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EDUCATIONAL TELEVISION BROADCASTING AT MICHIGAN
STATE UNIVERSITY:

AN HISTORICAL ANALYSIS OF THE IMPACT

OF OPERATIONAL CONDITIONS ON PROGRAMMING,

1954-1974

By
Faye Elizabeth Smith

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY
Department of Speech
1976

Accepted by the faculty of the Department of
Speech, College of Communication Arts, Michigan State
University, in partial fulfillment of the requirements
for the Doctor of Philosophy degree.

G Z >

^

Guidance Committee:

>. V' - ■»-

/ V ________________ f-.r_____

Director of Dissertation

’
^-^fehairman

ABSTRACT
EDUCATIONAL TELEVISION BROADCASTING AT MICHIGAN STATE
UNIVERSITY:
AN HISTORICAL ANALYSIS OF THE
IMPACT OF OPERATIONAL CONDITIONS ON PROGRAMMING,
1954-1974
By
Faye Elizabeth Smith

Michigan State University has been a pioneer in educa­
tion since before it served as the model for the Land-Grant
Colleges in 1862.

As an educational broadcaster, in 1922,

it was among the first to utilize educational radio, and, in
19 54, it began broadcasting on a UHF channel

(60) as the

third television station in the nation to offer exclusively
noncommercial, educational programming.

Over the years,

Michigan State University's television station has broadcast
over both UHF and VHF channels and was unique in the nation
in being a partner to a shared-time arrangement in which two
full-time stations— one commercial and one educational—
broadcast over the same channel.

In 1972, the shared-time

was relinquished, and, in 1974, twenty years after it began,
Michigan State television began broadcasting on its third
channel, UHF 23, a full-time full-color, fully audience ac­
cessible, and for the first time in its twenty-year history,
it is now broadcasting on a television channel that has been
reserved for solely educational purposes by the FCC.

It

would appear that much might be learned from Michigan State's

Faye Elizabeth Smith
unique set of experiences, but, until now, no such study had
been made.
The major purposes of this study have been to provide a
conceptual and historical framework for the development of
educational television broadcasting at Michigan State Univer­
sity from its beginning in 1954 until 1974, and to examine
the operational conditions that have existed at the Michigan
State television stations for their impact on its programming.
Three styles of research were employed in this study:
historical, survey and critical.

By means of several speci­

ally designed interview schedules, data of three kinds col­
lected from university, staff, and other personnel who were
knowledgeable about the stations' development over the years;
data pertaining to philosophy, operational conditions, and
programming were collected.

From these, four factors that the

informants believed had been major influences in the opera­
tional conditions of the station were identified for study.
These were the factors of policy, technology, finance, and
production.

The programming descriptive elements thought to

be valid and for which sufficient data were found over the
continuum of Michigan State television development for study
were:

percentages of local programming, average weekly air

hours, number of program titles, number of program kinds, a
breakdown of percentages of different kinds of programming
content— public affairs, cultural, and educational, number
of staff and the kind of staff at designated four-year

Faye Elizabeth Smith
increments of comparison, and the percentage of audience pre­
sumed available to the station and that presumed to have been
reached.
Charts of the developmental flow of the. factors of in­
fluence and the descriptive elements were prepared for com­
parison using four-year increments of time as the reference
points of their progressions.

These four-year divisions

were suggested by the developmental history of Michigan
State television broadcasting itself:

1954-1958, WKAR-TV

Channel 60; 1958-1972, WMSB/WILX-TV 10 shared-time arrange­
ment which seemed to break naturally into approximately fouryear increments— 1958-1962, 1962-1966, 1966-1970, and a final
short two-year increment until the move to WKAR-TV Channel 23
in 1972.

There was still a measurable four-year division in

the period from 1970-1974, until in the last year, Michigan
State television broadcasting station moved from the juris­
diction of the Continuing Education Services to that of the
newly reorganized Division of Instructional Development and
Telecommunications.
There appears to be ample evidence that the expectations
held for television broadcasting at Michigan State University
have not, to date, been realized.

There appears to be insuf­

ficient evidence to blame this disappointment on the identi­
fied factors of policy, technology, finance, or production as
they exist in the operational conditions of the station.
analysis of the data show them to have had little direct

The

Faye Elizabeth Smith
effect on the programming of the station.

Over the years of

the stations' activities the Cumulative Impact Potential of
these factors have been at a comparative approximation of
Medium on a scale of Very High, High, Medium, Low, and Very
Low.
A program descriptive element— audience availability—
appears, in the final analysis, to have had the most influ­
ence on the development of the Michigan State television sta­
tion, although it seems to have had only indirect impact on
the programming.

The evidence appears to be undeniable that

the lack of audience availability and the continual search
for an audience by the University station has been reflected
in much else that was indigenous to the successful develop­
ment of the station.

The results can be seen in the develop­

mental flow lines of the factors identified in the opera­
tional conditions:

Policy application fell away from active

to neutral to inactive, and faculty participation fell to al­
most zero; Technology went from excellent to adequate to low;
Finance went from high to adequate and stayed there; Produc­
tion went from potentially high to very high, then plunged.
But the study found that none of these factors appear to have
had an important impact on the programming at any time.
In summary, audience availability appears to have had
the greatest impact on the development of television broad­
casting at Michigan state; the identified factors of influence
lack the expected impact.

Additional studies are needed.

A Dedication

To Dr. Armand L. Hunter, without whose
faith in the future of educational television
at Michigan State University, and in the writer,
there would never have been this book.

"Religion, Morality and Knowledge
being necessary to good government
and the happiness of mankind, schools
and the means of education shall
forever be encouraged."

- ARTICLE XI, Education.

Section 1.

The Constitution of the State of Michigan.

ACKNOWLEDGMENTS

In presenting this dissertation in partial fulfillment
of the requirements for the Doctor of Philosophy Degree,
the writer wishes first to acknowledge her continuing in­
debtedness for the love, encouragement and wise counsel of
her friend as well as relative, Hazel Elizabeth Reid.

As

the senior representative of a tough but accomplished clan,
her support and understanding have been invaluable through­
out this endeavor.
A special debt of gratitude is acknowledged to those
members of the Communication and Education faculties whose
vision and knowledge were so helpful in the construction of
the interdisciplinary program she wished to undertake while
pursuing the doctorate.

In addition to Dr. Hunter

this dissertation is dedicated)
were the late Dr. Walter Emery

(to whom

the writer's first advisers
(who first encouraged her

pursuit of a graduate degree), Dr. David Berio and Dr.
Charles F. Schuller, who offered both encouragement and
guidance in the establishment of her nontraditional program,
and, Dr. Colby Lewis, who was the Chairman of her Advisory
Committee until his retirement, and the station manager of
iii

WMSB-TV 10, when the writer returned to Michigan State for
graduate study.
Gratitude is owed also to the Michigan State University
television stations, WMSB-TV 10 and the present WKAR-TV 23,
for affording the writer the opportunity to work at her pro­
fession as a broadcast communicator and liaison while learn­
ing the additional skills of a broadcast educator.

The

variety of roles she was able to assume for the stations
during this association have proven of great advantage to
her personal growth and continuing education, as well as
sowing the seeds for the choice of dissertation subject area.
The members of the staff and administration of both
WMSB and WKAR-TV will be remembered with affection, as will
those of the more recent assignment as Coordinator for the
University of the Air in association with the University
Extension Division, the Continuing Education Services, and
the newest reaffirmation of the University's long commitment
to far-reaching public education, Lifelong Education.
A very special thanks is offered to the writer's
Advisory Committee.

The imagination and scholarship of the

Chairman, Dr. Gordon Thomas, and Committee Members Dr.
Erling Jorgensen, Dr. Robert Schlater, and Dr. Mildred
Erickson

(who has been most helpful in the final stage of

this work while the original Committee Member, Professor
Russell Kleis, has been out of the country) have been of
great assistance and support.
iv

The contributions of all these

scholars will always be remembered; the examples they have
set the writer will try to emulate.
On a personal and most important note, the long work
of this doctoral program and the writing of the disserta­
tion would not have been nearly so enjoyable without the
warm support and understanding of several very special
friends, in particular, Dr. Lyndon B. Preston, also my
editor-critic, and Neil Bertram and Edward Anthony; or
without the love and belief, and, yes, the expectations
impressed upon me by the several generations of my wonderful
family.
Last of all, a most sincere debt of gratitude is owed
to my friend and the dissertation's typist.

And how in­

adequate that title becomes when the referent is
Ruth Langenbacher.

TABLE OF CONTENTS

Chapter
I

Page
INTRODUCTION TO THE STUDY

.....................

1

Background of the S t u d y .................... 2
Purpose of the S t u d y ...................... 10
Need for the Study .
12
Limitations of the S t u d y ............... 13
Procedures for the Study . . . . . .
14
II

EDUCATIONAL TELEVISION:

AN OVERVIEW . . .

Introduction ..........................
B a c k g r o u n d ......................... 19
The 1 9 3 0 ' s ............................
The 1 9 4 0 ' s ............................
The 1950' s ............................
The 1960' s ............................
The 1970 ' s ............................
III

EDUCATIONAL TELEVISION AT MICHIGAN STATE:
AN HISTORICAL OVERVIEW
.......................

19
19
21
24
38
46
51

57

Introduction .............................
57
Part One: Genesis of Television
D e v e l o p m e n t ............................ 57
A Story of Committees ....................
57
Television Development:
Implementa­
tion of Committee Recommendations.
. 70
Television Development: Prebroad­
cast Programs for "Teaching,
Research, Extension, and Public
R e l a t i o n s " ............................. 7 3
Part Two: Prebroadcast Preparation
and O r g a n i z a t i o n ...................... 79
Preparation and Organization of Pro­
gramming Resources:
Conception,
Identification, and Philosophy. . . .
80
vi

Chapter III (cont'd.)

Page

Prebroadcast Preparation and Organiza­
tion:
Television Broadcast Policy of
Michigan State College
................... 82
FCC Application:
Television Advisory
Committee "Recommendation C"
.. . . . 86
Background - A Matter of Policy . . . . 90
E d u c a t i o n a l ............................ 93
C o m m e r c i a l ................................93
Educational on Commercial License
. . .
95
Part Three - Television Broadcasting at
Michigan State: An Overview, 1954-1974WKAR-TV UHF 60; WMSB-TV VHF 10: and
WKAR-TV UHF 2 3 ......................... 96
WKAR-TV UHF 6 0 ...................... 96
WMSB/WILX-TV
....................... 109
Shared-Time T V ..................... 113
WKAR-TV UHF 2 3 ..................... 143
IV

PROCEDURES OF THE STUDY AND DESCRIPTION
OF D A T A ...................................... 151
Part I: Procedures of Data-Gathering . . 151
Procedures for Reporting Data Findings
. 153
Procedures for Data A n a l y s i s ............... 153
Description of Data G a t h e r e d ............... 155
....................... 155
I. Station Philosophy
II. Operational Conditions .................... 156
A. P o l i c y ............................... 156
Television Broadcast Policy . . . .
157
Report of the All College Committee
on Television Courses for Credit . . 160
TV Policy Statement for the School
of Science and A r t s .................. 165
Policy of the Radio and Television
Broadcasting Services of Michigan
State U n i v e r s i t y ..................... 172
Summary of Data Gathered Concerning
P o l i c y ..........................
. . .175
B. T e c h n o l o g y ............................... 178
Summary of Data Concerning
T e c h n o l o g y ............................ 187
C. F i n a n c e .................................. 188
Summary of Data Concerning
F i n a n c e ............................... 190
D. P r o d u c t i o n ............................... 192
Summary of Data Concerning
P r o d u c t i o n ............................ 195
vii

Chapter IV (cont'd.)

Page

III. Programming
. ..............................
Category 1. Percent of Local
P r o g r a m m i n g ............................... 200
Category 2. Average Weekly Hours .
.
. 202
Category 3. Number of Program Titles
. 202
Category 4. Number of Program Kinds .
. 204
Category 5. Percentage of Public
Affairs Programming
.................... 205
Category 6. Percentage of Cultural
P r o g r a m m i n g ............................... 208
Category 7. Percentage of Education
P r o g r a m m i n g ............................... 208
Category 8. Number of Station Staff
and Ratio of Creative to Support
P e r s o n n e l ............................... 209
Category 9. Percentage of Available
Audience
............................... 209
V

ANALYSIS OF DATA CONCLUSIONS AND
RECOMMENDATIONS
................................. 212
Introduction ................................. 212
Part 1-2: Analysis of Data and Findings
. 213
A. P o l i c y ..................................... 215
B. T e c h n o l o g y ............................
219
C. F i n a n c e ..................................221
D. P r o d u c t i o n
' . . . .223
Further Findings of Comparative
A n a l y s e s .................................. 225
Al. P o l i c y ............................... 225
Bl. T e c h n o l o g y ............................227
Cl. F i n a n c e ............................... 227
Dl. P r o d u c t i o n ............................227
Summary of Data at Four-Year
I n c r e m e n t s ............................... 231
1954
231
1958
232
1962
233
1966
233
1970
234
1974... ....................................
Conclusions Based on the Four-Year
Increment Summary ....................... 234
Part 3: Conclusions and Answers to
Questions Posed in Chapter I
............. 236
Questions Posed for Study
............. 240
Summary and Conclusions .................... 252
viii

Chapter

Page

A P P E N D I C E S ............................................... 256
A.

B.

Statements of Michigan State
University Television Broadcasting
P o l i c y ...................................
Data Concerning Michigan State
University Television Stations

256

..............

279

C.

Program Descriptor Charts
....................
Informant Interview Schedules
..............

322
326

D.

C o r r e s p o n d e n c e .................................. 344

BIBLIOGRAPHY

...........................................

ix

349

LIST OF FIGURES, CHARTS, AND GRAPHS
A Figure

Page

1.

Policy Activity Flow - 1954-1974 ................

176

2.

Technology Capability Flow 1954-1974

176
.............

3.

Finance Adequacy Flow - 1954-1974

4.

Production Capability Flow - 1954-1974 . . . .

191
191

(Program Discriptor Elements)
5.

Percentage of Local Production Flow 1954-1974

201

Average Weekly Air Hours Flow 1954-1974

201

Number of Program Titles Flow 1954-1974

203

Number of Program Kinds Flow 1954-1974

203

Programming Descriptors Flow A 1954-1974

206

Programming Descriptors Flow B 1954-1974

207

Percentage of Audience Available ................

210

1*

Local Production Capability “ 1954-1974

206

2.

Comparison Chart of Descriptors at FourYear Increments:
1954; 1958; 1962; 1966;
1970; 1974
.
x

6.
7.
8.
9.
10.
11.
B Chart

.

.

.

322

List of Figures, Charts, and Graphs

(cont'd.)
Page

C Graph
A.
B.
C.
D.
E.

Policy and Program Descriptors 1954-1974

.

216

Technology and Program Descriptors 1954-1974

220

Finance and Program Descriptors 1954-1974

222

Production and Program Descriptors 1954-1974

224

Local Production Capability Components 1954-1974

228

F.

(Faculty/Local/Outside: Program
R e s o u r c e s ) .......................................... 2.29

G.

(Audience A v a i l a b l e / R e a c h a b l e ) ....................2:35

H.

Cumulative Impact Potential 1954-1974

I.

Faculty/Local/Outside Sources

xi

237
..................

244

FOREWORD

The purpose of Michigan State college when it was
established 100 years ago was to help the people
of Michigan learn to live more effectively and to
learn to live more enjoyable lives.
Television is
the greatest tool ever devised to carry out tTTe
program of education for all the people.
- John A. Hannah, President,
Michigan State College, East Lansing
at the Dedication Ceremonies for
Michigan State's Television Broadcasting
station, WKAR-TV, Channel 60, January 15,
1954.

Education may be defined as the process by which
society preserves and transmits its intellectual and
cultural heritage.
Television, as a new medium of com­
munication, holds tremendous potentiality for the real­
ization of this educational purpose and the fulfillment
of this process.
To this end, Michigan State College
intends to use the television medium to extend its edu­
cational resources and services to the people within its
area of educational responsibility, in fulfillment of
its obligation to serve the agricultural and industrial
classes in 'the several pursuits and professions of life. '
The State Board of Agriculture therefore has adopted the
following statement of policy governing the principles,
purposes and administration of programs, broadcasts and
station operation . . . (see Appendix
for entire text).
Foreword:

Television Broadcasting Policy
Michigan State College, 1954.

xii

CHAPTER I
INTRODUCTION TO THE STUDY

Education is intended to help man to better control
his world— his own life and that of the environment.

Con­

temporary education does not teach man adequately to cope
with the environment nor yet enable him to design nor to
explore new dimensions for a successful life.
additional methods of education are needed.

New and
In what ways

can educational television be enlisted in this cause?
Worldwide education, for example, is imminent.

Satellite

communication systems will soon be available for all who
have the imagination, determination, and the financial re­
sources to utilize this new technology for international
education, cultural exchange or enrichment.

In what ways

can educational television accept responsibility and leader­
ship for providing extended educational opportunities in
this new field?

Has the history of educational television

prepared it for such an eventuality?
field is sparse.

The literature in the

The data gathered and the findings of this

study may contribute to an answer.

1

Background of the Study
A basic premise of American democracy is that educa­
tion should be available to all.

One of t h i s .country's

earliest attempts to assure this availability is found in
the so-called "Morrill Act," signed into law in 1862 by
President Lincoln.

It established, with the help of fed­

eral aid, a state-tax-supported college in every state and
territory.'*'

The passage of this Act was considered to have

been a turning point in education at the college level be­
cause the object of these schools was not to be the usual
American collegiate education in the European tradition where
"only the sons of the rich and well-born . . . were given
training in the classics and a few professions . . . but where
the leading object would be to apply knowledge to the solution
of problems of every-day, common people, and to open as wide
as possible the doors of educational opportunity."

2

One of

12 Stat. 503 - An Act Donating Public Lands to the
Several States and Territories Which May Provide Colleges for
the Benefit of Agriculture and the Mechanic A r t s . Usually
referred to as the "Morrill Act," or the "Land-Grant College
Act." Section 4, in part, reads:
[the purpose] the grant shall be responsible for the
establishment of at least one college where the leading
object shall be, without excluding other scientific and
classical studies and including military tactics, to
teach such branches of learning as are related to agri­
culture and the mechanical arts in such a manner as the
legislature shall prescribe, in order to promote the
liberal and practical education of the industrial
classes in the several pursuits and professions of life.
2
Statement of John A. Hannah on Behalf of Michigan State
College, East Lansing, Michigan, before the Federal Communica­
tions Commission (FCC) on September 7, 1951.

the country's most recent efforts to achieve this same educa­
tional opportunity and availability can be found in the
Public Broadcasting Act, signed into law in 1967 by President
Johnson.'*'

The Public Broadcasting Act has been likened to

the Morrill Act, since both are generally considered to have
been landmark events in the cause of public education.

Mich­

igan State, as a pioneer participant in both the land-grant
and the public broadcasting movements, has played an ongoing
part in the development and implementation of both.
Michigan State University, as the Agricultural College
of the State of Michigan, was established in 1855, and is
generally accepted as being the pioneer of the land-grant
2
college movement m the United States
At the time of its
founding, the little agricultural college represented a rad­
ical new approach to education at the college level because
it was set up to instruct not just the children of the privi­
leged but those of the agricultural and industrial classes as
well.

Agricultural subjects for the first time were taught

as sciences.

The idea won public acceptance so rapidly that

only seven years later it was adopted as a national policy of
the historic Morrill Act.

3

In a statement before the Federal

"''U.S. Public Law 90-129, 81 Stat. 36, 90th Congress.
The Public Broadcasting Act of 1967.
2

Madison Kuhn,
Michigan State:
The First Hundred Years,
1855-1955 f (East Lansing, Michigan:
The Michigan State Uni­
versity Press, 1955), p. 6-9.
3
Op. cit., 12 Stat. 503.

4
Communications Commission

(FCC) Michigan State's President,

John Hannah, in 1951, said of this Act's enactment:
Many claims for the importance of this change have,
been made, but it can be maintained that this one
act did as much as any single development to develop
the United States into the giant it is today.
To­
day's miracles of production in business, industry,
and agriculture are possible only because larger num­
bers in each succeeding generation have been given
the training with which to multiply their native skills
and aptitudes.
Simultaneously, there has been a con­
stant erosion of class barriers so that today, the son
or daughter of any American family can reasonably as­
pire to^any goal within the limits of ability and
energy.
Michigan State University, in a very real sense, is the
custodian of a great American heritage and a trustee of the
tradition of educational service to all the people within the
area of its educational responsibility.

The boundaries of
2
its campus are the boundaries of the state.
One traditional

definition of a university is that of a community of scholars
A modern definition, one written in part by Michigan State
and other land-grant schools, is of a university as a center
for service, also.

It is still a community of scholars— a

community made up of the students, teachers and researchers
who live or work on campus— but the walls of the campus com­
munity have been razed.

Historically, educational emissaries

under the mandate of the Land-Grant Act went out to the
rural farm families of Michigan as county agents, home

^Hannah, loc. c i t ., p. 2
2

Kuhn, loc. c i t ., p. 79.

5
demonstration agents, 4-H agents, and subject specialists
through the Agricultural Extension Service.

Later, repre­

sentatives from the Continuing Education Services estab­
lished their regional centers of service throughout the
state.

The University Extension serves both the nearest

and the "farthest parts of the world.
It is a matter of record that Michigan State has con­
tinually sought to fulfill its land-grant mandate to extend
educational opportunities beyond the borders of its central
campus.

Following World War I, it became a pioneer in the

use of radio (1922) as a medium for broadcasting useful in­
formation to larger numbers than could be reached by any other
method then available.

After World War II, when explosions

of student population and new technology both occurred, cor­
responding increases in the institution's faculty, classrooms,
2
laboratories and dormitories were needed.
A "climate of

Michigan State University, Continuing Education Service.
Position statement on Michigan State University As a Lifelong
Education University. (East Lansing:
The Michigan State
University Press, 1973), p. 7.
2

MSU Archives, James H. Denison files.
According to James H. Denison, appointed administrative
assistant to President Hannah in 1947, in the years immediate­
ly after World War II, the enrollment at Michigan State first
doubled and then tripled, largely, but not entirely, due to
the veterans on the G. I. Bill.
"Bulges of growth were every­
where" to the point where "girls were asked to postpone coming
to school until the fall of 1947."

6
innovation existed at Michigan State."'*'

While action was

being taken on a number of on-campus organizational innova­
tions (among them the first Basic College in the nation), the
school's earlier successful experience with educational radio
encouraged the administration and faculty to look with in­
terest at the new medium of television as a means of reaching
the University's off-campus community of learners.

2

Once again assuming the role of educational pioneer,
Michigan State College began regularly scheduled television
broadcasts on January 15, 1954, operating the third tele­
vision station in the nation devoted solely to broadcasting
noncommercial, educational programming.

Like other institu­

tions in the new field, Michigan State had to feel its .way
in the new medium and participation in broadcasting activities
at that early date would not have been possible had not Dr.
Armand L. Hunter, the College's new director of television
development and his staff conducted television training classes
for faculty and students for three years prior to the start
of activities on-the-air.

3

A closed-circuit television

i n t e r v i e w with Dean Milton Muelder, November 5, 1975.
Michigan State University, East Lansing, Michigan.
^Ibid.
3
WKAR-TV Historical Records:
TV Development files.
(The correspondence, memoranda, records and reports referred
to in this study pertaining to the Michigan State Broadcasting
station are presently being prepared for classification and
inclusion in the MSU Archives.)

system was used for this training and had been installed for
that purpose.

The television staff had perfected broadcast

procedures in class to the point where students of television
could learn by helping in the production of programs.

Kuhn

describes this early experimental operation in his history of
Michigan State's first hundred years:
Professors from every school had experimented with
adaptations of lectures, demonstrations, discussions
and concerts.
Faculty and student productions filmed
in Kinescope had either been distributed to commercial
stations or filed away against the day when the sta­
tion would reach beyond the campus.
All of this was
important, for a university station's peculiar oppor­
tunities lie in its ability to train students and to .
present its
distinctive resources to a wider audience.
The need of
reach beyond the

the college for a "station [that] would
campus" was addressed by President Hannah in

his testimony before the FCC

in 1951. In regard to the closed-

circuit operation, he said:
It soon became apparent that the possibilities of this
medium would never be fully realized at Michigan State
College unless the institution had its own transmitter.
Despite the wealth of program material available on our
campus, and despite the great and active interest in the
use of television for educational purposes, opportuni­
ties to use existing facilities have been practically
nonexistent.
Michigan has six operating television
stations.
Up to this moment, the time made available
to Michigan State College for presentation of educa­
tional material does not total as much as three hours.
This, it should be emphasized, is the history of more
than three years of television transmission in Michigan—
less than three hours for Michigan State College on six
stations over a period of three years.

^Kuhn, loc. cit., p. 443.

This indifference to the resources, the needs, and
the rights of the land-grant university of the State
. of Michigan may be explained in many ways.
For one,
only the three stations in Detroit have facilities
for originating programs locally; and the other three
could not originate programs if they were so inclined.
But for those with long memories in the field of radio
broadcasting, the record is not surprising.
There is
a curious parallel between the thinking that led Mich­
igan State College to apply for its first radio license
and the thinking that has led Michigan State College
to apply for a television license.
Clearly, the situ­
ation is untenable when the land-grant institution for
the State of Michigan, one of the largest universities
in the nation, is without the opportunity to take ad­
vantage of television as a medium for reaching the
people it is obligated to serve.1
Michigan State was not alone in its efforts to obtain
its own television channel.

Over the same time, the FCC was

in the process of hearing proponents for the reservation of
what came to be identified as "noncommercial educational tele­
vision" channels.

One of the most active spokespersons on

behalf of the reservation of channels for education was FCC
Commissioner Frieda B. Hennock, and Hannah's argument before
the Commission was not unlike the arguments Hennock had pre­
sented earlier in 1951 before a gathering at Michigan State
College.

In an appearance before the Sixth Annual Michigan

Radio-Television Conference on March 3, 1951, Hennock had
argued for "Education's Opportunity in Television:"
Despite the acknowledged impact of TV, educators,
like many parents, flee from the problems it creates.
Yet it is the educators of this country who have the

^"Hannah, loc. c i t ., p. 5.

9
opportunity of insuring that TV's effect on our
citizens is a wholesome and salutary one.
George
Bernard Shaw has warned us all 'Get what you want
or you will be forced to like what you g e t . ' . . .
A famous general once said, 'If you can't lick 'em,
join 'em.'
Educators must 'join' television.
They
must make it their ally and use it for their own ad­
vantages.
If educators secure and operate their own
television channels, I firmly believe there is no
limit to the good which they can accomplish— no limit
to the knowledge, enlightenment and culture that they
can help spread throughout the United States. . . .
Educational broadcasting . . . will not be restricted
to the classroom.
An expanded adult education pro­
gram is also a necessity; it should not be underempha­
sized.
Educators can no longer ignore the graduate or
the uneducated free citizens.
Education must reach
that citizen wherever and however it can to prepare
him to carry that burden willingly and well.
To do
so, educators must have access to every modern means
of communications. We would not restrict our generals
to the use of muskets and horse-drawn artillery.
Why
then restrict our educators to the classroom and the
'Hornbook'!. . .
But to make full use of the educational potential of
this new medium, educators must have their own inde­
pendent stations.
The future of education on the air
cannot and must not be entrusted solely to the commer­
cial broadcasters.
No matter how willing and coopera­
tive they may be, and to their great credit many have
been, they cannot possibly provide sufficient time to
meet the educational needs of this country that televison can fill.
Education will require a full broad­
casting day:
many hours for in-school and after-school
use for children; evening time for adult education;
programs for the handicapped and shutins; specialized
offerings to the so-called minority audiences.
These
programs are not commercially feasible. . . . Yet,
can we conceive that such programs will be carried on
commercial stations? They will, however, be the ordin­
ary fare of the non-commercial broadcaster.
Education,
in addition, should be in the hands of the experts in
the field— the educators themselves.1

^WKAR-TV Historical Records:
loc. cit.

TV Development files,

10
It is a matter of record that Michigan State went on
the air from its own station on January 15, 1954, and it has
broadcast almost continuously since that time over three dif­
ferent frequencies.
sity successively:

These have been operated by the Univer­
UHF Channel 60, from initial dedication

in 1954 until June 28, 1958; VHF Channel 10, from March 15,
1959 until September 12, 1972; and UHF Channel 23, from Sep­
tember 12, 1972 to the present.

Both in its length of time

in the educational television broadcasting field and in the
variety of its experiences, therefore, Michigan State offers
fertile ground for an examination of the state of the educa­
tional television art and its accomplishments to date— but
there has been no such systematic study made.

This writer

believes strongly that there should be, such a study, both
for the sake of the future growth of the Michigan State
television station, and for the information it may contribute
to the educational television

(ETV) field in general.

Al­

though a complete examination of all the facets of the Mich­
igan State station's activities is beyond the scope of this
study, an examination of its programming and of some of the
factors that may have influenced its operational conditions
does seem appropriate.
Purpose of the Study
The purpose of this study is to examine educational tele­
vision broadcasting at Michigan State University and some of
the factors that have influenced its development.

These

11
factors will be examined in the context of their influence
in the operational conditions of the station to determine
their affect singly, or in combination as the operating
environment of the station, on its programming.

The study

will undertake to answer several questions:
1.

Were there any changes in the station's operating

circumstances over the twenty years of its broadcasting ac­
tivities that affected the programming of the television
station?
2.

What were the factors in the operating environment

of the station that affected its programming?

In what way(s)

did they affect the programming?
3.

Of the factors of influence identified for the ques­

tion above, which have had the greatest effect on the station'
programming? When?
4.

Why?

Can the effect of these major factors of influence

be identified in the station's programming— for good, or, for
bad effect?
5.

Has the affecting potential of these factors of in­

fluence changed over the twenty-year history of the station's
broadcasting activities?
6.

When?

In what way(s)?

Why?

Are the factors of influence in the operating environ

ment at Michigan State's educational television station unique
to that station, or do similar affecting influences exist at
other stations of the university-owned ETV type?
exist at all ETV stations, regardless of type?

Do they

12
7.

What can Michigan State's television station

learn from its own experiences in the past?
8.

How can Michigan State's experiences

as an edu­

cational television broadcast programmer be made useful to
its own programming plans for the future?
9.

Should the purpose of educational television

broadcasting at Michigan State be different for the future
from that designated at its dedication in 1954?

If there

should be a difference in purpose, for what reason(s)

should

this difference be made and in what sense should it be
different?
Need for the Study
There is a need to gather data that will provide a
historical perspective on educational television broadcast­
ing as it developed at Michigan State and for a careful
analysis of the data to provide guidelines for the station's
programming in the future.
There is a need to undertake this study because of
the present availability of many primary sources in both
personnel and document form.

This data may be lost to

scholarly study unless gathered now.
There is a need to undertake this study in light of
Michigan State's history as a pioneer in the important edu­
cational television

(ETV) movement.

13
It is important to gather data of the unique ETV work done
at Michigan State, in order to make it available to other
institutions, and it is important for the sake of the
historical records of Michigan State University itself.
Finally, in regard to the newest space age technol­
ogy and its potential for utilization by the educational
v

television field, there is a need to undertake this study
now as preparation for the use of satellite interconnection
as a means of program delivery and exchange.

Inherent in

any plans of Michigan State University for domestic or
international satellite use is the question whether the
University's educational television station has any plans
to make its programming available by this new means.

Such

action could at once fulfill and further extend the Univer­
sity's educational mandate under the Land-Grant Act to carry
its educational services beyond the confines of its East
Lansing campus.

There is a need to know what plans have

been made in this regard for the sake of the station's and
the University's historical records.
Limitations of the Study
It should be noted that it will not be with the scope
of this study to present a complete history of educational
television broadcasting activities at Michigan State, but

14
rather only to identify and examine those events which of
themselves or in their historical sequence or context af­
fected the programming broadcast from Michigan State's tele­
vision station from January 15, 1954, when it was dedicated,
through July 1, 1974, when the facility became a part of
the newly reorganized Division of Instructional Development
and Telecommunications.

Nor will the study concern itself

with the University's present closed-circuit television
facility,

(Instructional Television Services) or cable sys­

tems— except in regard to the early experiments carried on
prior to the beginning of broadcast television activities.
These experiments were conducted over an on-campus closedcircuit television facility to develop and train the staff
needed for television activities at the College.
There will also be limitations in time for the study.
Since the majority of the data will be drawn from primary
sources, the problems of identification, collection, organi­
zation and evaluation will each take a considerable amount of
time before the actual study can be begun.
Procedures for the Study
A variety of research methods will be used for the
collection and analyzation of the data needed for this study,
principal among them will be those of history, survey and
criticism.
A specially designed Informant Interview Schedule will
be used in a preliminary search for historical data and

15
information sources regarding the station's overall opera­
tions from its beginning on January 15, 1954, until July 1,
1974.

Persons who have had long association with the tele­

vision station and its developmental history.will be contacted
and personal interviews will be conducted with station per­
sonnel, members

of the University staff and faculty, as well

as with members

of the University administration.

will be gathered from
station as well

Information

these contacts on the history of the

as the location of possible additional sources

of information of all kinds— print, personal recollection,
opinion, or anecdote.
The information gathered from this preliminary search
will be used as the basis for a second Informant Interview
Schedule to be used in gathering data from additional primary
sources, i.e., those persons who have been identified by the
first group of informants or those whose association with the
station might have been of shorter duration than that of the
first group or of a more highly specialized nature.
From these preliminary searches, a tentative identifica­
tion will be made of those factors in the operating environ­
ment of the station which over the years of its existence are
most usually seen as major influences in those conditions,and
as having the capacity to affect its programming.
Following identification of .the major factors of influ­
ence, a search will be made for data concerning the individual
developmental histories of each of these,and chronologies of

16
their histories will be compiled.
Data concerning the programming broadcast by the tele­
vision station over the twenty years of its existence will
be compiled.

(It is believed that this will, have to be recon­

structed from a number of sources, since there appears to be
no complete record of the station's programming in any one
place.)
Data gathered through the procedures described above
will be organized and submitted to analysis for the purposes
of the study.^
means.

Analysis will be made by comparative-critical

A c o m p a r i s o n will be made between the programming

broadcast by the station and the operational conditions that
existed as the processing environment of that programming.
Identifiable changes in programming content, style, hours of
broadcast time, percentage of programming produced locally
as opposed to that acquired from other sources, and other
differences will be examined in conjunction with the opera­
tional conditions in existence at the time of the perceived
program changes.

If an intra-affect between programming

change and operational conditions can be verified, an exam­
ination will be made of the major factors of influence extant
in the operational conditions at that time, and an effort will
be made to determine which of those factors caused the

It should be noted that most of the primary source
materials used in the study are now in the process of being
organized and classified for inclusion in the Michigan State
University Archives.

17
programming imbalance, and how they caused it.
The findings of these analyses should provide answers
to the questions posed earlier in this chapter and provide
guidelines for further research.
The data and findings of this study will be reported
in the following manner:
In the educational television field in general and
at Michigan State in particular, the literature is sparse.
For this reason the usual review of the literature provided
in Chapter II takes the form of an overview of the growth of
the educational television field itself.
Chapter III provides the conceptual framework of the
study of Michigan State's development of educational tele­
vision broadcasting from January 15, 1954, to July 1, 1974.
Chapter IV is divided into two parts:

Part 1 pro­

vides a description of procedures used for data gathering;
and Part 2 provides a description of the data gathered, in­
cluding an overview of the programming broadcast by the sta­
tion during its 2 0 -year existence as it has been described
in the annual reports made to the governing body of the
University by the station.
Chapter V is divided into four parts:

Part 1 provides

a report of the analysis of data described in Chapter IV;
Part 2 reports the findings resulting from the comparison of
the programming broadcast by the station with the operational

18
conditions that existed at identified points of difference;
Part 3 presents the conclusions reached as a result of these
analyses and the answers to the questions posed for study in
Chapter I; and, finally, Part 4 of Chapter V offers the
writer's recommendations for the future utilization of the
study's findings by the Michigan State.educational television
station, the educational television field

in

general, and

those institutions that may be planning to join the field now,
or in the future.

CHAPTER II
EDUCATIONAL TELEVISION:

AN OVERVIEW

Introduction
It is the purpose of this study to examine the opera­
tional conditions at Michigan State's television broadcast­
ing station for the manner and degree of their impact on its
programming.

An examination of the larger theatre of the

television medium's development will provide a useful frame­
work for this study.
Background
The story of television and its development is roughly
five decades long; educational television is part of that
story.

Television's development is also a part of educa­

tional television's story.

An exhaustive examination of how

and why they differ does not belong here; however, an attempt
at a definition of educational television is appropriate
and is an overview of the fields of television and educa­
tional television where their backgrounds do mesh.
What is the definition of "educational television"?
Many of the field's historians appear to avoid the
confusion inherent in this non-definitive phrase by beginning
ETV's history with its institutionalization by the Federal
19

Communications Commission

(FCC).

This occurred in 1952,

when the FCC created a new class of television station"noncommercial, educational" —

and reserved 2 42 television

channels for the exclusive use of these stations.

But, this

seems to imply that there can be no educational programming
broadcast unless it is either broadcast over a reserved
channel, or, broadcast by a noncommercial, educational tele­
vision station—

and this denies much that is excellent and

worthwhile that is broadcast over many commercial stations,
and, in some instances, broadcast for academic credit.
It seems to the writer that arriving at a definition
of the term "educational television" is less important than
the degree to which the stated goals of such stations are
attained.

The combination of terms seems a paradox.

For

the purposes of this study, the writer will choose to concur
with the definition agreed upon by three of the field's still
active pioneers, Wilbur Schramm, Jack Lyle, and Ithiel de
Sola Pool:
Educational television is something of a paradox.
Part of the greatest sales medium ever developed,
it sells nothing.
Part of a medium with unequaled
ability to attract people to it, it programs for
minority audiences.
Part of a highly expensive
medium which needs the support of more than a
billion dollars in advertising money annually, it
gets no advertising support and exists on Spartan
budgets and a rickety financial structure of gifts
and school money.
Part of a great entertainment
medium, it invites its audience to come not for
entertainment, but rather for work.
It invites them,
not to relax, but rather to stretch their minds in

order to capture new ideas and information.^
Although that statement was published in 1963, before
many of the organizational and supportive developments im­
portant to the field came about, much of it remains true.
"Educational television" remains a "paradox," which over
its relatively short life span has meant different things to
different interests and different people, and, sometimes all
at once.

It seems useful to this study to examine it in the

context of the five decades of television, in general, with
its educational applications being a part of that whole.
The 1930's
The 1930's saw television, for the most part, still in
the laboratories.
form of radio —

Electronically, television is another

an amalgam of electronic discoveries that

culminated in a .picture of a dollar bill projected on the
wall of a basement laboratory m

Washington in 192 7.

2

Since

that time, television has reached an almost saturation level
of accessibility in the homes of the American people,and a
great deal of the rest of the world.

In the 19 30's, it was

still a technological novelty, and few thought beyond that.

Schramm, Wilbur, Lyle, Jack, and Pool, Ithiel de Sola.
The People Look At Television. Stanford, California:
Stanford University Press, 196 3, p. 1.
2

Bagdikian, Ben H.
The Information Machines: Their
Impact on Men and the Media. New Y o r k : Harper Colophone
Books, 1971.

22
In 1930, however, the Radio Corporation of America (RCA)
presented a demonstration of television in a movie theatre
for invited guests.^

In 1932, probably the first education­

al television programs anywhere were broadcast over the
"sound and sight" equipment of W9XK, the experimental sta­
tion of the State University of Iowa's electrical engineer­
ing department.

Between 1932 and 1939, that station

transmitted over 400 programs, including lecture courses in
art, shorthand, engineering and botany, as well as drama and
2
other entertainment.
But Iowa1 s early activity in program­
ming and the invitational presentation by RCA were notable
more for the fact of having been done at all than for the
significance or quality of their products.

Far more usual

program activities at this early stage in television's de­
velopment were those carried on by the majority of other
electrical engineering schools with experimental licenses;
here, the technology itself was being studied, and the program3
ming was simply a necessary evil.
Television's potential

■'■"ABC:s of TV," TV Factbook for 1975.
2

E.
B. Kurtz,
Pioneering m Educational Television;
1932-1939 ( Documentary Presentation), University of
Iowa, 1959.
'Sound and Sight' at W9XK were broadcast sep­
arately using a 'scanning disc' system rather than a tube,
and had to synchronize at point of reception.
This led to
less than quality technical production, regardless of what
may have been the excellence of the program content.
^Ibid.

23
as a carrier of substantive content was of little concern.
When the novelty of the new technology was gone, therefore,
the experimental licenses under which the schools operated
were simply allowed to lapse— like the experimental radio
licenses before them.

They had served their immediately

perceived purpose.'*'
The industry broadcasting engineers continued their
experiments in television.

In 1936, RCA tested outdoor tele­

vision pickup in Camden, N.J., and in the same year, the BBC
in London made television history by going public— largely
2
with RCA equipment.
This put the British ahead in the
field.

It was easier for the government-controlled British

system to command funds for development than it was for the
American free enterprise system to do so.

However, by 1937,

there were 17 experimental television stations operating in
the United States, and in 1939, the National Broadcasting
Company (NBC/RCA) telecast the opening day festivities of the
New York World's Fair.

The address of President Franklin

Delano Roosevelt was telecast from the Fair's Court of Peace,
3
and he was hardly more a star than the telecast itself.

Richard Hull, ETV:
The Next Ten Years (Stanford,
Calif. i Stanford University Press, 1963) , p. 338
(Appendix).
2 "ABC's

o f TV," TV Factbook for 1975.

A. H. Morton,
"Television," Chapter XV, Art m American Life and Education.
Fortieth Yearbook of the National

24
During the same year, NBC also telecast a major league
baseball game, a boxing match, and a college football game
using the first mobile unit transmitter on record.^"
The 1940*5
The United States' entry into World War II in 1941 neces­
sitated the retooling of all domestic manufacturing for war­
time production.

This meant no replacements of technical

hardware as well as no new technological equipment— television
and radio included.

During the forced hiatus in production,

the broadcasting industry and a few educators

(who had been

introduced to television, usually, because of an earlier
interest in radio education's potential)

felt the time could

be used to begin developing a public and educational demand
2
for television broadcasting after the war.
It was realized
that television would be very expensive, and yet, in our
society, it would have to somehow support itself.
the public itself must become an active partner.

3

For this,
For this,

Society for the Study of Education.
Guy Montrose Whipple (ed.)
(Bloomington, Illinois:
Public School Publishing Co., 1941),
p. 169-174.
^John Porterfield and Kay Reynolds (eds.), We Present
Television (N.Y.: W. W. Norton & Co., Inc.), 140, p. 202.
2

Richard Hull,
ETV:
The Next Ten Years
(Stanford,
Calif.:
Stanford University Press, 1963), p. 338
(Appendix).
3

Robert Blakely,
The People's Instrument:
A Philosophy
for Public Television. A Charles F. Kettering Foundation Re­
port.
Washington, D.C., Public Affairs Press, 1971, p. ix.

25
a climate of expectation and demand had to be created, one
that would be ready at war's end when television transmitters,
television receiving sets, and television programs to be
transmitted and received, would become readily available.

A

massive distribution of information about the new medium was
needed.

The educators who were already converts of educational

broadcasting had to inform and convert their more traditional
educational colleagues and administrators, and industry had
to inform both the educational broadcasters and the public.'*'
So, the domestic manufacturing hiatus of a tragic war gave
broadcasters

("commercial" and "educational" had still to be

delineated) the time necessary to prepare for the new medium
of television.
There was much interaction between the two groups and
much of it was recorded in the annual publications of various
educational and professional organizations.

2

The trickle of

articles and comment about television that had appeared in
the 1930's,in the 1940's,became almost a steady stream.

In­

dustry spokesmen were frequent guests at educational insti­
tutes, and broadcasting journals sought out industry's experts
for articles.

The Annual Reports of two of these Institute

series have been particulary useful to the writer, the

^Richard Hull,
ETV:
The Next Ten Years ( Stanford,
Calif:
Stanford Univ. Press, 1962) p. 339 (Appendix).
2

Richard Hull,
ETV:
The Next Ten Years ( Stanford,
Calif:
Institute of Communication Research, 1962) p. 333
(Appendix).

26
Institute for Education by Radio (later Radio-TV), head­
quartered at the Ohio State University at Columbus, and the
National Society for the Study of Education.

A careful

study of the available publications of these and others of
their kind appears to show that television did not become a
formal agenda subject until 1940 at the annual institute of
the National Society for the Study of Education.
that year was:

The title

"Art in American Life and Education," and

the principal speaker was Alfred H. Morton, Vice President
in Charge of Television for the National Broadcasting Com­
pany (NBC).'*'

For a view of the state of the television art

at that time, and the expectations held for its future, the
writer could do no

better than to include portions of Mr.

Morton's address here.

Some of the operational concerns he

seems to identify at this early stage of television's de­
velopment are not unlike those in the operational conditions
identified for examination in this study— technical capabil­
ity and accessibility, financial support, political organiza­
tion, and creative production.

The following paragraphs have

been excerpted from Morton's 1940 address— "Television-"
On Television's Technology and Financial Support:
Before our eyes a new miracle in mass communica­
tion is taking shape.
Television, long heralded
and much publicized, has made its debut in America,
thus marking the beginning of the second phase of
an invention in which millions of dollars and more

*~Loc. cit. , p. 169.

27
than a decade of intense labor by hundreds of
scientists and practical engineers have been
invested.
Years have gone into the development of tele­
vision; the measure of its use in actual day-today telecasting is in months.
Despite extreme
infancy, however, telecasting has already given
some amazing demonstrations of its significance.
Some of these have attracted national press com­
ment. . . . Opening the New York World's fair, the
President's Court of Peace address on April 30,
19 39.
Later, the same year, NBC presented sports
events, the visits of King George VI and Queen
Elizabeth to the Fair.
Many dramas have been pre­
sented in the studios, several parades - including
the entry of the U.S. Army's favorite 'Iron
Horses' into New York . . .
On Education via Television:
Of particular interest to educators were several
book reviews, art presentations, a lesson in
photo electricity by Dr. C. C. Clark of New York
University, and a demonstration of 'brain waves'
. . . Dr. Georg Roemmert presented his microvi­
varium, revealing the bacterial life in a drop of
water by means of a projection microscope, to the
amazed members of our television audience.
On the Accessibility of Television:
But few persons in the U.S. have seen television
at work either in the field or in the studio.
It
is not the place here for details but those in­
terested in learning more about this ingenious
system may refer to more extended discussions both popular and technical . . .
David Sarnoff, RCA President, has said:
'The
ultimate contribution of television will be its
service towards unification of the life of the
nation, and, at the same time, the greater de­
velopment of the life of the individual.' And,
again, he says:
'It is a new art so important
in its implications that it is bound to affect
all society.
It is an art which shines like the
torch of hope in a troubled world.
It is a crea­
tive force which we must learn to utilize for the
benefit of all mankind.'
^Ibid., p. 170.

