November 11, 1957, p. 96.

this re

 

P886 111
this relationship:

1. Whether or not having an ETV station in their
community would greatly lessen or eliminate
competition for the local sponsors' dollar.

2. The type of programming of the ETV station; the
commercial station does not want competition
for the majority audience.

3. Whether or not the ETV station is situated on
a VHF channel desired by influential local in-
terests.

h. Whether or not desirable channels reserved for
ETV in a particular area have been activated.

Commercial broadcasters have, in many cases, given

institutions of higher education and non-commercial broad-
casting stations substantial gifts of money or equipment.
According to Joint Council on Educational Television figures,
published in Broadcasting, there have been gifts in excess
of six million dollars}15 It should be noted, however, that
this valuation also covers a large percentage of gifts of
used equipment which the recipient has had to repair or

revamp or which has had a very short period of usefulness.

 

5"Major Gifts from Commercial Broadcasters,” Broad-
casting, November 11, 1957, p. 100.

main
it.

NaLl
«-On

03“
..OI

[(7
n

 

 

Page 112

A potential friend of ETV whose merit and effect re-
main to be weighed is the newly-formed Organization for
National Support of Educational Television (ONSET). The pur-
pose of this group is to develop specialized programs for edu-
cational television, inviting segments of industry to serve
as "patrons” for appropriate program types. No control over
the content of these programs is given the patron-sponsor.

The first such series of programs, World of Medicine,

 

was filmed under a grant from the Schering Corporation, a
pharmaceutical firm, and was distributed to 24 ETV stations
throughout the country in February, 1958.1+6 The episodes
of this series open and close with a reminder that "this program
has been made possible by a grant from the Schering Corpora-
tion,” which conforms to FCC regulations regarding the iden-
tification of the source of each program and of its funds.
Nevertheless, as innocuous as this type of production
might appear on the surface, this "patron" approach to educa-
tional television does represent the first encroachment upon
the no-sponsor concept of ETV, an encroachment in terms of
production costs if not in time purchases. According to

Sherman H. Dryer, a board member:

 

46”Patron Plan for ETV Underway on WTTW (TV),” Broad-
casting, February 10, 1958, p. 86.

Page 113

By financing on a national basis with patrons from

the business world, through the facilities of edu-

cational television ONSET hopes to advance signifi—
cantly the quality and status of educational tele-

vision programming both on educational stations and
as a public service on commercial stations.”7

 

 

In the previous section, reference was made to the bases
of the relationship between the commercial and the educa-
tional broadcaster; point four was whether or not educa-
tion occupied desirable VHF channels. When one considers
that, to fall of 1958, only 15.5% of the 256 channels al-
lotted to education had been activated, the charge that
education is usurping a valuable commodity which should

be turned back to the Government seems to have foundation.
However, it is important that one analyze these figures to
find their precise meaning.

Of the 85 VHF channels reserved for education, 50
are situated in areas of concentrated p0pu1ation. To June,
1957, 19 of these areas already had educational television
air-borne; and, by the summer of 1958, the total of non-
commercial VHF outlets in populous areas was 27. To sum-

marize, physical facilities for educational television

Passed the half-way mark in the VHF band during 1958.

”Ibis .

Page llh

However, utilization of UHF channels has been much
slower. One must remember, nevertheless, that, in the sec-
tion of this chapter dealing with the UHF-VHF controversy,
it was pointed out that UHF channels have been proven unde-
sirable for many reasons. The most important of these rea-
sons may be summarized as follows: the UHF outlet has a
smaller coverage area, is more subject to interference, and
has a smaller audience potential than its VHF competitor.”8
In April 1958 there were only seven educational outlets
operating in that band; three others were on the air by sum-
mer of 1958. An eleventh station, owned by the University
of Southern California, became educational television's
first failure. KTHE went off the air less than a year after
its opening.n9’ 50 In other words, only 6%% of the UHF chan-

nels allocated to education have been activated.

Commercial UHF has not been eminently more successful

 

48
Chapter III, pp. 87—91.

thor further information, see Leo A. Martin, ”The
Educational Television Stations,” Television's Impact 22'
American Culture, ed. William Y. Elliott. (East Lansing:
Michigan State University Press, 1956), pp. 219-220.
50'WKAR-TV, Channel 60, Michigan State University,
suspended Operations June 28, 1958 and awaited final dis-
poation of its share-time arrangement on VHF Channel 10.

 

Page 115
than its educational brother. With almost 87% more channels
available to commercial interests, only 90, or 6.92% of the
total number possible were broadcasting in June 1958; and
over one hundred construction permits had been dropped.

A comparison of educational and commercial UHF tele-
vision in June 1958 shows that, although four times as many
commercial UHF stations had been on the air at some time,
over four times as many commercial outlets had failed as edu-

cational ones. (See TABLE I.)

TABLE I

 

Educational and Commercial Station

UHF TALLY SHEET 1
Educational Commercial

Channels that have been

activated 6.49% 11.64%
Stations on the air

June 1958 4.09% 6.92%
Stations that have failed 9.10% 42.00%

 

 

 

 

 

Inroads 22 Educational Reservations. Despite warn-

 

ings that educational reservations might end at any time,
for the first three years after the Sixth Report was issued
the FCC categorically denied any petition which might have

led to the deletion of an educational channel. However,

P886 116
pressure from commercial interests to make changes in these
educational reservations has never ceased. This pressure has
increased as commercial allocations have been filled while
educational ones in some of the same areas have remained un-
claimed.

Undoubtedly the strongest single appeal to obtain
education's unused VHF reservations, moving them to the UHF
band, was made by the American Broadcasting Company. Argu-
ing that the survival of a third network is essential to
the health of commercial television, ABC pointed out that
in a number of large markets there are only two VHF assign-
ments, the two already in use by CBS and NBC; yet, in those
same markets there is an educational VHF channel not present-
ly granted or in use.

At first glance, one would hasten to point out that
this solution which might aid the health of commercial tele-
vision, particularly that of the American Broadcasting Com-
pany, would certainly aid in the destruction of the future
of educational television. On more thorough analysis, one
can see that this would not be the solution for ABC since
all of the VHF ETV channels in the first twenty markets are
in use or under construction, and there are only five re-

served and unused or unclaimed VHF ETV channels remaining

Page 117
in the one hundred largest markets.

Actually, educational television faces a more serious
threat from a gradual, one-by-one, change or deletion in
reservations than from any wholesale onslaught wiping out
the remaining reserved channels.51

The first such change in channel assignments was
granted by the FCC in July 1956. At that time the Commis-
sion ordered Channel 3, which had been reserved for educa-
tion in College Station, Texas, shifted to Channel 48. The
justification for this deletion of a VHF reservation was
given as the inactivity on the part of Texas educators to
utilize the channel.

In February 1957, educators in the St. Petersburg-
Tampa area were asked to agree to a similar shift from Chan-
nel 3 to Channel 48. In this case, however, the UHF channel
had been occupied by a commercial station, Operated by the

City of St. Petersburg, which claimed that over ten percent

of the sets in the area had been converted to UHF reception.

 

51A detailed account of the beginnings of inroads on
educational reservations may be found in:

Robert B. Glynn, "Public Policy on Broadcasting,"
Television's Impact on American Culture, ed. William Y.
Elliott, (East Lansing; iichigan State University Press,

1955). pp. 89-91.

 

 

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more e1
prepose
na, val
change
was not

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been re
CEIeted
was mar:
sity, t.
CO‘mcil
Virgin;

 

P889 118

The commercial outlet, in its desire to jockey itself into
more even competition with the two VHF stations in the area,
proposed turning over its 270 kilowatt transmitter and anten-
na, valued at $200,000, to the educators as soon as the ex-
change of frequencies was passed by the FCC. The exchange
was not agreeable to the exponents of educational televi-
sion, and the changeover was not accomplished.52

On January 30, 1957, Channel 5, which had previously
been reserved for education in Weston, West Virginia, was
deleted and made available for commercial use. This decision
was made despite formal opposition by West Virginia Univer-
sity, the Broadcasting and Film Commission of the National
Council of the Churches of Christ of the U. S. A., West
Virginia's Research Center, Inc., and the Joint Council on
Educational Television. The FCC released the following
statement regarding the deletion: "We do not believe that
Channel 5 should continue to be set aside for education when
there are no prospects for its use in the foreseeable future

in the light of the need for commercial television services."53

 

52"St. Petersburg Asks Educators to Exchange," Broad-
castigg, February 4,1957, p. 9.

5
3”Channel 5 - Weston, West Virginia," JCET Factsheet
and Box Score (Washington, D. C.: Joint Council on Educa-
tional Television, February, 1957), p. 2.

Page 119

The third time the FCC removed a channel from the
educational reserved list, September, 1957, Channel 9 in
Eugene, Oregon was made available for commercial use. The
Commission stated that continued reservation of the chan-
nel could not be justified "in the absence of substantial
evidence that the educational interests" of the Eugene
area had made any attempt to activate the channel.54 How-
ever, a pr0posal to reassign educational Channel 7 at Cor-
vallis, Oregon to the Eugene-Corvallis area for commercial
use was denied because a construction permit had been is-
sued to the Oregon State Board of Higher Education. The
State Board's station, KOAC-TV, began its programming in
October, 1957.

To date, in all other cases where educational reser-
vations have been in jeopardy, the Joint Council on Educa-
tional Television has been able to fend off successfully
the deletion of those channels or the necessity of changing
them for less desirable frequencies.

Co-licensing. The Sixth Report and Order was very

explicit concerning the non-commercial operation of all

 

5n”0regon ETV Deleted for Commercial Use,” Broadcast-
inngelecasting, September 30, 1957, p. 79.

°0n81de

mutual
colder:
aPPEali

tion r

Page 120
educational reservations.55 Any attempt to commercialize
any of these channels would undoubtedly meet with violent
opposition from the commercial broadcasters, and the out-
come of any resulting litigation would surely be very much
in question.

In seeking ways to strengthen education's position,
two attempts have been made to gain FCC approval for the
granting of a television station licensed between educa-
tional and commercial interests. These have, however,
sprung from completely different reasons and have met with
considerably different reactions on the part of the FCC.

One of these suggestions for co-licensing was not a
mutual attempt at licensing but was the proposal of a UHF

56 In

commercial outlet in Des Moines, Iowa in June 1955.
appealing to the FCC to pre-empt the educational reserva-
tion for Channel 11 and substitute UHF Channel 23, the
commercial operator, Rib Mountain Television, Inc.,
offered as an alternate proposal a mutual commercial-
educational assignment permitting cooperative programming.

At that time there was no organization in Des Moines to

take up the educational part of the assignment; and, with

55For further information, see pages 78 and 79 of
this chapter.

56Glynn, loc. cit.

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P989 121
Opposition to the proposal filed by Iowa educational groups
and the Joint Committee on Educational Television, the Fed-
eral Communications Commission denied Rib Mountain's peti-'
tion by a four-to-three vote.

Co-licensing was mutually proposed at approximately
the same time by Michigan State University and the Televi-
sion Corporation of Michigan, who were applying for unre-
served Channel 10 in Onondaga-Parma, Michigan. Michigan
State University had been operating non-commercially on
commercial Channel 60 since January 14, 1954; however, it
was estimated that UHF conversion in the Lansing-East Lans-
ing area was considerably less than fifteen per cent, with
the only other UHF outlet nearby having gone off the air
in 1956.

Under the plan submitted to the FCC over one-third
Of the station's programming, 38% hours, would be provided
by the educational licensee. Each interest would maintain
its own production facilities while the University's trans-
mitting facilities would be used by both. The commercial
licensee would agree to pay Michigan State University twen-

ty per cent of its profits before taxes were deducted.57

 

57Statement by Armand Hunter, Director of Radio and
Television DevelOpment, Michigan State University, in a per-
sonal interview, April 23, 1957.

the FCC
co-lice
th ca:
tative

1958; 2

(“P
I]
0’
(1‘

/:1

p)

S

.. L--_4__‘

Page 122
In what might have been a policy-setting statement,

the FCC handed down its initial decision in favor of the
co-licensing on March 6, 1957. However, over a year later,
the case was still awaiting further oral argument. The ten-
tative awarding of Channel 10 to the co-owners came in May
1958; and Michigan State University Officials suspended the
operation of WKAR-TV, their high cost-low audience UHF out-
let, on June 28. This award was confirmed by the FCC on

September 4, 1958; 58

however, the situation was fraught

with additional delay when a circuit court injunction,

sought by an unsuccessful applicant for the channel,

restrained University officials from awarding construction
contracts on October 24. In this instance the enjoiner re-
quired clarification of University funds being used in the
project; this injunction was lifted November 10, 1958.59
Michigan State University and a private owner, WMSB and WILx-TV,
commenced telecasting on Channel 10 on March 15, l959--the

only combined educational and commercial operation in the

United States.

The major differences between the Rib Mountain and

 

58"MSU to Share Channel 10," The Flint Journal, Sep-
tember 4, 1958, p. 2.

59 "MSU Given Approval to Build TV Station, " The Sagi-
naw News, November 11, 1958, p. 2.

P889 123
Michigan State cases must be again pointed out:
1. In the Rib Mountain case an attempt for co-
icensing was being attempted on an educa-
tional channel; in other words, an education-
al channel would be commercialized. However,
Michigan State University and its commercial
partner were seeking permission for 00-
licensing on a commercial channel.

2. In the Rib Mountain case there was no organ-
ized educational group prepared to immediate-
ly take part in television activities; conse-
quently, it was feared that educational parti-
cipation in the station would be slighted.
However, Michigan State University had a large
staff trained in television programming and
production and ready to assume its educational
share of the broadcast schedule.

It is not the purpose of the writer, at this time, to
discuss the merits of the co-licensing of educational and
commercial stations, but co-licensing is important to the
history of educational television as one of the possible an-

swers to the problem Of station financing which educators

are continuously seeking.

Page 124

Present fetus f Channel Usage. An inventory of the

(a

 

educational television channels shows that there are forty-
One outlets now on the air; this number includes one station
operated by the Department of Education of Puerto Rico lo-
cated at San Juan, Puerto Rico. Nine state universities

and land-grant colleges, plus 2ge_state board of higher edu-
cation, and 223 consolidated state university (composed of
the state university, the land-grant college, and the woman's
college of the university) are among the single station own-
ers; two of these stations are UHF outlets. Of the forty
educational stations within the continental limits of the
United States, nine are located in the ultra high frequencies;
four of these are in the midwestern states of Michigan, Ohio,

and Wisconsin. (See TABLE II.)

 

 

TABLE II
NUMBER OF EDUCATIONAL.TELEVISION STATIONS
ON THE AIR
STATIONS within continental
limits of U. S. f VHF UHF Total;_‘#
Over-all 31 9 40

Owned and Operated by a
single state university 7 2 9

State universities producing
all or large percentage of
station's programming 16 2 18

Thirteen recipients Of construction permits, issued in

the two years immediately following the release of the Sixth

Page 125

Report, have not established stations. A breakdown of this

group shows that:

1.

Eleven of the thirteen are located in the UHF
band.

The two VHF construction permits not used were
issued to Kansas State College in Manhattan and
the University of Kansas in Lawrence, Kansas.

The thirteen holders of construction permits in-
clude the two VHF in Kansas, three UHF in Connec-
ticut, and seven UHF in New York, states which at
one time contemplated networks.

Three of these construction permits are in the
possession of state universities or land-grant
colleges (Kansas State College, the University of

Kansas, and the University of Michigan).

(See TABLE III.)

TABLE III

INACTIVE CONSTRUCTION PERMITS FOR NON-COMMERCIAL

EDUCATIONAL STATIONS

 

 

Date Issued VHF UHF TOTAL
1952 1 6 7
1953 1 4 5
1954 ... 1 1
(Total number inactive) l3

Inactive permits held by
state universities 2 1 3

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Page 126

A breakdown of the forty educational television sta-
tions now on the air into organizational types would show
that there are ten principal categories into which ETV sta-
tions fall. There are stations owned and operated by: (1)
a state educational network, (2) a state department of educa-
tion, (3) a state department of higher education, (4) an area
educational television association, (5) a community education-
al television association, (6) city or county public school
systems, (7) a state university or land—grant college, (8)
a consolidated state university, and (9) a state university
as a co—licensee with a private commercial owner. (See

TABLE Iv, age 127.)

'(J

In addition to owning and operating outright ten of
these educational television stations, state universities
and land-grant colleges are also active in the operation and
programming of the following: (1) the Alabama ETV network,
(2) KTCA-TV in St. Paul-Minneapolis, Minnesota, (3) KETA-TV
in Oklahoma City and KOED-TV in Tulsa, Oklahoma, (A) KOAC-TV
in Corvallis, Oregon, and (5) KCTS-TV in Seattle, Washington.

State universities will become active when two addi-
tional stations are expected to become air-borne late in
1959. Included in this group are the University of Geor-

gia and the University of New Hampshire; both of these

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Page 126
A breakdown of the forty educational television sta-
tions now on the air into organizational types would show
that there are ten principal categories into which ETV sta-
ions fall. There are stations owned and Operated by: (1)
a state educational network, (2) a state department of educa-
tion, (3) a state department of higher education, (A) an area
educational television association, (5) a community education—
al television association, (6) city or county public school
systems, (7) a s.ate univers ty or land-grant college, (8)
a consolidated state university, and (9) a state university
as a co-licensee with a private commercial owner. (See
TABLE IV, page 127.)
In addition to owning and Operating outright ten of
these educational television stations, state universities
and land-grant colleges are also active in the Operation and
programming of the following: (1) the Alabama ETV network,
(a) KTCA—TV in St. Paul-Minneapolis, Minnesota, (3) KETA-TV
in Oklahoma City and KOED-TV in Tulsa, Oklahoma, (N) hOAC-TV
in Corvallis, Oregon, and (5) KCTS-TV in Seattle, Washington.
State universities will become active when two addi-
tional stations are expected to become air-borne late in
1959. Included in this group are the University of Geor-

gia and the University of New Hampshire; both of these

Page 127

 

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P889 128
institutions will become station owners.

Two state universities own and operate commercial sta-
tions: (1) Iowa State College, WOI-TV, Channel 5, an ABC
affiliate; and (2) the University of Missouri, KOMU-TV, Chan~
nel 8, an use and ABC affiliate.

mmediate Future 23 Educational Television. In con-

 

 

sidering the future of educational television one is leaving
the realm of fact and entering the field of supposition.
However, there are developments which are certain to occur and
others which will definitely influence the pattern educational
television is to take whether or not they become a reality.
Technical improvements in the medium, that are ex-
pected within a few years or have already been made but will
be available at a more moderate cost, are definitely important
to the future of educational television. Among these technical
advances, four will undoubtedly have the greatest influence:
(1) the greater portability of sets, (2) a larger size television
screen, (3) an improved and cheaper video tape recorder, and
(A) the greater use and lowering cost of color television.
1. According to the set manufacturers, themselves,
the television sets of the future will be lighter
in weight, the picture tubes will become shorter

in length until the set may be mounted on the wall

The
television
receivers,

dual needs

Page 129
as a picture. At the same time, the cost of sets
will keep decreasing.

It is also predicted that the size of the televi-
sion screen will become large enough to rival that
of the standard home projection screen.

Video tape recorders, which have already been
proven superior to kinescope recording and which
also reproduce colorcasts, will be technically im-
proved and become increasingly inexpensive.

As colorcasting becomes less eXpensive, its use
will be extended from the medical and dental col-
leges to other branches of instructional televi—
sion helping the learner with his concepts of the
world outside the classroom.

meaning of these technical advances to educational
is obvious. There will be more and cheaper home
including several sets in a home to satisfy indivi-

and tastes in programming; better and less eXpen-

sive sets available for in-school reception; classroom view-

ing that will approximate life-size, so that each pupil has

tflhe equivalent of a front row seat; tape improvements to make

recorded shows less expensive, to facilitate more and better

programming, and to make it possible to rebroadcast for con-

P389 130
venience, for benefits of repetition, and for saving on pro-
duction costs; and better quality reception which will be more
interesting and more life-like with the widening use of color.

Changes of legislation affecting the television indus-
try generally or educational television Specifically will, of
course, make changes in the future of educational television.
Among the measures now being discussed are the following:

1. Measures to change or throw out the present

Television Allocations Table. On September

11, 1957 the FCC voted to hold up action on

a plan to retain educational reservations but

to make all other applications for channels
subject only to Specific mileage separation

rules and some other technical requirements.

A course of action was to be determined after the
results of the research by the Television Alloca-
tions Study Organization (TASO) was submitted;

as previously reported these results were expected

60This measure was actually a modification of the con-
trOversial Craven Plan, submitted by Commissioner T. A. M.
Cramen.in December, 1956, which would have wiped out the en-
tJJPe television table of allocations and handled all applica-
1310113 on a case-by- case basis.

Page 131
late in 1958 but were not available until mid-
61
March 1959.

2. Legislation to change or kill the Federal Com-
munications Commission. There is no need to dis-
cuss here the controversy which has recently sur-
rounded the FCC, Channel 10 in Miami, or ex-
Commissioner Richard A. Mack. However, as a re-
sult of the outcry which has occurred since the
Subcommittee on Legislative Oversight of the
House Committee on Foreign and Interstate Com-
merce began its investigation of the regulatory
agency, a bill to abolish the FCC and replace it
with a Federal Communications Administration and
a special Communications Court of Appeals has been
drafted for study and possible action. The bill
was drafted at the order of Senator Warren G.
Magnuson, Chairman of the Senate Commerce Com-
mittee, and was based on an idea of ex-Senator
Clarence C. Dill, who co-authored the Communica-

tions Acts of 1927 and 1934.62

61For further information concerning the TASO report,
see pages 90 and 91 of this chapter.

62"Magnuson Drafts Bill to Kill FCC," Broadcasting,
March 17, 1958, p. 44.

Page 132
While this bill, and companion ones introduced in
the House of Representatives, did not pass during
the 85th Congress, similar measures have been in-
troduced this year; furthermore, they are all in-
dicative of a growing discontent with the regula-
tory system for the entire communications system.
3. Regulations to allow boosters for UHF stations.
A proposal to permit boosters in remote areas for
UHF stations has been temporarily shelved by the
FCC until completion of the TASO research.63
Such a move would help improve the position of the
UHF outlet since its signal would be amplified or
retransmitted to give a wider and better coverage.
A similar preposal for nationwide VHF booster
station operation was opposed by the National
Association Of Educational Broadcasters since
there would be danger that such a system would
cause interference particularly to those educa-

64

tional stations not yet using maximum power.

 

63"Comments Back Plan for UHF Boosters," Broadcasting-
Telecasting, Auguet 12, 1957, p. 73

64"NAEB Seeks Safeguards in FCC Booster Plans," NAEB
gewsletter (Urbana, Illinois: National Association of Educa-
tional Broadcasters, Vol. XXIII, NO. 2, February 1958), p. 3.

 

P886 133
A. Attempts to secure more VHF channels for educa-
tion. In November 1958 the Joint Council on Edu-
cational Television petitioned the FCC to review
all channel allocations as a first step toward
the reservation of VHF channels in some of the
Nation's largest cities. Principally because UHF
service has proven generally less satisfactory,
cities such as Baltimore, Cleveland, New York City,
and Washington, D. C. are without their own educa-
tional outlet. The JCET's petition included, with
its proposal for a general investigation of all al-
locations, a specific request for VHF channels for
five cities: the Norfolk-Portsmouth-Newport News,
Virginia area; anama City, Florida; Rochester,
New York; Reno, Nevada; and Waycross, Georgia.65
While it is extremely doubtful FCC Action
will be forthcoming until decisions are made based
on the TASO reports, such a move on the part of the
JCET shows the growing activity in community and
area educational television and the increase in
organized appeals on behalf of educational interests.
65"FCC Asked to Review Channel Allocations," E駧.§EE§‘

letter, (Urbana: National Association of Educational Broadcas-
ters, Vol. XXIV, No. 1, January 1959), pp. 10-11.

Page 134

5. Federal funds for educational television. Some
financial aid to educational television has re-
cently become available with funds appropriated
under the National Defense Education Act, which
was passed during the concluding days of the 85th
Congress. The Act was designed to aid states in
stimulating science, mathematics, and foreign
language education; and within this measure was
a four-year authorization for $18 million for
research in new communications media.

Projects developing educational television's
uses in thisarea are only now being designed to
qualify for grants under this Act. These pro-
jects are becoming the first recipients of direct
Federal aid to educational television.

6. Legislation to provide Federal aid for educational
television. On May 17, 1957 Senator Warren Magnu-
son, Chairman of the Committee on Interstate and
Foreign Commerce, introduced a bill calling for the
apprOpriation of up to a million dollars to each

state and territory ”to establish or improve tele-

 

66"Federal Aid for ETV,” NAEB Newsletter, (Urbana:
National Association of Educational Broadcasters, Vol. XXIV,
No. 1, January 1959), p. 10.

Page 135
o‘- "67168
vision broadcasting for educational purposes.

He

rings on this bill were held with officials

(.1

of both educational and commercial television tes-
tifying.69 A similar bill was introduced in the
House of Representatives by Rep. Stuart L. Udall
of Arizona. The Magnuson bill was passed by the
Senate of the 85th Congress; and it was approved,
in a slightly amended version, by the House Com-

merce Committee. However, it did not reach the

floor of the House before adjournment.

 

67”Federal Aid to Educational TV Sought," Broadcastigge
Telecasting, May 27, 1957, p. 64.

68Senator Magnuson's proposal ”would require the state
to provide the land, buildings, and cost of operation and
maintenance of the educational television station. The states
in turn, could get grants for the purchase of actual equipment
and facilities required for the stations. To be eligible for
a grant, the states would have to:
(1) Secure an authorization from the FCC.
(2) Apply for monetary assistance to the U. S. Commis-
sioner of Education.
(3) Place Operation of the station under the control
Of the state agency or officer responsible for
supervision of public schools.
(A) Use the station for educational purposes only.
Under the provisions of the bill, a state may receive
more than one grant but the total amounts of such grants to
any state shall not exceed one million dollars. The money
also could be used for closed circuit television.” Ibid.

 

6
9”ETV Subsidy Hearing is April 24 in Senate," Broad--
casting, March 24, 1958, p. 68.

Paee 136
The bill was re-introduced in the 86th Con—
gress, co-sponsored by Senator Magnuson (Democrat
of Washington) and Senator Andrew Schoeppel (Re-
publican of Kansas) in the Senate and by Repre-
sentative Stuart Udall and others in the House.
Following hearings held in late January, the mea-
sure was unanimously reported out of the Senate
Commerce Committee. Both witnesses and senators
hearing the testimony stressed these points:
(1) Lack of money has kept ETV from
reaching its potential (there currently
are 35 ETV stations operating); (2) Feder-
al assistance is a must if the pdential
ever is to be reached; (3) ETV stations must
get on the air if they are to withstand at-
tacks on educational-reserved channels by
commercial operators; (4) ETV would be Just
as valuable for adult education as for stu-
dents; (5) The FCC should make more educa-
tional VHF channels available in heavily-
pOpulated areas; and (6) ETV could help al-
leviate the classroom-teacher shortage.7O
The bill was amended to limit its life to five
years with each state and territory eligible for

federal grants administered by the Commissioner of

0
"Educators Plead for ETV Funds," Broadcasting, Feb-
Iq4ary 2, 1959: P- 55-

 

 

 

7|!

Page 137
71

Education. The schedule for House action on
the measure has not been announced to date.
During the 85th Congress, the principal oppo-
sition to the federal aid bill was launched
against its provision that, to receive financial
assistance, educational television stations must
be under state public school supervision.72
One cannot over-estimate the importance to
educational television of the passage of such

legislation.

Predicting the Future 2£_Educational Television. In

 

 

predicting the future of educational television one must
remember that even the past and the present of the medium are
scarcely of long enough duration to be called an average
"trial run“; hence, historians will be referring to this "fu-
ture of educational television" as part of its pioneer days.
Predictions concerning pioneering stages have an even great-
er amount of speculation involved than predictions that can

be based on years of research and long periods of trial and

 

71"Magnuson Bill Progressing," NAEB Newsletter (Urbana:
National Association of Educational Broadcasters, Vol. XXIV,
No. 3, March 1959), p. 6.

 

72”Hearings open on ETV Subsidy," Broadcasting, April
28; 1958: p0 96‘

 

Page 138
error.

According to the latest figures from the U. S. Bureau
of Census, more than four out of five households have a tele-
vision set, and about one in fourteen has two or more sets.73
Therefore, one can say with certainty that technical advances
in television, bringing about further reductions in the cost
of receivers, higher quality reception, and greater flexibil-
ity and portability in sets, will continue to add to the med-
ium's audience and put pressure on the broadcaster to supply
a more personalized type of service.

One cannot reach such definite conclusions regarding
the affects of new legislation on educational television. If

educational reservations are not prdrcted by law, the future
could become very dim indeed. Legislation such as the feder-
al aid bill would strengthen present educational outlets plus
pave the way to supplement classroom and adult education pro—
grams through educational television throughout the entire
country.

In an attempt to predict the future, the station man-

agers of the present affiliates of the Educational Television

and Radio Center have issued a long-range forecast for non-

A

73"83 Pct. of Homes have Television Sets," The Flint
Journal, April 27, 1958, p. 2.

SEES

\ hut:

2r. r - - q -
. g n 30 v u : . E . .
”I. c a. 0. Q Q.» “In :3 J A
c uh Cu n1.“ '3 c Cb

{PU

Page 139
commercial, educational television. Their prediction fore-
sees by 1968 a total of one hundred stations linked together
by a live national network to serve eighty per cent of the
country's population.7u

With a reasonable amount of protection and encourage-
ment from the Federal Government and its agencies, with in-
sight and resourcefulness from state and community govern-
ments and their agencies, and with courage, imagination,
and unstinting hard work on the part of educators and edu-

casters, the future of non-commercial, educational televi-

sion can be unlimited.

 

74"ETV Directors Predict National Network," NAEB
(Eewsletter, (Urbana: National Association of Educational
Broadcasters, Vol. XXIII, No. 4, April 1958), p. 5.

 

CHAPTER IV

THE EDUCATIONAL POTENTIAL OF TELEVISION

The importance of reviewing the research which has
been done concerning the educational potential of televi-
sion cannot be overestimated. One could not recommend that
institutions of higher education invest time and money in
an educational television station or network unless it can
be proved that the television medium is:

1. An effective teaching tool equal or superior to

classroom instruction.

2. Superior to other communication media as an aid
to instruction.

3. Able to provide: (a) information, education,
and culture to a group unlikely to enroll for
formal study at the university, and (b) a satis-
factory additional opportunity for formal higher
education.

A. Sufficiently interesting as an educational med-

ium to attract and hold a large audience.

In this chapter we shall consider the findings of research with

Page 141
regard to the first three of these hypotheses; research into
the size and character of the audience for educational tele-

vision will be discussed in Chapter V.

I. RE TIVE EFFECTIVENESS OF CONVENTIONAL.AND

TELEVISED INSTRUCTION

A brief review of the background of the research in
this area shows that the basis for studies in television
learning is to be found in the battery of learning experi-
ments conducted during the past thirty years in the motion
picture and radio media, especially those completed under
the aegis of one of the branches of the armed forces. Re-
search as to the effectiveness of television as a tool for
learning began in 1952 with the armed services again lead-
ing the way, either in experiments with service personnel
or through government research contracts with institutions
of higher education. Over one hundred institutions of
higher learning are now eXperimenting, either independently
or as a part of some government research project, with
closed-circuit television in a search for at least a par-
tial answer to spiralling costs, building shortages, and
the scarcity of competent instructors.

The studies carried on to date have dealt almost

Page 142

exclusively with: (I) the comparative teaching effectiveness
of traditional classroom instruction versus instruction by
closed-circuit telecasting and (2) attitudes of administra-
tors, faculty, and students toward the television presenta-
tion. It is with the first of these, the comparative teach-
ing effectiveness, that we are now concerned.

In order to assay the effectiveness of instruction given
by television, it is necessary to turn to the research conducted
both with on-the-air telecasts and with closed-circuit televi-
sion.

Research in the relative effectiveness of conventional
classroom and televised instruction may be divided into two
classifications: (1) experiments with academic subjects and
(2) experiments with technical subjects.

Experiments with academic subjects. The following is
some of the major research in this area:

1. In the learning of General Psychology at Iowa State

College, in 1953, it was discovered that the tele-
vision class did better than any of the three con-

ventional classes taught by the same instructor.l

 

1Richard W. HUsband, "Television Versus Classroom for

Learning General Psychology," American Psychologist, Vol. IX,
N0. 5’ pp. 181-183. '

 

 

 

 

Page 1’43

2. In studies with the programming of elementary bi-
olog" and elementary psychology over RUTH-TV, in
1954, University of Houston psychologists reported
that there was no significant difference in the
average scores of any of the course groups.

3. Western Reserve University research, in 1954,
showed that television students in Elementary Psy-
chology and Comparative Literature had a median
grade thirteen points higher than those having

conventional instruction by the same teacher.3

4. In a project sponsored by the Fund for the Ad-
vancement of Education at Pennsylvania State Uni-
versity and completed in 1955, it was found that
the difference in the amount of information

learned by the two methods was not statistically

significant.

 

2Richard 1. Evans, H. Burr Honey, and Walter J. McAdams,
"An Evaluation of the Effectiveness of Instruction and Audience
Reaction to Programming on an Educational Television Station"
(Houston, Texas: University of Houston, 1954). Mimeographed.

a

“Western Reserve University, Telecourses §£.Western‘gg-
serve Universigy (A summary report of the first three years,
1951-19§4. Cleveland, Ohio: Western Reserve University, 1954).
Mimeographed.

”Project Number One of Instructional Television Research,
"An Investigation of Closed-Circuit Television for Teaching Un—

iversity Courses,” (Pennsylvania State University, 1955). Mimeo-
graphed.

Page 144
5. Reports on the Chicago City Junior College credit
courses offered over WTTW in 1956-57 show that,
in each of the four courses offered, television
students "earned 10% higher final grades in iden-
tical examinations than did over 2,500 classroom
colleagues."5
6. During 1957-58 the Ford Foundation sponsored 49
high school studies in mathematics and science
in the State of Oklahoma. This research "showed
that gifted youngsters . . . moved along much
more swiftly with TV instruction by hand-picked

teachers.”

Experiments with technical subjects. The following is

 

some of the major research in this area:

1. In 1954 the American Red Cross televised its
course in home nursing, and results of performance
and written tests of television and conventional
classes were compared. In this case it was dis-

covered that there was no difference between the

 

5"Fund Drive Scheduled for‘WTTW (TV) Chicago," Broad-
casting, March 4, 1957, p. 104. -

6

 

"TV Schooling Any Good?" Newsweek, October 6, 1958,
p. 86. . .

Page 145
written test scores of the two groups but that
the television group did slightly less well in
the performance test, work in which conventional
class students had received some practice.7

2. In a fundamental electronics course, the U. S.
Air Force proved television instruction equally
as effective as conventional instruction.

3. Results of an experiment conducted by the Human
Resources Research Office of George Washington
University for the Department of the Army in
1954 proved that televised instruction of army
basic subjects was at least as effective as
regular instruction. Television instruction
proved even more effective among lower-aptitude
groups.9

4. In a 1954 study comparing regular and televised

 

7Benjamin Shimberg, "Effectiveness of Television in
Teaching Home Nursing," Research Bulletin 54-19 (Princeton,
New Jersey: ducational Testing Service, 1954). Mimeographed.

8E. C. Dowell, "An Experiment in Training by Televi-
sion," Project 53-32 (Keesler Air Force Base, Mississippi:
3380th Technical Training Group, U.S.A.F., 1953). Mimeo-
graphed.

9Joseph H. Kanner, Richard P. Runyon, and Otello Desi-
derato, ”Television in Army Training," Technical Report E22
559 $5, (Human Resources Research Office, George Washington
University, Department of the Army, 1954.) Mimeographed.

6.

10

Page 146
instruction, the Quartermaster Training Command
of the Department of the Army determined that
the effectiveness of instruction by television
in Food Service Activities appeared to be equal
to that of classroom instruction in that third-
year Quartermaster ROTC Course.10
A. U.S. Naval Academy experiment to evaluate the
Academy's television system in the educational
process was conducted in 195§uusing a segment of
a required electronics course as subject matter.
The difference between the group receiving in-
struction by television and that following the
regular classroom procedure was small, about 2%,
computed on the basis of the maximum attainable
score. In terms of attained learning demonstrated
on retention test; the television groups had the
final advantage.

Results of research conducted by Fordham University

Robert M. Allen, Educational-Television Study, A re-

port prepared by the United States Army (Fort Lee, Virginia:
Quartermaster Training Command, 1954). Mimeographed.

11William R. Boehm, Report_ of an Evaluation of the U .S.
Naval Academy Educational Television System, (Annapolis, Mary-

land: U. s.

Naval Academy, 1954). Mimeographed.

Page 147
for the U. 3. Navy Special Devices Center in 1955
showed that army reservists from privates to
colonels made significant learning gains after re-
ceiving television instruction. Both officers and
enlisted men retained a substantial amount of the
material over a period of from three to six weeks.12
7. In 1958 the U. 3. Army conducted a study comparing
the effect upon learning of thirty-eight hours of
continuous television training over a five-day per-
iod with that produced by a similar period of regu-
lar classroom instruction. It was discovered that
teaching effectiveness was essentially the same
whether televised or regular instruction methods
were used. Television was also as effective as
regular instruction on retention test scores.13
These thirteen reports are far from all the studies
completed in the area comparing television and conventional

classroom instruction. They are, however, representative of

 

12R. T. Rock, J. S. Duva, J. E. Murray, "Training by
TV - A Study in Learning and Retention," Technical Report SDC
31679273, (Port Washington, L. I., New York: U. 3. Navy Spec-
ial Devices Center, 1955). Mimeographed.

13J. H. Kanner, Sanford Katz, and P. B. Goldsmith,
"Television in Army Training," (Washington, D. C.: Army Pic-
torial Service Division, 1958). Mimeographed.

Page 147
for the U. 3. Navy Special Devices Center in 1955
showed that army reservists from privates to
colonels made significant learning gains after re-
ceiving television instruction. Both officers and
enlisted men retained a substantial amount of the
material over a period of from three to six weeks.12
7. In 1958 the U. S. Army conducted a study comparing
the effect upon learning of thirty-eight hours of
continuous television training over a five—day per-
iod with that produced by a similar period of regu—
lar classroom instruction. It was discovered that
teaching effectiveness was essentially the same
whether televised or regular instruction methods
were used. Television was also as effective as
regular instruction on retention test scores.13
These thirteen reports are far from all the studies
completed in the area comparing television and conventional

classroom instruction. They are, however, representative of

 

12R. T. Rock, J. S. Duva, J. E. Murray, "Training by
TV - A Study in Learning and Retention," Technical Report SDC
fizéyggfz, (Port Washington, L. I., New York: U. S. Navy Spec-
ial Devices Center, 1955). Mimeographed.

13J. H. Kanner, Sanford Katz, and P. B. Goldsmith,
"Television in Army Training,” (Washington, D. C.: Army Pic-
torial Service Division, 1958). Mimeographed.

Page 1&8
research in the field and show an accurate cross-section of
the results that have been recorded.
The first thorough appraisal of classroom television
as a way of learning was recently completed by the Ford Foun-
dation's Fund for the Advancement of Education in a series of
studies involving 100,000 pupils in 250 schools throughout the
nation. This research showed in every case that the students
exposed to television study did significantly better than those
undergoing straight classroom presentation.lu
A summary of the research undertaken to date shows that:
(1) On written test scores, television students have
always scored equally as high, and in many cases
significantly higher, than those who have studied
in the conventional classroom.
(2) When comparing raw test scores of telecourse stu-
dents with those of on-campus classroom groups,
the telecourse students tend to have substantially
higher scores. (One cannot, however, make truly
valid comparisons between these scores since age,

motivation, and any number of outside factors en-

ter into the results.)

 

luflTv Schooling Any Good?" Newsweek, October 6, 1958:
pp. 86-80 I

 

Page 149

(3) When considering retention of the material
learned, the television student seems to have
a slight advantage over those in the convention-
al classroom.

(h) With regard to the relationship between televi-
sion instruction and student intelligence, one
may generalize that those of average intelli-
gence learn at least equally as well by televi-
sion, those of lesser intelligence learn better,
while those of higher aptitude are able to accom-
plish more when instructed by capable television

instructors.

II. COMPARATIVE EFFECTS OF THE VARIOUS MEDIA OF

COMMUNICATION

In any comparison of the effects of the various media
of communication one immediately discovers that the findings
in formal pedagogy vary with the subject being taught, the re-
lationship between the text and film, and the like. However,
there are some general principles which have been discovered
through research done in informal pedagogy or persuasion
which apply, generally, to any study of the educational value

of the various media.

Page 151
face-to-face iscourse, transmitted voice, and print are com-
pared as instruments of persuasion, it has been found that:

1. Personal address is superior to mechankaiaural ap—
peal.

2. Mechanical aural appeal is superior to printed ap-
peal due to differences in content, audience cover-
age, or psychological aspects of the communication
situation.

When the mass media are supplemented by face-to-face contact,
it has been found that:

l. Regardless of whether film is used as an introduc-
tion or as a review, it makes the discourse more
pedagogically effective.

2. The combined use of mass media and face-to-face
contact has been highly successful in propaganda

campaigns.15

Relative merits of radio and television. Both radio

 

 

 

and television have a number of characteristics which make
them desirable instruments for education:
1. They cut across barriers of geography and social
15For a thorough discussion of this research into the
relative merits of the mass media see: Joseph V. Klapper,

The Effects g£_Mass Media (New York: Columbia University
Bureau of Applied Social Research, l9h9). Mimeographed.

 

 

Page 152
class.

People have faith in information given over these

media.

Interest in programming is heightened because of:

a) A Special glamour the audience attaches to
performers.

b) A group feeling in which individuals in the
audience feel themselves members of a gigantic
group engaged in listening or watching the same
program.

c) An illusion of intimacy created by their qual-
ity of immediacy and their reception in familiar
surroundings.

These media are able to distribute information with

tremendous speed.

The audience receives a sense of dramatic partici-

pation with the product of "the magic box.”

The audience receives a sense of personal access

from these media which represents an approach to

a face—to—face contact. This is, of course, even

more especially true of television.

Both media are selective in their presentation,

weeding out the irrelevant and the distracting

while heightening appeals and providing a con-

 

Page 153

tinuity both in structure and mood.

however, as an educational tool television is superior

to radio in that:

1.

Television focuses both sight and vision,allowing

less possibility of distraction.

Television makes programming materials concrete,

not abstract, since it adds sight to sound.

Television is a more powerful medium because it

mobilizes more attention and attracts more time

from its audience.

Television is more spectacular as a medium; there-

fore, it can make a more vivid and lasting impres-

sion.

By means of television one is able to combine the

advantages of all forms of presentation and all

mass media.

By means of kinescope recording and film tape one

is able to:

a) Present programs which would be impossible to
produce live at the time of broadcast.

b) Preserve programs to be presented at more than

one time segment or to be held for future pre-

Page 154
sentation.

From this summarization of research findings, one may
conclude that television combines the effectiveness of person-
al address, the impact of print, and the dramatic appeal and
selectivity of radio and the motion picture. Television is,
in itself, a multiple-media eXposure which makes it a super-
ior tool for the conveying and retention of both simple and
complex materials. Because of its superior quality as an in-
strument for conveying knowledge and because it attracts and
mobilizes more time from its audience, television is the most
important mass medihnin the cultural, social, and economic

life of this nation.

III. ABILITY TO PROVIDE A CULTURAL SERVICE TO A GROUP NOT
LIKELY TO ENROLL AND AN ADDITIONAL OPPORTUNITY

FOR FORMAL HIGHER EDUCATION

The warp and woof of the American educational system
has been woven on a general consensus of opinion that all
children, regardless of the wealth or status of their parents,
are entitled to an equal chance to acquire an education suited

to their individual needs and capacities. In 1947 the Presi-

16

For a more detailed account of the characteristics of
radio and television, see Leo Bogart, The Age 2£_Te1evision
(New York: Frederick Ungar Publishing Company, 1956),pp. DEFAO.

 

Page 155
dent's Commission on Higher Education gave further meaning
to this principle when it declared: "Equal educational op-
portunity for all persons, to the maximum of their individual
abilities and without regard to economic status, race, creed,
color, sex, national origin or ancestry, is a major goal of
American democracy."17

Since individuals are not granted equal native endow-
ments, "equality of educational opportunity" refers to an
equal chance to acquire an education varying with the indivi-
dual's needs, wants, and abilities.18 One must realize that
the fortunes of birth are the chief obstructions to this type
of equal opportunity, principally one's family income and sta-
tus or the distance one lives from an institution of higher
education.