28
On Television Programming in General:
Programming should be of the widest range.
It
must certainly encompass the entire scope of
present-day sound broadcasting, and include,
additionally, much that is now found unsuitable
for radio . . . Today's radio emphasizes those
programs that may be enjoyed without the aid of
vision.
Thus music is heavily emphasized.
Tele­
vision, naturally, will turn to those subjects
where visibility adds materially to the enjoyment,
or, the usefulness of the program.
The visual
arts, therefore, should at last find encouragement
in a radio art. . . .
We hope to do for the
visual arts.what sound broadcasting has done for
music. . . . Drama, politics, and government
should take on new meaning for the average man
and woman through the television medium. . . .
News events are of the highest importance for
it's here that television's unique quality of
instantaneous visual transmission of scenes takes
on its most spectacular guise.
The suspense that
adheres in a happening the outcome of which still
remains unknown - this in itself would guarantee
television's success. (Emphasis added.)
On Future Opportunities for Educational Television:
Many other new, if less spectacular opportunities
will be found in television.
Dr. Roemmert's
microscopic world or a recent program demonstrat­
ing how to make a prize-winning apple-strudel.
Within these broad limits, most of those who have
the gift of teaching the masses of our citizens
will find ample scope for their activities.
On Policy and Organization:
Before such things can come to pass on a broad
scale, however, television has some perplexing
problems of its own to solve.
First among these
is the creation of a network, first regional,
then national, to carry television into American
homes.
I am happy to report prospects are very
bright for the creation of a limited network
within a comparatively short time 1 . . . an in­
genious automatic radio relay, now ready for
practical tests, should give considerable

^(Philadelphia, Schenectady, Washington, Boston, and
New York City.)

29
impetus to the spread of television"^" . . . .
On Problems Pacing Television's Further Growth:
Our great problem, however, is economic.
We
believe that if television is to be forever
free of the danger of regimentation - such as
characterizes sound broadcasting at present
in some nations in Europe - then it must be
developed within the framework of the American
system of radio broadcasting.
TELEVISION MUST
EARN ITS OWN KEEP!
Fortunately, television
has qualities that, I firmly believe, will
enlist the support of American business and
industry.
Our experiments with advertising
programs confirms this belief.
So that,
eventually, when television offers a daily
schedule of many hours of varied programs, the
entire structure should be supported by the
comparatively small percentage of sponsored
presentations.
This system has made American
sound broadcasting successful and free; it can
do as much for television, so that through it,
as Mr. Sarnoff has said;
'America will rise
to new heights as a nation of free people and
high ideals . 1
Many television advocates of both industry and educa­
tion concurred with these views, and, throughout the Forties,
their information exchange and distribution continued.
Questions were raised on many occasions for industry spokes­
men to answer.

In 1943, at an Institute of Education By

Radio, Gilbert Seldes, President of CBS, was a guest.
of the questions he was asked are pertinent today:
Q:
A;

What about patent rights?
Venture funds should be allowed
to gain money.

"*"Ibid. , p. 172.
^Ibid., p . 174.

Some

30
Q:
A:

Is television being retarded because
radio and motion pictures fear it?
No!

Q:
A:

How can television be extended for education?
Teachers can become 'educational social
workers' - visiting the home to teach,
perhaps?

Q:

What will television be like after the war?

To this last question, Seldes replied that he saw the
broadcast television days as:
AM: - Education;
Afternoon: - Sports and such;
PM: - Plays, symphonies, dramas . . . Film will
undoubtedly be a strong source of the last.
And, he referred to the opinion of Winston Churchill that
television would be a part of every man's life after the war.^
The need to educate students for broadcasting after the
war was a growing concern now of educators and broadcasters
alike.

Articles like that of John T. Williams,

vision Outlook,"

2

contributed to this.

"The Tele-

Williams had been in

charge of what was probably the first public instructional
television education series ever offered— training air wardens
by means of television programs viewed by them on sets placed
in the police stations over the five boroughs of New York
City.

The programs were then shipped from NBC, New York, to

Gilbert Seldes, "Wartime Broadcasting," Discussion.
14th Yearbook of the Institute for Education On the A i r .
Columbus, Ohio:
Ohio State University, 1943, p. 181.
2

Vol.

John T. Williams, "The Television Outlook," Q J S ,
30, 1944, pp. 136-140.

31
Schenectady and Philadelphia for rebroadcast.

Williams

wrote of the implications of this experience:
Educational institutions will want to train
students for the medium.
For this they will
need access to equipment.
There are two solu­
tions:
(1) a University station serving the
area; (2 ) a television lab of operation with
studios, control room, cameras, etc., using
'kinescopes' (monitoring machines) for
critical analyses.
To set up such a 'workshop' (I know of none
existing at present) to build such would cost
between $25,000-$40,000, exclusive of instal­
lation.
While a complete station, exclusive
of installation costs and costs necessary for
the physical studio - would be approximately
$75,000.
And, Williams continued:
The future points to a television set in every
home with electrical service.
The programs will
cover a wide variety of subjects with entertain­
ment type programs comprising the major portion
of the schedules - just as in radio.
Americans
like to be entertained, and television will take
the public to a wealth of places many have never
seen.
On a less euphoric note, but a useful one, the educa­
tional broadcasters were reminded of their own history with
radio development by one of their colleagues, Louella
Hoskins.

As the Round Table Discussion leader on "Teacher

Education,"

2

in 194 3, Hoskins, of New York University, re­

marked that the history of issues in radio "seem always to

^Ibid., pp. 136-140.
2

Louella.Hoskins, "Teacher E d u c a t i o n D i s c u s s i o n .
14th Yearbook of the Institute for Education by Radio.
Columbus, Ohio:
The Ohio State University, 1943, p. 343.

32
have revolved upon several fundamental concepts:
(1 )
(2 )
(3)
(4)

(5)

lack of interest on the part of administra­
tion and teachers;
inadequate funds to provide suitable and
sufficient equipment;
crowded teaching schedules and large classes;
lack of information about programs available
for school use for which stations as well as
newspapers and school systems are responsible,
and,
an unawareness of the ways in which programs
outside the school may be utilized.

. . . All these are in addition to the reluctance
of school systems to provide equipment or to en­
courage teacher attendance at courses, conferences,
or meetings dealing with radio in education
Many of the problems mentioned in this discussion were
seen as having been intensified by the war— problems with re­
placing hardware, unavailable newsprint, travel restrictions,
overcrowded classrooms, and extra-curricular duties of teach­
ers in war drives.

Many of Hoskins'

remarks regarding radio's

problems in development will be recognized as still being
experienced to a significant degree by present day educational
broadcasters.
The decade of the 1940's was also the period during
which many of the first, and now classic, mass communications
research studies were conducted.

^Ibid., p. 344.

Researchers such as

33

Lazarsfeld,

1

Bartlett,

2

Herzog,

3

Whan,

4

and Churchill,

5

all

delivered reports on their findings at educational broadg
casters' institutes.
The annual agendas of many of these
institutes continued to reflect an increased awareness,
interest and knowledge about broadcasting, and television
broadcasting, in particular.
many things:

The concerns expressed were of

How could teachers teach about this new medium?

How might they use the media to teach?

And, how might both

teacher and "civilian" be taught how to use them and be
taught by them?

Ross Scanlon, of New York University, wrote

Lazarsfeld, Paul F.
"The Daytime Serial As Research
and Social Problem." Paper read before 1942 Workstudy Group
of Education On the Air:
"Research in Educational Broad­
casting."
194 3 Yearbook for the Institute of Education On
the Air.
Columbus, Ohio:
The Ohio State University, 1943,
p. 343.
2

Bartlett, Kenneth G.
"Broadcasting and Public Opinion."
Paper read before Workstudy Group of Education On the Air:
"Research in Educational Broadcasting."
1943 Yearbook for
the Institute for Education On the A i r . Columbus, Ohio:
The Ohio State University, p. 319.
3
Herzog, Herta.
"Commentators Survey:
ary Findings," ibid. , p. 3 30.
4
Whan, F. L.
ibid., p. 324.

"Interview, Mail, and Telephone Surveys,"

^Churchill, John K.
ibid., p. 334.

Air.

Some Prelimin­

"CBS Listeners' Diary Study,"

19 43 Yearbook for the Institute for Education On the
Columbus, Ohio:
The Ohio State University, 19 43.

34
in "Television and Departments of Speech."^
NOW (1944) is a hiatus for television for 'civil­
ians' - we are 'marking time!'
Most colleges who previously to Pearl Harbor had
courses in 'sound' broadcasting, will need to
offer television courses after the war.
But,
there is one challenge to all - TELEVISION MUST
DEVELOP ITS OWN TECHNIQUES!
. . . In acting
(there can be no re-takes as with film). In
newscasting, in sportscasting, (practitianers
must beware more excitement in the delivery than
the event warrants). The field demands person. nel of all kinds, specifically trained for
television. . . . Colleges should plan to meet
this need after the w a r !
But, in 1946, at war's end, there were still only six
authorized nonexperimental television stations on the air in
all the United States, and there were only 6,500 receiving
sets.

2

One of those few stations with a regular schedule of

programs was WNBT, NBC, at New York's Rockefeller Center.
Within the assured three hour broadcast each week was a
program on which the writer, in September of 1946, was be­
ginning her second year of television production and per3
formance.
In 1946, there were, as yet, no commercials to

■*"Ross Scanlon, "Television and Departments of Speech."
Q J S , Vol. 30, (1944), pp. 140-146.
2

Richard Hull, Educational Television:
The Next
Years. Stanford, Calif:
Institute for Communication
Research, (1962), vii, p. 34, (Appendix).
3
The participants of that "family-style" program "For
You and Yours" would have been amazed had they realized that
the majority of the 6,500 sets that displayed their efforts
were in the corner bars of Manhattan's five boroughs and the
RCA Executives' Lounge just a floor above their broadcast
studio.

35
be planned for— the delineation between "commercial"
(sponsored) and "noncommercial"

(sustaining) did not occur

until about 1948 when the big, single sponsor vaudeville or
variety shows of Milton Berle, Imogene Coca and Sid Caesar
began weekly broadcasts.

Business and industry by then had

begun to realize the enormous sales potential of the tele­
vision medium and became less eager to share it with educa­
tion.'*'

Only a few insightful educators were seriously con­

cerned.

They now began to realize the need to organize to

protect and assure the availability of television for non­
commercial, education purposes.

Leadership, however, was

lacking.
The National Association of Educational Broadcasters
(NAEB), was an organization which had grown out of educa­
tional broadcasting's need for protection before the war
when broadcasting meant only radio.

During the past, NAEB

was most concerned with the rebirth of radio and the organ­
ization of FM for educational use.

The growth of television

within such a short time appears to have taken them by sur­
prise.

The NAEB Newsletter of August 31, 1948, seems to

support this idea.

It reported the FCC had held hearings in

June on the Assignment of television channels and:

F. B. Hennock, "Educational Television:
An Opportun­
ity and a Responsibility."
Speech with Discussion before
1951 Institute for Education on the Air.
Reported 21st
Yearbook of Education By Radio; Television, pp. 7-12.

36
1.
2.
3.

Reallocations definitely in the picture
. . . when and where remain a question . . .
There are more TV applications than frequen­
cies in many areas and situation is likely
to get worse rather than better.
Astonishingly, few educators appear to be
interested in TV operation, considering the
fact that once the TV channels are filled
there is not likely to be a second chance. . . .
Significant factor here is cost of installation
and operation is prohibitive for most, but may
show shortsighted view of future .1

It was in 1948, that educational television's informal
history might be said to have begun.

In that year, the so-

called "freeze" on television channel allocations was de­
clared by the FCC, in addition to the NAEB's awakened
interest in gathering support; in that year, too, for the
first time m

history, a woman was appointed to the FCC.

2

President Truman appointed Frieda B. Hennock to the Commis­
sion and she made television used for education her special
concern until the channel reservations for education were a
fact.
More hearings were held by the FCC in September of 194 8
and in this connection, Billboard of August 21, 1948, said:
Last chance for educational institutions to get
into television broadcasting is seen now resting
with the FCC's hearings on upstairs video.
All
but crowded out of the television field, educa­
tional institutions are expected to push vigor­
ously for the reservation of channels in the upper

^Newsletter - National Association of Educational Broad
easterly (August 31, 1948).
2

TV Factbook.

FCC Commissioners,(1975), p. A-10.

37
[UHF] band. With present channels approaching
saturation [VHF], it appears certain that sat­
uration in the low band will find universities
hold no more than six stations.
Both FCC and National Association of Education­
al Broadcasters are worried over failure of
educational institutions to get aboard the TV
bandwagon.
NAEB has cited the high cost of
initiating and operating a TV station as the
chief reason for the lag of the educators in
the important new field.
Chairman Wayne Coy,
of FCC, has issued two separate invitations for
educators to appear at next month's hearings
and request the Commission to set aside channels
for educational outfits as has been done with
F M .1
On July 11, 1949, the FCC released its proposed alloca­
tion plan for television but failed to make any reservations
for educational stations.

The NAEB immediately filed its

intention of appearing at hearings on the proposed plan and
was joined in this by the National University Extension
Association, the U.S.O.E., and other similar agencies.

The

Land Grant College Association and many individual education­
al institutions also testified.
In the fall of 1949, NAEB President, Richard Hull of
Iowa State College, submitted requests for support funds for
these efforts to several organizations and a request for
approximately $4,000,000 to cover a ten year period was made
to the Ford Foundation to enable the NAEB to establish a
national headquarters and a program production center.
Over this same period the NAEB was also instrumental in the

^Ibid., August 31, 1948, p. 38.

38
formation of the Joint Committee On Educational Television
to coordinate the efforts of all the organizations inter­
ested in the reservations of channels for education.'*'
The 1950's - "Get the reservations!"
Shortly after Hennock's appointment to the Commission,
she was invited to speak at the Annual Institute for Educa­
tion by Radio.

This could be said to have been the begin­

ning of the "Get the reservations!" campaign waged by
Commissioner Hennock and the band of educational broadcasters
and administrators that she helped marshall to the cause of
ETV.

In that address, Commissioner Hennock pointed out some

plain truths about the isolation and "elitism" of the group
who faced educational television's challenge.
(Hennock):
A good portion of American programming must be
designed to help the public, not merely to
perpetuate its limitations. . . . The way to
do this is to have non-commercial interests an
integral part of radio and television . . .
lay the bulk of the responsibilities on educators. This Institute is a good idea - a wonder­
ful thing.
But it's too isolated!
Discussion
like this should be held on every one of our
1,700 campuses.2
Television was about to begin, Hennock warned the education­
al broadcasters, and education should be ready to explore

-*-Richard Hull, ETV:
The Next Ten Years.
Calif:
Stanford, (1963), p. 3 3 9 , (Appendix).

Stanford,

^"Education On the Air," 21st Institute Yearbook:
Education by Radio, (1950), pp. 7-12.

39
its possibilities and participate in television broadcast­
ing from the beginning.

She said:

This is a crucial period, and once these fre­
quencies have been allotted it is unlikely that
there will be any further room made for tele­
vision.
It has been proposed that special fre­
quencies be set aside for educational television
use . . .
And Hennock made a plea for active support:
Several educational organizations have indicated
that they will be willing to appear in the hear­
ings to support this proposal.
These organiza­
tions need the support of each of you and the
schools you represent . . . But, where are the
titans of our educational system now that the
time has come for you to demand your rightful
place in the television picture? We at the FCC
cannot and would not impose our ideas of what
American broadcasting should be like.
If you
get into television now you may prevent its assum­
ing the same character as our aural broadcasting.
You must do it, for nothing is so important to you
as educators and our nation! . . . (Emphasis added.)
I would quote from Judge Learned Hand in 1930 in
'Sources of Tolerance.'
He discussed the mass
production of epidemics in ideas, and the science
of propaganda which is sweeping our country, using
as examples typical advertising.
Judge Hand went on:
'I submit that a community
used to be played on in this way, especially so
large and homogeneous as we' have become, is not
favorable soil for liberty.
That plant cannot
thrive in such a forcing bed; it is slow growing
and needs a more equitable climate.
It is the
product, not of institutions, but of temper, or
an attitude toward life; of that mood that looks
before and after and pines for what is not.
It
is idle to look to laws, or courts, or principal­
ities, or powers, to secure it.'l

^Ibid. , p. 40.

In the ensuing discussion, the educators questioned
Commissioner Hennock about the scarcity of channels.

Her

reply was again a challenge:
We cannot sit tight in Washington and reserve
them for you unless you show some interest!
I have asked you educators to evince some
interest, to indicate your willingness to use
them in the future . . . (emphasis added).
I want the channels set aside, and I want you
people to come in and back up the U .S .0 .E .,
the N.E.A., and other educational institutions
that have filed notice of appearance.
1 want you to write and phone the FCC to re­
serve those channels and I ask that as many
of you as possible appear before the Commis­
sion 11
The FCC had suspended all allocations of channels in
1948.

This "freeze" spanned four years from 1948 to 1952,
2
bridging the turn into the decade of the Fifties.
In 1950
there were 10 3 television stations on the air and six under
construction, while the FCC was holding 350 additional tele
vision applications for the "thaw."

3

To offset this,many

areas spurred initially by the NAEB and JCET, and, echoing
the Hennock charge of "Get the reservations," presented
representatives from 78 institutions and organizations for
4
testimony before the Commission in behalf of education.

^Ibid., p. 40.
2

See p. 36.

^Ibid., p. 36. .
^Among them, John A. Hannah, President of Michigan

41
As educational television moved into the Fifties,only
200 television stations existed in all the United States.
Nine out of ten people in the United States, at this time, had
never seen a television program.

In 1947,there had been

only 17 TV stations over the entire country, and nearly half
of all the television receiving sets were located in the
New York area.'*"

There was no coast-to-coast interconnection

and so, consequently, no national network.

Nonetheless, in

November 1947, NBC Sales had already begun projecting pro2
duction costs for eventual clients.
In January 1948, NBC
bought full page ads in various newspapers to call the at­
tention of the public to the "greatest medium for mass com3
munications in the w o r l d - - Network Television!"
The NBC
television "network" at that time still consisted of the
linkage between those same cities of earliest television
referred to by Morton:

New York City, Philadelphia, Sche-

nectady, Boston, and Washington.

4

State College, testifying as President of the Association of
Land-Grant Colleges and Universities.
See Chapter III, p. 53.
"^Leo Martin and Ward L. Quaal, Broadcast Management:
Radio and Television. Studies in Media Management, A.
William Bluem, editor.
New York:
Com Arts Books, Hastings
House Publishers, (1968), p. 93.
2

Michigan State University Archives:
Hannah File:
TV Development.
Appendix, letter of reply from NBC Sales
to Michigan State College Professor Giel, (Nov. 5, 1947),.
3
Martin; Quaal, op. cit. , p. 90.
^Chapter II, p. 24.

Although television itself was barely born at the turn
of mid-century, the famous of theatre and motion pictures
were already making the television set a member of the
family.

The new category of "educational television broad­

caster," however, had only begun to be identified.

John

Walker Powell notes:
The history of educational television is one of
exceptional drama because it is the story of
individuals, and their impact on very far reach­
ing events.
Not many know, and fewer still re­
member, how few were the people who detonated this
educational explosion. . . . Opportunity did not
'arise' - it was forced into being. . . . All of
it demanded incredible labors of detail - legal,
technical, organizational; planning, designing,
constructing, operating and managing; getting laws
and ordinances changed, newspapers convinced,
organizations committed, unions reconciled, and
money in the bank.
As it was people who did it, our story has to be as it is - replete with them - if a few of them
are encountered many times, this was the nature
of the case.
If a few organizations became un­
bearably familiar, that too is unavoidable if
our chronicle is to be accurate.
But more than individuals are involved after all:
the structure of our law and government, the
processes of our society and our communications;
the economy and political forces beloved of
America use.
And something else - concepts,
imagination, vision; the presence, in short, of
that without which the story even of 'people'
fails of drama, of significance:
the presence
of the IDEA - ETV.1

•'•John Walker Powell, Channels of Learning:
The Story
of Educational Television. Washxngton, D.C., Public Affaii
Press, .{iVb'Z) , p. 3".

43
And Powell goes on to note that the creation of local
stations was not the "upwelling of civic gratitude for the
opportunity offered."

More often they came into existence

under the goad and under the guidance of just the same few
national "generals" plus scores of believing but, sometimes
inept, "privates."

Educational television's arrival,

Powell seems to be saying, was not a simple, or natural, or
peaceful, nor yet inevitable, happening. ^
Withal this needed organization of the new field/in
the generic sense, there was still the need to learn how
the medium worked.

What were the unique "television tech­

niques" referred to by Scanlon?
to be discovered.

These were only beginning

There were still only a very few people

in the world who could be called "expert" in the skills of
television.
education.

Everyone was learning at once— industry and
Together they organized Television Workshops in

order to learn and practice together, in order to explore
2
and perfect the new art.
By 19 52, when the FCC lifted the
"freeze," created a new category of station--(noncommercial,
educational)— and reserved 242 channels for their use, the

"^Powell, ibid. , p. 3-5.
2

These workshops were sponsored by various agencies
from both industry and education and held at various loca­
tions and properly equipped institutions beginning in 1947
[NBC Workshop, Chicago] through 1955 [WKAR-TV, Michigan
State College].

W?.'"

44
educational broadcasters had realized that although they had
won that battle there still remained the war.
these channels be used?
they be put?

How should

To what purpose or purposes should

The technology of the field was continually

changing; the creation and equipping of television stations
was exceedingly expensive; the channel allocations, although
reserved, still had to be applied for (and the legal language
of the FCC was usually strange to the educational broadcasters) !
and, there was no pool of trained creative and technical
personnel to draw upon to operate the television stations' if,
and when, they did get the channels.

Few were prepared for

any of these realities.
In 1948, only five educational institutions had been
seriously involved within television— the State University of
Iowa, its sister institution, Iowa State College; Kansas
State College; the University of Michigan; and the American
University in Washington, D.C.

Of these, only the last two

were equipped with studios of their own and were producing
programs to be broadcast by commercial stations.'*'
In February of 1950, WOI-TV, Iowa State College, had
begun regular programming operation as the 100th television
station in the United States, and the first nonexperimental,
educationally-owned television station in the world (thus

1 Richard Hull, ETV;
The Next Ten Yea r s .
Calif.:
Stanford, (1963), p.' 334, {Appendix') .

Stanford,

45
culminating a planned development begun by the College's
President, Charles E. Friley, in 1945).1
Syracuse University,at the same, time was producing pro­
grams to be seen over commercial station WSYR-TV and had
instituted the first formal degree program for the professional training of television students.

2

In 1951, Michigan State began systematic experimenta­
tion in closed-circuit television instruction and planned to
build its own station.

3

The FCC heading for the new ETV station license cate­
gory and the reservations made for it did spur other in­
stitutions into the planning stage; yet, by July, 1952 Kansas State College had actually applied for permission
to construct one of the new stations.
ceed, so Houston
May 12, 1953.

It was unable to pro­

(KUHT) became the pioneer ETV station on

On January 15, 1954, Michigan State's WKAR-TV

joined Iowa State College

(WOI-TV) and Houston (WUHT) to

become the third noncommercial educational station on the
. 4
air.

^Ibid., p. 342.
^Ibid., p. 343.
^Ibid., p. 343
4
Michigan State, like Iowa State, was not on one of the
reserved ETV channels.
Both these institutions had had ap­
plications on record before the 1952 ruling of the FCC.
Michigan State has always operated on a noncommercial,

46
The 1960's
In 1961, there were 62 ETV stations on the air, 57 of
them holding noncommercial licenses and 28 more stations were
in advanced stages of planning.^

If the decade of the 1950's

had been devoted to learning about the television medium and
organizing for its protection for education's use, the 196 0 's
was a decade of "settling in" and an evaluation of what had
been done and what still needed to be done for the realiza­
tion of its full educational potential.

Many of the agencies

that had come to ETV's cause during the FCC hearings on the
reserved channels continued their efforts in its behalf.
Perhaps most important among these was the Ford Foundation.
Having determined in 1950 to lend its efforts toward the de­
velopment of a national educational structure and program
service after 1950, it had given the president of
its Fund for Adult Education, C. Scott Fletcher, the direcO

tive:

"Make ETV a reality."

In 1950, the Fund under

Fletcher's direction (1) began work toward the reservation

educational license, but, until its present Channel 23 was
formally reserved in May of 1973 by the FCC, it had operated
on unreserved channels - UHF 60, VHF 10, and UHF 23.
^Richard Hull, Educational Television:
Years. Stanford, (1962), p. 336 (Appendix),

The Next Ten

C.
Scott Fletcher,. "Introduction," Channels of Learn­
ing:
The Story of E T V , by John Walker Powell, (1960), p. v,
(Appendix).
.

47
of television channels;

(2) began a program of matching

dollar grants to encourage local station construction;

(3)

established a national program center which eventually came
to be known as National Education Television

(NET); (4)

underwrote the ad hoc Joint Council On Television (JCET) as
legal advisor and Washington watchdog for the ETV stations;
(5) created the National Citizens Council On ETV (NCCET) to
publicize and promote station activation across the country;
a n d , (6) helped to underwrite the National Association of
Educational Broadcasters

(NAEB) as the professional head­

quarters and personnel training organization for the new
stations.'*'

At least partially through these actions, there

existed by the 1960's,a legislative awareness at both state
and congressional levels of the immense powers latent in the
television medium, and a realization of the need for further
extension.

Millions of dollars had been put into ETV annu­

ally by business and industry, tax sources, philanthropic
foundations, and individuals, and many continued to provide
funds for further research and development in the field.
In keeping with Powell's perception of ETV as a drama
of individual effort,

few individuals over the time of its

development have been actively involved with as many dif­
ferent aspects of the educational television field as

^■Richard Hull, ETV in Controversy, by John Schwarz- .
walder, (1969) , p. vii, (Foreward) .

48
C.Scott

Fletcher.

Fletcher, in

theTelevision Advisory Panel

1960, gave testimony before

ofthe FAE and told the

group:

On Technology:
Everything depends on what the people who
have the means in their hands do with it.
. . . A television set can be counted on
to do many jobs, except take an active
interest in the audience that it serves. . . .
In general, I would say that, with some
notable exceptions, ETV, on the whole, has
not measured up to its great promise. The
tendency is to turn off something which is
not interesting and to forget the educa­
tional channel unless something notable
appears.
When there is an organized effect,
the audience can be held, and the invitation
to learning can become an invitation to
organized participation. . . .
On Programming Production :
If you want to have quality programs you
need three things:
(1) a climate that will
entice the talented to give the best possible
vent to their talent; (2) the ability to pay;
and (3) a determination to produce programs
that will be great. . . .
ETV was brought into being to serve the
community as a library serves the community.

. . .

On Financing:
There should be a national headquarters to plan
an annual drive to get funds, community by
community, for financing of local stations.
The future planning of financing must be dis­
cussed.
It should involve a national drive
for a national concept and movement. . . .
These stations are such valuable assets that
we have to get it in the minds of the public
that here ijs an asset that must be financed in
various ways.
On Policy :
We should never be placed in a position where
the policy control of what goes on a station
would be affected by funds.
The control must

49
remain local.^
During the evaluation decade of the 1960's Fletcher
acted as the executive consultant and founder of the Educa­
tional Television Service (ETS).

Also acting as management

consultant for the NAEB, Fletcher demonstrated the vital
role of that body by through it obtaining grants to estab­
lish the ETS program service; by organizing the first confer­
ences on much-needed/ long-range financing of ETV stations;
by encouraging the creation of the Carnegie Commission on
2
ETV; by laying the groundwork for implementing its recom­
mendations which led to the formulation and passage of the
Public Broadcasting Act of 1967; and,by counseling those
who brought the Corporation for Public Broadcasting (recom­
mended by the Carnegie Commission Study and provided for
in the Public Broadcasting Act) into being.
The Sixties had been tumultuous for ETV, but, they
had set in place many of the organizational elements that
had, from the beginning, been viewed as important to the
success of the entire system.

As the 1970's arrived, many

things had been assured in educational television's inter­
ests— not the least of these the strong national agencies

‘C. Scott Fletcher,
Testimony Before the Television
Advisory Panel of Fund for Adult Education, reported in
ETV: The Next Ten Years, 1960, op. cit., p. 158.
2

Public Television:
A Program for Action:
A Report
of the Carnegie Commission On Educational Television.
New York City:
Harper and Row, Inc., (1967).

able to give technical, financial, legal, political, pro­
gramming and public support, not only to existing stations
but to those yet to come.1

Through the aid of many agencies

and. individuals, ETV entered the 1970's with:,

a (somewhat)

stable technology; a (somewhat) dependable financing; polit­
ical legitimacy (in the eyes of government if not of all
those in education); and, an increased quality of program
production, with an increased availability of better pro­
gramming and a greater access to it by ETV stations.
As a result of four decades of effort in the field, ETV
now has in place, or has already benefited from:
1.

Law and government protective and support
structures:
FCC Sixth Report and Order
ETV Facilities Act
All Channels Act
Public Broadcasting Act of

2.

(1952)
(1962)
(196 3)
1967

Local, Regional and National organizations that
offer economic and political advice, protection
and funding services to the individual, regional
and national networks of stations:
Corporation for Public Broadcasting (CPB)
Public Broadcasting Service (PBS)
Eastern Educational Network (EEN)
Central Educational Network (CEN)
Southeastern/Central Network (SECA)
Educational Television Service (ETS)
National Educational Television (NET)
National Association of Educational
Broadcasters (NAEB)
People for Public Broadcasting (PPB)

John Walker Powell,
"The Fund for Adult Education,"
Chapter VI, Channels of Learning, The Story of E T V , op c i t . ,
p. 55.

51
3.

National, government, and professional agencies
that are available to support, advise, and,
occasionally, finance ETV:
Carnegie Commission On ETV (1967)
Health, Education and Welfare (HEW)
United States Office of Education (USOE)
Corporation for Public Broadcasting (CPB)
National Association of Educational
Broadcasters (NAEB)
Joint Council of Educational Television (JCET)
American Council on Education (ACE)
Advisory Council of National Organizations (ACNO)

4.

Society's, at least peripheral, awareness of public
television, and its (approximately) 250 ETV
stations.

ETV had come

a long way since 1948, when no

Acts, or agencies

existed and FCC commissioners

organizations,
like

H e n n o c k had had to beg for education's attention for the
new medium's protection and utilization.
The 19 70's
At last — a time for programming.
The Corporation for Public Broadcasting in 19 70, used
the facilities of the American Telephone and Telegraph (A.T.T.),
with some of the ETV stations to create an interconnection
among some of the 170 ETV stations operating at that time.
The "Public Broadcasting Service"

(PBS), in 1975, now serves

approximately 250 individual ETV stations which may be any
one of four kinds depending on their style of financial
support— university or college, state or local public school
system, state educational network, or, community-owned

52
station.'*'

The programming distributed to these intercon­

nected stations by PBS for their local station schedules
has been given a considerable boost at the pre-school and
elementary level schedules by The Children1s .Television
Workshop programs— (Sesame Street, The Electric Company) as
well as at the general, adult level by the several British
series— (The Forsyte Saga, Civilization, The Ascent of Man,
Upstairs, Downstairs)

they have been found to be of better

quality and less expensive to import than they would be to
create or recreate in this country.

But what of the ETV sta­

tions' own locally originated programming?

Many have little

production money and it is easy to "ride the net."

To many

educational television broadcasters, however, the idea that
the "net," the "public television interconnection" system,
might become a "fourth network"— and one with the potential
of government control because it was a creation of a govern­
ment appointed organization, the Corporation for Public Broad­
casting— was disturbing.

The Carnegie Commission on ETV had

said that American public broadcasting should be an indigenous
system reflecting national tradition and responding to nat­
ional needs.

In 1974, to exorcise any "fourth network"

Most of these stations are no longer called "education­
al television stations" but by their new definition of "pub­
lic television stations"— born out of the Carnegie Commission
Study, Public Television;
A Program for Action;
A Report
of the Carnegie Commission on ETV 1967, op. cit.

53
specters* the CPB and the public television stations approved
an agreement leaving program choice at the local level.
(This principle is in perfect accord with the premise upon
which all United States broadcasting and education is based—
the rule of local autonomy— as a means of keeping the respon­
sibility for programming and education kind, taste and con­
tent

with the members of the community the local station and

school system hopes to serve.)
This programming agreement, called the "Station Program
Cooperative"

(SPC), went into effect in late 19 74 and means

that only programs for which individual stations pool their
funds to pay for will be produced or acquired for distribution
by PBS.

Stations are provided with funds by CPB and other

sources to "buy" their choices.

For every $4 the station

commits, the national pool contributes $5.'*'
Although local stations have always been responsible for
final program choice, the purpose of this current agreement
is, ostensibly, and eventually, to allow the stations to take
over the entire responsibility of supporting the program co­
operative, thus giving the CPB freedom to develop new pro­
gramming.

PBS, owned and operated by the local stations, now

has become the national coordinator and distributor for their
programming.

Status Report On Public Broadcasting. Report to the
Corporation for Public Broadcasting by the National Center
for Educational Statistics, (1974), p. 10.

54
Perhaps anticipating this new era of program develop­
ment, the CPB turned to its Advisory Council of National
Organizations

(ACNO) in 1974 for guidance.

It asked ACNO

to conduct a study and make recommendations to the CPB
Board regarding the role the Corporation should assume in
the relationship between "public broadcasting and educa­
tion."'*'
The Advisory Council set up four task forces in the
areas of early childhood education; elementary-secondary
education and teacher training; post-secondary formal edu­
cation; and adult education.

The studies of these groups

were completed in December of 1974 and a report was filed.

2

The recommendations of the group, although not binding on
the CPB, can be useful as a frame of reference for this over­
view of educational television, or, "Public Television"—
where it is now, where it may be expected to go from here.
It is discouraging, then, to find that more than a few of
the recommendations come close to those heard at the very
beginning of the field's development, and, by now these have
been heard so frequently over four decades that they are
useful more often as a reminder of what has not yet been
done, than as guides to how these things may finally be

"Public Broadcasting and Education," Advisory Council
of National Organizations.
A Report to the Corporation for
Public Broadcasting, (March, 1975).
2

Ibid., Table of Contents, pp. 2-4.

55
accomplished.
What good has accrued to educational television from
its first four and one-half decades?
mid 1970's is still one of indecision.

The atmosphere of the
One of the ETV

field's first and still fundamental questions seems to have
found no answer.
What should the purpose of these stations b e ;
first, in relation to the audiences they hope to
serve, and, indeed, are charged with serving; and,
second, in relation to the institution, organiza­
tion, or community, to which they are fiscally bound
and by whom they may feel "controlled"?
This question is one with which the public and the
education television broadcasters must cope in the 1970's or
the preparatory work of the first four decades will have had
little purpose.

Without having determined the purpose for

existence of each of these stations, how can their product,
educational television programming, have been appropriate or
effective?

The purpose of the commercial television system

is to make money; to that end its product is audiences,
attracted to the sponsors' products by its programming.

The

purpose of the educational television system is to educate;
to that end its product is programming, attracting audiences
to education.

But, has educational television done this?

The answer appears to be "no," not yet, not in any degree
that is commensurate with its potential— once dreamed, and
still possible.

56
There seems little of new direction or new specifics
for the future of ETV in the recommendations from the Ad­
visory Council of the CPB, but perhaps this is because there
was no aggregate of recorded experiences upon which to
build.

No two television stations that properly relate to

their communities can ever be mirror images of each other,
and in the case of the ETV stations, it is their diversity
that has been their greatest strength and which has made
them unique and separate from the commercial system of this
country.

Perhaps this very individuality is the reason

there is still only a small body of literature that reports
the experiences of the individual station of the ETV class.
It is hoped this study can make a useful contribution.
James Reston's comments on the passage of the Public
Broadcasting Act in 1967 still seem pertinent:
The trouble, of course, is not the medium itself,
and the problem is not so much what has been done
with it so far as what has not been dene - y e t .
(Emphasis added.)
For the salient fact about the American tele­
vision system is not that it is of low quality
but that it is incomplete, underdeveloped.
What
commercial television cannot do because of its
need to reach mass audiences, noncommercial tele­
vision cannot do because it lacks the money,
facilities, and personnel.
Hence in the tech­
nologically most advanced society in the history
of man, the greatest technological device for
informing, delighting, inspiring, amusing, pro­
voking and entertaining remains pitiably unex­
ploited, and the American public is the loser.^

James Reston,
"The Public Be Served:
Television
for All Tastes," Carnegie Quarterly, (Winter, 1967).

CHAPTER III
EDUCATIONAL TELEVISION AT MICHIGAN STATE
UNIVERSITY:

AN HISTORICAL OVERVIEW
Introduction

Michigan State has been a pioneer in the field of edu­
cational broadcasting since the early days of educational
radio (1922).'*'

The television portion of its story is the

concern of this study and should prove of interest to many
in various fields of education since Michigan State's
unique series of developmental experiences has been experi­
enced by only one educationally owned and operated tele­
vision broadcasting facility.
Part One:

Genesis of Television Development

2

A Story of Committees
Michigan State's first experience with television broad­
casting appears to have taken place May 21, 1948, when a
production produced jointly by the Department of Speech and

■*"WKAR, Michigan State's radio station, went on the air
in February, 1922.
2

Television Development, or "TV Development," was the
first name by which television was known at Michigan State.
57

58
the Public Relations office was presented over the facilities
of WWJ-TV, Detroit (itself only one year old in television
broadcasting) .

The Michigan State program highlighted the

services of the college to Michigan citizens through a film
of activities on the campus and included an informal talk by
its President, John A. Hannah, from the desk in his campus
office.^

This filmed segment was combined with a live intro­

duction from the WWJ-TV studios and was well received by both
2
the public and critics of the local newspapers.
The Michigan
State College staff members primarily responsible for the pro­
duction were Lowell Treaster, Director of Information Services,
and James D. Davis, Assistant Professor of Speech.
In 1949, less than a year later, the history of tele­
vision development at Michigan State University began officially with the appointment by President Hannah
special committee on television.

3

of a

The committee consisted

of Ernest L. Anthony, Dean of the School of Agriculture;
Karl H. McDonel, Secretary of the State Board of Agriculture,
governing body of the College; Lorin G. Miller, Dean of the
School of Engineering; Lloyd C. Emmons, Dean of the School of
^Michigan State News, May 22, 1948.
and pictures.
2

Front page story

Herschell Hart, "TV Gossip," The Detroit News,
May 22, 1948.
3
Armand L. Hunter, "History of Television Development
At Michigan State University." (MSU Archives; WKAR-TV 60
File, Historical files.)

Science and Arts; with James H. Denison, Administrative
Assistant to the President in Charge of Public Relations, as
Chairman.

The recommendations finally made to the President

by this special committee were based substantially on the
findings of several interim committees— one established with­
in the Department of Speech, Dramatics and Radio Education,.'*'
and two others instigated by Special TV Committee Chairman,
Denison, specifically to gain the information necessary for
that committee's decisions.
The committee within the Department of Speech was formed
by the Head of the Department, Wilson B. Paul, at about the
same time as the 1948 documentary production was being pre­
pared and broadcast over WWJ-TV.

This committee developed

an outline of proposed content for a television course
("Introduction to Television") to be included in the depart­
ment's curriculum.

The outline for the new course was pre­

sented to the All-College Curriculum Committee and offered
for the first time during Winter Term, 1950.
this committee were:

The members of

Stuart Chenoweth, Assistant Instructor,

whose background was in dramatics and who had been a student
of television at Stanford University before coming to Michi­
gan State; Joseph A. Callaway, Assistant Instructor, who had
visited television studios while in Europe in the recent past
James B. Tintera, Assistant Instructor, whose background
■*"The Department of Speech over this period had many dif­
ferent areas and was known under various titles. Throughout
this study the title referred to by the source will be used.

60
was in radio sound engineering and in television equipment;
and Clair Tettemer, Assistant Instructor, who had a back­
ground in visual-aids and materials, equipment and electron­
ics— "and who could deal intelligently with engineers";^ and
J. D. Davis, Chairman of the Committee, whose background was
in radio dramatics, and who had worked as an apprentice in
the television studios of WBKB (NBC Chicago) during the
2
summer of 1948.
Of these, Tintera, Tettemer and Davis,
were later to become fulltime members of the TV Development
staff, and still later, Tintera and Davis held responsible
. .
3
positions at both WKAR-TV and Closed Circuit Television.
During the Spring Term of 1949 the first of the Denison
initiated committees was set up.

J. D. Davis reports,

"Mr.

Denison, at the request of President John A. Hannah, arranged
a meeting of interested staff members to discuss the possible
use and future development of television on the campus of
Michigan State College."

4

This second of the interm com­

mittees was instructed to study costs of equipment and to

^Interview: Dr. James B. Tintera, Wayne State Univers­
ity Center for Instructional Technology, Detroit, Michigan,
April 17, 1975.
2

J. D. Davis,
"A Preliminary Report On Television
Studios Michigan State College, 1949."
(Unpublished study
for James H. Denison.)
3
Interview:
March 19, 19 75.

James D. Davis, East Lansing, Michigan,

4
Davis, op. cit., (Unpublished study, 1949).

61
give a preliminary report on such matters as housing, loca­
tion, and possible classroom use of television.

It was

further suggested that the committee develop a long-range
plan for a gradual installation of television equipment—
"both for training and broadcast purposes."'*'
At the committee's first meeting it was decided that
Erwin Doughty of the Electrical Engineering Department and
J. D. Davis of the Department of Speech, Dramatics and Radio
Education, should serve as a team to make preliminary recom­
mendations.

During the spring and summer months, Doughty and

Davis contacted the three major companies in the manufacture
of television equipment at that time— DuMont, RCA, and General
Electric.

Representatives from these were interviewed as to

possible types of equipment available, prices and costs of
installation and the recommendations made by the preliminary
investigative team of Davis and Doughty to their TV Study
Committee covered all the charges made to it:

First, regard-

ing the possibilities of television use at Michigan State
College— television could be used as a demonstration aid or
teaching device to bring before classes, conventions or spe­
cial groups on campus, experience from the farms, laboratories,
and shops, and as a laboratory for speech and engineering
students to gain experience in telecasting, experience in
program building, and in production.

■^Ibid. , p. 1.

(The last was seen to

62
have two distinct advantages— one, talent for television
shows could be secured from the training departments, and,
two, since this talent would be working without additional
salary, overhead costs which commercial stations must con­
sider, would be reduced.)

Television used at Michigan State

could assist and promote the development of an all-college
audio-visual aid program, and would tend to coordinate the
program as it existed "scattered all over the campus."'*'

It

could strengthen the national position of Michigan State
College in the field of mass communication, and it could act
as a production center for the origination of public relations
programs to be channeled to commercial stations through micro2
wave relay, coaxial cable, or by kinescope recordings.
The second charge to the study committee concerned
studio location and design.

On this the mini-committee

reported:
Maximum space requirements for a television
station would require 20 X 25 X 12 feet with opti­
mum 30 X 55 feet.
In addition to studio space
there would need to be control room facilities,
engineer and scenery space, dressing and makeup
rooms, an announcer's booth, projection room, and
film slide and recording space plus office facil­
ities .
All these requirements necessitates a total
area of 90 x 70 feet and approximately 22 feet
high.3

^Ibid., p. 5.
^Ibid., p. 5.
3
Ibid., p. 5.

The committee thought these space requirements could
be met in varying degrees by the following means, listed in
preferential order:
— as a part of a communication building that would in­
corporate all the public relations activities of the
College—
(Space would also have to be provided there for
offices for those charged with the responsibility of
training the television students and providing direc­
tion to the television productions.);
— a wing in the s o uth side of the auditorium which
would permit easy utilization of the present auditori­
um stage facilities, including scenery shop, makeup
room, dressing rooms, and lighting facilities;
— utilization of space in some existing permanent
building, which the administration feels can be
released for television purposes;
— the utilization of a warehouse-type quonset structure;
— South Campus classroom building. "This would be the
least desirable because of the limited ceiling..height
and the less favorable geographical location."
The third charge to the committee had concerned the de­
velopment of a plan for the purchase of television equipment.
On this, the committee recommended that purchasing of equip­
ment be divided into four steps— A, B, C, D,— and included
with the descriptions of these steps were the costs of the
equipment to be purchased in each.
ing costs were included.

No installation or build­

The descriptions and cost estimates

were as follows:
Plan A is the basic requirement to secure the nec­
essary equipment to bperate a production center for

^Ibid., p. 7.

64
training only.
Cost:
$67,270.00
Plan B will add to the basic Plan A the equipment
necessary to relay programs to local commercial
stations and to make film recordings.
Cost:
Part 1 $10,000 (Microwave relay)
Part 2 $28,375 (Film recording)
Plan C will add to Plans A and B the equipment nec­
essary to add a mobile pickup facility and provide
for local remote programming.
Cost:
$20,300.00
Plan D will add to A, B, and C, equipment to put
a 500 watt TV station on the air.
Cost:
$53,634.94.
Total cost of completed sequence A-D:
$170,000.001

(Approximately)

The Davis/Doughty Committee found that all three compa­
nies consulted about equipment had about the same estimates
for costs; however, it suggested that RCA be considered most
seriously because its representatives had been most helpful,
and, in addition,

"it was the only company willing to submit

detailed estimates."
The TV Study Committee made its first report in January,
1950; in April, the report was supplemented by additional
and more specific recommendations on the proposed location
for the television studios.

In this supplement five areas

were named:
- Auditorium stage
- Auditorium basement
^Ibid., p. 8.
^Ibid., p. 8.

(for the control room only)

65
- Fifth Floor Electrical Engineering Building
- Fourth Floor Berkey Hall
- Agricultural Hall ground floor.

(This suggestion

also included revised cost estimates for equipment
which brought to a new total of $179,659.94 all
four steps in television development.

This figure,

like the rest, did not include installation, build­
ing costs, or, the cost of a supporting tower for
the antenna. )"*■
The final recommendations of the Denison committee
served by the Davis/Doughty team were the following:
First - "It is suggested that the present campus-wide
committee be continued to make further studies in the devel­
opment of television program for Michigan State College."
Second - "The committee should continue to serve as an
advisory committee in the administration of television studios
when and if they are secured for 'the campus."
Third - "It is also highly recommended at this time that
the Administration contact the FCC and place on file an application for a television channel for Michigan State College."

o

In early May of 1950 a request was made by James Denison
to J. D. Davis for some "personal reactions" to the possible
organization of a television program on campus.

3

At that

^Ibid., p. 9.
^Ibid., p. 10.
3

Interview:

J. D. Davis, East Lansing, March 28, 1975.

66
time Davis suggested that the entire development of tele­
vision on the campus be under an all college committee com­
posed of the Deans of the Divisions interested in this
medium; a coordinator be assigned who would serve as liaison
between this master committee and a sub-committee; and, that
this sub-committee be composed of a representative from each
of the departments of Electrical Engineering, Speech, Dra­
matics and Radio, Cooperative Extension, Public Relations,
and Broadcasting Division.
Based largely on the recommendations of these specially
appointed investigating committees and personnel groups the
Advisory Committee On Television appointed by President
Hannah made the following recommendations:
It is the unanimous opinion of the Committee that
the development of television as a medium of mass
communication confronts Michigan State College with
the obligation to train students for employment in
the field and with interesting opportunities to im­
prove its educational services to students and to
the people of Michigan as well.
It is recommended that steps be taken immediately
to develop an energetic program of activity in tele­
vision at Michigan State College.
It is the opinion
of the Committee that the following activities, as
a minimum, should be included in the over-all program:
A.

Teaching
1.
In Engineering (Department of Electrical
Engineering)
2. Television Production (Department of Speech,
Radio and Dramatic Art)

B.

Research

^Ibid. , Davis Interview.

1.
2.

Television as a classroom and lab­
oratory teaching medium and visual
aid
Techniques of presentation by tele
vision

C.

Extension
1. Agricultural and Home economics
2. Adult education generally

D.

Public Relations"*"

The TV Advisory Committee agreed that the beginning of
television activities at Michigan State should be a modest
one, and that planning should be sufficiently flexible to
enable the College to adjust to new technical developments
as they evolved.

Specific recommendations to accomplish the

results thought by the Committee to be immediately advisable
we r e :
A.

The construction of a modest TV studio.

B.

Purchase and installation of equipment suf­
ficient to operate a production center and
to make film recordings for release over
other than local commercial station.

C.

Preparations to apply to the Federal Com­
munications Commission for a television
broadcasting license as soon as the current
ban on new applications is lifted.
These
preparations would include preparation of
required forms, and discussions with FCC
engineers.

D.

Negotiations with commercial TV stations for
the use of Michigan State College program
materials, particularly in the field of con­
sumer education under the Extension Service.

*"MSU Archives:

TV Development files.

68
The committee explained the rationale behind its recom­
mendations in the following manner.
A.

The construction of a modest TV studio.

After an examination of all available space, the Com­
mittee recommended the remodeling of a space on the fifth
floor of the Electrical Engineering Building at a cost of
approximately $5,000.

This space was easily accessible, it

would provide room for one small live studio and control room,
it would make available for cooperative use some equipment
then in place, and it would lend itself well to research in
the use of television as an audio-visual aid.

Some disadvan­

tages included the lack of facilities for makeup and scenery
and prop construction, but, as one of the early staff pointed
out, these were offset considerably by the fact of the build­
ing's high ceilinged slate roof.

This gave headroom for hang­

ing the necessary lights for television production, protected
them and the cameras from excessive heat, and it was already
reinforced for extra weight.^
B.

Purchase and installation of equipment sufficient
to operate a production center and to make film
recordings for release over other than local com­
mercial station.

The cost of such equipment was estimated at approximately
$94,625.00 plus installation costs, purchase of viewing

Interview; Dr. James B. Tintera.
Director of The
Center for Instructional Technology, Wayne State University,
Detroit, April 17, 1975.

69
receivers, and so forth.
$100,000.

The total cost would approximate

All this equipment would be essential if the

College were to attempt transmission.

To place a TV station

on the air would require the expenditure of an additional
$70,000 to $80,000, the Committee estimated.
C.

Preparations to apply to the Federal Commun­
ications Commission for a television broad­
casting license as soon as the current ban on
new applications is lifted.
The preparations
would include preparation of required forms,
and discussions with FCC engineers.

D.

Negotiations with commercial TV stations for
the use of Michigan State College program
materials, particularly in the field of con­
sumer education under the Extension Service.

The Committee felt that the College should not depend
on the cooperation of commercial stations to develop adequate
coverage of Michigan even though Michigan State eventually
had its own TV station, and that no time should be lost in
developing programs for their use.'*'

The Committee felt that

the research projects listed would be particularly valuable
to the staff and faculty members of the College, "who are al2
most totally unfamiliar with TV techniques."
(Emphasis
added by President Hannah.)
The TV Advisory Committee closed its letter of recom­
mendations to President Hannah:
The Committee recognizes the difficulty in co­
ordinating and administering a program such as

1
(See Hannah, op. cit., Chapter I, p. 2.)
2
MSU Archives:

President Hannah files.

"TV Development."

70
it has recommended and is not as yet ready to
make suggestions.
It requests authority to
continue its considerations of the matter, being
confident that it could offer sound recommenda­
tions by the time the equipment could be purchased
and installed.
Respectuflly submitted:
Ernest L. Anthony
Lloyd C. Emmons
Karl H. McDonel
Lorin G. Miller
James H. Denison, Chairman
Television Development:
Recommendations

Implementation of Committee

The report of the President's Television Advisory Com­
mittee was submitted to him in late January, 1950, recommend­
ing the four actions described and noting "interesting
opportunities appear to exist to improve its

(the College's)

educational services to students and the people of Michigan
as well" through the development of television activity on
the East Lansing campus.'*'

The State Board of Agriculture,

governing body of (then) Michigan State College, approved
the January, 1950, report of the President's TV Committee
and instructed the committee to file for a license from the
FCC as soon as the ban

(the so-called "freeze") on channel

allocations was lifted.

^MSU Archives:

TV Prebroadcast Historical files.

71
Running concurrent to the deliberations of the TV Ad­
visory Committee had been the work of the Faculty Search
Committee appointed in 19 49, to find a Director for Tele­
vision Development at Michigan State.

In early 1951, Dr.

Armand Lee Hunter, radio and television coordinator at
Temple University and Chairman of the Department of Radio,
Speech and Theatre there, was appointed to the new post.
According to James Denison, chairman of the faculty committee
on television, Hunter was selected to coordinate all phases
of the Michigan State program because, as a national author­
ity on educational television as well as educational director
for stations WFIL-AM-FM-TV, Philadelphia, he had been re­
sponsible for developing the Temple project into "one of the
most complete educational television programs in the nation."'*'
Dr. Hunter was expected to take over his new duties in June,
and the on-campus television facility was expected to be
ready for operation sometime in March.

Everything was happen­

ing at once.
During 1950-1951, the installation of studios, production
facilities, and control room equipment was completed on the
fifth floor of the Electrical Engineering building and a co­
axial cable connecting the studio and the Auditorium and
Natural Science buildings was installed.

Studio originations,

*~News Release, Department of Information, Michigan
State College, March 1, 1951.

72
remote originations and controlled transmission on a closedcircuit basis were thus made possible.

In addition, a full­

time staff was appointed consisting of the Director, Dr.
Hunter, Chief Engineer Linn Towsley, who had been brought
into television from a post as assistant chief engineer of
WKAR radio, and Production Supervisor Dave Davis, an expert
in television with whom Hunter had worked at Temple and at
WFIL.

Davis' assignment at Michigan State was to assist him

in training a staff for television studio operation and pro­
duction, and to help him set up a curriculum of study for
Michigan State students of television.^
A part-time staff for television studio operation was
also set up and assigned to assist in the writing, program­
ming, and production phases of television's development.
Several members of the Speech, Radio and Dramatics faculty
interested in the new medium at first contributed their ser­
vices to the new unit and when the part-time staff became
official, managed to wangle split departmental assignments
there.

Among these early workers were James Tintera and

Clair Tettemer both assistant instructors of Speech, and
J. D. Davis, an assistant professor of Radio and Dramatics.

2

Interview: Dr. Armand L. Hunter, Director of Continu­
ing Education Services and Acting Dean for Lifelong Educa­
tion, Michigan State University.
January 12, 1976.
2

Interview: Dr. James B. Tintera, CIT, Wayne State
University, April 17, 1975.

73
A training program of TV courses of study was orgininated and offered through the Department of Speech, Dramat­
ics, and Radio Education, which provided practical studio
and program production work for both students and teaching
staff.

The instructors and the teaching staff were also

members of the TV staff.

The students served as the opera­

ting and studio staffs, designing and building sets, light­
ing shows, handling props, etc., serving as cameramen, boom
operators, floor managers, audio operators, projectionists,
announcers, switchers, assistant directors, and, finally, as
directors.

Over 60 students worked in these classes and on

program production.
Individual members of the TV Development staff made
over 60 appearances before various off-campus organizations,
clubs, groups, and on-campus organizations, delivering
speeches on the subject of educational television and its
development and purpose at Michigan State College.

These

groups included the Parent Teachers Association, Child Study
groups, conferences and seminars, women's clubs and organiza­
tions, church groups, etc.

The staff was also active serving

as consultants for various educational organizations and con­
ferences on the problems of educational television.
Television Development:
Prebroadcast Programs for "Teaching,
Research, Extension, and Public'Relations"
The first closed-circuit telecast was made on June 26,
1951, at 8:30 p.m., before a special session of the National

74
Conference of the American Association of Physics Teachers.
Called "Teaching Physics by Television, it consisted of a
combination demonstration and telecast of the principles
and methods of its title.

Daily closed-circuit broadcasts

were conducted during July of that year by a special Tele­
vision Workshop offered at the graduate level by the Depart­
ment of Speech, Dramatics and Radio Education taught by the
full-time staff of the Television Development program.^
In 1951-52 three fifteen minute 16mm sound film were
made for distribution by the Agricultural Extension Division:
"Landscaping Your Home"

(Department of Landscape Architec­

ture) ; "This Is Our Way"

(Department of Agricultural Economics,

on the American Way of Life); and "36,000,000 Acres"
ment of Conservation, on Michigan Land Resources).

(Depart­
Daily

programs were produced on the closed-circuit as a means of
training personnel, to build various series for future broad­
casts, and to develop interest in and provide experience for
the University staff.

These programs were planned and built

from the resources of the following departments and activities
of the University:

Music, Art, Speech, Metallurgical Engi­

neering Drawing, Horticulture, Sociology,

Zoology, French,

English, Psychology, Education, Poultry Husbandry, Crops and
Soils.

Over the period of the year at least one program was

produced for every one of the departments, divisions,

^MSU Archives:

TV Development file.

75
activities, and services of the University.

The programs

were prepared by the instructional and research staff in
conference with the television production staff; the actual
production of the program being done by the Television De­
velopment staff, with the students in the television courses
of study serving as the technical crews.. ^
In addition to the activities already noted, the follow­
ing programming was also accomplished under the aegis of the
closed-circuit facilities of Television Development:
- a special series of nine, half-hour shows was
produced and microwaved to WJIM-TV for broad­
cast transmission locally;
- a demonstration broadcast of the "Chamberlain
Memorial Museum" was produced for the American
Public Relations Conference held on the campus
November 27, 1951;
- three programs were produced for Farmers' Week
(January 29, 30, 1952) on "Brooding Management"
(Department of Agricultural Engineering), and
"Food Canning and Preservation" (Department of
Horticulture), operating from the stage of the
Auditorium building as a special remote broad­
cast on the closed-cirucit to receivers dis­
tributed throughout the audience;
- another demonstration broadcast of four programs
in the arts and sciences was produced on the
closed-circuit to the Natural Science building
for study and evaluation by the University
faculty;
- and a one-a-week 15 minute series of home-maker
programs built and packaged for the Agricultural
Extension Division called "All Around the Home,"
and broadcast live over WJBK-TV, Detroit, each
Saturday morning.
Special farm and sports pro­
grams also were produced in the University studios

^MSU Archives:

TV Broadcasting station files.

76
and recorded on kinescope for distribution to WWJTV in Detroit, and WOOD-TV in Grand Rapids, for
transmission over their station facilities.
During 1952-1953, the Department of Television Develop­
ment produced four hundred thirty programs in the studios on
a closed-circuit basis and on kinescope recording.

Eighty-

four of these programs were produced for off-campus and out­
side civic, public-service and educational agencies and
organizations, for distribution to stations broadcasting
throughout the state, and for experimental and testing pur­
poses.

The twenty-one off-campus agencies and organizations

for which programs were produced were the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.

Michigan Heart Association
Michigan Health Council
State Parent Teachers Association
State Department of Public Instruction
State Legislature
The Governor's Office
State Chamber of Commerce
Lansing Junior Chamber of Commerce
State Conservation Department
State Highway Department
Committee On Rural Electrification
Lansing Junior League
Lansing Board of Education
Future Farmers of America
Michigan Tuberculosis Association
American Veterinary Association
Michigan Commission on Educational Policies
Central Michigan College of Education
Mayor's Office in Lansing
State Department of Health
2
State Department of Vocational Agriculture

MSU Archives:
Reconstructed program listings of Michigan
State Television Broadcasting, 1951-1974 (1951-1954).
All future
references to program listings in this study will be identi­
fied by date and will be found in the permanent collection of
Michigan State Television Broadcasting data in the MSU Archives.
2
MSU Archives: TV Development, Prebroadcast files.

77
Programs were produced and recorded on kinescope for
the Cooperative Extension Service for distribution and broad­
cast over commercial stations across the state.

Three hundred

forty-five programs were distributed to seven Michigan sta­
tions:

WWJ-TV in Detroit; WJBK-TV, Detroit; WKZO-TV, Kalama­

zoo; WOOD-TV, Grand Rapids; WJIM-TV, Lansing; WPAG-TV, Ann
Arbor; and WKNX-TV, Saginaw.
The department also produced a special series of halfhour programs— "Football Films with Biggie Munn," for the
J. Walter Thompson Agency and broadcast over WJIM-TV, Lansing.
Off-the-air kinescopes were made for the Bell Telephone
Company and their advertising representative, N. W. Ayer and
Son, and during this year the University of Michigan "Tele­
courses" were produced by TV Development for broadcast from
WWJ-TV in Detroit.

These programs were recorded as a special

service for the Bell Telephone Company and the University of
Michigan.^
The TV Development department conducted several tele­
vision workshops for the Cooperative Extension Service and
its field representatives and personnel, both on-campus and
at the WFDF studio in Flint, Michigan.

The training program

in the Department of Speech, Dramatics and Radio Television
Education was continued with the laboratories being held in
the Television Studios.

Over one hundred students carried

courses in television production and programming during the
^Interview: Dr. Armand L. Hunter, Kellogg Center, Mich­
igan State University, February 17, 1976.

78
year and were given practical experience in studio opera­
tions and program production.
Kinescope recordings of the programs produced were re­
quested for demonstration and analysis by the Joint Committee
on Educational Television, the American Council on Education,
the Fund for Adult Education, the Federal Radio Education
Office, the National Association of Educational Broadcasters,
twelve other colleges and universities throughout the
country, and for special workshops and seminars held by ed­
ucational institutions.
Two members of the staff received special study grants
in production and station management from the Fund for Adult
Education, providing them with an opportunity for visiting
and studying the development of television programming, pro­
duction, and administration at other colleges and universi­
ties and at the main production centers of New York, Chicago,
and Los Angeles.

The department was also host to six students

from other educational institutions on similar study grants
from the Fund for Adult Education.
Four thousand six hundred people visited the studios
during the year on special tours sponsored by a number of
departments and workshops on campus through the Continuing
Education Services.

Program production grants were continued

by the International Harvester Company, covering the main­
tenance of farm equipment and machinery, and received from
the Michigan Committee on Rural Electrification, covering the

79
production of a series of programs on Rural Electrification.^
Part Two:

Prebroadcast Preparation and Organization

On October 15, 1952, the Federal Communications Com­
mission (FCC) granted the University application authoriz­
ing the construction of a new television station on UHF
channel 60 at East Lansing, Michigan

(BPCT-1126)

and plans

were immediately made to move from the closed circuit to a
broadcast operation.
In 1953-1954, the first six months of the year were
spent in a continuation of the closed-circuit training pro­
gram

and kinescope recording activities of the studios in

the Electrical Engineering Building.

Program series were

planned also for broadcast during this period for the open­
ing of the University station, and the farm services, rural
electrification and home economics programs, were recorded
on kinescope for continued distribution to commercial sta­
tions throughout Michigan.

Telecasting continued over the

closed-circuit system for the purpose of "training personnel,
to build various series for future broadcasts and to develop
interest in and provide experience for the College staff."
An important part of this was the establishment of coopera­
tive participation policies with the various Colleges as to
personnel as well as program.

An examination of these is

important here in order to fully comprehend the character

"hviSU Archives :

TV Development files.

80
of the school's original commitment to the new medium.

This

attitude of commitment can also be seen in the background
and history of the College's determination to achieve a
broadcast capability in order to fulfill i t s .land-grant man­
date of outreach education for all the people of the state.
Preparation and Organization of Programming Resources:
Conception, Identification, and Philosophy
The planning of a program service and the development
of a standard of broadcasting for channel 60 began well over
three years before the first program was broadcast from the
Okemos transmitter.

In a report to the Committee On TV De­

velopment in September of 1951, Armand Hunter, Director of
TV Development, proposed that Michigan State
should have the purpose and objectives of pro­
viding the finest and most complete television
service possible, in accordance with its insti­
tutional character and its history of education­
al leadership.
Therefore, the program structure
should contain and present a full range of edu­
cational, informational, and cultural and entertaxnment values.
Resources that could lead to the fulfillment of these
values and purposes were outlined by Hunter as follows:
I.

The College Itself

(All Schools of the College)

From these areas a general program structure could
be built to include:

Hunter, op c i t ., Kellogg Center office files.
"TV
Development," Report to the Committee On TV Development,
September, 1951.

i

81
- educational programs of general interest
in the areas of agriculture, veterinary
medicine, home economics, and consumer
interest;
- Continuing or Adult Education programs of
direct educational character in areas of
professional, vocational, and avocational
techniques and skills;
- cultural programs in the fields of music,
fine arts, the dance, drama and literature;
- general interest and entertainment programs
in the areas of business, engineering, the
physical and social sciences, languages and
the humanities.^
II.

Other educational and public service institutions
(Public Schools, Churches, Civic Organizations,
State Agencies, Colleges, Professional Associations.)
From these areas a program structure for many
special audiences could be built to include:
- educational programs for direct classroom use;
- public service programs produced in cooperation
with local religious, civic and community groups;
- public service programs produced in cooperation
with local, county, state governments and farm
agencies.

III.

Other Television Stations (Educational and Commer­
cial) and Network organizations.
From these resources could be built a program
structure to insure:
- a thorough coverage of News and Special Events
beyond local resources;
- the finest talent in highly cultural programs;

'''Ibid. , p. 1.

82

- the appearances of leaders and authorities
in the various professions.1
Later in the fall of 1951, program plans were further
expanded.
It would be our purpose and intent to build and dis­
tribute educational programs for broadcast over
other television stations throughout the state, in
order to fulfill the obligation of the College as a
Land-Grant College, to carry its resources to all
the people of the state, and to establish a series
of experimental research projects in engineering,
production, programming, administration, standards
for program evaluation, and audience a n a l y s i s . 2
Prebroadcast Preparation and Organization:
^
Television Broadcast Policy of Michigan State College
The State Board of Agriculture adopted a Statement of
Policy governing the principles, purposes and administration
of programs, broadcasts and station operation.

The purpose

of Michigan State Television Broadcast Service was to be the
fulfillment of the "educational nature and function of Mich­
igan State College, and to serve to the fullest extent the
interests and needs of the people of the State of Michigan
and others within the area covered by its activities."
following means were cited as methods for achieving this
purpose:
The presentation and interpretation of the various
divisions, departments, courses of study, services
and activities of the College, with emphasis upon

^Ibid.
^Ibid.
3
Appendix A:

Document #1.

The

education, research training and service.
The development of educational programs for use by
other stations, public service organizations and
educational institutions; and the cooperative ex­
tension of time, facilities, and services to these
same groups for their own development of programs
in the public interest.
The broadcast of information, cultural, educational,
and entertaining programs consistent with the pol­
icies and standards of an institution of higher
learning which m ay originate from sources other
than the College and immediate community.
The development of a training program and courses
of study in television broadcasting for the staff
and students of the College in order to advance and
improve the medium and its utilization through in­
struction and research.
This same Statement of Policy outlined not only the
purpose and organization of television development, but
specific policies for:

principles governing broadcasts;

broadcasting by the college station; broadcasting of college
originated programs; broadcasts requested by other stations;
and broadcasts of athletic events.

The State Board of Agri­

culture governing body of the College, further outlined the
programming purposes of the College television activity:
The College TV station shall be operated primarily
for the dissemination of information, the extension
of education, the development of culture, and the
promotion of free and critical inquiry into the
problems of public concern.
Public Affairs programs
presented by the College television station in the
public interest are of three types: Information
broadcasts; controversial issues broadcasts; and
political broadcasts (by candidates for public

^Ibid.

office.)
The guiding principle of fairness will
be applied to each of the types listed.
In the
case of religious programs the College will ap­
portion time fairly among the representative
faith groups of its community.
Such programs must
place emphasis upon broad religious truths and ex­
clude the presentation of controversial or par­
tisan views not directly or necessarily related
to religion or morality.
In the Annual Report to the President submitted in June
of 1952 the purpose of the closed-circuit operation was out­
lined.

In the state of television's art at that time, the

closed-circuit was
designed to develop programs for future broadcast
and through this method of preparation, analysis,
and evaluation, to work out a number of program
series which will reflect the full nature and
character of the College service.
The breakdown of
in the State Board of
Form

proposed program service

as recorded

Agriculture's completion of the FCC

301 (Application for Construction Permit,

or "C.P.")

shows these percentages as to type:
Entertainment
Religious

25. 6%
3.8%

Agricultural

11.8%

Educational

34.5%

News

7.5%

Discussion

4.9%

Talks

7.9%

Live Sports

3.9%

■^Appendix B:
Legal Documents and Data on Stations.
Section 1. WKAR-TV 60.
FCC Application, Form 301.

85
In a published statement in October, 1952, Dr. Hunter
said,
The station will utilize the educational and
research facilities of the College to build pro­
grams of a service and general information char­
acter.
The College station will be available for
service programs by state and local government
agencies, local schools, and various civic groups.
Although the College would be operating on a non­
restricted commercial UHF channel, the program policy was
established as being noncommercial in nature.

This was under

scored in the Application for Construction Permit:
commercial spot announcements will be carried.

"No

Station

break spots will be of a public service and program promotion
character.

Spots will not exceed one minute, and will occur
2
only at the opening and close of a program."
The proposed log of operations included fifty and three
quarter hours per week of programming divided into the
following sources:
Source

Hours

Percent

Network commercial

2.45

5.4%

Network sustaining

8.45

17.2%

Live sustaining

1Ibid.
3Ibid.
3Ibid.

39.15

77.3%3

86
In announcing the general type of program to be broad­
cast by Channel 60, the distinction drawn between "educa­
tional" and "general" television programming was in the
element of purpose.
To be truly educational, it (Channel 60) must
do more than inform.
It must instruct, improve,
entertain and enlighten. The content . . . must
make a contribution to the viewer . . . move the
individual a bit further along the path of en­
lightenment and self-improvement.
The preparatory activities of the College prior to ap­
plication to the Federal Communications Commission (FCC)

for

a broadcast channel is worthy of a study of its own; however,
for the purposes of this study, the following review is
offered since the rules and regulations of that federal
agency have always had to be considered along with any de­
sired by the College itself.

In essence, this has meant that

insofar as policy in operational conditions is concerned,
there have always been two sets of guidelines— those of the
University and those of the federal agency— and, quite often,
these appear to have been not easily coalesced.
FCC Application:
Television Advisory Committee
"Recommendation C"
The background of Michigan State College's application
for a television license and the negotiation for a channel
for telecasting can no doubt be traced back to 1948 and

"^Hunter, op. cit. , Report to TV Committee, September, 1951.

87
President Hannah's action as the representative for the LandGrant Colleges and Universities on behalf of the reservation
of channels.

Michigan State College was also on record with

the FCC with a proposal that educational stations be allowed
to carry certain commercial programs.^
On July 11, 1949, the Federal Communications Commission
(FCC) issued a "Notice of Further Proposed Rule Making"
49-948) setting forth in four appendices

(FCC

(A, B, C, D) proposals

to amend its television Rules, Regulations and Engineering
Standards.

On March 22, 1951, the Commission issued its

"Third Notice of Further Proposed Rule Making"

(FCC Sl-244) ,

in which Appendices C and D, of the four attached, contained
a proposed table of television channel assignments in the
United States and the territories and new illustrative as­
signments for Canada and Mexico.
At this time, under the Third Notice and in the pro­
posed table of assignments, Channel 60 UHF was assigned to
East Lansing, Michigan, as an unreserved or commercial,
channe1.

No educational or reserved channel was assigned.

(Emphasis added by writer.)
There was apparently some oversight by the
Commission in this case, which never has been
accounted for.2
(Emphasis Dr. Hannah's.)

^MSU Archives: John A. Hannah files.
Box 36 #57.
"Sequence of College Action on VHF Channel 10 - 1951-1952."
^Ibid.

88
According to paragraph 12 of this Third Notice, parties
were permitted to file comments and oppositions with respect
to the proposals in Appendices C and D.

On May 7, 1951,

Michigan State College petitioned the Commission to allocate
VHF Channel 10 to East Lansing as a "non-commercial educa­
tional channel."
Under the Rules, Regulations and Engineering Standards
then in force, such non-commercial educational channels would
not be permitted to carry network programs or programs from
any source, regardless of their educational or cultural value
if they were commercially sponsored.

Obviously, this would

eliminate the possibility of an educational station carrying
such programs as the Political Conventions, Crime Committee
Hearings, the Metropolitan Opera, public events, and so on,
because these programs on television were commercially spon­
sored in almost every instance.

Since Michigan State College

is located in a community where only three channels were as­
signed, this meant that the people in that community and with
in the service area of the stations would be denied a large
number of programs of unquestioned educational value if only
two stations could carry such sponsored programs and only
two of the four networks available would be able to have an
outlet.
all.

This did not appear to be in the public interest at

Consequently, on September 5, 1951, the College peti­

tioned the Commission for leave to amend its prior proposal
by requesting the VHF Channel 10 be assigned to East Lansing

89
as a commercial channel

(Public Notice 68341), which would

enable the College station to carry sponsored cultural and
educational programs carefully selected from network and
outside sources of any type.
The College "won the battle of liberalized rules, but
lost the war of channel assignment.1,1 .On April 14, 1952 , the
Commission released the Sixth Report and Order (FCC 52-294)
in which the rules governing educational television stations
were changed to permit the carrying of a sponsored broadcast
providing no announcements promoting the sale of a product
or service were transmitted,

2

and in which Channel 60 UHF

was still assigned to East Lansing as a commercial channel.
UHF Channel 10 was not assigned; the Commission had denied
the VHF Channel 10 assignment because of the 170 miles sepa­
ration decreed as needed between users of the same frequency
to avoid interference.

President Hannah's explanation of the

College situation was this:
The College was faced with the fact that the
channel assigned to East Lansing was not re­
served and would have to be applied for as it
stood - a commercial channel - , and against
which no request for a change could be filed for
one year from the date of the issuance of the
Sixth Report and Order, according to our Washing­
ton legal representatives' interpretation of
Section 3.609 of Subpart E of Part 3 of Appendix D.

^Ibid.
2

FCC "Sixth Report and Order," paragraphs (d) and (e),
Section 3.621, Appendix D, Subpart E of Part 3, FCC Rules
Governing Television Stations.

90
Upon this advice, and still hoping for the
possibility that our engineering consultant
might be able through a close personal rela­
tionship with the Canadian Commission to work
out a shift of VHF Channel 10 from London,
Ontario, where a co-channel spacing of only
164 miles from East Lansing violated the mile­
age requirement, (thus making it possible to
put Channel 10 into East Lansing as an educa­
tional channel) we proceeded to file for
Channel 10 in order not to lose out on the ^
only channel which had been made available.
Background - A Matter of Policy
It had been agreed from the beginning of consideration
of the television project at Michigan State College that it
should have as its objectives the projection of the whole
educational program into the areas not then served, and to
improve the quality of educational services generally.
Originally, it was considered preferable to operate on
a commercial license, because under rules then in effect, it
would have been possible in no other way to supplement pro­
grams originated on the College campus with commercial pro­
grams having a clearly educational character.

However, it

is recalled that when the Federal Communications Commission
issued its report and order finally allocating channels for
educational television, it changed its rules to make it
possible for educational stations to carry commercial pro­
grams under certain liberal conditions.

Because this change

in rules made it possible to accomplish the College's

■'’Hannah, op. cit. , MSU Archives.

91
objective of enriching its programs with the best of network
presentations without holding a commercial license, it seemed
necessary to re-examine its position with respect to the type
of operation that would be best suited to its educational
purposes.

Gradually, the thinking appears to have turned in

the direction of asking the FCC to change the designation of
the College station from a commercial station, operated for
educational purposes, to that of a "simon-pure educational
station."'*'

This thinking was influenced to no small extent

by the tendering of a grant to the College from the Fund for
Adult Education in the amount of $100,000 for the purchase of
2
television equipment.
President Hannah, addressing himself to the situation,
said:
It has been made clear to all interested that it
is our firm intention to operate an educational
station comparable to those planned by other edu­
cational institutions and agencies, no matter
what kind of license hangs on the wall.
It is interesting to note that at this time there were
three distinct types of operations being contemplated by
various institutions and agencies in the United States.

At

this time approximately 31 applications for educational sta­
tion licenses had been filed with the FCC, and 17 construction

^Hannah, ibid., MSU Archives:
Action On VHF Channel 10-"
2

See Chapter II, p. 42.

"Sequence of College

C. Scott Fletcher, item (2).

92
permits had been granted.^

Ten applications for non-reserved

(commercial) channels had been filed by educational institu­
tions.

Included were the applications of Michigan State

College and Ohio State University, both of which had indica­
ted an intention to operate on a non-commercial basis.

The

others, which seemingly intended at that time to carry on
straight commercial operations were:

The Georgia Institute

of Technology, Notre Dame, Loyola of New Orleans, University
of Missouri, Concordia Theological Seminary, Cornell Univer­
sity, Harding College
(Texas) College.

(Searcy, Arkansas), and Port Arthur

Other institutions and agencies at this

time were considering the possibility of filing application
for both educational and commercial permits.
Thus, there were three types of operations contemplated:
educational, with educational licenses; educational with com­
mercial licenses; and commercial.

Michigan State College

and Ohio State University seemed to be alone in the second
category.
The advantages and disadvantages to the three types of
operation as perceived by those at Michigan State College
appeared to be as follows:
^Among the institutions and agencies taking this ap­
proach were:
The Allan Hancock Foundation of the University
of Southern California; the Bay Area (San Francisco) Educa­
tional TV Association; the Denver Public Schools; the Wash­
ington (D.C.) Board of Education; the University of Florida;
the Atlanta Board of Education; Kansas State College; the
University of Michigan; Ohio State University; Miami (0)
University; Metropolitan Pittsburgh Educational TV Station.

93
Educational
a.

Michigan State would qualify for the Fund for
Adult Education grant of $100,000, without any
questions;

b.

It would have access to the Fund's Television and
Radio Production Center at Chicago and all its
resources, including films, kinescopes of educa­
tional productions elsewhere, and would therefore
keep production costs down;

c.

Michigan State College would have good prospects
of grants from foundations and industry for re­
search on program content and audience reactions;

d.

It could participate as a full partner with the
Detroit educational station and the University
of Michigan TV studios in an informal Michigan
educational television network;

e.

It would establish good relations, presumably,
with the Michigan radio and television broadcasters
which have expressed themselves as neutral, at
worst, on the subject of educational television;

f.

Michigan State College would be limited in opera­
tions by funds available from the College re­
sources, plus special grants for research.
(This
would tend to limit the MSC program, or cause it
to fluctuate with the fortunes of the College be­
fore the Michigan State Legislature.);

g.

Michigan State College would continue in a normal
relationship to other colleges and universities
having educational stations; and,

h.

It would risk limiting its audience by presenting
educational programs only.
Commercial

a.

Michigan State College would lose the FAE grant
of $100,000 presumably;

b.

The College would jeopardize its right to par­
ticipate in the activities of the TV and Radio
Production Center, and its access to its films
and kinescopes;

94
c.

Michigan State College would find it more dif­
ficult, probably, to attract grants for research;

d.

It would certainly arouse the active opposition
of the commercial broadcasters, which "have al­
ready threatened to stop carrying our radio and
,
TV programs if we engage in commercial operation."
Six stations at that time carried the Michigan
State College Extension programs on kinescope and
a statewide educational service through the use
of satellite transmitters throughout the state;

e.

The College might expect to encounter political
difficulties under this system, considering that
the University of Michigan at that time was con­
templating a straight educational operation;

f.

A substantial commercial income would give the
station considerable independence in its opera­
tions, and probably would make it possible to
acquire and utilize a larger staff and better
equipment, and it would make it possible for the
College, in all probability, to underwrite its
own research program;

g.

A commercial operation would provide some assurance
against future curtailment or abandonment of the
station for lack of ready funds arising from op­
position in the Legislature to continuing an ex­
pensive operation;

h.

It was not at all certain, either, that Michigan
State College would succeed in gaining network
affiliation.
If it were successful, it would def­
initely not be free to accept or reject sponsors
and programs according to its own standards; and,
last,

i.

It would be possible for Michigan State College to
offer laboratory experience in commercial station
operation in addition to courses in writing, pro­
ducing, directing, and such, but these could be
taught under any type of station operations.

^"Hannah, op. cit. , MSU Archives:
Action On VHF Channel 10-"

"Sequence of College

Educational on Commercial License
a.

It would be almost certain that the FAE grant
would not be made to Michigan State College un­
less it applied for and was granted an educa­
tional license;

b.

Michigan State College would not have the support
of the broadcasters, who expected the school to
apply for an educational license, but they would
not be as opposed under that circumstance as
they would be were the College to sell time in
competition to them;

c.

Michigan State College could retain a good rela­
tionship with other educational stations (which
had come to accept the fact that it was possible
to run an educational station on a commercial
license);

d.

It was doubtful if Michigan State College could
participate in the activities of the TV and Radio
Center;

e.

It would be more difficult to attract grants for
research and production experiments than under
an educational license, although it would be
less difficult than under a commercial operation;

f.

"Our position would continue to be one of freedom
to maneuver as respects going amateur or profes­
sional in the future depending upon developments
in foundation policies and the attitudes of com­
mercial broadcasters."

And, in conclusion to these descriptions of pluses and
minuses, the Hannah statement continues with the notation
that any advantages and disadvantages in the several courses
of action described are subject, in the final analysis, to con
sideration by College officials, and, by the State Board of
Agriculture.

No Attempt to evaluate them without that

dimension would be valid.

^MSU Archives:

It should be pointed out, however

John Hannah, Box 36 #57.

96
where President Hannah and the College found themselves at
the time these alternatives were being considered, was the
third position,

havi n g "most of the disadvantages of both

alternatives, and few of the advantages of either," accord­
ing to President Hannah, a noncommercial, educational sta­
tion operating on an unreserved and therefore

(potentially)

commercial, channel.
Part Three - Television Broadcasting at
Michigan State: An Overview, 1954-1974 - WKAR-TV UHF 60?
WMSB-TV VHF 10; and WKAR-TV UHF 23

WKAR-TV UHF 60
On January 15, 1954, the Michigan State College tele­
vision broadcasting station went on the air.

There was an

Opening Day, and Dedication Ceremonies that began at 1:00 p.m.
and continued without interruption until 9:30 p.m.

A spec­

ial educational television conference and program evaluation
seminar was held in conjunction with the dedication and
opening of the station.

Representatives from the Federal

Communications Commission, the Joint Committee on Education­
al Television, the National Committee for Educational Tele­
vision, the National Association of Educational Broadcasters,
and members of the University administrative office, teach­
ing staff and faculty were in attendance.'*'

The ceremonies

MSU Archives: Television Development files.
Among
Lhose listed as attending were FCC Commissioner, John C.
Doerfer; Michigan Governor G. Mennen Williams; and various

97
included an evening banquet, at which the dedication speech
was made by President Hannah.^
The promotion campaign that had prepared the College
and its community for the coming of Channel 60 could be used,
as a model for the same kind of effort today.
uration" plan; and it was a "plan."

It was a "sat­

Several levels of com­

munity "gate-keepers" were involved, newspapers, merchants,
schools, government, restaurants, libraries; all were
supplied with information designed to be useful to their
particular contacts.

Thus, the merchants included "Greetings"

to the new station in their newspaper ads; newspapers

covered

the raising of the antenna to the top of the transmitting
tower as a straight news story and gave the event front page
exposure; television equipment suppliers offered "free" home
demonstrations as to how to "tune your UHF converter" or "how
to install your UHF."

The effort appears to have been a

community-wide endeavor and one that created a great deal of
excitement and anticipation.

Not just the cities of East

Lansing, Lansing, Jackson, Battle Creek, Ann Arbor, Flint,
Kalamazoo, Saginaw, and Metropolitan Detroit

(all were

Deans of Michigan State College— Milton Muelder, Marie Dye,
Tom King, Edgar Harden, and Clifford Hardin; as well as
members of the State Board of Agriculture, governing body of
the College.
(Two other happenings on January 15— "Biggie"
Munn was appointed Athletic Director, and the members of
Michigan State1s Governing Board for the first time heard
the proposal that Michigan State College become, officially,
"Michigan State University.")
^See Foreword page.

Quotation 2.

98
assumed to be within the transmission radius of the new
station) and their populations»but educational television
centers all over the country, were watching the East Lansing
proceedings.

As the third educational television station in

the entire country, and the first one east of the Mississippi,
WKAR-TV's dedication and beginning of broadcast service was
an important event, both locally and nationally.

Certainly

no station ever began broadcasting activities better prepared
for its assignment, both educationally and philosophically.
It was, quite literally, the modern expression for the landgrant mandate, as President Hannah had noted in his plea be­
fore the FCC for the channel allocation for East Lansing.
Following the opening of the station, a regular broad­
cast schedule of six hours a day, seven days a week, was put
into operation.

The third educational station to go on the

air, WKAR-TV was, from the beginning, the first in terms of
total weekly hours of service.

The physical plant at the

station consisted of three studios, control rooms, offices,
and allied operating facilities.
Approximately 80% of the programs were live, and they
were built out of the University and local community sources.
Only 20% were on film or kinescope.

In 1954, the University

station was selected to hold the annual summer Television
Workshop, sponsored by the National Association of Education­
al Broadcasters

(NAEB) through funds granted by the Fund

for Adult Education of the Ford Foundation.

Many future

99
leaders in the educational television field received their
first training in the television medium at Michigan State
at workshops like these during the 1950's.
The program structure of the University.station was
described by Director Hunter as consisting of the following
1.

Informational and demonstration service pro­
grams in the areas of agriculture, home econom­
ics, and engineering;

2.

Systematic and adult education programs and
courses of study in the areas of literature,
the fine arts, political science and econom­
ics, business and public safety, the natural
sciences and driver education and traffic
safety;

3. Cultural and vocational programs in the areas
of music, the fine arts, drama, and the dance;
4.

Entertainment programs in the areas of base­
ball, hockey, boxing, wrestling, basketball,
and other inter-collegiate sports and student
activities;

5.

Special events such as the coverage of the
Hearings of the Subcommittee on the House Com­
mittee on Un-American Activities held in Lansing
under the Chairmanship of Congressman Clardy,
the College Commencement Exercises, the Univer­
sity Band„Recital, and the International Student
Festival.

In addition, the station produced programs for the State
Legislature, the Office of the Governor, the Conservation
Department, the Chamber of Commerce, the Lansing and East
Lansing Public School, the Girl Scouts, the State Office of

~*~MSU Archives:
2

WKAR-TV 60 Historical Records.

MSU Archives; Reconstructed program listings of Mich­
igan State Television Broadcasting, 1951-1974 (1951-1954).

100

Public Instruction, the Michigan Health Council, the Com­
munity Hospital Drive, and the Michigan State Police.

These

programs were either broadcast as a series or recorded on
kinescope for distribution to other stations, or both.

The

station also produced and recorded on kinescope for distri­
bution for outside organizations and agencies.

The Univer­

sity station also gave approval for the pick-up and rebroad­
cast of current programs upon special request by UHF stations
in Lansing and Ann Arbor, and VHF stations in Lansing and
Kalamazoo.
All of this represents a prodigious amount of work by
the station's facilities and its personnel; and it accounted
for only the live and locally recorded program production.
The film and kinescope program services were obtained from
such sources as the following:
The Educational Television and Radio Center (ETRC),
Ann Arbor:
Established by a grant from the Fund for Adult
Education by the Ford Foundation, it made avail­
able such programs as the award-winning series on
'Shakespeare' by Professor Baxter of the Univer­
sity of Southern California, and the 'Great Ideas'
series by Professor Mortimer Adler, and other pro­
grams in the fields of Political Science, the
Physical Sciences and International Relations,
produced by other colleges and universities in
the United States;
other educational film resources were:
Encyclopedia Brittanica Films;
Coronet Instructional Films.
General film resources were arranged through:

101

Sterling Television;
March of Time;
Interstate Television;
Lakeside Television; and, the
usual government and international agencies such a s :
Army, Navy, Air Force, United States Department
of Agriculture and the British, Dutch, Swiss,
and other foreign Information Services.1
The College station met every requirement considered
necessary for the best UHF transmission, with a 1000 ft.
2
tower (height), a 12 KW transmitter (highest power possible),

and an extensive and outstanding program service.

It ex­

ceeded all other educational stations in the number of broad­
cast hours, and the 80% live schedule represented more live
program service than any commercial station with the excep­
tion of the network owned and operated stations in New York
and Chicago.

3

4 5
With the only mobile unit the community '

^MSU Archives: WKAR-TV 60 Historical files.
2
With the antenna aloft the total height was 1,034',
"second only to the Empire State Building in overall height."
The Record, Spartan Alumni Magazine, Vol. 5 3-No. 7, November
15, 195 3, cover story with picture.
MSU Archives: WKAR-TV
60 Historical files.
3
MSU Archives: WKAR-TV 60 Historical files.
4
Interview; Former Chief Engineer Linn Towsley,
November 30, 1975.
5
Ibid., mobile unit was purchased out of the Fred P.
Warren Fund and designed by Towsley and William Tomlinson,
station engineering staff.
Fund was established "As a result
of kinescope recording of Warren Collection of Antique Watches
in University Museum.
Helped purchase 4-wheel Jeep ($3,000)
as base for mobile unit ($5,000); microwave unit, RCA TT-1A
($2,000); GPL Studio Camera ($12,500).
This equipment used to
broadcast 1952 Election Returns from Lansing State Journal
over WJIM-TV."

102

the College originated many special events^ and program
features that were often rebroadcast on film or kinescope
by commercial stations in Lansing, Kalamazoo, and Ann Arbor.
Also, reception of the station's signal was reported from
as far away as 80 to 100 miles, which showed that the
College station was delivering a signal in excess of the
minimum required by the FCC for Class A and B service.
But, at the President's home on campus

(Cowles House)

they could get no picture, and the faculty members who had
prepared and kinescoped their television lessons with great
care found that the nearest place they could view those
efforts was in a bar at the edge of town whose owner had
2
erected a special UHF receiving antenna.
The President's
home eventually could receive an "adequate picture"

(by dint

of much overtime effort on the part of the station's engi3
neering staff), but the reception problems of the faculty
were not so easily overcome.

According to Milton Muelder,

who at that time was Dean of the School of Science and A r t s ,

^Ibid.
2

3

(Farmers' Week; MSC Football, etc.)

Interview:

J. D. Davis, East Lansing, March 30, 1975.

Interview: Ray C. Wilson, WKAR-TV 23 Chief Engineer,
April 22, 1976.
The explanation for these reception problems
lay in the comparative "innocence" of the state of television's
UHF technology at the time.
One of the problems of on-campus
reception, however, lay with the transmitting antenna.
Sit­
uated at a height of 1,034' its line-of-sight transmission
to the horizon caused its beam to overshoot the campus area
entirely.
Later on a "tilt" earthward corrected much of the
problem.

103
and whose faculty and staff had worked diligently

(with Tele­

vision Development, Cooperative Extension, and Continuing
Education) to establish a television policy that would
facilitate faculty participation in television
Once people become disenchanted i t 1s hard to
whip up enthusiasm again.
The degree of ex­
pectation was extremely high, and the degree
of investment of time and excitement was also
very high - and the technology failed us com­
pletely . . . the staff resources that had been
set aside . . . could not be held for an empty
program [they] became utilized for other and
more pressing programs at both the graduate and
undergraduate level . . . the University was
fast becoming one of the large, important
graduate institutions with many demands on its
resources - (you never have adequate resources
for all the types of programs in which you are
engaged) - by the time the University had a good
TV picture we had more or less missed the his­
torical moment when you could have combined the
resources available for the TV program . . .
2
It was a great dream and we made a great effort.
(Emphasis added by the writer.)
The television effort had had to compete for attention
and commitment with a number of programs.

"Keep in mind that

we had more programs generated in the field of education here
than in the combined United States; and at the same time we
had more television programs generated here than at any other
3

TV broadcasting station in terms of original programs."

^"Appendix A, Item #2.
Television Policy Statement for
the School of Science and Arts, November 30, 1954.
2

Interview: Dean Milton Muelder, Nisbet Office Building,
November 5, 1975.
^Ibid.

104
In spite of the record of effort toward an exemplary
program service, the fact seems to have been that the con­
version to UHF reception capability by the public was much
slower than had been expected.

A study conducted by the

Department of Speech for a local commercial television sta­
tion indicated that a 40% conversion in the Lansing-East
Lansing community provided a potential audience of around
40,000 people.

A study in cooperation with the Cooperative

Extension Division through the county agents in the rural
areas indicated that UHF conversion outside the Lansing met­
ropolitan area was less than 5%.

A study conducted by the

Lansing Public Schools based upon students from the primary
and secondary levels revealed that only seventeen and a half
percent of the students in the schools could receive the
College station through converted sets.'*'
The College station had the power, the coverage, the
signal strength and the program service; what it did not have,
apparently, was audience availability because of lack of UHF
2
capable sets.
The reason, it was felt, lay m the fact
that the area served by the College UHF was already being
served by five VHF stations:

Lansing, Battle creek, Kalama­

zoo, Grand Rapids and Detroit, with the then new VHF station

■*"MSU Archives:
2

TV Historical files.

Ibid., "Basis and Reasons for MSC to Seek Consideration
of FCC in Reassigning Channel 10 to East Lansing, etc."

105
granted to WJR in Flint being the sixth covering the same
area reached by the College UHF station.

Furthermore, the

VHF signal from those stations gave, in each instance, prac­
tically a Class A service; one far superior to the College's
UHF.^

The picture for UHF generally was not good and in

the State of Michigan UHF stations in Flint and Battle Creek
had recently gone off the air.

UHF stations in Saginaw,

Ann Arbor and Lansing were also having an extremely diffi­
cult time because of VHF competition from the standpoint of
quality of service, reception and the availability of net­
work programs.

"The finest educational and public service

program structure the College could produce plus the best
technical UHF transmission and signal would not be able to
stimulate or achieve a substantial amount of conversion of
sets by the general public."

2

These were the facts of life;

and they raised the problem of the ability of the College
station to survive.

Under these circumstances, it was dif­

ficult if not impossible to justify the continued expense
and high cost of an outstanding and live educational program
service "if the audience is not available and cannot be made
available whatever the reason may be."

^Ibid., p. 2.
2

Op. cit., p. 3.

^Ibid., p . 3.