Following the pattern set by the U. S. public education
system in elementary and high schools, there has been increas-
ing pressure for and expectation of the opportunity to go to
college. This "go to college" movement is largely due to:

l. The larger number of students now completing high

17President's Commission on Higher Education, Higher

Education for American Democrac Vol. II (Washington, D.C.:
Government Printing Office,l 7), p. 3.

8
l M. H. Willing et al., Schools and Our Democratic

Society (New York: Harper and Brothers, 1951), p. 139.

Page 156
school.

2. The increase in birth rate which will inevitably
produce more high school students capable and de-
sirous of a college education.

3. Adults in any given class expecting their chil-
dren to receive the "same" or "better" education
than they, themselves, received.

h. Higher wage and salary levels making it economi-
cally possible for more children to attend college.19

It is important, therefore, that state university educa-

tional television provide: (1) information, education, and
culture to a group unlikely to enroll for formal study at the
university, and (2) a satisfactory additional opportunity for
formal higher education.

A cultural service £2 the state. The ever-increasing

 

number desiring higher education is not exclusively confined
to those presenting themselves at "the college door" nor to
those of the customary "college age," but institutions of
higher learning are discovering a growing desire for the ex-

tension and diffusion of their services throughout society.

 

19W. Lloyd Warner, Robert J. Havighurst, and Martin B.
Loeb, "Curricula-Selective Pathways to Success," Readings In_
Education, Faff and Grambs, editors (New York: Harper and
Brothers, 1956), p. 182.

 

Page 157

The roots of a rationale for university extension are to be
found in the rationale of the place of a university in a
democratic society. In other words, it is based on the
Jacksonian approach to educational problems/20

While the university extension movement did not begin
until 1876, adult education, itself, emerged from a long cul-
tural tradition of expanding educational opportunity. And,
since World War II, it has been the most rapidly growing
segment of American education -- faster than elementary
schools which have reflected the postwar birth rate and fas-
ter than colleges and universities which responded to G. I.
benefits.21

Adult education in institutions of higher education

has grown chiefly for three reasons:

1. There has been a rise in the general educational
level; consequently, more adults recognize the
value of further education.

2. Our rapidly changing culture has made it important,

if not essential, to continue learning throughout

life.

 

20A consideration of Jacksonian education may be found
in Chapter II, pp. 28-9.

leomer Kempfer, Adult Education (New York: McGraw-Hill
Book Company, Inc., 1955), p. E.

 

 

Page 158
3. An individual receives much personal satisfaction
from his association with others in an educational
situation.

Broadcasting services, which include both radio and
television, are only one of eleven activities generally as-
cribed to university extension.22 Actually, university-
operated television can fulfill many of the functions of four
additional extension services: (1) correspondence teaching,
(2) lecture services, (3) extension classes, and (h) evening-
school and resident-center activities. This does not mean
that these would or could be entirely eliminated from exten-
sion work, but that:

l. A great deal of duplication could be eliminated and

the money saved could be spent to expand the service.

2. The best teachers could be given a wider audience.

3. Additional offerings could be made where personnel

 

2E'Extension activities include:
"1. Correspondence teaching 8. Film and visual-aid serv-
2. Lecture services ices
3. Summer-school programs 9. Conferences, institute,
h. Extension classes and short-course activities
5. Press and publication services 10. Broadcasting services
6. Evening-school and resident- 11. Special services for commun-
center activities ities, institutions, and
7. Library lending services other interest and profes-

sional groups"

C. Hartley Grattan, In. uest 2£_Knowledge (New York:
Association Press, 1955), pp. 19 -5. .

Page 159

or equipment problems prevent the physical "tak-
ing the course to the people." ‘

A. Small communities would receive improved extension

services.

Opportunity for formal higher education. State uni-
versity educational television can provide an opportunity for
formal college credit to those who cannot avail themselves of
on-campus study.

The free public school system has done much to improve
the disadvantageous position of the poor even though there are
still discrepancies in facilities, quality of teachers, and
courses of study offered. At the same time, state-owned in-
stitutions of higher learning have always held student fees
at a minimum in an attempt to equalize educational opportunity
throughout the entire public education system. However, re-
gardless of the minimal cost in state-owned institutions, a
college education is far from free; and, of course, the most
expensive item is room and board. Any attempt at providing
telecourses to assist those finding it difficult or impossible
financially to attend college would help in equalizing educa-
tional opportunity; this would apply, especially, to those
general college courses which are universally required.

In addition to assisting in equalizing educational dif-

Page 160
ferences caused by insufficient family resources, state uni-
versity educational television would also be able to mini—
mize handicaps caused by the distance which one lives from
an institution of higher learning. Surveys over the past
thirty years have definitely shown a close relationship be-
tween the distance one lives from a college or university
and college attendance. Quoting from studies made in Cali-
fornia, Michigan, Minnesota, and New York, Jesse Bogue23
points out that approximately one-fourth of the young peo-
ple who live within ten miles of an institution of higher
learning attend college the first year after high school
graduation. The number decreases until only one of seven
attends among youth living more than twenty-five miles from
such an institution. The Michigan studies showed further
that in counties with high per capita incomes, but without
a local institution of higher education, the percentages of
students continuing their education beyond high school were

2h

among the lowest in the State.

From the information available, Bogue concludes that

While finance is an important factor tin college attendance],

 

23Jesse Parker Bogue, The Community Colle e (New York:
McGraw-Hill Book Company, Inc., 1950), pp. 63-66.

2nIbid., p. 65.

Page 161
even in communities with colleges, geographical location of
students with respect to institutions appears to be even more
important."25

As an additional opportunity for formal higher educa-
tion, telecourses are being offered for credit over educa-
tional stations and networks and over commercial stations and
networks by municipal, private, denominational, and state-
supported colleges and universities.26 A precise count of
the number of telecourses now being aired is quite impossible;
however, a compendium of these offerings, based on information
received from two hundred colleges and universities and forty-
eight state superintendents of public instruction, has been
made in the office of Dr. Lawrence McKune, Television Coordin-
ator for Continuing Education at Michigan State University.27
Telecourse activity in forty-three of the seventy-one institu-

tions being considered in this study are reported in this

volume, Telecourses 32? Credit. Dr. McKune points out, in

 

the Foreword, that the 1957—58 listings show an increase

 

25Ibid., p. 66.

26Continental Classroom, s telecourse in physics, is

offered by the National Broadcasting Company with the coopera—
tion of private and state-supported colleges and universities
throughout the country; however, since the educational institu-
tions do not originate the series, it is not considered in the
following discussion of telecourses.

 

27“Telecourses for Credit” VOlume 5 East Lansing: Mich-
igan State UfiIversIty ContInuIng Education ervice, September

1. 1958).

 

 

of 112.6fl over the total of the listings from 1951 to 1957.2

In

Page 162
8

the discussion of telecourses which follows, only

1957-58 statistics for open-circuit courses given for credit

by colleges and universities will be considered.

1.

28

Subject-flattgr_o£ :elegourseg. In analyzing tele-
courses by subject-matter, one would see that the
largest single category of offerings was the social
studies; the second largest, but almost a third
less, English language and literature; these were
followed closely by education and science. Other
large categories of college and university tele-
courses for credit during 1957-58 were, according
to the frequency of presentation,mathematics,
language, psychology, religion, business, speech,
and music.

Among thenpre unusual telecourse offerings were:
Remedial Math and High School Driver Training by
Ohio State University, Workshop for Writers by
the University of Cincinnati, and Landscape Gar-
dening by Fresno State College. It is also inter-

esting tonote that all eight telecourses offered

by the University of Nebraska during the 1957-58

Ibid.

Page 163
school year were on the secondary school level.

2. go§t_o£_gelegour§es. The cost of courses ranged
from $2, for Ohio State's Remedial Math aired on
the University's WOSU-TV, to $75. for any New York
University offering over "Sunrise Semester" on

9 Several other private and municipally-

WCES-TV.2
owned institutions offered credit courses with
tuition of $40 and over, including Colby College

and the University of Houston. The average cost

of a course at Western Reserve University (which,
incidentally, has been in the telecourse "business"
longer than any other college or university) was
$27.

The tuition charged by state universities and
land-grant colleges extended from Ohio State Uni-
versity's $2 and the University of Nebraska's
$5.75 to the University of Illinois' $20 and Mich‘
igan State University's $21 to $27. Actually the
most frequent credit enrollment fee for these state-

supported colleges and universities was $10 to $14.

Non-credit fees for these same institutions ranged

from $2 to $5.

29New York University is charging $90 tuition for tele-
courses during the 1958-59 school year.

Page 164

3. _A_u_<_i_i_e_n_c_e_f9_r_Te_le_cour-sea; Students may register

for credit or as auditors (paying less fee) or can
listen free (in which case there is no tabulation
as to the number of listeners). To date, the larg-
est credit registrations for one course are from
California in 1954: 300 at the University of Cal-
ifornia at Berkeley and 291 at the University of
Southern California. The largest number of paid
auditors was 800 for one course at the University
of Minnesota. It is estimated that for every cred-

it viewer enrolled there are 1000 non-credit
viewers.

A standardization of requirements for telecourses has
become a natural outgrowth of the experimentation in this
field. All institutions of higher education require the same
prerequisites to receive telecourse credit as for the same
course when taken on campus; only catalogue-listed, campus-
taught classes are offered as telecourses; to receive credit
one must submit a transcript of high school or college grades

and be officially admitted Just as any other student; and or-

dinarily, except for extenuating circumstances, television

 

30Credit Courses 22 Television (Washington, D.C.:
American Council on Education, 1955), p. 37.

 

Page l65//L~J
ts must come to the campus or an off-campus center to

be final examination for the course.
IV. SUMMARY

For centuries educational institutions have shared
hurches a virtual monopoly with regard to the responsi-
for the interpretation and transmission of cultural
. This monopoly ended with the advent of mass communica-
While television is definitely the most effective

of mass communication, to suggest that television alone

shoulder the burden of education for the scientific
, of course, absurd. However, research has shown that
sion can be a fine instrument to convey ideas and an
ant tool for education. Higher education by univer-
elevision could also serve a definite need in helping
alize the opportunity for formal and informal learning

the usual twelve years in the public schools.

 
  

.1,

 

 

 

 

 

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CHAPTER V
THE AUDIEKCE FOR EDUCATIONAL TELEVISION

Television's qualifications as an instrument of edu-
cation were discussed in the previous chapter where it was
found that not only is television a fine tool for teaching,
the best of the mass media, with tremendous drawing and
holding appeal, but that it could also provide a cultural
service in both formal and informal education.

However, regardless of the universality of televi-
sion's appeal as a medium, there remains the question of
the exact nature of the audience for television when the
programming is education, not entertainment. It is neces-
sary to know the composition of this audience, its charac-
teristics, its size, and its taste in programming to help
in ascertaining if the group who would avail themselves of
this service, when provided by a state university, would be
sufficiently large or important to warrant a state-owned
institution of higher learning's expending the amount neces-

sary for some form of television programming.

Page 168

I. STUDYING THE AUDIENCE

Importance g£_the audience. An audience is the basis

 

 

of any medium of mass communications; it is the source of

its support, the inspiration for its programming, and the re-
ceiver of its message. The audience for television is not a
homogeneous group but is composed of many diverse groups

which are brought together from time to time out of a common
interest. If there is value to educational television and if
the principal reason for its modicum of success is lack of
audience, then the primary concern of every station owner and
administrator should be the nature, the needs, and the desires
of the American public. These are to some extent already evi-
denced through surveys of: (l) the present audience for pub-
lic service and educational programs on commercial stations
and (2) the viewers already among the ranks of the educational
telecasting audience; for the nucleus of the educational tele-
casting audience of the future will undoubtedly be found in
the select few, the educational television audience of today.

Scarcity 23 information about the audience. Material

 

of this type which applies to educational television is rather
difficult to find, since any type of audience study or survey
is a costly venture. Consequently, the principal audience

reports available have been prepared by: (1) commercial sta-

Page l69

tions or networks in an attempt to prove to a sponsor that a
particular program or time segment has a high audience rat-
ing, or (2) a sponsor or his advertising agency in an attempt
to discover the worth of his television investment. Research
dealing exclusively with the audience for educational televi-
sion is even more scarce; and, for the most part, these stud-
ies have been conducted by institutions of higher learning
and financed by one of the foundations interested in the pro-
motion of educational television.

Limitations and restrictions 22_interpretation 2£.§§£3°
There are five very important considerations which must be
taken into account before other data from an audience survey
becomes meaningful and may be accurately interpreted. First,
a station operating on an Ultra High Frequency channel (UHF)
could not possibly have as high an audience rating as one
appearing in the Very High Frequency (VHF) band. In communi-
ties where the only UHF station is the educational outlet the
likflihood of any survey's being accurate is indeed slight,
since even contacting the set owners, or knowing how many
there are in the vicinity, would be a physical impossibility.

Secondly, one must take into account whether the survey
is based on listeners to a commercial or non-commercial outlet.

A commercial station, with its higher-budgeted programming,

Page 170
its primarily entertainment features, and its network affili-
ation, has a much higher "drawing power” than its non-
commercial, slimly budgeted, non-affiliated competitor. Fur-
thermore, even if the non-commercial station programmed a fea-
ture which would compete for the majority audience, the Amer-
ican public has not proved to be a discriminating, selective,
dial-twisting audience which will automatically tune to another
channel for a particular program. Unfortunately our audiences
are, for the most part, composed of creatures of habit.

In the third place, in studying data on audiences of
educational telecasting, one must remember whether the mater-
ial he is interpreting is based on the regular audience to
the station's programming, on the telecourse registrants, or
on the telecourse auditors. There are several reasons why
this breakdown is important; for example, the telecourse
registrants are necessarily a smaller group since they have
to be formally cleared for admission to the institution and
eligible for college credit. The registrants must be far
more interested than the average listener in that they have
scheduled that period for their undivided attention each
class meeting over an extended period of time. With a fairly
large sum of money invested in enrollment, a syllabus, and

books, members of this group will almost always be better

Page 170
its primarily entertainment features, and its network affili-
ation, has a much higher "drawing power” than its non-
commercial, slimly budgeted, non-affiliated competitor. Fur-
thermore, even if the non-commercial station programmed a fea-
ture which would compete for the majority audience, the Amer-
ican public has not proved to be a discriminating, selective,
dial-twisting audience which will automatically tune to another
channel for a particular program. Unfortunately our audiences
are, for the most part, composed of creatures of habit.

In the third place, in studying data on audiences of
educational telecasting, one must remember whether the mater-
ial he is interpreting is based on the regular audience to
the station's programming, on the telecourse registrants, or
on the telecourse auditors. There are several reasons why
this breakdown is important; for example, the telecourse
registrants are necessarily a smaller group since they have
to be formally cleared for admission to the institution and
eligible for college credit. The registrants must be far
more interested than the average listener in that they have
scheduled that period for their undivided attention each
class meeting over an extended period of time. With a fairly
large sum of money invested in enrollment, a syllabus, and

books, members of this group will almost always be better

Page 171
educated and from a higher economic level than the regular
listener or the telecourse auditor.

The fourth consideration in the interpretation of
audience data is the difficulty in accurately interpreting
findings based on one city or section of the country and pro-
Jecting them for other cities or sections, or giving them uni-
versal application. Companies involved in nation-wide rating
services for commercial broadcasting and telecasting have dis-
covered that: (1) different cities prefer very different types
of programs; however, the size of a city does not seem to de-
termine viewing tastes; (2) the time a particular program is
offered may greatly influence its popularity; and (3) viewing
habits in the various sections of the country are very differ-
ent.1

Fifth, and finally, one must analyze the survey meth-
odology itself: the procedure, the size of the sample, and
the type of deductions reached from the material at hand.
Inaccurate statistical procedure can invalidate any survey.

Let us now turn to the information that has been

learned about the audience for educational and cultural tele-

vision.

1"Those Roller Coaster Ratings,” Ty_Guide, September
6-12, 1958, pp. 17-19. -

Page 172

II. AUDIENCE DATA

Size f audience. No one can deny the popularity of

 

television or the size of audience it is possible to reach
by this medium. In a short seven years, a television set,
which has never been an inexpensive item, has become a house-
hold necessity. U.S. Bureau of Census figures show that, in
January 1958, there were £1,924,000 television households;

in other words, 83% of American homes had television, an in-
crease of 71% since the 1950 census.2 These figures do not
take into account the 3% of American homes which are still
outside the range of television.

One should bear in mind, however, that regardless of
the number of television sets available in American homes
there will always be a number of factors imposing limita-
tions on the creation of a universal audience for any tele-
vision programming. Among these factors are limits created
by age, sex, educational background, occupation, economic
status, and place of residence.

Studies by the Television Bureau of Advertising have
shown that: (l) in homes with an income under $3,000, 29

hours a week are spent watching television; while (2) in

 

2”U.S. TV Sets: How Many and Where?” Broadcasting,
April 15, 1958, p. 76.

Page 172

II. AUDIENCE DATA

Size f audience. No one can deny the popularity of

 

television or the size of audience it is possible to reach
by this medium. In a short seven years, a television set,
which has never been an inexpensive item, has become a house-
hold necessity. U.S. Bureau of Census figures show that, in
January 1958, there were h1,924,000 television households;

in other words, 83% of American homes had television, an in-
crease of 71% since the 1950 census.2 These figures do not
take into account the 3% of American homes which are still
outside the range of television.

One should bear in mind, however, that regardless of
the number of television sets available in American homes
there will always be a number of factors imposing limita-
tions on the creation of a universal audience for any tele-
vision programming. Among these factors are limits created
by age, sex, educational background, occupation, economic
status, and place of residence.

Studies by the Television Bureau of Advertising have
shown that: (l) in homes with an income under $3,000, 29

hours a week are spent watching television; while (2) in

2"U.S. TV Sets: How Many and Where?” Broadcasting,
April 15, 1958, p. 76.

Page 173
homes with incomes over $10,000, 50 hours a week are spent
with the medium.3 While televiewing does vary with the sea-
sons of the year, data compiled by the A. C. Nielson Company
has shown that the number of hours spent viewing has continu-
ously increased over the past three years, averaging 4.9 hours
per day for 1955, 5.0 hours in 1956, and 5.1 hours in 1957 A

The general public should neither be surprised nor
discouraged if the EiEE.2£.the audience for educational tele-
vision does not begin to compare with that obtained by com-
mercial stations. One only needs turn to the audience polls
for the British Broadcasting Corporation's Third Programme to
find an excellent precedent for the small audiences for pro-
grams of culture. Although its audience had always been a
very distinct minority, postwar broadcasting plans of the BBC
estimated that the Third Programme would receive ten percent
of the total listenership. This has, however, proved to be a
Ilighly unrealistic assumption since the British audience has
Tlever favored "the programme" with more than 1%, 376,000 lis-

teners. Frequently the audience has numbered less than 20,000.5

‘-

3"TvB's TV Vision is a Bright one," BroadcastingeTelecast-
ills August 26. 1957, p. 98. —---

h”Perspective '58,” Broadcasting. February 2”: 1958: P-

12c)

5Burton Paulu, British Broadcastin : Radio and Televi-
Eéfigg in the United Kingdom (Hinneapolls: niversIty of Minne-

SOta $853: 1956): pp. 368-9-

 

%— _

 

Page 174

The size of the audience for educational television
is also much more difficult to compute and must be figured
on a completely different scale from that used by commercial
telecasting. In the first place, with only forty education-
al television stations in Operation, and almost all of these
located in large communities, the opportunity to receive edu-
cational programming is strictly limited. Secondly, there
will be few, if any, of the audience for educational televi-
sion who will keep dialed to educational programs for their
entire televiewing day. These factors must be remembered
when one considers, for example, the results of a study Con-
ducted by the Educational Television and Radio Center in 1957
showing an audience of over twelve million for the twenty-six

educational outlets then on the air.6 The audience for edu-

 

6Ryland W. Crary, ”The Audience for Educational Televi-
sion," NAEB Research Fact Sheets, Series IV, Number 13, Febru-
ary 1958, pp. lA-hA.

These findings, released by Dr. Ryland w. Crary, direc-
tor of education for the ETRC, were based on six audience stud-
ies completed under the Center's program of grants-in-aid for
research. Research in all six areas indicated that the ETV
audience could be estimated at from thirty to sixty percent of
the setholders in the station's coverage area. Dr. Crary’s fig-

ure of an audience of twelve million is based on the lowest,
the thirty percent, estimate. This number does not include
ETRC programs viewed over commercial stations, NBC series pro-
duced in cooperation with ETRC and aired over NBC outlets, the
viewing of ETRC programs as part of a film service and not over
television, the audience for locally produced educational pro-
grams on commercial stations, and the audience for commercial
stations owned and operated by educational institutions.

Page 175

cational stations has more recently been estimated as over
fifty million.

With regard to formal education presented gn’commer-

 

cial stations, there have been more surveys prepared on the

 

University of Michigan Television Hour than on any other sin-
gle venture. This is a weekly, hour-long, three-section pro-
gram produced on kinescope and available to interested commer-
cial stations. While there are many differences (1) in metho-
dology between the polls which have been completed on this ser-
ies and (2) in thoroughness between studies made for newspapers
and periodicals and J. E. Lynch's doctoral dissertation,7 all
research has brought out basically the same conclusions. For
example, writers agree that: (1) when the program is presented
over a single Detroit commercial station it has an audience
estimated at 100,000 to 150,000, (2) approximately one-half

the television set owners in the Detroit area have viewed the
program, (3) one-fourth of those who have seen the program
watch once or more each month, and (h) viewers actually do

not represent a cultural minority but are from all age

groups, educational backgrounds, and economic status.

 

7J. E. Lynch, 9A Study of the Size and Composition of
the Viewing Audience of an Educational Television Program in
the Detroit Metropolitan Area” (Unpublished doctoral disserta-
tion, University of Michigan, Ann Arbor, 1955).

Page 176
There have been no significant differences shown between
viewers and credit enrollees except that enrollees are re-
quired to pass university entrance requirements; this neces-
sitates a slightly higher educational level and implies a
higher status occupation.

During the 1957-58 school year, New York University
and WCBS-TV offered a college-credit course in literature at
6:30 A.M. week-days charging $75 tuition for credit-seeking
viewers. During the first semester, an estimated 125,000
persons watched this course for pleasure while 177 received
NYU credit for completing the sixteen-week course. During
the second semester of comparative literature, 113 received
credit and an additional 3h paid $35 Just to get certificates
signifying satisfactory completion of the course. The "Sun-
rise Semester” project was expanded to a full hour for the
1958-59 school year and is offering courses in history and
literature, mathematics, a "great books" series, and a course
in government.

Viewing habits. Again the five-hour-per-day type of
viewing household would be extremely unusual in the realm
of educational television. Consequently, in discussing regu-
lar viewing of educational programming, there is a question

as to what would be called ”steady" viewing. Dr. Wilbur

Page 177

Scnmramm, of the Institute for Communications Research at
EStanford University, states that six programs per week should
'be considered as minimal steady viewing.

Let us analyze, therefore, the viewing habits of

‘those over thirty percent who watch educational television
at least occasionally:

1. A 1955 audience study in Pittsburgh showed that
the average WQED viewer watched their programming
between four and five hours weekly, or an hour
per day on those days on which the station's ser-
vices were used. Only 13% of the sample viewed
WQED ten hours or more per week.

2. A 1957 survey of the same Pittsburgh station's
audience showed that about half the interviewees
watched WQED occasionally or regularly and half
watched rarely or never. The exact breakdown of
these groups shows that: 25% tuned in only rare-
ly, 38% watched occasionally, while 10% were regu-

lar WQED viewers.10

 

8Crary, 22, cit., p. 3A.
9Ibid.

loLewis Diana and Howard Rowland, The WQED Audience:
An Analysis of Three Audience Surveys - 1955, 1956 and 1957
(Pittsburgh, Pa.: University of Pittsburgh, 1957), p. 6.

(Mimeographed.)

 

 

 

Page 178
3. In the Houston, Texas area approximately 60% of
the set owners are estimated to be sometime
viewers of KURT-TV. Of this number, the Univer-
sity of Houston claims 21% as frequent viewers.
4. A 1957 study of the San Francisco Bay Area showed
that viewers watched KQED on the average of 2.7
programs per week. 35% said they tune in one
KQED program weekly. 40% saw three or more pro-
grams each week; while only 9% tuned to KQED for
six or more programs each week.12
5. In a 1957 study of the KUON-TV audience, it was
determined that 44% of the sample interviewed
stated that they viewed the University of Nebraska's
station occasionally while only 23% reported regu-
lar viewing.l
It must be remembered that the audience for educational
11Richard I. Evans, “An Analysis of Some Demographic and
LPsychological Characteristics of an Educational Television Sta-
tion Audience" (Houston, Texas: University of Houston, 1956),
ED. 2. Mimeographed Abstract.
12Wilbur Schramm, "The Audience for Educational Televi-
E3ion in the San Francisco Bay Area," NAEB Research Fact Sheets,

53eries IV, Number 14, February 1958, pp. lB-4B.

13C1arence Flick, "A Study of the Educational Viewer in
the KUON-TV Area, " mas Research Fact Sheets, Series IV, Num-
berl4, February, 1958, pp. lD-4D.

Page 179
television is automatically reduced in number when the out-
let telecasts on a UHF frequency. Latest figures estimate
that only 8.4% of the television sets in operation are cap-
able of receiving the UHF band.1u This audience is even
smaller when the educational UHF station operates in an ex-
clusively VHF area.

Audience statistics from this type of UHF outlet are
usually comparable to the following study of Michigan State
University's UKAR-TV, while it was operating on UHF Channel
60 during 1956. It was estimated that the station was viewed
at least occasionally by 28% of the television households cap-
able of receiving a UHF signal. Among these Channel 60 house-
holds who viewed at least one program regularly, the average
number viewed on a regular basis was given as four. The
maximum number of programs viewed by any one household was

15

seventeen.

Social class. American democracy has always had a type of

 

class hierarchy. With the industrialization of the nation, class

 

1h”Nielson Charts UHF Ups, Downs,“ Broadcasting, August 11’
1958. p. 40.

15Irving R. Merrill, Benchmark Television-Radio Study,
Part I: Lansing (East Lansing, Michigan: lichigan State Uni-
versity, December 1956), p. 8. Mimeographed.

Page 180
lines and their surrounding social movements have increased.
There are three bases for differentiation of the class
groups: (1) status and prestige, (2) power - which frequent-
ly is closely related to status and prestige, and (3) senti-
ments and interests.16

In general, five distinct social classes have been

delineated in American communities; each merges with the one
above and the one below it.17 While sociologists may refer
to these groupings by different names, the class structure
of communities remains comparable. Parker, Barry, and
Smythe in The Television-Radio Audience and Religion use

the following breakdown into social classes:

1. wealthy families, often inherited wealth, heads
of households are leaders in business and profes-
sional pursuits;

2. adults are almost all college graduates, males
occupy high managerial positions. (well-to-do
peeple but usually no substantial inheritance);

3. vast majority of small prOprietors, white collar
office people, and sales workers; frequently

have some college background (church, lodge, and
family are their social life);

 

l6Wilbur B. Brookover, A Sociology of Education (New
York: American Book Company, 1955), p. 80.

17“. Lloyd Warner, Robert J. Havighurst, and Martin
B. Loeb, Who Shall Be Educated? (New York: Harper and Bro-
there, 19m, pp. 19-27.

 

Page 181
4. semi-skilled factory workers predominantly older
members not completed high school (family, union,
neighborhood, and lodge are their social life);
and
5. semi- and unskilled workers, adults not completed
elementary grades (family flat, street, or neigh-
borhood social agencies are their social life).
One could surmise that television set ownership might
be associated with class 1 or 2 membership, since the purch-
ase of a set still represents several weeks'tn a month's in-
come for members of the other three classes. However, in
all studies completed to date, it has been proved that there
is no correlation between higher income and set ownership;
actually quite the reverse is true. In Parker's survey of
the New Haven, Connecticut area, which was made during late
1954 and early 1955, only 50.5% of the class 1 families were
set-owners; and TV ownership increased steadily through so-
cial classes 2 and 3 to social class 4 where 80.7% were set-
owners. The percentage of ownership in social class 5 was
somewhat less, 75.8%, possibly because incomes in this group

are quite low; but even here the percentage of set-owners

was half again as high as in social class 1.19 During the

 

18
Everett C. Parker, David H. Barry, and Dallas W.
Smythe, The Television-Radio Audience and Religion (New York:
Harper and Brothers, 1955:), p. 159.

 

191bid., pp. 161-2.

Page 182
three years following the completion of Parker's survey,
there has been a gradual narrowing of the differences in
set ownership among the various sub-groups of the popula-
tion.23 Group five is only very slightly behind in set
ownership at the present time.

The listeners educational and economic level should
be considered as adjuncts of his social class. With regard
to educational level, Market Research Corporation reports
show that those having a high school education were the
first to become television set owners while college and
grade school educated lagged behind. However, the percen-
tage of the college educated group now equals that of the
high school, and it is only the least educated who are now

behind in set ownership.21

Most of the researchers studying the educational
level of ETV's frequent listeners have concluded that the
educational television audience differs little, if any,
from the infrequent or non-viewer. However, there is agree-
ment amongst them that the ETV fan has more intellectual and

cultural curiosity--possibly reading more books, seeing more

 

2OLeo Bogart, The Agg_g§_Television (New York: Fred-
erick Ungar Publishing Company, 1956), pp. 13-14.

 

211bid., p. 15.

 

Page 183
plays, and indulging in more classical music than his non—
viewing counterpart. Another distinction in education may
also be drawn in that the more formal education one has the
more likely he is to be a frequent viewer of educational
television.

With regard to formal educational programs offered
over commercial stations, in analyzing the educational back-
ground of listeners to a course in tailoring offered by the
University of Wisconsin over a commercial station, WTMJ-TV
in Milwaukee, it was discovered that 1.9% had less than an
eighth grade education, 18.6% had an eighth grade education,
56.3% one to four years of high school, and 21.8% some for-
mal education past high school.22

Asnmilar set of findings resulted from two surveys
of the Western Reserve University offerings. However, since
the course content came from theliberal arts, the education-
al level of the viewers ranged slightly higher; in this case
the average listener had slightly more than a year of col-
lege education. This series was given in the morning when
the audience is primarily composed of women, and the poll

showed that the viewers' husbands had an average of two and

22Polloch and Meloche, Tailorin ‘£.Coat (Madison:
University of Wisconsin Press, 1955,, p. 3.

—a

 

Page 183
plays, and indulging in more classical music than his non-
viewing counterpart. Another distinction in education may
also be drawn in that the more formal education one has the
more likely he is to be a frequent viewer of educational
television.

With regard to formal educational programs offered
over commercial stations, in analyzing the educational back-
ground of listeners to a course in tailoring offered by the
University of Wisconsin over a commercial station, WTMJ-TV
in Milwaukee, it was discovered that 1.9% had less than an
eighth grade education, 18.6% had an eighth grade education,
56.3% one to four years of high school, and 21.8% some for-
mal education past high school.22

Ainmilar set of findings resulted from two surveys
of the Western Reserve University offerings. However, since
the course content came from tl'e liberal arts, the education-
al level of the viewers ranged slightly higher; in this case
the average listener had slightly more than a year of col-
lege education. This series was given in the morning when
the audience is primarily composed of women, and the poll

showed that the viewers' husbands had an average of two and

 

22Polloch and Meloche, Tailoring; Coat (Madison:
University of Wisconsin Press, l95h), p. 3.

Page 18%
23

one-half years of college education.

Information about the listeners' economic level may

 

be gained from James Lynch's doctoral dissertation. The
author points out that those working as professionals, pro-
prietors, or managers plus craftsmen, foremen, and kindred
workers are the most likely to view the University of Mich-
igan Television Hour; but in no occupation group was the
level of viewing below h0%. Dr. Lynch points out that
viewers of that program cannot be considered strictly as
a ”cultural minority" but tend to be a group rather evenly
distributed among all segments of the population. However,
actual enrollees for the telecourses tended to have higher—
2h

status occupations.

Age and Sex. Most of the data available on the age

 

and sex of the audience for culture is to be found in the
information from telecourse surveys such as Scothern and
Harwood’s report on Dr. Frank Baxter's telecourse, "Shakes-
peare on TV." The authors found the typical enrollee to be

a forty-year-old married woman with three children and two

 

23H. G. Halpern, Western Reserve Telecourse Audience
(Cleveland: Western Reserve University, 19555, p. 2. Mime-
ographed.

2am—nCh’ fl. Cite, pp. 110-30

Page 185
years of higher education.25

This same picture (female, married, a mother and for-
ty) is consistent throughout the literature--with this one
additional factor, female telecourse viewers exceed male
viewers by 30 to 80%.

Explaining this predominantly female audience is not
difficult: (I) The bulk of the surveying has been done on
programs broadcast during the day. Even Garry Moore's day-
time program, a far cry from culture, reported only 1h%

6 (2) The majority of the educa-

male viewers at 11 A.M.2
tional outlets operate on abbreviated schedules during the
academic school year, many going off the air early in the
evening and most closing down over week-ends. And, since
the FCC does not insist on a round-the—year schedule for
educational stations, some even go off the air for a portion
of the summer months. Not only does such a practice make
building an audience next to impossible, since the televi-
sion audience has come to expect regularity; but it also

makes the station almost inoperative at the precise time

when the male audience would be the greatest. (3) Statis-

 

25R. Scothern and K. Harwood, ”Students of 'Shakes-
peare on TV',” Journal 33 the AERT, 15: No. l, 1955, pp. 12-15.

26Statement by Garry Moore, over the CBS-TV network,
January 11. 1957.

Page 186
tics for evening programs are most frequently derived from
telecourse audiences which have a high percentage, over
33 1/36, of teachers, librarians, and nurses--occupations
filled largely by women.27’ 28

Program preferences. To occupy a position in the

 

academic world is to owe a cultural responsibility. In the
case of state university television, it must assume this
responsibility not Just to those who are already taking ad-
vantage of the cultural opportunities offered by the insti-
tution through its on and off-campus activities but also to
the even greater masses who can be stimulated into seeking
more information and widening their educational backgrounds.
Where educational television is not interested in gaining
an all-day audience, t must: (1) discover the educational
needs of the potential audience which can best be filled

by the television services of a state university; (2) find
the general programming preferences and the academic level
of the group who would or could be attracted to a particu-
lar program; and (3) meet its intended, or target, group at

the time most convenient for the majority of the group to

 

27

’3'
‘8D. E. Harris, Credit Courses in Child Psychology

(Minneapolis: University of Minnesota, 19555. Duplicated.

Scothern and Harwood, op. cit., p. 112.

Page 187
listen.

There is great need for research into this "public"--
its cultural desires and its attitudes toward formal and in-
formalerucation. However, even such insight into program
preference as can be gleaned from an audience's taste in
commercial programming can be applied by an educational
broadcaster. For, since it has been shown that the audience
for education is not too different from the major ty audience,
much of the preference information can assist the educaster
in beginning, like the teacher, "where the pupil is" and not
over his head. One of the most commonly used commercial sta—
tion techniques for discovering program preference is through
determining socio-economic and educational levels for the maj-
ority audience according to a time-of-day, day-of—week scale.

Certain types of programs have been found to cut across
the socio-economic levels-~comedy programs, news broadcasts,
sports programs, mystery stories, and popular music fall in—
to this category.29 And if one will look at commercial Amer-
ican television, he will find that the major part of its
programming falls into these five categories.

The various social strata disagree concerning their

 

29Paul Lazarsfeld and Patricia Kendall, Radio Listen-
ing in America (New York: Prentice-Hall, Inc., 1948), p. 23.

Page 188
enjoyment of the following types of programs: (1) serious
music and discussions of public issues,which are selected
twice as frequently in the college group as in the grade
school group; (2) hillbilly music, religious programs, and
daytime serials,which are particular favorites of the lower
socio-economic strata; and (3) the quiz program,which is most
frequently mentioned by the middle strata, those who have at-
tended high school but not college.30

Parker points out that music viewing, in general, is
distributed with remarkable evenness through all social
classes.31 Consequently the programmer is faced with a sin-
gle problem in this case, one of elevating the level of
taste. Other program preferences by class agree remarkably
with the Lazarsfeld and Kendall analysis.32

However, it would be well to remember the eXperience
of theBritish in trying to force such an elevation in taste.
Some have always contended that a wider appreciation for fine
drama and great music would be developed if more stations

scheduled such programs at convenient hours and promoted them

as diligently as they do their light entertainment shows.

 

3OIb1d., p. 26.
31Parker, Barry, and Smythe, pp, cit., p. 187.

32Lazarsfeld and Kendall, _£, cit.,;p. 25-27.

Pas 189
Paulu points out that the BBC has always given prime evening
hours and excellent publicity to important cultural and edu-
cational programs; however, the British audience for these
programs is no larger, proportionately, than the American
audience for our own highly infrequent, poorly scheduled,

33

and badly publicized programs of culture.
III. SUMMARY AND CONCLUSIONS

Audience surveys have shown the educational television
viewer to be the average citizen apparently no different from
his non-viewing neighbor. He does, however, show an intellec-
tual curiosity; may be interested in more community, state,
and national affairs; and, if an enrollee for university cred-

it, will have a slightly higher level of education.

Except for the educational outlets Operating on a UHF
channel, the audience for education is not the microscopic
minority critics had predicted. Based on previous estimates,
viewers of the forty educational television stations now on
the air would number well over fifty million. However, this
is by no means the maximum number that should be served by
these stations; and, furthermore, it does not represent the

regularity of viewing which could be considered most desirable.

 

33Paulu, 92. 332., pp. 380-1.

Page 190

An educational station must constantly be striving to

discover the reasons for a nation-wide antipathy toward pro-
grams of culture, attempting to discern the appeals and ef-
fects of all television programming, and trying to present
both visual and aural proof that culture and education are

neither dull nor useless.

CHAPTER VI
THE PHILOSOPHY AND ROLE OF THE STATE UNIVERSITY
IN THE MID-TWENTIETH CENTURY

In the preceding chapters, it has been shown that:
(1) television can be a powerful tool when used for edu-
cation; and (2) adults, in large numbers, will turn to
educational television to extend or supplement both their
formal and informal education.

However, even if one grants that it is possible for
television to be of such great value in the education of
adults, there remains the question of the precise role
that television should play in the program of a state
university or land-grant college.

In order to answer this and other pertinent questions
concerning a state university's involvement in television,
it is necessary to develop criteria by which the over-all
television operation of a state university or land-grant
college say be appraised. In this way one will be able to
obtain a basis for comparison of these facilities and
programs, which are so different in type and size, and to
eliminate, or strictly curtail, the amount of personal
Opinion involved in the evaluation procedure.

Such criteria may be established best by:

Page 192

1. Comparing and contrasting the philosophy and
role of the modern state university with that
of television in the modern state university; and
2. Translating those tenets held by state uni-
versities, which may be implemented through the
medium of television, into a ranking of tangible
characteristics of state university television
operation which could then be deemed necessary
or desirable for any state university participa-

tion in television.

I. THE NATURE OF EDUCATION AND ITS ROLE IN
A DEMOCRACY

Before establishing criteria dealing with the use
of television, in an attempt to improve and extend higher
education, it is important to review several cogent points
concerning education, itself, and the role the American

citizenry has assigned it.

ghg'nature‘gg education. For every writer or phi-
losopher in the field of education, there has been a defini-
tion of the term 'education'; however, there have been but
few basic differences in the ideas which have been incorpora-
ted into these definitions. Consequently, let us create a
composite of the major points covered in these definitions,

which will provide an insight into the consensus of opinion

Lo‘

Page 193

regarding the use of the term. This new definition would
read as follows: Education is a natural, progressive,
and systematic development of all of an individual's
powers preparing him for a reciprocal union with society.

The informal educational process runs the gamut
from the thousands of different things to be learned within
the family circle and in one's relationships with doctors,
clergymen, employers and bosses, politicians, authors, and
artists to a more structured form of education such as that
found in adult and continuing education programs. In this
case, the informal process is organized at various levels,
from grade school through university, and includes material
of a remedial, vocational, cultural, recreational, and
informational nature; this type of education comes after
formal education but is related to it in many ways. Mean-
while the formal educational process, through the compulsory
attendance public school system, provides for the orderly
transmission of social experience, assists the learner
in adjusting to cultural changes, and provides a means by
which our culture may be consciously improved.

Very few people believe, today, that any person's
education is complete upon reaching the age of sixteen,
upon graduating from high school, receiving a college
degree, or upon any arbitrary deadline or attainment. To

the contrary, education for twentieth-century living is a

Page l9u

life-long process--a continuum,not a fait accompli. As
far back as the 1930's, educational leaders, such as
Lyman Eryson, were saying:

Because there is so much to be learned for
anyone who wishes to be at home in the modern
world, and because so little of it can be
counted on to have validity over a long
period of time, education can no longer be
considered a terminal phase of life. . . .
Learning becomes a necessary element in the
life process, continuing as long as life
itself continues.

Confrcl 9: education in a democracy. The final

 

 

control of this educational function in a democracy rests
in the people of the individual states. Throughout the
formal education system, the American citizenry has the
right to vote on the policies and personnel most closely
affecting the educational system or the right to attend

or to send their children to private (protest) schools.

Th

(D

nature 22 adult education. The importance of

 

formal education in a democracy cannot be over-emphasized--
nor can formal and informal adult education. If one takes

as his definition of “adult" Webster's ”grown to full size

and strength," then, literally speaking, all formal edu-

cation beyond the twelve years of elementary and secondary

1 Lyman Bryson, Adult Education (New York: American
Book Company, 1936), p. 6.

Page 195

schooling would be considered as the education of adults.
However, most educators would not allow the inclusion of
regular college study in their category of "adult education."
Adult education, according to a commonly accepted
definition by Lyman Eryson, is "all activities with an edu-
cational purpose that are carried on by people engaged in
the ordinary business of life."9 While half of this def-
inition would not exclude the average college student as
being a recipient of adult education, the majority of
college adults in regular attendance are not also engaged

in the ordinary pursuits of their livelihood and, con-

reduently, could not qualify under the definition.

Educational needs _£ adults l§.£2.i_° Many adults
discover a definite need for the high school education they
did not complete, the college education they did not receive,
the practical and academic courses that did not fit into their
formal education program, the material that would bring them
or keep them up-to-date, or the information that might pro-
vide mental stimulation. While there has been a gradual
recognition of these needs for a continuous educative pro-
cess for everyone, there has been an ever-increasing reali—

zation that this need has even a greater application to the

older generations; therefore, it would be well to consider

 

2 Ibid., p. 3.

Page 196
the problems of this group in greater detail.

Educational needs of adults ‘0 and over. The edu-

 

 

cational needs of the 18 to 50 adult group may be thought of
as relatively constant when compared to those of the nation's
older population. Science has made it possible for everyone
to live longer; consequently, the number of older peeple is
increasing rapidly. At present eight per cent of the pop-
ulation of the United States is 65 years of age or older.
By the year 2000 A. D. there will be at least twelve mill-
ion more in this category and from 153 to 20% of the total
population will fall in this older age group.3

Sheer increase in numbers does not, however, con-
stitute the bulk of the oldsters' problems. In addition to
the physical changes which occur to all people as they get
older, the problems of the aged arise from our own society:
from retirement, group expectancies of what the aged should
and should not do, from the outdating of their wisdom and
accumulated experience by rapid technological changes, the
growth of their children, and from the shift of family
living to apartments and small houses.

Regardless of all the changes in the social and

physical conditions affecting the older generation, society

 

3 "Experts Consider Problems of Aging," The Saginaw
News, July 9, 1956, p. 2.

 

Page 197

is still oriented toward youth; and this, despite the fact
that nearly one-h if of the adult population is new middle-

aged or older.

The state university’s role i; adult education.
Actually, the college or university is concerned with both
the education of adults, as defined by Webster, and adult
education, as defined by Eryson.“ This is most particularly
true of the state-owned institution of higher learning which
feels that advanced public education is the apex of the en-
tire public education program and that, as a state-supported

public agency, it has an obligation to democracy and to the

E'eople o

The American ideal in education. As pointed out in

 

 

previous chapters, a basic tenet in the American educational
philosOphy is the Opinion that every individual is entitled
to an education suited to his needs and capacities.5 Sum—
ming up American education in terms of American idealism,
James E.Conant has stated that "the development of our
schools and colleges has been motivated by our desire to

move constantly toward two goals: equality of opportunity

“ For a more thorough discussion of adult and ex-
tendsion activities in state universities, see Chapter II,

pp- 33-37-
5 Chapter II, p. MO and Chapter IV, pp. 155-6.