3

106
A comparison of the UHF problems of the early 1950's
with those of early VHF in the 1940's seemed inevitable.
But, in the early days of VHF, no other television service
was available.

Then it was strictly a problem of manufac­

ture, distribution and sale of receivers.

The technical

problems of transmission were accepted by the audience with­
out question and with tolerance because nothing else was
available.

By the time of the College' station's advent

the general public was conditioned to a relatively good VHF
service and full availability of both network and local pro­
grams.

In many instances, this was achieved without the

necessity of an outside antenna.

UHF was in an entirely

different competitive attitude than the early VHF.

Its use

necessitated additional equipment and additional expense
for having it installed, with inferior receiving capabilities
and lack of network programs.

The analogy made by some be­

tween the early days of VHF and the struggles of UHF in the
1950's seemed inaccurate, to say the least.
Considering all these facts, it seemed imperative that
the College resume its efforts

(never really ceased)

to

obtain a VHF channel "for the fulfillment of its obligations
as a land-grant college to extend its educational services
and resources to the people of the State."'*'

^MSU Archives:

TV Historical files.

107
On June 29, 1954, the University petitioned to have
Channel 10 designated as an educational reservation under
the rule-making procedure of the FCC.
denied on August 5, 1954.

This petition was

Meanwhile, however, the Univer­

sity had prepared for filing a regular application for
Channel 10 at Parma-Onondaga, Michigan.

This was filed on

September 3, 1954.
Subsequent to the filing of this application, the Tele­
vision Corporation of Michigan,

Inc., made an offer to the

College governing board, the State Board of Agriculture, to
enter into a shared-time agreement under which both parties
would be licensed and each would be responsible for a fixed
portion of the broadcasting day.

The terms of this offer

were that it should be accepted or rejected and not made the
basis of negotiation with other applicants for the channel
in an effort to gain equal or better proposals.

After due

consideration, the State Board of Agriculture accepted the
offer on the part of the Television Corporation, on the basis
that it was in the "best interests of Michigan State Univer­
sity to do so and that the opportunity offered would serve
the educational purposes of the institution most effectively."'*'
Channel 60 by now had been in operation for nearly a
year and been found to be seriously inadequate in assisting
the university in fulfilling its obligations and objectives

X Ibid.

108
of educational service to the people of Michigan.

On June

17, 1954, the University had called this inadequacy to the
attention of the Senate Subcommittee on Interstate and
Foreign Commerce, which was investigating UHF television.
It was on this basis and for these reasons that the Univer­
sity joined the Television Corporation of Michigan,

Inc., to

request authority to utilize Channel 10 on a shared-time
basis.

In arguing this case President Hannah said:

Most UHF commercial stations are fighting to
survive.
The commercial VHF stations are much
stronger in coverage, audience availability,
network service, revenue, and profits.
Most educational stations, whether UHF or VHF,
have serious problems of adequate budget and
financial support.
Of the 10 educational TV
stations on the air in the United States, 5 are
in financial distress with a limited staff and
schedule.
All educational TV stations (whether VHF or UHF)
face and will face financial difficulties and
problems, whether their support is from legisla­
tive and tax appropriation, or public subscription
and donation.
Most UHF stations face and will
face severe financial difficulties in an estab­
lished VHF environment.
The best answer, it would
seem, for an educational station, would be to share
time and costs with a commercial station on a VHF
channel.
This would provide existing and immediate
audience availability, financial stability, reduced
costs, improved and guaranteed program service, and
at the same time not deprive the community of net­
work and commercial services.
This is a new con­
cept for educational TV stations and a practical
solution to the problems of service, survival and
support. It need not impair or reduce the educational
program service and responsibility in any way; and
actually makes it possible for the service to be
realized to a higher degree by providing an adequate
budget foundation for its operating expenses.
It may
be the solution of educational TV; and a method of
support which is truly complementary and co-operative
with commercial TV— not competitive. VHF Channel 10

109
in Michigan is the last available VHF channel in
central Michigan.
If this opportunity and channel
is lost for educational TV, it will be lost forever.
(Emphasis Dr. Hannah)1
The search for an audience effort of Michigan State
Television Broadcasting thus moved into its second phase.
(Emphasis added by the writer.)
WMSB-TV VHF 10
The University had originally entered comparative hear­
ings for Channel 10 with four commercial applicants.
Television Corporation of Michigan,

The

Inc., was one of those

four commercials and the one that had made the proposal to
the University of a joint application on a shared-time basis.
An agreement had been reached between the State Board
University) and the

(the

(Television Corporation of Michigan, Inc.

(TV Corporation) on August 30, 1954.

This occurred only eight

months after WKAR-TV Channel 60 had gone on the air.

But,

it was only after four years of complicated litigation that
the shared-time agreement was approved by the FCC and WKARTV ceased broadcasting over UHF 60 to prepare for its new
frequency and call letters.

WMSB-TV went on the air over

Channel 10 on March 15, 1959, sharing the channel with WILXTV, the NBC outlet, in Jackson, Michigan,

"in the only opera-

tion of its kind in the United States."

^MSU Archives: Hannah, "Notes on Application for
Channel 10," September, 1954, (Box 36-57).
2

Appendix B: Section 2.
Speech by President John A.
Hannah at Dedication Ceremonies of WMSB-TV 10, March 15,
1959.

110

This planned sharing of time by an educational and a
commercial station was expected to provide the solution to
the two principal, problems facing each type of operation
Every educational station, because it has no rev­
enue from advertising, is always faced with the
problem of securing adequate financial support.
On the other hand, the commercial broadcaster is
often pressed to find sufficient time to provide
public service programs on a broad scale because
of the need for advertising revenue to cover high
production and operating costs.
The shared-time
plan on Channel 10 gives both education and indus­
try a full-time station operation for a combination
service representing a greater total program avail­
ability than either could provide for itself.1
Both stations, in theory, would operate as separate
entities; the design offered the possibility of having two
complete broadcast programming schedules occupying the same
channel but at different times.

The University had had first

choice of broadcast times and chose those in the morning,
during which it broadcast Classroom 10 for the mid-Michigan
public schools, and, for the adult audience assumed to be at
home; and one hour in the early evening, in order to reach
adult and family audiences.

3

^Appendix B: Section 2, Speech by President John A.
Hannah at Dedication Ceremonies of WMSB-TV 10, March 15,
1959.
2
MSU Archives; TV Historical files.
Release prepared
for issuance upon approval of shared-time agreement by FCC,
(August 5, 1958).

"^Ibid.

Ill
It seems useful to review briefly some of the funda­
mental terms of the shared-time agreement.

It was agreed that

— both parties should approve all equipment— transmit­
ting tower, studio building, broadcast antenna, and trans­
mission line.

The State Board would, thereafter, install it

at its own expense on land acquired by it for the purpose
at Onondaga, Michigan.
— each party would maintain a separate and independent
studio and its executive, program, and administrative staff
would be located in separate offices.

There would be no

joint sharing of personnel except for special arrangements
in regard to the engineer necessary to man the transmitter
site at all times and the directors

needed for the mobile

unit to which each party would have access.
— each party would be solely in command of the entire
broadcast operation during its own air hours.

(WMSB-TV

agreed to the following airtime:
Monday through Friday
Saturday
Sunday

9:30 a.m.
6:00 p.m.
10:00 a.m.
12 Noon

to 2:00 p.m.
to 7:30 p.m.
to 2:00 p.m.
to 4:00 p.m.)

It was agreed, also, that the TV Corporation would pay
the State Board an annual equipment

rental for the use of

the

transmitter, transmission line, tower, transmitter house,
facilities and land on a formula of ten year obsolescence
for the transmitter and transmission line at a rate of 4%.
The tower, land and transmitter house would be amortized at

112

4% on a fifteen year obsolescence.^
Additionally, the TV Corporation agreed, that in addi­
tion to the equipment rental money,

"twenty percent (20%) of

its net income as determined for the Federal•income tax and
before such tax" would be paid to the State Board.

In re­

turn, the State Board agreed to keep the equipment in good
shape and to replace "promptly" a television transmitter that
became obsolete.

2

It was also agreed between the two parties of the agree­
ment, that should either party wish to sell, notice must be
given the other with the option of meeting any "bona fide"
3
offer from a responsible third party."
Inevitably, there were questions based on the fact that
Michigan State was a tax-supported institution.

Would not

the tax-payers of Michigan be paying twice for educational
services?

Was it proper for Michigan State College to use

public funds to construct a station that would be used most
of the time by a privately operated commercial TV operation?
These and other questions arose from all sides and answers
to them were framed by the combined forces of the College

Appendix B: Legal Documents and Data on Stations
Section 2. "WMSB-TV/WILX-TV shared-time.
Agreement Between
State Board of Agriculture, State of Michigan and the Tele­
vision Corporation of Michigan, Inc."
^Ibid.
"^Ibid.

113
administration, its Michigan and Washington legal staffs and
members of the State Board.'1' Pleas before the Michigan legislature were made by members of the College faculty

2

and

articles appeared in nationally recognized newspapers such as
the Washington Post.

An editorial appeared in that paper on

August 9, 1955, which describes the circumstances admirably.
It read:
Shared-Time TV
Michigan State College has developed a plan
for education by television that may have a wide
appeal for both colleges and broadcasters.
For a
year and a half, Michigan State has been operating
a UHF (ultra high frequency) television station at
a heavy cost without obtaining the coverage it thinks
its programs should have.
So it has asked the FCC to
permit it to share VHF (very high frequency) Channel
10 with a commercial broadcaster.
This would bring
about 70% of the population of Michigan within the
college's potential audience.
The novel feature is the share-time arrange­
ment.
To date educational television has had tough
sledding.
Only 15 stations are on the air, although
250 channels have been reserved for educational pur­
poses, and most of these stations are in financial
trouble.
The basic facts are that the operation of
a television station is enormously expensive and the
public simply does not want to look at educational
programs all day long.
In recognition of these facts

MSU Archives: Hannah file "TV Broadcasting," (Box
36-57) . "Projected Questions and Answers for Channel 10
Hearings."
2

.

.

.

.

MSU Archives: TV Broadcasting Historical files.
D.
B. Varner, Vice President and Dean of Continuing Education:
Report to President Hannah regarding reading before Michigan
Legislature of final paragraph of letter to State Represent­
ative, Thomas M. Burns from Howard Wolfe, Station WKNX-TV,
General Manager, June 5, 1955.

114
Michigan State wants to utilize Channel 10 for 38
hours and 30 minutes a week and turn it over to the
Television Corporation of Michigan for the remaining
66 hours and 5 minutes of program time.
The College would own and erect the transmitter
and tower, and the commercial station would pay the
college a fixed rental plus 20 per cent of its profits.
Each would have a separate studio and the college would
assume no responsibility for the commercial station.
The great advantage from the college's point of view
is that it would obtain some revenue to help pay for
its programs and that it would not have the responsi­
bility of operating a full-time station.
Some complaint has been made about the hours allo­
cated to education and commercial use.
But scientific
studies have shown that the evening hours so much in de­
mand for commercial programs are not the best time for
educational TV.
In any event, the college has taken
its choice of hours and appears to be satisfied with
the arrangement.
The results should be a well-rounded
combination of programs.
If the FCC approves this ex­
periment, it may point the way to a new era for educa­
tional television.1
WMSB-TV went on-the-air on March 15, 1959, broadcasting
thirty-eight hours and 30 minutes each week, including only
one hour and a half (6:00-7:30 p.m.) during the evening
hours, Monday through Friday, as had been agreed.

Problems

arose almost immediately with the scheduling of programs for
the evening time.

WILX-TV, as the NBC outlet, had available

the prestigious NBC Huntley/Brinkley Report from 6:45-7:00
p.m.

WMSB-TV agreed with the judgment of its worth and car­

ried it in its time slot— but with the program's commercial
sponsorship deleted.

The University station could rational­

ize carrying this particular commercially sponsored program

~*~MSU Archives: TV Historical files.
Editorial:
TIME TV, The Washington Post, August 5, 1955.

SHARED­

115
due to the nature and quality of its content, but it could
not carry the commercial messages.

It was not long, how^

ever, before this practice of deleting the sponsor was found
unacceptable by the commercial network and the program was
withdrawn from the central Michigan

(WILX-TV) market.

This

was a blow to all of Channel 1 0 's viewers, both those of
WILX andWMSB, and the seeds of dissatisfaction with the broad­
cast aspects of the shared-time agreement were sown very
early in its operation. "*■
Other problems arose, however, that had little to do
with the broadcasting arrangement.

In 1961 and 1962 the sta­

tion budget was reduced along with other University alloca­
tions, because of the State's tight fiscal situation.

From

that time on, only the salary budget of the station rose with
annual increases, and, although the operating budget remained
fairly constant, the budget for equipment was forfeited and
until the advent of UHF 23 it was never reinstated, as such.
Throughout the 1960's a battle ran within the hierarchy
of the University as to whether the expense incurred in

~*~MSU Archives: Hannah file, TV Broadcasting.
cellation of Huntley-Brinkley Report by NBC."
2

"Can­

From 1965-1969 the Director's budget breakdown shows
no equipment allocation; however, the Chief Engineer's shows
that equipment over those years appeared in his budget but
was intended to cover such things as travel and transmission
power.
It did not extend to the purchase of new equipment.
"If a camera or something died, we could replace it, but we
could not add to the equipment we already had."
(Wilson,
Chief Engineer, 1975.)

2

116
running the television station gave sufficient return for
the funds invested.

One station manager after another from

the early 1960's on through most of the decade was frustra­
ted by this apparent lack of commitment to the life of the
station and its continuance.

Personnel who left were not

replaced; equipment that broke was patched up so that pro­
duction standards were not up to par; in fact, there seemed
a general malaise about the entire operation which, one
manager suggested, could very well come from the pervasive
attitude of the central administration, faculty and staff
of,"Oh, that place.

I hear it's on the skids and won't be

around much longer."^
By 1965 the amortization period of the transmitter,
antenna, and related equipment according to the shared-time
agreement had been completed.

The Television Corporation of

Michigan had, in fact, requested that they be replaced by
the University, and it was entitled to this request under
its shared-time agreement.
able capital investment

This would require a rather size­

($100,000).

By 1965, a reapportionment of the evening time gave WILX the
time to broadcast to Channel 10 viewers what, by then,was a
half-hour version of Huntley-Brinkley.

However popular the

wisdom of this decision may have been with the University's

^MSU Archives; TV Historical files.
Memorandum:
Dr.
J. Colby Lewis to Provost Howard Neville, July 19, 1955.

117
commercial partner/and with their aggregate Channel 10
audiences, it still meant that the University's evening
time was shrunk to one-half hour nightly except on Monday.
As the Director of Broadcasting, Dr. Hunter had felt it
necessary to put out a memorandum explaining the reasoning
behind the change.

It read, in part:

The proposed change does not affect the total
number of hours broadcast but it does alter the
arrangement of that time . . . Also, since the
majority of the television audience is accustomed
to viewing local and national news presentations
from 6:00-7:00 p.m., the value of this time period
for educational purposes is definitely limited.
On the other hand, with WILX-TV presenting the
NBC News each evening at 6:30 it is highly prob­
able that a great number of television sets will
be tuned to Channel 10 at 7:00 p.m. when the
University program service begins.!
But, over this same time, the problems foreseen in the
operation by the University of a noncommercial education
service on what was a commercial channel arose again.

The

Michigan Association of Broadcasters, which had so strongly
urged the University to seek to have Channel 60 made a re­
served channel, now saw their fears realized in the potential
for University competition on the shared-time commercial
Channel, 10.

2

■^Appendix B: Section 2.
"Effects of New Broadcast
Hours on WMSB Program Service." Armand Hunter.
2
MSU Archives: Hannah files, (Box 36 #57). Correspon­
dence between John A. Hannah, President of Michigan State
University, with Edward F. Baugh, General Manager of Washte­
naw Broadcasting Company, Inc., Ann Arbor, and President of
the Michigan Association of Broadcasters, 1952-1958, inter­
mittently.

118
WMSB's Station Manager, in 1969, listed as the primary
problem in the shared-time arrangement the inability of
WMSB to broadcast many local, national and regional programs
which were readily available.'*'

Fully 75% of such special

national programs as Senate Hearings, Presidential Addresses,
and other pertinent and topical events could not be broad­
cast because the channel was not available to WMSB at the
proper time and/or there was insufficient airtime to "shoe2
horn such specials into the schedule."
Many local events
which would be appropriate for television coverage were com­
pletely ignored, again because of limited broadcast time or
lack of channel access at the appropriate time.
Also, while significant amounts of quality programmingvere
not available in the 1950's, this was not the case in the 1960's
with increased financial support and underwriting, National
Educational Television

(NET) was providing praiseworthy pro3
gramming in cultural and public affairs areas.
Since the
majority of these programs in the WMSB program service were
designed for adult audiences, a broadcast situation which

Robert D. Page, who was appointed Station Manager on
October 1, 1968, succeeding Dr. J. Colby Lewis, who was re­
turning to his initial academic post in the Department of
Television and Radio as departmental coordinator for grad­
uate affairs.
2Ibid.
Robert D. Page, Television Broadcasting at Michigan
State. 1969.

119
did not provide for blocks of evening viewing time when
adults were presumed to be available was totally inadequate
to the University's needs.

In this respect, WMSB was as­

suredly not broadcasting in the public's "convenience."

It

needed channel access during adult leisure hours in order to
render its service.

An undoubted additional frustration in

regard to this increase in quality programming availability
lay in the expectation that the majority that would be coming
from NET by the late 1960's would be broadcast in color.

One

of the most inhibiting disadvantages of the shared-time ar­
rangement was related to the matter of color.

While WMSB had

no equipment enabling it to originate studio color or to play
back color films and tapes, the transmitter itself was fully
capable of reproducing a color signal.

Had the station had

access to the channel at times when the educational network
programs were fed, it would have been able to send the network
color signal directly to the transmitter and, hence, broad­
cast those programs in color.

And while the educational

merits of color versus black and white are often debatable,
the competitive element is one that simply will not be
ignored.^

(Emphasis the writer's.)

Over the years WMSB had

relinquished the channel to the commercial station many times,
but on many other occasions it had had extreme difficulty in
getting reciprocal time because
the commercial station.

^Ibid.
2Ibid.

2

of the economic pressures on

On the other hand, the University

120

had been roundly criticized for not simply stepping aside on
other occasions.

The arrangement had become almost complete­

ly one-sided.
Finally, by having two stations operating on one channel
the public was often confused as to which was on when.

This

situation with WMSB/WILX-TV created a serious problem with
"image"— and although the stations differed widely in style,
content of programs, and purpose, many viewers appeared to
assign both the best and the worst to the channel as a whole.
A significant number of NBC programs were presented at times
when WMSB had the channel and could not carry them for the
local area, thus viewers often felt deprived and expressed
their discontent to WMSB in terms hardly complimentary to
the University.1
A review of the circumstances in which Michigan State
Television Broadcasting found itself at this time seemed
both necessary and appropriate before any decision was made—
particularly because at this same time, after eighteen years
of service, the very existence of the station was being
called into question.

This fact, in combination with the

problems of the shared-time agreement, the technical, phy­
sical and personnel needs of the station, the frustration of
the "limbo" position of the station staff, and the potential
for educational service many still believed to exist in the

■^Ibid.

121

station's continuance, all seemed to demand a review and reevaluation before any further action was taken.
When Michigan State had entered into the shared-time
agreement with the Television Corporation of .Michigan in
1958, the agreement had stipulated that WMSB would broadcast
a total of thirty-eight and a half hours per week according
to a specified schedule which did not provide the University
station with any "prime time" hours.

In spite of this lack

of access to what is generally considered the most desirable
air time, this arrangement appeared prudent at the time for
four significant reasons:
1.

The lack of potential audience available via
UHF Channel 60 due to the unsophistication of
UHF transmission and reception equipment.

2.

The lack of quality programming available from
outside sources.

3.

The unavailability of a VHF channel exclusively
for educational purposes.

4.

The financial advantage whereby a major portion
of the investment in transmission equipment
would be returned to the University through a
rental arrangement with the Television Cor­
poration of Michigan.1

Obviously, a number of important developments had taken
place that substantially changed the picture for the station
and the validity of the shared-time rationale.

UHF inade­

quacies had been considerably reduced as a result of all-

Robert D. Page, Television Broadcastingr At Michigan
State University, July 23, 1969.
WMSB-TV 1 0 / W K A R - T V 23
station manager, 1968 to the present time.

122

channel receiver legislation enacted in early 1964.

This

federal bill required that all TV receivers manufactured
after April of that year had to be equipped to receive
Channels 2 through 83.

Consequently, almost every person

who had purchased a television set since about the mid-1960's
had a receiver capable of receiving UHF signals.

The trans­

mission difficulties of UHF had been largely eliminated by
manufacturers stimulated by the sales potential of the all­
channels legislation.

And the switch to color had created a

further inducement for the purchase of new sets.
The reasoning that had been behind the abandonment of
UHF 60 for the shared-time agreement with the Television
Corporation on VHF 10 appeared to be no longer applicable to
the circumstances of the middle 1960's and anticipated 1970's.
The University had now recouped its entire investment in the
Channel 10 transmission equipment and so it did seem that a
re-evaluation of its television broadcast operation was in
order.
Several plans of procedure were advanced as the battle
for the retention of television broadcasting at Michigan
State was waged throughout the 1960's.

Perhaps the first

series of formal arguments pro and con came in June of 1965,
with the reports and proposals from the instructional media
and broadcasting divisions.

At that time, Armand L. Hunter,

Director of Broadcasting Services, and John E. Dietrich,
Assistant Provost and Director of Instructional Development

123
Programs, each received a request from the office of Provost
Howard Neville to write an evaluation of the University's
television broadcasting activity and its future use in the
context of the University's plans and responsibilities.
Dietrich was assigned the adversary attitude; Hunter that of
advocate.

Each did a thorough job of documentation and per­

suasion; no doubt in considerable part because their own
personal persuasions in the matter were thoroughly compatible
with their assignments.

Although a complete report of their

arguments does not belong here, a summary review can give a
valuable overview of the climate that existed at the Univer­
sity at that time in regard to its electronic facilities.
In his position paper on WMSB on June, 1965, Dr. Hunter
reviewed the fifteen years since Michigan State

(then MSC)

had decided to use the new medium of television for the "ex­
tension of its educational services to the people of Michigan,"
saying:
It was a logical move in the expansion and
development of the University's whole public
education and service dimension.
It coincided
with the authorization of the Continuing Edu­
cation Service and with the creation of the
Audio-Visual Center.
Knowing what we do today, one might ask why these
services were not combined and coordinated into a
single complex at the time they were founded; but
the fact is that they were not.
Part of the an­
swer, of course, is that we didn't know then what
we know today; although there was precedent in a
number of universities for parts of this complex
being combined.
Part of the answer also was cost.
The original Kellogg Center plan included TV, I
have been told; but it apparently was lost in the
availability of dollars.
And part of the answer

124
probably was our failure to see these as func­
tionally related parts of the larger expansion
movement. But whatever the reasons, today at
least, only the television station seems to be
in jeopardy.
Under these conditions, was /the original
decision to go into educational television wrong?
Has TV failed as an educational medium? Has the
University station failed to meet its responsi­
bilities or to fulfill its function? Or is its
cost out of all proportion to the results? In
short, is the problem philosophical, educational,
or economic? I am a special pleader in this
issue and unquestionably biased; but let me make
my plea and state my case.
And in so doing, let
me also be historical.
Hunter, as histor i a n , noted that from 1951 to 1954
the TV studios operated on a production center and closed
circuit basis.

Programs were produced, recorded on kinescope

and distributed to local commercial stations throughout the
State of Michigan for broadcast.

This was the same way in

which the University of Michigan was operating (and still is)
Michigan State decided to put an ETV station on the air in
1954.

Why didn't it continue in the UM vein as a production

center only?
1.

Hunter gave the following reasons:

Commercial stations gave no guarantee of time
or visibility.
ETV programs were used as
fillers, broadcast at the poorest hours in
terms of audience availability, "bumped" and
shifted to accommodate commercial shows, and
had no promise of continuity or regularity.
Commercial stations also demanded a voice and
role in the planning of content and production.

Hunter files.
"Position Paper On WMSB, June, 1965."
114 Kellogg Center, Michigan State University, East Lansing,
Michigan 4882 4.

125
2.

Educational programs were designed to meet
public educational needs and interests.
They
must be broadcast at a time when the audience
they are designed for is available.
They need
continuity and sequence to achieve their pur­
pose. And the planning and design of content
and production is the responsibility of the
educational source.!

3.

These two sets of conditions were the basic
reasons for the FCC reserving stations for
education, for the whole development of the
ETV system in this country, and for schools,
universities, colleges, and communities de­
ciding to put their own stations on the air,
rather than depending upon the whims and ca­
prices of the commercial system.2

4.

The educational potential of the new medium
could o n l y be realized if the educational
institutions and agencies had access to, and
control of their own channels on an unlimited
basis.2

Was it wrong for Michigan State to put its own ETV on
the air?

Hunter maintained it was not, that there were many

arguments why the decision to do so was right.

For example,

"There are now over 100 such stations on the air.

. . .

The

commercial stations' treatment of ETV programs is no better
today than it was fifteen years ago . . . less non-commercial
time is available.

The Commission [FCC], Congress, and State

governments have recognized this— the reservation of channels
for exclusive educational use, Federal support for ETV

These same arguments regarding lack of time on com­
mercial stations were advanced by John A. Hannah (Chapter I,
p. 7) .
2
Hunter, op. cit.
^Ibid.

126
station construction, the State support of ETV networks and
educational services.

The direction of development has al­

ways been from a production and distribution center to an
on-the-air station— for the reasons stated earlier.
University moved in this direction in 1954.

The

To move back

to a production center operation or to go off the air would
completely reverse the whole national trend.
To the question,
medium?"

So why do it?"^

"Has TV failed as an educational

Hunter's answer was an emphatic

No!
The educational impact and effectiveness of
TV has been demonstrated and documented beyond
question.
Its full potential has scarcely been
tapped.
The broadcast use of the television
medium for public information and educational
purposes (commercial and/or ETV) is worldwide
and growing at a tremendous rate.
And the need
is such that more and more stations, channels,
networks, and systems are being set aside for
exclusive educational uses and purposes in the
U.S., in Japan, England, France, Italy, the de­
veloping nations, and even the Iron Curtain
countries.
So, the medium hasn't failed; is it
then that our station has failed?"2

Hunter suggests that there are a number of standards or
objectives by which ETV and a university-owned station can
be evaluated, and lists the following:
and integrity. 2.
3.

1.

Educational value

Educational impact and effectiveness.

Faculty and audience involvement and support.

ity of program and product.
dent training.

1Ibid.
^Ibid.

5.

Quality of staff.

4.
6.

Qual­
Stu­

As to how WMSB might be measured by these

criteria, Hunter suggests the following:
1.

There has never been a single program produced
and/or broadcast by the University station that
has not had a definite educational design and
purpose.
The educational value has always been the
primary consideration, of every program.
The
educational purpose and the need of the audience
for which it was designed— but the value was al­
ways there.
From preschool program to academic
seminar from lecture to sport broadcast, an ed­
ucational purpose and intent has been the first
requirement.
The participants and performers
also have all had educational positions, functions,
and identifications.
Not all people like all pro­
grams, not all educational values are equal in the
scale, not all performances are equally effective—
but each single one has its value and integrity
according to its character, purpose, and objective.
The 'curriculum1 of the station, in this respect,
is as planned as that of the public school, the
junior college, and the university; and within its
context, just as effective.

2.

The station doesn't give examinations or test
its audience.
The purpose of ETV is to create an environment
for learning, to motivate and stimulate interest,
to arouse curiosity, to create a desire to know.
These cannot be measured by standardized tests.
The only measurement possible is audience interest
and response.
And this, the station has in good
and large measure— letters, testimonials, suggestions
requests— all unsolicited, plus an outstanding number
of public visitors at every 'open-house.' What
measures we do have clearly indicate that the sta­
tion's programs have made an impact and impression,
and that the viewers have learned and have enjoyed
the process.

3a.

What kind of involvement and support does the sta­
tion have from the faculty and staff?
From 1954 to 1960 it was excellent and extensive
Every College of the University was represented and

128
active.
Live production of local programs from
University resources comprised 50 to 80% of the
station's schedule.
Then the State hit the skids.
Budgets were cut.
Production was reduced.
Film
and NET took over the load.
Concurrently, the
'tidal wave' began to sweep the campus.
Faculty
could not be released from campus teaching.
New
demands developed.
And the conditions continue
today— and continue to get worse.
We had a vital,
varied, and active live production schedule.
We
had heavy faculty involvement and participation
once.
We have much less today— but this is not the
choice, the fault, or the desire of the station.
It can be restored; but the power to restore is in
the hands of the University— not the station.
3b.

The question of audience involvement and support is
always in the minds of some of the central adminis­
tration; never in the minds of the station staff or
of ETV supporters— nationally.
Quality not quantity is the characteristic of
ETV.
To compare ETV with commercial TV is to com­
pare apples and oranges.
They simply are not the
same in purpose, character, or intent.
ETV strives
to educate.
Commercial TV seeks to entertain.
Does
the University Press sell as many books as Dell?
Does the University Theatre draw as large an aud­
ience as Broadway? Do educational films compete
with Hollywood? Why in heaven's name is ETV supposed
to draw the mass audience of NBC?
. . . let's com­
pare ETV with other educational services and func­
tions, and quit trying to judge audience number and
interest by the individual response and viewing of
members of the University faculty and administra­
tion.
Presumably, the purpose of the station is to
extend the educational resources of the University
to the general public . . . The total spectrum of
the ETV schedule covers the entire continuum of ed­
ucational level and need— from the preschooler to
the professor.
Therefore each program seeks out its
own particular audiences at a particular level— like
any course on campus.
This makes for select and
small audiences— 'op art' not 'pop art.'
This is
ETV and WMSB. . . . But just for the record, let's
look at our local station.
The American Research
Bureau survey of March of 1965 showed that the aver­
age daytime audience per program, Monday through
Friday, was 7,000. Average prime time audience per

129
program, Monday through Friday evening and Sunday
afternoon, was 14,000. Making the number of view­
er exposures per week 470,000.
That's not a bad
number of 'students' per class.
In fact, when
the WMSB audience is measured against that of other
ETV station audiences, we rank in the upper 10%.
So, comparing our ETV apple with the other ETV
APPLES, WMSB is not a cull or a flop.
4.

Quality of program and production?
From 1954 to 1958 we were among the best in
the country.
From 1958 to 1961 we dropped to a
little better than average.
From 1961 to 1964 we
dropped to average or a little below.
Now we are
on the rise again— but slowly.
Some programs have
retained the excellence throughout, but the overall
average declined.
Why? Again, cut in budget, loss
of staff, deterioration of equipment with no re­
placement.
But in spite of all this WMSB has been
one of the regular and consistent producers for
NET— without making a special point or special
effort.
We've never produced a 'bad' show— a com­
plete 'turkey'— and we have produced some of the
best for NET.

5.

Quality of staff?
Again, once the best in the country, then
among the best, now quite average.
Why? The same
story of attrition and lack of replacement.
WMSB
trained and lost more personnel to NET and other
stations than any other single station in the
country.
The TV-Radio Department and the station
can take credit and great pride in this; and both
considered it a part of their job and responsibil­
ity.
But we don't have it today.
Our first and
second teams were graduated and joined the pros.
Our 'recruiting funds' were limited and now we
just don't have the 'horses' for today's competi­
tion.
They're not bad— just not tops.
From lead­
ing the conference, we're now a second division
club. And unless some changes are made we'll end
up with Forddy.

6.

Student training?
Always among the best, and still holding our
own.
Could be improved with some staff assistance
to the TV-Radio Department and station; but first
class for the resources we have.-*-

■^Ibid.

130
So, in terms of Hunter's six criteria for measuring a
university ETV station's achievement and performance, WMSB,
in his opinion in June, 1965, had been a success.

But, it

was still under fire.

If the station had not failed, what

then was the problem?

Cost out of proportion to value and

results?

At that time, as noted, there were 100 ETV sta­

tions on the air; thirty-five were university-owned and
operated.

It was estimated that 125 or more would be on

the air by the end of the year, of which it was assumed at
least 40 would be university stations.
some schools thought ETV worth the cost.

It appeared that
A breakdown of

viewer exposures found the average cost to the University
for reaching a single home with a half-hour program was
$.02 8.^

The station also participated in student training

programs.

In addition to formal course involvements, stu­

dents were heavily involved in WMSB activities as volunteers
or as paid employees.

Approximately 20% of each average

workday was devoted to academic or extra-curricular student
activities.

All things considered, it would seem that the

ETV station was a bargain.
But in spite of all the above, there still seemed to be
the feeling on the part of some that the University was
putting too much money into television for what it got in
return.

In the meantime, Hunter noted in his paper:

■'"Ibid.

131
The station waits, staff morale ebbs, equipment
wears out, and the roof springs new leaks.
And what
was once one of the finest ETV stations in the country
slowly rusts into a second-rate operation.
The pic-r
ture of University support over the past ten years
tells the story quite graphically. . . . Salaries have
increased; although the staff has decreased.
But the
main story is in the decrease of the operating budget.
You can't run a 'railroad' this way.
So what is the
answer? Put enough into it to make it run.
And how
much would this be on an annual budget basis?
$500,000.00 from the General Fund.
Hunter's budget breakdown listed $365,000 Salaries;
$70,000 Supplies and Services; $25,000 Labor; $40,000 Equip­
ment.

Excluding salaries, this was less for operations than

was budgeted in 1954-58; but Hunter thought it sufficient to
"put the station back on the track again."

It would "still

be a bargain at $125,000 cost per half-hour program, or $.03
per viewing home."^
But the irony of the 1965 situation lay in the fact that
it was not then costing the University $500,000.00.

Under the

shared-time agreement arrangement with WILX-TV the whole
capital investment in the transmitter, tower, antenna instal­
lation was being amortized, and income from the commercial
station's profits (20% of WILX net income) could be applied
against the budget.

If WMSB could be given this income to

amortize and replace equipment, and credit 10% of the oper­
ating budget to instructional services, the actual expense

^Ibid.
^Ibid.

132
of the station's operation to the University would be re-^
duced to $50,000.00.

No other university-owned station in

the country had this potential for income support.
In summary Dr. Hunter suggested that the big problem
to be faced concerned the updating of studio equipment after
the previous four lean years.

Seventy thousand dollars would

be needed over the next two just for this.

The even bigger

problem concerned a "new home and new studios."*'

These were

issues, however, that could be dealt with after the basic
question of whether or not the University intended to stay
in the ETV business was answered.

At this point, Hunter

said, the station needed to know whether or for how long it
would continue to exist and under what circumstances; then
the sale of the VHF, the suggested move to UHF, the develop­
ment of a State ETV network, Federal and State support and
grants, and the many other potential and future developments
could be explored in detail.
In the adversary role, John E. Dietrich's paper took
the position that the University should discontinue the oper­
ation of WMSB-TV, Channel 10 with the rationale for this
conclusion based on an evaluation of University goals and
resources presented in a series of Appendices.
the position assumed that:

*Ibid.

In summary

133

1 . The University's major television responsibil­
ities lay in the development of direct instruc­
tion and the training of students in television.
2.

The modest University responsibility to show­
case MSU and provide instructional materials to
University centers could be satisfied without a
broadcast station as a direct extension of the
regular instructional television.

3.

The distribution of cultural programs and 1in­
school1 broadcasts which require a transmitting
facility were either not a major responsibility
of the University or could be equally well
handled by other agencies.

4.

The University resources at that time for media
centered instruction, student training, and tele­
vision broadcasting (WMSB) were not sufficient to
provide a quality product in all areas.1

Dietrich suggested that the if the above assumptions were
accepted, the question became one of how the University
should use its limited resources for media centered activi­
ties.

His paper urged the University to:
1.

Continue to develop coordination of all media
centered activities in line with the Instructional
Development Service report (Appendix B ) .

2.

Continue improvement of direct instruction by
Closed Circuit Television and film in line with
CCTV report (Appendix C ) .

3.

Develop a small film-tape laboratory which is a
modest extension and coordination of the capacities
already available in Audio-Visual and Closed
Circuit (video tape) for producing and distributing
instructional materials for local, state, and
national consumption (Appendix D ) .

Hunter files, 114 Kellogg Center.
Memorandum: Howard
E. Neville from John E. Dietrich.
Subject:
Recommendation
for the Elimination of WMSB-TV, Channel 10, at Michigan State
University and a Redistribution of Resources.

■

134

4.

Provide adequate television training facilities
for students at Michigan State University
(Appendix E).l

The implementation of the preceding four recommenda­
tions depended, Dr. Dietrich wrote, on the development of
adequate physical facilities, and the reallocation of the
WMSB general fund budgets.

As Dietrich saw the University's

position in 1965, it stood at a crossroad in the development
of media centered instructional activity.

The resources of

the University were sufficient to create a first rate in­
struction oriented program.
taken in that direction.

Major steps had already been

On the other hand, he did not be­

lieve that these same resources would permit both a major
instructional development and a major educational broadcast­
ing commitment to be developed simultaneously.

Therefore,

his paper urged that the University devote its full resources
to its "first-line responsibilities— instruction and student
training.
As Dr. Hunter had announced his bias as an advocate of the
ETV station, Dr. Dietrich's bias as an adversary was equally
clear.

They were prototype representatives of two dis­

tinctly different attitudes within the University body to­
ward the future of ETV at Michigan State.

^"Ibid.
^Ibid.

135
But, despite the efficiency of these arguments, no
final decision was made on the ETV station's fate.

The

indecision continued until in 1969 it surfaced once again.
An investigative committee comprised of Elliott Ballard,
Roger Wilkinson, Leland Carr, Jr., and Armand Hunter reported
the following as possible alternative actions to Acting Pres­
ident Walter Adams:
1.

Continuation of the shared-time arrangement be­
tween the University and commercial stations.
This would continue the present terms of the
agreement, with the commercial station amortizing
all transmitting equipment and facilities through
the rental formula and paying the additional rent­
al charge of 20% of net income before taxes, annu­
ally to the University.
The distribution of time under the present
schedule (70% WILX-TV - 30% WMSB-TV) does not en­
able the University to expand its broadcasting
schedule, does not provide prime eveningtime for
NET and CPB offerings, and eliminates the station
from any consideration for live ETV network inter­
connection and national and State program expansion.
The University would still need to improve its
limited current equipment situation, become color
capable to a limited degree, and eventually be pro­
vided with new studios and housing.

2.

Continuation of the present shared-time arrangement
and terms of the agreement, but reduce the Univer­
sity station to a transmitter operation only.
This
would retain annual income and support from the
Corporation and substantially reduce the cost of
the annual operation of the University station.
It
would reduce the need for staff, reduce production
and equipment costs, and eliminate the need for new
studios.
Program resources would be available from
NET, NAEB, and other outside agencies; but no local
production would be possible.

3.

Transfer the University station license and sell
its assets to the Television Corporation of Michigan.
Or, to a third party, as provided in the terms of
the agreement.
This would eliminate the ETV broad­
casting services, all annual operation costs to the
University, and the need for new studios and

136
equipment.
Informal estimates of the income for
the University which might be derived from such a
sale and transfer have ranged between two and three
million dollars.
However, there are many problems
and issues involved in such an action.
A very
careful and thorough study of all the implications
and conditions need to be made.
4.

Transfer the University station license for VHF
Channel 10 and sell its assets under the terms of
the agreement as noted in #3, but use the proceeds
to activate a full-time ETV station service on a
UHP frequency reserved for education, as a trans­
mitter based operation only.
This would enable the
University to continue its educational TV broadcast­
ing services on a full-time basis, obtain a live
national educational network interconnection, be
color capable, and hold the channel for a possible
future state-wide educational communication system.
As a transmitter based operation, it would not re­
quire studio and production facilities, and in this
respect would be similar to #2.

5.

Same as #4, but with campus studio and production
facilities, for a full-time UHF and educational TV
station operation.

6.

Request the transfer of the license and purchase
the assets of the commercial station from the Tele­
vision Corporation under the provisions of the agree­
ment, and operate the University station on VHF
Channel 10 on a full-time basis.
This would retain
the VHF channel for the University (no others are
available in central Michigan), and give it undis­
puted leadership in the development of educational
TV in the State.
Since the channel is now designated
as commercial, the station could be operated on a
commercial, semicommercial (part commercial, part
educational), or educational basis.
The latter would
be possible without a change in the designation
being required, i.e., a change in assignment from
commercial to reserved for education.1

^"Hunter office files, Kellogg Center.
"Report to
Acting President Walter Adams, August 27, 1969."

137
The Committee added:
Among the alternatives listed, the University station
recommends #6, #5, and #4 in that order of priority.
However, #6 would seem to be unrealistic at the present
time; therefore, the station would strongly endorse
#5, but accept #4 if necessity required.
To continue
under the present conditions, represented in alterna­
tive #1, or as a transmitter operation only represented
in #2, would not be in the best interests of the Uni­
versity, in the opinion of the station, either on a
short-term or long-range basis.
Therefore, if the
University cannot continue its commitment to extend
its educational resources to the people of the State
through the medium of television, the station would
recommend alternative #3 and go out of business.1
The University and its Board appeared ready

(finally)

to decide what direction should be taken in the operation
of the educational television broadcasting service at Mich­
igan State.

The University needed a full-time educational

television facility.

But the decision still was not made.

The potential for increased effectiveness that a full­
time station offered had already been recognized in The Mich­
igan Educational Television Feasibility Study completed in
July, 1967.

2

This study had recommended that the University

sell its share of Channel 10 and construct a full-time UHF
educational channel to serve the capitol area.

It had also

recommended that an "educational communication demonstration
project" be established in Ingham County with the MSU

^Ibid. , p. 5.
2

A study had been commissioned by the State Board of
Education with funds appropriated by the Legislature and
completed in July, 1967.

television service as an integral part of that project.
The METFS report had also stated:
A keystone of the demonstration project is a one
channel television service dedicated to education
and available exclusively to provide the variety
of ETV instructional and public television services
to Michigan schools and homes.
At present, no
full-time ETV station exists in this area of the
state.
For some years Michigan State University
had operated Channel 10, station WMSB, on a shared­
time basis with commercial station WILX-TV.
This
arrangement has been less than ideal for the edu­
cational institution and its commercial partner.
Both the commercial entertainment television ser­
vice and the educational television service have
been seriously hampered.
Viewers in the Channel
10 coverage area are receiving less than half of
the educational television service otherwise avail­
able through a full-time dedicated channel.
The report had gone on to recommend that MSU sell its
share of Channel 10 and use the substantial equity from this
sale for the purpose of building and equipping a modern
broadcast production center, and it further recommended that
state and federal funds be used in constructing the trans­
mission facilities for a Channel 2 3 operation.
One of the important reasons why quick action on these
recommendations to sell had been urged had been the fact that
there were at that time two still unused channels assigned
to East Lansing— 23 and 69.

The FCC had designated Channel

69 for educational purposes, but, it was then, and still is,
a matter of accepted fact that the lower the channel number
the lower the cost of operation and the more effective its
reception characteristics.

Therefore, it had seemed it would

behoove the University immediately to petition the FCC for

139
Channel 23's educational reservation before another appli­
cant could apply.

Whenever an application was made, it was

thought that, including actual construction, it would still
take from one and a half to two years before.a new channel
could begin broadcasting.

In order to hold the limbo period

to a minimum, immediate action had been recommended.
There were other considerations of weight:

the Univer­

sity had an obligation to reply to the Television Corpora­
tion's request for new transmission equipment.

Even more

important, it had an obligation to provide the entire Channel
10 operation with an efficient and effective transmission
system.

In order to avoid such a large expenditure

($100,000)

for an increasingly ineffectual broadcast service, a de­
cision about the future of television broadcasting at MSU
had to be made soon.
It was also thought quite possible that the value of
Channel 10 at that time was at its peak.

The permanence of

a broadcast license had become much less assured as the re­
sult of a recent decision by the FCC not to review the
license of WHDH in Boston because, the FCC felt, the station
had not been serving the public interest.^"

The upshot was

that potential buyers were somewhat less confident of the
long-range potential of such a property.

^Ibid, State Board of Education Study.

140
There was no doubt that the studio and office building
of WMSB needed replacing.

The Quonset Cafeteria that the

original station had accepted as temporary housing, was by
1969, 35 years old, it needed remodeling, it was inadequately
insulated and weatherproofed, and, it was "rat and roach in­
fested";'*' all in all, not an adequate home for the broadcast
operation.
Relinquishment of the University's share of Channel 10
would provide the resources necessary to activate a full­
time UHF channel and to construct and equip the production
facility necessary to provide a position of prominence in
the field of educational television.

After all, the station

had enjoyed such a position in its early years.

It needed

to regain it.
In 1969 WMSB-TV 10 was broadcasting a program schedule
of locally, regionally and nationally produced prgrams
forty hours a week, fifty-two weeks a year.

In the 1969-

1970 Annual Report to the Director of Broadcasting, the
station manager began:
As has been true for the past sixteen years, the
primary responsibility of Television Broadcasting
continues to be its broadcast service.2

Robert D. Page, Television Broadcasting At Michigan
Michigan State, 1969. (Report to Acting President Walter
Adams, August 27, 1969.)
2

Robert D. Page, Annual Report on Television Broad­
casting (1969-1970).

141
But the adversary forces of the station continued to
press their position in favor of its sale, with the pro­
ceeds realized to be applied toward building a comprehen­
sive television/film/audio production and training facility.'*'
The Educational Policies Committee during 1969-1970
met to consider the subject of the shared-time arrangement
under which WMSB-TV 10 was operating in light of the "broad
policy for ETV at Michigan State."

2

As a result of these

meetings, Dr. Hunter was asked to draw up a list of quali­
fied persons from whom the committee might seek guidance for
their evaluation and direction concerning their delibera­
tions on the sale or not of WMSB-TV.
1970, once again, was reported as a year of "stock­
taking and decision-making for the future of Television
3
Broadcasting at Michigan State."
During this year, however,
the Educational Policies Committee, acting on the recommenda­
tions it had received from the consulting experts, recom­
mended to the University's Board of Trustees that an
application to the FCC be authorized requesting permission
to activate Channel 2 3 in East Lansing in order to provide

^Page files.
WKAR-TV 23.
Memorandum:
John E. Dietrich
to Erling Jorgensen, "Attaining the Goals of the University
Relative to ITV and WMSB-TV." (September 7, 1969).
2

Ibid. Letter from University Provost John Cantlon to
Dr. Floyd Parker, Chairman of the Educational Policies
Committee (1969).
^Page, op. c i t ., Annual Report (1970-1971).

142
a full-time educational service to the central Michigan area
Simultaneously, an application was made to the United States
Office of Education (U.S.O.E.)

for the major share of funds

needed for the construction and installation of the trans­
mission equipment for the new full-time channel.
In 1972, the University received a $420,000 grant from
HEW for the activation of a full-time ETV channel in East
Lansing.

This signaled the "beginning of a new era of ser­

vice for Michigan State Television Broadcasting."^
The HEW grant, together with University matching funds
provided for the purchase and installation of transmission
equipment required to operate the University's new ETV sta­
tion, WKAR-TV Channel 23.

The description of the facility

for which the FCC gave the University a construction permit, read
WKAR-TV
Channel 2 3
Signal output 1.25 million watts of power
Tower height of over 1,000'
Coverage area, 60 mile radius from Okemos tower site
Program schedule available to be carried by other
ETV stations and CATV systems throughout the
central Michigan area, and, potentially, through­
out the State.
All in all, in its technical descriptors, the new
channel of Michigan State Television Broadcasting did not
appear to differ too much from its UHF predecessor, Channel
60.

2

But, there was at least one enormous difference m

■^Page, op. cit., Annual Report
2

Appendix B, Section 1.

(1971-1972).

WKAR-TV 60 data.

143
broadcasting circumstance; the audience that would have
access to the programs broadcast by the channel.

The All

Channel legislation of 1964 had mandated that all tele­
vision sets manufactured after that time mus.t have an ultra
high frequency receiving capability.

In 1969, reliable

surveys of the mid-Michigan area had established that the
conversion to color in the Lansing area was in the 38-40%
range.

It seemed safe to conclude, therefore, that UHF

reception capability in that same area was over 60% and
very likely in the 70% range, with new set purchases con­
tinuing to raise that percentage.

It was projected that

within the decade following the enactment of the All
Channel legislation, there would be an almost complete turn­
over to a new generation of UHF capable television sets.'*'
This fact was in large part responsible for the "new era"
foreseen by educational television broadcasters at Michigan
State for the new channel.
WKAR-TV UHF 23
On September 10, 1972 Television Broadcasting termin­
ated its shared-time operation on Channel 10 and inaugurated
a new, full-time service as WKAR-TV on Channel 23.

Page

wrote of this:
This move makes it possible for the two million
Michigan citizens who live within range of the

1Page, op. cit., (Report to Acting President Adams,
1969).

144
Channel 2 3 signal to view a full schedule of
informational, cultural, and educational pro­
grams from local, regional, and national sources.
The opportunity and the challenge offered by the
new station are matched, however, by the critical
need to create awareness of Channel 23 in general
and of the specific program services which it offers.
This informational need is great because the nature
of most of the WKAR-TV programs is such that they
are viewed selectively and because a certain inertia
must be overcome in getting people to tune in the
UHF signal. For these reasons public information
activities have been extensive during the past year
and will continue to be a critical adjunct to the
service itself.
(Emphasis added by writer.)
So, although the reception capability had changed
markedly, there was still the need— originally enunciated
in the days of the first WKAR-TV over UHF 60— to persuade
the public to watch a UHF station in an already VHF saturated
area.

Plans were continued to overcome this "inertia."
Concurrent with the activation of the new channel, plans

were developed for the acquisition of full-color production
and playback facilities.

Color videotape and playback equip­

ment were installed in May, 1973 and color cameras went into
operation in late summer.

This one change went a long way

toward making the channel competitive in the general viewing
market, particularly since over the same period, the new
national program interconnection, PBS, was supplying local
stations with sophisticated, award-winning programs such as
"Sesame Street," "The Electric Company," "The Advocates,"
"VD Blues," and series like The Masterpiece Theatre, all of

■*"Page, op. cit. , Annual Report (1972-1973).

145
them broadcast in color.

Further, with a full-time channel,

it became possible to carry the national PBS network's evening
offerings in the local prime-time hours for which
they had been nationally promoted.

This tended to encourage

an increased awareness and new viewing habits among the
public that could not help but increase that public's aware­
ness of the locally produced programs as well.
On or about June 1, 1973, an application for renewal of
the station's noncommercial educational broadcasting license
was filed with the FCC, with Channel 23 remaining a commer­
cial designation.'*'

The station's application requesting

that Channel 2 3 be made a reserved channel, however, had
never been withdrawn.

On May 6, 1974, the FCC released

a Report and Order amending the Table of Assignments of
Television Broadcasting.

Item 3 of the FCC Report and

Order read:
Since Channel 2 3 was already being put to
educational use, the proposal (of the Uni­
versity) to give de jure status to this de
facto situation presents no complication.
We believe that it is appropriate for the
Table of Assignments to reflect the actual
usage of the channel and it shall be changed
accordingly.2
Michigan State University was at last operating on a
reserved television channel.

1Appendix B, Section 3.
for Renewal, FCC Form 342."

WKAR-TV UHF 23 "Application

^Ibid., Report and Order (FCC-74-469), May 6, 1974.

146
Effective July 1, 1974 Television Broadcasting moved
from the Continuing Education Service to become a part of
the newly reorganized Division of Instructional Develop­
ment and Telecommunications under the Office of the Provost.
The Statement of Purpose issued at that time recalls in
several ways the original television broadcasting statement
of policy;1 yet it goes beyond that to reflect not only its
own developmental history but that of the entire education­
al television field, as well:
As a noncommercial educational television station
licensed by the Federal Communications Commission,
WKAR-TV is expected to broadcast a broad range of
public needs and interests.
As a service of Mich­
igan State University, it aims to (1) extend the
resources of the University for the continuing
education of the public, and (2) provide training
and research facilities to faculty and to students
preparing for careers in television.
Besides broadcasting, WKAR-TV also produces programs,
not only for local use, but also for distribution
elsewhere in the state and the nation.
Some of these
are produced for educational, governmental, and pro­
fessional agencies engaged in public service.2
During 1973-74, WKAR-TV completed its conversion from
black and white to a full color operation.

Local produc­

tion continued in the areas of public affairs, minority
affairs, the arts, Michigan State athletics, and coverage
of special events such as the State of the State Address,

^Appendix A, Item 1.
1954.
2

Television Broadcasting Policy,

Page, op. cit. , Annual Report (1974-1975).

147
Lansing's Day With the Arts, legislative hearings, and the
Michigan State University Commencement.

In addition,

during this year, plans were made for the reactivation of
the University of the Air credit/noncredit system of tele­
courses to be undertaken, cooperatively, by the station, the
University of the Air, and the faculty of Michigan State
University.

Production was begun on two telecourses to be

offered to off-campus students as vehicles for both formal
and informal learning.

One program series was designed in

the area of human nutrition and one in humanities, the
latter based on the renowned

British Series "Civilisation,"

produced and hosted by Sir Kenneth Clark.'*'
A report on the station's activities of what is the
final year examined for this study, included the following
statistical highlights:
WKAR-TV 1973-1974
Annual Broadcast Hours
Locally Produced Broadcast Hours
Student Involvement (Hours)
Studio Hours (Laboratories and
Workshops)
Weekly Audience (Viewer Exposures)
Annual Audience (Viewer Exposures)
Cost per Viewer Exposure

4,524
595
25,000
600
600,000
31,000,000
$.025

The telecourse for the humanities was produced in co­
operation with the Department of Humanities faculty/and
was entitled, "Civilization:
A Western Perspective."
It
was an extension of the Clark series.
The human nutrition
series was produced in cooperation with Dr. Dena Cederquist,
Professor of Food and Human Nutrition, who had been one of
the earliest faculty participants in Michigan State tele­
vision broadcasting in the late 1950's, and 1960's, with an
information series under the same name as the new offering,
"Food for Life."

148
As was true in 1974 on the national ETV scene, many
organizational aspects and agencies had been brought into
place on the local and State of Michigan scene— some of them
were hopeful, some of them were not.

Some promised useful

interaction between themselves and the Michigan State sta­
tion; others did not.
The station manager of the new WKAR-TV 2 3 station,
developed the following criteria to measure the station's
accomplishments during 1973, the year before joining the re­
organized Division of Instructional Development and Tele­
communications.^

It can serve as a State of the Station

report to complete this study's overview of Educational
Television at Michigan State :
Staff reductions and need to complete installation
of color equipment necessitated reduction in number
of broadcast hours.
Production of two university-level courses for
credit marked resumption of efforts to extend in­
structional opportunities to Michigan citizens.
Increased student involvement in WKAR-TV activities
resulted in better preparation of TV/Radio students
for career positions in broadcasting.
Utilization of WKAR-TV programming to enrich uni­
versity classroom instruction continued to be an
important asset to many departments.
Presentation of six WKAR-TV programs over Public
Broadcasting Service was indicative of station's
capability to produce top-quality programs for
national distribution.

'*'Page, op. cit. , Annual Report

(1974-1975) .

149
Continued distribution of WKAR-TV programs to
stations throughout Michigan and the nation ex­
tended the resources of MSU far beyond Channel
23 coverage.
A new method of selecting a large part of the
national program schedule, the Station Program
Cooperative, was inaugurated.
This system re­
quires individual stations to pay for those pro­
grams which they select.
WKAR-TV cost was
$28,000 in 1974, will increase to about $90,000
in 1975.
Increase in grant funds from Corpora­
tion for Public Broadcasting will help to pay
for these costs.
Instructional Development and Telecommunications
Services created to include the broadcast sta­
tions.
New administration alignment brings re­
lated units together into effective organization
providing full range of instructional, research,
and public services.1
Michigan State Television Broadcasting, in its third
metamorphosis, seems, like the larger educational television
field on the national scene, to have been able to take with
it much of the best of its previous efforts.

It seems now

to be moving into a new era with the promise that all these
may have application somehow; perhaps, finally, in space
communication.

This study of the Michigan State station's

past growth was undertaken in order to provide reference
points for its more successful growth in the future.
An early program series offered by the first WKAR-TV
Channel 60 in the philosophy category, was entitled:

■^Page, op. c i t ., Annual Report

(1973-1974).

"Not

150

in Our Stars, but in Ourselves."'*'

The time may have come

for Michigan State Television Broadcasting to paraphrase
both Shakespeare and history.

■*"MSU Archives, op. cit., Reconstructed Program Listings
(1954-1958).

CHAPTER IV
PROCEDURES OF THE STUDY AND
DESCRIPTION OF DATA

This study was undertaken to determine what impact the
operational conditions of Michigan State's television broad­
casting effort has had on its programming.

The investiga­

tion has depended mainly.on primary sources and data has
been gathered in a variety of ways from a number of places.
Part I:

Procedures of Data-Gathering

A preliminary search for information sources was made
by means of a special interview schedule designed to gather
historical data, recollections and opinions from members of
the television staff, the university faculty and administra­
tion, and educational telecommunications personnel who had
been closely associated with Michigan State's television
effort.'*'

This initial search, in addition to identifying

additional sources of information, aided in the identifica­
tion of the four major factors of influence found in the
operational conditions of Michigan State Television

"^Appendix C.
Item 2.
#1, January 10, 1975.

Informant Interview Schedule
151

Broadcasting— policy, technology, financing, and programming
acquisition and production

(the last element being simply

called production in the framework of the study to avoid con­
fusion between the program processing phase and the programs
actually broadcast by the station and referred to as program­
ming) .
Additional data were gathered from the following
sources:

(1) Michigan State Television Development files—

reports, records, and studies;
torical files;

(2) television station his­

(3) Daily Logs and Program Schedules;

(4)

station Program Guides, University and Station Information
Releases for specific programming;

(5) correspondence of key

station personnel and university administration decision­
makers located in the MSU Archives;

(6) correspondence and

files of contemporary key station personnel;

(7) research

studies and special reports by station personnel;
office memoranda;

(8) inter­

(9) interdepartmental reports and proposals;

(10) Information Services press releases, bulletins, etc.;
(11) television promotional materials;

(12) contemporary news

and magazine and journal items and articles;

(13) minutes of

the Michigan State Board of Trustees meetings; and,

(14)

related studies.
'• A search of these sources provided data in the categor­
ies identified as pertinent to the study by the preliminary
information-gathering interview schedule.

Data were collected

on station philosophy, operational conditions, and program­
ming for examination in the context of the question raised

153

for this study.

. . .

How have the operational conditions

of Michigan State's television broadcasting impacted on its
programming?
Procedures for Reporting Data Findings
Each category of data gathered was found to have its
own history of evolution over the twenty-year period of this
study, January 15, 1954 to July 1, 1974.

Therefore, the

data pertinent to each category will be reported as a separ­
ate chronological history of development— data pertaining
to station philosophy, data pertaining to the factors of
policy, technology, financing, and production that have been
identified as making up the station's operational conditions,
and, finally, data pertaining to programming.
Procedures for Data Analysis
Three kinds of data have been gathered and must be con­
sidered in determining the procedures to be used for analy­
sis.

First, there are data pertaining to station philosophy.

The television station exists as a creature of the University
and, as such, it operates under the same land-grant philos­
ophy as its parent educational institution.^

Second, there

are data pertaining to the station's policy, technology,
financing, and production.

These factors interact to form

^12 Stat. 503, loc. cit. , "The Morrill Act,"
Chapter I, p. 1, footnote 2).

(See

154
the operational conditions of the station at any given time
and will be analyzed in roughly four-year increments to
determine

(1) their composite climate or environment within

each of those time frames, and (2) the impact potential
their interaction might have on the station's programming.
The four-year division

of time is suggested by the develop­

mental history of television at Michigan State:

1950-1954,

prebroadcast preparation; 1954-1958, WKAR-TV Channel 60;
1958-1972, WMSB-TV shared-time Channel 10, within which fall
four developmental divisions of approximately four years
each— 1958-1962, 1962-1966, 1966-1970, and, last, 1970-1974,
which include the first two years of the present WKAR-TV
Channel 23.

Third, there is data pertaining to programming.

The schedules of programs broadcast that have been recon­
structed for this study, represent accomplishments in fact
and so do not lend themselves to analysis.

However, they are

an indispensable factor in the final procedure of the study's
analyses— the comparison of the station's processing environ­
ment, or, its operational conditions, with its programming.
This last analytic procedure will endeavor to determine to
what degree and in what manner the operational conditions
of the station impacted on its programming.

This comparison

will be made using the same four-year time divisions used for
the first analysis of data.

155
Description of Data Gathered
I.

Station Philosophy

All broadcasters are licensed by the United States
government to operate for "the public interest, convenience,
and necessity," and this philosophy of service must be con­
sidered as the television station's basic philosophy.^
Second, and also a philosophy of service, is the University's
own philosophic tradition as a land-grant institution.

As a

division of the University, the television broadcasting
effort assumes the University's philosophy.

2

And, there is

a third philosophy in operation, that of the FCC and its
concern for the protection of "noncommercial educational
television."
channels m

This led to the reservation of television
3
1952.
Any one of these would be sufficient to

serve the Michigan State Television Broadcasting station well.

Public Law 416, 73rd Congress The Communications Act
of 1934, June 19, 1934 (Amended to December, 1964).
Docu­
ments in American Broadcasting, edited by Frank J. Kahn.
(New York: Appleton-Century-Crofts, 1968), pp. 54-96.
2

12 Stat. 503, op. cit.

^FCC (52-294) Sixth Report and Order, April 14, 1952.
Television Digest with Electronics Reports, Wyatt Building,
Washington, D. C.

156
II.

Operational Conditions

Data pertaining to the operational conditions of tele­
vision broadcasting that are comprised of the interacting
factors of policy, technology, financing, and production
show them to have independent developmental chronologies.
The data gathered for each will, therefore, be reported here
individually.
A.

Policy

Over the twenty-year span of television broadcasting's
history at Michigan State, from January 15, 1954 to July 1,
1974, there have been only four formal statements of policy
entered into the record:
(1) Television Broadcast Policy"*(2)

Report of the All College Committee on Television
Courses for Credit

(3)

2

TV Policy Statement for the School of Science and
Arts3

(4)

Policy of the Radio and Television Broadcasting
4
Services of Michigan State University

^Appendix A, Item 1, 1954.
3Ibid., Item 2, c. Winter, 1954.
3

Ibid., Item 4, (Item 3 in Appendix A is a "Draft for a
Public Affairs Policy."), November 30, 1954.
^Ibid., Item 5, December 20, 1967.

157
It should be noted that of these formal statements of
policy, three were formulated and made a part of the organ­
izational record for television during the first year of
broadcast operation.

All of these had been discussed and

agreed upon over a period of the previous two experimental,
prebroadcast years.

After the issuance of the December,

1954 TV Policy for the School of Science and A r t s , there
seems to have been a hiatus of thirteen years before a need
was felt for the issuance of a new statement of policy— this
was the Policy of the Radio and Television Broadcasting Ser­
vices of Michigan State University— issued in 1967.
The organizational structure presented for television
programming involvement by the members of the College fac­
ulty and the design presented for programming itself deserves
a more detailed description here than exists in the document
titles.
(1)

Television Broadcast Policy
The Foreword of this statement of policy, because of

its pertinence to this study, has been used as a Foreword for
this report as well.'*'
Article I describes the purpose and organization of
Michigan State television.

The purpose is to fulfill the

educational nature and function of Michigan State College,

■^Appendix A. Item 3, "TV Policy . . .," or, see Foreword
page of this report.

158
and to serve to the fullest extent the interests and needs
of the people of the State of Michigan.

It states that this

purpose shall be achieved by the following means:

(a) the

presentation and interpretation of the various divisions,
departments, courses of study, services and activities of
the College, with emphasis on education, research, training
and service;

(b) the development of educational programs for

use by other stations, public service organizations, and
educational institutions, and the cooperative extension of
time, facilities, and services to these same groups for their
own development of programs in the public interest;

(c) the

broadcast of informational, cultural, educational and enter­
taining programs consistent with the policies and standards
of an institution of higher learning which may originate
from sources other than the College and immediate community;
and (d) the development of a training program and course of
study in television broadcasting for the staff and students
of the College in order to advance and improve the medium and
its utilization through instruction and research.
The authority to administer and interpret this tele­
vision policy was vested in the Office of the President under
the administrative jurisdiction of the Administrative Assis­
tant in Charge of Public Relations and the Director of Tele­
vision Development.^

The responsibility for television

^At the time of the Television Broadcast Policy issuance,
Michigan State's president was John A. Hannah, his

159
operations was vested in the Director of TV Development
(Armand Hunter), who reported directly to the President
through his Administrative Assistant.

It was suggested that

a "television Committee be appointed to advise the Director
of TV Development on policy and operational matters."^
Article II of the first Michigan State television broad­
casting policy set forth the principles to govern all broad­
casts.

It states that all shall meet the highest standards

of good taste, and that the integrity and reputation of the
College shall be upheld and "defended against misuse, mis2
representation, and exploitation."
It further states that
no broadcast shall place the College in the position of en­
dorsing or opposing any candidate for public office, the
platform or objectives of any political party, or of any
religious affiation, or of endorsing or advocating the use
of any specific commercial product, method or device.
Article III sets forth the main purpose and manner of
broadcasting by the College station.

It shall be operated

primarily for the dissemination of information, the extension
of education, the development of culture, and the promotion
of free and critical inquiry into problems of public concern,

Administrative Assistant was James H. Denison, and the Direc­
tor of Television Development was Armand L. Hunter.
^Appendix A, Item I.
(1954).
2

Television Broadcast Policy

Appendix A, Item I, op. ci t .

160
subject only to the provisions of Article II of the same
document.1
Article IV concerns the broadcasting by other tele­
vision stations of programs originated by Michigan State.
Article V concerned the broadcasting by Michigan State of
the programs originated by other stations.

Broadcasts of

athletic events concerned the final Article, VI, suggesting
that a considerable amount of time and negotiation had taken
place prior to its formulation that involved the College,
the Inter-Collegiate

(Western) Conference, the NCAA, and all

other athletic associations of which the College was, or
might be, a member.
(2)

Report of the All College Committee on Television
Courses for Credit
Although this document is not specifically stated as

"policy" it sets forth the organization and administration
guidelines for an important portion of the station's pro­
gramming— that of the University of the Air.

In particular,

this statement states how and under what conditions credit
should be given to television students and how noncredit

This Article of the Television Broadcast Policy was the
first to be tested.
Due to a request from the Republican
Party of Michigan for air time for Vice President Nixon, a
decision regarding what was purely political and what could
be called governmental and for the "public interest, conven­
ience, and necessity" had to be made.
Time was not allotted.
(See Appendix A, "Draft for a Public Affairs Policy."
Item
3.)

161
needs should be handled.
This report, initially, suggests that (a) periodic
reviews of the whole design of credit and noncredit offer­
ings should be made by College faculty "with.an eye to making
certain that it serves well the college purposes set for it;
(b)

(it)takes note that educational television is a new

field and that there are few firm criteria of excellence as
yet;

(c) lack of experience in the new field dictates that

there should be allowances and arrangements made for experi­
mentation, and that the University should be prepared for
this;

(d) with this in mind, the Committee hopes that even

their report, although in some form approved, not be con­
sidered the last word on the matter of television courses
for credit.
The report also suggests that courses for credit should
not have as their primary rationale "either popularity or
public relations value."

However,

"this does not mean that

a teacher may not be popular with the television audience or
that excellent public relations may not follow a television
course well done; but unless we are to run the danger of
intellectual dilution, these must be by-products and not
primary objectives."'*'

^"Appendix A, Item 2. Report of the All College Com­
mittee on Television Course for Credit.
Introduction, p. 1.

162
The major policy recommendations regarding potential
television students were:

(a) there should be a limit put

on the amount of television credit allowed in a degree pro­
gram;

(b) students in residence at the College should be

permitted to enroll in television courses only with the per­
mission of their dean.
standards,

That in order to assure academic

(a) no course be offered for television credit

that has not been approved for inclusion in the University
catalogue;

(b) television students must meet all the require­

ments and standards to which resident students are held; and
(c)

television students ordinarily should come to campus to

take their final examination.
It was further recommended that the responsibility for
administering the Program of Television for Credit be tri­
partite in nature.

All three parties— the School, Continuing

Education, and Television Development should be agreed on the
wisdom and practicability of a television course before it
is offered on the air.
A careful delineation of the duties and responsibilities
of each member of this tripartite control body was included:
(a)

the School— in actual effect, it is suggested that

perhaps the department should be responsible for the decision
regarding a course since such factors as the availability of
faculty, the desire of the school, division, or department
to give special emphasis to the course in question and the
willingness of the necessary faculty member to do the

163
television teaching inevitably lie there.
(b)

Television Development— should be concerned with

the technical problems of getting the course on the air.
In order to assure participation of the schools.and de­
partments insofar as possible, the report recommended that
they consider the television courses as an "integral part of
their educational responsibility."

It was the College Com­

mittee's opinion that the television courses would be of
better quality if the schools and departments planned posi­
tively for them rather than simply meeting such demands as
they might arise.

In this manner, departments could become

rich sources of suggestions for television courses.
To expedite the organization of television courses and
to define a clear line of command and contact, the Committee
further recommended that a Television Coordinator be appointed
for each school.

This person would be appointed by and be

responsible to the dean and would serve as the liaison be­
tween the dean and departments on one hand and the school and
Continuing Education and Television Development on the other
in all matters relating to television.

It was suggested that

the person holding this job should have a reduction of other
duties.

The extent of this reduction would differ, under­

standably, from school to school, depending on its involvement
with television.

Some schools would need a full-time person,

others would need far less from their television liaison.
It was suggested that each school establish a television
advisory committee to assist their Television Coordinator;

164
such groups confining their activities to an over-all con­
cern for the television program of their school.
(c)

Continuing Education— In regard to Continuing Edu­

cation's involvement in the television programs, it was recom­
mended that Continuing Education, in consultation with Tele­
vision Development and the several Television Coordinators of
the several schools should devise an appropriate form that
would indicate the agreement to offer a particular course by
television and thus provide all concerned with a written state­
ment of that agreement.

The purpose of this was to make cer­

tain that all concerned had a written record for courses
planned at long range.
The recommendations for faculty participation were as
follows:

(a) no faculty member should be expected to partici­

pate in the television, programs who does not wish to appear
(and it was suggested as highly unlikely that such a person
could be successful and probably his energies might be better
spent in other w a y s ) ; (b) a television teaching assignment
should be accompanied by a reduction in the balance of the
faculty member's teaching load on the following ratio:
a one-term television course
week)

(aa)

(3, thirty-minute programs a

for credit equal one-half the normal full-time load;

(bb) one non-credit

(12, thirty-minute programs) television

series equals one-fourth of the normal full-time load.
closing, the All College Committee reports:
It seems certain that the preparation and
giving of a credit course on television is a great

In

165
deal more burdensome for the faculty members than
regular classroom instruction.
Much of the prep­
aration will have to take place in the term pre­
ceding that of television.
New techniques and
devices invevitably will be necessary, special syllabi
must be prepared, rehearsal time will be extensive,
and in courses where the enrollment is large the job of
evaluating students' progress may well become enormous,
so much so that in certain instances assistance to the
television teacher will need to be provided.
(Therefore)

It was recommended that a faculty member

should not do television teaching (credit or noncredit)

in

addition to a normal, full-time load; and, further, that iso­
lated appearances requiring no extensive preparation

(perhaps

up to three appearances a year) should be assumed by a faculty
member without reduction of load.

In regard to these gra­

tuitous appearance, however, the Committee recommended that
a record of them be kept, and that the school television Co­
ordinator should be informed by Television Development of all
appearances such as these.
(3)

TV Policy Statement for the School of Science and Arts
This policy statement addresses itself to the question

of organization and the institutional and organizational
channels to be observed by the staff members of the School
of Science and Arts who take part in the Television Education
Program.

It is, in a sense, a corollary to the earlier Report

of the All-College Committee on Television Courses for Credit
and Noncredit in this regard.

This statement also prescribes

what steps will be taken to protect staff members in their
regular assignments in teaching and research as they partici­
pate in the television program.

166
A letter from the dean of the college accompanied the
Policy Statement and describes the decision-making process
that produced it.

According to Dean Muelder, the following

steps were taken within the School of Science and Arts in
arriving at its policy:
tors;

(a) a meeting with Division Direc­

(b) meetings with the Division Director and Department

Heads of each of the Divisions;

(c) individual Department

Meetings with the staff of Departments desiring such dis­
cussions;
Directors;

(d) a meeting of all Department Heads and Division
(e) presentation and discussion of the Policy

Statement in Science and Arts staff meeting, Winter, 1954;
(f) final presentation discussion and adoption in the Science
and Arts meeting, Fall, 1954.
and Arts:

Outside the School of Science

(a) consultation with and concurrence by Mr.

Hunter and member of his staff in Television Development;
(b)

consultation and concurrence by Dean Harden, Mr. Dillon

and Mr. McKune in Continuing Education;

(c) consultation and

concurrence by Cooperative Extension and the Experiment Sta­
tion, through the Dean of the School of Agriculture— (aa) a
meeting of Science and Arts Department Heads concerned with
Extension and Experiment Station,

(bb) meeting with Dean

Harden and members of his staff directly concerned with
television.
Dean Muelder closed his comments by saying that although
the Policy Statement represented the best judgment of the
School of Science and Arts at that time,

"it must be

167
re-evaluated after we have gained additional experience of
actual television experience."^
The first concern of Dean Muelder and his faculty was
for the creation of the best possible programs for tele­
vision without an interruption in the growth of the total
teaching responsibility of the faculty and staff of Science
and Arts.

In order to assure this, clear lines of responsi­

bility were established in its TV Policy Statement with
Continuing Education, Cooperative Extension, and Television
Development.
again defined.

The role of Television Coordinator is once
This person would be appointed by the Dean

of Science and Arts and report directly to him regarding the
administration of the television program activities of the
School.

The Coordinator's basic responsibilities were de ­

fined as being three:

(a) liaison between faculty and staff

and the television producing agencies;

(b) integration of

television into normal departmental responsibilities through
long-range planning; and (c) evaluation of the School's televison work.^
Continuing Education was acknowledged as having the re­
sponsibility for the University of the Air, including both

^Appendix A.
Item 3, Cover letter.
for School of Science and A r t s .
2

TV Policy Statement

(The Television Coordinator appointed by the Dean for
the School of Science and Arts at this time was Dr. John
White, Assistant Professor of English.)

168
credit and noncredit courses.

The School of Science and

Arts, however, would retain the responsibility for the ap­
proval of courses to be offered, their subject matter,
material, amount of credit, method of grading and their se­
quence.

The School's faculty and staff would develop ideas

for television production as well as evaluating those ideas
and suggestions that might come to them from Continuing
Education.

Requests for plans and action in educational

television (either credit or noncredit) would be made solely
through the Coordinator for Television of the School.
turn, the School would channel its course work

In

(credit or

noncredit) television activities through its Television Co­
ordinator to Continuing Education.^The titles Coordinator, and, Producer-Coordinator, were
carefully defined in the following passage of this policy:
The descriptive title, Coordinator, is used for
those responsible for television activities within
a School.
Faculty and staff of the School of Science
and Arts are concerned in television matters only
with their own Coordinator except in actual produc­
tion.
The title, Producer-Coordinator, is carried by
Specialists in Continuing Education, Cooperative
Extension, and Television Development.
Faculty and
staff are directly concerned with Producer-Coordinators
for actual production, but indirectly concerned at
other times through the Coordinator of the School.
The Cooperative Extension area was defined in this policy
to include the Experiment Station.

The responsibility for the

(The Producer-Coordinator for Continuing Education at
the time of this policy statement was Dr. Lawrence McKune,
Assistant Professor of Continuing Education.)

169
planning and production of all programs classified as Ex­
tension was allocated to them.

In the case of faculty or

staff members who had a fifty percent or more assignment
to Extension, allowances for television were to be made in
their Extension load.

For those with less than fifty per

cent time allotment in Extension who participate in tele­
vision, requests for plans and action in Extension series
or programs would be considered a part of departmental staff
and load problems, and would be made to faculty and staff of
the School of Science and Arts by way of the School Tele­
vision Coordinator, whenever possible;
Because of long established practices and policies
in Extension work it is recognized that faculty and
staff will frequently be called upon to exercise
special training and skills for brief portions of
programs or on relatively short notice.
Whenever
possible, however, projected series or programs
involving faculty and staff of the School should be
cleared through the Coordinator for Television for
the School of Science and Arts.
The responsibility
for drawing the line between usual professional re­
sponsibilities and additional duties affecting the
departmental loads must rest with the faculty or
staff member concerned and his department head.
When, in either one's judgment, television work be ­
comes a departmental concern, the Coordinator for
the School enters as a necessary center for
information.1
The area of Television Development was acknowledged as
having the responsibility for the planning and production of

^(The Producer-Coordinators in Extension at the time of
this policy were Mr. George Axinn and Miss Margaret McKeegan.)

170
all programs "except those in Continuing Education and Co­
operative Extension."'*'

The School recognized that it might

receive requests from Television Development for general
education series or programs, and that these, conceivably,
could become a part of the departmental staff and load prob­
lems.

It was decided that all such requests should be chan­

neled to the School's faculty and staff solely through the
School's Coordinator for Television.

The School, in turn,

would channel all suggestions and requests it might have for
Television Development through its Coordinator to Television
Development's Producer-Coordinators.
In regard to the Producer-Coordinators, the School rec­
ognized that their work would be more likely to be concerned
with individuals and their interests and talents than with
entire departments.

The responsibility for drawing the line

between the personal and departmental would thus have to be
shared by the faculty and staff of the School and the ProducerCoordinators.

Again, whenever, in the judgment of either one,

television work became a departmental concern, the Coordin­
ator for the School would enter as a necessary center for
2
information.
The responsibility for informing the School's
Coordinator of television work beyond normal limits was

^"Appendix A.
Science and A r t s .
2

Item 4.

TV Policy for the School of

(The Producer-Coordinator for Television Development
for the Arts at the policy's issuance was Dr. Donald Pash,
for the Sciences it was Mr. William Tomlinson.)

171
considered to rest with the individual faculty or staff
member affected.
None of the School's TV Policy statements were intended
to either exclude or limit the "invaluable personal inter­
change of ideas between faculty and staff and Television
Procedures."^

There was concern expressed, however, that

the Coordinator for Television be kept informed whenever
regular research or teaching loads were involved, if only
because by means of this knowledge the Coordinator would
"further the adaptation of all kinds of television work into
2
the permanent program of Science and A r t s ."
The policy statement spelled out administration respon­
sibilities once television courses or series were approved
for presentation by the School through its Coordinator and
scheduled for production.

Production responsibility then

rested with the Producer-Coordinators of Continuing Educa­
tion, Cooperative Extension, or Television Development and
the faculty and staff members concerned.

"The technical

staff or WKAR-TV is involved with faculty and staff of the
3
School only by way of the Producer-Coordinators."

^Appendix A.
^Ibid.
^Ibid.

Item 4, op. ci t .

172
A ratio of television work load with and without credit
attached to classroom courses was worked out by this policy
also:
One (1) 12 week television credit course equals
Two (2) 3 credit classroom courses for the teacher;
One (1) 12 week noncredit television series equals
One

(1) 3 credit classroom course for the teacher

Single programs and brief series could be accumulated
until a total of twelve (12) had been produced when the
School would recognize these as equivalent to one (1)
3 credit classroom course.
Equivalent recognition for television teaching will
normally be given by reducing on-campus loads during
the term in which the television programs (credit or
noncredit) are produced.
In the case of accumulated
television programs, the regular load of teachers will
either be reduced in the term during which the twelfth
program is produced or in the next regular quarter
following the completion of a twelve program series.
A special footnote was attached to the final statement
reported above that read:
Where special problems of preparation are involved
it will be possible to allow partial reduction of the
regular load of the teacher in the term preceding the
course for college credits or twelve program series,
as well as during the term in which the program is
produced.
(4)

Policy of the Radio and Television Broadcasting Services
of Michigan State University^
Thirteen years had elapsed between the last issuance of

a television policy for Michigan State and this one issued
by the Continuing Education Services.

^Appendix A.

Item 5.

The occasion appears

December 20, 1967.

173
to have been the necessity of establishing the change in the
Broadcasting Services administration.

This is affirmed in

the first paragraph:
Administration
The radio and television broadcasting services of
Michigan State University are divisions of the Con­
tinuing Education Service.
Responsibility and
authority for administration of the radio and tele­
vision broadcasting stations progress from the Manager
of each station to the Director of the Continuing
Education Service, to the Provost, to the President
of the University, and thence to the Board of Trustees,
which holds the broadcasting licenses granted by the
Federal Communications Commission.
The purposes of the radio and television broadcasting
services are stated as follows:
to serve the interests and the needs of the people
of Michigan, and to contribute, on behalf of said
people, to the welfare of the nation and the world'
at large, through the educational resources of
Michigan State University.
These purposes, the policy states, should be achieved
through several means:

(a) the preparation and broadcast of

programs which extend the resources and activities of the
University;

(b) the broadcast of programs, produced locally

or elsewhere, which employ resources other than those of the
University, provided they are consistent with University
standards and policies;

(c) the development of public service

programs for use by other stations, public service organiza­
tions, and educational institutions, and the cooperative
extension of time, facilities, and services to these same
agencies for their own development of programs in the public
interest;

(d) the support of training, instruction, and

174
research in broadcasting for the staff and students of the
University.
The "Programming Objectives" of the Broadcasting Ser­
vices were stated also.

They were

(a) to help people to

develop morally, culturally, physically, and intellectually
so as to lead more satisfying and productive lives as indi­
viduals and as members of society;

(b) to serve minority as

well as majority needs and interests;

(c) to motivate those

who are capable of education as well as serve those who al­
ready desire to further their education;

(d) to minimize

merely passive experiences in favor of those which stimulate
audience members to cultivate and derive satisfaction from
their own capacities;

(e) to evince and foster a regard for

truth, reasoning, and free inquiry;

(f) to engage actively

in the problems and opportunities of current living, as well
as presenting existing and codified knowledge;

(g) to broaden

the public's understanding and enjoyment of the fine arts;
(h) to win and maintain the involvement of intended audiences
by the effective selection, preparation, and presentation of
subject matter— relying on methods which will point up the
relevance of the subject matter of their needs, stimulate
thinking, sharpen preception, and provide inspiration, with­
out violating:
respect for subject matter, protecting it from
distortion through exaggeration, oversimplification,
and sensationalism;
respect for the presenter of the subject matter, his
authority, dignity, and professional methods of

175
communication;
respect for the audience member, protecting him
from harrassment and insults to his powers of in­
telligence and discrimination.
This last statement of policy found among the data
gathered that.pertained to policy, closes with two sections
not unlike similar sections found in the original Television
Broadcast Policy of 1954.

They cover specific programming

regulations concerning good taste, the University's integ­
rity, and institutional editorializing and advocacy, and
regulations concerning the broadcasting of University-origi­
nated programs by other television stations.
This policy acknowledges the University broadcasting
service's responsibilities to conform with "governmental
rules, regulations, and laws, including those specifically
applicable to broadcasting stations and those which protect
the rights of people to their property and reputation."
This affirmation was not a part of the original Television
Broadcast Policy statement of 1954 and it marks one of the
changes in awareness regarding the mutuality of responsibil­
ities on the part of both education and government, in the
field of educational television.
Summary of Data Gathered Concerning Policy
(Figure L, page 176)
Rarely has there been an educational television broad­
casting facility so thoroughly prepared, organized and
trained for action as the pioneer station of Michigan State
television.

In the first year of its broadcasting life,

I

TECHNOLOGY

POLICY
HIGH

Fi o u r

e 1

ON

ON

0V

fJ J M

M>

0>

ON

/S7f

LoW

177
three complementary organizational policies were brought to
fruition after several years of study in each case.

Un­

fortunately for their designers, the lack of sophistication
of the UHF technology of that time defeated them.

The dis­

appointment and disillusion this caused among the faculty
and staff has already been reported earlier in this study
in a statement from Dean Muelder.

"The technology failed

us completely."'*'
The steady decrease of faculty participation in the
station's programming is reflective of the erosion of the
participational policy organization.

The station operated

through the late 1950's and most of the 1960's on a sort of
laissez-faire policy of neutrality.

The policy for action

and interaction between the resources of the University and
the station's audiences was not active, nor was it ever, of­
ficially, deactivated.

It was neutral.

Not until 1967,

during the continuing battle over the continuance or discon­
tinuance of the station as an extension of the University,
was a fresh statement of policy made.

A climate of general

concern existed at the television station over the Univer­
sity's eventual decision.

To calm rumor and boost staff

morale, Dr. Hunter, Director of Broadcasting Services, and
now Director of Continuing Education Service as well, took
this occasion to review the University's long commitment to

"^Muelder, op. cit. , Chapter III, p. 103.

178
the television operation and that this posture had never
been changed, officially.

The statement issued was the

fourth and, to date, the last statement of policy on record.'*'
In 1970, the University was on its way to the decision
to cease its shared-time activities on Channel 10 in order
to activate the Channel 23 on a full-time basis, once per­
mission for the move was received from the FCC.

In Septem­

ber of 1972, when the University's third station, WKAR-TV,
went on the air over Channel 23, there was no new statement
of policy made.

Nor was a new one made when the television

broadcasting station moved from the jurisdiction of the Con­
tinuing Education Service to the newly reorganized Division
of Instructional Development and Telecommunications.

The

reasonable assumption would seem to be that the original
statements of policy were still in effect.

But few on the

campus of either the University administration or the staff
at the station, seem able to tell an inquirer what these
policies are, nor yet, where they may be found accessible
for study.
B.

Technology

A second factor identified by the study's informants as
influential in the operational conditions of the station was
technology.

In this instance, technology referred not alone

^"Appendix A, Item 5.

December 20, 1967.

179
to the technical, or hardware, capability of the television
art, but to the physical conditions
ment) available for its use.

(studios, studio equip­

Technology also referred to

the capability of the receiving equipment available to the
station's potential audience.

In all, technology in this

study has been defined on three levels, the technical de­
scriptors on the station's license

(frequency, coverage

area, and tower height and transmitter power), the physical
capability of the broadcasting equipment, and the capability
of the audience to receive the programs broadcast.
The license descriptors can be found in the FCC Forms
301 and 342 for stations WKAR-TV UHF 60 and WKAR-TV UHF 23.1
The technical descriptors for Channel 10 will be found in the
shared-time agreement co-signed by the Television Corporation
of Michigan, Inc.

(WILX-TV)2

In the beginning the broadcasting equipment was "top of
the line" in the television art.2

In the 1950's WKAR-TV's

station and facilities were considered exemplary and were
used to train not only its own staff but personnel for stations around the country.

^Appendix B.
2

4

During this learning period,

Sections 1 and 3.

Op. cit., Section 2.

3
Interview:
Ray C. Wilson, Chief Engineer, WKAR-TV 23.
October 22, 1975.
4
Wilson, op. cit. "It should be inserted at the appro­
priate point that during the years 1954 to 1957 Michigan State

180
however, there was very little "down" time for maintenance.
Not only were the staff being trained, but students were
using the equipment, with no knowledge of how to handle it.
Engineers were themselves, to an extent, also learning.

The

state of the equipment began to deteriorate.
The switch to the shared-time Channel 10 made no ap­
preciable difference in the studio equipment, although the
much stronger signal and the fact of its being a VHF rather
than a UHF frequency made the potential audience figures
jump from 15% to 90%.

But the hours scheduled for the Uni­

versity station were not those when the audience it desired
to reach was available.
During the decade of the 1960's the tight money situ­
ation of the State was reflected in the University budget.
This was, in turn, reflected in the budget of the station.
The Director of Broadcasting's Television budget in 1964
showed no allowance for equipment; the Chief Engineer's
budget, however, did.

Upon examination it was found that

the engineer's funds were intended to pay for such items as
travel expenses, power charges, and student work hou r s .
did not represent funds for new equipment.'*'

They

A look at the

University gained a reputation of being one of the best facil­
ities in the nation for producing kinescope recorded TV pro­
grams."
(October 22, 1975.)
^Wilson Interview, ibid. "If something d i e d , we could
replace it, but we could purchase nothing that was addition­
al to what we already had."

181
purchasing sheets of the engineering department seems to
bear this out; there were over 88 items purchased during the
station's establishment period of 1954, only 17 in 1964.
These were items like spot-lights, cartridge and playback
tapes.
The sale of Channel 10 and the funds realized were used,
in part, to activate Channel 23 full-time and with full
color capability.

This promised a return to the station's

"top of the line" reputation in the ETV field that it had
enjoyed during its pioneering years of the 1950's.
Over the twenty years of the University station's exis­
tence there has been little change in the technical de­
scriptors of the three stations, except, as noted, the con­
siderable increase in power during the thirteen and a half
years of the shared-time operation.

During these years of

the 1960's the equipment, for the most part, was being sus­
tained by little else than "spit and perseverance."^

The

divided air schedule, however, did give more time for main­
tenance.

While WILX had the channel during the afternoons

and evenings, the engineers could tend to the upkeep of the
equipment.

Nonetheless, the Daily Logs kept by Master Con­

trol of what transpires during the time a station is on-theair, have many "trouble" entries.

The budget for the

^Interview; Linn C. Towsley, original Chief Engineer
of the UHF 60 and VHF 10, operations.
East Lansing, Novem­
ber 30, 1975.

182
station's operation during the 1960's, was insufficient to
maintain a good operation and too good an investment for
the University, it seemed, to be relinguished.
The third component in the technology definition of
this study identified by the informants is an extension of
its technological capability.
use?

What are the effects of its

In this instance, what audiences are the stations'

technologies able to reach?
There have been no consistent audience analyses made
over the twenty year life of the Michigan State television
stations.

There have, however, been a sufficient number of

intermittent studies to enable the University to know it has
not yet reached the audiences for whom its programs are in­
tended in any appreciable numbers.
In 1955, a study was made of WKAR-TV Channel 60 that
determined that the television saturation of the Lansing
urban area was 85%.

WKAR-TV's saturation in the same area

was between 3.7% and 20.5%.

An average of 15% was usually

used as the audience reachable.1

. Irving R. Merrill, Television Sets, Reception, and
Viewing in Lansing and Vicinity. WKAR-TV Research Report
542M, January, 1955.
(WKAR-TV UHF 60 was the first station to go on the
air which included as a member of the regular staff a full­
time Director for Research.
Dr. Irving R. Merrill during
his association with the station during the 1950's did much
prototype research for the ETV field.)

183
In 1958, a second study was undertaken by the Research
Department of WKAR-TV to determine the potential audience
for the proposed Channel 10.

At that time there was a 90%

television saturation in the Lansing urban area.
the proposed University station would share.

In this

This meant

that there would be the potential of the University's broad­
cast service reaching 6,020,000 persons in the designated
i
market area of urban Lansing.
In 1971, an audience analysis was carried out on behalf
of the station's public affairs program,

"Assignment 10."

Three questions were asked of respondents in an effort to
gather information that would be useful to the possibly up ­
coming UHF 23:

"How old is your set, does it have a dial to

pick up UHF channels, and is it a color set?"

This informa­

tion was thought important to WMSB's and the Michigan State
station's future if it went to color, and if it became Chan­
nel 23.

Out of a total of 800 respondents,

of the sets was not quite four years

the average age

(3.91), about seventy-

three per cent

(73%) of the sets had UHF dials, and a little
2
less than half had color (46.8%).

MSU Archives: Hannah files, (Box 41#57), Memorandum
from I. R. Merrill to A. L. Hunter, August 21, 1958.
Sub­
ject:
Population Estimate, Channel 10 Maximum Coverage Area.
2
Jim Cash, Lansing Public Affairs Programming:
A
Study of the Audience of the Television Program "Assignment
10."
(Unpublished study, 1971.)

184
A September, 1972, study surveyed the efficiency of the
information dissemination about the arrival of the new Chan­
nel 23.

It was conducted two weeks after the station went

on the air and 74% of the sample contacted said they had
heard "something" about a new station in the area; 71% ac­
curately identified the channel number as 23, but only 22%
knew the call letters were WKAR; 52% of those aware of the
station said MSU ran the station; the remainder stated they
did not know who-ran it.
When asked if the station was already on the air, 65%
of the group said yes, 17% said no, and 17% didn't know.
Asked to choose among a set of station descriptors, 41% said
it was an "educational station," 17% said a "public broadcast­
ing station," and 12% said "community station."

The rest

did not know.
Asked what kinds of shows the new station would offer most
frequently, the predominant response was "educational."

No

other categorized response occurred among more than 10
respondents.
Asked who in the household would watch the station most, 40%
said an adult category supplemented by 13% more who said
their spouse would be most likely to watch.

23% said their

children would be most likely to be watchers.
59% of the respondents were women and 41% men,,
those who watched regularly watched on a color set.
implied, also, that it was a UHF capable set.

60% of
This

185
The average viewing time each day— 23% said 0-1 hours,
25% said 2 hours, 22% said 3-4 hours, and 15% said 5 hours
or more.^
In February of 1973, a followup study of the Channel 23
audiences was conducted.

The principle finds were these:

95.6% of urban Lansing homes had working TV sets;
61.5% were color (it was assumed, UHF capable) and
84.3% had sets less than 9 years old and these were
assumed UHF capable whether color or black and white.
When asked what channels were usually watched, 61.9%
mentioned only VHF channel numbers.

70.4% accurately recalled

channel number, only 22% the call letters.
51.4% of those aware of the station knew that MSU oper­
ated it.
73.3% of those aware of the station had tried to tune
it in; 88% of these had been successful.

Of these, 75.5%

said the picture was "good," 3.5% said it was "bad," and 21%
said it was "so-so."