Page 198

for all youth, equality of respect for all honest citizens."6

Quite obviously, the complete fulfillment of this
ideal of equal opportunity would put many obligations on
public advanced education. It would require the elimination
of inequalities in educational opportunity caused by differ-
ences in race, creed, age, sex, and national origin as well
as inequalities induced by the fortunes of one's economic

status and the accident of his place of residence.7

Grcwih affecting higher education. Of great import

 

to the state-owned inst tution of higher learning, with its
obligation to adults, is the fact that the adult population
of the United States is continuously increasing both with

the ever—growing population of our Nation and with the
lengthening of an individual's life expectancy. For example,
during the past sixty years the median age of our population
has changed from 20.9 to 30.2 years; while, during the same
period, life expectancy has risen from 30 years to 69 years

for men and 75 for women.8

 

6 James B. Conant, The Citadel gf Learning (New
Haven: Yale University Press, 1956), p. 28.

 

7 For a more thorough discussion of the inequalities
in the American educational system, see Chapter II, pp. 50-53.

8 MetrOpolitan Life Insurance Company, tatistical
figlletin, June 1954, p. U.

 

 

Page 199

Coincident with the increasing number of adults of
all ages and in keeping with the philosophy that human
capacity should be the only restriction on educational

pportunity, the enrollment in American institutions of
higher learning has already increased over one thousand
per cent since the beginning of the century. Of even
greater significance is the fact that at the conclusion
of this same span of time, with the tremendous increase in
population that was coincident with it, proportionately
5 3/w times as many persons are availing themselves of
higher education as were at the turn of the century.9’10

These changes, both in the composition of the pop-
ulation and in the percentage of people desiring higher
education, will have a long-range effect not only upon
every level of state-owned education but upon every social

institution.

II. DEVELOPMENT OF THE PHILOSOPHY OF THE

STATE UNIVERSITY

Chapter Four showed that: (l) televisnniis de—

finitely the most effective medium of mass communications,

 

9 Frederick Eby, The Development of Modern Education

(Second edition: New York: Prentice-Hall:-Inc., 19527, p. 667.

 

10 For a more detailed account of the increase in de-
sire for higher education, see Chapter II, pp. 48-50.

Page 200

(2) television can be an effective instrument to convey
reasoning, (3) television heightens interest through dramatic
appeals, and (b) television brings the clarity and detail

of a front row seat to every viewer. Consequently, provided
the medium is used skillfully by intelligent, imaginative
people, one would have to say that television 232 have great
value as an educational tool.

In the previous section of this chapter, it was shown
that: (1) Americans believe in the value of education in a
democracy, (2) Americans believe that the only limitation on
a person's right to an education should be his native
ability, and (3) there has been a tremendous and continuing
increase in the number of Americans taking advantage of our
higher education program.

If television is such an important educational tool
and if our state-owned educational institutions should be
offering educational opportunities to an ever-increasing group
of people, the questions remain as to what part a state uni-
versity should take in the utilization of the television
medium, and how television might best be used to help the
state university carry out its objectives”,

In seeking the answers to these questions, we must
develop criteria by which the television operation of a
state university may be measured to see:

I. To what extent a particular state university

program in television is consonant with the

Page 201

philOSOphy of the function of a modern state

university. This may be determined from a

study of the philosophy and role of the

university:

A. As it has evolved through American history,

3. As represented by official statements of
these institutions, and

C. As represented by the opinions of prominent
twentieth-century educators.

II. To what extent a particular state university
program in television is consonant with the role
of television in a state university. This may be
determined from a study of the philosophy and
role of television in a state university:

A. As represented by official statements of these
institutions.
8. As represented by the opinions of prominent
twentieth-century educators, and
C. As represented by the opinions of educational
broadcasters.11
The philosophy and role of state-owned institutions
of higher learning are created, grow, and are modified

through the events of history which have an effect on edu-

11 Section II, the development of the philoSOphy and
role of television in a state university, is discussed in
Chapter VII.

Page 202

cational develOpment, through the statutes conceived by

the

institutions, and through the influence of the opinions

of educational administrators and educators with regard to

the

A.

recise nature of these state universities.

'r1

5: _3 Pas Evelvei through American History.
The phiIOSOphy and role of the mid—twentieth-century
state university cannot be determined simply by consi-
dering the state-owned institution as an isolated entity
stripped of its historical background and its position

in contemporary society. Consequently, it is essential

to learn the major influences on the state university

that have patterned the thinking both of educators and
lay citizens regarding their institutions of higher
learning.

1. The significance of general goals to all advanced
learning. Three general goals are commonly assigned
to all higher education and form the nucleus for the
activities of all colleges and universities and the
basis for decisions affecting their philosophy and
role in society. These general goals are:

a. To_cgn§e£vg kngwledgg:
b. 20_egpgnd gngwledgg:
(1) Through research and

(2) Through productive scholarship; and

c- 20128122213 gnawieggso

Page 203

A fourth goal is frequently added to these univer-
sally accepted ones:
d. f1_‘o_p§og1_ote_tl_le_u_s_e_o_f_ Eh; ingogmgtiog gcguirgd
so: Eh: 269.993. avenged.
The influence of the formal, organizational rela-
tionship between the state university and the citi-
sens of the state. The philosophy and role of
state-owned institutions of higher learning have s
basic general determinant in the enabling acts which
have been passed or the charters which have been
granted by legislative or other legal bodies.
These documents indicate the institution's purposes
and also imply the limits beyond which they may
not legitimately attempt to Operate. One of the
truly great strengths of the American state uni-
versity or land-grant college is its gpgmglgflgrgag-
lsgtgcga; gelalignghgpjg it; people; it is a cor-
poration or representative of the people.
The influence of Jacksonian democracy on American
higher education. Undoubtedly one of the strongest
influences on the nature of American higher educa-
tion has been the adoption of the Jucksonisn form
of democracy with its emphasis on the geising 9_f
_t_h_e_ gultgrgl_lgv_e_l_of_ all gigigegs, not only of

Page 201+

the select few.12 The Jacksonian theory that an
enlightened citizenry is the best safeguard of our
democratic rights and freedoms along with better,
cheaper printing, easier, faster travel, and in-
creased mobility between social classes has con-
tributed in large measure toward making the possession
of learning a relatively classless matter.

The passing of the Morrill Act in 1862 and the
changes it has made in the concept of a state uni-
versity. The Morrill Act may be considered as an
extension and a verbalization of Jacksonian democracy.
This is true because this Act took the limited con-
cept of higher education primarily for the profes-
sions and widened it to include advanced education
and training for pecple in all technical and voca-
tional fields; the Act also put the land-grant in-
stitution under a special obligatign_tg serve the,
casuaesaioin' 1“

 

12 A more detailed account of Jacksonian democracy

can be found in Chapter II, pp. 28-29.

13 A more detailed account of the Morrill Act and

its influence on American higher education can be found in
Chapter II, pp. 29-31.

lh'Presidsnt Eisenhower, in a speech before the

Association of Land-Grant Colleges and State Universities,
paraphrased material from one of Justin Morrill's speeches
urging the enactment of his bill,saying that:

One of the Purposes [of the Morrill Act] was to

bring education to the outlying portions of the
country, to bring education closer to the people--

Page 205

5. The growth of adult and extension activities. These
activities began in state-owned institutions in the
last decade of the nineteenth-century but actually
had their roots in the Jacksonian approach to educa-
tional problems. During the first half of the twentieth-
century state university adult education and extension
activities became intimately related to the life and
work of all the supporting groups. The present com-
plex variety of courses and services offered case into
being in the early l9hO's with the pattern being estab-
lished by the University of Hisconsin.15 Encouraged
by the report of the President's Commission on Higher
Education15 which attested that these institutions
should elevate adult education to a position of equal

importance with any other college or university function,

 

higher education, and at a price they could afford. And,
moreover, he (horrilI) said 'not only a practical educa.
tion but a liberal education.‘

Dwight D. Eisenhower, Association of Land-Grant Colle es
and State Quiversities. Proceedings of: giity-eighth Annual
Convention, 5 , p. 3.

15 A list of extension activities will be found in
Chapter IV, page 159, footnote 22.

16 President's Commission on Higher Education, Higher

Education for American Democracy (New York: Harper and
Erothers, I958 .

Page 206

$121.2 2.119. Eiieflslol’l 2°£111£1£3_h2"£ £029.32 £121.39.
$113198? £1.” 9.1.9. in_th-e_pr_ogrgm_o£ stats-awed 3113132.?
ed 3 c a t i on.

6. The similarity between concepts of modern twentieth-
century state universities and those of land-grant
colleges. The twentieth-century state-owned institu-
tion of higher learning is one intimately related to
the life and work of its constituents, meeting the
needs that are not being met by other institutions
which by charter have special functions. The state
university and the land-grant college (or university),
whether they are housed under the same administrative
roof or are physically and administratively separated
from each other, have progressed more and more toward
a unified view of their philosophy and role.17 In
the emerging role, these state-owned institutions of
higher learning: (1) have developed a combination
vocational-general cultural education; (2) have become
centers to which the state's citizens turn for infor-

mation, analysis of their problems, and expert opinion;

and (3) have taken higher learning to the outlying par-

 

17 For a more detailed account of the growing similarity
between the philosophies and roles of state universities and
land-grant colleges, see Chapter II, pp. 37-h2.

Page 207

tions of the state they are under obligation to
serve. ficth_the_sta§_e_ugilegsity and the land;
STEP. 90340.82 annullereitz Er}: 2.0! 2.991321131219.
for. 9.1 ac marina and Eranamit ilaslsozladsaia
all its forms EOJLLP 2.0212 framjhom thaLsat-
their aunpari .sharavar.asd.vneaeze£ it_1a
Rh19l°§121_&f.1d.°9.°9.03.11.19.81}! feasible.
In summary, the history of the United States had
a major influence on the philosophy and role of the
American university. Some of this influence is in
concrete form, such as specific pieces of legislation;
the remainder, not tangible, but of equal importance,
is in the form of influence borne by the American
people and their times--in other words, by history,
itself. A literal translation of these general be-
liefs and goals into a more tangible form would result
in the following basic tenets held by all state univer-
sities and land-grant colleges:
1. A state university must conserve, expand, and trans-
mit knowledge;
2. A state university must promote the use of informa-
tion acquired for the benefit of mankind;
3. A state university has a formal, organizational re-

lationship to its people;

Page 208

h. A state university is pledged to raising the cul-
tural level of all citizens, not only of the select
few;

5. A state university has a special obligation to
serve the entire state; and

6. Adult and extension activities have an integral

role in the state university.

as...

A; figpresenteg by Official Statements 2;_2hese Inst;-

tutions.

One must realize in the consideration of any offi-
cial pronouncement of philosophy or role of a state uni-
versity that, where such a statement does reflect the
general policy and attitude of the institution, it is
usually tempered in practice by general Opinion and
common sense. This process of moderating tends to over-
come some of the shortcomings of the written statement,
such as a lack of flexibility. However, such a pro-
nouncement does represent in the main the underlying
principles by which the institution is governed and,
consequently, is a basic consideration in the determin-
ing of a state university's philosoPhy and role as it
is operative at the time the statement is made.

In selecting documents of these state universities

which are a matter of official record, the author has

Page 208

h. A state university is pledged to raising the cul-
tural level of all citizens, not only of the select
few;

5. A state university has a special obligation to
serve the entire state; and

6. Adult and extension activities have an integral

role in the state university.

....

A; figpresenteg by foigia; fiatemeng g; These Insti-

tutions.

One must realize in the consideration of any offi-
cial pronouncement of philosophy or role of a state uni-
versity that, where such a statement does reflect the
general policy and attitude of the institution, it is
usually tempered in practice by general opinion and
common sense. This process of moderating tends to over—
come some of the shortcomings of the written statement,
such as a lack of flexibility. However, such a pro-
nouncement does represent in the main the underlying
principles by which the institution is governed and,
consequently, is a basic consideration in the determin-
ing of a state university's philosophy and role as it
is operative at the time the statement is made.

In selecting documents of these state universities

which are a matter of official record, the author has

Page 209

chosen: (1) statements from the bulletin or catalogue
of the institution regarding its philosophy and role;
and/or (2) statements regarding the philosophy and role
of an institution made by its president, or the chairman
of its governing board, and presented before the Federal
Communications Commission's hearings on the setting aside
of television channels for educational purposes, October
8, 1951 to November 26, 1951.13'19

The search for statements of philosOphy and role in
official bulletins or catalogues of state universities
resulted in consulting sixty-two such instruments.2°’21
Of these sixty-two, only thirty-three (#75) had such
statements.

In either oral or written testimony before the FCC,

sixty-three of the seventy-one institutions were repre-

 

18 For a more detailed account of this oral and
written testimony presented before the FCC, see Chapter
III, page 82, footnote 22.

19 Telford Taylor, Seymour Krieger, and James H.
Landis, 'Brief of the Joint Committee on Educational Tele-
vision,‘ Hashington D.C.: Joint Committee on Educational
Television, 1951. (Himeographed.)

2° There are seventy-one state universities and land-
grant colleges in the forty-nine states which fall under the
definition of 'state university” as given in Chapter I,

pp. 10.11.

21 All bulletins and catalogues used in this study
were for the 1957-58 or the 1958-59 school year.

Page 210

sented; and eight of the nine institutions whose
catalogues had not been available were represented.22
Of the sixty-three institutions represented, forty-
one had some statement concerning their philosophy
or role as a state university. A composite list,
formed from the group of institutions having state-
ments of their philoSOphy and role as state institu-
tions of advanced learning in either their official
announcements or their FCC testimony shows that forty-
five individual state universities have made such
statements in at least one of these forms-—this re-
presents 63Q$ of the total number of such institu-
tions.23

Before analyzing these statements of philosophy
and role, it is important that one remember that in
neither the catalogue nor FCC presentations was there

anything to suggest that the materials given were com-

plete statements of the institutions' beliefs. However,

 

22 The exception was the University of Alaska.

23 A further breakdown of the sample which might
be of interest is as follows:

1. Of the forty-nine land-grant institutions, forty
(82$) have some statement of philosophy and role
in one of the two sources; and

2. In the twenty—eight institutions which are both
the state university and the land-grant institu-
tion, twenty-five (895) have such a statement in
one of the two sources.

Page 211

one could infer from its very inclusion that these
materials contained some of the major principles in
these institutions' philosophy.

In both the catalogues and FCC materials there
are also the limitations imposed by the necessity for
brevity. Consequently, those general purposes and
goals which apply to all higher education or to all
state-supported higher education (as the general goals
of instruction, research, and conservation of informa-
tion) are most frequently omitted from print or dis-
course. This does not mean, however, that they are
not still the nucleus around which the remainder of
the philosOphy is oriented; rather it means that these
beliefs are the core and are integral to the building
of the philosophy and role. Therefore, such unstated
general goals and purposes are implicit in any state-
ment of philosophy or role.

Nine major tenets of the philosophy and role of
the state university are revealed in official state-
ments of these institutions.

1e A tat;

AF2PEAEI-PEP.PEPER-PEPlP-PEPEQERLJ
a. §o_cgn_se5v_e_ pgwled e, b. §c_e;p_angi_ 3.32"-
;eggg, and c. to_t£ansmit kngw;e<_ig_. These
general goals of all higher education are im-
plicit in the statements of all state univer-

sities. However, with but slight differences

in terminology, nine institutions spelled out

Page 212

these goals.

2 . A state shiversiiyfias-tne_021iestioa icicle magpie
ma£e_their_ma_x_i_mgm_cgntribgtion to_sgci_e_t_y . This
goal, in some form, is frequently expressed along
with the three basic purposes and is implicit in
the philosophy of all state universities. Nine ad-
ditional institutions, however, voiced this tenet
in some form; three typical examples follow:

a. ”The main business (of the University of

‘ Delaware) is to foster intelligent growth

of students so they can make a maximum con-

tribution to society.'25

b. The University of New Mexico Catalogue
states that "the ultimate goal of college
or university education is to equip the
maximum number of citizens with the under-
standing and wisdom which will aid them in
becoming useful and responsible members of

.26

a democratic society.

c. The North Carolina State College announce-

 

2“ A complete list of sources for each of these tenets
of state universities will be found in Appendix C.

25 University of Delaware Bulletin, 1959-61, pp. 59-61.

26 University of New Mexico Catalogue, 1957-58, p. 32.

Page 213

ment says simply “man is first a citizen

and then a specialist."27

(While there is a basic similarity in these con-
cepts, the University of Delaware's statement ex-
presses its chief concern with the preparation of
students for membership in society; the University
of New Mexico's, with citizens of the State, im-
plying that adult education is a primary concern;
and North Carolina State College's statement, with
good citizens before technical competency.)

d. Without specific reference to its large adult
and continuing education program, Michigan
State University's catalogue details that in-
stitution's aim in education as follows:

The University hopes to provide an education
which will enable its graduates to contribute
to the economic well-being of the state and
nation to the limit of their creative and pro-
ductive skills; to contribute to social stabil-
ity by their understanding of the world around
them; to contribute to the moral fabric of
society by a sense of personal integrity, be-
lief in deity, and devotion to American princi-
ples of government; to contribute to the political
welfare of the state and nation by a reasoned and
thinking approach to public affairs; in brief, to
be truly educated men and women, effective citizens,
well qualified to assume leadership in thei com-
munities, in the state, and in the nation.2

 

27 North Carolina State Colle e, 1957-58 and 1958-59,
p. 13.

28 Michigan State University Catalogue, 1958-59, p. 17.

'. “ "':’i‘ i‘ ' ' r“ 6. ‘rr rublir elucatirpal
————————— “— — — ... — - _ - - ~ _ — u- e— — - — —
g;”““ p “ L L”. th" f‘n, 1c FUCh 2 well-QEtHh—

11;>aq n-raerr +3.: 1: is implied in rny qtflte univer-
g1:7.3 ~.11 : rLV. “ix 1ee+15q11»r:, however, have put

‘,‘g ‘nrc‘ i"< *hw (fficicl ”actrwnt? FX’mlflGd; for

.. ”ghe Universi‘y if 731 e is r"rt of the public

A

l\)

educatifi'1l syste: of fie Ft"fe."‘
? "(perch 31"e College is the olicst and largest

unit of the Creccr State System of Higher Educa-
9.1211“: l Zpl‘iii’lihlELtE :ha
rcnglc of fhw C‘“‘e. Here, rjcin, is an established
fact which in m'rt cases 13 imglicd in other writing;
+31: relatiorship w<r, krwever, spelled out in six
si—fe university wn'curcrncnts. The following ex-

;..s f.' ~.;,.ric'~l of the ways in which this relation-
ship is exfl'in i ~rc the simplicity and the complexity
with anion it mfly Le eXpreseed.

a. Ihe State of North Carolina provid d for its
state-suggorted system of advanced efirrlng

by a simnle stat,m€ht in its state constitu—

 

 

 

‘9 VniV‘rcifiy cf Naive ~ullc+in, 1958-59, p. 10.

‘3 - . rs

JO PPCSIZTLt n. L. Strand, Oregon State Agricultural
College, FU185 ”f *h3 Jcirt Cut i‘tee on Educational Television

 

 

 

Part V, p. 150.

Page 215

tion in 1776: "All useful learning shall be
duly encouraged and promoted in one or more
universities."31

b. The State of Texas provided for its state
university in an enabling act. A portion
of the preamble to that act is as follows:

Whereas, from the earliest time,
it has been the cherished design of
the Republic of the State of Texas
that there shall be established with-
in her limits an institution of learn-
ing for the instruction of the youths
of the land in the higher branches of
learning and in the liberal arts and
sciences, to be so endowed, supported
and maintained as a place within the
reach of our people, whether rich or
poor, the opportunity of conferring
upon the sons of the State a thorough
education as a means whereby the
attachment of young men of the State
and the liberties of the people might
be encouraged and increased, and to
this end liberal appropriations have
been made and whereas the increase of
population and wealth of the State,
and the tendency of events, indicate
the fitness of now putting the cherished
design into effect; therefore . . . . .

5 0 A SEQ. gnivgrgigy_mu_st_ gqgalige_t_he_ogp9_r;c_ugity_tg
gbtain_a_cp_llege_eduga£i2n by lessening: (a) the

hardships caused by the distance one lives from the

 

31 University 2; North Carolina Bulletin, 1957-58, p. 67.

32 University of Texas, General Information, 1958-59,
pp. 15-16.

Page 216

university, (b) the differences in economic status,
and (c) the inequalities caused by one's race, creed,
sex, or national origin. This particular concept is
closely linked to the one which follows, and it is
inherent in statements of phiIOSOphy from all land-
grant institutions. However, the clearest and most
succinct phrasing of the five expressing this tenet
comes from the University of Colorado announcement:
An integral part of the American dream is

the belief that every qualified and interested

youth should have the opportunity to obtain a

college education. It was this belief that

led to the concept of state support for higher

education and to the establishment of state

universities across the nation.33
A state. anivaraiiy_has_a_saeaiakoalisatioa £0.82r16
the. ant1£8,833.26-taraush_a_ssnaral_caliuaal massage.
5e_s_e_a_r5:_h_L an; gxgegslog. If frequency of occurrence
has any influence on the value of a tenet, then this
one, and number seven, would rank most important.
Forty-two institutions referred to this obligation,
eleven of them strictly state universities not affili-
ated with land-grant institutions.
a. The University of Massachusetts states simply:

"The University serves the commonwealth in the

three important fields of resident instruction,

 

33 Universitngg Colorado Catalogue, 1958-60, p. 3.

Page 217

research, and extension.'3u

b. The announcement for Montana State College
narrows the primary concern of its extension
responsibility when it states that: “The
College serves the State through resident
instruction, research, and the state-wide
educational work of cooperative extension."35
c. A typical statement is from the Bulletin of
the University of Kentucky:
The major function of the University
is that of instruction. It also con-
tributes to the welfare of the State
through research experimentation, and
public service.36
d. A statement which deserves especial consideration
is that of the University of Nevada, which points
out that it is the only institution of higher learn-
ing in Nevada--a position unique in the forty-nine
states. The University, consequently, "serves, with-
in the scope of its resources, all educational needs

be30nd high school of an entire State.'37

The University's function is fivefold:
(a) Instruct youths and adults seeking

 

3“ Universitygg Massachusetts, Bulletin of, 1957-58,

35 Mama state Qantas Cataloaze. 1956-58. p. 35.

36 University f Kentucky Bulletin, 1958, p. 5.

37 University f Nevada Catalogue, 1958-59, p. 2.

 

I‘

‘25 -i‘ 3' , r” ‘“C ;r\f“: one;

(.) IL'FC" e * i r_ly, thrru‘h :e-
~"r“:, L» :1“1"” - ’: lu'= t3 luifliird
.3 3 r”'ic:;li:*ly' ‘g- f?~‘ ; ? i.“r:ts «of

‘u 7 ‘8; (0 Serve the «ecrlo every—

n the i- fievai’ a» an i ‘ellecfual,
.-,1
A

a ien‘i ic cul‘ur‘l re cu cc; (d)

Erzziie '1 “"Cl:f comre'ent lo der—

f.lj f-‘ ‘ “Tilu Cf 3V?éifi lfl their

“ "i'. l 1 7“;"T‘ i of the State is

' ‘1 c r‘33i‘y ii thich to livc° (e)

3‘? .c, lar“ 11, to develop in its

r‘.1 ”*., wt ill levels, taC~c qualiticc

”f 2' i Ll Indy rd ~;irit ahich are

r*cc‘ ’rv for life ' a worthy hum'n

frirj i: i=nacrttic society.30
Alu“ ~'3 rH‘? “1:“ ““‘1: 61““ h)!“ "n irtcrr l role
_ _ _ _ _ ____________ _ _ _ _ _

‘

rh extension and
intcvrfil rfle Cf aiult =Ld extcnrion activities is
i:u:. ;Lirty-two stnte universities noted this tenet

either thrir Tulletir or FJC materials; nine of these

:rfi‘utions hfvc no affiliation with the land-grant

 

institufizn in their statr. Typical of the manner in
unicu this tenet is phrased are the following:
c. The Uni"cr:ity of Ilaho Catalogue states:
The University hi" three functions,
as irccrp:ratcd in the St'te Constitu-
tion: (1) to tra n the State's future
73

 

Page 219

citizens to their highest usefulness
in private life and public service,
(2) to conduct research in all fields
that promise to assist in the develop-
ment of the State's resources, and (3)
to carry the fruits of that research
and of University service to all parts
of the State.39

b. An obligation to carry extension over state lines
is eXpressed by the University of North Dakota's
President, John C. West:

The University wants to enlarge
and broaden its educational program
to better serve a large area of North
Dakota and of Minnesota for which the
University of Northugakota is the
educational center.

c. The following statements refer to the universities'
legal obligation for extension work:

(1) 'As Utah's Land-grant College, it has been
charged by law with providing education for
persons of all ages in all parts of Utah

through the COOperative Extension Service.1+1

(2) “The University as a land-grant institution
has the prime obligation to carry knowledge

from the classroom and the results of research

 

39 University 9: Idaho Catalogue, 1957-59, p. 5.

, #0 President John C. West, University of North Dakota,
rief 2f the Joint Committee on Educational Television, Part
IV, p0 1100

(13

 

 

 

bl President Louis L. Nadsen, Utah State Agricultural
College, Ibid., Part V, pp. 136-7.

Page 220

and experimentation to the citizens of the
State.'u2
d. The Michigan State University Catalogue makes that

institution‘s position with regard to adult and ex-
tension activities absolutely clear when it states
under the University's aims and objectives:

to bring the service of the institution to

the people of the state wherever and when-

ever there is evidence of need which the
resources of the university can best satisfy.

0 O 0 O O O O O O O O O O O O
The campus of the University is the state

of Michigan, and it is the objective of the
entire institution in all phases of its varied
programs to be of immediate service to the
people of the state in increasing their know-
ledge of science and the arts and in making
practical applications ofughis knowledge to
agriculture and industry.

8- i stats universiinssoals £82.02; sesple_h2w_.t2 s°_tseir
go£k_e£fgctilely. This tenet is applicable to an in-
stitution which is exclusively a state university, to
one combined with a land-grant college, or to one solely
a land-grant college or university; however, in each
case the term ”work” is defined in terms of the aims
and purposes of the defining institution of higher
learning. In a state university, without a land-grant

affiliation, 'work' may be medicine, dentistry, law,

 

“2 President William S. Carlson, University of Vermont,
Ibid., Part I, pp. “-5.

“3 Michigan State University_Cata1ogue, 1958-59, p. 17.

 

 

1‘:eri _, r3 sunifiocturc; .nile to those insti-

‘ ‘1‘ 7 111 l 1‘ 1 4- r *t Coll‘ rs "<orl" would

i 777‘ grizzl‘.1:, n“:e (o‘n'nics, veterinary medi-

31'3, .3 "~ ‘: nit 1 Hits. The Iorrill Act en—

?rvei _ri*.l‘.r l ’73 , ch xi: 1 education in each

:‘.te xi, t:””w h t?“ ertdtlisnment and sup ort of

inc 1’“: jr"‘ colleges, wade the job of tctchi 3

ff‘fl‘ ‘; work effec‘i. ly a l ’l as well as moral
li' ‘ien rf these irs‘itutivns. Typical of those
rufrr:" 7 ‘y l zl—rr.nt e"ll»gjr= to terching people

i; i“ ‘n”ir «or? ere t~e f llwwirg:

“. 1.: 3‘ ‘e Cellr r and fhe State College of wa.:hir3-
5-? ;“.‘i-n ‘3? 57thniozl and industrial movent ant of
v.“‘fl: t: y hrve Ecwri:mv much a part.

(1) Tie Pullctin of Iowa State College states:
In init al 1: flu‘nee and 'im, the
1:? State Co llexe of A riculture
3L1 Dech Lie 1 Ar s was en out-
growth of the itlu7fri l mov e;ment
in education which s;:.u.h to pro-
Viie a trfiniaj in hfirmony with
the rcw no : 37ic and social order
r~rultixg_ frrT EIQJKWNW‘ Chwnflps
n i dua‘ry ”Ki agriculture.'4
(L) In; St‘te Sells7e of d chingtcn's c tslorue
Siftfr‘a“
I!
bf‘.’

TLIIlCt Tl C‘f, 1957 -59, p. 8.

9.

Page 222

The University was a great new expe-
rience in higher education. . .a break
from the purely classical education for

a few scholars. . .this was the character
of the movement that fostered the estab-
lishment of the State College of Washing-
ton in 1890.“

b. Kansas State College's catalogue lists as an ob-
Jective of the educational program of the College:

To prepare the student adequately in a

technical sense for an occupation or a

profession which includes an organized

body of information and theory, and educe

his creative pfigentialities in the field

of his choice.
A stats snivsraiiymasi 9.82 the. Best-aad.m252 sfiislsni
gegng gf_igpgrting_a_l;b_e_rgl_ed_ugatign& The terms ”best”
and 'most efficient" indicate that the state university
does not subscribe to any one formula as providing the
ideal university education; it also implies that educa-
tional methods, themselves, are subject to constant re-
appraisal.‘ Thirteen institutions have stated this tenet
as part of their philosophy and role.
a. The University of Colorado Catalogue states:

The University was dedicated to providing

the best and most efficient means of im-

parting to young men and women, on equal

terms, a liberal education and thorough

knowledge of the various branches of
literature, the arts and sciences, with

 

“5 stats .___s_Colle e 2!. Washington. 1958-59. 1959-60, p. 1.
“6 senses agate. Cone e. 1958-59. p. a.

Page 223

their varied applications.“7
b. Michigan State University states as an objective:
'To provide an education to fit the times for
young men and women who enroll here. . . . ..h8
The extension of this tenet to include the use of
various communication media has been advanced, for
example, by:
a. Chancellor J. S. Williams of the University of
Mississippi who said:
The primary consideration of the state-
supported university is the interest,
convenience, and necessity of the people
within its spheres; and to fulfill this

obligation, it must make use of every

effective educational device available.“9

b. President Harry K. Newburn of the University of

Oregon stated:

The University of Oregon is a state univer-
sity charged with the responsibility of em-

ploying a§l possible media for its educational
programs. 0

 

“7 University gf Colorado Catalogue, 1958-60, p. 3.
“8 Michigan State University Catalogue, loc. cit.

“9 Chancellor J. S. Williams, University of Mississippi,

 

 

 

Brief 2; the Joint Committee 22 Educational Television, Part
VIII, . 25 .
50

President Harry K. Newburn, University of Oregon,
Brief of the Joint Committee 9g Educational Television, Part

V: PP. 152-30

 

 

Page 22h

C. _5 ngresented by Opinions of Twentieth-Century Educators
In the discussion of the philosophy and role of the
state university as revealed in the official statements

of these institutions, it was pointed out that in actual

usage these documents are tempered by general opinion and

common sense. The strongest influence on the stated
philosophy or role is, of course, played by the educational
administrator or educator. It would be absolutely false

to suppose that purposes can exist apart from individuals

and how they ”see them.” However, in seeking out an educa-

tional philosophy and the role of the state university, the
author is striving for a commonness of belief rather than
an actual phiIOSOphy or role as interpreted by any one per-
son or group.

1- A state anivsreiiyJas_a_m2ral-021isetioa .oneks its.
semicssja the seaple.t2r2ush2u£ the 3163121143 sesvss
gs_fgr_ma_l_ lngtgugtiog gng §s_sgrgige§_ to_the_g_e_ngra_l
public; The place of the state-owned institution of
higher learning at the apex of the pyramid of public

education is undisputed throughout educational literature.5l

 

51 For a detailed description of the structure of the
American public education system see: Arthur B. Moehlman,
School Administration (Second edition: New York: Houghton
Mifflin Company, l951),pp. #2h-32 or H. G. Good, A History
g; Western Education (New York: The Macmillan Company, 1947),
pp. E5E-7o

Page 225

This sequence in American public education has
been most aptly expressed by Robert D. Calkins
in a speech before the National Association of
State Universities:
The state university was conceived

as an integral part of the system of

public education. . . .The state univer-

sity was created to occupy the top of

the pyramid of public education. It

was put under non-sectarian control and

maintained at public expense for the

advanced instruction of the most talented

youth.52

As a unit of public education the state university
automatically assumes the obligations of any publicly
supported institution to make its resources and dis-
coveries available to the general public from which
the institution receives its support. While it is
true that one of the primary functions of any institu-
tion of higher learning is to serve the needs of its
community, to help the general public with the solving
of each of its problems, in the case of a state univer-
sity or land-grant college, its community extends far

beyond the town or city in which it is situated; its

community is from state-line to state-line.

52 Robert D. Calkins, Director, General Education Board
for the State University of New York, ”State Universities: A
M1d-Century View," National Association.g£ State Universities,
PrOceedings of: 1950, p. 35.

Page 226

Typical of the opinions of prominent educators
and educational administrators regarding their
attitude towards a state university's responsibility
to democracy and to the people are the following:

a. Frank Porter Graham stated in his inaugural
address when he became President of the Uni-
versity of North Carolina: 'A state univer-
sity must carry the truth to the people . .

. The state universities come from the people

and should go out to the people."53

b. Alexander G. Huthven, in welcoming the people
of the state to the University of Michigan
campus, said that a state university ”serves
all the people of the state and countless
others beyond the boundaries of its campus."
Coupled with its place at the pinnacle of the

public education system and its responsibility to

democracy and to the people is the state university's
obligation to take the university to the people.

Illustrations of the state university's view with

regard to this obligation can be found, for example,

in John A. Hannah's testimony before the Federal Com-

 

53 These speeches of Frank Porter Graham and Alexander
G. Buthven are quoted in more detail in Appendix B, quotations
Zand ’4.

2.

Page 227

munications Commission. As President of Michigan
State College, Dr. Hannah pointed out that American
universities founded along classical European lines
have long ago "surrendered to the idea that formal
collegiate training is not to be imparted on the
campus alone but must be made available throughout
the region each institution serves.”5h This opinion
was expressed even more strongly in the report of the
President's Commission on Higher Education when the
group challenged the state-owned institution of higher
learning to broaden the concept of its role in a free
and democratic society. The state-owned institution
must cease to be campus-bound. It must take
the university to the people wherever they
are to be found and by every available and
effective means for the communication of
ideas and the stimulation of intellectual
curiosity. It must not hold itself above
using all the arts of persuasion to attract
consumers for the service it offers.55
A. state EanET‘E12L12 seepanalala £03; aqaalisiaaeauaa-
gigngl_oppgr£ugity by removing all geographic, economic,

racial, social, age, sex and sectarian barriers. The

only limitation on the opportunity to obtain higher

 

context

Do 97.

5“ This portion of Dr. Hannah's testimony is reported in
in Appendix B, quotation 5.

55 President's Commission on Higher Education, 22. cit.,

Page 228

education should be ability. Here, again, the Presi-
dent's Commission on Higher Education set the ultimate
goal at the ideal--the elimination of all inequalities
and discrepancies keeping the attainment of higher learn-
ing in the hands of only a portion of those capable and
desirous of further education.56

Eight years later a committee studying the role of
the state university reported to the National Association
of State Universities that the state university has ”tried
steadily to improve the educational opportunities in order
that the sole limitation might be the intellectual capacity
of the student. . . . Only the tax-supported institutions
can seriously aspire to cope with the ideal of university
education."57

Equality of educational opportunity is not only the
ultimate goal set for some indefinite future; it is the
tangible goal that educators are striving to achieve in
their everyday operations. Arthur B. Moehlman phrased
it thusly: 'As an integral part of the North American
public education organization, the state university is

responsible for equalizing educational opportunity by

 

56 Ibid., pp. 36-8.

 

57 Harlan Hatcher, Chairman, Committee on the Study of
the Role of the State University, National Association 9;
State Universities, Proceedings of: 1955, pp. 152—6:

Page 229

removing all geographic, economic, racial, social
and sectarian barriers that now prevent youth from
participating in general cultural and professional
public education programs."58

Howard L. Bevis, former President of Ohio State
University, speaking before the National Association
of State Universities as the group's president, said:

There is no doubt that the major responsibility
for providing educational opportunity--0n the
university level--for the rapidly increasing
number of young men and young women who include
college and university training as necessary
preparation for their careers rests with the
state universities.

It is our responsibility to do our utmost to
furnish educational opportunity to all those
capable of benefiting from it--regardless of
race, economic situation, or family standing.59

Dr. Bevis also introduced another, all-too-frequen-
tly operative, factor which tends to keep the state-owned
institution of higher learning from equalizing educational
opportunity, the availability of resources.60
3° édfili 2’19 Exieflslofl $0338.13 9. 11.12.31 9-1Etfigfial pa£t_o_f_ 2115'

gogd_s_t_a_t_e_u_n_iy_e£s_i_ty prgggam. Statements that state

universities have a moral obligation to take their ser-

 

58 Moehlman, gp.‘git., p. #29.

59 Dr.
quotation 3.

Bevis' speech is quoted in context in Appendix B,

6° Ibid.

Page 230

vices to the people and to equalize educational oppor-
tunity also imply that there is a need for adult and
extension programs. For, actually, these programs are
an implementation of these stated goals--a manner in
which they may be effected. Here, again, there is great
unanimity among educators as to the importance of adult
and extension services to the state university. Quota-
tions from educators range from a casual remark such as
that made by Dr. Wilson H. Elkins, President of The
University of Maryland, when he was quoted in Harper's
as saying that "extension work is a vital part of any
good state university program,"61 to full statements on
the importance of these activities, as exemplified by a
quotation from L. S. Howell, Dean of Administration at
the University of Vermont.
A state university not only has a respon-

sibility to those who attend its classes but

it must also exert a much wider influence.

It must share itself with all the people--

with those who have completed college work

and desire knowledge in areas other than

those they studied as students; with those

who are in the lower grades and high school

to stimulate thirst for further knowledge

and to supplement their work: and with those

who have not had the opportunity for college
work to let them improve themselves and to

 

61 Bayard Webster, "The Fall and Rise of the University
of Maryland,‘ Harper's, October 1956, p. 68.

Page 231

expand their horizons.62
The President's Commission on Higher Education

again pointed up the American ideal when it reported
that:

University extension is now pushed aside as
quite extraneous to real university business.
This state of affairs cannot be permitted to
continue. The colleges and universities
should elevate adult education to a position
of equal importance with any other of their
functions. The extension department should
be charged with the task of channeling the
resources of every teaching unit of the
institution into the adult program. It
should be the duty of the . . . faculty . . .
to teach . . . not just those who come to the
campus, but everyone in the community or the
state who wants t8 learn, or can be persuaded
to want to learn. 3

This same feeling concerning the importance of adult
and continuing education programs was given voice in the
report of the Committee on the Study of the Role of the

State University.

A state university should reflect the plans
and aspirations of the people of the state from
which it derives its support. The citizens of
the state have every right to expect their uni-
versity to bring all of its resources in teach-
ing, research, and public service to the solution
of their problems. Only in this manner can the
largest number of deserving citizens receive
effectively higher education's adult and con-

62 L. S. Howell, Dean of Administration, The University
of Vermont, in a letter to the author dated March 26, 1957.

6 63 President's Commission on Higher Education, 220.2l£°’
pp. 9 -7o

Page 232

tinuing education in all its ramifications.6u

b. State gnlvgrgigigs_sh_ogld peach pegple_h9_w_t9_ go_t_t_i_e_i_r
gogk_sgrg Effegtivgll. Undoubtedly there would be more
differences of opinion among educators over this con.
cept than on any one or any combination of the previous
three: however, among educators allied to state-owned
higher education, there would be little conflict. The
state university and the land-grant college have grown
side by side, and in some places are one and the sale:
consequently, they have been influenced, for the most
part, by identical factors. Each has developed its own
curriculum and program of education activities to meet
its own individual needs. The original points of diver-
gence between the two types of institutions, their respon-
sibility to Anerican.democrecy and their obligation for
adult and continuing education, have almost entirely
disappeared,leeving the difference largely one of sub.

ject-matter areas.65066

 

6“ Herlsn H. Hatcher, President, University of Michigan,
Chairman, Committee on Role of State University, Nations; Associa,
tion 2;.State Universities, Proceedings of: 1953, p. .

65 For s more detailed account of the differences between
:tete universities and land-grant colleges see Chapter II, pp.
1-2.

66 William D. Carmichael, Jr., Comptroller, The Consoli-
dated University of North Carolina, Chapel Hill, North Carolina,
in an interview with the author, March 23, 1957.

Page 233

This concept of teaching the state's citizens to
do their work more effectively is part—and-parcel of
the adult-continuing education program. It has been
working with increasing effectiveness since the turn
of the century. In 1941 Lincoln Steffens assessed the
state university's role in Wisconsin,saying that:

The University of Wisconsin is as close

to the intelligent farmer as his pig pen

or his tool house. The University labor-

atories are a part of the alert manufac-

turer's plant. To the worker the Univer-

sity is drawing ne rer than the school around

the corner and is as much his as his union is

his. Creeping into the minds of his children

with pure seeds; into the debates of youth

with pure facts; into the opinions of voters

with impersonal, expert knowledge, the State

University is a part of the citizens' own

mind.67

The state-owned institution of higher learning is
committed to the American belief that educational pro-
grams must respond to the complex needs of twentieth-
century society. This does not mean that, in meeting
these needs, the state university is committed to a
splinter curriculum composed of technical and vocational
courses on all academic levels with only a smattering

of general cultural subjects. However, it does mean

that, being responsible for the preservation and strength

 

67 James Creese, Extension g3 University Teaching (New
York: American Association for Adult Education, 1931), p. 51.

 

Page 234

of our civilization, the state university ”cannot
afford the intellectual snobbishness of proclaim-
ing that only one curriculum--even though that be
in liberal arts--offers the only hope for the sur-
vival of our civilization in the present period of
international unrest.” This is the attitude of the
National Association of State Universities' Committee
on the Study of the Role of the State University.68

The consensus of opinions of educators regarding
this concept may be found in a speech given by Presi-
dent Lewis Webster Jones, of Rutgers University, before
the Association of Land-Grant Colleges and State Univer-
sities which he was serving as President:

The idea of using colleges and universities

to teach people how to do their work more ef-

fectively, and the idea of teaching everybody

up to the limit of his ability, are relatively

new and extremely important ideas.
No one in this country ought to feel himself
or his children held down below their real
capacities because of lack of educational op-
portunity.69

5. A state EHLVSP£1U-WES£ sesugamsr‘e edsqaaiadifiuaian
gf_unige£sityhinfogmgtiog. If one grants the importance

of adult and extension activities to the program of the

 

68 Hatcher, 22. 333., p. 146.

69 Lewis Webster Jones, “New Dimensions for American
Higher Education,“ Association of Land-Grant Colleges and State
Lyliversities, Proceedings of: 35th annual convention, 195 ,

p. 30.

Page 235

state university, then one must also grant the im-
portance of the state university's program offering

as wide a variety of subjects and activities, at the
least possible cost to the recipient, with uniform--
state-line to state-line--coverage. There can be no
doubt that the state university, with its programs

in the conservation of knowledge, its research to
create new knowledge, and its staff of instructors

to pass on knowledge, has information that should

be in the hands of the American people. Therefore,
distribution, with two of its components-—faoilities
and cost, becomes the largest single factor in deter-
mining the success of such a program. It is important
to remember, however, that the distribution problem
also includes: (1) making educational needs of the
state's citizenry ”felt" needs, (2) having information
readily available, and (3) telling the people of these
information sources so that they utilize the services
which are offered.

A typical state university pattern is to establish
adult and continuing education ”centers" in the larger
metropolitan areas throughout the state; nevertheless,
although the number of services offered in these centers
is relatively small, the university is unable to extend
even this skeleton group of activities to the smaller

communities which so badly need mature service and

Page 236

70.71

collaboration.
Despite the swelling programs in adult and con-
tinuing education throughout the country, the task of
diffusion of university information has scarcely
started. Authorities agree that there are ”infinitely
more people in dire need of extension . . . than ex-
tension has been able to reach."72 And, because of
their role in the American educational system, these
state universities and land-grant colleges have a de-
finite ‘obligation to take the diffusion of knowledge

to the people with especial seriousness."73

 

70 Baker Brownell, The College and the Community (New York:
Harper and Brothers, 1952), pp. 1&5-7.

71 This point has been stressed by many directors of ex-
tension; for example L. H. Adolfson, Director of the University
Extension Division at the University of Wisconsin, has said:

Here in Wisconsin, through a system of Exten-
sion Centers attached to the University, we're
attempting to broaden this educational opportun-
ity to many sections of our state where adequate
college opportunities are not close at hand. How-
ever, there are obviously definite limits as to how
far we can go in providing this type of education
on a face-to-face basis.