63.4% of these had watched at least one

show on Channel 23.
Asked what kinds of programs they would like Channel 23
to have the most often— 15.7% said educational programs,
11.8% said informational, 8.5% said sports, 6.5% said cul­
tural, 4.6% said children's programs, and 34.6% mentioned
other types.

^"Bradley S. Greenberg, Channel 23 Study, September, 1972.

186
Asked to describe WKAR-TV 23, 51.2% said "educational,"
13.6% said "community station," the rest did not know.
Asked who in the house watched the station the most,
52.1% said adults, 19.9% said children and 2.5% said every­
body .^
On September 18, 1973, a third Channel 23 survey of
audience was made, this one by the Community Relations divis­
ion of the station.

The purpose was to determine the "pulling

power" for fund raising of a special series of classic silent
films,

"The Silent Years."

The competition on local commer­

cial channels over the same time-slot of the films was for­
midable.

"Maude," "Hawaii Five-0," and "Terror on the Beach,"

were being shown over the CBS station; over NBC, "Chase,"
and "The Snoop Sisters;" and over ABC, "Egan" and "Dying
Room Only."

The silent film classic shown during the survey

was Lon Chaney in "The Hunchback of Notre Dame."

The results

of the survey showed that of the 66.5% available audience
watching television, 2.7% were watching Channel 23.

Trans­

lated, however, this meant a potential audience of 6,300
persons of a possible 234,000 viewing television sets in the
survey time slot.2

^John D. Abel, Channel 23 Study Number 2 . February, 1973.
2

(Nielsen Report, February-March, 1973.
42% of the
designated market area [DMA] householdshave 2 or more sets
in use, one newer [64% color] one older.
Therefore, access
to UHF in Lansing DMA was calculated as closer to 75%.)

187
Technology, then, as defined by the informants of this
study, includes not just the technological capability of the
Michigan State stations and their ability to process and
transmit, but the technology available to the stations'
viewers for receiving.

Can they receive the programs the

University stations transmit?
There can be little doubt of the importance of being
able to close this communication link.
remarked to the writer,

Walter Cronkite once

"Access to a channel does not guar­

antee access to an audience."*'
Summary of Data Concerning Technology (Figure 2, p. 176)
Technology, as examined in this study, notes that in
1954 the technological capability of the equipment component
of the factor was high; but, that by 1958, due to lack of
maintenance time, lack of knowledge in handling on the part
of students, it was going downhill.

Over the years of change

to the shared-time channel, after the new broadcasting equip­
ment was in place there were only funds available for replace­
ments in the WMSB home plant.

During the remainder of the

1960's, the tight money situation of the State of Michigan
was reflected in the University budget and then in the sta­
tion's budget.

90% of the television viewers available,

^Interview; Walter Cronkite, CBS Offices, 524-26 West
57th Street, New York City, November 21, 1970.
(Unpublished
study by the writer:
The Art of the Television Interview:
A Survey of the Techniques of Some Nationally Recognized
Broadcasters.)

188
however, could receive the University's programs, and more
good programs were being made available for broadcast by
outside sources if the station lacked the funds to produce
them in sufficient quantity itself.

Unfortunately, as

noted earlier, the audience for whom the bulk of these pro­
grams were intended were not at home to receive them at the
times the station had the use of the shared-time channel.
The University was still not reaching its audience, despite
the fact that there did exist audience capability for re­
ception.

The "search for an audience" took the form of the

move to a full-time, color capable, 75%
capable audience Channel

(UHF) 23.

(estimated) UHF

The FCC reserved the

channel to noncommercial, educational use in May of 1973.
This recognition of the actual use to which the channel was
being put, made it possible for the Michigan State television
station, for the first time in its history, to operate over
a reserved channel.

Both UHF 60 and VHF 10 were

"commercial" television channels.

(so-called)

The technological cap­

ability at both ends of the broadcast communication link
appear ready.
C.

Finance

A third factor identified by the study informants as a
major influence in the operational conditions of the station
is finance.

This has been defined as representing all the

financial resources of the Michigan State television

189
stations— a tax-supported University, state, federal and
private agencies, gifts, grants, and the contributions of
the volunteer organization that supports the station's
activities.
In the prebroadcast era of 1951-53 and Television De­
velopment, money could be said to have been no problem.

The

new technology held sufficient promise for usefulness to the
growing University that almost whatever it needed in funds
were made available.

Funding was still not considered a

problem when the University determined to accept the sug­
gestion ofthe Television Corporation of Michigan, Inc. to
apply, jointly, for broadcast time on Channel 10.

As has

been shown, the University did very well financially in that
arrangement.1

During the 1960's, however, there was a serious

cut in the University's own budget due to financial problems
in the State's.

This, in turn, brought a serious cut in the

budget of the station.

From that time until the decision to

apply for permission to activate Channel 2 3 was acted upon
and the decision to sell the University's share of the Chan­
nel 10 shared-time, only the salaries increased at the sta­
tion, all other expenses were held at a minimum.

It was

during this time of financial astringency that the questions
arose concerning the station'f future.

Internal studies

1Appendix B, Section 2.
"Share-time Agreement." WMSB/
WILX-TV.
The Television Corporation, in addition to paying
rent for the use of the transmitting facilities, paid the
University 20% of its net income before taxes.

190
of this question and encouraging developments in the educa­
tional field in general on the outside eventually led to the
decision to continue with television broadcasting under some
system not then decided.

But while only maintaining a "hold­

ing" position, the increase in the funds necessary for the
minimal upkeep of the television station had first doubled
then increased by half again.

Even applying a cost of living

index to the amount allocated in 1954 and that needed in 1974
shows that the increase in need and the decrease in each
dollar's purchasing power should give the University pause.'*'
Summary of Data Concerning Finance

(Figure 3, page 191)

In charting the developmental history of the influence
factor, finance, its beginning is high, whereupon it drops
toward a measurement of "adequate" change-over to the shared­
time Channel 10 years.

It continues at that approximate

level throughout the fiscally tight 1960's.

With the promise

of new local and national developments in the educational
television field, the financial support resources begin to
rise until in the decade of the Seventies it appears headed
upward.

It should be noted that "finance" includes not only

funding from the I hiversity's own budget, but funds in the
form of gifts, grants, and contributions given to the

William G. Milliken, Economic Report of the Governor,
1975. Transmitted to the Michigan Legislature, March, 1975,
"Consumer Price Indexes, Annual Averages for U.S. and
Detroit:
1954-1974," pp. 135-137.

PRODUCTION

191

On

/N

192
University for the express use of the television station.
These latter sources in recent years have been considerably
encouraged by a relaxation of the Legislature toward the
possibility of funds being raised by volunteers who support
the station and by members of industry, business and social
agencies who may wish to underwrite specific programming.
D.

Production

A fourth factor identified by the study's informants as
a possibly major influence in the processing environment,
or, the operational conditions of the station, was production.
In this instance, the term is defined as encompassing all
the areas that could be classified, broadly, as "creative,"
and some that are tangential to actual creation but which
still demand imagination and quality judgment

(for example,

judging the programs that are available from sources outside
the station for inclusion in the station's broadcast schedule).
The production factor can be defined as having four major
areas, which have to do with the creation, acquisition, util­
ization and evaluation of the station's programming.

These

areas, and the personnel in them, have been described as
follows:
programming content— personnel responsible for program
creation and production (conceptual people, content research­
ers, writers, talent personnel from the on-campus faculty
and television station staff, or, who are free-lance and
come from off-campus);

193
programming resources

(outside the station)— commercial

film companies, professional

(NET), regional

(CEN), or

national (PBS) educational network programming, or, local,
state, community or private resources;
implementation— advertising, public and/or community
relations, informational materials

(brochures, flyers,

posters), program support materials, both instructional and
informational;
utilization and evaluation— community contacts to pro­
vide feedback links with community individuals and agencies
through which audience analyses might be accomplished and
through whom community participation in the station's act­
ivities might be encouraged and organized.
In historical context, the data show that all these
areas of the production factor were well-organized and had
a high capability in the beginning of Michigan State's tele­
vision development.

Dr. Hunter, in his advocacy arguments

of the 1960's pointed out the "personnel attrition" that had
been experienced by the station, over the years.

The early,

excellent, "classes" of creative and managerial personnel
had "graduated" to responsible positions at other stations
across the nation "because we did not have the recruiting
funds to keep them."
This same attrition was true in the evaluation and re­
search area.

The farsightedness of the University in in­

cluding a research director on the station's original staff

194
cannot be overestimated.

But, the tight money situation of

the 1960's could not offer sufficient inducement to keep the
position filled.

When the original occupant moved on the

position was dropped.

(There have been other departments

of the University supposed to be available to the station to
fill its research needs.

This has been successful sometimes,

but, for the most part, evaluative studies of the station's
activities have not been conducted with regularity.)

A

survey of the situation shows that during the 1950's, the
station had its own staff; during the 1960's, it depended
upon the "fall-out" of the analysis reports done for the
WILX station— a count of viewers of the channel at a time
when WMSB not WILX had the channel was an audience reading
for Michigan State's station.

It was not always possible to

gain access to these reports, however, and in later years
while the shared-time arrangement was in effect, the analyses
were made only of those hours when the commercial station
had access to the channel.
The implementation area of the production factor, again
with the exception of the early days of the broadcast fac­
ility, has been low on the station's priority list.
seems to be typical of the entire ETV field.

It

The importance

of letting a potential audience know what the station has
to offer, although undeniably important to station and com­
munity alike, is often given inadequate attention, and often
through no fault of the personnel whose job it is to

195
disseminate this information.
The capabilities of the creative production area seem
to have changed most markedly over the years of the station's
existence.

This change seems often to have occurred because

the circumstances of the activities there have changed be­
cause the state of the television art and the educational
television field themselves have changed.

This is evidenced

in the difference in percentage of locally produced program­
ming.

In 1954, 80% was produced locally

local production amounted to only 13% of
ming.

and live.

In 1974,

the total program­

In 1954, the total staff was thirty-fvie persons.

The ration of creative personnel to support and clerical
personnel was 20 creative to 15 support.

In 1974, the staff

was 53, with 13 creative and 40 support.
In addition, the overall expense of production over the
years went up as the budget of the station went down (or
stayed the same— which meant it went down in purchasing power.)
Summary of Data Concerning Production (Figure 4, page 191)
In 1954, the potential capability of the station's pro­
duction forces was high.

Through the Channel 60 era, these

forces were further trained and they matured to make the sta­
tion second to none in its capacity in the production area.
The switch to the shared-time arrangement put a differ­
ent emphasis on much of the production structure.

The hours

of local programming were largely allocated to public school
content.

One hour in the evening for adult programming, and

196
later, only one half hour, offered little challenge or
opportunity for creative work.

At the same time, funds were

cut and personnel who left were not replaced.
1962 appears to have been the low point.

By

1966,

there was a definite station effort made to involve the
University personnel once again in the station's activities
with a magazine format series, Polygon.^"

A general push for

faculty and community interaction in,the station's interest
was

mounted, but the station's very existence

and

it continued to be throughout the 1960's.

was under fire

In 1970, the decision was still in the process of being
made regarding the station's future.

On the other hand, much

excellent programming by then was being made available to
the local stations via the new Public Broadcasting Service
(PBS) interconnection.

This meant there was less need for

quantity in local production and those involved in it could
concentrate on trying to produce quality, instead.
These four factors— Policy, Technology, Finance, and
Production— were the major factors of influence identified
as interacting in the operational conditions of the Michigan
State television stations.

They have been described here in

the definitions attached to them by this study's informants

Polygon was a creation of Dr. Colby Lewis, WMSB sta­
tion manager, on loan from his duties with the Department
of Television and Radio.
He also developed the Women's
Time series during the early afternoons in an effort to
serve that audience and involve it in the station's activi­
ties.

197
and examined individually to discover their separate his­
tories of growth.

These have been visualized on Figures 1,

2, 3, and 4, as referred to in the text.
III.

Programming

The third category of data gathered pertains to the
programming broadcast by the Michigan State television sta­
tions from January 15, 1954, to July 1, 1974.

Since there

is no way to make quality judgments on the content of most
of the programming presented over the years, certain trace­
able characteristics and elements pertaining to it have been
identified.

They are the following:

1.

percentage of local

programming in the schedule at a selected time, 2. the
average number of air hours during each designated time, 3.
the times of these broadcast hours, weekdays and weekends,
4. the number of different programs by title, 5. the number
of kinds of programs by content, 6. the percentage of public
affairs programming broadcast over a designated time, 7. the
percentage of cultural programming broadcast over a desig­
nated time, 8. the percentage of general interest programming
broadcast over a designated time, 9. the number of staff
employed by the station at a designated time and a breakdown
where possible of the ratio of creative production personnel
to support personnel.
A chart was devised to give readings on the elements
identified above by years

(horizontal)

and by progressive

198
historical chronologies

(vertically).

(Appendix C:

Item 2.)

Program Listings were reconstructed from a number of
sources and seven weeks of programming recorded from this
data as representative of each year's programs.^ The same
weeks were selected for each year:

the first two weeks of

Winter, Spring, and Fall terms, plus the last week in June.
Whenever these particular weeks' listings were unavailable,
the nearest week available was used in their stead.
These reconstructed listings were examined, first by
each two-week listing of each term and the week in June,
and individual programs were allocated to the proper cate­
gory of the original t w e n t y - t w o program descriptions used
for the schedule of WKAR-TV Channel 60.
These descriptive categories were the following:
Agriculture
Campus
News
Children
Philosophy
Conservation
Public Affairs
Drama
Science
Education
Social Science
Fine Arts
Sports
History
Travel
Literature
Variety
Medicine
Veterans
Men's Specials
Women's Specials
Music
Youth
It was found that through the years, categories like
"Veterans" had fewer and finally no entries, while "Men's
Specials," disappeared as well.

"Philosophy," Travel,"

"Variety," and "Youth" had only rare entries.
With the beginning of annual reports made to national
educational agencies such as the Educational Television
■^MSU Archives: Reconstructed Program Listings, 1954-1974,

199
Service (ETS) and the National Association of Educational
Broadcasters

(NAEB), and, later, to National Educational

Television (NET) and, presently, to the Public Broadcasting
Service (PBS) and the Corporation for Public Broadcasting
(CPB) different systems of reporting were introduced with
different breakdowns in programming.

The most consistent

styles were the dual breakdown into percentage of local pro­
gramming and other programming, and, the percentage within
that total schedule of public affairs, cultural, and educa­
tional

(children's ITV and adult education).

There have also

been breakdowns into General and Special, or m i n o r i t y p r o g r a m ­
ming.

For the purposes of this study it was found that the

last category was too recent to be identifiable over the
twenty year continuum with which the study is concerned.
In order to provide as complete and clear a description
of the programming broadcast by the University stations as
possible

(short of actual recreation of individual programs)

as many of these descriptive categories have been identified
and examined as possible.

An adaptation of categories was

applied in both directions— the early program listing in the
original twenty-two categories were adapted to the block list­
ings of the later reports, and the block reportings were
broken into the original twenty-two by reference to the recon­
structed program listings.'*'

The necessarily arbitrary adapta­

tion of the many listings into the few was accomplished in
the following manner:
HlSU Archives:

ibid.

200

Public Affairs: Agriculture, Campus, Conservation,
Medicine, Men's Specials, News, Public Affairs,
Science, Social Science, Sports, Veterans,
Women's Specials, Variety, Youth
Cultural:
Drama, Fine Arts, History, Literature,
Music, Philosophy, Travel
Education:

(Children/Adult)

A report of the data gathered in each of the descriptive
categories follows the developmental trend of the element
over the twenty year span of the stations'

lives.

Defini­

tions accompany each category.
Category 1.

Percent of Local Programming

Definition:

(Figure 5, p. 201)

programming created and/or produced by

the stations for their own use or for distribution
elsewhere, but, primarily concerned with local issues
or interests.
In 1954, the data show that eight percent of the pro­
gramming broadcast by WKAR-TV Channel 60 was locally produced.
This percentage changed very little over the Channel 60 years
from 1954-1968 with 70%, 63%, 65%, 75%, in that order.

The

change to the shared-time channel in 1959 brought an in­
crease to 90% local production, followed by a sharp decrease
in 1960 to 43%, to 45% in 1961 and 1962, and an additional
decrease of 5% to 40% in 1963.

In 1964, 65, 66, the local

programming percentage was around 40%, and remained in that
region through the remainder of the decade.

In 1970, the

percentage dropped to 30%, in 1971 rose to 40%, and in 1972

[

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202

dropped to 11%.

1973's local programming rose again to 23%,

but in 1974 fell to 13%.
Category 2.

Average Weekly Hours

Definition:

(Figure 6, p. 201)

the number of hours the station broad­

cast each day of the week and over the weekend, on
the average.
The number of broadcast hours changed from time to time.
In 1954, the station was on-the-air an average of 45 hours
each week.'*'

In 1955, the average dropped to 37 hours each

week and continued near that figure for the remainder of the
stations'

lives until the University's move to the full-time

channel, UHF 23.

(37 hours, 31, 30, 36/34 WKAR-TV to WMSB-TV,

37, 40, 37, 38, 38:45, 39, 39, 35:30, 41, 37, 37:30, 37:30/81
WMSB-TV/WKAR-TV, 82, and in 1974, 81 hours weekly broadcast
average.)

Category 3.

Number of Program Titles (Figure 7, p. 203)

Definition:

the number of program titles within a

designated period of scheduled time.

These repre­

sent, usually, different programs or program series,
although they may duplicate the content of other
listings.

■*"The broadcast hours averaged for these data are based
on the seven weeks reconstructed for the Program Listings.

h iu M g g g Q P P r o g r a m T it l e s

N

umber of

p r o g r a m kinds

too

203

33

<h

F igure

7

204
The fluctuation in number of program titles is con­
siderable over the lifetime of the Michigan State television
stations.

This is best noted with the numbers represented

in sequence:

1954, there were 51 titles, in.succession

thereafter there were 34, 39, 25, and in 1958, 50 titles.
In 1959, with the advent of the shared-time Channel 10 phase,
the number of program titles dropped to 30.

Through the

1960's, the number of program titles was 15 in 1961 and 29
in 1962.

In succession thereafter the number of titles was

28, 28, 30, 28, 28, and 25 in 1968.
an end, the number of titles

As the 1960's came to

(1969) was 23, 31, 33.

The

move in 1972 to a full-time facility brought a jump to 42
titles from 33.

1973 witnessed another increase to 53

titles, and in 1974, there was a drop of one title to 52.
It is interesting that in 1954, there were 51 program titles
in the station's broadcast schedule, in 1974, the number of
titles was 52.

In between, the low number was fifteen, in

1961.
Category 4.

Number of Program Kinds

Definition:

(Figure 8, p. 203)

the kinds of programs as identified

in the two lists of program content.

The program

titles of the previous category may, conceivably,
be appropriate under several program kinds.
In 1954, for example, there were 51 titles, but 22
designated kinds of programs.

In 1955 and 1956, the program

205
kinds remained 22:
titles.

in 1957 they dropped to 15, with 25

The only year in which there were more kinds of

programs than titles was in 1961.

Between 1961 and 1971,

the ratio of titles to kinds continued on a, roughly, onethird to one-half basis.

In 1972, however, following the

move to Channel 23 and the full-time operation, the number
of titles rose to fill the rise in broadcast hours, but the
number of kinds of programs fell and the ratios became
42/19,

53/20, and 52/18.

(See Figure 9, p. 206.)

Category 5. Percentage of Public Affairs Programming
(Figure 10,,, p. 207)
Definition:

programming in the style of the name

concerning issues, interests, and information of
either a general or specific nature that is of
(usually) of topical importance.'*'
Public Affairs programming was generally high during
the 1950's when the Michigan State station was operating
over Channel 60, with varying percentages of 53, 54, 50, 64,
and 63%.

In 1959, at the time of the change to the shared­

time channel, Public Affairs programming dropped to only 8%.
Through the 1960's it remained generally, low, until in 1966
it rose to 43% and stayed around that percentage until 1970
when it fell again, to 26%.

In 1974, Public Affairs pro­

grams filled 31% of the station's schedule.

^(See adaptation system of translating program content
listings from 22 to three, page 41.)

206

2

207

208
Category 6.
p. 207)

Percentage of Cultural Programming

Definition:

(Figure 10,

programming of the humanities and

performing and creative arts; of Music, Literature,
Drama and Philosophy.
The cultural percentage of the station's programming
has been generally high over the years.

Data show its low­

est recorded percentages were 11% in 1955 and 10.4% in 1964,
and its highest contribution was 65% in 1961.

The majority

of the time, cultural programming has remained about between
the 35 and 45% mark, except for the early 1960's.
Category 7.
p. 207)

Percentage of Education Programming

Definition:

(Figure 10,

Education programming can be broken

down into several kinds of programming within it­
self :
Preschool programs like "Sesame Street" can be con­
sidered instructional and generally educational as
well.

The Channel 10 arrangement for the public

schools was considered instructional television
curriculum.
The early University of the Air and the middle years
noncredit series, plus the reactivated program series
for adults can be considered continuing education,
informational broadcasting, or, if the viewer, wishes,
in some cases they may enroll for credit, certificate
of accomplishment or just to learn on a noncredit basis.

209
In 1954, the University of the Air telecourses began
with the advent of the station and had a regular slot of
one hour in the evening during the week.

In the 1960's the

shared-time hours were unsuitable for reaching the adult
viewing audience and the adult education programming fell
off considerably while the percentage of ITV programming
for the elementary and secondary schools went up markedly.
In the 1970's the cooperative efforts of the University of
the Air, the University television station, and the central
faculty have been reactivated with growing success.
Category 8. Number of Station Staff and Ratio of
Creative to Support Personnel
Definition:

personnel who are employed by the tele­

vision station for the creation and/or production of
programs and those persons who support their efforts
in so doing.
Of these, twenty were creative personnel and 15 were support.
Over the years, the ratio has reversed, with the support
personnel increasing their lead steadily over the number of
creative persons in the station's employ.

The total number

of employees has moved from the origianl 35 to 76 for the
change to WMSB, and back to 53 in 1974.

Category 9.

Percentage of Available Audience

Definition:

(Figure 11, p. 210)

the total number of home owners owning

television sets within the maximum coverage area of
the stations in a sixty to sixty-five mile radius.

210

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211

Depending on the state of the television tech­
nology of transmitting and receiving depends
on the percentage of available reached by the
station.
In 1954, over UHF 60, the reachable audience was only
15% of the maximum residents of the area.

The move to WMSB-

TV over Channel 10 was an attempt to overcome this.

The

potential percentage of reachable audience went from 15% to
90%.

The move to UHF 23 makes the potential reachable aud­

ience of the station about 75%.
These are the identified elements in the reconstructed
programming of the Michigan State television stations that
can be followed throughout the history of television develop­
ment at the University.
a chart on page 322.

They may be found incorporated into

This may assist the reader in visual­

izing all the broadcasting developments of this or earlier
times.

The analyses of Chapter V will examine more closely

the identified elements reported as data.

The operational

conditions of the station and how they may have impacted on
the programming.

CHAPTER V
ANALYSIS OF DATA
CONCLUSIONS AND RECOMMENDATIONS

Introduction

The major purposes of this study have been to provide
a conceptual and historical framework for the development of
educational television at Michigan State from 1954 to 1974,
and to examine the operational conditions that have existed
at the Michigan State television stations for their impact
upon the programming of those stations.

The Factors of In­

fluence that have been identified as pertinent to this study
are those of policy, technology, finance, and production.
The Programming Descriptive Elements thought to be both valid
and for which sufficient data has been found for study over
the continuum of Michigan State television development are:
percentage of local programming, average weekly air hours,
number of program titles, number of program kinds, a break­
down of continuum percentages of different kinds of program­
ming content— public affairs, cultural, and educational—
number of staff and the kind of staff at designated times of
comparison, and the percentage of audiences presumed to be
212

reached.

Chapter IV has described the data found for the

four factors of influence identified and of the Program De­
scriptive Elements listed above.^
into four parts.

This chapter is divided

Part 1 reports the analysis of data de­

scribed in Chapter IV; Part 2 reports the findings resulting
from the comparison of the Programming broadcast by the sta­
tions (as evidenced by the Descriptive Elements) with the
Operational Conditions as they existed (as evidenced by fac­
tors of Policy, Technology, Finance, and Production) at spec­
ified points in time; Part 3 presents the conclusions reached
by means of these comparative and critical-analyses, and
answers the questions posed in Chapter I of the study; and,
Part 4 of this chapter will offer the writer's recommendations
that seem pertinent to the findings and the conclusions
reached as a result as to the future of television broadcast­
ing at Michigan State.
Part 1 - Analysis of Data and Findings
The data found pertinent to this study are of two major
kinds, those pertaining to the identified factors of influ­
ence in the Operational Conditions— Policy, Technology,
Finance, and Production, and those pertaining to Programming—
Descriptive Elements found available for study over the con­
tinuum existence of the Michigan State television stations.

■^Appendix C:

Program Descriptive Elements,

1954-1974.

214
Charts of the developmental flow of the factors of influence

1

.

and the descriptive elements

2

have been prepared

for comparative study using four-year increments of time as
the comparison points of their progressions..

The four-year

divisions are suggested by the developmental history of
Michigan State television broadcasting itself:

1954-1958,

WKAR-TV Channel 60; 1958-1972, WMSB/WILX-TV Channel 10
shared-time arrangement which seems to break, naturally, in­
to approximately four-year increments— 1958-1962, 1962-1966,
1966-1970, and a short increment until the move to WKAR-TV
Channel 2 3 in 1972.

There is still a measurable four-year

time division in the period from 1970-1974, since in the
latter year, the Michigan State Television Broadcasting sta­
tion moved from the jurisdiction of the Continuing Education
Services to that of the reorganized Division of Instructional
Development and Telecommunications.

It is for these reasons

that the four-year time increments were selected as the
points for comparison between the factors of influence and
the programming descriptors to determine the interaction and
impact of the first upon the second.

A report of the find­

ings of these comparisons follows.

■''See pages 176 and 1 9 1 this study for Factors of In­
fluence.
2

See pages 201, 203, 206, 207 and 210 for Descriptor
Elements.

215
A.

Policy.
p. 216")
a.

(Graph A:

Policy and Proqram Descriptors,

Analysis;

The developmental flow of University

Policy in reference to the Michigan State television sta­
tions from 1954 to 1974 is seen as proceeding from a 100
percent Active participation and awareness of station
activities in 1954 to a position of Neutral participation
and awareness in 1958 and declining to an eventual inac­
tive attitude of participation and awareness during the
first part of the 1960's.

In 1966, the flow of awareness

and participation represented by University Policy began
to move upward.

By 1970, it appears to have regained a

Neutral attitude, and in the 1970's it appears to be re­
turning to its original Active status.
A comparison of this flow of Policy action with the flow
of the Program Descriptors of record reveal that:
the Percentage of local programming started high
Policy was also high.

(80%);

But, Policy dipped downward and

continued a downward movement, while local programming
dipped slightly, and then rose precipitously for a short
time between 1958 and 1961, then fell off abruptly to­
ward the downward flow of Policy.

Local programming

continued its downward movement flow until the 1974
Low of thirteen percent.
the average air hours started at forty-five weekly
and moved very little until 1972 and the move of the
station to Channel 23 and a full-time operation.

POLICY
A C T I V E ioo
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217
There was a minimum number of hours— thirty-six,
and a maximum number of hours— thirty-eight, over
the four-year comparison points between 1954-1974.
In 1972, the average air hours peaked to eighty-two
when the station moved to the new channel, and ap­
peared to have settled at eighty-one hours a week
average in 1974.
the number of program titles in 1954 were fifty-one,
in 1958 (at the time of the move to the shared-time
operation), there were fifty titles in the broadcast
schedule each week.

Over the period of the shared­

time, the titles decreased in number almost one-half—
29 titles in 1962, 28 in 1966, 31 in 1970, and the
number stayed the same when the station moved to UHF
23 in 1972.

In 1974, the Number of program titles

was again in the fifties, there 52 titles,
the number of program kinds has changed very little
over the years between 1954 and 1974.

The categories

remain approximately the same when broken into spe­
cific content.

The division by percentage in block

groups under aggregate titles has changed.

For example

Public Affairs (which in this study's trans­
lation of the original twenty-two kinds of
programs includes Agriculture, Campus, Conser­
vation, Medicine, Men's Specials, News, Public
Affairs, Science, Social Science, Sports,
Veterans, Women's Specials, Variety, and Youth)
has flowed from a high percentage of fiftythree in 1954 to a low of 23% in 1958-1959, to
31 in 1962, up to 43 in 1966, down again to 26%
in 1970 (an interim low of 11% in 1972) and back

218
up to 44% in 1974. A wide, zig-zag course
across twenty years.
Cultural (which the translation of this study
considers includes such program kinds as Drama,
Fine Arts, History, Literature, Music, Philoso­
phy, and Travel) has flowed over twenty years
from thirty-one percent in 1954 to a low of 27%
to a high of 41% in 1966 back to 31%.
By and
large, the percentage of Cultural programming
has maintained a quite even level, within a
12% range, maximum.
Educational (which the study's translation con­
siders includes both children's ITV and adult
credit and noncredit learning opportunities) has
flowed on two separate courses— children's and
adults.
Children's educational programming
percentages moved from zero to a high (during
the shared-time Channel 10 first year) of 48%.
It fell in 1974 to 13%.
Adult educational pro­
gramming flowed from 3% in the first year of
Michigan State television broadcasting to 2% in
1958-59 to "no data available" in 1962.
In
1966 it moved back to 3%, in 1970 to 1.5%, but
in 1974, adult educational programming was up
to 10%.
the number of staff and division of kinds
support) has almost reversed.

(creative/

In 1954, the ratio of

staff (full-time) was 20 creative to 35 support.
Through the years there has been a general increase in
total numbers, but a reversal in the ratio figures.
In 1974, there was a total staff of 5 3 persons, 13 of
them classified in creative areas, the remaining 40
classified as support personnel.
b.

Findings:

The developmental flow of Policy

across the years of the University television stations
existence appears to have had little if any impact on
the courses of the identified Program Descriptors.

■219
B.

Technology. (Graph B:
scriptors p. 220)
a.

Analysis;

Technology and Program De­
The developmental flow of Technol­

ogy considered pertinent to this study take two forms-the ability to transmit, and the ability to receive.
The former is a matter of technical studio and trans­
mitter equipment, the latter a question of audience re­
ceiving equipment.

The graph used for this first portion

follows only the station transmitting capability, the
ability of the audience to receive is reported in the
audience available data.
The technical capability of station equipment flow
proceeds from a high in 1954 with a steady decline through
an adequate level in the early 1960's to less than ade­
quate low from 1966-1970, with a steady rise toward a
high again beginning shortly after 1971.
Considering the flow designs of the Program Descrip­
tors described earlier, the number of air hours appears
the only element with any relationship to the flow of the
Technological capability.
after 1970.

Both appeared to be rising

The Program Descriptors of number of titles

and kinds seems to be without relationship, with the
single exception of children's instructional programming
which peaked to 48% of station air time at the same time
the Technology was nearing its lowest capability in 1966.
The percentage of local programming also peaks as the
Technology capability falls in 1958-60.

The remaining

t

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Program Descriptors appear to have little relationship
to the Technology factor.
b.

Findings;

The developmental flow of Technol­

ogy across the twenty years of the existence of the
University television stations appears to have had
little impact on the courses of the identified Program
Descriptors.
Finance.
p. 222)
a.

(Graph C:
Analysis:

Finance and Program Descriptors,
The developmental flow of the Finance

factor at the Michigan State television station includes
not only the budget allocated to the stations from the
University's own budget, but those gifts, awards, and
grants made to the University specifically for the use of
the television stations.

Throughout most of the Univer­

sity stations' history, the primary support has come from
the University, a tax-supported institution.

In recent

years, there has been a relaxing of attitudes toward the
encouragement of outside funds for use by the stations
from agencies, industry and individuals that has helped
to alleviate some of the financial pressures of the sta­
tion and the financially restricted University of the midSeventies.

The data show, however, that the flow line

representative of financial support for the University
stations has remained (after the very beginning of opera­
tions when it began, like Policy and Technology, at a

%

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222

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NO
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223
level of High) relatively, the same:

Adequate, or

slightly above, until a small increase in 19 74.
The Program Descriptors compared within themselves
and against the flow design of Finance appear to show
little if any relationship.

The percentage of local

programming's single peak, in 1960, occurs as the Fi­
nance flow is proceeding toward Adequate.

The number

of titles, number of kinds of programs, and the average
air hours hold relatively consistent developmental
courses with, seemingly, from the data available, little
relationship evidenced with the Finance factor.
b.

Findings:

The developmental flow of Finance

across the twenty years of the existence of the Univer­
sity television stations appears to have had little im­
pact on the courses of the identified Program Descriptors.
D.

Production. (Graph D:
tors, p. 224)
a.

Analysis:

Production and Program Descrip­

The developmental flow of the Produc­

tion factor represents, in actuality, five interacting,
interdependent areas, all related in purpose, which is
the production and utilization of programming.

These

five areas are those of conception, visualization, research,
studio production and utilization of the station's pro­
duct, its programming.
tor of Production.

Together they add up to the fac­

The flow of their individual capability

levels combine to make the composite flow of Production.
Data regarding this composite, naturally, is severely

SSIiSSaj

PRODUCTION
Hl&kL/oo
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225
limited, although these are the forces most directly in­
volved with the stations' local programming.
evidence of their capabilities

Direct

(the stations' program­

ming output) being unavailable for the most part, a com­
posite value judgment must be made from hearsay evidence
and related data from which deductions may be made.
The flow line of Production capability appears to
move in the general downward direction of the Percentage
of local programming.

The Program Descriptors of Average

air hours, Number of titles and Number of program kinds
move in what is a generally level flow when compared
against themselves and are without evidence of being
affected by the Production factor.
b.

Findings;

(Chart 1:

p. 226.)

The developmental flow of Production

capability across the twenty years of existence of the
University television stations appears to have little im­
pact on the courses of the identified Program Descriptors.
Further Findings of Comparative Analyses
Program Percentages, pp~ 228- 225 )

(Graphs E and F,

A Comparison of Factors of influence with the Program­
ming percentage blocks— Public Affairs, Cultural and Educa­
tional— Is there data to support the possibility of impact
from the factors on these programming elements?
Al.

Policy.
A comparison of the factor Policy's flow with the

percentages of Programming flows, also on a 100% scale,
shows there is to be little evidence, if any, of an

Local P r o d u c t i o n
HIGH

C A P A B IL I T Y *

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227
interrelation.

Only the Percentage of local program­

ming, of all the Program Descriptor Elements, appears
to bear a relationship to the Policy factor of the
Operational Conditions.
Bl.

Technology
A comparison of the factor Technology's flow from a

high capability to an adequate level to low with a dis­
tinct, steady rise thereafter, appears to have no rela­
tionship to the Percentages of Public Affairs, Cultural
and Educational Programming.

Only the Percentage of

local programming, of all the Program Descriptors elements,
appears to bear a relationship to the Technology factor
of the Operations Conditions of the University stations.
Cl.

Finance
A comparison of the factor Finance' flow from a

high to an adequate level and remaining there until a
perceptible but not sharp rise after 1966-1970, with the
Percentages of Public Affairs, Cultural and Educational
Programming on a similar 100% scale, gives no evidence
of any relationship between these elements and Finance.
And, unlike the previous factors, in comparison with
Percentage of local programming, in this instance, there
appears to be no relationship between station Finance
and the Percentage of local programming broadcast.
Dl.

Production.
A comparison of the composite factor Production

with the percentages of Public Affairs, Cultural and

PROGRAM 7»k /FACTORS <■>».

228

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230
Educational Programming, there appears to be a definite
correlation between the factor of Production and the per­
centage of Children's Instructional programming between
the years 1958 and 1966.

The Production capability flow

line is moving straight down from almost 100% capability
through adequate
below adequate

(1958 and about medium capability) to

(1962 and low capability) before starting

back up the scale in 1966, to just above adequate, where
it levels out until 1970.

The flow line of Children's

ITV programming, in 1958 rises sharply from 6.6% of the
total to 48%.

It meets the Production capability flow

line as it is moving down to medium capability

(Adequate).

Together the flow lines of Children's ITV programming and
Production capability descent to a low capability of
production.

In 1962, both begin upward movements, but

no longer in tandem.

Production moves up to medium cap­

ability (Adequate) while the percentage of Children's ITV
programming stops its upward move at about 2 8% of the
station's total programming.

General Children's program­

ming also shows a definite correlation with the Production
factor, but beginning in 1962 at 19% of total programming
(and at the lowest point of Production capability)
rising with Production

and

(in the exact reverse of Children's

ITV descending with Production) to the medium Adequate
Production level and 53% General Children's programming.

231
Summary of Data at Four-Year Increments^It seems useful at this point to summarize what the data
has revealed about the development of television broadcasting
at Michigan State University by examining the events by in­
crements of four years.

Each reference year will include

(1)

data about the Program Descriptors used throughout the study;
(2)

data about the Factors of Influence of the Operational

Conditions; and (3) judgments will be made about the Cumula­
tive Potential of the identified Factors of Influence.
1954
(1)

Program Descriptors - The station broadcast an

average of 45 hours each with 80% local programming.

The

Program Schedule included 51 different titles under 22 cate­
gories of content.

The percentages of programming broadcast

were— 53% Public Affairs, 31% Cultural, 6.6% Children, 16%
General, and 3% Adult Education.
(2)

Factors of Influence of Operational Conditions -

In 1954, Policy was Very High; Technology was Very High;
Finance was Very High; and Production was High.
(3)

Cumulative Impact Potential - In 1954 the Cumulative

Impact Potential of the Operational Conditions was High to
Very High.

^"Appendix C:
Summary Sheet of Program Descriptors and
Factors of Influence.

232
1958
(1)

Program Descriptors - In 1958 the station broad­

cast an average of 36 hours each week with 75% local pro­
gramming.

The Program Schedule included 50 different titles

under 23 Categories of content.

The percentages of program­

ming were— 23% Public Affairs, 29% Cultural, 11% Children,
17% General, 48% Children's ITV, and 2% Adult Education.
(2)

Factors of Influence in Operational Conditions -

In 1958, Policy was Medium; Technology was High Medium;
Finance was High Medium; Production was Medium.
(3)

Cumulative Impact Potential - In 1958 the Cumulative

Impact Potential of the Operational Conditions was Medium to
High Medium.
1962
(1)

Program Descriptors - The station broadcast an

average of 37 hours each week with 45% local programming.
The Program Schedule included 29 titles under 19 different
categories of content.

The percentages of programming were—

31% Public Affairs, 36% Cultural, 19% Children, 41% General,
17% Children's ITV, and 2% Adult Education.
(2)

Factors of Influence in Operational Conditions -

In 1962, Policy was Low, Technology was Medium; Finance was
Medium; and Production was Low.
(3)

Cumulative Impact Potential - In 1954 the Cumulative

Impact Potential of the Operational Conditions was Medium L o w .

233
1966
(1)

Program Descriptors - The station broadcast an

average of 39 hours each week with 40% local programming.
The Program Schedule showed 28 different titles under 19
categories of content.

The programming percentages were—

43% Public Affairs, 41% Cultural, 53% Children, 15% General,
28% Children's ITV, and 3% Adult education.
(2)

Factors of Influence in Operational Conditions -

In 1966, Policy was Very Low; Technology was Very Low;
Finance was Medium; Production was Medium.
(3)

Cumulative Impact Potential - In 1966, the Cumula­

tive Impact Potential of the Operational Conditions was Very
Low to Medium.
1970
(1)

Program Descriptors - The station broadcast an

average of 37 hours each week with 30% local programming.
The Program Schedule showed 31 program titles under 13 dif­
ferent categories of content.

The percentages of programming

were— 25% Public Affairs, 27% Cultural, 24% Children, 49%
General, 23% Children's ITV, and 1% Adult Education.
(2)

Factors of Influence in Operational Conditions -

In 1970, Policy was High Medium; Technology was Low; Finance
was High Medium; Production was Medium.
(3)

Cumulative Impact Potential - In 1970, the Cumula­

tive Impact Potential of the Operational Conditions was
Medium.

234
1974
(1)

Program Descriptors - The station broadcast an

average of 81 hours each week with 13% local programming.
The Program Schedule showed 52 titles under 18 different
categories of content.
44% Public Affairs,

The percentages of programming were—

31% Cultural, 5% Children, 27% General,

13% Children's ITV, and 10% Adult Education.
(2)

Factors of Influence in Operational Conditions -

In 1974, Policy was High; Technology High Medium; Finance
was High Medium; and Production was High Medium.
(3)

Cumulative Impact Potential - In 1974, the Cumula­

tive Impact Potential of the Operational Conditions was
Medium.
Conclusions Based on the Four-Year Increment Summary
The progressive Cumulative Impact Potential of the
Operational Conditions of the Michigan State University tele­
vision broadcasting stations over their twenty-year span has
been:
Year
1954
1958
1962
1966
1970
19 74
(Graph G:

Cumulative Impact Potential
High to Very High
Medium to High Medium
Medium to Low
Low to Very Low
Medium
Medium to Medium High
Cumulative Impact Potential, page 235)

There appears to have been a steady deterioration of the
Cumulative Impact Potential of the Operational Conditions of

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236
the Michigan State University television broadcasting sta­
tions.

The factors of influence identified for this study

as comprising the Operational Conditions

(Policy, Technology,

Finance, Production), appear to have had little influence,
either individually, or, in their cumulative impact on the
stations' programming.
What factor, or factors, has affected the programming?
Has the programming been measurably affected by any factor?
Part 3: Conclusions and
Answers to Questions Posed in Chapter I
There appears to be ample evidence that the expectations
held for television broadcasting at Michigan State have not
been realized.

There appears to be insufficient evidence to

blame this disappointment on the operational factors of Policy,
Technology, Finance, or Production.

The analysis of data

show them to have had little direct effect on the programming
of the stations.

Over the years of the stations' activities

the Cumulative Impact Potential of these factors were at an
approximate comparative level of Medium on a scale of Very
High, High, Medium, Low, and Very Low.
A Program Descriptive Element identified that has not
been accounted for in the final analysis is the one that may
have made the most impact on the station*s development.
concerns the availability of audience.
Availability, p.

237.)

(Graph h :

It

Audience

Although there appears to be only

one instance of identifiable impact upon the programming

237

• s

5

238
broadcast (the change in air schedule brought about by the
WMSB/WILX shared-time)

this element appears to have impacted

importantly on the general state of health of the stations.
Comments have been reported earlier concerning the difficulty
experienced by the ETV proponents on campus in rationalizing
the large expenditure of money needed to sustain the tele­
vision broadcasting station when the stations were unable to
reach an audience.

It was the avowed intention of Michigan

State, through its television broadcasting faciltiy, to
extend the vast resources of the University to the off-campus
community of learners throughout the state.

When it was

found that only fifteen percent of those with television sets
— and hot all had sets in 1951-53— could make use of this edu­
cational opportunity, the unique, shared-time agreement sug­
gested by the Television Corporation of Michigan, Inc., of
Jackson, was accepted.

Channel 10, a VHF channel, could

reach ninety percent of Michigan State's potential off-campus
client-viewers.

Unfortunately, access to a channel, even one

to which the majority of the viewers on the receiving end
also have access, does not guarantee that they will be receiv­
ing when the Station is sending.
tion's problem with WMSB.

This was the University sta­

Although the potential available

audience percentage had increased from 15% to 90%, the viewers
these represented were, for the most part, not at home to
watch their television sets during the early morning and
early afternoon, when (except for an hour, then less than an

239
hour, in the early evening) the University station had the
shared-time channel.
The search for an audience by the University station con­
tinued throughout the thirteen and a half years that the
shared-time arrangement was in effect.

The problem created

by this lack of audience was reflected in much else that was
indigenous to the successful development of the station.

The

results can be seen in the data relevant to the developmental
flow lines of all facets of the operational conditions of the
station:
Policy application fell off and faculty participation
fell to almost zero;
Technology went from excellent to adequate to low;
Finance went from high to adequate and stayed there;
Production went from potentially high to very high,
then plunged.
As one of the study's respected informants said:
missed the historical moment," But, then he added,

"We

"Perhaps

this is a better one."'*'
It is certainly a different time with a different set
of operational conditions for the University television
station.

The data show that there have been many changes.

Many of them are found in the answers to the questions posed

l
Interview: Dean Milton Muelder, Nisbet Office Building,
Michigan State University, East Lansing, Michigan, November 5,
1975.

240
for the study in Chapter I.
Questions Posed for Study:
1. Were there any great changes in the station's
operating circumstances over the twenty years of
its broadcasting activities that affected the pro­
gramming of the television station?
The data show there are two major changes.

One

occurred with the move to WMSB, the shared-time ar­
rangement and the sharp increase in Children's pro­
gramming, both ITV and General.

This change came

about because under the agreement the University
station had predominantly daytime air availability.
The station contracted to serve the public school
system's curriculum because of the income it brought
in.

This was also the beginning of the State of

Michigan's budget troubles; perhaps the television
station foresaw its own budget cut and hoped to equal
ize this with contractual income from the schools.
The other change that has been reflected in the
station's programming has been the steady increase in
the availability of high quality programming from
sources outside the station itself.

The University

might have availed itself of much of this under any
circumstances simply because of its good quality and
the fact that it offered content not possible to
duplicate with the local facilities no matter how
sophisticated they might have been.

Given the circum

stances that did exist locally for production

241
facilities and the concurrent fact of the lack of
faculty participation, the station programmers were
delighted with this increase in resources.
2. What were the factors in the operating environ­
ment of the station that affected its programming?
In what way(s) did they affect the programming?
As noted, the data examined in this study appear to
show that they are not the factors of Policy, Technololgy, Finance, and Production.

There seems to be no

question that these factors do exist in the operational
conditions of the station, but, they seem to have had
little direct relationship to the programming.
The most direct influence on the overall health of
the station but with only an indirect effect on program­
ming, appears to have been lack of audience availability.
A more direct programming impact seems to have come
from the steady increase of available programming from
sources outside the station itself.

This occurred over

the same period of time that there was an equally steady
falling off of local programming capability.

There is

always the same amount of air-time for which to program
under given circumstances, regardless of the origina­
tion point of the programming scheduled.

As it appears,

much of the programming being made available from out­
side sources was of a content and quality of production
that could not be duplicated locally, no matter what
the local state of sophistication and capability might

242
have been.

Under these conditions, it is not surpris­

ing that the local station made full use of the out­
side program availability and has continued to

do so.

3. Of the factors identified for the question above,
which have had the greatest effect on the station's
programming? When? Where?
The audience availability element seems to

have had

the most effect, generally, on the stations' development
over the years.
(1) The lack of audience availability for UHF 60
disenchanted the University faculty with the potential
usefulness of television in education.
(2) Faculty disenchantment made recruiting faculty
and University resources as talent and programming con­
tent for the station difficult.
(3) Lack of use of the television medium by the
faculty and University resources disenchanted the Uni­
versity administration.
(4) Lack of ability to receive the University sta­
tion seems to have discouraged the general public, who,
at the outset, like the faculty, was full of anticipa­
tion that great things would come from having their
own local educational television station.