L. H. Adolfson, “Television and Adult Education,”
_§incoln Lodge Seminar, Proceedings: ed. Burton Paulu (Urbana,
Illinois: National Association of Educational Broadcasters,
1953), p0 “h.

72 C. Hartley Grattan, In Quest 2; Knowledge (New York:
Association Press, 1955), pp. 135-5.

73 Ibid., p. 192.

Page 237

The President's Commission on Higher Education
felt that present methods of distributing univer-
sity information could not be considered the ulti-
mate in extension services when it reported that:

Courses by extension or correspondence
may not be the best means of educating
adults; they certainly are not the only
ones. Vigorous experimentation with
new methods however unorthodox, is
called for.7u

This belief is being translated by extension
directors of state universities into constant re-
appraisals of the channels open to the dissemination
of university information and the utilization of all
forms of presentation and all proven media of com-
munication available for their programming.75

6- A state snivsraiiLmast 202232032 its aueiaees_oseslx
and integrate}. its Buzpssssi seeds._aad_astlvitiea £0
all thg pegple, This tenet simply means that the
state-supported institution of higher learning must
keep before the citizenry the reasons for its existence,

its program of instructional and research services, and

an evaluation of its program and how it may be improved.

 

7h Presidents' Commission on Higher Education, 22. cit.,

p. 980

75 Charles F. Milner, Director of Extension Division,
University of North Carolina at Chapel Hill, in an interview
with the author, March 22, 1957.

Page 238

One can readily understand why state-supported
higher education, occupying the highest level of
public-supported educaticn, must acknowledge a
fundamental responsibility to the people who, by
public charter, have created these institutions;
who, by their right to vote, govern them; and who,
by their taxes, keep open their doors. The ultimate
success of state-financed higher education is closely
tied to public confidence in and public understanding
of the university's program.76

The state—supported institution of higher educa-
tion needs a continuous program aiding the citizens

in their appreciation of the work of the university,

its needs, and the programs it offers. The reasons

 

76 In Public Relations in Education the authors explain
this need for public understanding in the'following manner:

Schools exist because the public considers
them desirable, or more accurately, the public
has not pronounced them undesirable. Therefore,
the schools must sell themselves to the public,
not occasionally, not annually, but every day.
Education needs a continuous, honest, and com-
prehensive program of interpretation to the pub-
lic and the enlistment of its cooperation.

Clifford L. Brownell, Leo Gans, and Tufie Z. Maroon,
Public Relations in Education (New York: McGraw-Hill Book
Company, 1110., 1933), pp. “0-1.

Page 239

behind such an Open public relations effort are
obvious: in the first place, the people have the
right to this information because it is thei;
university. As a co-owner in a project in advanced
learning, they have a right to know why their money
must go to the institution's support, what the in-
stitution is doing, how the institution can benefit
them directly, and what additional plans and needs
the institution may have.

Secondly, the people should know of the work and
the aspirations of their university because of the
importance of a well-informed citizenry to a democratic
form of government. This knowledge could result in more
interested and intelligent voting, in a more intelligent
use of the programs and facilities that are available,
and, ultimately, in additional support to public higher
education. One has to admit that there is a general
complacency or disinterest toward public higher education
throughout the country; a great deal of this public
apathy can be traced to the fact that less than one-
fourth of our nation's population has ever directly
participated in the programming of institutions of

77

higher learning, nor have a large percentage of the

 

77 For a more detailed account of the problems of public
attitude toward higher education, see Chapter II, pp. 43-6.

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Page 2&2

III. SUMMARY AND CONCLUSIONS

It would be difficult, if not impossible, to establish one
set of tenets as a true or all-inclusive philosophy or analysis
of role for all state universities. Each of these institutions
of higher learning was established by the people of its state
to meet their own needs; each grew within a framework similar
to that of other state universities or land-grant institutions
but modified in accordance with the aims, traditions, and needs
of its own people.

However, from the preceding study one is able to gain cer-
tain basic tenets of philosophy and role which are held by all
state universities. Some of these tenets are spelled out in
official university documents, in the writings or speeches of
prominent twentieth-century educators, and in pieces of legis-
lation; others can only be inferred from these tangible pieces
of evidence but are, nevertheless, basic to the understanding
of this evidence.

Table V, on pages 2“} and 2h“, summarizes those beliefs which
have been derived from these three major sources and points out
those tenets which are implicit in the philosophy and role as

I

interpreted by one of these methods.

In brief, as the top of the public educational system, with
a formal, organizational relationship to the people, the state
university occupies a position of great influence in the United
States. The state university shares the general goals of all

higher education: to conserve, transmit, and expand knowledge,

Page zuz

III. SUMMARY AND CONCLUSIONS

It would be difficult, if not impossible, to establish one
set of tenets as a true or all-inclusive philosophy or analysis
of role for all state universities. Each of these institutions
of higher learning was established by the people of its state
to meet their own needs; each grew within a framework similar
to that of other state universities or land-grant institutions
but modified in accordance with the aims, traditions, and needs
of its own pecple.

However, from the preceding study one is able to gain cer-
tain basic tenets of philosophy and role which are held by all
state universities. Some of these tenets are spelled out in
official university documents, in the writings or speeches of
prominent twentieth-century educators, and in pieces of legis-
latbmn;otherscan only be inferred from these tangible pieces
of evidence but are, nevertheless, basic to the understanding
of this evidence.

Table V, on pages 2&3 and 24h, summarizes those beliefs which
have been derived from these three major sources and points out
those tenets which are implicit in the philosophy and role as

/

interpreted by one of these methods.

In brief, as the top of the public educational system, with
a formal, organizational relationship to the people, the state
university occupies a position of great influence in the United
States. The state university shares the general goals of all

higher education: to conserve, transmit, and expand knowledge,

Page 2&3

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Page 2h5

and to promote the use of this information for the benefit of
all mankind. In addition, the state university must equalize
educational Opportunity so that no person is deprived of the
right to education except for reasons of his own native ability.
Although their instructional programs may have a different en-
phssis, both the state university and the land-grant institution
are under obligation to teach people to do their work effectively.
In raising the cultural level of all citizens, the state univer-
sity is pledged to serve the entire state whenever and wherever
its services are needed--to the limit of its resources. This
service to the state includes adult and extension activities
which should occupy an integral role in the state university's
program. And, concluding the basic tenets of philosophy and
role, all state universities are in need of more adequate dif-
fusion of the vast amount of information available on their can.
puses.

The sid-twentieth-century state university is the center of
both practical and theoretical learning to which the citizen
turns with his problems and from which comes an organized flow
of information and expert opinion. The state university trains
the leader, the follower, the scientist, the technician, and the
teacher; consequently, its influence permeates all levels of edu.
cation, all strata of society. The state university is no longer
considered a luxury necessary to s high civilization but is a no-

cessity for the continued operation of a prosperous society.

CHAPTER VII
THE PHILOSOPHY AND ROLE OF TELEVISION
IN A STATE UNIVERSITY

Individual opinions of educators, educational adminis-
trators, and educational broadcasters as to the philosophy
and role of television in state-owned institutions of higher
learning have developed, primarily, in three ways: (1)
through a person's experience with television and with other
media of mass communication, (2) from the experience of
commercial stations with both cultural and entertainment
programs, and (3) as the result of research and experimen-
tation in the educational uses of television. A combina-
tion of these individual viewpoints, each tempered with those
of others, moderated with the philosophy and role of the state
university itself, and modified by the exigencies of finan-
cing and other university problems, comprises the official
concept of the philosOphy and role of television in a state
university.

Through a study of official statements of the insti-
tutions, opinions of twentieth-century educators, and opin-
ions of educational broadcasters one is able to achieve a
general consensus as to the philosophy and role of television
in a state university. However, because there is no one set

of terms in which the tenets of any institution's philosophy

Page 247

may be couched, one cannot arrive at a simple, neat, precise
tabulation of principles. Hany beliefs are left unsaid al-
though their presence is obvious since they are basic or tan-
tamount to ideas which have been expressed; others are phrased
in statements which actually combine several principles. Con.
sequently, the author has attempted to enforce a strict inter-
pretation on all statements made and to divide some statements,
without distorting their meaning, so that they become mutually

exclusive.

I. DEVELOPMENT OF THE PHILOSOPHY OF
STATE UNIVERSITY TELEVISION

A. A3 gepresenteg by t_h-e_ Official Statements 2; mega Institu-
2122:.

Two types of official pronouncements of the philosophy
and role of television in a state university have been
used in this study: (1) The written and oral testimony
concerning television and its educational uses made by
presidents and chairmen of governing boards of state uni-
versities and land-grant institutions. These fifty-five
statements were presented, in 1952, before the Federal
Communications Commission when education was seeking the

setting aside of television channels for education1

f 1 For further information regarding these statements be-
0P0 the FCC, see Chapter III, footnote 22, p. 82.

Page 248

and represent 78% of the total number of these institu-
tions which are under study. (2) Official statements

of the institution's philosophy regarding educational
television which were requested, by the author, from

the administration of each state university. Statements
concerning their official philosOphy were received from
fifty-four of these institutions,2 76% of the total num-
ber being studied. A composite of the two sources of
official statements of philosOphy shows that statements
from sixty-eight of the seventy-one state universities
and land-grant colleges have been consulted, 96$ of the
total.3 In cases where both a 1957 official statement
of television philosophy and the 1952 testimony before
the FCC are available the 1957 official statement has
been given first consideration since it represents a

later or perhaps a revised opinion.

1;.
w“

l.{- Educgtio al geleligign_ should be uged _t_o _help_ a state

‘ univ '1'“ 1g achieve its traditional _ob.1_e_c_i;iveg_:_ £11933.

.21 n; conservation of knowledge ,_e_pansion of know ed e, I

:55

299. thg,promot;on_ of _the_ use_ of this _information_ for

i
\.

‘ghe benefit of _mankind‘.\Un1ess a university activity
nn_/

q..—

sssists that institution in achieving at least one of

 

2 These statements were received by the author between
February and October, 1957.

3 These totals include the University of Alaska; however,
no statement of philosophy was received from this institution.

Page 2&9

these objectives, there can be little reason for its
existence as part of the institution's program. The
television medium, when properly used, is capable of
helping the state university to carry out all four.
However, these traditional objectives are so basic to
all university activity they are more frequently im—
plied in other statements of belief regarding tele-
vision than they are spelled out.

In the official statements of state universities'
philosophy of television, only two institutions made
direct reference to television's assistance in helping

them fulfill their traditional objectives: in addition,

the Proposal g;,§hg Citizen's Committee gn,§ducational
Television for Kansas“ and the Report 2; the §ub-committee

23 Television, fligher Education Stud , Michigan Council
'2; State College PresidentsS made similar references.6

 

~ Proposal‘gf the Citizen's Com-fittee on Educationa
Television or ansas (Topeka, Kansas: oint 53mm ttee on
TeIevIsion, I§5g5, p. 3. .(Mimeographed.)

5 Lawrence McKune, Garnet 3. Garrison, and Paul B.
Richard, Be ort of the Sub-committee on Television, Higher
Education tudy TEaFE‘Iansing, Michigan: EouncII of State
College Presidents, 1955), pp. 2-3.

6 These two documents reflect the beliefs of Kansas
State College, the University of Kansas, Michigan State Uni-
versity, and the University of Michigan.

Page 250

If one were to establish a rank order for the
appearance of any single traditional objective in
statements of a state university's philosophy of
television, it would be as follows:

a. Instruction. Most universities see the princi-

pal use of television in carrying out their ob-

Jective to transmit knowledge. This applies

both to in-school instruction (via closed-circuit

or open-circuit television) and to credit and non.

credit offerings for the general public. Fifteen

official statements state that university television
should offer credit courses; eight additional insti-
tutions gave similar testimony before the FCC. As
further evidence of its obligation to instruct by
television, nineteen additional universities state,
specifically, that a state university television
facility must offer instruction to implement the
institution's adult and continuing education pro-
gram.7

b. Promotion of the use of university information for
the benefit of mankind. This particular traditional
objective appears in official statements in several

guises:

‘__‘

7 A complete list of sources for each of these tenets
reSarding the philosophy and role of television in a state
‘univermity will be found in Appendix D.

Page 251

(1) Television will implement extension activities
in taking information to the people. This
phraseology appears in the official statements
of thirty state universities and in the FCC
testimony of four additional institutions.

For example,
Television 'on the air' will be used
to extend Continuing Education over
the maximum possible area of Georgia
to the greatest number of adults
possible. This use of television is
not intended alone for those who can.
not come to the Center for conferences
and short courses, but is also inten.
dad to provide pre-conference and post-
conference study materials to those who
do visit the Center. He believe that
television used in this concept is the
most economical way to extend the re-

sources of the University of Georgia
to the adult p0pu1ation of the state.8

(2) Television will help the university perform a
public service (or fulfill its obligation for
service.) This phrasing was used in the official
statements of thirty-two institutions: six
additional institutions used it in their rcc
testimony. For example, President Troy H.
Middleton, testifying in behalf of Louisiana
State University, said:

8 Official statement of television philosOphy, the Uni-
'.rtity of Georgia, Athens, Georgia dated March it, 1957.

Page 252

The University has a responsibility
for education in the State and tele-
vision is an important medium for
education. The University, therefore,
has an obligation to provide educa-
tional television programs for the
general public which can be met fully
only through a non-commercial educa-
tional television station.9
(3) Television can assist the state university in
taking the benefits of a university (or of a
university education) to pecple throughout the
state. This version was used in twenty-seven
official statements of philosophy and five
additional FCC statements. For example, in
a brochure entitled 'Iour Television Station,“
The Consolidated University of North Carolina
phrased this obligation in the following manner:
UUNC-TV will take the benefits of the
University into the homes, the minds
and the hearts of literally thousands
of North Carolinians who are not being
directly reached by it at present.10
c. Expansion of Knowledge (Research). Many state uni-
versities feel that television can help them expand
knowledge in two principal ways:

(1) Using television as the medium by which research

 

9 President Troy 8. Middleton, Louisiana State Univer-
sity and Agricultural and Mechanical College, Brief 2; the

Joint Committee 25 Educational Television, Part VIII, p. 226.

1° £22; Televisio Station, a publication of The Communica-
t10n.Center 0 he Conso idated University of North Carolina.

Page 253

is conducted in other arease-science and educa-

tion, for example: and
(2) Doing research in the field of television, it—

self, in either the technical or prOgramming

areas.
Five institutions refer specifically to a univer-
sity's need to do research in television: three
others mentioned research in their FCC testimony.

d. Conservation of Knowledge. There are fewer references

to television's ability to achieve this particular
traditional objective of a state university than to
the other three. Very possibly this can be traced
to the comparatively recent technical developments
in this area which are now making the conservation
of television programming easier, better, and less
costly.11

Hhile a basic objective of all higher education,
no official university pronouncement of television
philosophy, no educator's or educaster's philosOphy
of television as it applies to a state university
advises curtailing or eliminating the use of the

medium because of its limitations in preserving

11 In addition to the use of film and kinescope record-
.ing, television programming may now be preserved on black and
white or color video tape.

Page 25“

knowledge. Rather, they would include the belief
that the conservation of television materials is
important and should be made whether for short or
long periods of time or for exchange with other
commercial or educational outlets.

2 . Educational telexiaian. 20$.th la: and 2!.maral_rass°.n.-
gibilig‘ gu§t_sgr;e_the_entir_e_ gogmgnity. The Federal
Communication Commission's §;;gg Report ang'ggggg,12
which established the educational reservations for tele-
vision, made it very clear that the educational channels
must also serve broad community needs as well as those
of a particular institution or group in the community.

Since it would be illegal to operate a television
station exclusively in the interest of the state univer-
sity, one might wonder if these institutions would be
interested in joining with or offering their facilities
to other educational and public service agencies in the
programming of such a facility. However, some portion
of the state university's program is concerned with edu-
cation I'from the cradle to the grave': and, while its
primary concern is the individual fourteen years and
over, the university's scientists, psychologists,

sociologists, and educators are either directly working

12 For a more detailed account of this legislation, see
Chapter III, pp. 78-81.

Page 255

with or are training individuals to work with people

of all ages.

This willingness or desire to cooperate with other
elements in the community was stressed in fourteen
official statements Of state universities and in the
FCC testimony of eight other institutions. Interest
in cooperation with other agencies takes two distinct
forms:

a. A simple statement of obligation or desire such
as that made by Vice President Frederic H. Reim-
berger in the Opening telecast Of Ohio State Uni-
versity's HOSU-TV.

While the station will be controlled and
Operated by the Ohio State University,
programming will not be limited to campus
sources. Through proper association, its
offerings may be greatly enriched by tal-
ents drawn from the whole community and
its many educational and cultural insti-
tutions.13

b. A complete breakdown of educational institutions:
agencies of state government; and cultural, in-
formational, and civic groups with which the uni-
versity hopes to cooperate,such as that put forth
on behalf of Kansas State College and the Univer-

sity of Kansas by the Proposal 9; the Citizen's

 

—'

13 Frederick H. Heimberger, from an untitled address
given at the Opening telecast of HOSU-TV (Columbus, Ohio: Ohio
State Bureau Of Public Relations, February, 1956), p. 2. (Mime-

ographed e )

Page 256

Sam emmuaaiimnwev e taxman.“
While both educators and educational broadcasters
place equal emphasis of their desire or need to co-

Operate with public school systems, institutions

 

lh'Proposal g; the Citizen's Committee‘gg Educatignal
Television for Kansas, pp, cit., p. IF?

 

All educational, cultural or non-commercial informa-
tional services within the state will have access to air
time on this television network.

It will be open for use to all educational institu-
tions in Kansas, such as:
1. High schools and grade schools throughout the
state.
2. Municipal schools.
3. Private institutions for higher learning.
h. Parent-teachers associations and the like.
5. The five state institutions of higher learning.

It also may be made available to the various agencies
of state government, such as:
1. Department of Social Welfare (example - mental
health programs).
2. State Board of Agriculture (example - control
Of crop and animal diseases).
3. Highway Patrol (example - high school driver
safety education program).
h. Department of Public Instruction (example -
homebound children program).
5. Kansas State Board of Health (example - health
information).
6. Kansas Bureau of Investigation (example - trac-
ing criminals and missing persons).
7. State Office of Civil Defense (example - train-
ing schools for firemen, police, and disaster
personnel).

Cultural, patriotic, informational and civic groups,
such as:
l . Libraries .
2. Museums.
2. Symphonies.
. Art Associations.

3.

Page 257

of higher learning, and general public service

organizations in their television programming,

this tenet will not be developed further in

other sections of this study since any educa-

tional television outlet is under legal Obliga-

tion to cooperate in this manner.

h .t_e_l_e.v_igio n_fgcilitieg gf_a_s_ta_te _uni_v_ers_i_tl _ _s_t
-’23.92 .1“.- ..3 12 dscatioa 2f.t2°.P9.PP.1§.t.L°. 33!!
grga£e_a_bgtteg infogmgd_citize _y. There is some
overlapping between this tenet and another, number
1 b, which states 'that university information should
be used for the benefit of mankind.'15 The similarities
between the two are obvious: the differences, while
equally important, are, perhaps, more difficult to see
on casual reading.

To be explicit, this tenet refers to an obligation
on the part of the state university to Obtain certain
information and put it into the hands of the people of
the state. This information may be of a very elementary,
even remedial, nature and might not include material en-
massed through a university's regular activities or
supplied to the university's regular or adult students.

Tenet l b, however, refers to the using of university

 

15 Tenet l b appears on pages 250-2 Of this chapter.

Page 258

information to benefit mankind: it does not necessarily
imply that in taking this action one is obliged to pro-
vide a broader educational background for all citizens,
nor does it state that a general, universal education
program needs to be undertaken by the state university.
Official statements of twenty-nine state univer-
sities refer to the use of television to broaden the
basic education of the general public and to make better
citizens: three additional institutions supported this
contention in their FCC testimony. For example, the
use of state university television in general public
education and information prOgrams was set forth by
the University Of Michigan in its application for UHF
channel 26.

A hunger to know is quite universal. The
different interests and needs of housewives,
business men and women, laborers, clerks and
secretaries, farmers and city folk and many
others can be served effectively and easily
via telecourses on a variety of subjects from
wood-working to literature. A better informed
adult citizenry is a 'must' for an effective
democratic society.1

The University Of Hisconsin says simply: 'Educational
television can make for better living and better citizens."17

 

16 Garnet R. Garrison, "Programming for Mon-Commercial

TV ' Reprint from an article from Colle e Publi Relatigng
Shamstszlz. Jul! 1953. P. 3. (Hileograp ed.)

17 Hisconsin Citizen's Committee for Educational Tele-
vision, Educational Television for Wisconsin (Madison, Hisconsin:
‘Hisconsin Citizen‘s Committee for Educational Television, Inc.),

1,, 5. (Mimeographed.)

Page 259

-v-

ine sub—csmwitt e 0: television of the Michigan

(I)

Sourcil of Stet

(D

College Presidents, reporting

it)

for Richigan Stet University and the University
cf Kichig n, lists as a common objective of educa-
tional television:

to 1 form the viewer of the values in

cur free society and varied points of

VIGN cn important public issues in

on blin: him to teoome a better citizen

and sociAlly a more desirable individual.18

aleays teen purt of the American ideal, educational

television brings this ideal closer to reality than

Hardships caused by the distance one lives from
an institution of higher learning, differences in
economic status, and inequalities caused by race,
creed, sex, and national origin can be rectified,
or greatly reduced, by the use of this medium.
Furthermore, experiments have already proven the
adequacy of television as a medium to convey

knowledgegl9 statistics have already shown the

 

18 Kcnune, Garrison, and Rickard, loc. cit.

19 See Chapter :2 of this study.

acoc.silility of television in the average

éfl“T10 E h379;7 and surveys have already proven

*' t ‘he A erienn public enjoys matching the

1‘31u: "l l . a hahit of doing 90.21 Consequently,
since the lium of televis icn tr r cend s the

" n-mflie” inequalities of hig‘er education and

sixes it is the of such powerful appeal and value
as %n ins‘rumeht of education, the use of television

C 1'
O
’)

1ve gretlera of educational equality is a most

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The philos or hies of twenty-one state univer-
sities pqint tut the value of television in help-
ing their institution rid the state of inequali-
ties of opycrtunity to receive higher education;
two others made the same point in their FCC tes-
timony. Ty'picel of the statements mgarding the

use of television to overcome these inequalities

are the f

(_l

llowihg:

-he televis sion m iium may offer to the

 

 

homecouhd and to the adult aspects of
hig.er ciucetion which the individual
‘0 T} ere are b8,BOO,CCO television sets in use in the
United States, according to a fiational Association of Broad-
casters' study. This would mean that over 90% of American
homes have st 1e st cne television set.
”he Radio-Tl Recession in 1958," Broadcasting,
December 29, 1958, p. 51.
21 T1 ei..l a - . . a e a
i me nag-.ine re,orted tllat the average Ameiicnn
television set is turned on 5 hours and 56 minutes each day.

"new Dimensions,” Time, October 13, 1958, p. 53.

.rwtu

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. NI;

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instrucfi:n. Texas Agricultural and mechan-

ie"l Colle¢e is one institution that has ex-

fex s A and X is interested in all poss-
ible me ns of improvinf teoching or cut-
ting te chin: costs without sacrifice of
qu“lity. Television offers a means to
one or Lo‘h erds.‘-‘+

The use of television to extend and supple-
ment the Curriculum offered. Offering
ourner in mathematics, science, art, and
music which are not availatle in the public
schools of many Alabama communities, the Un-
iversity of Alabama states: "The University

is grecenting grogrnms for in-schcol viewing

for children as sell as credit courses for
. , e
lo ts "~

c. The use of television to alleviate classroom
and teacher shorteees. This viewpoint has

been trought forward by the University of

 

Florida.
As university enrollments grow beyond
tre cap city of the classrooms, lecture
“b
L Cfficial statement of television philosophy contained
in a letter from the Cffice of the Chancellor Texas Axricul-
. 8
tural and Kech nical College System, College Station, Texas
dated Narch 25, 1957.

25 21 Frofrem Planning Guide (University, Alabama: Uni-
versity of Alabama, Extension Division, January 1956), p. 21.

 

Page 263

hells "rd Wtfirll ble faculty, these
instituticns I') he forced to develop
television lectures for courses of
large CRFCllT‘nt, with viewing sets

in d;r:itory lounges 'nd even off

{neir cargusee, with .‘rrloWent'l

1 Te or fr:rsc al d 1cu:mi:n sections, 26
i: fulfilling our rol:s as educators.

—., ‘w — ,. _
nomm.'s grog r mming

F4

kilo the "niversitv of A
serves :3 a ,trt of its function in a state not-
work, a nutter of st te universities have ap—

tlied or are rpplying for educational channels

along with the community schools of their area;
the University of Kinnesota and the University

of Xvshingt: r have this type of station on the
air.

A total of sixteen institutions specified
the need to do television programming on all
levels of public eiication; seven aidition a1

institutions incluicl this in their FCC testi-

°7
, . ;
mcny.

6. The television facilities of a state university should
pro vide in-s rvic e education to professional people

(dentists, doctors, teacher , etc.) providing them

0')

with new irform.ation and techniques. While this

 

 

(6 Official statement of television philosophy, Univer-
sit y of Florida, Gainesville, Florida, March, 1957, p. 5.
(VijpoTrdLiPi )

\

f)

‘ These figures do not include thcs e state universities
h‘lCh propose to u:e closed-c ir cuit installs ations for these
came gurf'SES.

Page 26H

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.,d a: froqlent y es many others
i: fi"‘%'rnts cf television p 110 spay, the function

if L rt—frtfesrioy l figl in—rcrvieo television edu—

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function of stste uni-
v~::1fy tel:vi.icn :nd the very much in keeping

wi:n these irctitutiens' role in the mid-twentieth

Cf all the chfess orals, the teacher is the only

.4‘

one reglirel 1y lgx find/or institutional practice or

.)
}
.9
"l
by
(1’

“Elitional education to keep his

A.“
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r to move up in his profession.

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, and others have to teke time from

'1;

their ; tients or client: end travel to the state

A

university for neeiel up—deting instruction. tecouse

rf t3: iifficul‘y in err ngin“ time away from their
gr’cticn ind tecwus; there is no external "prod"

eyervtiz; ‘3 in the core of the teacher, these people
ell too often miss out on refresher courses and new
develccments in their field.

Actu'lly, in the fields of science and medicine,
instruction on the university campus, itself, is
frequently given by means of cloaej-circuit tele-
vision so that every student st nds at the tech-

nicirn's microscope and at the doctor's scalpel.

 

\v

(
b

0 Ct

to iris is merely r statement of ffict and is not in-
s -n rrgument for or sgiinst enforced teacher edu—

Seven state universities h~ve voiced their views
~11 in-service television edu-
coticn in their cffici l statements of television

*hilosojhy; these ixstitutions, for example, ave

*-
L):
0.

s. Xith re *ri to teacher in-service education

0"
I
7)
J

'3

1

The st*te urivers it ies z re Cher fed with the
re: trailil ity for te cher tra ining. One

of the great as ssets of educational televi-
sion has been found in this area. . . teach-
er fsleoourscs would permit renew l, or up-
gr dine, :f their certificates.‘

o. «i n rer‘rd ‘t Lost-professional education

Con iirrfitle efftrt is Leer ss.ry end much
3 ey is Sgent in the or»1ri.ntion of short
courses on CWL;US for semin:rs and profes-
sional ”reu; meetings. However, a cons ider-
~ble number of grfduates in the profess sional
are s are Lot aEIe to ::1ttend these nmeetin :5.
Television Izogr ms bro'ic.st by educational
stations at tim;s convenient for viewing may
to very helgful in 7re=enting information on
the newest develorments and techniques to
grcfession l ccllenfues. At times sgwe ed is
hiahly desirable in transmission of specific
te.t3. A cvse in point is informrtion for
:hysici'ns and medical technicians about the
Salk polio vaccine Televis ion permits this
eéi of tr‘nsmisslcn.

, 29 Cfficial stetenent of television philosophy,
Lniverrity of Florida, lee. cit.

 

50 Kcfiune, Gerrison, and Richard, or. cit., pp. lO—ll.

 

“its; tic! .
n'.J-TY (ffsrs you - ”he former, the business-
~" ‘ie ht" TEX”? ‘h3 ‘extilist, the furni—

l I

, . &

ture :‘ker the tinker, tie lewyer - special
1 v ‘

’
...- ”r. fro , .sgi ixee s Emmi many :WflW8P&l
v' r‘ ’Y‘ 'V‘r‘ l
. A u 0
0

g ii;n;l_:;l:vision. The educcticn of persons
3r:;;r n; to enter the communications field is
an if?QFC“fl5 function of any stete university for

in very fes :

H’

rezs can the influence of a single
gwr Cu he felt an the lives of so many others.
In the h :1: of these individuals are tools of
trenenicus tower which own he used for greatness
CF reiiocrity, for the benefit of mankind or in-
diviiu‘l gein. The public tends to believe
autcmificelly thei which appears in print, on
the radio, 'nd over television; consequently,

the otligfition of the institution in training

wediq nersonnel is s most serious end important

S‘rtemcnts of yhilosophy regerding the state

university's restonsibility in prepsring students

91 Your Television St

L 9* le Consolideted Univer-
Ly Of Korth Caroline, Joe. 01:.

p.4-
‘ 3
:3

 

i“ [as Lit/r o

RYXJ-T? cffcrs you - the former, the business—
7", ‘?~ hm '“ xv“, th~ t=xtilist, the furni-
‘ure T “e“, “M3 t nker, the lswyer - special
:r* r 3 f” ’ oci l he3‘s std many general

M 'r wefl

- - _ - — — _ - -~- - _ — — - - —

pre;;rinr to enter the communicstions field is
or: 5. function of any stete university for
in very fen areos Can the influence of a single
[vr;0n be felt on the lives of so many others.

In the h 113 of these individuals are tools of
{rerenicus foxer vhich can be used for greatness
tr Teiiocrity, for the terefit of mankind or in—
diviiu l rein. The puhlic tends to believe
au‘onfi‘icslly tth which sppesrs in print, on

the radio, 'hd over television; consequently,

the otligntion of the institution in training

31:

we is nersonnel is s most serious and important
C'rse.
Statements of ghilosophy resjsrding‘ the state

university's responsibility in prepsring students

 

-' " -”1‘3Vl‘nlt,»!l StDTI‘fI.’ ihe Co.r;soli<:lated Univer-
9
aorth C'*4I'Oli.'."*1, 10C. Clio

'_ T ’ ’A“ ' ...;
M ii ,
lc‘ 3 V‘ -" fin .F'.
.... z‘ 1:." , -.
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L-‘n 1v r «J - '-.
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e11 -rl.l
t6 C"~'" H N
312'1‘-r C’?
in' relicy se
— J .- A
1.9 nPVUIL
cou".cs cf
f5? the st
in FU‘l?Pu t
{271d 1t -

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\AJr-I- t3

FP‘EQPCC.

315*1V91

.

ducntione

m

rel d
‘ ~' I '
s

51
m
\3

L5

.n cf the redium of

nul o 91311“P, the chief

icf"1l. to .W;ich.tfl1e LUll-

nur‘rrn inst tutions htve

traininf for

h
(’J

fficifil fhilosoghy; one d-

referred to training

F-

»N
L

Yniversity of Illinois state,:

ity fl‘ns t-Z hflo tr in prof MS ion.l
r this cour‘ry': erected one to tho
elevisicn stations, just as it treins
h i ‘vertisirr men for newsnepers or
yr cur school<132
e iriversity Television Broadcast-

ts forth:
{Tart of a trAininr pro osrwm and

s uiy in televis ion bro dc~s ting
:ff C-l s*_ullents of the University

4. avarice

llZQtIOY

the medium
truction end

9rd lIIPCVG

through ins

tete College rointed up the need for

l stfiticn to im lement its instruc-

 

 

 

 

 

tional {rofr m in television seyin :
J2 Pte lri"er~i*y of Illinois end Television (Urbann,
‘I , ‘ .. .- -- ,_‘ -

Illiliois: t ilCc c: and 'xesileuv univer rsity of Illinois),
'*|. 1. (:‘ZIWQ'Lj -5118111.)
F 33 Television Tro dcrstifg Policy of Xichigsn Stfte
5§;;;::;3;1 ; .t Lensia , hicnigan: Cffice of the Director
k” AClevisioa 3eveloynent), p. l. (Kimeogrsphei.)

Page 268

 

 

 

 

 

 

 

A :Euo tier _ strtion will serve as a training ,
;n g1? f:r talents in ”ll gh'ses of television.2
I. si hi: c Jeetiv:s fmr the ogerution of com-
rci i ‘lafi ’C"U—T , the UniVersity of Missouri
iVC: s it: econl *Tjeotive:
‘ ;r vile leboret:r/ f oilit ies of the hishest
t; e f;r stu ie: 5 nf.0 fire interested in learn-
1- "-~ Li ‘3;/ gillg:tzv;rk of tine various
tr vi‘eo.-‘D
:. h; televisicr no ivi‘v of e st’te univers 13X
* 313 (“1711? t-e or "r‘unity for reseoroh in:
. ‘fe fie? ric l rh-=eé of “l vision end b. nev
v? ‘e“er lie * in telov sirr rro*r: Trire ihe
;;“ern :? st fe university tel vision reseoroh
-ctivitx follo closely thet of instruction in
‘ e refine. Ir the main, technical research has
on l’ri to the activities of Schools of Eng incor-
i!’ while EPC-iT’TTir” research has been established
in one or severfil degurtments or schools on the
c'"1us. Reseérch is one of the traditional ob-
fi.c‘ivtr oi every institution of higher learning

)1. g “ ... .p ‘

/* Ire.ident :cci .. nitonell, Kississippi State
Collefe, ?“1hf of the J“i’t Corrittce on Eduootionol Televi-
siwr, F-rt TIII, ; . 743-5:

A”, r‘¢.-c-.~ r. q ‘ ta A—I a .erH- :‘\

z) t .ue ar. C A~c ives c; “t T- J (Columbia,

XiS‘Qu ri: Cfl cc of the Assistant to the President in Charge
of Television, Edward C. Lembert, 1957), r. 2. (himcogrephtd.)

t’ )

769

~_

m
(a
(D

wifhtu: some ‘yfe of television fecility
'her 0123 (r clooei-circuit) on the campus,

-xger'mentition own te done with either

y:
Y)
I)

’—

1 - ' - ' ‘ .
3.; tr rr--rx:min= rereurcn.
v

r;

[Ll

C)

he r=ai t; c fry :ufi rese'rch in television

yeeifiei in tie official stqtements of phi—

‘&

)
H:

)

‘.

7
t

a; s,*te universities; one addition—

:Leiitnii:¢.1w=fers tx: FPFGH?Ch.lll its FCC

1" r3. Tjrical of ‘hese :Lftements are the
ouin’:

Since much if yet to be learned, we hope

th t k8 62 11 '130 be able to mike e valu-

ln contrieution throuéh reeeoroh.3

I, m e tots ;“Cfr n [Extenuinf the reach
Cf 51.: flirt] more effective, the University
shoull stimulate experimentation with in—
‘rwetion«l methois ityoqei ty the medium
‘rl their l;.lieetion to the classroom.
1‘1““ frcilitiC“ #1.,3 rhoull . . . entwle
other sfnients to ereriment with televi-
sio: :s it nvy Reply to the fields of their
frofe""ion 1 interests.3
he University of Illinois plans to conduct
‘seerch cn television with the idea of help-

.jerstnni it better end uee it more

i 1‘, Just es the University conducts

re e-rci in chn or hum n health on labor and
r l relations. If it did not, it

 

\. a k.)
0 \

*fi\)

0

 

r of the Sub—Cont ttee on Television, Uni-
i 'n, afloytei A ril C, 1933. (Kimeogrephed.)

'4‘.

 

 

 

 

 

 

. '.;' i i‘. f oili“; of ._’_e_i;i£e:“itv
rkigl e o“ ’i“E vi “7”" to? we 'r irterr l
:‘r‘ :f "e 1' ‘i‘uiirr'— :re r-n hf inotruc icn
~ ———————————— - ————————————
i r"‘" 1" '-“.i"e". ”‘il= Cllj three state
univ*r*i‘ie ‘urt‘-t ‘Vi* enn'ention in their
.‘ e er** :T television "hileso by, its omis—
sion "'3 Z“ k e of ov»r~i'h: rethen then disbe—
lief. F-r. ‘Arelf, ”c I’ *tionshio teiween the
t~1:vi-i; f oili‘ 21 the CVCF—fill structure
of the university cen faretell the future of the
tel vision orerttion.
In it“ F33 ‘5‘tir3r‘, P‘““idert O. C. Aderhold
.;f ?. tr v~‘ i‘y cf Jeorgiv sflted:
when t t tlirn‘i ‘te Ition would be or-
?wri' 1 Li o;3r ted es en intejrel pwrt
of the Univer i y': rr**r m of instruction
' N
5:11 3,‘ ‘ jiov Qr;r'~.'1ce./'/
-he offici l televi ion ghilo:c*hy of ‘he Uni-
versitj cf Vichi~'1 ’Jb:
Zeievisien, when within t“e Jur ri‘diction of
a univer'ify, sneuli te ref rdil es an in-
1e_r l ' rt of tee ir titution's educetionul
f oili-ie‘ 'Li offerir: .. The educational
‘
‘1')
JV The trivon—itv “f Illinoi‘ “mi Television, 103. c t
, ‘ 79 Fresilent C. C. Ader hold, University of Georgia,
EVQGES, Georgi , ?rief of the Jiirt Cofmittee on Eiueeticrfil
531 o _ ' t .y- _ A. / _
W, l-Ijrt ULLI, 3‘2“. ._ [)0-70

12"

Page C71

; C r ., 'Y‘All r; re-resentetive of the best
iv u.ivn"‘ ty in ‘rae‘irn, “vi the control of
not ell: tion“: ’rCfrunf should reside in
"‘ ?7«;l “ PC11¢j”’ pfil be edministered
‘ 1 E'FT l C} :7 lif'O
'~ °=lrn‘ i , f :‘lit' .f ’ t‘te uni rsity
——————————— h —_-- — _—
? zlj r “f ‘* u lic rel tion? ur ion for_
've uIiV“‘qi‘y. Tn'lve it ‘e UllVCP"lthw men-
ti:u ' 'ullio .elzticco, functisn for their

A fV'io .t ‘e vat of thi: function is the
foll‘.i: ' r’ r“ h from fiorth Drkot 1 A ricul-

Here 1t the Xorth D go: 9 Agricultural Col—

le 5, we reg'ri -.elrvis ion as a tool with which
to :10 9:1 «she tional joo . . . whether that job
‘e nor 1 adult education . . .; inf orminq view—
er‘ of cuerent rese1rch; incre1sino rublic un-
derntzhiir‘ in ”c demic subject matter; or in-
ter'retin1 the function and place Bf our Col-
le‘e in the c 3*unity and society.

In ftylyin* fcr Ch rnel 7, fhe University of Uteh's
Lxr nitit 12 showed on inc corpo retion of public re-
1 ‘icns yrinoifles to most of the University's

}ro;r2mning.

O Togort of the sub-ooumi tee on Television, Uni-
f hichig n, loo. ei‘.

 

“1 Cffici l s.oteT.e:t of television philosophy, North
r

icult ure 1 Colle:e, Fargo, North Dekota dated April,

v a A
“e (75..

,-
V

(.
’a
F“

- e University of Utwh fretoses to operate
Ezee‘ien l-felevi ion station . . . for

l ‘7.)
3

“kn rurynse of exteriin: to the citi7ens of

ooportunity
M; L e¢ghlgr Eroe.:res currently
use} in fill schools.““

'he retina {he rene.=t = d le~t informetion
«v»:l;?le. The U‘lio kill te :ffered an op-
~rtgvity ‘* vi‘:o=s .h: j est for knowledge
uric? t r 31 oe in the lahor1tor ies of the
ixs‘itutizr. of hi nor 1: ruin in the area.

- ,- q n

f;‘J Pill liheui.e he :fftroed
t ' n

erve :10
Crugled wi‘h two ”dditiorul functions of state

univerri‘v telexis ior., yutlic relqtions rates

.etr‘h in Purlwe Chiversity's purposes of tele-

i: lexi ion will 1 o rrove beneficie l in
wiilfl eluewtion, in n=ricultural extension,
in uriversity yutlic relations work.
ixh its use, the public will g.in access
' - el.e roc-seose4 by our staff and
lii‘“QI'TZle$T of“the i:’-
urgo es of the University. 3

She University of Kiohifien expresses public

rel tions :9 a certinuin: fu no ion of univer-

Eiucefors i.;v en excellent opportunity
to sewedule ro rems to aid the torpeyers
or 'rerts in understanding the veried as-

r
s of instruction, rese1roh, and service.
evi sion termite personfll tours to classes
1 horatories in operation «nd first hand
rts on eims and purposes of the educe-

 

b2

 

E)hiti*‘_:: Prowr’mwiho Policy, a portion of the
efplicetion to fhe 333 f:r .he u nting of Channel 7 to the
University of Utah (Celt L‘ke Ci y, Uteh: copy received from
C. Cioh"rl Ev as, Ezntver of Television Coerstions, University
of Uteh, X1rch 1?, 1937), r. l.

. . otement of television philosophy,
, L~ nye~te, Iriione d ted March 22, 1957.

*T)
("4

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‘xAJ

 

 

 

 

‘i‘" Jl “3“ ". TVWW C? cgnvtlijiit mvy':etimulxate

ir“ , ‘, ‘r"\k° li‘ouwrion, Khfi permit

' I u 9 cr P; ‘rrotive Criticism for

- "’i“ul r _.ilc o-hier nl tethofis utili7ed.

no fu‘lic h“; an or crtunity to julge for

z - 3 1 r 4o w

- A . O
.... “ .“‘. at. ‘ DY ‘ .T 3 1' ‘ ‘ ‘3 iv" 17‘ 1 “At 3 ..‘ P Pym)?" lilfii’r‘. t. T1|-‘(5‘r‘_-f 1 6:4 th-
— A —‘ A _—
no, .' ‘ r'\ '7' T ‘ i ‘\ ‘ A v"! :‘ .

3 .ilorcjhy ’ni role of television in 2 st te uni—

v-r.i‘7 :* r=vc lei from o irions of eiucstors conteins
216* r icr tenets; some of these one explicit, others

Uni?“"v?l 3W5 50‘ F,ellei out. In this study we are

a

4
3
'f.
(D
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’3
1‘
W

51;

U' "‘ .‘ - — fi qv ‘- ,—\ fl
wl‘h fur.e teflfitm which are most L.reva-

I)

lrnt. In eiucetionnl lexier h~; 3 statement on record
*3 ‘33 eFT-“i fh‘t he sees no use for television in
era;'c*i;n with a state university; however, some time
will to fievafiei, "t ‘he conclusion of this section,

to the grinoin'i o jeo‘ions of eflucetion lenders to
the u;e of to. vision in the r own institutions.

‘

‘cri.i for this section its been ooteined from the

o a re uest from the author; and

(3) the results of e resewrch project sponsored by the

tior'u roi'tirn c? Flue tionfll Hro lcesters-—The
Cole r" 'eleyici*v ir "“hrr Eluce‘iwn s rteen hv Co leco
~—-_— _ 4 v

 

 

 

 

 

? “-tv—r “v r~' ifsv‘v tv 3. 21min erowre.“5

1. 17 3‘ ’ _‘fi."1 1 1r " ( m::-§- 7“ r».(“11 (\f‘ t'np qwsq‘r‘
p f ‘ '1“ ‘i‘n *3 1. offers 3 PCTLQNAOUS
'" ‘i l v -j.' ‘1 '; “‘ te hriv'r'it should

”an" -? its run ~*‘:e“ive:. ibis belief is

*‘u~lly : r:r“‘erert of 3 st te university's
C ‘i “i",4 “ i; every‘hirr within its pover to

r i 7 ‘he cen¢r<l elucw‘iir I level, to creste

.s, ';1 to yerform 3 service to all
m'rkiru. Sheen s"e 911 jobs that educetion would
trve *3 _erfirn 'nl if television is the best tool
to .chieve ’nem, then it should be selecte ed.

v'FlLHR 'ryeets of this tenet hove been expressed

y—fi
)
....)
H
i.)
.0

o. Rorcld D. L'sswell, Professor of Lew end

*Cll‘lC‘l Scierce at Yele University hes snid:

 

"
to C

u q "- ' ‘ . "a . "‘1 v" VY
, ;1vin wrowre, "the sole of Television in nigher
l

Educstion as Seen by bille:re 2n« University Presidents,
(Urban , IllinCis: EAEE fese-rch F-ct Sh‘ets, Series VII,
ho. l, Jwru ry l95:).