There was

only one other channel operating in the area when the
University station went on the air; it was a commercial
VHF station.

And, although it was able to pick and

choose from the viewing menu of the three existing

243
networks, it was inevitable that it would sometimes
fail to choose what some viewers wished to see.
4. How can the effect of these major factors of in­
fluence identified in the station's programming for
good, or for bad, effect?
It has already been shown that the major factors
posited at the beginning of this study had no appreci­
able impact.

There are three others that appear to

have influenced the stations' history— one has just
been discussed— lack of audience availability.

The

other two have been,indirectly, results of that lack—
one, the decrease in faculty participation, with a con­
current falling off of local production capability, and
two, the increased availability of outside programming.
As local programming decreased, outside programming,
mirror-like, increased.

As has already been noted, this

was both from necessity and from increased opportunity
of programming resources.

(Graph J:

Faculty/Local

Outside Programming Resources, p. 244.)
5. Has the affective potential (Cumulative Impact
Potential) of these factors of influence changed over
the twenty-year history of the University stations' ..
broadcasting activities? When?
In what Ways? Why?
Television, from the beginning, was acknowledged as
being a medium unsurpassed for communication.

This

presupposes that those to whom it wishes to communicate

^"See Graph H:

Cumulative Impact Potential, p. 235.

I

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245
are able to receive its message.

There is ample

evidence that the legislation making UHF reception
mandatory for all television sets manufactured after
1963 has had the most momentous impact upon the audience
availability descriptive element of this study and tele­
vision utilization in general.

It was projected in

1964 that within the decade there would be a complete
changeover in television receiving sets to a new gen­
eration capable of UHF reception.

The reception cap­

ability of the urban Lansing area in 1969 was established
as being up to 75%.

A saturation status is projected

for 1976.
6. Are the factors of influence in the operating en­
vironment of Michigan State's educational television
station unique to that station, or do similar affect­
ing influences exist at other stations of the Univer­
sity-owned ETV type? Do they exist at all ETV stations,
regardless of type?
Q:l.

The factors of influence identified as major

in this study are not unique to Michigan State.

The

majority of ETV stations are UHF; thus, all have suffered
from the lack of sophistication of the UHF technology.
The need for an audience exists at all stations— educa­
tional or commercial.

Without an audience, there is no

reason for the existence of a television station.

Edu­

cational television's avowed purpose is to serve the
public good; if it cannot reach that public in order to
serve it, or, that public cannot reach ETV, there is
no point in programming.

246
Q:2.

There is ample evidence to support the fact

that ETV's on VHP channels are better able to reach
their audiences.
gramming.

Then the question becomes one of pro­

VHF ETV's will reach their audiences with

what kinds of programming?
school instruction?

Pure educational or in­

General adult, informational,

cultural, or public affairs?

And now that ETV's are

generally called "public television stations" and are
seen to have a specific responsibility for a program
of broader character than that supposed typical of the
former ETV— what kinds of programming does this respons­
ibility require?

In what proportion should a "public

television station" be a public institution and a part
of the community in which it serves, and also represent
the educational institution that provides the majority
of its financial support?
All of these questions are merely academic exercises
however, if there is no audience for the programming of
whatever kind.

Once assured audience availability, the

members of that audience must then be persuaded to watch
This is a problem common to all stations whether ETV
or commercial.
7. Can Michigan State's experiences as an educational
television broadcaster be made useful to other ETV
stations? How?
The sparseness of the literature in the ETV field
would so indicate.

And the varying circumstances under

247
which Michigan State has continued to broadcast com­
bine as a sort of "sampler" of the field as a whole.
It is the only station that has operated over three
frequencies, and both UHF and VHF, each different
from the others.

Michigan State's experiences in

these metamorphoses can, in related instances, act as
consciousness-raising instruments, at least, and,
possibly much more.

For example:

There is now, for

the first time, a complete, representative, and acces­
sible record of Michigan State's television broadcast­
ing programming over the twenty years of the stations'
existence.

Social scientists and students of sociology

might find this record of interest as well as broad­
casters.

The character of programming content changed

over the years, and, since Michigan State's station has
always responded to the social climate of the time, pro­
gramming changed to suit the concerns of the viewing
public.

The University station often tried to answer

some of the hard questions on living and purpose, govern­
ment and social organizations, international communica­
tions and whole world awareness.

The programming of the

station, although sometimes meager in quantity, was
always, insofar as possible, a reflection of the concerns
of its world.
The developmental histories of the originally iden­
tified factors of influence for this study— Policy,

248
Technology, Finance, and Production— could provide
knowledge and insight in future developments in their
separate areas and as interacting forces in the oper­
ating environment of any organization..

They exist in

the environment of all organizations not only that of
television, although the strength of their impact may
differ with the circumstances.
The unique experiences of Michigan State as a tele­
vision broadcaster can offer a number of reference
points for the researcher, the student or the profes­
sional in television broadcasting.

It has been estab­

lished that the literature of the field regarding
individual stations is sparse.

This study of Michigan

State, it is hoped, will provide a base upon which
future television, mass communications and broadcast
education

students may build.

And such information

as this study has reported belongs to a wider clientele
than these.

The writer hopes that having collected,

analyzed and reported what has been largely primary
source material, others in various fields will find it
useful for future growth in the television and general
human communications fields.
8. What can Michigan State learn from its own experi­
ences in the past?
The data regarding development among the factors
examined in this study show a general upswing in

249
capability which appears headed for the University's
once hoped-for ideal for television broadcasting.

Un ­

like other points in time through which the University
stations have passed, all factors now seem ready and at,
or near, full-capability in function.

Taken one by

one, the major influence on the stations' overall devel­
opment has been shown to be:

Audience availability.

This has had, however, only an indirect impact on the
programming broadcast.
denied.

But, its importance cannot be

It has been the intent of the University since

the beginning to extend its resources to all the citi­
zens of Michigan by means of broadcast television.

In

1975, the potential audience availability is 75%; in
1976, this is projected close to saturation.
The original factors of influence posited for study
here, although proven to be without measurable influence
on the programming scheduled to date, nonetheless can
serve as indicators for the general future success of
the University station.

The health of these factors will

have much to do with that success and it deserves con­
sideration even though their impact on the programming
appears to have been minimal.

What is the state of

health of these factors in the station's operational
conditions?
Technology— This is a new era of technological cap­
ability that can have a matching administration and

250
faculty commitment once again.

If this is accomplished,

evidence seems to show, that the other factors would
fall into line.

President Clifton R. Wharton, Jr's.,

Task Force on Lifelong Education,has already led the
way with an administration commitment to the adult,
off-campus client-learner.

It was President Hannah's

commitment to television in 1948-54, and his special
recognition of those faculty members who participated in
the new medium, that at once encouraged both their aware­
ness and their acceptance of it.

President Wharton,

from 1974 on, can provide the same kinds of faculty in­
centive with much more assurance of a good return.
With Administration and Faculty commitment so as ­
sured, a return look at the original statements of organ­
izational policy would be time well-spent.

These docu­

ments were composed by visionaries, but they were also
pragmatists.

The majority of their perceptions about

the television medium, their concerns for its growth and
their designs for efficient systems of faculty partici­
pation and programming production seem now only to need
an updating of language, not of conception.

And updating

was something else these early television designers for
academic affairs foresaw and for which they farsightedly
made arrangements in the policies they recommended.
If the policies for faculty participation and utiliz­
ation of the University resources could be activated for

251
local programming with the intention of merchandising
these educational products on the national and inter­
national satellite ETV market, Michigan State would
soon again claim its renowned role as a. leader, not a
reactionary, in the educational telecommunications
field.
And, if these first three steps could be accomplish­
ed, finance would be no problem.

Michigan State would

be able to "recruit" all the additional creative person­
nel it needed to fill out areas identified as Production
in this study.
10.
Should the purpose of educational television
broadcasting at Michigan State be different in the
future from that designated for the television station
at its dedication in 1954? If there should be a dif­
ference, for what reason(s) and in what regard should
this difference be?
It would appear from the findings of this study that
the purpose should not be changed.
ready for realization.

It seems only now

Now may be the time to bring

what were visionary plans in the past into a practical
present.

The machinery, both technological and institu­

tional, appears ready.

Television is more sophisticated.

Educational television broadcasting is more sophistica­
ted.

And, so is the available audience.

What is needed

most now, beyond the increased availability of program­
ming that will interest and contribute to the well-being
of that audience, is the realization by more broadcast

252
educators, university faculty and administration that
the off-campus client-learner of any public, or educa­
tional television station, is different from the oncampus, resident student.

The same informational and

educational content may be useful and/or necessary to
both, but their learning circumstances and attitudes
appear, frequently, to be quite different.

An appre­

ciation of these differences must be built into both
our programming for them and our approach to them.
It is hoped that a study, or series of studies, will be
undertaken.

The educational, social, and life skills

needs and desires, likes and dislikes of this potential
off-campus clientele of learners needs examination.
There is much to be learned by both researcher and
client from one another through such studies, and much
benefit to be derived from such a design of cooperation.
Public television stations and educational institutions
can do much working together to better fulfill their
separate mandates to upgrade the manner of living and
the enjoyment of life for our own and others of the
world's populations.
Summary and Conclusions
The programming broadcast by the Michigan State Univer­
sity television stations from 1954, when broadcasting activi­
ties began, until July, 1974, appears to have been relatively

253
relatively consistent as regards the Programming Descriptive
Elements identified for study.

The data show further that

the Factors of Influence of Policy, Technology, Finance and
Production have had little impact on the stations' program­
ming.

The percentage of audience availability, on the other

hand, has had a considerable impact on the development of
television broadcasting at Michigan State, generally, but
has had little direct impact on the programming.

The element

of the program descriptors that has shown the greatest change
over the year is the percentage of local programming.

This is

evident in the differences seen between the percentages of
local and outside programming.

These appear to have reversed

in almost mirror-like fashion.

Studies need to be undertaken

in this area to determine the impact this increased avail­
ability of programming from outside sources has had on the
programming of Michigan State University's television station
and the implications attendant on this.
It may be that the new era of television broadcasting
activity promised by the activation of Channel 23 by Michigan
State will benefit from the fact that the entire educational
television field seems only now to be coming of age.

Among

the most significant things that appear to have affected ETV
programming, and that, therefore, have effected generally,
Michigan State's educational television broadcasting, have
been the following:
1.

The relative youth of the television medium has

254
meant a continually evolving state of technology and the
television art;
2.

A general lack of commitment felt by many among

the teaching community and their administrators toward the
use of broadcast television for educational purposes has
meant that ETV has not been able to command the respect, and,
therefore, the support, of the central administrative hier^archy;
3.

This lack of acceptance by a large segment of the

educational community can be an important reason for ETV's
difficulties in attracting the acceptance and support of the
public community, whose members have, traditionally, depended
upon the academic community for validation of all such edu­
cational matters;
4.

This disaffection with ETV on the part of both the

educational and public communities has tended to discourage
its funding;
5.

Because of inadequate funding, the creative person­

nel and production facilties of many ETV stations have been
seriously affected and the stations hampered in their attempts
to achieve or acquire programs of high production and educa­
tional quality for broadcast;
6.

Because of these circumstances it has been extremely

difficult (if not impossible) for ETV to deliver on its
original promise to education and those proponents of ETV
like Commissioner Hennock, who spoke at Michigan State in
1951.

It will be remembered that at that time Hennock said:

255
If educators get their own television channels
I firmly believe there is no limit to what they can
accomplish . . . no limit to the knowledge, enlighten­
ment, and culture they can help spread throughout the
United States . . .^
And, it should be remembered that James Reston wrote:
The trouble, of course, is not with the medium
itself, and the trouble is not so much what has been
done with it so far as what has not been done— yet.
It is hoped that before another twenty years of tele­
vision broadcasting activity has passed at Michigan State
University a new study will be undertaken to examine what has
been done over that time in order that the University
station may truly serve the public good and the upgrading of
that public's life through the medium of broadcast television.

■^Hennock, op. c i t .
2
Reston, op. c i t .

(See Chapter I, page 8.)
(See Chapter II, page 56.)

APPENDIX A
Statements of Michigan State University
Television Broadcasting
Policy

TELEVISION BROADCAST POLICY

257

TELEVISION

BROADCASTING

MICHIGAN

STATE

POLICY

COLLEGE

FOREWORD

E ducation m ay be defined as the p r o c e s s by which so ciety p r e s e r v e s
and tr a n s m its its in tellectu al and c u ltu ra l h e rita g e . T e lev isio n , a s a new
m edium of com m unication, holds tre m e n d o u s p oten tiality fo r the r e a l i z a ­
tion of th is educational p u rp o se and the fulfillm ent of this p r o c e s s . To
this end, Michigan State College intends to u se the te le v isio n m edium to
extend its educational r e s o u r c e s and s e r v i c e s to the people within its a r e a
of educational re s p o n sib ility , in fulfillm ent of i ts obligation to s e r v e the
a g ric u ltu ra l and in d u stria l c la s s e s in :'the s e v e ra l p u r s u its and p ro fe s s io n s
of life. " The State Board of A g ric u ltu re th e re f o re has adopted the follow ­
ing sta te m e n t of policy governing the p r in c ip le s , p u rp o s e s and a d m i n i s t r a ­
tion of p r o g r a m s , b ro a d c a s ts and sta tio n op eration.

ARTICLE I: PURPOSE AND ORGANIZATION
A.
The p u rp o se of the telev isio n b ro a d c a s tin g s e r v i c e sh a ll be to f u l­
fill the educational n a tu re and function of Michigan State College, and to
s e rv e to the fu lle st extent the in te r e s ts and n e e d s of the people of the State
of Michigan, and e th e r s v/ithin the a r e a s c o v ered by i ts a c tiv itie s . T h is
purpose shall be achieved through the following m ea n s:
1. The p re s e n ta tio n and in te rp re ta tio n of the v a rio u s d iv isio n s,
d e p a rtm e n ts , c o u r s e s of study, s e r v i c e s and a c tiv itie s of
the College, with e m p h a sis upon education, r e s e a r c h , t r a i n ­
ing and s e r v ic e .
2. The developm ent of educational p r o g r a m s fo r u se by o th e r
s ta tio n s, public s e r v ic e o rg a n iz a tio n s, and education al in stitution s;
and the co o p erativ e extension of tim e , f a c ilitie s , and s e r v i c e s to
th ese sa m e g ro ups f o r th e ir own developm ent of p r o g r a m s in the
public in te r e s t.
3. The b ro a d c a s t of inform ational, c u ltu ra l, education al and e n t e r ­
taining p r o g r a m s co n sisten t with the p o lic ie s and s ta n d a r d s of
an in stitu tion of higher lea rn in g which m ay o rig in a te fr o m s o u r c e s
o th er than the College and im m e d ia te com m unity.

Page 1

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4. The developm ent of a tra in in g p ro g ra m and c o u rs e s of study in t e l e ­
vision b ro a d c a stin g f o r the staff and stu d e n ts of the College in o r d e r
to advance and im p ro v e the m edium and its u tiliza tio n through in ­
s tru c tio n and r e s e a r c h .
B. A uthority to a d m in is te r and in te r p r e t the telev isio n policy of
Michigan State College is v e sted in the Office of the P r e s id e n t under the
a d m in istrativ e ju ris d ic tio n of the A d m in istrativ e A s s is ta n t in C harge of
Public R elations and the D ire c to r of T elevision D evelopm ent. R e s p o n s i­
bility for telev isio n o p e ra tio n s is vested in the D ire c to r of T e le v isio n D e­
velopment, who sh all r e p o r t to the P r e s id e n t through his A s s is ta n t in
Charge of Pub lic R elations. A T elevision C om m ittee m ay be appointed to
advise the D ire c to r of T elev isio n Developm ent on policy and o p e ra tio n a l
m a tte rs.
ARTICLE II: PRIN CIPLES GOVERNING ALL BROADCASTS
A. In all telev isio n b ro a d c a stin g from the p r e m i s e s (buildings and
grounds, of Michigan State College, the highest s ta n d a rd s of good ta ste
shall p rev a il and the repu tation and integrity of the College be upheld and
defended fro m m is u s e , m is re p r e s e n ta tio n , and exploitation.
B. No te le v isio n b ro a d c a s t shall place the College in the p osition of
endorsing o r opposing any candidate for public office, the p la tfo rm o r ob ­
jec tiv e s of any political p a rty , o r of any r e lig io u s organization, o r of e n ­
do rsin g o r advocating the u se of any specific c o m m e rc ia l p ro duct, m ethod
o r device.

ARTICLE III: BROADCASTING BY THE COLLEGE STATION
A.
The College T elev isio n Station shall be o p e ra ted p r i m a r i l y f o r the
d isse m in a tio n of inform ation, the extension of education, the developm ent
of c u ltu re, and the prom otio n of fr e e and c ritic a l inquiry into p ro b le m s of
public c o n ce rn , sub ject only to the p ro v isio n s of A rticle II of th is docum ent.
1. In the c ase of p olitical p ro g r a m s o r b r o a d c a s ts by c an d id ates
fo r public office, the College station sh all abide by Section 3. 657
of Subpart E of P a r t 3 of the R ules Governing T e le v isio n S tations.
2. In the c ase cf c o n tr o v e r s ia l public is s u e s , the College sta tio n
sh all abide by Section 3. 654, p a ra g ra p h (b) of Subpart E of P a r t 3
of the R u les G overning T elevision Stations.
3. In the c a se of r e lig io u s p r o g ra m s , the College sta tio n will
app ortion tim e fa ir ly am ong the r e p r e s e n ta tiv e faith g roup s of
its com m unity.
Page 2

259

a. To qualify, such p r o g r a m s m u st p lace e m p h a s is upon
broad re lig io u s tr u th s and exclude the p re s e n ta tio n of
c o n tr o v e r s ia l o r p a rtis a n views not d ir e c tly o r n e c e s s a r il y
r e la te d to relig io n o r m o rality .
B.
In all te le v isio n p r o g r a m s o r b r o a d c a s ts o rigin atin g fro m s o u r c e s
outside of the College p r e m i s e s a n d /o r fa c ilitie s, the College sta tio n sh a ll
abide by Section 3. 658 of the FCC R ules Governing T elev isio n Stations.
1. Such p r o g r a m s a lso sh all be subject to the governing
p rin c ip le s s e t fo rth in A rtic le II of th is document.
2. The College r e s e r v e s the right to a c c e p t o r r e je c t any
p r o g ra m , sp o n so r, o r product a d v e rtise d .

ARTICLE IV: BROADCASTING OF COLLEGE ORIGINATED PROGRAMS
P r o g r a m s o rig in a te d by the College sta tio n m ay be b ro a d c a s t o r r e ­
b roadcast by o th er sta tio n s on the following conditions:
A. W ritten p e rm is s io n of the College sta tio n m u s t be obtained in.
advance fro m the D ir e c to r of T elev ision D evelopm ent as r e q u ir e d by S e c ­
tion 3.655 of the FCC R ules G overning T elev isio n Stations.
B. E ach p ro g ra m unit m u st be b ro a d c a s t in its e n tire ty in a continuous,
un in terrup ted p e rfo rm a n c e .
J

C. P r o p e r identification of the so u rc e, and c re d it fo r the College, m u st
im m ediately p re c e d e and follow the p ro g ra m .

ARTICLE V: BROADCASTS ORIGINATED BY OTHER STATIONS
B ro a d c a s ts involving the use of the College physical plant, fa c ilitie s ,
s e r v ic e s , staff, o r a c tiv itie s a r e governed by the p ro v isio n s of A rtic le II
of this document, p lu s the additional c o n sid e ra tio n s lis te d below.
A.
Such p u re ly educational ev en ts a s convocations, c o m m en c em e n ts,
and c la s s ro o m l e c tu r e s , and such educational a c tiv itie s a s la b o ra to ry e x ­
p e rim e n ts and initial r e p o r t s of r e s e a r c h , u n le s s a p a rt of a coo rd in ated
inform ation r e l e a s e , m ay not be p re s e n te d a s c o m m e rc ia lly sp o n so red
b ro ad c asts.
Page 3

260

1. P e r m is s i o n f o r b ro ad c astin g
ing b a s is m u s t be obtained in
T elev isio n in w riting, u n le ss
b a s is of tim e , o r extenuating

such p r o g r a m s on a s u s ta in ­
advance fro m the D ir e c to r of
sp e cifica lly ex em p ted on the
c ir c u m s ta n c e s .

B.
C o m m e rc ia l sp o n so rsh ip of o th er ty p es of p r o g r a m s o r e v en ts in ­
volving College sta ff o r p ro p e r ty m ay be p e rm itte d und er the following
conditions:
1. The p a rtic ip a tio n of College staff, facu lty m e m b e r s , and
stu d en ts in c o m m e rc ia lly sp o n so red b ro a d c a s ts , w h eth er
a s individuals o r a s r e p r e s e n ta tiv e s of the College, sh all
be subject to the p r in c ip le s e sta b lis h e d in th is policy, p a r t i ­
c u la rly A r tic le II, A and B.
2. C o m m e rc ia l announcem ents shall be lim ite d to two on a
single b ro a d c a s t - one at the beginning and one a t the end
of the p r o g r a m . Special a r r a n g e m e n ts m ay be m ad e fo r
s p o r t s b ro a d c a s ts (see A rtic le VI).
3. P e r m is s i o n to use the College p h y sic al plant o r f a c ilitie s
fo r a c o m m e rc ia lly sp o n so red b ro a d c a s t m u st be obtained
in advance and in w ritin g fro m the D ir e c to r of T e le v isio n
Developm ent who is re s p o n sib le fo r d e te rm in in g the a c c e p ta ­
bility of p ro p o sed p r o g r a m s , s p o n s o rs , and p ro d u c ts a d v e rtis e d .

ARTICLE VI: BROADCASTS OF ATHLETIC EVENTS
A thletic events conducted by the D e p artm en t of I n te r -c o lle g ia te
A thletics a r e r e g u l a r functions of the College, a r e c o n tro lle d e xclusively
^by the College, and would take place r e g a r d l e s s of b ro a d c a stin g . .However,
c e rta in telev isio n b ro a d c a s tin g p riv ile g e s have been p e rm itte d in the past
and m ay be p e rm itte d in the fu tu re at the d is c re tio n of the C ollege and
u nder the re g u la tio n s and governing p r in c ip le s of the T e le v isio n P olicy of
the college, the In te r - c o lle g ia te (W estern) C o nference, the NCAA, and any
o th er ath letic a sso c ia tio n of which the College is a m e m b e r.

Page 4

261
REPORT OF THE ALL COLLEGE COMMITTEE
ON TELEVISION COURSES FOR CREDIT*

This Committee has confined itself in the main to the
question of offering television courses for credit and the
problems which can be anticipated should it be determined
that such credit courses will be offered.
In performing
this function, however, it has been impossible to refrain
from occasional reference to non-credit courses, for the two
are closely related.
This is particularly the case in rela­
tion to organizational machinery and the use of faculty time.
In any event, the recommendations and discussions are
limited to that part of the television program known as
"The University of the Air."
Having said this, it is perhaps gratuitous but irre­
sistible to comment that the Committee hopes that some
faculty committee will from time to time review the entire
credit and non-credit television program with an eye to
making certain that it serves well the college purposes set
for it.
The Committee was aware that educational television is
a sufficiently new field and that few firm criteria of excel­
lence can be found.
Inevitably, there must be some experi­
mentation, and the University should be prepared for this.
Evaluation techniques to determine quality of the results
naturally will need to be devised.
With this in mind, the
Committee hopes that even though this report in some form
may be approved, it not be considered the last word on the
matter of television courses for credit.
At the moment,
this should serve as a basis for operation for perhaps a
year or so, at which time the entire policy should be re­
viewed by the Committee referred to above.
It is perhaps unnecessary to point out that courses
offered for credit should not have as their primary rationale
either popularity or public relations value.
This does not
mean that a teacher may not be popular with the television
audience or that excellent public relations may not follow a
television course well done; but unless we are to run the
danger of intellectual dilution, these must be by-products
and not primary objectives.

*

C, Winter Term, 1954 - Station File.

262
The Major Policy Recommendation
It is recommended that Michigan State University
offer for college credit (designated as tele­
vision credit) courses by television and that a
conservative policy in connection with television
courses for credit should be followed until more
evidence is available.
Recommendations Concerning Television Students
1. It is recommended that the amount of tele­
vision credit to be allowed in a degree program
be considered by an appropriate agency which at
the same time will take cognizance of the number
of credits which can be earned in a degree program
through extension or by correspondence.
It was the Committee's thought that some limitations
on the amount of television credit should be applied and that
the figure set should have a relationship to that for credit
by extension and correspondence.
As far as the Committee
could determine, there exists now no group to which this re­
sponsibility could be given.
It also should be observed that
this is not a pressing problem, for with time limitations and
course diversity no one will be able to accumulate many tele­
vision credits which would fit into a degree program for a
number of years.
2.
It is recommended that students in residence at
Michigan State University be permitted to enroll in
television courses for credit only with the per­
mission of the student's dean.
The Committee felt that resident students should not
be permitted to take a television course for credit (except
for educational research purposes) if the same course were
available to them on campus.
There will be cases, however,
where due to schedule conflicts and the like, a resident
student can enroll in the course in no other way; and pro­
vision for such cases needs to be made.
Recommendations Designed to Maintain
Academic Standards
1.
It is recommended that no course be offered
for credit by television which has not been
approved for inclusion in the University catalogue.
The Committee was of the opinion that this recommen­
dation makes certain that the same criteria will be applied

263
to television courses as to the usual courses.
This recom­
mendation has the added advantage of utilizing existing
machinery.
2.
It is recommended that television students
meet all course standards to which resident
students are held.
It will be essential for television students to take
examinations of comparable validity to those given to stu­
dents who take the course in residence as well as perform
all other work of the course.
Inasmuch as participation in
classroom work is denied to the television student, it is
hoped that some ingenuity will be exercised in developing
assignments and techniques which will compensate for this.
3. It is recommended that television students
ordinarily come to the campus to take their
examinations.
Exceptions might be made if a sufficient number of
students could gather in some center to justify the trip of
the examiner, or if a television student were physically
handicapped.
The Responsibility for Administering
the Program of Television for Credit
1.
It is recommended that the total responsi­
bility for the process of offering television
courses for credit be considered as tripartite
in nature.
No course should be offered for credit unless all
three parties— the school, Continuing Education, and Tele­
vision Development are agreed on the wisdom and practicability
of such an offering.
(a) With the School, and in actual effect perhaps the
department, should rest the decision as to whether any
suggested course can and should be offered.
Such a decision
inevitably would depend on such factors as the availability
of faculty, the desire of the school, division, or department
to give particular emphasis to the phase of work represented
by the course in question and the willingness of the necessary
faculty member to do the television teaching.
(b) Television Development should be concerned with
the technical problems involved in getting the course on the
air.

264
2.
It is recommended that the schools and
departments consider the television courses
as an integral part of their educational
responsibility.
It was the Committee's opinion that the television
courses will be of better quality if the schools and depart­
ments plan positively for them rather than simply meet such
demands as my arise.
Thus, departments should become a rich
source of suggestion for these courses.
3. It is recommended that a television co­
ordinator be appointed for each school.
This functionary would be appointed by and responsible
to the dean and would serve as the liaison man between the
dean and departments on the one hand and the school and Con­
tinuing Education and Television Development on the other in
all matters relating to television.
Obviously, the person
holding this job will need to have a reduction of his other
duties.
The extent to which an adjustment of other duties
will be necessary will have to be determined in each instance.
Conceivably some schools may become so actively engaged in
television work as to require a full-time person, in other
cases the responsibility might be of a minor nature.
4.
It is recommended that each school establish
an advisory group to assist the television co­
ordinator.
Such a group should confine its activities to an
over-all concern for the television program of the school.
5.
It is recommended that Continuing Education
in consultation with Television Development and
the television coordinators of the several schools
devise an appropriate form which will indicate the
agreement to offer a particular course by tele­
vision and provide all concerned with a written
statement of that agreement.
The purpose of this is to make certain that all con­
cerned have a written record of agreement for courses planned
at long range.
Recommendations Relating to Faculty Participation
1.
It is recommended that no faculty member should
be expected to participate in the television pro­
gram if he does not care to appear.

265
It seems unlikely that such a person would be success
ful and probably his energies could better be used in other
directions.
2. It is recommended that a television teaching
assignment be accompanied by a reduction in the
balance of the teaching load.
The following
assignment be accompanied by a reduction in the
balance of the teaching load.
The following
suggestions should serve for the present but be
subject to future revision.
a.

A one-term television course (3 thirty minute
programs a week) for credit equals one half
of the normal full-time load.

b.

One non-credit (12 thirty minute programs)
television series equals one-fourth of the
normal full-time load.

It seems certain that the preparation and giving of a
credit course on television is a great deal more burdensome
for the faculty member than regular classroom instruction.
Much of the preparation will have to take place in the term
preceding that of television.
New techniques and devices
inevitably will be necessary, special syllabi must be pre­
pared, rehearsal time will be extensive, and in courses
where the enrollment is large the job of evaluating students
progress well may become enormous, so much so that in certain
instances assistance to the television teacher will need to
be provided.
3.
It is recommended that a faculty member
should not do television teaching (credit or
non-credit) in addition to his normal full-time
load.
4.
It is recommended that isolated appearances
requiring no extensive preparation, perhaps up
to three a year, be assumed by a faculty member
without reduction of load.
To facilitate record keeping, the school coordinator
should be informed by Television Development of all such
appearances.

MICHIGAN STATE COLLEGE
EAST LANSING

TBLBVISION STA TIO N

November 1, 195*

W K A R -T V

TO:
SUBJECT:

Members of the State Board of Agriculture and Officers of Michigan
State College
Public Affairs programs broadcast by the College television station

1 . The question raised in this memorandum is:
should the Board of Agriculture
adopt an expanded statement of policy in regard to public affairs programs?
2. A draft statement of policy is attached as Appendix A.
3. The issue of the desirability of an expanded statement of policy pertaining
to public affairs programs was raised as a result of the request by the ad­
vertising agency retained by the state Republican Party that the College
station carry the broadcast of Vice-President Nixon.
it. Definitions and examples.
a.

Informative public affairs broadcasts present information of a noncontroversial nature regarding public affairs. The College television
station has carried a number of programs of this type, with a favorable
reception on the part of the public: "Televisit with the Governor,"
"Your Legislature Reports," and the coverage of the "Clardy Committee
Hearings." By themselves, such programs have good, but not high,
audience interest., Their interest factor rises when they are concerned
with a subject of vital interest to the audience. At the time of the
Clardy Hearings broadcast there was wide-spread discussion of Investi­
gating Committee purposes and procedures. Therefore, the College sta­
tion included in its broadcast informative sequences explaining those
purposes and procedures, featuring Professors Edward W. Weidener and
Ralph H. Smuckler of the Political Science Department. Within this
context the discussion by the faculty members was viewed with high in­
terest, and a survey by the station Director of Research disclosed a
significant amount of learning resulted,

b.

Controversial issues broadcasts present both sides of a bonafide public
controversy. Programs may be local, regional, or national in scope.
They need not be connected with affairs of government; e.g„, a tele­
vised discussion of whether polio vaccine should be administered to
the children of a community which is about evenly divided as to the
advisability of such a project. A controversy, regardless of its

266

Page Two

severity, which does not involve large numbers of the population does
not fall under this definition. The station has the responsibility of
selecting the best available spokesman for each side of the issue, and
must offer equal opportunity for both groups of supporters to present
their case. No individual can demand time on a controversial issues
broadcast as a matter of personal right. The College television station
has carried controversial issues broadcasts. An example is "Background
for Tomorrow." Audience research has indicated this type of broadcast
has a higher intrinsic interest that the informative public affairs pro­
gram.
c.

5.

Political broadcasts (by candidates for public office) give a legally
qualified candidate for public office the right to equal access to the
air as granted to his opponent for the same office. The provisions for
equal access apply both in cases where time is donated by the station
and in cases where time is paid for by a sponsor. The television station
may deny access to the camera to all candidates for any one elective
office, but it does not have the right to refuse to carry all political
broadcasts. Some political broadcasts (by candidates for public office)
should be carried as a public service, but the regulations leave to the
discretion of the television station the decision as to which public
offices may be campaigned for.

Legal obligations and regulations.
a.

Study of the Federal Communications Act of 193^ as Amended and appro­
priate Reports and Rules of the Federal Communications Commission indi­
cates that both commercial and educational non-commercial television
stations are expected to carry public affairs programs as defined above
in the public interest.

b;

Pertinent citations for each type of public affairs broadcast are given
in the draft statement of policy (Appendix A).

6 . Proportion of total program offerings.
a.

Informative public affairs broadcasts have equalled no more than 2# either
in actual broadcast schedules on Channel 60 or in the proposed broadcast
schedule on Channel 10.

b.

Controversial issues broadcasts devoted to public affairs have equalled
no more thanT^T either in actual broadcast schedules on Channel 60 or in
the proposed broadcast schedule on Channel 10.

c.

Political broadcasts (by candidates for public office) have not been
carried by the College television station. No requests for such time
have been received. It is estimated that a satisfactory allocation would
amount to no more than j of 1# of the yearly schedule.

267

Page Three

7. Experience of WOI-TV
a.

The only other television station operated by a land grant college with
even a comparable schedule is WOI-TV, Iowa State College, Ames, Iowa.
WOI-TV stresses public affairs programs and carries all three types of
public affairs programs.

b.

Included in WOI-TV1s public affairs presentations since 1950 are:
(1)

"The Whole Town's Talking" (Controversial issues broadcast)
Award-winning program series involving Iowa communities in
the discussion of their local problems.

(2)

First direct telecast of a governor^ inauguration (Informa­
tive public affairs broadcast)
WOI-TV took its remote equipment to the State House in Des
Moines to televise the inauguration of Governor William S.
Beardsley.

(3 ) "Iowa News Conference" (Controversial issues broadcast)
Editors of newspapers, radio and television were invited to
WOI-TV to question officials of the state or nation on a
pertinent issue.
(U)

Free, equal time to political candidates (political broadcast)
WOI-TV has offered equal, free time to candidates for district,
state and national offices in every general and primary elec­
tion since 1952.

(5)

"This is Iowa Talking" (Controversial issues broadcast)
Station newsman question a specific official on a current Iowa
problem. Candidates for public office are included on the list
of guests.

(6 )

Direct telecasts from Des Moines of the Senate Subcommittee on
Foreign Affairs and the House Committee on Agriculture.
Respectfully,

Armand L. Hunter
Director

Alfltab

2 68

MICHIGAN STATE COLLEGE
EAST LANSING

|4 D E C E M B E R

SCHOOL OF SCIENCB A N D ARTS

J

954

OFFICE O F TH E DEAN

PRESIDENT J . A . HANNAH
3 i 9 A d m i n i s t r a t i o n b l og,
campus
DEAR P R E S I D E N T

HA N N A H :

THE ATT AC HE D POLI CY S T A T E M E N T AD DR ESS ES ITSELF TO
T H E Q U E S T I O N O F O R G A N I Z A T I O N A N O C H A N N E L S TO BE O B S E R V E D BY T H E
S T A F F M E M B E R S O F T H E S C H O O L O F S C I E N C E A ND A R T S W H O P A R T I C I P A T E
IN T H E T E L E V I S I O N E D U C A T I O N A L P R O G R A M .
T H E S T A T E M E N T A L S O IN­
D I C A T E S W H A T S T E P S W I L L BE T A K E N T O P R O T E C T S T A F F M E M B E R S IN
T H E I R N O R M A L A S S I G N M E N T S IN T E A C H I N G A N D R E S E A R C H AS T H E Y
P A R T I C I P A T E IN T H I S N E W A S P E C T O F T H E C O L L E G E P R O G R A M .
THE DE CI SION-MAKING

PROCESS

INCLUOED THE

FOLLOWING

ST E P S :
A.

within

Sc h o o l

the

MEETING

DIV ISIO N

2.

MEETINGS WITH THE DIVISION
EACH OF TH E

Arts

and

A

OF

WITH

science

1,

HEADS

DIRECTORS.

DIRECTOR

AND DEPARTM EN T

DIVISIONS.

3.

I N D I V I D U A L D E P A R T M E N T M E E T I N G S W I T H T HE
DE PA RT ME NT S D ES I R I N G SUCH DISCUSSION.

4.

A MEETING OF

5.

Pr e s e n t a t i o n
Sc i e n c e

6.

F in a l

O U TSID E

I.

and

ALL D E P A R T M E N T

HEADS

and

of

Ar t s

discussion
staff

presentation,

SCIENCE
B.

of

THE

AND A R T S
SCHOOL

meeting

the

discussion

SCIENCE

AND

DIVISION

policy

DIRECTORS.

statement

in

, W I N T E R - 1954.
and

STAFF MEETING,

OF

ANO

STAFF OF

adoption

FALL

in t h e

1954.

ARTS

C O N S U L T A T I O N W I T H A N D C O N C U R R E N C E B Y MR. H U N T E R
M E M B E R S O F H i S S T A F F IN T E L E V I S I O N D E V E L O P M E N T .

ANO

269

‘ IT IS FOR US THE L IV IN G

TO BE DEDICATED HEBE TO THE UNFINISHED WORK

LINCOLN

p r es i d e n t

Hannah

I4 DECEM8ER 1954

2.

C O N S U L T A T I O N W I T H A N O C O N C U R R E N C E BY D E A N H A R D E N ,
D I L L O N A N D MR. M C K U N E IN C O N T I N U I N G E D U C A T I O N .

3.

CONSULTATION WITH

ANO C O N C U R R E N C E

Ex

e x p e r im e n t

t e n sio n

DE A N O F

WE

th e

BY C O O P E R A T I V E

s t a t io n

*

through

th e

THE SCHOOL OF AGRICULTURE.

A M E E T I N G OF SC IE N CE AND ARTS D E P A R T M E N T HE AD S
C O N C E R N E D WI TH EX T EN SI ON AND E XP ER I M E N T STA T IO N.

B.

M E E T I N G WITH DEAN HARDI N AND M E MBERS OF HIS
STAFF DIRECTLY CONCERNED WITH TELEVISION.

PRESENT.

AFTER

and

MR,

A.

Th
AT

- 2 -

HAVE

e

POLICY

WHILE

STATEMENT

D EFINITE

GAINED

FOR

ADDITIONAL

REPRESENTS

NOW,

IT

MUST

EXPERIENCE

OUR
BE

OF

BEST

JUDGMENT

RE-EVALUATED

ACTUAL

TELEVISION

EXPERIENCE.

SIN CERELY,

MILTON
DEAN

E, M U E L D E R

271
TV P O L IC Y STATEMENT FOR SCHOOL OF S C IE N C E & ARTS
30 NOVEMBER

GENERAL
TEACHING

ARTS.

PO LICIES

BY T H E

THE

FACULTY

OBJECT

TELEVISION

IS

TO

OF

W ITHIN

RESEARCH

A CTIV ITIE S

STAFF

SCIENCE

R ESPO N SIB ILITY

Co

E

o pe r a t iv e

.

i

AND A R T S
BY

Th

W ILL

THE

HAVE

ARE

A.

BE

THE

THE

WAY

FOR

SCHOOL

ARE

ARTS.

,

THE

TO

ESTABLISHED

and

CREATION

DIRECTED
TO

BY

THE

TH IS

WITH

De

t e l e v is io n

o f

THE

FOR

Ed
F

Ev

BETWEEN

FACULTY

OF

FOR

a lu a tio n

OF

o f

AND

THROUGH

the

is

STAFF

o r

s c h o o l

INTO

THE

FACULTY

CLEAR

LIN ES

AND

OF

EDUCATION,

in

s c ie n c e

T E L E V IS IO N 1 APPOINTED
BASIC

AND T H E

NORMAL

LONG-RANGE
'

. Jo h n

s

RESPONSI­

,

and

THE

Co

AND A R T S

ARE

OWN C O O R D I N A T O R

o p e r a t iv e

s t a f f

TELEV ISIO N

a, r e

PRODUCTION,
COORDINATOR

BUT
FOR

,

.

Pr o f e s s o r

of

for t h o s e r e s p o n s i b l e
Faculty ano staff of

CONCERNED
IN

ano

IN

ACTUAL

BY

w ith

MATTERS

PRODUCTION,
IN

AT

-C

OTHER

THE

CONTINUING

d ev e l o pm e n t

pr o d u cer

CONCERNED

SCHOOL.

TELEV ISIO N

SPEC IA LISTS

t e l e v is io n

concerned

INDIRECTLY
THE

ANO

7 5 4 i .)

CARR IEO

e x t e n s io n
d ir e c t l y

w ork

, Assistant

EXCEPT

IS

DEPARTMENTAL

PLANNING;

t e l e v is io n

waite

Ha l l , Ex t e n s i o n

SCIENCE

THEIR

ACTUAL

THROUGH

A ND

.

CO O R D IN A TO R 'S

TELEV ISIO N

PROOUCER-COORDINATOR,

u c a t io n

PO SSIB LE

AGENCIES;

coordinator

WITH

aculty

BEST

THREE:

SCHOOL

T IT LE ,

FOR

TEACHING

a c t iv it ie s

‘‘T h e D e s c r i p t i v e t itle, c o o r d i n a t q r , is u s e d
f o r t e l e v i s i o n a c t i v i t i e s w i t h i n a s ch o o l .
THE

OF

CONTINUING

A COORDINATOR
THE

THE

TOTAL

v e lo pm en t

AND

DEVELOPED

OF

OBJECT,

t e l e v is io n

DEAN.

SCIENCE

PROCEDURES

THE

ATTAIN

TELEV ISIO N

OF

RESPO N SIBILITY

BEEN

En g l i s h , 209 m o r r i l l

ONLY

FOR

WHICH

INTEGRATION

present

OF

A DM INISTRATIVE

R E SPO N SIB ILITIES

(The

STAFF

OUTLINED

GROWTH O F

PRODUCING

C.

BEEN

a d m in is t r a t io n

LIA ISO N

B.

NOW

UNINTERRUPTED

AND

AND R E S P O N S I B L E

B IL IT IE S

ALL

x t e n s io n

e

AND

SMOOTH

PROGRAMS

IN

HAVE

1954

.

o o r d in a t o r s

TIM ES

- 2 -

2.

CO N TI N U I N G E DU CAT ION H AS TH E R ES PO N S I B I L I T Y FOR THE

" U N I V E R S I T Y O F T H E A I R " H O UR,
COU R S E S .

INCLUDING CREO IT

THE SCHOOL OF SCIENCE

COORDINATOR WILL HAVE THE

AND ARTS,

RESPONSIBILITY

T O BE O F F E R E D A N O S U B J E C T M A T T E R ,
METHODS OF GRAOING

AS W E L L

AS E V A L U A T E

T IN UI NG EDUCATION.
TEL EV IS IO N WORK

O F THE SCHOOL.

SUGGESTIONS
REQUESTS

IDEAS

THE

FACULT Y AND

FOR TELEVISION PRODUCTION

W H I C H M A Y C O M E T O US F R O M C O N ­

FOR P L A N S

T H E S C H O O L W I LL,

A T OR T O C O N T I N U I N G
for C o n t i n u i n g

A M O U N T OF C R E D I T ,

ANO ACT IO N
WILL

IN E D U C A T I O N A L

BE M A D E T O T H E S C H O O L

S O L E L Y BY W A Y O F T H E C O O R D I N A T O R

(CREDIT OR NON-CREDIT)

of Continuing

DEVELOP

ITS A P P O I N T E D

FOR A P P R O V I N G CO UR SES

MATERIAL,

(CREDIT OR N O N - C R E D n )

F A C U LT Y A N D S T A F F

THROUGH

ANO S E QU EN CE O F COURSES.

STAFF O F THE SCHO OL WILL

AND N O N- CR ED IT

IN TURN,

TELEVISION

EDUCATION.

Education

ITS C O U R S E W O R K

ACTIVITIES THROUGH

ITS C O O R D I N ­

(THE P R E S E N T P R O D U C E R - C O O R D I N A T O R

is Dr.

education,

CHANNEL

FOR T E L E V I S I O N

La wrence McKune,

i Ke llo gg center,

assistant

extension

Professor

739i.)

i
3.

COOPERATIVE

TELEVISION PURPOSES

EXTENSION

(HERE

THE EXPERIMENT

FOR T H E P L A N N I N G A N D P R O D U C T I O N O F
EXTENSION.

IN T H E C A S E O F

F IF T Y P E R C E N T O R M O R E
TELEVISION WILL
FACULTY
WHO HAVE

BE M A D E

HAS THE

PRO G R A M S WHICH WILL

BECOME

RESPONSIBILITY

ALL P R O G R A M S C L A S S I F I E D

WHO PARTICIPATE

plans

and

ALLOWANCES

EX TE NS IO N LOAD.

AS

action

FACULTY
272

FOR

FOR T H O S E

in

ALLOTTEO TO

extension

A PART OF DEPARTMENTAL

BE M A D E T O T H E

A

IN E X T E N S I O N T E L E V I S I O N

FIFTY PER CE NT OF TH EI R T I M E
for

I N C L U D E FOR

FACULTY OR STAFF M E MBERS WHO HAVE

IN T H E I R

Ex t e n s i o n , r e q u e s t s

PROBLEMS WILL

STATION)

ASS IG N ME NT TO EXTENSION,

AND ST AFF M EM BE RS
LESS THAN

D EF IN ED TO

AND STAF F O F

series

STAFF

or

ANr L O A D

THE SCHOOL OF

» 3 w

SCIENCE
SCHOOL

ANO A R T S
WHENEVER

AND P R A C T I C E S

STAFF
AND

BY WAY O F

WILL

NO TICE.

POSSJJBLE.

IN

FOR

BRIEF

WHENEVER

INVOLVING

FACULTY

THE

COORDINATOR

THE

R E SPO N SIB ILITY

REST

WITH

ME N T

HEAD.

NECESSARY

IN

and

Miss

Ma

Ed

ARE

MR.

AND

SCHOOL

S

c h o o l

q u e st s

Co

and

in

for

SCHOOL
THE

THE

LIN E

STAFF

INFORMATION.

GEORGE

(THE

10

AXINN,

10

,

PROBLEMS

The
FOR

o rd in a to r

S

and

WHICH

WILL

BE

WAY O F

c h o o l

GENERAL

to

all

c o o p e r a t iv e

pl a n s

BY

o f

FOR

,

WILL

MADE

THE

,

w il l

EDUCATIONAL

FOR

channel

SER IES

d ev e l o pm e n t

273

OF

OR

'

s

AND

H IS

LOADS
DEPART­

BECOMES
AS

A

PRODUCER-COOROINATORS

,

th e

HALL,

Ex

EXTENSION

t e n s io n

in

from

AND

STAFF

t e l e v is io n

t e l e v is io n

OF

TELEV ISIO N OF

su g g e s t io n s

roducer

-C

for

c o n t in u in g

DEPARTMENTAL

and

THROUGH

7492

7492.)

r e s p o n s ib il it y

t h o se

PROGRAMS

P

ARTS.