'FthA of Kr. rok ne' ‘ thesis involved a ques-
tiorreire sen t, frnsiients of s selec ted 5amrle of two hun-
dz“ed lzr9er ccl 3 r? en? universities tirou h the country.
.ne l-'+‘ rerginres nu. Ferne received ere of in. erest to this
study for thev gresent a tyre cf frequency check with regard
to Cone of the ‘le use; of television in hipher educa—

tion as viewed edministrstors of those institutions.

H

”4
k. C)
r? .

:T

(D F‘

Th: ‘;:e r"nce ‘f 1 ml vis inn as the latest
-uis-rw C. the ecrznunic1tions revolution
'in~?n is? f‘w= C;;wortin-ity'iuo anKe (3f tfliis
new irstrunerf ”n effecfive meéns of

.093. li hing the .ur :‘:es of n free
.Cie‘y, “n eineqt :1 l 0;: ztunity of the
11nd ‘E. il"-‘ ilzun=t tPJch c v 111 the crise
.T r lic.‘“
E. C .‘L" f C":ll C. Hunt, Undersecretary of

Neiltn, Sizoition wad melfere roint up the fact
ops of the vilue of educational
4:..31'-,'.1~-91_5y:’ if; true VII-1U? C'irl (1)111), 1‘0 BPI‘I‘PISSd

Winn it: avers' knowleije end skill with the

7-1evi‘icn does not eliminate the need
fe' _C'E ‘e-cners. If educo tional tele-
vi i_n i. f: be successful, competent
te'cters must be m~d avail ble to work
if fti= zen wrliux . . . . It would be
>1'zriou: to argue tn t educat ionzal tele-
.i“ion cauli rr;l ce in.iividu1lly L‘uided
; rtioi;.tien by the le-rner in the dis-
CU”?1CE cl “sroom. tht it does {revide
is ‘ e P'Cerouni ty vhich any te- cher-
le"'r:r 'iidftion y he vastly iEIPOVEd.

c. Si-te uriverrity {re rident‘, spefikinj before
their retioral organizations, have stressed the

retentifil of television; for example:

(1) {resident J. H. Hilton of Iowo State College,
in the report of the Committee on R dio and

‘elevisior, stressed *ne imnorterce of all

 

b6

"'rcli D. L“ swell, "The SociEI Role of the Edu-

 

cationol :QIGMVI ion Stftion," Iircoln Ioi*e Seminor, Proceed-
ings: ei. Eurt on I ulu (Urbene, Illinois: Xe.tiona l Associa-
tion Cf Educrt ion: Zre'dc;:tero, 1953), p. 3.

V7

Herold C. nunt, stetement by: natione l Edueetionnl
---?Vicio: Y:w:, pt mber-Cctot r, 1956, 3 q

O L.

’5
a 3
Q

(.

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"T

.\ ...
- 1‘“

metal er erierce? L nd—irqnt admin

Page 276

.0312 ‘o l'ai—Jrint institutions.

.. edie hfive :eculier sifinificanoe
the L.nd-3rert Institutions, who
~“h:rs of the demonstration

, u '3 of the extension

1 e, :31 aho “re cnhrtered to serve,
the C*iyus a one but the whole

1 f the common e 1th which they

0

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7

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. . . . . . . . . . . . . . . . .

evntury xnen the pictures of the

1 infile gur he-ds ere derived more
t f ern 3%: i'nedim {final from

v a—.

H

crs m'y well fender the question of
Ffr‘ion und how much of the tele-
en Screen they should occupy in
’3

‘ of in i‘ at oirt ed tesk in the
.u; c;m'etition of menyug cncies
';n' minds ‘nd hevrts.

it Cliv:r C. oarmicheel of the Uni-

{Lyvisicn, union is ix: it s infancy,

xreet roientielities for education
t' oem and 111 the adult

74
9”“1’3o To ex loit these potential-
1 1

c
3 r ” rot cm :f specisl importnnce
‘g at» e univer.it es. Television's
fu‘ure r to edJCdt ontl weency appears
‘3 1e such Kore g‘omisina thin redio
eve" fi“s.*/

V
tnrzt

Sefitcrf, Chancellor of the University
ni% Mei 1953 Kobel Prize Winner has

com inin the ~dventnges of television

 

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8 Un

 

 

dent J. H. Hilton, Iowa State Colle 3e, A: socie—
,.¢- ..

le’r: ind Universities, Proceedings of:

'ention, 1335, t. 13.

dent Oliver C. Carmichael, UniversitJ of
=* iversiLJT Its P: ohlems and Prospects,"
’ St “e ' mi .3rsi 1e:J Proceedings of:

 

t ‘ a A ‘ - ‘ A \ , L r
In- r‘ 11v :3. 1‘3; 47'“ '1T.€
“ : 3 ‘ e A ‘z i ‘_ “‘1 “ he 1 07191;;

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‘.“,Y\“ 0“ “-3 \‘L
g - s {.-‘I 1". CL.’Y;\

mey enfihle Americans
3 of the eve. He
h television has not

hould be, thrOU3h

inufince of intellec-

 

 

 

 

 

\‘ 1 ’.(:.'"..L YEA/o‘O \)
‘. 7 ’ ‘.i:*r it' '3 ~ 'i ‘ felevis'rq ohruld *crvr
, 11 ‘ l? ‘r c ior.
1. . i ".e enrich instruction. A number of
'luc ‘c:. r "e m i: 3::errl stutcments concern-
1" t : re:“. cf television for this purpose as
d.,-: g 4’“ ...-m 4“ q ..‘«.\ ... -~ — - r Q1
.u 4T. c .m on cl, an; At: just quoted./ A
1.11'" “”’ tent is ‘Rut of President C. 3.
.111a — if Ckl~homi A. end a. ColleS€= "We
eel fr" placationwl television is going to
:?
Eel. MS 1 :rcve instruction."’” Combining the
in-scrcel or” ex‘:nsicn uses of television in a
'wneral stzfe.Fn‘. Ere‘iient Vulter S. Newman of
K
’0 Dr. vlrvr oe~tcr , Cnfincellor, University of C91-
ifc Ll", r: r line 3 lefe 3 business leaders et KQED, San
Tr rcirco, Tgif T r'le‘ter, Vol. AAIII, To. 1‘, December,
16*? .- :2
7 ~-’ §° ‘--°
‘1
J C rmicheel, 1T3. cit.
:6 1,1 ‘ H‘ ,— n vv )r‘ a A ‘3
/~ rze:ilen; t. a. AlllJ ?, Cklehome A. e;d N. College,
"Cklchot; A. .Li H. in the stete Elfin for Ef‘," Associ tion
Cf L'Vi—Tr'nt Cellfi;“F eri Vriveriifie“, Proceedings of:
175": £0 :30

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:i Tulytctknic Institute has said:
e 1 ‘ re;l need for eluCGtionel tele—
n witkdx flue institutiiwx’eil extending
(‘2
‘ o 1,:*1+u+1;p,"xi
T‘PQ 53ecifie Ff fewer‘ det'iling some
urns if ‘elevi inn for in—school
‘ichf comes from T‘r. Normcn F. Thorpe
' Vrivwrwi‘y t? KetraFRQ.
he if the recent develonments which hes
imifiei g:: i ilitie: for schools is
c 51th I felevisicn. In addition to
mc‘iv tirn thfit comrs from the use of
riety ;f edit, eluCGtionel television
:r :w* inftmw tier” kfijanJVttionS, (U11
* evez‘s into cl"S"rooms thrt would be
ficul' if he: it;:;risle to hove eveil-
e in fry r‘her w'y.5“

‘ff?*1?fil of our yresent curriculum to

art; 8 (3f tqlig r gurwrt nvass nueiiiun 111

._rovinq the quelity cf instruction is ed—

‘53 ty Dr. Clerence H. Faust, President of

for the Advancement of Education.

.1xLGP cf quility must be, above all,

our ccncern in Cufrtisir? the possibilities

A

L:

f television in the lifiht of our educe-
1~lCI’.' l

:uryeCeF.

Ewlfer S. fiewman of Virfiniw Polytechnic
e the euthor deted Krrch 1%, 1957.

h.n iherrt, ssociete Professor of Secondary

or of ;?*C «r “reininj, University of
t H the by J'VCX Mei-,ride, Mraneger

Ch 17, 1957.

Fsge 279

If "u, . ;o~e is the develorment of
ir°elli"rce, if the essenti‘l function
eiue ‘icr i“ the develejment of the
fiy<‘rricu 'tilify of men to reflect, to
t'ke fhfu ht, to juice, 'ni to weigh,
‘ ev e cert iriy reed to look herd et
,; Les re a: r” cce~unieotion eveilstle
if ;*n' ‘if=. 'Je r'WVl to ccmusiier vdwwt
_.. ‘ ri‘ilify crists Pee use of tele-
:i i\' f r ei~frortirJ the students with
s f“ ‘ Freitinf minis of our doy, what
I - ffiri 1s oft’rwise not possible in
3 curriculum :‘y le int cluced ty it,
i :;‘ 70 st cf 311, shut curriculwr
r‘frr' hill result sham we Legin to re-
-- 11!:3rk' i rrreij‘: t (Mir Inesrns oi‘ edib-
c.fion./J
. 7 Salt iv "‘e in‘ te‘cher find classroom
h r? on. In eddifior to ihe interest in
1:;rrvir* ifie cu li‘y of instruction, edu—
ce“rs tre <:-'_“«c“i:‘rr televisicn to help meet
f e grc‘ ems of increosing students and de—
cre‘oiv' ‘enchers.
(l) e1¢;iricn 7'7 be one of the means for
mu ‘rrir; cur educfiionfl resources to
team lizh wk”? seems otherwise 2 hope—
le w t sk. . . . There are todsy more
‘Prn; farty millicxx tiuhmzts in our
school" trd colleges. If we attempt to
:rcvile one fe'cher . . . for every

4.
U

welve or fifteen in our colleges, 1

will he uftrrly ifjcssible to find
encurh ”odd feschers to raise educetion
t: any‘h‘r* like an sprroprieie level.

A ro\rvvriinfior cf our devices for edu-

Cstior, includinw such things as Fleeing
tore reefersitility upon tudents for

C‘

Visin "JP Cltrevce s. r:us:,&"33:ts;103s1 fh11290phy an? jole_
73:53:“: ....r ‘ 122-3.37 iv-mJ‘: the cornerence on ie?"-Ch111§‘-L'¥
35;;éifitf 1? ‘v}}>i:f an» EEVFriitics, Iennsylvenie QLCQe
no '—P<1~5. actv:vr _ - ?, ;;? (. ‘hirgtcn, D.C.. Anericcn
iégiii} 9“ 3160-1135, J°YU1T5 1953), r. 8. (Mimeogrtrhed

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u educ*'i:n, yrunin; the
u: 7' the proliferrtion of
r i the use of high quslity
ry ye-rs to es mwny students
.;;€ vill_lw3 culled turn? to

.-»1sn ,f rm? elucsfionel frotlcm

reef ‘ejin wife fie Prithmetic of
errelli=nts in schools of ell
't tll levels. It is in this
’ f' t at stt trke a long look
"‘is*" tro le‘sting. It is n
f si: 1e nrith uiic to deduce
v~n if " inorr' Cl rrooortion
lrre VF“d“fw? enters the tenching
sicr-—i ,rwmise not ve y well
e1--‘here is rink 3r<df greserv—
r set methods and organi73tion
. lonerinj the st nl res of tercher
ion hi the quality of teaching
n1.
. . . . . . . . . . . . . . . . .

;¢efinr the increasing numbers of

, i? i4 it or‘iive that the eudio-

rstrumonts of educetion he moved
rerifnerv to the center of

‘/ . The film, radio, end

:n rust be naior helps instecd

U

i in order 0: freguercy of occur—
? ycssihle uses of television in
ion, "televised educstion for

1+;us" wus given fourth plece in

:0
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’6 Itid.

f,
,,. " Devil f. fienry, President, University of Illinois,
-HJQCW‘icnsl Ere icssting—% Look Ahe d," The Educational
‘ ttnmv. ~ r'# q
-~;;;3, CCLCLer l93:, ;. :17.

C) ‘ A

/‘~ firtvnze, it". ci. ., ta LA.

1 °~‘c 1 ~ ‘ 'cr.l ‘*Jice fo the :u rlic
_____ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _-_ _ _
_f_ ;l_ _‘_. “'i i; a l r e, importeht con-
:r t: 1‘ 1::11‘; ‘re renyonsibility of the
‘ ‘? u'ivrr i‘; ‘ .rrgr m for the entire

. t . '7, :‘— I‘ . '11 . - —:n‘:-~,:v f -)'fl ft".]‘ I: 11 (TOFdCTHLIC

‘ ‘ ‘ -. - h v 7
e 34 rtxzn 4*. : 1 to .33 E.t{41 izu~tznictiiorle ‘Hlfl
'Pvtr 7 “;ice :vv 1‘ .fiin .
i _ a.(}PtUL1ty :9 up: {en the educational

, ». .- ,‘, . . ‘ F. ..‘A > 5 l. \-' .J
5--0 in air Cubifrj thruu.n television hws been
. ‘.a .. . __ I c . ‘. 2 rr ‘ ._ - : ..‘- A.” ‘ 3
6X: f' *0? f-,’ 31". n?“ Lib." :‘iu.L'~...>:, ;':‘r.‘11€?.i «_vi til

A4=vic n VHULCll on Elucutinn:

 

t3LC'tiwn%l television is the evirrsion
. P F

c? "e f 111 ie: of elucefion"l i::titu-
31*“ , fr’fi the h~rrow limit? of a csmrus
to -. re exteniir' KO, ?0, or even 130
rile‘ f"CT n tram m tter (wnl thir is only
CK“ re"uiee khICl eluc t e: 1 television

C L ru"er). it is evimrvt t~~t we have
filthl ’

h rur 5r??? 3 tern: of lrihflnf to '
fillitn? (f‘;~;;fle vfir:t only ‘lyniuwruo
eiuli h've hhi before television Come.
Thi;: ::°:nf},ir5j is ':n iJ.czw~‘frwl oguwartinlity

in: I ’l
Enroll L' swell Ali: to this the concept of elu-

cw‘ion.l televi.ien's role in society.

H
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is eevicu: thzt eluczticnal television
p .. i... t
L v " C

 

2: * urlw ext 1 n1 ce in h s 0191 gro-
ce“‘, ..j 1% t the effe ‘tivenees with which
thi. jet is lcn; cen affect the quality of
the iecisicn‘ e,ie ty the community. This
r 5 Arthrr S. Aiemfi, Fre ;riden., American CeunCil on
L‘UCTt en, euctei ti Pr nklin Durh m, "3 ”9w 30“d t0 the

A

A1“ a . "‘\
neunient Life: A survey of Eiuezt erel eie vision," The
W T t; Chele 17‘? , 'J'C o la, i:‘3. 10, C'CtL 'bCI‘ 195 p' 615'

"I 1
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. , p ~ I~“-r A- t I" P} A.
1 ‘rue a. '- 2., C);fihJF3.w/ in time ever'-<nrl.rgiisj
«“i“°le frcrit+3i'htorhofil ‘ le harnetrowolis,

ion ~r3 tie inter-

'".,u2" ‘3 ‘r': reri"r= the he

3’ " : i‘-"~1i‘ifr.""

V

ifuc“ r? «1:; feel th ‘, since e3ues tion should

yJ

w—i_;‘ '“30‘79, "iul‘ eiueetion frogr ms should
-, 1‘" e ”r ‘9 cf the Freelce t 39y.
'Ygiv’rf'fl €337C4f1i?7 frr yetufii has ltnut since
’gl’ill'i '”e 3‘e': 3? n”‘i3n wit h reorle hiv—
1 ' L “ l~3 e e rer‘i l ir centihuihf a demo-
“" ‘ic 7 ‘10‘3. :u“ the :hilo o hy of this
c.,' iii: 1 1 ‘35‘7 .’s are which shied ht adult-
v *3. .35” i hi*3 "checl cr celle~e any flu suit
? "1: 1'3 u-B ‘o COTe without the long s end—
ir' E it == 313i‘“ h~h3 utmel of the

(:70

‘e e"". 7 ”0 re::*ui‘icn of the rurt end of
3 r;'l e‘ue'ticn has teen cvi3enced +lrou: h
‘3‘“fl?1“fi el~~hcr >3 .emili r in m"ry com-
“unitie . Fq‘ there are available to a few

b

rr‘y r3 fire re3‘ric‘ei in their coverwye. With
’se°ticn“ television 3 eclle e er university,

mi“ it: vast 70:33L1C resources, on extend

““ cl xrcrt ‘: ill within re’ch of the f.2mily

livi' Itot, 'u3 with it the re”li7'fi ion of well-

i:'e;33: ; hr: ‘0 t’ke W corresoendence ceurre,
Hm evenir' cl :3, er to re33 this or thet hook,
or fill the 3e.ire to leern thst which is not
no singly by re 31”; some hooks.

T-'_u~- iii: 'YWHNJVhruV- one's: 11fC3133FCU£J1
' 1.:n and re 3y; it needslonly

e i I
f cili‘ien fir f93hh1C71 jerformwnce.r

:5

Three cclleee fresiients have extrensed t e roiht

’lvw of v5? l.r3- r*rt institution when they have

 

 

A. C. _reckezri3;', P;cf=sscr cf Politic 1 Sci-
lz‘f ‘ C" ‘ P :1" T‘? 1"“:‘.*- C." P21111011 Science
Q? firtr*'ku, uc‘"‘i:h err“ quther by J ck hCEIide,
CY-IY, Lincoln,fetr*xk“, H.rch 17, l;58.

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C3»? ‘ifg fer1*: ‘L? c r‘irue3 Rapport

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ipr ‘ '"lovi~ini Te‘ucrk in exglorinr
'7 CV'Cr37CK‘1* in iever l “refr W

'M"“. Sex: 3 'tht l work'i31 vetting

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"- . ‘31“ V '3 “, cc‘ ct 11r3, we
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‘ 3r. ‘ 3? t: gr3;r m exfnnsively in
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. c-il~ c rtr rdm Lelexibion . . .
v ‘ \ .\ fi.‘ v‘r‘ 'Q 4 & " L .
CeJ~r T.:n ce.-.7unie~ ions Cool--
3}??? w‘iCh Cffrc‘i ivclx Conr3¢ our
"\

ivifiu'° to r’au thou: JU33 who

 

r‘ucr I~.; e h xc keen in contect with
eusicn directors, r our

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K“ haze t? C”?”“’fllt the fULCthER
”F fur l9a3—rrfinf collp ‘9 a PHrt Of
130 rt~te-w13e :rorrtfi [thC Ckl homo
f73;c-ficr'l. I leviSicri-n) hcrity], loyae
izv in Tir‘ fh“t l n3-irmn- colleges and
universit es in this great nwiion of ours
“rye cCLcDiJC3 in 3emocrhcy, b“F€d on

9ClCfiCC rvin hum nity end dedicated
‘3 the {rinciple turf there 19 true
CH1‘wre of centrel value in all that
i {“CVES fihe way of life end the art of

’

11V1fif.'u

-. Dr dihtn, Pheei3ent, Alabama Polytechnic
sf‘fefirtj t9 the hut or dfitefl M rel 7, 1957.

 

 

TViF teref u»; Giviiei in WV. Erowne's study

1' ‘m- *— 1tle ure: of televifiifin in hiyher
1.1 ‘1-1; ‘ i ‘ = 31“' gr¢"i‘le cloices,

‘gv ‘._ rt: ("rinocziwr=l, cultural television
.-r o..-c.1tu5 viewers" r5 "’elevis :cd education
Cf?-:i7,1x? vie erwfl') here Y“Jfi(ci f1.r “t and

~‘ .. - - l , t-.-. t ‘ . L‘ 65
_fl ‘ v . C
C -f'.’._. ...‘_"‘ x.» 1,.. "- _,'_.- ' f .rjp_r1'“1n1f—Itr‘UQI‘S.V

“ ‘n .111v" 1‘; ‘r]n"‘ ior K ull train rer err 1
?~~ 7; ‘wni ‘ - ‘ .7n~1tior l ‘ vicion. Cne

1 n1; LC‘ L~}1? ‘e 19 p'y I t tnis tenet is b1sic
.ll s.u:uf:r¢' views as to the role of televi-

sion in 1 state university. Instruction in the mess

I
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in technijnr; e? CVfluutir; them has long
Fee" rgflriicrei “? L“rt of twc friditional objec—
tivcfi, "19 fr n:: t kncmle340” and "to exr'nd know—

leige,” “f :11 hirh r eiucztion. Th11e is, however,

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cwyoint of both educators end
eiueeficrnl trovlcu2ferr with regord to the excct
rnnfgro a? ‘Jai: 1 5‘1 Jction, vinather timnwe should 1%}
t~lcncc Eetween technical trfiininj wed the liber“l
rte or an cn'h sis on one or t11e other.
Lhe ihil::c;hy of the trrie school caucator and

'Eucaster inevit.bly reflects the emphasis on

t cur.iesl c1;m-et=ucy while the university educator

 

65 Erowne, 100. C t.

 

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crsity of Iowa
society, and
., twenty yeers
that the tele—
first job with
enouyh skill to
l flier; or will
enter:

future is
0?} background, then
conrifler Iowa. You
.te from the
You will h~ve
oficient in
the social
Ed the

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included in a state-

Director of Tele—
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atrucry lo, 19J7,

 

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2 f’ ill 1' ;:F.:: 1:? ‘# ‘HL krowlelge,
f ‘ it? 'ili‘y, ;'l cxill of it; urcrs.
Y 'rtr, ”rec *‘levisifn" qu£ in eoucotion
' l 1. 3‘7i_vi f‘1°-? r‘. 115: {he ”unaition e“
‘; ‘ V '1 lrr T i- £”~_I'm31h‘. In the early
’ . f F;ac"if' I f-levi it” tbrre vcre a
4 '9 ,’ ‘Y1C ‘ r2 ‘r3 eEJCfiticnfil hrcaficastcre
1a. fvT f}‘15 the C1HUF‘fionel srteticn'f irnqgrmm-
1 ‘ ”T l ri‘ril f"?t Ct? hiF' con mercixal lw otluer
1- “ f oul‘nzr: 1’3 izifwrnr ticrv Flhfljld (11te1477ih
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t ul‘ 11w J~ in sulcr-crztei. Niih on over-
thu l“ b ’L‘“T‘rl'ffin*, 1b“ z‘fiulcfin Adopt-
i: ".i. 0 via .Ci ’1?“ ”hestei" ‘1.“ COTHQ“CiRl
Ciz‘l" i it. 3 1,1,? (n.te“*tii11irh1 new“ satxis—
f K:‘ :‘1131 ;*t*?:*‘ vi. itsr‘rolxé irl {fizi'gtu;y. ZYZG
mvre univerwally 'io;Lci vhilfisoghy of television
Erwjr 'riryz?1e3 .‘en em":~*“aefl as foll'wh‘:
. fife; "GEJC"‘lC"" in elucetiowal telzvision.
{3 Fcr iefiyitionn cf "elucwtion" .ni "entertrin" as
9 1‘? fo *elrri'icn FTCZD’Wfing, see Chepter I, rm. ll-le.

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rfilvtiCuf" as ryucrvmfius. Most institu—
livicr leirnirf i3 Sirrct promotion;
;:e C. .%e urii;nifici connotvtion of
i;n, ‘hey 1o it "inflirectly." Conse-

# n7 clue tcrs feel tn»: television is

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0--» feeling of tr“iition, of oneness

}fi«:rlijué s; zini. (5) #13 crwazte £11 irdual—
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“a
T 1 ." Al “*1j1 nos? of 11r>12ietements
11 t = a - :f television for public re-
1 i , '1ie “ 3? ui:h fr> reconl of Chvncellor
uno' u:. r , t' e Kniversity television
‘1. C'” if effective in the accom11ish-
, f ‘**h. Fir .. le, F.331dent Nillhem
' El ‘ t ‘ e iiixi fuvction of televisivn at
kl “*. A. 13 ?. College is to ecqufiint the
..‘fi 5 .. .‘. 1‘...) .....‘i, ,. ,‘1..\ ,.~ I-W fl '7';
Asllt ml.“ .L; hufloCl znd k-cfi ion {roulemo.'»
1» i ‘rt rce :f ‘clevision as a public
rel ‘1'33 eliun M-s stresstl ly the Conmittee
"34> ‘iK' I - Ievi ion of the University of
i..# .
v. A -0
.elevisioi is H rowerful public rele—
‘Lo 2 i -fru1evt f;r the University. One
if ‘?e ccr.».uerces of garticifetion [in a
so ini‘y televi-ion stwtionj would indeed
.e ‘r";t“erin cf the relutionship
1“we‘n ‘rghUniversity and the Chicfif’;O
0‘; UT 1"‘7..'"+
Er ‘h'r s‘ *F emf rr‘n‘irf up the Growing need
f=r tais i §“rt*nt function was given ty
ffléflicy. LT. .0 1,11fK‘ALO

 

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Page 298

Ag Represented 21,233 Opinions g£.Educational Broadcasters

The philosophy and role of television in a state
university as revealed through the Opinions of educational
broadcasters contains eight major tenets. These will be
brought forth from an analysis of the following materials:
(1) statements by educational broadcasters appearing in
books and periodicals; and (2) written and oral statements
given by educational broadcasters in response to a request
from or an interview with the author.88

The educational broadcaster is, of course. most enthusi-
astic about the use of television to help the state univer-
sity attain its objectives and fulfill its role in modern
society. An especially succinct statement of the educas-
ters' views with regard to the educational uses of tele-
vision was given by the Committee on the Social Role and
Significance of the Educational Television Station at
the Lincoln Lodge Seminar conducted by the National Associ-
ation of Educational Broadcasters in 1953.

Communication remains man's supreme achieve-

ment. His progress depends upon his ability to

transfer to others what he has seen, thought, and

believed.

with its combination of sight and sound, tele-
vision is the most powerful communications instru-
ment in existence for strengthening a common image

of the values of American free society. Therefore,
the educational television station has an important

 

Appendix 8 contains a list of source materials for

this section.

Page 299

responsibility in the task of assuring maxi-
mum progress for all men and of helping develop
the well-informed and responsible citizenry so
necessary for the security of our free society.89
Realizing the educational potential of the television
medium, the state university educator and educaster have
come to accept the traditional goals of all higher edu-
cation as basic to and inherent in their philosophy of
state university television activity. Consequently, they
seldom include a mere statement of these goals without
elaboration--electing, instead, to develop them much more
thoroughly and tangibly. It is interesting to note, how-
ever, that over half of those who, in some form, mentioned
'television's goals“ gave extension or service as an ob-
Jective in place of conservation of knowledge.
1 0 I°l911£121L1£ 2 5.021.321}! Eh$°£ 2 .952“: Enlfifirlly -19..
tbl°-t2 20.89. Educational .102 £“2’L353
a. gn_campu_s_ ingtgugtiog. The educational
broadcaster usually sees on-campus instruc-
tion through closed-circuit television as the
first step toward the attainment of studios,
recording facilities, and finally a station.
In addition to helping in classroom and

teacher shortages, the educaster feels that

89Committee on the Social Role and Significance of the
ETV Station Lincoln Lodge Seminar, Proceedings of: ed. Bur-
ton Paulu (érbana, 11 inc s: Rational Association of Educational
Broadcasters, 1953), p, 78,

Page 300

in closed~circuit television the administra-
tion, faculty, students, and possibly the
whole state will see the value of educational
television and become more interested in its
development locally. Furthermore, he feels
that closed-circuit television gives an ade-
quate Opportunity to begin training a staff
and students for a busier schedule and more
elaborate productions when they are actually
“on the air.“ 90

With regard to openpcircuit, on-campus in-
struction, while this method of teaching has
been practiced for over four years at the
University of Houston, it has seldom been
used in state universities. A notable exception
to this is the Oregon State System of Higher
Education in which the University of Oregon
and Oregon State College have participated

in several series of inter-institutional

9oThis opinion was advanced in a number of interviews
with and letters to the author. Among those most articulate
on the subject were Allen Hiller, Professor of Journalism and
Speech at the State College of Washington, and Glen Starlin,
Director of Radio and Television at the University of Oregon.
This opinion was also expressed in a published work, This ;;
Educational Television, in an indirect quotation from Dr.
Armand E. Hunter of hichigan State University.

Hm. Kenneth Cumming, This Is Educational Television
(Ann Arbor, Hichigan: Edwards BrotEers, Inc., I935}, p. 55.

b.

Page 301

teaching projects which have been sponsored
by the Fund for the Advancement of Education.
The comparative lack of activity in open-
circuit, on-campus instruction does not mean
that educational broadcasters are against such
a program: quite the contrary, their philosophy
always expresses a desire to use this form of
telecasting whenever needed. The educational
broadcaster simply uses the least expensive
way of doing a particular educational job with
television; since, to date, the need for open-
circuit is not great, it has not been exten-
sively utilized.
211$ absent-oz teacaiaaaadJapnlamaniias
9‘2 Suirl°21EL1£ $12m23289.3£d-3 339-“9.321
£°h°21£ 23.".211 23-13 h1£h2’.°9.“23£1 Qua
The desirability of this television activity
is mentioned in the great majority of educa-
tional broadcasters' philosophies. The legal
obligation to cooperate with other educational
agencies and systems may be, of course, the
determining factor. However, in only one in.
stance did the broadcaster mention that such

c00peration was largely due to the legal re-

quirement and indicate that, as a state

Page 302

university, his institution was primarily con-
cerned with cultural, educational, and service
programming for adults.

This interest in working with other educa-
tional agencies has, in a number of cases,
brought about the formation of joint advisory
committees between the university and the local
public school system or the state office of pub-
lic instruction. This pattern of develOpment is
to be expected in a state university which is a
participant in a form of state-wide television
network but is even more laudable in cases where
the state-supported institutions of higher learn-
ing are programming their own station and secur-
ing commercial station support to obtain state-
wide coverage for some in-school programming.91

It is also noteworthy that several state
universities which are producing only one or two
series per semester are designing part of those
series to meet the needs of the elementary and

secondary schools within their coverage area.

 

91 For example, the in-school programming conducted
by The Consolidated University of North Carolina during the
1957-58 and 1958-59 school years.

Page 303

c. adult and gontlnuiniedugatign. This tenet in.
volves direct education usually as an arm of the
university's extension division. While the ob-
ligation to do extension education has been most
heavily felt in the land-grant institutions, the
extension picture of the mid-twentieth-century
state university is very similar, except for the
usual difference in emphasis of subject-matter
areas.

Hhile all educational broadcasters affiliated
with state universities emphasise their duty in
formal adult and continuing education, this ob.
ligation is even more strongly felt, for example,
by the television personnel at the University of
Georgia, where the University's television activity
is organized under the Georgia Center for Continuing
Education.

It is vital to the Georgia Center that

we interest the adult in continuing educa-

tion through television and not restrict

our audience to those who would seek out

l:::::ngzregardleas of the form of presen-

Additional emphasis on adult and continuing edu-
cation has been most strongly recommended by Richard

92 Statement by Gerald L. Appy, Associate Director,
Communications Services, Georgia Center for Continuing Educa-
tion, University of Georgia, received by the author April 7,
1957.

Page 304

B. Hull of Ohio State University in ETV'LQ,The
g, §,, a status report--l957.

It is true enough that all institu-
tions on all levels of education have
demands already defined which are heavy
and hard to meet. However, the growing
and inevitable need for an adequate pro-
gram of adult and continuing education
one day may force these institutions to
re-examine a position which, if left un-
changed in an expanding world, will re-
main so more by default than by logic or
need and perhaps ultimately to their
serious disadvantage.

d. pogtzpzogsgsioga; and _i_n-_-_sg_r_v_i_c_e_e_d_ug_a_t_ign‘ While
the in-roads in this activity have been made largely
in the area of teacher training,9u the educational
broadcaster feels that, aided by the important work
being done by closed-circuit television in medical
and dental colleges, greater use will be made of
Open-circuit, in-service short courses, as the
acceptance and advisability for them is recognized
by the educators and the public. Most broadcasters

are in favor of a state university offering this

 

93 Richard B. Hull, ETV In TheU . 8.: status report--
1957 (Columbus, Ohio: ETRC--Fund—for—A3ult'Education,1957),

p. uh.

9“ Iowa State College and the University of washington
pioneered, very successfully, in in-service teacher training
courses to assist in improving teaching, in helping teachers
renew certification, and in finishing degree work. A number
of other state universities are meeting this need by tele-
vision including the University of Florida and the University
of Minnesota.

Page 305

type of educational service and will develop it
as the demand increases.

0 0 89313.91 £e£'.1-C2 2’2832323-t2 292113-03- 21}. 28.9.3.1.
These programs have educational value but may be
characterized as less academic in purpose and
format than those which are classified as educa-
tional. When considering the role of television
in a state university, the educational broadcaster
always feels the necessity for the production of
general service, or enrichment-type, television
activities. It is interesting to note that some
educasters, who had originally planned a “formula“
to obtain a balance between telecourse and general
service offerings, have had to settle for additional
service programming due to difficulties in arranging
university credit.95

Typical of the broadcaster's feeling with re-
gard to program types is the following statement
from Graydon Ausmus, Director of Broadcasting Ser-
vices at the University of Alabama: “Programs
should be designed for specific interest of a speci-

fic group at a given time rather than for 'all the

 

95 This difficulty has, obviously, been greatest in the
South.

Page 306

pecple all of the time.‘ '96

f . publ _i_ c_r g l a t _i_ on s_an_d_i pf grma ti one l_s gr; 1 ge_abogt
_a_l.l_ public_ed_ugatign‘ Here again, as with enrich.
ing and supplementing the curriculum, the state
university educational broadcaster is more con-
cerned with higher education and adults, he is
morally obligated to perform a public relations
function for all public education. Actually the
very programming he broadcasts on the elementary
and secondary levels does much of this for him.

The educaster feels that the importance of the

public relations and informational function of
state university television cannot be over-estimated.
However, as in the case of the educator, the broad-
caster seems to shy away from the term 'public re-
lations.'97 In referring to public relations, edu-
cational broadcasters have made statements similar
to that of Robert L. Crom, Director of Communications
at lorth Dakota Agricultural College: 'Television is
a tool with which to do an educational jdb . . .
[such as] interpreting the function and place of our

 

96 Statement regarding philosophy of educational tele-
vision, Graydon Ausmus, University of Alabama, dated February

12. 1957.
97 See pages 288-9 of this Chapter.

Page 307

College in the community and society."98

One of the strongest statements pointing up
this public relations function of all educational
television comes from Richard B. Hull's ETV AEMEES
_q. _S_.i

These schools and universities have
the task of shaping and interpreting--
as well as being a part of--the society

which supports them and whose survival
they in turn must secure.99

2 . A stats. universiv-tala'isioa Reilly-shoals. $20593
incentive edacetioaal avaoatanitx small-levels. In
some ways this tenet is closely allied to the "enrich-
ing and supplementing of the curriculum,“ which was
part b of the tenet just set forth.100 Courses offered
over television requiring teachers with special training
or expensive equipment make the most remote schoolroom
equal to the one most heavily endowed. 0n the level of
higher education, the offering of cultural and educa.
tional advantages by means of television removes many
of the barriers to equal educational opportunities
caused by age, sex, race, creed, economic status, and

the distance one lives from the institution of higher

 

98 Robert L. Crom, North Dakota Agricultural College,
in a statement to the author dated Harch 7, 1957.

99 am. lat. 5a..
100 See tenet lb, pp. 301-2.

Pagsp308

learning.

Approximately one-third Of the educational broad-
casters have expressed the view that state university
television should be offering the first two years Of
college, the general college curriculum. However,
none Of them have stated that a complete general college
curriculum should be offered at any one time, since this
would involve almost the entire programming of the edu-
cational station.

Typical of the educational broadcasters' views re-
garding equalizing educational Opportunity through tele-
vision was the Opinion expressed by Richard B. Hull in
an interview with the author. Hr. Hull stated that he
felt it was the state-supported university's duty to
offer the first two years of college by television, in
addition to other courses, both in a closed-circuit
situation and on an open-circuit.101

A similar feeling was expressed by Earl Hynn,
Director of the Communication Center Of The Consolidated
University of North Carolina. Ir. Hymn said:

Hore equal educational Opportunity achieved

through television is highl desirable; how-
ever, in almost every case with the excep-

 

101 Richard B. Hull, Director of Broadcasting, Ohio
State University, in an interview with the author, March 18,

1957.

Page 309

tions of the sciences and math), the first

telecourses to be offered have been on the

periphery and not the core.102
There are several possible explanations for this phe-
nomenon, but it is not necessary to go into them at
this time.

3 . 10.311212112310211 RID-rescues. 28.89 inieyalmeri 2f

iha institutioa' a adacatioaal inalliile-Jad-oiferins-a
This tenet implies that the state university television
facility should find its home in the academic, administra-
tive, and service structure of the state university and
not be an appendage which can be easily chopped Off with-
out the moral or financial support of the institution.
The educational television Operation which depends on
yearly drives to subsist or upon its pOpularity with
the legislative apprOpriations- committee stands on pre-
carious footing with regard to its programming, its staff,
and its very life--certainly not a desirable atmosphere
conducive to the best growth of the facility.

The importance Of the relationship between the tele-
vision activity and the educational program Of the univer-
sity was stressed by Dr. Armand L. Hunter, Director of

Television DevelOpment, and James H. Denison, Administra-

 

102 Earl R. Hymn, Director, Communication Center, The
Consolidated University Of North Carolina, in an interview
with the author, Harch Zl, 1957.

Page 310

tive Assistant to the President, Of Michigan State
University at a meeting Of the Southern Regional
Educational Board held in Atlanta in 1953.

we consider it important to repeat that
television will not be accepted as it
should be accepted unless it is de-
picted as a normal develOpment Of our
educational process and integrated

into ongoing educational programs.

To set a television project up as
something separate and apart from

the rest of the educational system,

as a competitor of the teacher, as

a rival for educational funds, as

an interesting gadget, would be to
doom it to failure. The ardent ad-
vocates Of television as the grant
medium it undoubtedly is should Offer
their services humbly and OOOperatively
to those who teach and do research.

Supplement, not supplant, must be our motto.103
Actually educational broadcasters mention this par-
ticular tenet only infrequently in written statements
Of their philosOphy Of state university television.
This may be due to the fact that most Of them would
hasten to include a group Of Qualifying phrases im-
mediately following the tenet. This use Of I'qualifiers"
or 'extenuating circumstances' becomes most clear in
discussing, with any educational broadcaster, the

relationship between the facility and the university.

 

103 Dr. Hunter and Mr. Denison were quoted by William
Kenneth Cumming, This 15 Education 1 Iglgzigigg (Ann Arbor:
Edwards Brothers, Inc., 195 , p. 199.

Page 311

A typical qualifying statement would include the
fact that some educational broadcasters feel that the
only way television will become an integral part of
their state university's program is by the university's
having such a facility long enough for the staff and
the people Of the state to see the value in such an
Operation. The only way to gain this 'toe-hold' is
to solicit, to seek out grants, and to depend on the
munificence Of the legislature--'a gamble but worth
the risk' would summarize the attitude. This action
would, however, in no way belie the value of the ideal,
the facility and its Offerings as an integral part of
the university's program.

One Of the few educational broadcasters to give
written vent to the importance of a well-defined, in.
tegral relationship between the television facility and
the university is Garnet Garrison, Director of Television
at the University of Hichigan.

I must confess that I am disturbed by the
possibility that although honest efforts are
being made by well-meaning civic and educa-
tional leaders, there are some danger signals
ahead for these [single institutions or com-
munity group] stations which, if ignored, may
lead to some disasters for the 'cause' Of edu-
cational television.

One danger signal is the hat-in-hand ap-
proach Of going to the general public with
yearly drives for Operational expenses. Be-
liance upon this for major support is pre-
carious and short-sighted. What would happen
if public libraries, public schools, who exist

Page 312

to serve all, were dependent 1upon yearly
contributions by the public?10

h. e agsg educational geleligign_shogl.d_“ideally; Leach

11 3e gt_i_ons_o£ _t_hg gtgtg, a_ state Hegugatigngl tele-

l9

zigign_ngtgogk_shoulg_ be_in_ existence. This tenet is,
as it states, the expression of an ideal. It is true,
nevertheless, that some educational broadcasters feel
that, unless such a network is also Operated under
'ideal' conditions the university would receive greater
benefit from programming a single state university-owned
station.

State university educational broadcasters would say
as a body that they should provide services to the en-
tire state and that, ideally, these services should be
in like amount. However, unless the state is small
enough that one television station can provide blanket
coverage or unless a state-wide educational television
network is formed, there will always be differences in
the amount and variety of coverage. Educational broad-
casters would also agree that each citizen should receive
some value from the money spent on television activity;

consequently, some plan for “bicycling“ kinescOpes, film,

and tape or for the relaying Of telecasts should be de-

 

lo“ Garnet R. Garrison, University of Hichigsn.(Untitled
address before the American Hedical Association's Conference on
Television, Chicago, Illinois, February 5, 1955), p. h.
(Himeographed.)

Page 313

vised, a system which would assure the university of
state-wide coverage for at least a portion Of its
programming.

One must realize that movements culminating in
the establishment Of a state educational television
network do not usually come from a state-wide 'grass-
roots' uprising. To date the impetus has begun with a
state board Of education, a state board of higher edu-
cation, Or a state university. Such movements have
not suddenly sprung into activity without careful
planning and 'leg work' on the part of educators and/or
educational broadcasters.

Another important element in the creation Of a state—
wide network is the readiness Of the area involved, the
laying and the cultivation Of the prOper groundwork.

For example, after considerable study and testimony, a
committee Of the Ohio Legislature turned down a.proposal
for a state-wide network late in l95h. Since that time

a UHF outlet, WOSU-TV at Ohio State University, has begun
its programming and two others are expected tO be on the
air within the next few months. Miami University, a
private college in Oxford, Ohio, and the City Of Toledo
will begin Operation of WMUB-TV and VOTE-TV by Fall, 1959.
During most Of the intervening period it was felt that
Ohio State was the only institution vitally interested in

Pagep3lh

the establishment Of a network:105 however, early in
1959, plans were again under way to link nine existing
or proposed Ohio educational television outlets by a
microwave relay system.106 It would appear that this
time the plans will come into fruition.

5 . A state. anivarai 3.89.0219. Erasers aeaaanael $9: the
figlds_o£ gogmgrgial_agd_eg_ugat_i2n.a_l_tg_l_e_v_i_s;og. In-
struction is not only one of the traditional goals Of
all higher education, it is considered by educational
broadcasters as the most important goal. Consequently,
almost all educational broadcasters make reference to
instruction in the medium of television as one Of two
ways in which a state university may fulfill its Ob-
ligation tO transmit knowledge: the other is, Of course,
by using television as a medium to convey instruction.

Samuel L. Becker, Director Of Television at the
State University Of Iowa, phrased his concept Of a
university's Obligation to teach as follows:

The University has three functions: teaching,

research, and service. I believe that the
goals of television in a University are the
same and that their importance descends in

that order. Our primary job here is pedagogy.

This takes two avenues, insofar as television
is concerned: (1) We need to train educated

105 Richard 8. Hull. Mo 9;;

105 “Ohio plans ETV Network,“ Broadcasting, February 9,
1959, pp. #2-“. ~

.Page 315

people for and inform educated people about

television. (2) We need to make this tool

available for more effective and efficient

instruction in other areas in the Univer-

sity.107

It is interesting to note that this Obligation to
train students in the use Of the medium is seen as the
‘5333 important state university television activity in
sparsely pOpulated states where the university is not
hampered by crowded conditions on its campus or where
no classroom and teacher shortages exist in the state‘s
public education system: for example, the University
Of South Dakota and West Virginia University.108

A slightly different twist to the reason for a
state university involving itself in a television in-
structional program was advanced by Frank E. Schooley,
Director of Broadcasting at the University Of Illinois.
At the dedication Of WILL-TV on January 25, 1956, Hr.
Schooley linked instruction to the station's responsi-
bility tO the citizens of the State when he said:

What do we hope to do with WILL—TV? How
do we expect to earn and keep the respect

and support of Illinois citizens? I think
there are three ways we can attain the

 

107 Samuel L. Becker, State University of Iowa, in.a
letter to the author dated February 28, 1957.

103 Edward J. Slack, Director Of KUSD, University Of
South Dakota, and Perley I. Reed, Director of the School Of
Journalism, West Virginia University in letters to the author.

 

~ ~~_»—‘ a.» ..

 

 

 

 

Page 316

goals. e e e e e e e e e e e e

Thirdly, by the training Of ersonnel....

both undergraduate students in our School

of Journalism and Communications.... and

graduate students who seek igganced know-

ledge in use of the medium.

If funds cannot be allocated for the establishment
of a station, most educational broadcasters emphasize
the importance of Obtaining closed-circuit facilities
which can be used for the student training program.
George R. Batke, of the University of Haryland, ex—
pressed this point of view when he said:

A closed-circuit system was our first re-

quest and proposal as a starting point.

. . . With the installation Of a closed-

circuit system, it was felt that excellent

training of the telecasting personnel to

supply stations and networks would be ac-

complished.11

The educational broadcasters, as the educators, view
the student instruction program in one of three ways:
(1) with an emphasis on a general cultural program, (2)
on the achievement Of certain technical accomplishments
or skill, or (3) as a balance between these two types

of programs. The educasters associated with a state

 

109 Frank E. Schooley, Director of Broadcasting, Uni-
versity Of Illinois 'Opening Remarks at WILL—TV Dedication,‘
January 25, 1956. (Himeographed.)

11° George r. Batke, Director of Radio and Television,
University of Haryland, in a letter to the author dated April
7. 1957.

P380 31?

university or land-grant college always emphasize
the importance of a thorough and comprehensive
background in the liberal arts; but their Opinions
do vary with regard to the number Of 'skill' courses
and the amount and kind of laboratory work that should
be required in the program.

The importance of the comprehensive background has
been aptly expressed by Dr. Wilbur Schramm:

Schools training mass communications per-
sonnel are not best used when they train stu-
dents for the first six months of their
employment, they should rather prepare their
graduates for the years that follow the first
six months: not in the skill which enable
the young employee to do well at first, but
rather in the understandings which enable
him to do well throughout his career. The
schools should aim for the long, not the
short term: for on his job the new man can
much more easily learn the skills Of his
job than he can learn to understand human

beings, social organization, government,
economics and science.

Dr. Leo Hartin, Director Of the Television, Radio,
and Film Department of Hichigan State University has
pointed out that there has been a nation-wide trend,
in college television programs, away from the over-
emphasis on skills: however, the need for certain basic

technical accomplishments, in order to understand prob.

 

111 Wilbur Schramm, Responsibilitg in a so Communica-
tion (Hew Iork: Harper and rothers, 9 77: p. 5!.

Page 318

lems in writing, production, and programming, still
occupies far too much time in the average college
curriculum.112 The importance of the mastery of
certain technical skills has been emphasized by
some educational broadcasters, including Dr. Edward
C. Lambert of the University of Hissouri113 and
Allen Hiller Of the State College of Washington.11n
6. State uniyersi§y_ television should _be re_ponsible to

itg'gugignge‘ What does 'responsible to its audience“
really mean to the educational broadcaster? Does it
mean more than the legal obligation which makes any
state-supported activity responsible to the citizens
under whose charter it Operates and from whose taxes
it receives its financing? The educational broad-

caster's answers to these questions cannot be given

in short concise statements. In the first place, the

 

112 Dr. Hartin is arguing the case for the extension Of
television training down into the secondary schools so that more
advanced work can be done in college and university programs,
with an emphasis on creativity and high professional standards.

Leo Hartin, “Professionally Trained Personnel,” The
WAEB Jgu mal, Vol. 18, HO. 2, November 1958, pp. 8-9, 36-7.”

113 Edward C. Lambert, Assistant to the President in
Charge of Television, University of Hissouri, in an interview
with the author April 3, 1957.

11“ Allen Hiller, Professor of Journalism and Speech,
The State College Of Washington, in a letter to the author
dated February 26,1957.

Page 319

broadcaster feels a moral Obligation to the audience,
one which may actually stem from the legal responsi-
bility. He may feel an even deeper obligation in some
states because it was through the active support of

the citizenry, especially the business, community, and
educational leaders, that the television facility was
originally established or through which it is receiving
aid in supplementing its legislative appropriation.

For example, in a state such as Alabama, it is ex-
tremely doubtful that the legislature would have been
moved to establish a state-wide television network if
it had not been for a citizen's committee,from various
public service and educational agencies,who aroused the
State's citizens to the need for such a network.115 In
Worth Carolina a Governor's Commission on Educational
Radio and Television, functioning since 1952 with mem-
bers from all sections of the State, has helped en.
courage and support the activities of WUHC-TV both with
the State's legislature and with the lay citizenry.116

The state university educational broadcaster gives

evidence of his obligation to the peOple by establishing

 

115 Graydon Ausmus, University of Alabama, in an inter-
view with the author Harch 27, 1957.

116 Earl Wynn, Director Of the Communication Center,
The Consolidated University Of Horth Carolina, in an interview
with the author Hay 9, 1957.

Page 320

the type and quality of television activity which is
best suited to meet the cultural and educational needs
of the state and the financial backing that the state
is willing or able to provide.

A second way in which evidence of this obligation
is manifested is by the educaster's attempt to determine
the needs of the people of the area and to design pro-
gramming to meet these needs. Graydon Ausmus, Director
of Broadcasting Services at the University of Alabama,
has aptly expressed this obligation of educational broad-
casters, pointing out, further, that these needs must
be met for all educational levels and economic strata.

An educational television Operation within a
given area or state will contribute to the lives
of the people of that area in direct ratio to the
intelligent application of available resources
toward solution Of problems and meeting needs of
the people Of that area. It is incumbent upon
those responsible for determination of program
to analyze and categorize the problems and needs
of the area which is served by the outlets, list-
ing them, in so far as possible, in the order of
importance and immediacy. This same list, whether
actual or imaginary, should be matched, item for
item, against a list of available resources with-
in the institution and community. Then, in so far
as is possible, series of programs should be de-
signed to serve the greatest number of people. A
well-balanced program schedule, however, will be
based on the interest of a wide range of people
rather than upon a given educational level or
economic strata of pOOples.11

 

117 Graydon Ausmus, University of Alabama, in a state-
ment to the author dated February 12, 1957.

Page 321

A third way in which the educational broadcaster
demonstrates his sense of responsibility to the citi-
zenry is through his attempt to provide the state with
the best service possible for the amount of financing
which can be arranged, always with an eye to the ex-
pansion of service and/or the raising of program quality.

While there can be no limit imposed on the educa-
tional broadcaster's "responsibility" to his audience,
there is, as there would have to be, a limitation on
the scope of citizens' activitx in a university's tele-
vision program. Many educational broadcasters create a
rather fine line of distinction between where the state
university television activity's responsibility to the
audience ends and where the audience's treading on the
responsibility of the educaster begins. In a number of
cases it has been pointed out that advisory councils or
committees should involve themselves with policy matters
exclusively and not tamper with content and production
problems. William K. Cumming summarized his observations
with regard to citizen activity as follows:

There are, therefore, both TV people who

are in favor of TV committees and others who

are Opposed to them. In most cases, seemingly,

an institutional committee should be concerned

directly with plans for establishment of a TV

operation but, after the operation is functioning,
should be more of an advisory group. It should

be regarded as a group that can be called on for

advice and help rather than one that imposes its

beliefs on the TV operation; it should make sug-
gestions on policy and take some overall view of

7.

Page‘322

content; but it should not dabble in

methods of production and specifics

of content as they are adapted to the

television medium]-l
While Dr. Cumming's volume was published in 195“, the
author found this same attitude to be prevalent four
years later.
a state anivsraiiLshosla soasteatlLba intolvadJa

three gale}: _t_ypeg gf_telgv_i_s_i_op_ gesearghL Research
is one of the three goals of all higher education,
the creation of new knowledge; and educational broad-
casters feel that it should play an important part in
any state university's television activity. For ex-
ample, Dr. Samuel L. Becker of the State University
of Iowa gives research as the secondary goal of tele-
vision in a state university [the primary being in-
struction]. ”Our job is the expansion of knowledge
about this medium and the way it interacts with the
population.”119
The ranking of research as the second most impor-

tant university use of television does, however, meet

with opposition from some educational broadcasters who

 

vision

113 William Kenneth Cumming, This Is Educational Tele-
(Ann Arbor: Edwards Brothers, Inc., 19557, p. 197.

119 Samuel L. Becker in a letter to the author dated

February 28, 1957.

Page 323

feel that it should rank third, after the development

of educational and cultural programs.120
The ranking of research with the basic goals, how-

ever, is not the only reason for its position in the
philosophy of the educational broadcaster, for it is
through research in all phases of the medium that tele-
vision may be improved and used to its best advantage.

a. Research in the technical phases of television. Re-
search in communication engineering is important to
the advancement of the commercial phases of the in-
dustry as well as the educational. Technicians are
constantly working to perfect a television signal
which can be sent greater distances with increased
clarity and less interference; experiments are still
being conluctcd to discover a less expensive tele—
vision receiver with greater portability and a much
larger screen. Through the years, a great many of
the advances in the field of electronics have oc-
curred on a university campus; the educational broad-
caster feels that it is essential that technological

advances in a medium which can mean so much to the

 

T

120 This opinion was expressed most clearly by Myron
M. Curry, Director of KFJM of the University of North Dakota
in a letter to the author dated March 22, 1957.

Page 32b

cultural, educational, and recreational develop-
ment of the world be undertaken under the aegis
of a publicly-supported university.

b. Research in new and better ideas of television
production and programming. Research into ways
in which the quality of television programming,
itself, may be improved is emphasized by most
educational broadcasters. This is usually
phrased in the educaster's philosophy of tele-
vision as a state university's need "to do much

imaginative programming and experimentation"121

or “to adOpt largely experimental production
techniques to the achievement of our goals."122

Some broadcasters stress the importance of a

systematic search for new and imaginative pro-

gram types not only by members of the univer-
sity's staff but through an emphasis on creativity
in the student training program.

To the educational broadcaster this search for

new ideas and techniques involves far more than

the creating of original program ideas, it includes

 

121 Edward Hegener, Director of Educational Television,
Auburn Polytechnic Institute, in a statement dated March 7, 1957.
12
2 Gerald L. Appy, Associate Director, Communications
Services, University of Georgia, in a statement dated April 7,
957.

Page 325

experimenting with new techniques for staging,
lighting, setting, costuming, and directing-«An
other words, university research should include
all aspects of production which would improve
instructional, cultural, or entertainment pro-
gramming on television.

0. Research into the television audience. To date
most audience research has dealt with two aspects
of the medium-~a 'head-count,‘ or routine polling
technique, projected on some formula to give the
size of the audience or a survey showing the
socio-psychologioal characteristics of audience
members. While educational broadcasters are
willing to say that this type of information is
important, they feel that studies assessing values
of television programming such as relative num-
bers, the depth of effect, and active listening
would be of greater import to their work. In
other words, research in university television
should deal not only with the number of indivi-
dual audience members affected but with the
resulting social consequences to individuals and
to the group.123 Audience size, therefore, i;

123 Joseph 1.x1apper, “Studying Effects of Mass Com-
munication,I QQmmunication and the Communication Arts (New
York: Bureau of Publications, Columbia University, 1955),
pp. 95-7.

Page 326

important to the educational broadcaster (despite
any rumors to the contrary), since what effect a
program does have may be multiplied, along with
the resulting social consequences.

All educational broadcasters realize that
with educational television they will never
achieve tap audience ratings over sustained
periods of the broadcast day but, as a rule, will
serve a limited audience which has turned to their
programming to satisfy a particular need. The
educational broadcaster realizes further that,
in all program-ing other than in-school tele-
casts, he is not dealing with the captive audi-
ence of the classroom teacher; this, he feels,
should not Operate as a severe handicap, for
education and culture does not need to be boring
-the choice of teacher and the method of pre-
sentation are his controls over dullness,

To summarize, back in 1952 Dr. Armand L.
Hunter said that the educational broadcaster
must seek 'to know and understand the peOple

whom the medium serves.'12n That is one Job

 

12”Armand.1u Hunter, Michigan State University,
Education on the Air, ed. 0. Joe Olson (Columbus, Ohio:
Ohio State University Press, 1952), p. 24.

Page 327

for research. But along with knowing one's
audience comes the additional research task
of being sure that you are doing an educa-
tional and cultural Job for that audience.
This requires a feedback of information re-
garding the reception of programming, a feed-
back of effects of the television medium upon
public attitudes and behavior. The educa—
tional broadcaster feels that this type of
research, granted it is difficult to conduct,
is most essential to and should be a part of
the educational institutions' television
activity.
DzflflJfiyynyvfléPJQEQEW9éa
iha armaamina 2f_eiaie_uaizer_8itz educat i0 all.
teleligign‘ In his interpretation of this
tenet of philosOphy, the educational broadcaster
is not referring to the fpedantic dullness“
which may characterize education to the commer-
cial broadcaster but to placing the attainment
of educational values above the necessity to
entertain or to create a large audience through
appeals to the masses. The Job of educational

television is to do direct teaching, to inform,

Page 328

and to enlighten. Unless it performs these duties,
the term “educational television“ is actually a
misnomer.125

As it has been said before, the educational
broadcaster is not, or should not be, using his
appeal to a minority group as an excuse for a
small audience. In his 1957 survey of educational
television stations, Richard B. Hull sometimes
found small audiences rationalized because of a
failure to do sufficient quality programming.

Most stations directed broadcast ser-

vice at minority audiences, a philosophy
sometimes stated as a rationale for failure

to attract more viizgrs, sometimes as a
deliberate policy.

The majority of educational broadcasters feel
that education, of itself, cannot be used as an
“excuse“ for pitifully small audiences. They real-
ize that: (l) the medium of television, itself,
is sufficiently appealing to draw an audience;

(2) a well-prepared imaginatively presented

 

125 Armand L. Hunter, “Television Must Educate,“ in
William Hodapp, The Television Manual (New York: Farrar,
Straus, and Young, 1953), p. 22 .

126 Richard 9. Hull, m y; the U. _s_.: Status Report
--l957 (Columbus, Ohio: Fund for Adult Education-NAEB, 1957),

p. 12.

Page 329

television lesson pag_teach; (3) the classrooms

of truly great teachers have never lacked students
and there is an ever-increasing need for continuing
and supplemental education; and (h) pecple are
turning in greater and greater numbers to more
years of education and a life-long’process of both
formal and informal learning.

The educational broadcaster, however, does not
feel that he must resign himself to the lecture,
the panel, and the forum, the standard presentation
methods of education; the educaster's range of
presentation is as varied as the types of programming
and their possible combinations. The only restraint
with regard to the selection of program types is
the broadcaster's knowledge that the primary pur-
pose must always be to convey information; con-
sequently, he is searching for the best showcase
for a particular message--a format that will pique
and sustain the interest of the particular audience
for whom it was intended, convey the message with
the greatest clarity, and aid in the retention of
the material presented. Dr. Hunter has explained

the state university broadcaster's obligation to

Page 330

education as follows:

the content or materials of the pro-
gram must be of some value or signifi—
cance. It must make a contribution to
the viewer or consumer. It must im-
prove his stors of knowledge as well
as increase it, raise his level of
taste as well as satisfy it, extend
his understanding as well as meet it,
and clarify his judgment as well as
require it.

The educational program may be of any
length and take any form. But one thing

it must be, to qualify as “educational,

is a program of some value, significance

and meaning. It must make some contri-

bution to the knowledge, eXpiEisnce, and

understanding of the viewer.

An actual count of the number of educational
broadcasters who would incorporate this tenet into
their philosOphy of television for a state univer-
city would be impossible. One could guarantee,
however, that the number is gaining each year and
would now represent well over a majority of those
who are establishing the pattern for state univer-
sity television. This could not have been said un-
equivocally four to five years ago. For example,

several educational broadcasters who were quoted in

Cumming's mg i__s_ Educational, W128 in 1951»

128 Cumming, pp. cit., pp. 222-9.

Page 331

have expressed quite different Opinions with regard
to the importance of the “entertainment“ aspects of
the medium during the past few years, both in the
published materials and in statements of philosophy
which have been directed to the author. This shift
in cpinion can usually be traced to unfortunate
experiences which the educaster has had when he
tried to compete with the commercial broadcaster
without the commercial stations financial, personnel,

or programming resources.

II. MAJOR REASONS ADVANCED FOR A UNIVERSITY-OWNED
COMMERCIAL STATION

Since the principal opposition to some of the tenets
of philosOphy just discussed come from state university
broadcasters who have or desire a commercial outlet, it
would be well at this time to put forth the four principal
reasons that these broadcasters have advanced for a state

university owning and Operating such a station. It is not,
however, within the scope of this study to discuss the merits

of these arguments.
(l) A state university is obligated to program to
the masses as well as to the minorities, this

is possible only through a commercial operation.

Page 332

(2) Due to the high cost of television, a state uni-
versity cannot adequately support a revenue-
less, educational outlet.

(3) Through its commercial revenue, a state univer-
sity can finance higher quality educational pro-
gramming.

(h) Through commercial revenue, a first class, pro-
fessional, student training program can be under-
taken.

One must realize that broadcasters who both teach in

a state university and operate a university-owned commercial
station are functioning under a dichotomy--being educational
broadcasters during that portion of the day in which they
are teaching, counseling, or in some way working with stu-
dents and commercial broadcasters for the remainder of their
work-day.

Throughout the discussion develOping a philosOphy
for a state university television activity, the question of
whether the activity should be commercially or educationally
Operated has been carefully avoided. The tenets of phi-
losOphy have been phrased omitting references to educational
television except in cases where only an educational outlet
could perform the function of the tenet.

Consequently, it is within the realm of possibility

P389 333

that, in any ranking designed to determine which types of
facilities best support and carry out the philosophy and
role of the state university in mid-twentieth-century so-
ciety, a commercially-Operated outlet owned and operated
by a state university might place higher than some types of

educational activities.

III. SUMMARY

In establishing an over-all philosOphy applying to
the role of television in a state university or land-grant
college, one must remember that any philosOphy of televi—
sion has developed from the philosOphies of the institutions,
themselves, and has been coupled to and modified by the ever-
expanding knowledge that has been gained concerning the med-
ium and its uses. There will be, of course, the normal
differences in the way in which the more conservative,
official cpinion of the institution, itself; the personal
attitude of the prominent educator; and the assured belief
of the educational broadcaster view television as it can best
serve the state university. However, it has already been
shown that the major points of difference are in the con-
creteness and the implementation of their responses and not

in the nature of the responses themselves.

Page 331+

Table VI, on pages 335 and 336, summarizes those
tenets in the philosophy of state university television which
may be derived from the three major sources that have been
given.

In brief, a state university's television activity
should be organized and operated as an integral part of the
university‘s instruction and extension services. It should
implement the traditional objectives of all higher education,
helping to eliminate the inequalities in educational opportun-
ities by serving the entire community offering both instruc-
tion and general service to citizens in all sections of the
state. Because of the university's organizational relation-
ship to the people, state university television is “responsi-
ble“ to the pecple of the state. It should serve all levels
of public education keeping “education“ foremost in its pro-
gramming, improving and enriching teaching, extending and
supplementing the curriculum, alleviating classroom and teacher
shortages, and conducting formal and informal adult and con-
tinuing education. Included in services to adults, there
should be special instructional series to groups such as
in-servioe professionals. As part of its role in instruc-
tion, the state university television activity must provide
a special training program for persons entering commercial
or educational television. As part of its obligation to

create new knowledge, state university television must be

 

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P889 337

active in three types of media research: technical, pro—
duction-programming, and audience. In addition to its
implementation of the basic objectives, a state university
television activity should serve as a public relations and
informational function for the institution--and for all

public education.

CHAPTER VIII

CEIIEEIA FCH THE EVALUATION OF TELEVISION

ACTIVITIES IN ST'TE UNIVERSITY

It has been pointed out that no two state univer-
sities are exactly alike due to differences in the needs
of the state's citizenry and the resources at its command;
and just as the universities are dissimilar, so are the
television activities in which they are engaged. Even
when comparing activities of the same nature and type, one
will not find any two that will fit a fixed pattern.
However, there is, underlying any state university
television activity regardless of its size or complexity,
a group of basic tenets of philosophy which the state uni-
versity and the television activity should have in common-—
tenets which are fundamental to each and which are imple-
mented or supplemented by the television activity--tenets
which become criteria by which a state university tele-

vision activity may be appraised.

I. COMPARIN3 AND CONTRAST NG THE PHILOSOPHY
OF THE STATE UNIVERSITY WITH THAT OF

TELEVISION IN A STATE UNIVERSITY

Those tenets of philosophy and role which are funda—
mental to all state universities were developed in Chapter

VI; those fundamental to all state university television,

Page 339

in ang‘or VII. In order to arrive at those tenets of phi-

losoghy hell in commcn by the state university and its tele-

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C)

and of television in a state university are grounded in the
three traditional objectives of all higher education (to
tr>nsmit, conserve, end expend knowledge) plus an oft-
includei fourth otjective (to use university information
for the benefit of mankind).

ghe formal, organizational relationship to the
pecple makes the state university responsible to the state's
citizens. State university television is "responsible,"
therefore, to its audience, a unique relstionship between
television programming and its viewer-listeners. The

f cility also operates as a public relations and informa—
tion agency of the university, reporting the institution's
activities to the people and keeping them acquainted with
its programs, findings, and problems.

The state university has a special obligation to

serve the entire state; this is an obligation felt by
state university television and carried out through a

network of educational stations or through extending uni-
versity resources by enlisting the cooperation of commer-

cial stations throughout the area.

Page 3&0

The state university is pledged to help equalize
educational opportunity; state university television is
equally cbliwated--and at all educational levels.

Adult and extension activities have an integral
role in th. state university; they have an equally impor-
tant role in state university television. Except for a
small amount of on-campus programming and an obligation to
do public school and {re-school educational programming,
adult and continuing education are state university tele-
visicn's principal activities.

A state university is a part of the public educa-
tion system; educational television must cooperate by law,
as well as by moral obligation, with all educational and
public service arencies--it cannot operate exclusively as
the agent for public higher education.

A state university should teach people to do their
work effectively; state university television is able to
further this tenet by providing in-service and post-
professional education. University television also trains
students for commercial and educational television, which
may be considered as an extension of this tenet and of the
university's basic obligation "to instruct."

A state university should use the best and most
efficient means of imparting a liberal education. While
this belief has no corresponding tenet in state university
television, the medium is seen to have vast instructional

USes when properly employed. A summary of the major research

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Page 3&2

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enet of state university television that has no con—
stituent {art in the ghilosoghy and role of a state univer—
sify. {he reason is self-explanatory.
In summary, the majority of tenets contained in a
state university's ghilosoohy of television evolve from the
traditional objectives of all higher education, which are
also the basis of the philosorhy and role of the state
university, itself. However, it is impossible to organize
all the tenets under these four objectives due to the large
amount of overlayrinq which would occur in such a re-grouping.2
Tenets in the yhilosophy of television in a state
university almost always evolve from comparable ones contained
in the {hilcsOEhy of the state university. Actually, there is
only one exce;tion to this, and that does not stem from any
contradiction to the overall rule; the administrative relation-
snip of the facility to the university could not have had a

corresponding tenet in the {hilosophy of the state university.

 

2 FIGURE VII, geses .Ii}4+ , contains a graphic
presentetion of the interrelationship between the phi-
losophy and role of the state university and that of a
State university television activity.

Page 3&3
F1383 VII
CC PABISCN OF TENETS

OF FHILCSCPHY

 

QLATE UNIVERSITY STAIE UNIVERSITY TELEVISION

(Tenets of philoso;hy which the state uni-
versity and state university television
hold in common are centered on the page.)

 

Four traditional objectives of higher

education are basic to both:

(1) To transmit knowledge

) To conserve knowledge

_) To expand knowledge

') To promote the use of university
information for the good of mankind

AAA
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£

Prrt of the public education Obligated legally and morally to
system of the state cooperate with public schools
education program
Formal, organizational (1) Responsible to audience due
relationship to people of to formal, organizational
state—-hence responsible relationship
to citizens (2) Public relations—informational
agency reporting to citizenry
Help equalize educational
opportunity at all levels
Through cooperation: (l) in a
state ETV network or (2) with
commercial stations in airing
university-produced programs
Special obligation to serve
the entire state
Implemented through a state
network or through cooperating
with commercial or other
educational stations
Must secure more adequate Coverage of television and amount

diffusion of its information of time spent in viewing give tele-
vision the greatest potential of
all mass media.

Page 3““ .

FISUBE VII (concluded)

 

STATE UNIVERSITY

STATE UNIVERSITY TELEVISION

 

Adult and extension activities
have an integral role

Except for legal and moral
obligation to cooperate with
public educational and public
service agencies and an
obligation to on-campus
programs, entire effort is
bent to adult and extension
cultural, educational, and
general service activities

Teach people to do their work

effectively

Must use best and most
efficient means of imparting
a liberal education

(Traditional goal of
"expanding knowledge" made
specific)

Actually forces ETV to serve
university's traditional goal
to instruct or "transmit
knowledge")

Provide in-service and post-
professional education in
addition to the training of
personnel for commercial and
educational television

Proven value of television as
an instrument of education

Must provide research in three

major areas of television field;

(1) Technical

(2) Production-Programming

(3) Audience, especially research
in effect of programming

”Education" must be kept foremost
in programming

Should be organized and operated
as an integral part of the
university's services

II. CiIQEEIé PCB EVALUATING A STATE UNIVERSITY

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.tin? the philosophy of the
st ‘e university with thht of television in a state univer—
si‘; wrl hy includirv infcrn'ticn which has been proved
thrfiugh rese.rch in fhe television medium, it has been
313:1; e to evclve s set of Tenets of philosophy for a state
university television activity which is in concurrence with
*he jhilt":jhy cf the state university, itself. These tenets
are, tterefgre, the criteria by which a state university
televisirn activity may be appraised.

ritnricr l. The state university television
xczivity should be org nixed and Operated as an integral part

cf the university's administrative and academic structure.

Critericn ?. A state university television activity

 

is urier a special obligation to serve the entire state;
therefore, it should assist the institution in achieving the
widest distribution possible for university information.
Criterion j. The state university television ac—
tivity should help equalize educational Opportunity at all
levels, offering citizens education regardless of their race,
creed, age, sex, economic and social background, and the
distance they live from an elementary or secondary school or

any institution of higher learning.

Page 346

Criterion a. A state university television activity

 

ff;
‘

hould keep "education” foremost in its programming.

Criteriongfi. The state university television activity

 

i ally and morally obligated to cooperate with the public

le

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school educational program, with public service organizations,
and with programs of the local, state, and national govern-
ments; therefore, the activity should develop programs in
conjunction with these agencies.

Criterion 4. Adult and continuing education activi-
ties should have an integral role in any state university
television activity and should include formal and informal
instruction, general service, and cultural programs.

Criterion Z. State university television activity
should teach people to do their work effectively. It should
provide: (a) in-service and post-professional education, and
(b) training of personnel for commercial and educational
television.

Criterion 8. The state university television activity
has a formal, organizational relationship to the people;
therefore:

(a) The activity should be "responsible" to its

audience in all its actions; and

(b) The activity should perform a public relations-

informational function for all public education.

Critericn_3. A state university television operation

should be active in three major areas of television research:

Page 3H7

(a) technical,

(b) production-programming, and

(c) audience--values and effects as well as size and
demographic characteristics.

Criterion 10. A state university television opera—

 

tion should be active in the preservation of television
programming materials both on a short and a long term basis
ty film, kinescope recording, and video tape.

In the following section of this chapter these ten
criteria will be translated into more tangible characteris-
tics of television activity which can be considered as
essential to the operation's furthering of the university's
philosophy and role. To aid in the analytical appraisal,

a series of questions will be raised to help one see more
clearly to what extent a particular state university tele-
vision rctivity is conforming to or implementing the phi-

loso;hy of the average state university.

III. APPRAISAL OF TELEVISION ACTIVITIES

t some time the administration of each state uni-
versity is faced with the decision as to what constitutes
desirable involvement of its institution with television.

As we have seen, there are a number of questions which should
be answered and answers which should be weighed in making
such a decision:

1. What can and cannot television do education-wise?

Page 3h8

a. what are the size and type of audience one might
eXpect for educational programming on television?

;. what are the educational needs of a specific

h. what are the philosophy and role of a partic-
ular state university?

5. what do prominent educators and educational
broadcasters feel the philOSOphy and role of a
state university television activity should be?

At this point a decision must be made regarding the

university's ideal television activity-—an educational station,
a commercial station, a co-licensee with a commercial outlet,

a major participant in a community or area educational outlet,
a participant in a state-wide education or higher education
network, or an operator of closed-circuit and/or recording
facilities. After this decision is viewed and modified, when
necessary, by existing and anticipated financial conditions,
the first step toward the ideal can be made.

while the state university which is already engaged

in some form of television activity is not concerned with
each of these steps, its administration and staff of broad-
casting specialists should be interested in reviewing and
evaluating their television operation according to criteria
based on the fundamental tenets of the philosophy and role
of a state university and those of television in a state

university. In order to facilitate such an evaluation it is

Page 3M9

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y;e< if ‘eleviei1n fierviCeS provided by the state univer-

sities. a: ‘he rerul: cf this dissimilarity, some factors

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to the oyeration of a univer-

sitv st‘*1“n c all well to of little or no importance to a

 

universi'y whicn grr'ra s "live" over commercial outlets.
a series of ques‘ions based on
6? ch Cid?» ritL, t} Prri‘hor irttnulertakirgjtno focus iduz

he essenti‘l concepts contained in

O
I
O
(J
’S
H
y
,,
0v
H
I)
U
—r
C)
‘)
i.)
_a
(l
H
.1»
,1
r-r
[—0
&
(uh

he major considerations
hhick :hzuld te includel in arv state universitV's thilos-
9 J .

‘~-. .— ‘ A . O .- -.‘ -& .. ‘L a' -. ., i.
”J, _aui In cl.x~ iy «3L1 insergzvat the lrnses fkn‘ the

Page 350

a gr'lSTI of a st ate university' 5 television activity.
Answers tased on the adherence of the state univer-

i y te evis ion *ctivity to the criterion, despite dis-

(f

(I)

imiluriti

H)

(T1

s in type and extent of the individual television

Operation, are contained in ppendix F.

Cri‘erion l. The state university television activity

 

sh nli Fe rgganisei and c3er°ted as an integral part of the

 

 

universi‘v's altiristrative and academic structure.

 

’The need fC r an inte;ra1 rela tionshio in the ad-

gigiifga;11e_s;rgctu3e; It is impossible to say that there
should be only one form of hierarchical structure within
state universities for the handling of television activities;
however, it is true that the particular portion of the opera—
tion which deals with the programming and production of the
facility should be closely related to the administrative branch
of the institution. There a e a nu umber of reasons why this is
advisable; among the most important are the following:

1. A television operation lacks needed prestige

both on and off-campus if its views cannot be

considered to represent those of the institution.

TX)

. Because of the immediacy of the medium and the
volume of material required to program a broad-
cast day, many decisions of station policy can—
not await routine referral procedures.

3. The active interest and concern of the adminis-

tration are vital to the welfare of the tele-

vision Operation.

Page 351

statement by Richard B. hull, based on his obser-
vation and interviews a: each university station in 1957,
illustrates The advisability of a close administrative rela-

tionship. Kr. hull states: "Only those university stations

.I‘
)

n
«3
v
(\
\1
A“

i
P

nistratcrs were yersonally interested fared

reallv well."J ~"r. Tintera ex:res

no

es an opinion similar to

'f1

that of Kr. Hull ~nd recommends that the station manager or

director of television be directly responsible to the office

Ldginigtraiive_j§o:lgms gf_unive3sity television; Stemming
from an active concern and interest on the part of the ad-
istr tion are the possible solutions to university tele-

vision's major problems--problems of finance, personnel,

equipment, and prorramuins. These four elements are so inter-

related that none can be completely isolated, nor can they be

taken up in prosressive order. These problems are like the

"which came first" in the chicken—egg argument or the

Aristotelian argument of which is more important, substance

or form.

In these areas one is able, nevertheless, to state

 

3 Richard B. Hull, "Educational Television in the

United States," (Columbus, Ohio: NAEB--Fund for Adult

9-
b

iducation, 1957) p. 13.

4 James Tintera, ”The Administration of Educational
Television in Colleges and Universities," (Unpublished

doctoral dissertation, Michigan State University, East Lansing,

1955) p- 185-

 

 

 

vb:

—

r ‘ v“ 11 i: “ r3: st~ie university's televisior
r ti 3 t “i - ‘ e .il« : ny—L"fei criteria:
- i' ‘ -- » («1; i 1’? ctivi‘v shoull Is
‘ ;. "LV T" :Lyki ihr*tfi”1 regulfry (iirect
2-- .‘ ”r * ’ e utiversity's tudget so that
‘ _ :‘i.i:v T ‘ fu‘fill t‘e role whicn that
rtijul ‘ i?s‘i‘u.itn 1.3 3 _ned it In
‘r: a ; s>uri t caground is provided for a
.. 11‘; sCr«1-a ”r3 ' foo} foundatioa is laid
’ i: f. J“ ~Yon Xenies fron foundations,
i" ”rem Eu ire g and industry, and yearly
n’rr i ‘ril‘ to utilized in expending the
*u’lify ‘ ity of the service, not for
“. ‘idi“ir its dailv ”rervfio*.

T P‘P““F"01--lf?fuh3 with adequate training and
0-. "1e cu, w?” {re mile to produce quality pro-
~r'"* i» ‘he Icedei Quantity, sh uld be regular
matte s of the television activity's staff.

? 3A};;“e“‘--:Jffioieni, quality equipment should

e . il'Lle ‘J so the television job the uni-
.‘nui.3 r 3 set for itself.5
5 I“: r 11.1n; will te ccnsiderrd in detail under
Criteri“ u :trou 1 3, p ges “‘3-“3, of this ch pter.

Page 353

The reed for an intezral role in the academic

g‘zugtire. Criterion 1 also states that the television
activity should be "an integral part in the academic
structure” of the state university. While a university has
several traditional goals, no one will dispute the fact that
instructian is its primary goal. The largest share of the
university's activities evolve from some phase of its in-
structional grcgram. Giving television staff members who
are in charge of programming a place in the academic struc-
ture of the institution provides them, and the activity they
re resent, with academic ”standing" on the campus, it gives

~+
Du

{0

ff members an easier entree in working arrangements with
faculty memters , provides a basis for establishing salary
scales, and brings the television activity and its staff into
the inner-workings of the university's committees and policy-
making machinery. Staff members with academic rank,and credit—
bearing courses in a recognized department or college of the
institution.are am .ong the best ways of assuring that the tele-
vision operation is not considered a mere appendage of the
state university.

In evaluating a state university television activity,
among the questions that should be asked to see to what ex-
tent the activity fulfills the first criterion are the
following:

1. Is the television activity administered by:

a. The office of the president?
b. The extension division?

lege 334

c. An academic de artment of the university?

1. University public relations?

re the views expressed on the air considered to be those
of tne institution?

3. Are ”unis for tr.e omleration of the television activity
.art of tre mgwul r university budget?

4. 're any basic needs of the television activity met
trrcu: n out 511 I'rants or cam-aigns?

9 Is tner sufficient television equipment to do both the
;rogramming and the instructional Job assigned by the
university?

the television equip-ment capable of producing pro-
crass cf technical quality Elqu to that seen and heard
COT mercia l ou lets?
3 the university have access to remote equipment of
ficient quantity and quality to enable its television
livity to orig ir ate out-of- studio and off- campus

0: I‘ '.1.DS° .

“Q
Int)

e university own a kinescope or a video tape re-

C1)
0
OKJ

9. Is the size of the television staff adequate to do the
‘ ass i"nei?

L;
O
(J

10. Is the quality of the television staff sufficiently high
t do the Job required?

11. Do several members of the programming and production
staff of the television activity carry academic rank?

12. Is it a university policy to give faculty members who
participate in television programming over-time or
release-time pay?

Criterion ?. 5 state university television activity

 

is under 3 sgecial obligation £9 serve the entire state; there-

fore, _t sheuli assist the institution in achieving the widest

 

distribution pgssible for university information. Proof of the

popularity of television and of its value as the purveyor of

Fact 35

information which would grant a university the widest cover-
age for its educational message has already been given; but
let us look m:re closely at the state university's obliga-
tion to serve the entire state and the ways in which this may
te done.

2h; gtgtg—Eile_eiugaiigngl_ngtflogk; In order to
secure state-wide coverage for university information, par-
ticipation in a form of state educational network is essential;
such a network has the additional advantage of eliminating
duplication of services among state-supported institutions
within a state.

2h: univgriityzofingd_singlg gtgtlog. A powerful
station in a strategic location which covers a very large
percentage of the state's population would be a second choice
in fulfilling this criterion. However, in most states
operating a single station would not suffice, since the
univers ty television activity's obligation is to serve the
entire state. In addition to such a station, the operation
would have to produce a variety of programs and make them
available through commercial and educational outlets located
throughout the state by micro—wave relay, through leased
lines, or by means of kinescope recording or video tape.

2hr: anivsra1£y_witaoat_t2aasaiasioa 28219328; A
university television operation without transmission facil-
ities would be under a similar obligation with regard to

”bicycling" any form of recorded materials to strategically

situated commercial and educational outlets in order that

each citizen receive the opportunity to benefit from his
state university.

It should be noted that a state-wide network would
rffer far more educational service to the entire state than
either of the other alternatives and that any plan to achieve
torder-to-border coverage by university television, without

the resence of a state—wide educational network, requires the

{"1

itgeraticn of the commercial stations of the state. It

0
O
(3

should also be called to the reader's attention that, unless
the coverage of the university-owned station is sufficiently
wide, the university is merely doing saturated educational
progr:nning to a group already close enough to the institu-
tion to attend classes on the campus and to whom the cultural
advantages of the college community are readily available.
Among the questions that should be asked are:
l. with regard to a state-wide educational network:

a. Does the university participate in a state-wide
educational television network?

b. Does the state have plans for a state-wide
educational television network in which the uni-
versity will play a major role?

2. With regard to a university-created network:

a. Does the university create its own television net-
work through using the facilities of commercial
and/or educational stations, either by using a
micro-wave relay system or by film, kinescope re-
cording, or video tape?

b. If so, how many programs are given nearly (or
complete) state-wide coveragn in this manner?
(A program containing 20 to 30 minute segments

ted to different subjects should be counted
*9 sum of the Cevieet 2.)

) one CF t.~o trograms?

) four cr more programs?

. what percenta'e cf the s ate's citizens are covered by
service?

the programming, reaching most of the
e area of agriculture?

U\
0

Is there duplication between the television services
offered by the university and those of another state-
owned institution of higher education?

Criteriongj. The state university television

 

activity should help edualise educational opportunity at all

 

 

 

levels, offering citircns education regardless of their race,

creed, nee, sex, eeehemic, end sociel background, and the

 

 

 

distance tbgy live from 3g elementary 95 secondary school 93

 

ig’irstitution 2: higher learning. A great deal has been

 

 

said heretofore in this study regarding the need to reduce
or to eliminate the number of barriers to equal educational
oprortunity. However, it is important that one remember
that the air-waves on which television programming is borne
are notably free from the inequalities of the earth-bound
classroom and that the television receiver knows no restric-
tions to one's joining the audience except set ownership and

distance from a transmitter.

eliminate those inequalities which are attributable to the

Page 358

ccincid ace of residence or the foibles of man.

Est Flishin: state-wide coverage for university television
offerings, discussed under Criterion 2, is one method for
eliminating t ose inequalities which are caused by the dis-
tance one lives from an educational institution. The cul-
tural, educational, and general service advantages of the
university are also available to all through stations carry-
ing the university's programming. With over 85% of the
American hoses having at least one television set, even the
objection due to the cost of television sets is not really
applicable any more.

2h: gliminitiog 9f_aiditional ingqgalitigs; Edu-

cators and educational broadcasters should be very sure
that the state university's television operation does not
bring about, unnecessarily, other inequalities of oppor-
tunity; for example:
1. with regard to cost, there are two ways in which
additional inequalities might be incurred.

a. The cost of receiving the university's pro-
gramming should be no more than the cost of
receiving any commercial outlet in the
vicinity. An educational station broadcasting
on the UHF band in an area where it is the
only outlet located in those frequencies will

cost the at—home viewer additional money.

Page 359

O
(W
”l
r?

b. The of trleccurses, either for auditing or

0
'$
III
.11

for it, should be the very lcwest possible.

”It: [till

'3

"1
CW

scyhy behird the assessing of state
university charges has always been to make the
service available at the least possible cost

0 the citircxry; telecourse fees should be

sta‘e university must th8 certain restric-

tiors rersrdir, the academic background and
standing of its telecourse students, it also

must te sure that there are no restrictions
regarding their age, sex, creed, or social or
ezoncmic position.

With regard to television programming, educational
programming to a specific age or interest group
should be offered at the time of day and on the
day of the week that the majority of those who
would want to join the audience are able to view
the program. University television operations
which are programming very few evening and/or
week-end hours, for example, are not giving the
male citizens or the female working segment an
equal opportunity to take advantage of the service.
Other inequalities in scheduling, in addition to

"time of day” and ” ay of week,” are:

 

ll'?l\n’ I‘ll ‘

Page 350

a. The total nuvber of hours being programmed

ter d: or week. Some outlets are not tele-
. Y

ccsting a sufficient number of hours to

provide a comrrehensive service.

1:! 0 .fl' "

lather the on—air hours are continuous or

if the station is "dark" during certain

teriods 0f the day. Sporadic programming calls

for a seldom used "talent" on the part of

the viewer: dialsmanship--tuning in for

C V
‘ ' L
a

‘ecific programs and consulting an out-

side source for information about the uni-

versity's programming.

c. Whether or not the programming is offered

on a year round basis or coincides with

the in-schocl--vacation schedule of the

institution. Sustained interest from the

general public cannot be expected to

follow the on-off pattern of a school calender.

Among the questions that should be asked in order to

apfraise a

television activity's fulfilling of Criterion 3

are the following:

1.

(‘0

3.

Does the television activity produce any series of public

school
a. In
b. In
c. As

subjects

subjects
advanced
a way to

for in-school listening?

involving special equipment?
subjects requiring specialized teachers?
enrich or sup; ement classroom teaching?

Does the television activity present any courses for
university credit?

Has there been a steady increase in the number of credit-

bearing courses:

a. Ca the colleie or university level?
b. On the elementary or secondary school level?

nest one-half of the telecourse offerings ta ken
general college (core) curriculum?

(bk—J

. Is the cast of telecourse enrollment 315 or under?

n. Are there written (or unwritten) restrictions on tele-
course registrations cther than those of an academic
nature?

7. Does universit
small towns .r
well-{oputhei,

y television programming reach out into
.1 rural or remote areas (as opposed to
prosperous, and accessible areas)?

P Is
St

1
on

n

he television programming scheduled on VHF
?

:4

(?
..-

(fl

9. If the pro.r 7ming is “chrduled on UHF stations, are
there other U.» {F outlets in the same coverage area?

10. If the prograxmir g is scheduled on 8 UP F outlet, is
there an attempt: (a) to or large the audience by
acquainting the gereral public with and creating dis-
cussion of UHF ard (b) to publicize conversion methods
and costs?

B”Ck£?€32i Information on Prcsramming

 

 

Criteria U through 8 are concerned with phases of
programming of a state university's television activity; but,
before launching into a discussion of this most important
area, it would be well to take an over-view of the importance
of programming, the limitations placed on it, and the major
considerations involved in the programming of any college or
university television activity.

Import ence of Lrggramming. Other than several areas
of research and the training of students for careers in tele-

vision, the entire purpose of state university television is

Page 362

the gresentaticn of educational, cultural, and service pro-

to the general public. Therefore, the philosophy under-
lyin: the television activity is evidenced, to a great extent,
in the types and ccntent of the programming it produces.

Limitations on rrogramgigg; It must be remembered

ectivity is limited by: (l) the particular university, it-
self; (2) the university's resources; and (3) the role given
the activity by the university. Consequently, the programming

of no two state university television operations will be exactly

There are three

I <
to
L-
L)
’1
O
O
1
'1)
*4.
LL
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to

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Is

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major considerations which must be kept in mind in the design-
ing of All television programs: (1) the nature of the audience-—
its likes and dislikes, its hopes, dreams, and fears, and its
program standards and values; (2) the needs of the audience;
and (3) the interests of the audience.

£3.10: areas. sf_eiU2f-1£12nel_rtosr:meins; Programming
areas for educational activities fall into three major cate—
gories according to the age of the viewer: (1) pre-school;
(2) in-school--which is, in turn, subdivided into early
elementary, late elementary, junior high, and senior high
school with programs aimed for both in and out-of-school

viewing; and (3) adult.

Page 363

Adult projramming may take a number of different
forms: (1) general service--information and news on a vast
Variety of subjects; (2) remedialp-filling in deficiencies
in such areas as language, mathematics, and political science;

(3) vocational--oither in the form of guidance or as training

$1:

H
:3

a number of subjects; (h) cultural--music, art, drama,

I‘
O

A-
"

lectures, etc.; and (5) extension or continuing education--
which may be subdivided into instructional programming (some
for crelit, some not) and telecourses (televised courses
which are part of the regular curriculum and give qualified
students credit toward a university degree).

_egsgmgtiog gf_mgtgrlal. Another factor which must
be borne in mind is the tremendous amount of material consumed
by the medium of television. It has been estimated, for
example, that over 23 million pages of scripts would be
required to present a single hour-long drama daily for one
year.6 An abundance of material must be available and in a
never—ceasing flow, not only in a ”raw” state--on the
shelves of the library and in the minds of the professors--
but in a arepared form upon which a camera may be focused.

A university's television programming must be on topics of

signifiCance, showing a continuity of parts, and supplied

regularly at well-publicized times.

 

”TV 'hatinee Theater' Beaches Milestone,” The
Saginaw News, June 9, 1957, p. 15.

Page 36h

Cri‘erion a. A state university television activity

"educaticn" fcremcst in its programming.

 

Further exylan"tion cf this criterion is not necessary; for
it is i: ossitle to Convert it into a more tangible form

since the suhject matter necessarily deals with a subjective

It is well to remember, however, that the word
"eiuc<tion,” like "religion," has a connotation of somber
tcnes and serious faces to many people. Better judgment
tells one that this interpretation of education is not
carrect, but proving the error in interpretation is a duty
of the elucational troalcaster.
in s does not mean that, in order to make learning
interesting, the educaster has to resort to chicancry, to
w tering-down, or to sugar-coating the university educa—
tional bro-dos t until it becomes merely another quiz
program. The commercial stations, with their endless
procession of big-name stars and their money and production
devices to create suspense, will always be able to "best"
the university-produced program when it comes to sheer
entertainment.

Educators and educational broadcasters should know
how to teach. Ihere is no one set of rules; but the process
of learning is fascinating, it can even be said to be con-
tagious. It is up to the educational broadcaster to see that

this desire to learn is "caught."

Page 365

lestions which should be asked are as follows:

1. Is an a’temj' mzde to learn the nature of the audience
‘ r‘

"e uniersity expects to reach with a particular
I‘\. 3-r‘"~ .a?
“. Is 'r attem; made ti discover the educational needs
of this audience?
j. Is «n afttmpt made to select a subject suited to the
needs, desires, and ability of this expected audience?
4, 5'3 the edicatitncl values to be r'Hssel on from a par-
ticul " :utjec C'refully selected and weighed?

5. I~ the :elium of television evaluated, in each case,
to determ ine if it is suitable for the material to be
;?{5QL‘:l?

€. nFB 'll rcosicle aethods of presenting this material
over tele.ision col; dere ed in order to determine which
is te“t:

a. For the audience?
1. For the material presented?
0. Fur t'e elucstional returns desired?

1. Are there any elements in the format or the presentation
which do not contribute to the goals of the program or
whion district from them?

n

critericngfi. The s ate university television activity

a le**lly and mar'lly o: ligated‘tg cooperate with the public

 

school raucetienal :;c*r m, with public service organizations,

 

and with Lr::r' s of the local, state, and national govern-

 

 

rents; therefore, the activity should develop programs in_ggn;
junction with these agencies. As the apex of the pyramid of
public school education, the state university's educational
television stttion fetls, and is ready to assume, the respon-
sibility for cooperation with the public school system, with
public service organizations, and with governmental agencies--

an obligation which is given each educational television

Page 366

sz'icn under its federdl license.
In cooperatinc with the public schools, a university
out at with a wide cove age area should work with the State

Ecurl of Education and its own College of Education so that

('9'

he benefits may te realized by as many school districts as
rtsaihle. Effort should be made to enrich and supplement the
work of the classroom teacher, to offer courses which cannot
re given in eacn school due to a shortage of teachers with
x;e:1allZfii training or the lack of necessary equipment, and

resent imgortant current and cultural events as they

Another evidence of the inter-relationship of fi-
L‘LCQF, equigment, and programming may be seen in this area,
where the ability to make available those events which would
afford some of the most rewarding experiences is tied to
finances and to administrative policy.6 A state university
television operation which cannot telecast from locations
outside its own studios or off its own campus cannot be
rregruuminr to its optimum. P

Anonr the questions which one should ask in ascer-

V

taininc the television activity's adherence to Criterion 5

‘3
.1
(0
ft

3
(0

following:

 

6

See Criterion l, pages_?;3throughjkfltof this chapter.

7 An interesting solution to originating off-campus
progr ms has been found by one state university's educational
outlet. ine university has purchased remote equipment and a
trailer; however, the station is paying off the original invest-
ment as well as the upkeep by renting this equipment to
commercial stations in the state.

AA” A,
ak’v’

(3
O
O
'1

Page 367

reraticn with the State Eoerd of Education:

t;.ngted to cooperate with the
EMlJC tion in the production of
television proerams?

Is the university currently producing a television
s s in Casperetion with the State Department of

er'tion with local anrds of Education:

Ezs the university attempted to cooperate with one
;P more local E‘xrds of Education in the production
of n-school series of television programs?

Is the university currently producing a series of
television prcvrsms in c00peration with one or
more local boards of Education?

:eration with 0 her institutions of hi :her learning:

E's the university ever attempted to produce a tele-
vision progr.n or series in cooperation with other
rrivnte or public colleges or universities in the area?

”*3 the uriversity ever produced a television series
in cooper.t on with 0 her private or public colleges
or unive Hsi ies in the area?

{eration with public service anencies:

Has the univcrsity ever attempted to cooperate in a
television program or series with a public service
sency?

the university ever presented a daily or weekly

as
cries in cooyeration with one or more public service
sencies?

Cooperation with fovernment:

9.

Has the university ever attempted to cooperate with
the local, state, or federal government in producing
a television progrem or series?

B s the university ever rresented a television pro-
gram or series in c00per tion with a branch of the
sovernment?

09“
t. ntu;

_ ...—-

H O . ”
Uri e.irn

'.r‘."".
- A

_—————. —————- ~

 

 

Page 368

continuing educetion activities

 

 

 

 

sh'wl? h've ‘1 ir*erral rile in finyfstete university tele-
;i 1' ”otivijg "rd should include farmsl and informal instruc-
‘i‘i, .er=r'1 ;=r?ise, find culturel grogrems. The uses for

 

 

in

‘
a u u A _ ‘ ‘ P v“ f“ V‘ ’O ‘i' vi rr 1 - ..
e .A A u ‘ L $ \‘A0 1 .L A C I I ‘1 I..AI r-|..

.. ‘ ‘ I - o— b - -0 A
9 :J . All ‘ & ‘JI‘LthIA \r’ 5:01 11“ 1r‘blL
' ..‘r 7 I . ’_ . ..., 5 v
. '1‘.) TLAx L‘g, S(:.'.(‘01 s J'r verb.

\ ' o 2. L
In the introduction to
- .
CFI‘CI‘L ~,

were outlined.8

r“(-‘~“fIT\r-:
-.L ." .“ov-I’

iris rz ctjocfive is instruction,

:ective

H
...!

an he]; s university to a

the f-I‘fl-‘P-fi.

vision orerztions,

adult

vhich ehy educational television activity

ttsin.

and continuing education are

'cly more varied than those in

this section on programming

five distinct tyges of adult and continuing edu-

However, a state university's

the instruction of adults.

fievertheless, in surveying

cross-section of state university tele-

one cannot help being impressed by the

relatively rtwll ?ercerteae of the averfge university”S FPO-

~ - l .l- ‘ u‘ .-
gr~mminy whicn ue<

Eel—twge difficulties in

»

riven es the principel

crslit ccurses.

This slow—down does not

with which telecourses

sccelersted esch year, nor does
the stete university to produce
telecourses for credit. As the

ls with formal,
err?» g'i

deterrent

credit—bearing instruction.
n5 credit are most frequently

to the establishment of

alter the fact that the pace

are being established is being rapidly

it alter the obligation of
an ever-increasing number of

number of offerings is

Effof this chapter.

‘0

fig)

Page 369

trei, v l‘rrer fiercentare of courses from the general
“JV, t' core, curriculum hould be included.
3:03; the questions that should be asked are:

Lces the television fictivity produce programs in the

. Forrxl iystruc ion (credit herrin")
(l) colle:e?
(T) high "chcol?
(7) r; e31 ?
t. Ihfcrr 1 instr‘c‘icn (run-credit bearinb)
(1) -3~‘1]"“"€"
(“) hi h scnocl°
(7) re ndiwl?
(-) .evsrcl interestO
(f) :u1*ursl“
C. Zenerwl ser"vice rrc rflmrning?
(of a le.s sod e.:ic nature than formal or informal
instruction both in purpose and in format; for

ex igle, rews reports and commentary, weather,
sgorts =ews, child care, interior decorating, meal
' ion, etc..)

3. Cul‘urql gmrc rching?
( IL, d ICC, drama, music, speeches, etc.)

e. " DC—xtional rroLr rs.ming?

(rrrCrsnli irj, inlustrial, sales, secretarial, etc.
Does the television activity schedule any programs
e gecixlly for gerscns over 65?

Does the television activity share personnel with the
extersion division (either by a formal or informal
arrir geTent)?

Is the corres'ondence section of the extension division
in charge of the accreditation of telecourse students?

Are telecourses planned in cooperation with the appro-
triafe persons in the extension division or college?

Does the State Department of Education cooperate with
the television activity in awarding credit for high
school and remedial work completed by television?

)

 

 

 

 

“ = l? ‘f 9: ‘trir "or! effectivelv. t srduld
"- ' '“' 7 "‘ ‘- h’?“. 1‘“ l e‘vootjnn, Th3

 

f :htr in which ; st~‘e university television
ofivi‘y xu flies in-service and post-frofessionml
i_r. d€;er:i:é C21: (1) whether or not the
urir=r;ify n”s its own *rtnsmission equiyment, and
(‘) 1L: .r or of its fr Lletter. The university
with u, .r';fnis.ion f cilities will find it
mecu..<ry .t :rtduce its series on kinescope
reetr?in“ «r video t-;e “hi to secure air-time from
comierci'l ~ni eiuowtionwl outlets in the area
ih~t is to be caverei. The university having a
ies—f; cred trthmitter will find little value in
rrrlucin" such a series over only the one station,
since th: e i; the imteiifte area are able to avail
themselves of on-Cfimrus offerinfs. Consequently,
it w,ull te recessery for the university to arrange
r~i y system or to record the series in order to
secure the desirel Coverage.

The first inroeds in th. in—service area have

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e cner traininy, with television

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Page 372

Cghcwrninr tne amount of actual laboratory train-
ihf wzich should accomfeny any program of instruc-
.elevision,9 there has never been any
guestion of the imror t nce of helping the student
der rst.ndings which will enable him

f3 do well :oth in his career and in his personal

y.)

ife. h;reov er, it has also been made absolutely
cle r th't any instructional program must be
acct: thiei tr sufficient experience with tele-
visicn equizment to assure each student's familiar-
itv with the various types that are essential to
television production. It is only by using a
televis icn camera, through working a mike boom,
and Operating the audio and video control boards,
for exnmple, that a student can learn the technical

crsibilities and limitations of the medium.
whether the student intends being a writer, a
vroiucer, a director, an actor, or entering a
relftei field, such as advertising, he will have
a for better background for his work if he has a
familiarity with all its component parts.

This does not mean, however, that the entire

background in technical television must be learned

as part of the classroom instruction program, that

 

hfipter VII, Section C-—pa;es 313-18.

Page 373

‘ne university should become a training center for

'elevision techniciens. However, it do es me n

‘h.f 5?: university should provide sufficient
e‘zitnan* ’vd amyle ogportunity so that each

s‘ulent is able to gain the necessary exnerience.
in» may lim t the number of students enrolled in

~1:vision program by maintaining high academic

~f* ‘ ris, but the number should never be limited
on the b sis of available equipment.

81*;; the questions thot should be asked are:

 

K.)

:. 'CRLIC’l trzining?
t. lrtiuction ”rd programminv9
c. ’e e rem?

Cffnr a sufficient number of courses so that a student
3 skis to mujor or "concentrate" in:

a. Television en~inee ring ?
b. melevision froduction 0nd programming?
c. Y :3 communica‘icns research?

H~ve sufficient liflo ratory training f>wcilitie

a. 3 ve closed—circuit facilities available for student
1 toratory training?

b. }' ve fde uete closed-circuit facilities for the
zumoer of students taking the television curriculum:
(1) in quality?
(*) in ouantity?

c. ve sufficient studio s: ace to provide laboratory

periods without infringing on the program schedule

of the operation?

Y.
H' e r,7‘\ r:
.‘_\V L‘.. k)

d te opera ing budget for the closed-circuit
trnairliri; f

e-zu 2
:Ci ilit ies?

 

5“

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(b

1‘ \D

"

3 tr in students not going into research, per

e ever-"ll ‘echrifiues of res emir h end eXperi-
pro 1.~~ “'1 technique s of Equoli service and
l ;"C“ 1m r: 63 well as those of commercial

ninr on a graduate as well as on an under—

”r‘teriNn 0. The sta‘e university television activity

 

 

 

 

 

 

 

, eniiLiZHtionil relationship to the people:

“'0 'ctivi:1 should be "resronsible" to it
siivree in all its fictions. Just as one does

his test in o erating a business for someone else

C;

i

31

r in holding a go osition of trust with an
mtloyer, so the state university educational
elevition activity must constantly operate at

ts teak efficiency "nd put out the finest

quality programs that it is capable of produc-

ng, an obligation it has to its citizen-owners.
The relationship betwee n the television

ctivity and the peop le of the state should be

0
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~73
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rsonal one and should go far deeper

than contrived, infrequent meetings of token
representatives of the citizenry—-meetings that
tend to become less and less frequent with the
facility's financial security and state-wide

acceptance.

1 (age 3'25

the et-te university's educational broadcaster

i3 resgoxvi‘le for sscertsining whet type of pro-

rruxmin ‘Re gamers re 11y need and WhHL it WOUld

,.

u
'1
‘1

La s~.' .sr them '0 receive via television. It
i: in this realm of combining the elements of
what is test for an audience, what they need,
“Ll ne': they swat by key of programming that

the television ~ctivity h~s to employ ingenious

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mes vigorcus techniques of promotion.

st he remembered that the members of

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The {enerfil :utlic usually want what they have
211 kno» find hfi't they see others enjoying. New

things h've to be "sold" to the masses.

it): gigcitloflr-al Lrgj:-':;'r,_i_n:. Most educators and

educational broedcasters would agree that educa—
tionwl prcrramminj must reach a certain percen-

tage of the potential audience to be considered

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no a iroiits

0

le expenditure of public funds;
however, the e is very little agreement as to
what thet percentsre should be. Some of the
variables which would effect the percentage of

the audience "tuned" to education are: (l) the

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(A? ‘ ‘ “j “ f ,r“ r‘rt, (3) ihc
3s. 3 'n' ‘ “ c“‘ire . in? oifcre
r ‘1 , '.3 {') "e‘her or no: the
i : e'li‘ ‘- e‘ i~ere' to to

‘“ ." ‘1 ‘e t“ c 'tvvt Cf “

Y“ ‘ “ i " 3 ‘ ‘ i ‘ ' " l 3 i s r“ ‘1‘ ‘ i.i.wi .‘ .

v a?‘ nut {f ._i ion moilcrs,

1“‘ H wlitnee .xbll not r071 to
a? -.

‘i “:i" tin” televi ion

_ _ _ _ _,_ _ _ _ _._ _._ _ _
“' kif: i' lirec‘ resgonsitility
" “H e U‘lV(F.l+f tflevi ion

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the rutlic

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iereh "lis“rrrr ii."
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"Ti”I"r1‘fhif," (flu,cking

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inf no‘ es? corser“ir

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rs etLoint d by the governor
.riiert of the university?

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L flaw ..-swry c\"titt:e h we zore ti: n a public re-
1:»; ,H ' f4n3-ruisirr functici fer the television
:.;1 o ' O
3 f - uriJ-r.i‘y e refully weioh eni frequently eccept
‘ 3* cf Ci% '3uii:ry committee?
2 : “1e.i 3r éctivi‘y cttem: t to report, explain,
ir' "' *" r"'r'-l ju'lic in university activities
0 eleyisi:n 'cfivity analyse the people of the
‘e c i“ernine their eiucetionsl and cultural needs?
s f 2 trievision ectivity sttemrt to determine the
cut L 7 1i culturfil desires of the people of the
5‘ u.iver%ity tel exi icn te ohir.r end/or production
f ‘tum-t f, to ch = lys is and criticism of tele-
i.n ‘ "rt 0. ‘he jou of usin' it?

‘37 'c°ivity shruli perform a putlic relntions—

 

irf’rs-ti‘r'l func‘icn fer q11 PUElic educetion.

 

In ‘he :reviou< section the inter—relstionship

of ‘1

T)

state university television Operstion's
"resjcnsitility" to its eudicnce ar d the public
relvtions and prcrotion of its ectivity was
jointei cuf; it is also very difficult to draw

2 line where putlic relations ends and pro-

“121163311 the shivereitL
:ai its :ciiliiigs; Since only a smell percen-
a student on a university campus, the function

of exflaining its program end of reporting its

r‘fvi‘ies t: The reneral public is most impor-

: vi. The televisien owners can take the public

‘
I

in‘; the cl ssroom, tse lfiboratory, onto the

_‘, '4? icwn to the gymnasium es the press
1 r ii? h vs never teen able to do.

In xiiition, television can and should bring
uj;tr-echelcn university officials into the homes
Cf ‘heir enjloyers, a move which is both good
,uLlic relations eni Cood promotion--0reating a

wool feelinf both on—campus and out-of-state.

«cSeLTin; the unfemiliar in teleiisign_p§oz
irgrzig~; -he fact that something is new or

jifferent dces not guarantee its acceptance by
the sencrhl putlic; educational programming will

ht: te accented by the ma.

'1)
r],

es just because it is

new er different from the fare to which they are
accusfoeei. Alon: with e reluctance to try the
unfumili r, there is the handicap that the

sullence knows little or nothing of the "performers"
on ciuc tional programming while those invited

into their homes on commercial television have

been known to them for a long time. It is an
established fact that well-known performers can
introduce almost anything and will sustain the

public' attention.

A

(I)

3“r<c‘ing an audience for single prosrgm_
1,fi11". In -diit10n to the unfamiliarity With
niucatitnal trogr twine, there is another major

re :cn f:r the extraordinary need for promotion

Lb
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st te university television
activities. Since viewing educational program-
ming is verv seldom done on a sustained basis;
an auiience has to be attracted to a particular
grcyr.: in some wav. the result is a need for a
Luther cf tyLes and extraordinary amounts of pro-
matinn and yutlicity. In order to test the
thfrourhne 3 cf state university television
.rcmotion, there are four basic questions which
should be asked:
1. how much promotion is being done through
the mass media? Through television and
other university personnel?
u. how m“ny mass media are being utilized in
promoting the activity? To what extent?
3. what type and how many contacts do station
personnel and university administrators
have with citizen's meetings, public
service organizations, and educational
groups?

9. wnat attempts are made to promote educa-

tional viewinq through the public schools,

tnrguin colleges and universities, through

('3
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if
...
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3

.2: rnould be asked of a television

‘-vi‘v in digrfiisin' its fulfillment of Criterion 8b are:

:_er the university use, to the fullest extent, the
fil swinf ye n? of fuhlicizing its television activities:
. Tuitvi‘i'n cu‘lets?
3. V‘skxine listinss?
(i.e.--Q? guide end TY Guide Junior)

c. Articles in yeri:dic<ls?

i. F 5.; (toth losil 2nd state)?

‘. E die?

f. ruEliCG:ion 2n? circulrticn of:

(l) ILiYVLI leg?
(2) 'u:licity t cchures 7
(j) 'Csters?

{. S_eechos, ; nels, forums, etc.?

(riven by the television st ff before civic and
service :rg nirations, schools, and school
Crgwnizetions, and clubs and lodges)

h. Icurt of the television facilities in order to
in: rest :rcuys of adults, as well as children,
in tne university's prefrzmming?

(meeting t”e staff; seeing a program in rehearsal
,r *rcigctior)

Does the television activity have personnel responsible
fsr ru :lic relations en publicity work?

A. Elll-tlTB em loyee?

b. i.r:-time en lo"ee(s)?

c. sidi‘ onnl duty of o*her staff members?
d. A sirred to students?

tivity frequently involve upper-
he administrative and the academic
ramming?

Does the tele :i c
echelon . rsonnel of t
iegzrtme: s in its pro:
Does the television operation ectively function as a
rutlic rel tions and informational service of the public
elementary and secondery school system?

 

Is there an overt attempt mvde to help the on-t.e-air
fersonnel from the university's television programming
to beccme well-known throughout the coverage area?

r‘.
Pt“ "2:. fl)
_ ‘v J»

N..-

;"i‘sri‘n v. A State university trlevision operation

 

 

 

 

~~~~~ 1 ‘ c“ c in “““° T‘icr srecs cf television FQFGqFCh‘
a. -§n V19 1. Within q state university this type

 

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¢ . - .

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is conducted {rim'rily in the Schools

sr belliges c. in ineerinq. Funds for research

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ghsses of television produc—
‘icn, ‘rxn mission, and reception are usually
fihccmini from the Federal Government and

yrivefie industry as well as from the coffers

Cf. tr“? :hteo
r. Ircduc‘ifn and Prcgrdmmini. These two areas are

 

clcsely re ated in research efforts since the

results of production research become a part of

(1) E? griment;tion in nroluction. Both the

seeking sizzle, effective ways of lighting,

'(1

cos uming, strfinn, and directing the dramatic
profram; of utilizing electronic effects and
devices; and of devising originsl formats for
all the different program types.

Ey providing an atmosphere conducive to
research, by helping students to think
creatively about the medium, and by promoting

both student and staff research efforts, a

state university is able to do considerable

C.

94

\J‘

l Cy: 'C:

rthstile work in this area. She principal
izwm of exgeuse is having an adequate staff

s: that time mey Fe token to experiment with

There are mqry unresolved problems regarding
televisicn froxr mming which might be solved
by university television research; for example,

(9) To kh‘t extent is a person able to match

gr:gr<m types to audience types? To what

(t) Is there a law of diminishing returns
sitn regard to the length of time a person

tend a particular type of program

(o) Are there certain programs which would be
better when scheduled on a different mass
medium?

Aulienee. Additional research should also be

ccniucted in the pre-testing of future programs,

rv-
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('3

evaluation of existing ones, and in studying

.2

&
the a

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a.)
H
(D

and effects of different types of
programs. While directors of most state university

television operations will admit both a need for

.1

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.u:' s‘uiies. Ami, unfortunately, there
;:e r to be sufficiert communication
t1: re.C’rch undertaken, so thut a

co t"fe cf th t which his been done
tr everl';s other efforts.

n is t~dly needed in the

re 2:
Frtm time to time effort: should be made
to mw sure the progress that has been

(1‘

made toward the c

J

ctives of university

0

A‘tempts should he made over 8 period of
time to determine the cumulative effect
rfimtinr on the audience.

Ferioiic assessments should be mode of
tne Huiiehce's attitude toward university
television, their interest in it, end
their criticisms of it.

With regard to audience size and interest

in universit" programminf, some additional

f ,

e C

l.

L

'sC-PS E

..J

hould be discovered end weighed:

Exectly who does and who does not watch

 

tine progannning?

Page 3th

2. how mpny are there in each segment of
“Uiiehce that is watching?
. Is the audience so small for some pro-

wrrmmifi’ that the present effort might

w. If so, whet r~e the reasons for such a

.udiehce? Can they be corrected?

Should the program be replaced with

.cther dealing with the same, or a
similar, subject? Is the program of
sufficient merit that the university
should froluce it regardless of the
{finll sire of the audience? Should the
{POCth type be dropped from the uni—
versity's effort?

“he answers to the following questions would help
one in determininfi if a state university television activity
were fulfilling Criterion 9:

1. Are staff members encouraged to do research?

7. Is this encourerement in the form of over—time or
reimbursed-time pry?

‘

.re stuvcnts encouraged to do research or experimentation?

Lg)
or,

{hr by te students?
2. Undergraduate students?

6‘
I

~. Does the television staff attempt to evaluate its programs
that are new on the air?
5. DOLE the television staff attempt to pre-test new programs?

 

 

?. Is the audience so small for some pro-
wrrmtihr that the present effort might
to coLsidrred v lueless?
4. If so, what fi~e the reasons for such a
1211 audience? Can they be corrected?
Should the progrnm be replaced with
another deiling with the same, or a
similar, subject? Is the program of
sufficieh merit that the university
should frotuce it regardless of the
$3311 sire of the audience? Should the
frcsran type be drOpped from the uni-
versity's effort?
“he runwers to the following questions would help

one in determinine if a state university television activity

were ful filling Criterion 9:

:3 CL, PP . ‘
7‘ ' | or. m
A. u i. 5" ‘ A ‘ I‘Offl‘a

'-
b

1. rr: enco‘rafei to do research?

>.

5. Is this encourarerent in the form of over-time or
reimbursed-time pay?

3. Are stuierts encouraged to do research or experimentation?

a. Gr du e s ulents?
b. Cncergr wd ate students?

.. Dow) the television staff attempt to evaluate its programs
that are now on the air?

5. Bees th television staff attempt to pre-test new programs?

d. T ‘:e univeriiiy engley a full-time research person in
.f’;‘flii‘fl.'¢
". Z w? er urivarrizy elecy a r rt-fime research person in
‘r evisirh”
C. 1:»? ”Le urivsrsity ieternine eudience size for educa-
um“. g’r“"'1*:
. . f n ‘t‘ ;f reer 7138 t determine the size of
‘re 'gdir'ce fnr television programs other than
i.€‘1:C-JI‘I" '7

t. 7*: i3 university conducted its own poll?
e. 5:5 ‘Eu iell teen coincidental with one conducted
*y comterciwl end/or educational stetions in the

/. u :‘texrt teen made to analyze the demographic
c " c‘eristics of the audience in the area covered by
f , univ“rsity's television programming?

13. E~s :n F'tem.t teen made to break down the university

television wudierce hy:

. . . --
v. ;:x.'r*71 tyrngs?

‘

‘- .... , . P o‘ .‘-. fl
:3. .. 3‘” (J. 'v:t".)' *1‘1J‘

c. J y -f fte week?
. ...- we .I‘ -
d. Any so..cn l e.feots?

11, F2: ray u'iemgz been msde to measure the depth of effect
cf y'rticul r yrorren or of the university's overall
frofrvsminr?

6

1?. I: env e'tempt beirr m;de to study the cumulative effect
C university television grogrsmming?

"5

Criterion 1?. A stste universitv's televisidn opere—

 

 

A _/

*ien rhs“l‘ Fe fictive in the reserVfition of television Pro—

 

 

 

v .v 1' 1 . $' t #- "
sr- mir- T“ eris;s bo-e on short er:

lfo

long term besis by

 

 

D

film, Viresc0fe recordirr, .rd video tare. This criterion,

 

 

 

 

of course, is besed on one of the primary ohjectives of all

h l {3

...;

ier education, "to conserve information." “he university

television sctiv ty': responsibility in this regard is to

Conserve those meterizls: (l) which sue broedcest under

. ‘0 -
'1'1‘Q ' L v 5 .
1 F .’- r ‘ D
L -.- U ‘ 1

iv“ r"'1$ V ;‘f:
“"'\.
, I _..
" 7' . -\
I A
~“ ,7 ‘ -.A*}
.‘v 4
0—..\ c .: q, s
- ‘A ~ 0
6 g' 0-. \\Q7 -: f I
1. ‘I ' ~44 n
1'“ v‘ A“ (V r "Y"
Q -'

Ll
3
G)
‘
,4
K
3

(res *n~ .zm‘uli lTVJe eit‘m ex“ furt‘mn‘tlse CI‘

1,
f“
l
V
1»
r h
F 1
\T‘
O
1
J
\
Kc
g.
,._J
I

"‘1‘10 thqt mir'ht have

if some fu‘ure tire.

A ;. ... ‘. , ,., "-..- s. r. ‘- , ~—
~ p m :e « g~rfl nun, recorl of every fro”

h! - s~ v'- p“. A19 ,- t‘ ‘-. ,- ‘L -
sr.“- |‘:.1""r§ ‘ 1'--‘\ Vila-El 1. Loy-1'3 CUQV VJ(::re nOt

waver, the st.'e university television octiv-

:ufficient e uirment to mske quality record-

rs “”1 events of nerit; there should also be

’1
»

'
H
“a

‘I
t f'
(1
H
V J
_L
H
0
r?

'o sllov for the

use of tre f'sili‘ies whenever it is deemed advii3nlwl .10

I
’
O

r

T1 de‘er1‘*i if 3 st’te university vere fulfilling
Cri‘eri’r ?, one sntuli nos:

1. 33e< ‘he nhivrrrity cwr ouslity trlexision tronscriptio
0"

f1

"' "‘ . C " _'_' pr“,
fidelity sound rrcordin; system
” elitirr ejuigment
order”

7. Does the universi‘y have n ‘t i:jet for trf-nrcrir tion
;~ ~

10 THE

Wes so slim th-

exyens ve equifr

sutho r Vl;“1tfii severe
Vfiiich trai rec:r_

5
fl
1

(”7‘

..Lt

.rrnscrigti n budget ”d 1u.te to core for the
t » — C‘-

lVltJ?

ire or full-ti: 3 stiff member in chsrge

of films. kinevcnze r~c C'rdirgs ~»a tabes?

l t te universities
n? equirmsnt but whose operating budget
they were sel em etle to make use of the

.ent alrésdy in their tossession.

V

CHAPJEB IX

SUKXAEI A39 CONCLUSION

In this study we have been discussing the philos-
ophy and role of television in a state university or land-
grwnt college or university. Actually, there is a no more
fitting place to have the educational uses of television
under consideration; for educational television is, in a
sense, an extension of the Morrill Act of 1862. For, in
much the same way as the Morrill Act made public land avail-
able to the states to help establish public colleges, the
Federal Communications Commission allotted 256 television
channels which have become the basis for setting up a second
television service, an educational service for the general

public.

Education, itself, does not operate in a vacuum; it
is affected by the life and the times that surround it.
Consequently, as our backs are turned to the mid-century
marker and we look into a future where education looms so
important, we are faced with educational problems on every
side and at every level, the deficiencies and shortcomings
in the American educational system. There are problems of

content, of financing, of shortages, methodology, speed-up,

F1
3
\J
,-\)
(_1)

inequalities; Just name a problem, education has it.

No one views television as a cure-all for education's
ills, but it is fast emerging as a tool with one of the best
potentials. As a medium of mass communication, whether or
not it is used to its greatest advantage is determined by
the skill of the ones who employ it. Television can never
become a hark Hopkins sitting across the log from his pupil;

owever, Mark Hopkins was not faced by hundreds to thousands
of pupils to educate, nor did the ideas he was trying to
convey involve the use of equipment he did not own or subject
matter he had not mastered. Television, as an instrument of

learning, is no more handicapped than the book, which cannot
compel reading, answer questions, correct errors, or give
approval or chastisement.

The audience for education by television is proving
to be the same audience that is available for entertainment.
There is really no such thing as an ”educational viewer” as
an entity. There are, however, a few identifiable character-
istics of this audience: (1) they read more high-information-
content material; (2) they watch more educational programming
on commercial channels; and (3) they are more likely to en-
gage in social interaction in civic and welfare organizations
and in clubs and lodges.

If the audience for education on television is the

same as the non-viewers with regard to age, sex, race, creed,

 

 

education, and economic and social background, the only real
variable between those who watch and those who do not is in
”interest." There is a growing concern about things educational--
a larger percentage of people are finishing high school, at-
tending college, and participating in life-long adult education
programs; ccnsequently, the potential audience for education

by television becomes larger each year. It is the obligation
of the educational broadcaster not only to seek out these
people who are already interested in education but to devise

a program that will attract and interest those who have not

as yet made education an avocation.

While a comprehensive philosophy of state university‘s
would include components that would vary from one institution
to another, there is a minimum of ten basic tenets of philos-
ophy which are held by all state universities and land-grant
colleges or universities.

A similar agreement may be found in envolving the
fourteen basic tenets of philosophy of a state university
television activity. When the two philosophies, that of the
state university and that of television in a state university.
are compared, it is found that the philosophy of university
television actually makes tangible, implements, or supple-
ments the basic philosophy of the state university.

By incorporating some of the results of the major

research in the educational potential of television and the

 

 

 

Page 390

audience for education, one is able to derive a group of
beliefs that are held in common by the state university and
the state university television activity. These, then, are
ten criteria by which a state university television activity
may be agpraised.

In brief, these ten criteria cover the television
activity's organizational relationship to the university; its
general relationship to the public; its cooperation with
other educational, governmental, and social agencies; its
oblixation to serve the state; its responsibilities with
regard to programming and programming types, student train-
ing, public relations, research, and in the conservation of

program materials.

II. SUGGESTICfiS FOR FURTHER STUDY

In the author's work it has been found that there is
need for additional study in four closely related areas:

1. Directly stemming from this study, there is a
need for more objective methods to be devised
for the evaluating of state university television
activities.

2. Evaluations should be made of the television
activities of state universities based on the

criteria which have been set forth in this study.

Page 391

3. A study should be conducted to determine methods
for increasing the size and the enthusiasm of the
audience for educational television.

b. An attempt should be made to discover ways of
establishing feedback between the university's

television audience and its television staff.

III. CCXCLUSICNS A30 RECOKXEKDATIONS

The state university television activity is not
static but in a state of flux. Appraising the activity at
regular six months' intervals would show these constant
changes. The philosophy underlying the operation would be
almost the only thing remaining the same. Therefore,
evaluating the Operation on the basis of its philosophy
becomes an even more sound way of making such a judgment.

All state universities should carefully organize the
super-structure for the university's television activity:

(1) in order to establish the relationship between the
activity and the administrative and academic structure of the
institution, and (2) in order to set policies and delineate
authority within the operation and between the operation and
the rest of the university.

The programming activity should be set up and pro-

tected by the administration so that controversy may be

Page 393

brought to light on state university programs. Educational
programming, at most state universities, shies away from
subjects which may in any way alienate the public, Where
this “balancing act' keeps away nasty letters to the station
and the administration and prevents Speeches and bills in
the.state legislature decrying the university's "attitude,"
it does not permit the programming facility to fulfill its
responsibility to the public.

Every indication points to the fact that the
American public is greatly interested in instructional television
of both a formal and informal nature. Consequently, the
percentage of educational programming offering regular in-
struction should be increased.

A strong and continuous effort should be made to
secure additional community cooperation and involvement in
university programming.

State university educational programming should
COOperate with the adult education section of the State
Department of Education and the Department of Health, Educa-
tion, and Welfare to include many more adult and extension
activities of an instructional nature; courses which are not
part of the college curriculum but are of general information
and service. This work would bring to villages and small
cities the opportunities which are already available in many

large communities.

Page 393

Educttional programs for adults should be aimed to
various levels of mentality and educational attainment as
well as to the various interest groups. In this way, the
university-level program maintains its integrity while others
are making strides toward a wider range of interests and an
increased capacity to understand. By grading within adult
programming, one avoids the mediocrity which may attend a
leveling procedure.

Educational broadcasters should devise ways to
initiate and train student personnel in the uses of basic
types of television equipment prior to the student's involve-
ment with it in television classes. In this way laboratory
emphasis could be shifted from the simple mechanics to a
stressing of creativity.

Research and experimentation have not kept pace with
other developments in state university television. Adminis-
trative officials should encourage and support all television
activities in this area.

University-owned educational stations must discover
an entity of their own and become television extensions of
the universities themselves. Their goals are not the same as
those of the commercial outlet; their financial resources
seldom, if ever, are nearly as adequate; and the viewers who

turn to them do so seeking information and a general or a

Page?)u

cultural service, not diversion. Therefore, they have no
reason to attempt being merely a facsimile of the commercial
channel-holder.

In conclusion, it is important that state university
educators and educational broadcasters make a careful evalua-
tion of their television activity in light of the philosophy
of the institution and the objectives of the television
Operation, itself. With the relaxation of governmental
regulations which had made the circulation of educational
programming and the arrangement of networks most difficult
and expensive, with a more equitable arrangement of fre-
quency allocations due in the near future, with the possibil-
ity of federal aid, with continued foundation assistance and
increased public acceptance, the future of state university
television has never appeared better for the university tele-
vision activity that knows why it is in existence, the direc-
tion in which it should move, and the paths it may take to

its destination.

BIBLIOGRAPHY

Page 396

BIBLIOGRAPHICAL ENTRIES

A. PRIMARY SOURCES
Collected Documents

Taylor, Telford, and Seymour Krieger (attys.). Eight Part
Brief of the Joint Committee on Educational Television.

October—8, 1951 to November QET’1951.

B. BOOKS: PARTS OF SERIES

Henry, Nelson B. Mass Media and Education. Fifty- -third
Yearbook of the National Society for the Study of
Education, Part II. Chicago: The University of Chi-

cago Press, l95h.

Olson, 0. Joe (ed. ). Education on the Air. Yearbook,
Institute for Education by Radio and Television.
Columbus, Ohio: Ohio State University Press, 1952-

54.

Steinberg, C. 8. "Exclusive Television Channels for Edu-
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Warner, W. Lloyd, Robert J. Havighurst, and Martin B.
Loeb. Curricula- Selective Pathwgyg to Success. In
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Page 397
c. BOOKS

Anastasi, Anne, and John P. Foley. Differential Psychology.
New York: The Macmillan Company, l9h9.

Berilson, Bernard, and Morris Janawitz, (edited by). Reader
in Public Opinion and Communication. Glencoe, Illinois:
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Bettinger, Royland. Television Techniques. New York: Har-
per and Brothers, 1950.

 

Bogart, Leo. The Age of Television. New York: Frederick
Ungar Publishing Company, 1955:

 

Bogue, Jesse Parker. The Communigy College. New York:
McGraw-Rill Book Company, Inc., 1950.

 

Brookover, Wilbur B. A_Sociology 23 Education. New York:
American Book Company, 1955.

 

 

Brownell, Baker. The College and the Community, New York:
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Bryson, Lyman. Adult Education. New York: American Book
Company, 193 .

 

‘ Callahan, Jennie Waugh. Television in School, College and
Community. New York: McGraw-Hill, 1953.

 

 

 

Chase, Francis, Jr. Sound and Fury. New York: Harper and
Brothers, 19h2.

 

Chester, Giraud, and Garnet Garrison. Radio and Television:
§n_lntroduction. New York: Appleton-Century-Crofts, Inc.,
1950.

 

 

Conant, James B. The Citadel g£_Learning. New Haven: Yale
University Press, 1956.

 

 

Crosby, John. Out 2: the Blue. New York: Simon and Shuster,
1952.

 

Page 398

Cumming, William K. This is Educational Television. Ann
Arbor: Edwards Brothers, Inc., 1954.

 

n, Charles. H :ndhook of TV and Film Techni ue. New

Curra
York: Pellegrini and Cut ahy, 1953.

 

 

Defartment of Research and Education of the Federal Council
of Churches of Christ in America. Broadcasting and the
Public. New York: The Abingdon Press, 1938.

 

Dewey, John. The School and Society. Revised edition.
Chicago: The University of Chicago Press, 1943.

 

Donahue, Vilma (ed.). Education ior Later Maturity. New
York: Whiteside, Inc., and William Morrow and Company,

Inc., 1955.

 

Dyer, John. Ivo_y_Towers in the Market Place. New York:
Hobbs-Merrill Company, 1953..

 

 

Earnest, Ernest. Academic Procession. New York: The Bobbs-
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Eby, Frederick. The Development of Modern Education. Sec-
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Elliott, William Y. Television's Impact on American Culture.
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Ewbank, Harry L., and Sherman P. Lawton. Broadcasting:
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1952.

 

Field, Harry, and Paul F. Lazarsfeld. The People Look at
Radio. Chapel Hill: University of North Carolina Press,

19E6.

Frost, S. E. Education's Own Stations. Chicago: University
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Good, H. G. A History_ of h'estern Education. New York: The
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Grattan, C. Hartley. 22 guest g£_Knowledge. New York:
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Page 399
Handel, Leo A. Hollywood Looks at Its Audience. Urbana:
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Head, Sydney W. Broadcasting in America. Boston: Roughton
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Hodapp, William. The Television Manual. New York: Pele-
grini and Cudahy, 1953.

 

Hofstadter, Richard,and C. DeWitt Hardy. The Development
anl Sec; e of Hicher Education in the United States.
New York: Columbia University Press, 1952.

 

 

Hubbell, Richard. Television Programming_and Production.
New York: Rinehart and Company, 1950.

 

 

Justman, Joseph, and Walter H. Mais. College Teaching: Its

Practice and Its Potential. New York: Harper and Bro-
._,_

thers, 1950.

 

 

 

Kempfer, Homer. Adult Education. New York: McGraw-Hill
Book Company, Inc., 1955.

 

Landry, Robert J. This Fascinating Radio Business. Indiana-
polis: Bobbs-Merrill Company, 19

Lazarsfeld, Paul F., and Patricia L. Kendall. Radio Listen-
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, and Frank Stanton. Radio Research l9h1. New York:
Duell, Sloan and Pearce, 1931.

 

Levenson, William B., and Edward Stasheff. Teaching Through
Radio and Television. Revised edition. New York: Rine-
hart and Company, Inc., 1952.

 

Lindsley, Charles F. Radio and Television Communication.
New York: McGraw-Hill Book Company, 1953.

Marx, Herbert L., Jr. (ed. ). Televisimagd- Radio in Amer-
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Company, “1953-

Page #00

Moehlman, Arthur B. School Administration. Second edition.
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Newsom, Carroll V. (ed.). A Television Policy for Education.
Washington: American Council on Education, 1952.

 

Parker, Everett C., Duvid W. Barry, and Dallas W. Smythe.
The Television-Radio Audience and Religion. New York:
harper and Brothers, 1955.

 

Paulu, Burton. British Broadcasting: Radio and Television_
in the United Kingdom. Minneapolis: University of Min-
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Reisman, David, Nathan Glazer, and Revel Denney. The Lonely
Crowd. New haven: Yale University Press, 1950.

Sandage, C. H. Building Audiences for Educational Radio
Programs. Urbana, Illinois: University of Illinois Insti-
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Schramm, Wilbur. he Process and Effects of Mass Communica-
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1955-

 

. Responsibili_y’in_ Mass Communication. New York:
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Seldes, Gilbert. The Great Audience. New York: The Viking
Press, Inc., 1951.

 

. The Public Arts. New York: Simon and Schuster,
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Shayon, Robert L. Television and Our Children. New York:
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Siepmann, Charles A. Radio, Television, and Society. New
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. Television and Education in the United States.
Paris: United Nations Educational, Scientific, and Cul-
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Page #01
Smith, George Horsley. Motivation Research. New York:
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Stasherf, Edward, and Rudy Bretz. The Television Program.
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Thorndike, E. L., and others. Adult Learning. New York:
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Veblen, Thorstein. The Higher Learning $2_America. Third
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Waller, Judith C. Radio, The Fifth Estate. New York:
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Warner, W. Lloyd, Robert J. Havighurst, and Martin B. Loeb.
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l94h.

 

White, Llewellyn. The American Radio. Chicago: University
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Willing, M. H. Schools and Our Democratic Society. New
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Wylie, Max. Clear Channels. New York: Funk and Wagnalls,
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. Radio and_Television Writing. New York: Rinehart
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Whitehead, Alfred North. The Aims 22 Education. New York:
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Page 402

D. PUBLICATIONS OF THE GOVERNMENT, LEARNED SOCIETIES
AND OTHER ORGANIZATIONS

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Act 33 . Washington: Government Printing Office, 1955.

 

"FCC Sixth Order and Report," The Federal Register. Washing-
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Federal Communications Commission. Public Service Responsi-
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Jackson, R. Visual Principles for Training 21 Television.
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Joint Council on Educational Television. Four Years of Pro-
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McCurdy, Charles P., Jr. (ed. ). National Association of

 

Transactions and Proceedings of the, Vol. LII and LIII,
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Minnesota Commission on Higher Education, Tomorrow's 53-
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President's Commission on Higher Education. Higher Educa-
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Rock, R. T., Jr., J. S. Duva, and J. E. Murray. Training
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Russell, John Dale. Meeting Ohio's Needs ig,Higher Educa-
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Stokes, Harold W. National Association g£_State Universi-
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Wilson, M. C., and E. O. Moe. "Effectiveness of Television
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E. REPORTS

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A'Rrstudv_ of the I.eeds of California in Higher Education.

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Boehm, h’illiam R. Retort of an Evaluation of the U. S. Nav-
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Browne, R. Edwin. "The Role of Television in Higher Educa-
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January 1958.

 

Carpenter, C. R., and L. P. Greenhill. "An Investigation of
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search Program, Pennsylvania.8tate University, July 31,

1955-

 

Page 40%
Cheydleur, Raymond D. a Financial Analysis 9£.Fiftx-four
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Closui-Ciycxit Television Installations at Educational In-
sti‘T tions. Published by the Joint Committee on Educa-
tional Television and the Committee on Television,
American Council on Education, February, 1956.

 

 

 

or} Sir/i tr”) ”C311: 11nics+ion :Iat . New York: Bureau
ations, eache s C01195 Columbia University,

Contin1;ir- Libs-rel Edicatian. Report for 1955- 57. White
[1&1T18, “cw YOI'K: -ue Fund for AdUlt Education, 1958.

 

 

Crary, Ryland w. "The Audience for Educational Television,"
EAEB Research Fact Sheets, Series IV, No. 13. Urbana:
national Association of Educational Broadcasters, Febru-
ary 1953.

 

Dowell, E. C. an Ex erinent in Trainin5 £1_Television,
Technical Pe —ort Hum hRO'_F. Washington: The George

H .shin5ton Univezsity, Human Resources Research Office,
1GP. ?

J/J.

 

 

Educational Television Moves Forward. Montclair, New Jersey:
Montclair State Teachers College Press, 1952.

FCC Sixth Regprt. Published by the Joint Committee on Edu-
cational Television, Washington, D. C., May 1, 1954.

 

Flick, Clarence. "A Study of the Educational Viewer in the
KUON-TV Area," NAEB Research Fact §heets, Series IV, No.
1h. Urbana: National Association of Educational Broad-
casters, February 1958.

 

Fozr Years of Progress in Educational Television. Washington:
Joint Council on Educational Television, December 1956.

 

 

Hull, Richard 3. E_'l_‘_‘_1 i__n_ the U. 3., Status Report" 1957
Columbus, Ohio: ETRC--Fund for Adult Education, 1957-

 

Page 405
hanner, J. R., R. P. Runyon, and Otello Desiderato. Tele-
vision 33 Arm: Training. Washington: The George Wash-
ingfon University, Human Resources Research Office,
lgfh.

 

 

Merrill, Irving R. Benchmark Television-Radio Study, Part I.
L'nsing: WEAR -TV Research Report, 561M. East Lansing:
\Wich gan State L'ziiversity, 1957.

 

Paulu, Burton (ed.). Lincoln Lodge Seminar: on educational
television, Proceedings. Urbana, Illinois: National
Association of Educational Broadcasters, 1953.

 

Pennsylvania State University Project No. 1. "An Investiga-
tion of Closed-Circuit Television for Teaching University
Courses," Fund for Advancement of Education, 1955.

 

 

 

President's Commission on Higher Education. Higher Educa-
tion for American Democracy, Vol. I. Washington: Gov-
ernment Printing Office, 19h7.

 

 

Rerort of the sub -Committee on Television, Higher Education
Siudy, Michigan Council of State College Presidents,
August 2,1955. (Duplicated.5

 

 

 

 

 

Rock, Robert T., Jr., James S. Duva, and John E. Murray.
Training_by Television: the Combarative Effectiveness
of Instruction by’Television, Television Recordings,
and Conventiona.l Classroom Procedures, SDC Reportfih75- O2— 2.
Port hashington, New York: United States Navy Special Dev-
ices Center, 1953.

 

 

 

 

 

, and . Training__y_Te1evision: A
Study in Learning and Retention. SDC Report R76:02- 3.
Port hashington, New “York: United States Navy Special
Devices Center, 1953.

 

 

Schramm, Wilbur. "The Audience for Educational Television
in the San Francisco Bay Area," NAEB Research Fact Sheets,
Series IV, No. 1%. Urbana: Ntional Association of Educa-
tional Broadcasters, February, 1958.

Telecourses for Credit. Volume 5. East Lansing, Michigan:
Continuing Education Service, Michigan State University,
September 1, 1958.

 

Page 406
F. PERIODICALS

Allen, H. H. ”Spanish and German by Television," Modern
9.8252353 W. V01. 40. 1956. pp. 139-142. """“

Bannister, Harry. "Broadcasters and Educators," The EAEB
Journal (December 1957), pp. 11-17 and 29-31.

 

Becker, Samuel L. "Research Needs for Instructional Televi-
sion,“ The NAEB Journal, Vol. 18, No. 4 (January 1959),
pp. 10-11 and 28-300

Borden, J. P. “Instruction by Television and Home Study,"
School and Society, Vol. 7#, 1955, pp. 374-376.

Brandon, J. R. “The Relative Effectiveness of Lecture,
Interview, and Discussion Methods of Presenting Factual
Information by Television,“ Speech Monographs, pp. 23
and 118, 1956. (Abstract.) if

 

Chapman, Helen L. "Teach Them to Select,” AERT Journal,
Vol. 16, No. h (January, 1957), pp. 8-11 and 29-30.

 

Coffin, Thomas E. “Television's Impact on Siciety," Amer-
ican Psychologist, Vol. 10 (May 1955), pp. 630-41.

"Comments Back Plan for UHF Boosters,“ Broadcasting-
Telecasting (August 12, 1957), p. 73.

 

 

"Craven's Key to TV Allocations Maze,“ Broadcastinge
Telecasting (March 11, 1957), pp. 66:72.

 

Educational TELMewsletter, Published by American Council on
Education, No. 1-11, 1952-55.

 

Educational Television News. Published by the National
Citizens Committee for Educational Television. Issues:
July 1955, November 1955, and February-March 1956.

”Educators Ask for 'Freedom' to Set up Own Relay Systems,"
Broadcasting-Telecasting (August 5, 1957), p. 90.

"Educators Plead for ETV Funds,” Broadcasting_(February 2,
1959. 99- 55-55-

 

-' f: Inn-...-i Mg— ....

 

Page #07

"ETV Outlets Up Programming TV Average 31 Hours Weekly,"
BroadcastingeTelecasting_(July 22, 1957), p. 66.

"ETV: 5 Years and $63 Million Later," Broadcasting:
Telecasting, (November 11, 1957), P- 96?

 

Emery, D. L. "College Courses by Television,” College and
University Business, Vol. 14 (June 1953), pp. 26-9.

 

. "Telecourses for College Credit," Time Education
Sigilenent (March 25, 1955), p. 325.
Essert, Paul, and others. "Preparation for a Constructive
Approach to Later Maturity," Teachers College Record
Vol. 53 (November 1951), pp. 70-75T'

Evans, R. T., H. B. Honey, and W. J. McAdams. "An Evalu-
ation of the Effectiveness of Instruction and Audience
Reaction to Programming on an Educational Television
Station," Journal of Applied Psychology, Vol. 39. 1955,
.2. 277-9.

"Federal Aid to Educational TV Sought," Broadcasting;
Telecasting (May 27, 1957), p. 6“.

 

 

"Federal Aid for ETV," NAEB Newsletter, Vol. XXIV, No. 1
(January 1959), p. 10.

Garrison, Garnet R. "Programming for Non-Commercial TV,"

Colle'e Public Relations QuarterLy (July 1953). (Re-
print.5

. "Television at the University of Michigan,”
The Journal 23 the AER (January, 1953). (Reprint.)

"Harriman Signs Bill to Boost N. Y. ETV," Broadcasting
(April 28, 1958), p. 154. .

 

Harris, Dale B. ”Courses for Credit," The American Ps -
chologist (October 1955), pp. 593-7.

 

Hazard, Leland. "Educational Television," The Atlantic,
Vol. 196, No. 5 (November 1955), pp. 61:6E}

 

Page #08

Husband, R. w. "Television Versus Classroom for Learning
General Psychology," American Psychologist, Vol. 9,
1953,pp. 181-183.

 

Ingraham, L. W. "How Our Schools are Using Educational
Television," Social Education, Vol. 19 (May 1955),
pp. 199-202.

 

JCET Pactsheet and Box Score. Published by the Joint Coun-
cil on Educational Television,l955-57.

 

Johnson, George C. "Problems and Pitfalls in Educational
Broadcasting," The NAEB Journal, Vol. 18, No. 4 (Janu-
ary 1959). pp. 3-8 and 23-27.

 

Lazarsfeld, Paul P. ”Why Is So Little Known About the
ffects of TV and What Can Be Done About It?" Public
Opinion Quarterly, Vol. XIX, No. 3 (Fall 1955), pp.

2H3-51.

 

Levin, Harvey J. "Competition Among Mass Media and the
Public Interest," Public Opinion Quarterly, Vol. XVII,

No. 1 (Spring l95h5, pp. 62-79.

Lorge, Irving. "Adult Learning,” Adult Education (June
1952), PP- 155-159-

”Magnuson Bill StOpped This Season," NAEB Nswsletter, Vol.
XXIII, No. 9 (September 1958), p. 2.

"Magnuson Drafts Bill to Kill FCC,” Broadcasting (March 17,
1958): D. an-

"Major Gifts from Commercial Broadcaters," Broadcasting
(November 11, 1957), p. 100.

Martin, Leo. "Professionally Trained Personnel," The NAEB
Journal, Vol. 18, No. 2 (November 1958), pp. 8-9 and

36-37.

McLuhan, Marshall. "Culture Is Our Business," The NAEB

Journal, Vol. 18, No. 2 (December 1958), pp. 3-5 and
30"3E o

Page 409

"Modified Craven Plan Preposed," BroadcastingeTelecasting
(April 29. 1957). p- 68-

"NAEB Seeks Safeguards in FCC Booster Plans," NAEB News-
letter, Vol. XXIII, No. 2 (February 1958),” p. 2.

"New York State Educators Drop Request for NATV (TV) Ch.
13," Broadcasting (March 17, 1958), p. 103.

 

"New York State Seeks HATV (TV)'s Ch. 13,” Broadcasting
(December 9, 1957), p. 66.

"Nielsen Charts UHF Ups, Downs," Broadcasting (August 11,
1958), p. 40.

”Ohio Plans ETV Network,” Broadcasting (February 9, 1959),
pp. 42-44.

"Oregon ETV Deleted for Commercial Use,“ Broadcasting-
Telecasting (September 30, 1957), p. 79.

"Patron Plan for ETV Underway on NTTW’(TV)," Broadcasting,
(February 24, 1958), p. 120.

Riley, John R., Frank V. Cantrell, and Katherine F. Rut-
tiger. "Some Observations on the Social Effect of
Television," Public Opinion Quarterly, Vol. 13, 1949,
pp. 223-224.

Scothern, R., and K. Harwood. "Students of 'Shakespeare
on TV',' Journal 25 the AERT, V01. 15, No. 1, 1955,
pp. 12-15.

Siegle, Peter E. ”Mountains, Plateaus, and Valleys in
Adult Learning,” Adult Education, Vol. IV, No. 4 (March

1954). pp. 145-149.

Skornia, Harry J. Wflemo from the Executive Director,” NAEB
Newsletter, Vol. XXIII, No. 12 (December 1958),

pp. 2-3.

. ”Where Ne stand in Educational Broadcasting,” The

NAEB Journal, Vol. 18, No. 2 (November 1958), pp. 3- 5
and _25- 31.

 

Page 410

Soop, E. J. "The University of Michigan Television Hour,"
Adult Education, Vol. 2, 1952, pp. 113-116.

 

Steinberg, Charles S. "Educational Television: An Interim
in Arpraisal," Journal 2g Educational Sociology, Vol.
XXIX (October 1955 , pp. #9461.

"St. Petersburg Asks Educators to Exchange," Broadcasting-
Tpchastlng (February 4, 1957), p. 9,

 

 

Stromberg, E. L. "College Credit for Television Home Study,"
American Psyghologist, Vol. 7, 1952, pp. 507-509.

 

”Teeth for Plans to Revamp FCC," Broadcasting(April 21,
1953. p. 52.

 

"The Ford Foundation: Bankroll Behind ETV," Broadcasting
(November 11, 1957), p. 96.

 

"Those Roller Coaster Ratings:fl 23.93199 (September 6-12’
1958). PP- 17-19-

"Town Estimates Completion of TASO Report Late in 1958,"
Broadcasting (January 13, 1958), p. 86..

"TVB's TV Vision is a Bright One," Broadcastinngelecasting
(August 26. 1957). p. 98.

 

"TV Schooling Any Good?” Newsweek (October 6, 1958), p. 86.

Tyler, Tracy F. "ETV: Quantity or Quality," The NAEB Jour-
nal, Vol. 18, No. 2 (November 1958): pp. 34-35.

. ”Is Amusement the Main Object?" AERT Journal, Vol.
15, No. 6 (March 1957), pp. 7 and 28.

 

"U.S. TV Sets: How Many and Where?" Broadcasting (April 15,
1958): p. 760

 

Wollen, R. W. "Teaching Psychology by Television," School
and Society, Vol. 75, 1952, pp. 133-134.

"WOR-TV Plans Switch to Daytime Education," Broadcasting
(March 17, 1958), p. 102.

 

"Your Alma Mater,"_TV Guide (September 13-19, 1958), pp. 14-15.

 

 

 

Page 411

G. PAMPHLETS

Credit Courses By Television. (Washington, D.C.: Amer-
ican Council on Education, 1954.)

 

 

Educational Television Moves Forward. Montclair, New
Jersey: Nontclair Teachers College Press, 1952.

Mabley, Jack. What Educational 2! Offers You, Public
Affairs Pamphlet No. 203. New York: Public Affairs
Committee, Inc., 1954.

 

MetrOpolitan Life Insurance Company. Statistical Bulle-
tin. Jurle 1952*.

Norton, John R. Univers§y_Extension in_the United States.
Tuscaloosa: University of Alabama Press, 1953.

 

 

 

H. UNPUBLISHED MATERIALS

Adams, J. Stacy (ed.). §.Selected Bibliography 2£_Research
$2_Television. Chapel Hill, North Carolina: University
of North Carolina School of Journalism, 1955. (Dupli-
cated.)

 

Allen, w. R. "Extension TV Coincidental Telephone Survey,
June 7, 8, 9, 1954." Madison: University Extension
Division, University of wisconsin, Extension Television
Research Program, Research Report No. 1, June 30, 1954.
(Duplicated.)

. "Extension TV Coincidental Telephone Survey, July
29, 1954." Madison: University Extension Division, Uni-
versity of Wisconsin, Extension Televidbn Research Pro-
gram, Research Report No. 3, awember 10, 1954. (Dupli-
cated.)

. "Extension TV Coincidental Telephone Survey, Sep-
tember 14, 1954." Madison: University Extension Division,
University of Wisconsin, Extension Television Research
Program, Research Report No. 4, September 30, 1954. (Dup-
licated.)

Page 412

America Elects a President. Survey on telecourse. Milwaukee:
hisconsin State College, 1956. (Duplicated.)

 

 

Closed-Circuit Television Instruction. Lafayette, Indiana:
Purdue University, 1955: ‘(Four preliminary reports -
duplicated.)

 

Diana, Lewis and Howard Towland. The WQED Audience, An Analy-
ysis of Three Audience Surveys--l955, 1956 and 1957. Pitts-
burgh: Department of Sociology, University of Pittsburgh,
iay 10, 1957. (Mimeographed.)

Evans, Richard I. "An Analysis of Some Demographic and Psy-
chological Characteristics of an Educational Television
Station Audience." Houston, Texas: University of Houston,
1956. (Mimeographed Abstract.)

Garrison, Garnet R. Untitled address before American Medi-
cal Association's Conference on Television, Chicago, Il—
linois, February 5, 1955. (Duplicated.)

Halpern, N. G. "The Western Reserve University Telecourse Audi-
ence." Cleveland: Western Reserve University, 1953.
(Duplicated.)

Harris, Dale B. "Observations on a Credit Telecourse in
Chfld Psychology.” Minneapolis: Institute of Child Wel-
fare, University of Minnesota (no date). (Duplicated.)

Herminghaus, Earl G. "An Investigation of Television Teach-
ing." St. Louis: St. Louis Television Commission and St.
Louis Public Schools, September, 1956.

Hill, Harold E. _The National Association of Educational
Broadcasters, A History: Urbana, Illinois: National
.Assodation of Educational Broadcasters, 1954.

 

 

 

Horvitz, D. 0., J. S. Adams, and A. C. Finkner. Egg'Tele-
vision Audience in_North Carolina. Chapel Hill,lbrth
Carolina: Survey Operations Unit, Institute of Statis-
tics, University of North Carolina, 1954. (Duplicated.)

 

 

Hull, W. Deloney, Jr. ”A Study in the Communication Habits
and Home Routine of Atlanta Families Owning Television
Receivers," Unpublished Doctoral dissertation, Emory
University, 1952.

Page 413

In Rehearsal: "Twelfth Night." Madison, Wisconsin: The
University of Wisconsin Television Laboratory, Septem-
ber 1, 1956.

Iowa State Agricultural Extension Service. Make §_Dress--
:3} Ames, Iowa: Iowa State College, 1951. (Duplicated.)

Jorgensen, Erling S. "The Relative Effectiveness of Three
Methods of Television Newscasting." Unpublished Doctoral
dissertation, The University of Wisconsin, Madison, 1956.

King, Charles E. "A Case Study of the Evaluation and Use of
Special Television Programs as an Instructional Aid in
Vocational Education." Unpublished Doctoral dissertation,
Michigan State University, 1955.

Kumata, Hideya. ”Instructional Television, An Inventory."
Urbana, Illinois: Institute of Communication Research,
University of Illinois, 1956. (Mimeographed.)

Lambert, Edward C. "Organization and Administration of
Television Programming for School Systems and Institu-
tions of Higher Learning.” Unpublished Doctoral disser-
tation, the University of Missouri, 1953.

Let's Talk Children. Survey on telecourse. Milwaukee:
Wisconsin State College, 1955. (Duplicated.)

 

 

 

Lynch, James E. "A Study of the Size and Composition of the
Viewing Audience of an Educational Television Program in
the Detroit MetrOpolitan Area." Unpublished Doctoral dis-
sertation, The University of Michigan, Ann Arbor, 1955.

McClatchey, Merrill. "History of the Development of Televi-
sion Program Techniques." Unpublished Doctoral disserta-
tion, The University of Michigan, 1954.

McKune, Lawrence E. "Objective Evaluation of an Educational
Program over Television." Unpublished Doctoral disserta-
tion, State University of Iowa, 1953.

. Some Common Denominators in_Televised Education.
Unpublished material presented at Adult Education Work-
shop at Michigan State University, July 10, 1956.

Page 414

Michael, D. N. Some Factors Influencing the Effects of Aud-
ience Partici ation on Learning from a Factual Film,“
Memo Report No. 13A, Human Research _Laboratories, 1953.

 

 

Pasewark, W. R. "The Effectiveness of Television as a Med-
ium of Learning Typewriting." Unpublished Doctoral dis-
sertation, New York University, New York, 1956.

Pollack, Josephine, and Gladys Meloche. The Effectiveness
of Television in Teaching Tailoringfa— Coat. Madison:
University of Wisconsin Extension Service, College of
Agriculture, March, 1954. (Duplicated. )

 

Schermerhorn, R. A. "A Sampling of Student Reactions to
the Western Reserve University Telecourse in Principles
of Sociology." Cleveland: Western Reserve University,
Aug set, 1954. (Typewritten.)

Shimberg, Benjamin. ”Effectiveness of Television in Teach-
ing Home Nursing." Research Bulletin 54-19. Princeton,
New Jersey: Eduxtional Testing Service, 1954.

Stanley, R. J., M. S. MacLean, Jr., and R. F. Carter. E5-
ploring Problem Areas in Educational Television. Madi-
son, Wisconsin: University of Wisconsin Television Lab-
oratory Research Bulletin No. 5, June 1,1956. (Dupli-
cated.)

 

Stern, Robert H. "The Federal Communications Commission and
Television.” Unpublished Doctoral dissertation, Harvard
University, Boston, 1955.

Telecourses §£_Western Reserve University, A summary report
of the first three years--l951-54, Cleveland: Western
Reserve University (no date). (Duplicated.)

Telecourses for Credit. Published by the Continuing Educa-
tion Service of Michigan State University, June 30,

1956.

 

Telecourse Syllabus. East Lansing, Michigan: Continuing
Education Service of Michigan State University, 1954.
(Mimeographed.)

Page #15

The WOT-TV Audience. A Report of a Bench Mark Survey of
Householders Living‘Within the Area up to Fifty Miles
from Ames: Ames, Iowa: Iowa State College, 1952.

 

 

Tinters, James B. "An Analysis of the Admdnistration of
Educational Television in Institutions of Higher Edu-
cation,‘I Unpublished Doctoral dissertation, Michigan
State University, 1955.

Wigren, Harold P. "Planning for the DevelOpment of Educa-
tional Television in Houston, Texas," Unpublished Doc-
toral dissertation, Columbia University, 1953.

Williams, Richard M. "An Analysis of the Importance of
Format to Educational Television Programs,” Unpublished
Doctoral dissertation, The University of Wisconsin,

1956.

WKAR-Tv_Research Report §§§ . Published by the Michigan
State University Continuing Education Service and the
American Council on Education, "U. 3. TV Credit Course
Enrollment,” 1956. (Mimeographed.)

I. NEWSPAPERS

Allen, Herman R. ”Money for Colleges: It's Growing U.S.
Problem,“ The Saginaw News, November 28, 1957, p. 66.

"EIperts Consider Problems of Aging,” The Saginaw News,
JUIy 9’ 1956, D. 20

”M80 to Share Channel 10," The Flint Journal, September h,
1958: p0 2-

”U-M Tells Why Costs Jumped,” The Detroit Free Press, July
22, 1956, p. l.

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APPENDIX C

SOURCE MATERIALB FOR OFFICIAL DOCUMENTS OF
STATE UNIVERSITIES

1. A state savers.lyiaejaraabaainurnoaea=_ in). 10..
soaaarzuhaozledsei ibi 10-0293 ansi pawlegga. .334.
Le). iojzaasaii Harlem.

HILLETINS AND camamsuss

University of California, 1958-59. p. 66
University of Colorado, 1958-60, p. 1
University or Connecticut, 1958-59, p. h
University of Idaho, 1957-59, p. 5

Iowa State University, 1957-59, p. 8
University of Kentucky, 1958, p. 5
Michigan State University 1958-59, p. 17
University of Nevada, l95é-59, p. 2
University of Texas, 1958-59, p. 12

2. A at at: an i'araiiy_hai_tae_op_liaat i019. 30.11212 Evalumaka
than; aaalaua aoatziau iianja 3021251.
wmms AND CATALOGUES

University of Delaware, 1959—61, p. b
Kansas State College, 1958-59, p. 7
Michigan State University, 1958-59, p. 1?
Mississippi State College, 1958-59, p. 10
University of Nevada, 1958-59. P. 2
University of New Mexico, 1957-58, p. 32
Oregon State College, 1958-59, p. 3

BRIEF OF THE JOINT COMMITTEE

Louisiana State University, Part VIII, pp. 226-227
University of South Carolina, Part VIII, p. 272

Page “31
3. a at at: anivaraiu_1a a. Relate; 11h: an alchduaaiianal-
avatamof. the. atata.
wum‘ms AND CATALOGUES

University of Maine, 1958-59, p. 10
University of Nevada, 1958-59, p. 2
University of Texas, 1958-59, p. 12

BRIEF OF THE JOINT COMMITTEE

Futgers University, Part I, p. 1h
Oregon State College, Part V, p. 150
University of Wyoming, Part V, p. 122

b . a at at: anivaraiiLha 8_a_f9.rn_na.1. gelaiianship _ta lbs.
”99.1.9-0; the. stats-
mwms mm (mucous

Michigan State University, 1958-59, p. 17
University of North Carolina, 1957-58, p. 67
University of Texas, 1958-59, p. 12

BRIEF OF THE JOINT COMMITTEE

Ohio State University, Part II, p. 36
Utah State Agricultural College, Part V, p. 136
University of Vermont, Part I, p. h

5 - A at at: [0 naming”; 1%.811 .2.°_t 11.0-02P2rlu L‘AUJQ.
_o_ b_t_ a in__a_c 911s ge_e_d_u g at ion &
EULLETINS AND CATALOGUES

University of Colorado, 1958-59, p. 3
Kansas State College, 1958-59, p. 7
University of New Mexico, 1957-58, p. 32

BRIEF OF THE JOINT COMMITTEE

Ohio State University, Part II, p. 37
University of South Carolina, Part VIII, p. 272

Page #32

A at ate univeralniaa_a_sae21a1_oaliaatioa LOJarzeJaL
233.129-93.329;
BULLETINS up CATALOGUES

University of California, 1958-59, p. 60

University of Idaho, 1957-59, p. 5

Iowa State College, 1957-59, p. 8

University of Kentucky, 1958, p. 5

University of Maryland, 1957-58, p. 11

University of Massachusetts, 1957-58, p. 11
Michigan State University, 1958—59, p. 17
University of Michigan, 1958-59, p. 17

Mississippi State College, 1958-59, p. 10
University of Missouri, 1958-59, p. 10

Montana State College, 1956-58, p. 35

University of Nevada, 1958-59, p. 2

University of New Hampshire, 1957-58, p. 8
University of New Mexico, 1957-58, p. 32

North Carolina State Colle e, 1957-58, 1958-59, p. 13
Ohio State University, 195 -59, p. 3

Oklahoma Agricultural and Mechanical College, 1958-59, p. 6
Oregon State College, 1958-59, p. 3

University of Rhode Island, 1958, p. 8

South Dakota College, 1957-58, p. 29

State College or Washington, 1958-59, 1959-60, p. l

BRIEF OF THE JOINT COMMITTEE

Alabama Polytechnic Institute, Part VIII, p. Zhl
University of Colorado, Part VIII, pp. 123-12b
University of Georgia, Part VIII, p. 277
University of Illinois,.Part III, pp. 73-7b
University of Kansas, Part VII, pp. 215-216
Louisiana State University, Part VIII, pp. 227-228
University of Minnesota, Part IV, p. 92
University of Nebraska, Part IV, pp. 115-116
Rutgers University, Part I, p. 1h

University of North Carolina, Part VIII, p. 262
University of North Dakota, Part IV, p. 110
University of Oregon, Part V, pp. 152-153

Clemson Agricultural College, Part VIII, p. 271
University of South Carolina, Part VIII, p. 272
Utah State Agricultural College, Part V, pp. 136-137
University of Vermont, Part I, p. 5

University of Virginia, Part VIII, p. 283
University of Washington, Part V, pp. lbz-lh3
University of Uisconsin, Part IV, p. 86

University of Wyoming, Part V, p. 123

Page #33
7 - ads}: ans. exieaaioa aciiluiathave an_1at23£a.l. 20.1.9-
in_tr_:e_s_t_a_t_e_un_ilegsit1.
BULLETINS AND CATALOGUES

Kansas State College, 1958-59, p. 8

University of Kentucky, 1958, p. 5

University of Maryland, 1957-58, p. 11

University of Massachusetts, 1957-58, p. 11

Michigan State University, 1958-59, p. 17

University of Michigan, 1958-59, p. 17

Montana State College, 1956-58, p. 35

University of Nevada, 1958-59, p. 2

University of New Hampshire, 1957-58, p. 8

North Carolina State Colle e, 1957-58, 1958-59, p. 13
Ohio State University, 1955-59, p. 2

Oklahoma Agricultural and Mechanical College, 1958-59, p. 6
Oregon State College, 1958-59, p. 3

University of Rhode Island, 1958, p. 8

North Dakota College, 1957-58, p. l

BRIEF OF THE JOINT COMMITTEE

University of Colorado, Part VIII, pp. 123-12h
University of Georgia, Part VIII, p. 277
University of Illinois, Part III, pp. 73-7h
University of Kansas, Part VII, pp. 215-216
Louisiana State University, Part VIII, pp. 227-228
University of Maine, Part I, p. 3

University of Minnesota, Part IV, p. 92
Mississippi State College,.Part VIII, p. 2&7
University of North Carolina, Part VIII, p. 262
University of North Dakota, Part IV, p. 110
University of Oregon, Part V, pp. 152-153

Clemson Agricultural College, Part VIII, p. 271
University of South Carolina, Part VIII, p. 272
Utah State Agricultural College, Part V, pp. 136-137
University of Vermont, Part I, p. 5

University of Vashington, Part V, pp. 1h2-lh3
University of Wisconsin, Part IV, p. 86

8. A state. anivareithOaIQ. leach aegp_1_e_h9.w_t2. sojheir.

1°£k_e£fac 3.110111

Page 101+

BULIETINS AND CATALOGUES

University of California, 1958-59, p. 70

Iowa State College, 1957-59, p. 8

Kansas State College, 1958-59, p. 7

Michigan State University, 1958-59, p. 17

State College of Washington, 1958-59,1959-60, p. 3

9. A at ate. ani'srsisy_nle£ 9.8.6. aha aest.aad_maei sfiiaisns.
26 ans $-19? arilaaliberalsauaaiiani
summs AND CATALOGUES

University of Colorado, 1958-60, p. 3
University of North Carolina, 1957-58, p. 68

BRIEF OF THE JOINT COMMITTEE

University of Alabama, Part VIII, p. 2&6
Indiana University, Part III, p. #5

Kansas State College, Part VII, p. 218
University of Kansas, Part VII, pp. 216-217
Louisiana State University, Part VIII, p. 218
Michigan State University, Part III, p. 58
University of Mississippi, Part VIII, pp. 2h7-2h8
Oregon State College, Part V, p. 151
University of Oregon, Part V, p. 152

Utah State Agricultural College, Part V, p. 137
University of Wisconsin, Part IV, pp. 85-86

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APPEKDIX F

While no definite set of answers can be
given which would apply to all state
universities, the following may be used
as a guide, a basis of comparison with
opinions exgressei throughout this study.

CRITQEICN I

 

l. Anssers - in order of preference--a, b, c, and d.

Since the state university television activity
usually thrives best under a close alliance to the adminis-
tration, the activity would profit most from a, being
administered by the president's office. Administration under
public relations would be the fourth choice, since it denies
tLe basic function in the area of instruction and would tend
to keep the activity as an appendage of the university and
not a. an integral part.

2. Yes

It is imyortant, however, that the university
maintains the right of its television activity to express
to.h sidus of controversy as part of its duty toward
putlic enlightenment.

'7 c
'. YPx.)

 

Regardless of the size of the television activity,
money should be provided through regular university channels.

1.. N .

The university should finance the major part of its
television activity and not depend on outside sources.

5. Yes

 

6. Yes

The audience has come to eXpect certain technical
standards for television programming; consequently, audience
numbers will drop if technical quality (and production
techniques) are too poor or too amateurish.

fl
7. and 0. Yes

 

If the university owns a station, is a major par-
tioiyant n an educational station's programming, or does a
numter cf rrcrram series which are recorded in the university's
Cwn studios, this eguigment is essential.

9. and 10. Yes (regardless of the size of the television
activity.)

11. Y‘D‘S

 

Those staff members working closely with faculty
memters in the planning and production of television pro-
gramming should have an academic rank.

12. Yes

 

Faculty members from other departments on campus who
apgear on more than one television program should be reim-
bursed for their time. This insures the proper amount of
preparation and adequate rehearsal for the programs—-resu1ting
in the surerior type of instruction which one should expect
on a medium entering every home in its coverage area.

CRITERION 2

la. Yes--1deally.

 

lb. Yes--1f answer to la is no.

2. Yes

 

If the answer to lg_is no, every effort should be
spent towards extending the university's television program-
ming to cover as many of the state's citizens as possible.
This is equally important when a state university owns an
educational station.

3. Four or more programs

 

Many state universities, cooperating with agricultural
extension, achieve state-wide coverage for a single series on
agriculture. While this is an important first step toward
fulfilling the university's obligation to serve the entire
state, it should not be considered as more than " a first
step." Agriculture is only one interest of the farmer; it
may be of no particular interest to the rest of the popu-

 

 

 

 

 

P 'l 5'9 1; 'f '1-
'\.2 , ,/

lation. An effort should be made to produce series on
different subjects so that at least one university program
will have interest to each of the state's citizens.

3. There can be no definite percentage given which would
apply to all states or to all state universities. However,
lt

arricu ure should never be more than one-half of the univer-
sity's elevision programming.
50 3:3

Duplication of services is a waste of the taxpayer's
money. Consequently, at tke sacrifice of ”school pride,”
services of state-owned institutions should not overlap.

CRITERICNg}

 

l. (a, b, and c) Yes

This question is chiefly a "thought provoker,“ for
rinciyal ways in which television can help the public
ls 312 a, b, and c. If the television activity merely
cates the educational service already available in
ev y classroom within its coverage area, television is
meeting its obligation to equalize educational opportunity.

Regardless of the size of the television activity,
one of the prime obligations is to help equalize educational
opportunity by offering university credit-bearing courses.

3. EDS

Since the obligation to instruct is of such impor-
tance, the television activity should constantly be making
strides toward more and more opportunity to earn high school
or university credit by home study.

a. Yes

The ”core" subjects are basic to all college
curricula; consequently, if the television activity's pur-
pose is to aid the individual in attaining a college edu-
cation, it is essential that more and more of these subjects
are offered by television.

5. Yes

An ..0“J:C of the enrollment fees charged for state
university telecourses shows that fees of over $15 should
re 3 refully scrutinised.

It wculd be difficult for any state university to
'e a written regulation hearing additional restrictions;
-v , in a number of states, an admission to telecourse
lit has a "discretionary element."

 

less university television programming reaches

e cultural and educational opportunities are not

1 nable, the television activity is not fulfilling
r

8. An answer cannot be given unequivocably.

.pt should be made to utilize VHF channels
in so far a sible, since UHF receivers are found in so

few homes.
9. Answer should be ves, but it cannot be stated unequivocably.
There is greater likelihood of there being more UHF

receivers in home. which are reached by more than one UHF
station.

10. Yes

A tempting to attract listeners to UHF, and to do so
at the least possible cost to the audience, would be the
obligation of the UHF state university television activity.

CB TERION h

 

1. through 6.

The answers to all of these questions should be yes.
uestions when stated as exposition are simply steps in

hese o
ood teaching procedure.

NP]

Any elements which distract from the purpose of the
grogrsm should be eliminated. This is not to say, however,
th't there sn:uld never be elements which might cause the
setters cf the audience to smile or to be amused.

CHITFEICNgj

 

-ne answers to all five questions should be yes.

The educational station is charged by law to cooperate
n there organizations and agencies to the fullest extent.
or state university television activity, as the top of the
lic's eduCational system, is morally obligated to do like-
.

CRITERION 6

 

Answers to all sections should be gig; for, since adult
ucation is so very important to the state university, the
rious areas should be covered in state university tele-
sion activity.

1
e

<<
H33 $1...

2. The answer for all state university station owners and
major participants in a station or network should be yes.

Since those adults over 65 are occupying a larger
percentage of the nation's population and since the educational
needs and desires of this group may vary from the remainder
of the adult populati n, this group should be given especial
consideration in the state university's television program-
ming. This does not mean that if a state university pro-
duces only one or two television programs that one of these
should deal with ”the oldster"; but, in any programming ex—
pansion, the needs and problems of tris group should be
Considered.

3. through 5. gigs

These questions deal with the need to cooperate with
agencies on campus which are already functioning so that the
television activity may implement and supplement already
existing functions. The purpose of the state university is
to give the best education possible as efficiently as
possible and £33 to promote one activity over another.

:7\
o
I
‘

'3
m

’

 

s the television activity has this cooperation,
nnot receive the stimulus of achieving formal

Unle
: e a
r course work comfleted.

the audie.c c
recrgnition fc

'
Al;.—a..‘».i

crrr7:7rv Ya

 

H
¢

h)
o

and 3 Yes

 

while working out details for this type of adult
trcrramming is not usually a simple process, and this is
en more true when there are television coverage problems

 

ev

to he erranéed, in-service programming is a most important
function of any state university television activity.

he inns 50 Aetive

lhe active cooperation of the organizations most
closely a.s:ci ted with the business, industry, or pro-
fession helps assure the university of a successful pro-
gram series--the knowledge of the precise needs of the group,
the most up-to-date information on the problem, and a
guarant~cd audience for the series.

6. ftrfid 7. Y’A‘R

The very best efforts of the university should be
spent so that the opportunity to receive a program of special
interest to a person, and designed to help him with his Job,
will reach a television receiver accessible to him. If the
program is successful in helping a person do his work more
effectively, one should not unnecessarily be deprived of
the opportun ty to learn from it.

CEITEKICN 7b

1. and 2. Ch campuses where the state university and land-
grant college are combined, training should be offered in all
three (technical training, production and programming, and
research). On trose twenty campuses that are state univer-
sities, under the precise definition of the term, technical
television training would be offered only if the presence of
a School of Engineering makes such a step feasible. To the
same extent, students should be offered the opportunity to
major or "concentrate” in these areas on the state university
or land-grant college campus.

 

 

 

 

rap. 1:5?
‘3. *e‘ ft. (1) 'nd (?) Yes fic. Yes 4. Yes
‘z‘il‘tili‘; tf s udio space and equipment for an

it “ ‘e tr irin; 3r3-r<n is most important for any state
uni.trii:y in Citemrtirr to fulfill this criterion. While
1‘ r ‘vfn gcir°ed rut thwt the emphasis on a state uni-
v'r'i'g “‘HC'ion “'d 'rcrr'"min trsir ling progr m should
r t r :v "r I2w2_ lis hment of certain Hrade skills a
‘n 'c 'h ~~ ~lr"e of the medium is be sed on a certain famil-

... . J . .

i rity wi‘fl the " rchanics" of the medium, the tools of the

tr ‘e. 511 "; fre346rtly university closed-circuit facil-
° , ” in such bad regair, (b) available in such

t-
\
- I
a . ~11 was tity, and (c) used jointly with programming
f cilitie-' c;rseguently, the student training program is
virtu'lly shun?ed aside in the flurry of meeting programming
'1'3‘ ilirrco

Tince all students of television ha ve to cope with
jrctlet; involvin" research, it is essential that all receive
at le~st a rudimentary knowledge of research procedures. In
trrt say, if one is not ahle to conduct the research himself,
he will be f riliar with its procedures and with what he may
ex:vo* to find by means of research techniques.

 

'1
D
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H
‘0
f-J
ML:

of educational rrogramming is becoming in-
cre'sin'ly w.de. Educws‘ers should be preparing others to
enter this field and to do new and better programming with
startlinrly better results. Those students entering commercial
television should he treir.ed to do a better job of the educa-

ticnsl and putlic service prorramming that is scheduled. It
is on ly fhrzuvh the 3P0f”? ration of students for all phases of
tile vi ior; grc.'r mmin» th t one may be sure that he receives
the ‘test gre'=r tion a university c-_ n give today for his whole
future of timorers.

A st te university shoul-d not confine its student

*3 the undergr.dua te cro'ran but should extend the

1 c r due lly, through the gr:.duate levels This is
especially 1 rue in the technical ~nd res e rch progra 'ms and in
the preparation of eiuc ationsl broadc.sters.

 

H
.
M
LI
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la. Yes lb. Yes

 

If a university regularly produces television pro-

'1'

trims, u should have a citizen's advisory committee meeting
at resul=r intervals and appointed by the governor or the

pre ident cf the university. In order to secure the services
of peofle who might be considered as Opinion-molders, it is
essential that the ay;uintment come from a high administrative
°2urce.

Vfif‘

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o

All too frequently the only advise the television

activity e:ks cf the advisory committee is "where can we get
mare funds"? If a committee feels that fund-raising is to be
its grimzry function, the interest of its members and their
help Eitd all the other problems of such an activity will be
lost. These people should know the people of their state
Letter than ary other refresentative group that might be
assembled; it should be the privilege of the university
administraticn and of the educational broadcaster to answer

t eir iuosticns and to seek their advice.

Regardless of the size of the television activity, it

sueuld attetpt to show the general public the value that is
being received from the monies spent on public higher edu-
cation and to interest them, directly, in receiving benefit
from the university's services.

5. and 6. Yes

It is onl through a careful an lysis of the people.
themselves, of the r needs and their desires, that a state
university television activity can be sure that it is doing
the service it w~s created to perform.

7. Yes

The basis responsibility of the university adminis-
tration and the educational broadcaster lies with the public;
the basic responsibility of the public is to make itself an
alert, discriminating audience. Therefore, the university
staff should be attempting to teach analysis and criticism
of the mass media ty providing standards, techniques of
analysis, and bases for judgment. Kass media, for the most
part, have become centralized--they are now remote from the

Fs'e t/Q

5"

 

F5~Fl°o In order for the teople to keep their representation
1: t e vase media, it is necessary for them to develop powers
cl :iscerrrent and to evidence their opinions either with
t.r;i:le GVIJ‘LCB cr by the turned dial.
CRITERICN 8b

1. Yes

E'ch of the suégestions for bringing the university
televisicn activities to the attention of the public should
re u 01 t the fullest extent plus any others which may be
inverted. For it is only through familiarity with the
university's television efforts and through constant reminders
of tveir avz lahility, that the university can hope to serve
all who fi‘?i cr wvnt the service it provides.

. The answer depends on the amount of television activity
in which the university is involved.

In any case, with more than one program there should

re at le st a gart-time employee whose duty is to launch
promtticn 'nd gublicity materials at all levels. Such a

('1
tusk cannst be buckled onto an already full academic or tele-
'ff position. The person heading up publicity needs
training and oxyeriehce; the job should not be entrusted to
student help.

3. Yes

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Such an affiliation between high administrative and
academic officials and the television activity serves two
mayor functions. (These are not listed in order of importance.)
(1) It brinvs the university close to the people of the
state when they ”become acquainted with" its officials.
(2) It acqunirts the officials with the television
activity, its hhgpenings and its problems.
v.33

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As the agex cf all public education, it is the univer-
sity television activity's obligation to bring the general
public closer to the prozram and the problems of their public
schools.

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Generally speaking, man is wary of the unknown and

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re re iets ch rse. It h*s been definitely proved in commercial
" ‘10 pi ‘elevisicr that by havin; a well- known person, or
"* f ili r to the aulience, "heading up" a bro dca st that
"e «uzierce': interest in the program is sust tained through
i :L: Vein: where they may "see t the program on its own
"‘“i‘s--iesii‘e u rn3wn f.ces and unknown subject matter.
I “3f” 5, ‘ a state univ rzmi y television activity should
' 1 it. nn-‘re-tir wrscr.nel meet the audience in whose
':m“ ‘hey vi 1‘ ini ‘ecowe we ell-known throughout the tele-
.i“i:' eavvr’le “rev.
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‘. ou.h . Les

iese=reh, which is so very important in the ma
: iiz, £33311 be one o the m jor incredients of any state
univ:rsi‘y television ctivity. It should be encouraged at
rvery level vi by over. means available.

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Fo’h the {re-testin? of new programs and the evaluation
of cn-‘ee-zir snews are vital in keeping a program schedule
full of well-ietirnei, well—rooduced programs that meet the
reed. rl in ives of the st te's citizenry.

a sinfle, definite answer cannot be given as to the

num er of research fersonnel a state university should employ

in its television activity. However, research needs a well-

trtinel person with responsibility in this area; for, since

rose rch needs do not have the "immediacy" of a daily or weekly

:ro~ram, there is a tendency to overlook this important, tra-
Hi iehxl ctjec‘ive.

The university shouli not be satisfied merely to
make an eiucatei gue;s as to the audience it is reaching with
iuc.'itionul prC‘r '“ming; it should constantly explore
“f discoverinfi exxc ly who their audience is, the pro-
gr Us they gre er, c.nl the hours, days, and months that they
do most of their viewinr.

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while they are the most difficult types of research,
depth cf effect and cumulative effect of university television
. .i ire undoubtedly the most important types of re-
search in which a state university television activity can

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1. If a state university is to te at all involved in tele-

vision activity, it should have juality transcription equip-

ment; for it is threurh such a device as a kinescope record-

ins, or ex mile, that the university will be able to meet

it: obliritisn of service to the state. Furthermore, it is

only thrcuth these means that the university is able to con-
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se.ve thee, materials--5pecial lectures, concerts, etc.—-
that may have increased value in the near or more distant future.

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A Special item n the budget should be set aside for
making films, kinescopes, and tapes for either long or short
term use. This does not mean that materials should be wasted;
for eX’ntle, film should not be used for programs not quite
re iy for prel'ction. But the university should not be in the
position of allowing important prosrsms to go by for the lack
of money to preserve them.

u. Yes

If these materials are kept they should be handled and
preserved properly so that deterioration is kept at a minimum.

 

 

 

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