PROFESSIONAL

ed u c a tio n a l

FACULTY

THE COORDINATOR

i n tu r n

t e l e v is io n

TO

AND

DEPARTMENTAL

r e q u e s t s

A PART

THROUGH

SCHOOL ENTERS

h a l l

has

general

BECOME

USUAL

THE

ex c ept

,

PROGRAMS

SCIENCE

AGRICULTURAL

e x t e n s io n

OR

SHORT

T E L E V I S I O N WORK

PRESENT

program s

in

OF

AND

TRAINING

CLEARED

CONCERNED

a g r ic u l tu r a l

a c tio n

SER IES

AFFECTING

JUDGMENT,

FACULTY

SPECIAL

BE

THE

PO LICIES

THAT

SHOULD

ME MB ER

OF

RELATIVELY

BETWEEN

D U TIES

O N E 'S

ON

SCHOOL

THE COORDINATOR

m ckeegan

PROGRAMS

SOLELY

.

EITH ER

pr o d u c t io n

and

OR

LOAD

OR

OR

PROJECTED

FOR

ADDITIONAL

FACULTY

FOR

rgaret

elo pm en t

SER IES

DRAWING

ESTABLISHED

EXERCISE

TELEV is ion development

u ca tio n

De v

FOR

IN

4.
pla n n in g

TELEV ISIO N

CONCERN,

CENTER

EXTENSION

OF THE

STAFF

TO

PROGRAMS

ANO

TELEV ISIO N

RECOGNIZED

UPON

OF

FOR

LONG

IS

HOWEVER,

THE

A DEPARTMENTAL

IT

CALLED

PORTIO NS

AND

WHEN,

WORK

OF

PO SSIB LE,

FOR

RESPO N SIB ILITIES
MUST

BE

COORDINATOR

BECAUSE

EXTENSION

FREQUENTLY

SK ILLS

THE

STAFF

THE

THE

r e

­

ITS

o o r d iw a t o r s

.

t h e

[T

IS R E C O G N I Z E D T H A T T H E W O R K

CONCERN PERSONS
DEPARTMENTS

AND THEIR

THE

INTERESTS

IN M A N Y G A S E S .

LINE BETWEEN THE PERSONAL

CENTER

FOR

AND THE

DEPARTMENTAL

SCHOOL

P RC P O S E O WORK
TASKS OF
AFFECT

THE COORDINATOR

INFORMATION.

A RESPONSIBILITY

A N D THE

RATHER THAN
FOR DRAWING T H E
MUST

FOR

IN T E L E V I S I O N

S T A F F LOADS.

5.

No n e

E X C L U D E O R L IM I T
BETWEEN

of

GOES

the

above

FURTHER THE

BE

BY T H E S C H O O L T H R O U G H

WKAR-TV

IS

EXTENSION

FOR P R O D U C T I O N

intended

7573,

in

INTER-CHANGE

HOWEVER,

INFORMED.

HAVE

AND

RESTS

COOPERATIVE

BEEN

MR,

AND

any

OF

way

to

IDEAS

WHEN RE GULAR

THE COORDINATOR

BY M F A N S O F H I S

FACULTY

APPROVED

FOR P R E S E N T A T I O N

S C H E D U L E D T O BE P R O D U C E D ,

WITH

THE PRODUCER-COORDINATORS

EXTENSION,

STAFF MEMBERS CONCERNED.

INVOLVED W I T H

IN T E L E V I S I O N

P R O G R A M OF S C I E N C E A N D ARTS.

ITS C O O R D I N A T O R

IN C O N T I N U I N G E D U C A T I O N ,
FACULTY ANO

SHOULD PROPERLY

ADAPTATION OF ALL KINDS OF TELEVISION

COURSES OR SERIES

ANO T H E

is

INVOLVED,

MUST

HAVE

7573.)

policies

LOADS ARE

INTO T H E P E R M A N E N T

RESPONSIBILITY

ESPECIALLY,

I N T ER E S T O R M I N O R

AND T E L E V I S I O N PRODUCERS.

FOR T E L E V I S I O N O F T H E S C H O O L

ONCE

WKAR-TV,

INVALUABLE PERS ON AL

TEACHING OR RESEARCH

6.

AS A N E C E S S A R Y

INTO D E M A N D S W H I C H

w k a r -TV, E x t e n s i o n

THE

HE W I L L

KIND

A DEPART­

COORDINATOR WHENEVER

BEYOND PERSONAL

D O N A L D P A SH,

FACULTY ANO STAFF

K N OW L E D G E ,

ENTERS

(THE P R E S E N T P R O D U C E R - C O O R D I N A T O R S

ARE DR.

w i l l i a m Tomlinson,

BECOMES

AND STA FF MEMBERS,

I N F O R M I N G THE S C H O O L ' S

B E S H A R E D BY

PRODUCER-COORDINATORS.

FOR THE S C H O O L

FACULTY

A USUAL P R O F E SSI ON AL

DEVELOPMENT

THE

ANO TALENTS

IN E I T H E R O N E ' S .JUDGMENT, T E L E V I S I O N W O R K

M E N T A L CO N C E R N ,

WORK

PROOUCER-COORDINATORS WILL

THE RESPONSIBILITY

FACUL TY AND STAFF OF THE

WHEN,

OF THE

OR T E L E V I S I O N

THE T E C H N I C A L

STAFF OF

A ND S T A F F O F T H E S C H O O L O N L Y

OF THE PROOUCER-COORDINATORS.

274

DEVELOPMENT

BY W A Y

- 5 7.
FOR

Th e s c h o o l w i l l r e c o g n i z e o n e t w e l v e - w e e k t e l e v i s i o n c o u r s e

COLLEGE

CREDIT

COURSES

FOR

COLLEGE

CREDIT

WE EK

FOR

THE

AS

EQUIVALENT

TEACHER
W ILL

ELEVEN

TO

WILL

ASSISTANCE

RECEIVE

NON-CREDIT,
CLASSROOM

BE

WITH

EXAMINATIONS

COURSE

AND

HAS

PRODUCED

TO

BEEN

ONE

THREE

PROGRAM

FOR

PROGRAMS

BRIEF

CR EOIT-HOUR

DURING

TERM

PRODUCED.

REGULAR

WHICH

LOAD

THE

FOLLOWING

WHERE

TEACHER
TWELVE
IS

IN
OF

WHICH

THE

TO
IN

THE

PROGRAM

OF

TERM

WILL

OF

COURS.
BE

FOR

PROGRAMS

BE

PRODUCED

REOUCTION

THE

IN

THE

LARGE C L A S S E S

THREE

IN

SIN G LE

AS

ON-CAMPUS

LOADS

NON-CREDIT)

PROGRAMS,
TERM

THE

DURING

NEXT REGULARQUARTER

S E R IE S .1

ARE

INVOLVED

IT

W ILL

BE

THE

REGULAR

LOAD

THE

BOURSE

FOR

COLLEGE

CREDITS

AS

DURING

THE

TERM

275

EQUIVALENT

FOR

OF

PRODUCED.

TWELVE

RECOGNITION

OR

THE

ONE

CREDIT-HOUR

OF

TWELVE

(CREDIT

PER

FIN AL

A TOTAL

TELEV ISIO N

OR

PREPARATION

ONE

REDUCING

REDUCED

OF

WELL

BY

PROGRAMS

THE S E R I E S .

UNTIL

FOR

RECOGNIZE

EQUIVALENT

GIVEN

EITH ER

TO

RECOGNIZE

T W EL VE PROGRAM

AS

TEACHERS

BE ACCUMULATED

PRECEDING

SER IES,

FOR

EQUIVALENT

A

A PA RTIA L

RESERVED

WILL

CLASSROOM

COURSE

HALF-HOUR

SCHOOL

ACCUMULATED

WILL

IS

WEEK

RESPO N SIBLE

SCHOOL

OF

THREE

THE

AS

TELEV ISIO N

CASE

PROBLEMS

ALLOW

MAY

PROGRAM

COMPLETION

SER IES

CREPIT-HOUR

CREDIT-HOUR

CAMPUS.

PAPERS,

NORMALLY

TEACHERS

TWELFTH

SPECIAL

PO SSIB LE

IN

ON

CLASSROOM

WILL

OF

TWELFTH

TEACHER

WH E N T H E

TEACHING

ARE

THE

SER IES

TELEV ISIO N
THE

THE

WITH

A THREE

CONSIST

ADM INISTERED

TWELVE

TWO T H R E E

CONCERNED.

TYPICALLY

WEEKS

TO

WHICH

OF

THE

THE
OR
PROGRAM

t

PO LIC Y O F THE RADIO AND TELEVISION BROADCASTING SERVICES

Is
O F MICHIGAN ST A T E UNIVERSITY
!
,
‘
|
i

ADMINISTRATION
The ra d io and t e le v is io n b ro a d ca stin g s e r v ic e s o f M ich igan S tate U n iv e r s ity a r e
d iv isio n s o f the Continuing E ducation S e r v ic e . R e sp o n s ib ility and a u th o rity for
a d m in istr a tio n o f th e ra d io and t e le v is io n b ro a d ca stin g s ta tio n s p r o g r e s s fr o m the
M anager o f ea c h sta tio n to the D ir e c to r of the Continuing E d u cation S e r v ic e , to
the P r o v o s t , to the P r e s id e n t o f th e U n iv e r s ity , and th en ce to th e B o a rd o f T r u s te e s ,
w h ich h o ld s the b ro a d ca stin g lic e n s e s gran ted by th e F e d e r a l C o m m u n ica tio n s C om ­
m is s io n .
PURPO SES
The p u r p o s e s o f the ra d io and te le v is io n b ro a d ca stin g s e r v ic e s a r e to s e r v e the
in t e r e s ts and n eed s of th e p eo p le of M ich ig a n , and to c o n tr ib u te, on b e h a lf of sa id
p eo p le , to th e w e lfa r e o f th e n ation and w orld at la r g e , th rou gh th e ed u ca tio n a l
r e s o u r c e s o f M ich igan State U n iv e r sity .
T h ese p u r p o s e s s h a ll b e a ch iev ed th rou gh th e fo llo w in g m e a n s:
T he p r e p a r a tio n and b ro a d ca st of p ro g ra m s w h ich ex ten d th e r e s o u r c e s
and a c t iv it ie s o f the U n iv e r sity .
The b r o a d c a st o f p r o g r a m s, p rod u ced lo c a lly o r e ls e w h e r e , w h ich em p lo y
r e s o u r c e s oth er than th o se of th e U n iv e r s ity , p ro v id ed th at th e s e a r e con ­
s i s t e n t w ith U n iv e r s ity stan d ard s and p o lic ie s .
T he d ev elo p m en t of p ub lic s e r v ic e p ro g ra m s fo r u s e b y o th er s ta tio n s ,
p u b lic s e r v ic e o r g a n iz a tio n s, and ed u cation al in s titu tio n s ; and th e c o o p e r ­
a tiv e e x te n sio n of tim e , f a c il i t i e s , and s e r v ic e s to th e s e s a m e a g e n c ie s
fo r t h e ir own d ev elo p m en t of p r o g r a m s in th e p u b lic i n t e r e s t .
T he su p p ort o f tr a in in g , in str u c tio n , and r e s e a r c h in b r o a d c a stin g fo r th e
s ta ff and stu d en ts of th e U n iv e r sity .
PROGRAMMING O BJECTIVES
T o h elp p e o p le to d ev elo p m o r a lly , c u ltu r a lly , p h y s ic a lly , and in t e lle c t u a lly s o
as to le a d m o r e s a tis fy in g and p ro d u c tiv e liv e s as in d iv id u a ls and as m e m b e r s
o f s o c ie t y .
To s e r v e m in o r ity a s w e ll as m a jo r ity n eed s and in t e r e s t s .

276

2
T o m o tiv a te th o s e w ho a r e ca p a b le o f ed u cation as w e ll a s to s e r v e th o s e w ho
a lrea d y d e s ir e to fu rth er th e ir ed u cation .
To m in im iz e m e r e ly p a s s iv e e x p e r ie n c e s in favor o f th o s e w h ich stim u la te audi­
en ce m e m b e r s to c u ltiv a te and d e r iv e s a tis fa c tio n from th e ir own c a p a c itie s .
To ev in c e and fo s te r a r e g a r d fo r tru th , r e a so n in g , and fr e e en q uiry.
To en g a g e a c tiv e ly in th e p r o b le m s and op p ortu n ities o f c u rr en t liv in g , as w e ll a s
p r e se n tin g e x is tin g and c o d ifie d k n o w led g e.
T o b road en th e p u b lic 's u n d erstan d in g and en joym en t of th e fin e a r ts .
T o w in and m a in ta in th e in v o lv e m e n t of in ten d ed a u d ien ce s b y th e e ffe c tiv e s e le c tio n ,
p rep a ra tio n , and p r e s e n ta tio n of su b ject m a tter - r e ly in g on m eth od s w h ich w ill
p oint up th e r e le v a n c e o f th e su b je c t m a tte r to th e ir n e e d s, s tim u la te thinking,
sh a rp en p e r c e p tio n , and p r o v id e in s p ir a tio n , w ithout v io la tin g :
R e sp e c t fo r th e s u b je c t m a tte r , p ro te ctin g it from d isto r tio n th rough
e x a g g e r a tio n , o v e r s im p lific a tio n , and se n s a tio n a lis m ;
R e sp e c t for th e p r e s e n t e r o f th e su b ject m a tte r , h is au th ority, d ig n ity ,
and p r o fe s s io n a l m eth o d s of com m u n ication ;
R e sp e c t fo r th e au d ien ce m e m b e r , p r o te c tin g him from h a r r a ss m e n t
and in s u lts to h is p o w e r s of in te llig e n c e and d is c r im in a tio n .
S P E C IFIC PROGRAMMING REGULATIONS
A ll b r o a d c a sts w ill n e c e s s a r ily co n fo rm to g o v er n m en ta l r u le s , r e g u la tio n s, and
la w s , in clu d in g th o se s p e c if ic a lly a p p lica b le to b ro a d ca stin g sta tio n s and th o s e
w h ich p r o te c t th e rig h ts of p eo p le to th e ir p ro p erty and rep u tation .
A ll p r o g r a m s s h a ll ex h ib it th e h ig h e s t sta n d a rd s of good ta s te .
A ll p r o g r a m s s h a ll uphold th e rep u ta tio n and in te g r ity of the U n iv e r s ity , d efen d in g
it fro m m is u s e , m is r e p r e s e n ta tio n , and ex p lo ita tio n .
N o b r o a d c a st s h a ll p la c e th e U n iv e r s ity in th e p o sitio n of:
E d ito r ia liz in g on one s id e of a c o n tr o v e r s ia l p ub lic is s u e .

277
1

E n d orsin g or op p osin g any can d id ate for p o litic a l o ffic e , the p latform
and o b je c tiv e s of any p o litic a l p a rty , or the b e lie f s of any r e lig io u s
o rg a n iza tio n .
E n d orsin g or ad vocatin g the u se of any s p e c ific c o m m e r c ia l p rod u ct,
m eth od , or d e v ic e .
In the c a s e of r e lig io u s p r o g r a m s, tim e s h a ll be ap portioned fa ir ly am ong the
r e p r e s e n ta tiv e fa ith grou p s of the sta tio n s' c o v e r a g e a r e a s . To q ualify, th e
p r o g r a m s m u st e m p h a siz e broad r e lig io u s p r in c ip le s and ex clu d e n a rro w ly con ­
tr o v e r s ia l or p a r tis a n v ie w s , inclu d in g th o se not d ir e c tly or n e c e s s a r ily r e la te d
to r e lig io n or m o r a lity .
BROADCASTING O F UNIVERSITY-ORIGINATED PROGRAMS BY OTHER STATIONS
P r o g r a m s o rig in a ted by th e U n iv e r s ity b ro a d ca stin g s ta tio n s m a y b e b r o a d c a st or
r e b r o a d c a st b y oth er sta tio n s on the fo llo w in g con d ition s:
R e b r o a d c a st o f a U n iv e r sity sta tio n 's air sig n a l r e q u ir e s w r itten
p e r m is s io n in ad vance from the m a n a g er of the a p p lica b le sta tio n .
B r o a d c a st under any oth er c ir c u m s ta n c e s a ls o r e q u ir e s w r itten
p e r m is s io n in ad vance from the m a n ager of the a p p lica b le U n iv e r sity
sta tio n , u n le s s th e p ro g ra m has b een o ffe r e d by th e U n iv e r s ity sta tio n
to th e oth er sta tio n .
E a ch p ro g ra m unit m u st be b r o a d c a st in it s e n tir e ty in a con tin u ou s,
u n in terru p ted p e r fo r m a n c e .
P r o p e r id e n tific a tio n of the s o u r c e , and c r e d it fo r th e U n iv e r sity , m u st
im m e d ia te ly p r e c e d e and fo llo w the p ro g ra m .

D e c e m b e r 20, 1967

APPENDIX B
Data Concerning Michigan State University
Television Stations:
WKAR-TV UHF 60, January 15, 1954 to
June 28, 1958
WMSB/WILX-TV 10, March 15, 1959 to
September 12, 1972
WKAR-TV UHF 23, September 12, 1972 to
the Present

FCC Fora 301
Section I

Form Approved
Budget Bureau No. 52-RO14.10

File' No.
Name and post office address of applicant (See instruction D)

United States of America
Federal Coninunications Concussion
APPLICATION FOR AUTHORITY TO CONSTRUCT A NEW BROADCAST
STATION OR MAKE CHANGES IN AN EXISTING BROADCAST STATION

(Devised 3-21-52)

Michigan State Bpard of Agriculture
Michigan State College
Kaet lansing, Michigan

INSTRUCTIONS
A. Diis fora is to be used in applying for authority to con­
struct a new AM (standard), commercial FM (frequency modula­
tion), or cannercial television broadcast station, or to make
changes in existing commercial broadcast stations. Ibis form
consists of this part, Section I, and the following sections:
Section II, Legal Qualifications of Broadcast Applicant
Section III, Financial Qualifications of Broadcast Applicant
Section IV, Statement of Program Service of Broadcast
Applicant

Send notices and communications to the following-named person
at the post office address indicated

M. R. Eornoa, 951 Munsey Building,
Washington b. B.C.
1. Requested facilities
Power in kilowatts
Channel
Frequency
No.
Night
Day

Minimum hours
operation daily

Section V-A, Standard Broadcast Engineering Data
Section V-B, FM Broadcast Engineering Data

__ ? ...
Hours of operation

Unlimited

|y|

Davtime only

□

Sharing with
(Specify Stations)

Section V-C, Television Broadcast Engineering Data
Section V-G, Antenna and Site Information

C. Nunber exhibits serially in the space provided in the body
of the form and list each exhibit in the space provided on
the back of this sheet. Show date of preparation of each
exhibit, antenna pattern, and map, and show date when each
photograph was taken.
D. The name ofthe applicant stated in Section I hereof shall
be the exact corporate name, if a corporation; if a partner­
ship, the names of all partners and the name under which the
partnership does business; if an unincorporated association,
the name of an executive officer, hisoffice; and the nane of
the association. Ir.other Sections of the foim the name need
be only sufficient for identification of the applicant.
E. Information called for by this application which is al­
ready on file with the Commission (except that called for in
Section V-G) neednot be refiled in this application provided
(1) the information is new on file in another application or
FCC form filed by or on behalf of this applicant; (2) the in­
formation is identified fully by reference to the file number
(if any), the FCC form mmber, and the filing date of the ap­
plication or other form containing the information and the
page of paragraph referred to, and (3) after making the ref­
erence, the applicant states: "No change since date of fil­
ing. " Any such reference will be considered to incorporate
into this application all information, confidential or other­
wise, contained in the application or other form referred to.
The incorporated application or other form will thereafter,
in its entirety, be open to the public.
F. This application mist be executed by applicant, if an in­
dividual; by a partner of applicant, if a partnership; by an
officer of applicant, if a corporation or association; or by
attorney of applicant only under conditions shown in Section
1.303, Rules Relating to Organization and Practice and Pro­
cedure, inwhich event satisfactory evidence of disability of
applicant or his absence /ram the Continental United States
and authority of attorney to act must be submitted with ap­
plication.
G. Before filling out this application, the applicant should
faniliarize himself with the Caununications Act of 1934, as
amended, Rarts 1, 2, 3 and 17 of the Conmission's F!ules and
Regulations and the Standards of Good Engineering Practice.
H. BE SURE ALL NECESSARY INFORMATION IS FURNISHED AND ALL
PARAGRAPHS ARE FULLY ANSWERED. IF ANY PORTIONS OF TOE AP ­
PLICATION ARE NOT APPLICABLE, SPECIFICALLY SO STATE. DEFtCTIVE OR INCOMPLETE APPLICATIONS MAY BE RETURNED WITHOUT
CONSIDERATION.

(Specify)

Hone

Limited
B. Prepare threecopies of this form and all exhibits. Swear
to one copy of Section I. Prepare two additional copies (a
total of five) of Section V-G and associated exhibits. File
all the above with Ftederal Conrmunications Conmission, Wash­
ington 25, D. C.

Other

Hone

Type of station (as Standard, FM, Television)

Sftlevlslon
Location of main studio
State

Mlrihigan

2. If authority to make changes in an existing station is
requested
Present facilities
channel Power in kilowatts
Call
Fre^juency
No.
Night
Day

Minimum hours
operation daily

Hours of operation
Sharing with
(Specify Stations)

Unlimited

Other
(Specify)

Daytime only
Limited

□

Location of main studY
_____
State

b. If this application is fHr changes in an existing authori­
zation, complete Section I and any other sections necessary
to show all substantial charees in information filed with
the Commission in prior applications or reports.
In the
spaces below check Sections sulmnitted herewith and as to
Sections not submitted herewith n\fer to the prior applica­
tion or report containing the requited information in ac­
cordance with Instruction E. (If co)uemplated expenditures
are less than $1,000, do not complete^ection III. Section
IV not required for applications for mknor changes not in­
volving change in power, change in frequency, change in hours
of operation, or moving from city to city.)>
Section No.

□
□
□
□

Para. No. Reference (File or FcrmNo. and Date)

Section II
Section III
Section IV
Section V

Have there been any substantial changes
in the information incorporated in this
application by reference in this paragraph?

Yes □

No]

3. If this application is contingent on the grant of another
pendin" application, state name of other applicant and file
number of other application.

Hone
279

PCC Fora 301

Section I

P«re

The applicant hereby vmives any claim to the use of any particular frequency or of the ether as against the regulatory power of
the United States because of the previous use of the same, whether by license or otherwise, and requests an authorisation in
accordance with this application. (See Section 304 of the Gonmunications Act of 1934).
Hie applicant represents that this application is not file d for the purpose of impeding, obstructing, or delaying determination
on any other application with which i t nay be in conflict.
All the statements made in the application and attached exhibits are considered material representations, and a l l the exhibits
are a material part hereof and. are incorporated herein as i f set out in fu ll in the application.
The applicant, or the undersigned an the applicant1s behalf, states that he has endeavored to supply fu ll and correct information
as to a ll matters which are relevant to this application and that he has done so as to a ll matters within his own knowledge.
Dated this.

. day

,

19jQ .

Michigan State Board of Agriculture
(Name of Annlicant)

T itle
Subacribed and sworn
befnreme th ia _

to
/7
2^Z-day "f- ^

/
-

, 19

-A

Mfp'
(Notary public’ s seal must be affixed where the law o f jurisdiction
requires, otherwise state thyt law does not require seal.)
My cooaissian

L Nr^ftelTAN~
Notary Public,

Cour.ty,

M v Commission Expires tanusiy 2..

M
BarnOS. BgQ. . 951 Hunaey Building,
.
—
Washington k, B.C.; tfilliao 1, Poss, Inc., 927 15th Strest,
tfnaVilngfftn
mhlngtan .Tk C_

I f applicant is represented by legal or engineering counsel,
atate name and post office address: . . .
.
,
_

_

EXHIBITS furnished as required by this form:

Exhibit No.

Section and Para.
No. of Form

1

Section II
Paragraph 3

2

Section II
Paragraph 2

3

Section IT
Paragraph 2

None of o ffic e r or employee (1) by whom or (2) under
whose direction exhibit was prepared (show which)

O ffic ia l t i t l e

Janes H. Denison

Administrative Assis­
tant to the President

Philip J. May

Comptroller and
Treasurer

Arnand I, Gunter

Director of Televlsloi

>

Jf

Seotion IV
Paragraph 7

Aroand 1, Hunter

Director of Televlsloi

5

Section IV
Paragraph li

Arnftnd 1, Hunter

Director of Televlsloi

6

Section IV
Paragraph 1{L

Annand 1. Hunter

Director of Televlsloi

7

Section IV
Paragraph 1:!

Arnand 1. Hunter

Director of Televlsloi

ftttfc M t.te B tia & U R .
LEGAL QUALIFICATIONS
OF BROADCAST APPLICANT

_ FEDERAL COMMUNICATIONS COMMISSION
Name of Applicant

Section I I

Michigan 8tat* Board of Agrlonltnr*
INSTRUCTIONS

r”

1

,

,

,

, r”

"•

'»***»'-* v i a

«aa u i i A v c i i i

u A i« L M ir i|

iL v c K i i o i a c r a o x

record, peraona owning the beneficial intereat in any stock, aubacribera to any stock, and persona oho voted any o f the voting
stock at tha last stockholders meeting. In case of any other applicant, a ll executive officers, members o f the governing board,
and osners or subscribers to any membership or ownership interest in the applicant. In case o f an application for assignment or
transfer, Section I I should be completed wily for the assignee or transferee, shoeing the ownership as i t w ill be a fte r the as­
signment or transfer has taken place. (Note: I f the applicant considers that to furnish a complete answer to the paragraphs referre^j^m uld^eji^inreasonabl^burden^^M jjgM reijies^^h^^oninissicnforsM ra^^
1. Applicant is^ ( P 'n c k a ie ) r A iiin c liv i< h ia l^ |JT*a‘‘)raieraT,partne«hIp"T^*“^"T T initeT partnershIir
a corporation [ j , an unincorporated association I I .______________________
2. I f applicant is not an individual, give the State, D istric t,
Territory or Possession under the laws of which i t is nraanized M ic h ig a n
3.- Submit as Exhibit No.
J copies, one of which must be properly certified , of (a) i f applicant is a general or limited part­
nership, the_partnership agreement; (b) i f applicant is a corporation, the articles of incorporation (o r charter) and the by­
laws, certified by the Secretary of State or other appropriate o ffic ia l; (c) i f applicant is an unincorporated association, the
articles of association or other legal instrument under which applicant is organized showing the purpose thereof, and the bylawi_if_any^__In_each_caaeLju b n it jreopcrly certified copies of a ll amendments.
4. I f applicant is a corporation or an unincorporated association,
indicate specifically by reference to page and paragraph of the
articles of incorporation or o f association, the charter powers
relied upon by the epplicant to show that i t is legally empowered
to construct and operate the proposed station.
S.

Complete Tables I and I I on pages 2 and 4 ,
CITIZENSHIP AND OTHER STATUTORY REQUIREMENTS (See in s tru c tio n s above)

6. I f applicant is an individual, is the applicant a citizen of
the United States;
or, i f
applicant is not an individual, are a ll parties to this application citizens of the United States?

Yes

No [~ |

Yes Q

No

Yes

No r ~ |X

I f the gnawer is "No", state the name and citizenship of each person who is not a citizen of
the United states.

7. Is United States citizenship of any party to this application claimed by reason of
naturalization?

|~~|X

I f so, state the name of such party, the date and place of issuance of final
certificate of naturalization, certificate number, and none and location of court
authorizing issuance of
8.
Is United States citizenship of any party to this application claimed by reason of
naturalization of a parent?
I f so, state the name of such party, the name of the parent to whan the fin a l certificate
was issued, the age of the party to this application at the time the c e rtific ate was issued,
and any additional facts relied on to establish citizenship, in addition to the information
required by Paragraph 7 hereof.
9a. Is applicant or any party to this application a representative of an alien or o f a foreign
government?

Q

□x

□

No Q x

Yea
No
_____________________

b. I f applicant is a corporation, is more than 20 percent of the capital stock owned o f
record or may'it be voted by aliens or th eir representatives, or by a foreign government or a
representative thereof, or by any corporation organized under the laws of a foreign country?

Yes

c. I f applicant ia a corporation and is controlled by another corporation or corporations, is
more than 25 percent of the capital stock of such controlling corporation or corporations
osned of record or may i t be voted by aliens, their representatives, or by any corporation
organized under the lass of a foreign country?

Yes P T

No [~ |X

Yes |_J

No

Yes Q

No F I X

Yea Q ]

No |

Yes □

"o D X

_______________

d. I f the answer to sny of the foregoing parts of this paragraph is "Yes”, submit as Exhibit No.
a fu ll disclosure concerning the persons and matters involved.
10a. Has applicant or any party to this application had a station license revoked by order or
decree of any Federal court?
b. Has the applicant or any party to this application been found guilty by a Federal court of
the violation of the laws of the United States relating to unlawful restraints and monopolies
and to combinations, contracts, or agreements in restraint of trade?
c. Has the a p p lic n t or «iy party to this application been fin a lly adjudged guilty by a Federal
court of unlawfully monopolizing or attempting unlawfully to monopolize radio conmunications,
directly or .'indirectly, through the control of the manufacture or sale of radio apparatus, through
exclusive tra ffic arrangements, or by any other means, or to have been using unfair methods of
competition?' (See Scction 313 of the Conmunications Act of 1934)
d. Has the applicant or any party to this application been found guilty by any court of any
felony or other crime involving moral turpitude, or of the violation o f any State, te rrito ria l
or local law relating to unlawful lotteries, restraints and monopolies and combinations,. contracta or agreements in restraint of trade, or of using unfair methods of competition?

281

□X

|X

1

Broadcast Application

LEGAL QUALIFICATIONS

Secticn I I - P»«i i

Table I
INSTRUCTIONS:
i f Mplicant
individual, fill out columns (a) and (b) stating (a) applicant's name and residence (home) address or addresses, and (b) applicant’s date and
pi ace .pf^birth.
If applicant
is -^partnership, .
fill
(b), (c)
to cbui
each (jcuciai
general ui
or i
limited
partner v
(including
silent partners/:
partners): (a) name and res•
- . • j-»-«•-- ji~~—
... out colunns (a),, \*//i
w/ and
oiiu (d),
vw, stating
obawxiigas
aa w
«iuii.eu (latuiei
.j.iii.iuuj.iig stieni
xaencft (home) address or addresses, (b) date and place of birth, (c) nature of partnership interest (i.e. general or limited), and (d) percent of ownership interest. If applicant
a -Corporation or an__unincon>orated association, fill out all colurma, giving the information requested as to all officers, directors and members of the governing board. In addi*
tion, give the information as to all stockholders, stock subscribers, holders of membership certificates of other ownership interests, unless the applicant has more than 20 stock*
holders, stock subscribers or holders of membership certificates or other ownership interests, in which case furnish the information as to all persons owning 3 percent or more-of

membership
or membership interests subscribed for.

(a)Name and residence (home) address(es)

(c) Nature of partner­
ship interest
or
office held

(b) Date and place of birth

(d) Percent of owner­
ship of partnership
or percent of
voting stock
or membership

(«)

(e) Director or
member of
governing board
(Yes or No)

( r) Subscribed

December 31, 1886
l/illianston, Michigan

Yes

Winfred G. Armstrong
?05 Oak Street
tfiles, Michigan

September 0, 1876
Berrien Springs, Mich.

Yes

3lark L. Brody
■?>21 W. Ottawa Street
Lansing, Michigan

February 1 , 1879
Three Divers, Michigan

Yes

Sarah VanHoosen Jones
FanHoosen Farm
Rochester, Michigan

June 23, 1892
Rochester, Michigan

Yes

Frederick H. Mueller
L87^ Daks Drive, S.E.
Jrand liapids, Michigan

November 22, 1893
Grand Dapids, Michi^jan

Yes

Connor D. Smith

October 6 , 1907
St. John’s, Michigan

Yes

282

Forest II. Akers
'6
45b v/. Cuter Drive
Detroit 21, Michigan

Standish, Michigan

( f ) Now held

(< out',citutional
Corporation,
i.<eo ."Exhibit i)

21ected Members:

%Z5 Grove Street

No. shares of each
class of stock
or No. membership

Broad,cat

A pplication

LhUAJL QUA

S ectioi

■FICATIOMS

jl.

ra g e

^a

Table 1 (Continual)
Name and residence_____

Date and place of birth______

Director or member of
governing board (Yes or No)

Members. Ex-Officio:
Lee M. Thurston, Supt. Public Instruction
1519 W. Lenawee Street
Lansing, Michigan

August 7. 1895
Central Lake, Michigan

John A, Hannah, President, M, S. C.
Cowles House
Nest Circle Drive
Michigan State College Campus
East Lansing, Michigan

October 9, 1902
Grand liapids, Michigan

Tes

Yes

Officers:
October 9» 1902
Grand liapids, Michigan

Yes

Earl H. McDonel, Secretary
1024 Huntington Road
East Lansing, Michigan

April 11, 1893
Eaton County, Michigan

No

Philip J, May, Treasurer
829 Southiawn
East Lansing, Michigan

April 26, 1911
Philip, South Dakota

283

John A. Hannah, President, M. S. C.
Cowles House
West Circle Drive
Michigan State College Campus
East Lansing, Michigan

jSection_IIi _Ptge_3_

LEGAL QUALIFICATIONS
10. (Continued)
'
e. I» there now pending in any court or administrative body against the applicant or any party to this
application any action involving any of the natters referred to in Paragraphs 10a, b, c, and d above?

YesQ

No ( 5

f. Have voluntary proceedings in bankruptcy beqi instituted by, or have involuntary proceed­
ings iii bmkruptcy ever been brought against applicant or any party to this application?

Yea n

No |^ |

g. Are there outatanding any unsatisfied judgnents or decrees against applicant or any

Yea

part^_to_^a_a££lication?

□

h. I f the anaver to any of the foregoing parts of this paragrqih is "Yea", submit as Exhibit No.
a fu ll disclosure concerning the persons and matters involved, identifying the court and the proceed­
ing (by dates and f ile numbers), stating the facts upon which the proceeding was’ based or the nature
of the offense comnitted, and the disposition of the matter............................................ .................................
CORPORATE APPLICANT
INSTRUCTION:
I f applicant is a corporation, answer paragraphs 11 to 16, inclusive.
11. Stock of corporation
(c) Vote per
(d) No. shares (e) No. shares
(a) Class o f stock (b) Par value
share
issued
authorized

(g) Total number
stockholders

( f ) No. shares
subscribed

Conatito tional Cor ^oration
(Sm

Ex libit 1)
YesQ

12. At the last meeting o f stockholders were any shares o f stock voted by proxy?

No [ 3

I f so, state
Class of stock

No. of shares Meeting date

No. voted by stock­
holders in persw

No. voted by
proxy

Name of each proxy voting 1 percent or
more of each class

13. In connection with the stockholders and stock subscribers named in Table I to this
fora, is the beneficial ovner of the stock a person other than the owner of record or subscriber?
I f so, submit as Exhibit No.
a statement of (a) the name o f the ovner of record, or sub­
scriber, (b) the name of the beneficial owner, (c) the conditions under which the otner or sub­
scriber holds and votes or has subscribed for such stock, and (d) a copy o f any contract or other
instrument relating to such conditioda. '

Yes □

No (5

14. Has applicant any other obligations or securities authorised or outstanding which bear voting
rights either absolutely or upon any contingency?
_____________________

Yes

□

Nofl

Yes

TprBr

I f so, submit as E diibit No.
a statement o f (a) the nature of such securities, (b) the face
value or par value, (c) the number of units authorized, (d) the number o f w it s issued and outstand­
ing, (e)- the number of w its , i f any, proposed to be issued, ( f ) the conditions or contingency upw
which such securities may be voted, and (g) facts showing diether or not such securities have been
voted or entitled to be voted in the past 5 years and at the present time.
ISa. Is applicant corporation, directly or indirectly, controlled by another corporation or legal
entity?
b. Is 10 percent or more of the stock of applicant corporation owned by another corporation
or legal entity?
c. I f the answer to any of the foregoing parts of this paragraph is "Yes”, state below the nase
of such other corporatiw or legal entity, and submit as Exhibit No.
(a) a statement of how
such control, i f any, exists and the extent thereof, and (b) with respect to such other corpora­
tion or legal entity, a statement aiswering paragraphs 11 to 15, inclusive, of this fora.
16.

Is the corporatiw or legal entity named in paragraph 15 in tum a subsidiary?

I f so, state below the name of such other parent corporation or legal e n tity, mid submit
as Exhibit No.
a statement for each such corporation or legal entity answering
paragraphs 11 to 16 of this form, to and including the organization having fin a l control.

UNINCORPORATED ASSOCIATION (OR OTHER LEGAL ENTITY)
INSTRUCTION! If^agplicant is an unincorporated association or a legal entity other than an individual,
partnership or coiporlteenisnawer paragraphs 17 and 18.
17. State the nature o f the applicant, cite
copy of such lavp>

18.

ws under which organized, and submit as Exhibit No.

State the to tal ntinber of members or persras holding any owership interest in

284

Yes Q

No £ )

Yes □

N o rf

Broadcast Application

LEGAL QUALIFICATIONS

Section I I . Page 4

Table I I
BUSINESS AND FINANCIAL INTERESTS
INSTRUCTIONS: Hie purpose of Table I I is to obtain information concerning the occupaticn, business, and financial interests, at the present time and during the past 5 years, of
the applicant and of each party to this application named in Table I . In colunn (a) l is t the names of a ll individuals or organizations listed in colunn ( a ) o f Table. I . In column* (b)
state the principal occupations and businesses in which each party named is engaged at the present time or has been engaged at any time during the past 5 years, and, in addition,
state any other business or financial enterprise in which such .party has now or within the past 5 years has had either a 25% or greater interest or any o ffic ia l relationship. In
each case, state in colunn (b) the firm none, the principal place of business, and the nature of the business engaged in. In case the party has been associated in business with any
other person or persons, state the none of each such other person. In colunn (c) state the extent and nature of the interest, o ffic ia l relationship, employment, or association,
giving approximate dates.
(a) None of party

(b) Finn none, principal place of business, and nature of business

(c) Extent and nature of interest, etc. (giving
dates)

C o n stitu tio n al Corporation
(Seo E xhibit 1)
Board o f A p ic u ltu re , governing body of Michigan S ta le College o f A griculture
Michigan 3
and. Applied Sjcien ce. i t i s a C o n stitu tio n al Corporation supported by S tate and Federal Coveranent.
I t s p rin c ip a l business i s th a t of an educational in s titu tio n , such business being in existence
since 1855.
285

F

------------ 5THER

{See instructions on naae 11----------- -----------------------

19. Does applicant or any party to this application have now, or has applicant or any such
party had, any interest in, or connection with, the following:
(a) Any standard, FM, or television broadcast station?

Yes Q

No n

(b) Any application pending before the Commission?

Yes □

N° O k

(c) Any application which has been denied by the Federal Conmunications Conmission?

Yes L J

No □

(d) Any broadcast station the license of which has been revoked?

Yes L J

No Q

I f the answer to any of the foregoing parts of this paragraph is "Yes”, show particulars
in the table below:
(3) Name of other applicant
(2) Nature of interest or
(1) Name of party having such
connection (giving dates)
or call of station
interest

Michigan State Board
of Agriculture,
I^ichigan State
College

Fully owned and operated
ic o „ j

WEAB
WKAB-FM

(4) F ile number

BH—318 (lie)
3P-6764 (CP)
B2-P2D-69 (Ci
B K S - 2 8 (lie

(Both, stations are operate d on a noncomaarclal educational lit a i s . )

20. Is the applicant or any party to this application controlled, d ire c tly or in d i­
rectly, by any person «ho has any interest in or connection with any broadcast sta­
tion or application of the type referred to in Paragraphs 19(a) to (d)? I f so,
submit as Exhibit No.______giving f u ll p articu lars.____________________________

Yes Q

No ( 3

21a. Are any of the parties to this application related to each other (as husband,
wife, father, mother, brother, s is te r, son or daughter)?

Yes Q

No Qj]

b. Does any member of the immediate family ( i . e . , husband, w ife, father, motter,
brother, sister, son or daughter) of any party to this application have any interest
in or connection with any other broadcast station or pending application?

Yes Q

No l"y)

c. I f so, state (a) names of the persons, (b) relationship, (c) nature and extent of such interest
or connection, (d) name of applicant or ca ll letters of station, (e) f ile number of application, and
(f) location of station or proposed station involved.

OWNERSHIP AND OONTROL OF STATION
22. the Commission is seeking in this paragraph information as to contracts and arrangements now in existence, as well as
any arrangements or negotiations, written or oral, which relate to the present or future ownership, control or operation
of the station: the questions
in the lig h t of thiB instruction.
m must
m be manswered
w—mow—mot—
mmm_________^ _
a. Applicant’ s control over the station is to be by reason of: (Indicate by check mark)
Ownership
b. Name and address of the owner of the station
( i f other than the applicant)

S'ii20

Lease □

Other authority □

c. W ill the applicant have and
Yes £ j
No □
maintain absolute control of the
sta tio n , its equipment, and operation, including complete
supervision of the programs to be broadcast? I I " No",
explain

d. Are there any documents, instruments, contracts or understandings relating to ownership,
management, use or control of the station or fa c ilitie s , or any right or interest therein?
I f so, attach as Exhibit No.
copies of a ll such documents, instruments or contracts
and state the substance of oral contracts or understandings.

286

Yes □

No jjp

FEDERAL COMMUNICATIONS COMMISSION
Name of Applicant

Broadcast AoDlication

FINANCIAL QUALIFICATIONS
OF BROADCAST APPLICANT

Section I I I

— f'1,r.hlfian Stat.fl-Scumi nf totlflnlturft-.
Die Commission is seeking in the questions that follow informatics! as to contracts and arrangements now in existence, as well as
any arrangements or negotiations, written or oral, which relate to the present or future financing of the station; the questions
must be answered in the light of this instruction.
NOTE:
I f the applicant is licensee of a broadcast station, having on f i l e with the Commission an Annual Financial Report (FCC
Foim 324) showing its financial position within the past 12 months, and further, i f the applicant has filed yearly income state­
ments either in the before-mentioned form, or in some other connection (see Instruction E) for the past 2 years, and (1) no sub­
stantial reduction in financial position has occurred, and (2) the applicant relies upon the financial position therein shown to
defray the cost of the proposed construction, the following need not be furnished:
Die Exhibits required by Paragraph 2; the information required in Paragraph 3.
1. a. Give estimated in itia l costs of making installation for which application is made. I f performed under a contract for the
completed work, the facts as to such contract mist be stated in lieu of estimates as to the several items.
In any event, the
cost shown must be the costs in place and ready for service, including the amounts for labor, supervision, materials, supplies
and freight.
Transmitter proper
including tubes

*

Antenna system, including antennaground system, coupling equipment,
transmission line

o.-n.nn

* i 'if ,
Acquiring or
constructing
buildings

Acquiring land

None; Golleqf
already owns
pjoperty

Frequency and
modulatio n monitors

Studio technical equipment,
microphones, transcription
equipment, etc.

S
* ,< o n rv rm
i : . ' r 9n
* n'."- a n>.ir„
Total
Give estimated cost of
Give estimated
operation for
revenues for
firs t year
firs t year

rrv
Other items
state nature
z f-A

Mobile Unit
for ieaotou
1 25J2CC.S& ,. *2'-*,,000.Oft

*J2$-QfiC.Q0.. ..

.

—

-Hoafi-------------

b. State the basis of the estimates in fa) above.

Mau-jfact-arer’a CBtiJxries; available cost quotations. Submitted olds.
Squlyacmt already purchased and in use. Studio construction alrerjiy completed.
One year *8 •experience in j.ro-jraamin-3 and production on a closed circuit has is.

c. Die proposed construction is to be financed and paid for in the following manner (including specified statements as to the
approximate amount to be met and paid for from each source). Die financial plan should provide for any additional construction
costs should the actual cost exceed the original estimated cost, and also for the early operation of the station in the event
operating expenses should exceed operating revenues:
Existing Capital

New Capital

Loans from banks
or others

*586.465.00

1

t

Donations

Profits

1

$

Credit, deferred
payments, etc.
1

Other sources
(specify)
$

2. a. Attach as Exhibit No.
2 <* detailed balance sheet of applicant as at the close of a month within 90 days of the date of
the application showing applicant’ s financial position. I f the status and composition of any assets and lia b ilitie s on the bal­
ance sheet are not clearly defined by their respective title s , attach as Exhibit No.
schedules which give a complete analysis of such items._________________________________________________________________________________________________
b. Attach as Exhibit No.
a statement showing the yearly net income, afte r Federal income tax, for each of the past 2 years,
received by applicant from the various types of ac tiv ity in which he was engaged or from any other source.
i.T.i A l a v
3. Furnish the following information with respect to the applicant only. I f the answer is “ None” to any or a ll items, specifi­
cally so state:
a. Amount of funds on deposit in bank or other
depository

b. Name and address of the bank in which deposited

----------------------

c. Name and address of the party in whose name the money is deposited

I'icMqan. State College
P. J. riay. Cor.rtroller and ’
Tr.- aur^r
d. Conditions of deposit (in trost, savings, subject to check, on time deposit, who may draw on account and for what purpose,
or other condition)

Subject to chsck.
e. Whether the funds were deposited for the specific purpose of constructing and operating the station

Not deposited for any specific purpose.
operation.

Available for station construction and
287

FUNDS, PROPERTY, ETC., TO BE FURNISHED BY PARTIES CONNECTED WITH APPLICANT OR BY OTHERS
4, Submit as Exhibit No.
a statement setting forth the fu ll name and address of each person (whether or not connected with
applicant, but including partners, shareholders, or subscribers to capital stock of the applicant) who has furnished or w ill
furnish funds, property, service, credit, loans, donations, assurances, or other things of value, or w ill assist in any other
manner in financing atatien.
For each person who has furnished or w ill furnish one percent or more supply the additional in ­
formation requested in (a) to ( f ) below. ("Furnish" or " furnished" as herein used includes payments for capital, stock or other
securities, loans and other credits, g ifts and any other contributions.)
s.

A description of that which has been or w ill be furnished by each person showing the value thereof and any encumbrances
thereon.

b.

I f the funds or other things of value proposed to be used for the purchase.or construction of the station have been ac­
quired for that specific purpose, indicate the source or sources thereof.

c.

For each parson who has agreed to furnish funda or purchase stock, but who has not already done so, submit a balance
sheet or, in lieu thereof, a financial statement showing a ll lia b ilitie s and containing current and liquid assets s u ffi­
cient in amount to meet those lia b ilitie s and, in addition, to indicate financial a b ility tc comply with the terms of
the agreement. Subait also a verified copy of the agreement by which each such person is legally obligated.

d.

As to each person who has or has had in the past 5 years an interest of 25% or more in any business or financial enter­
prise or any o ffic ia l relationship to any business or financial enterprise, give fu ll and complete disclosure of the
enterprise, the name and principal place o f business, the character of business engaged in, and the nature and extent of
the interest in or relationship to such business.

e.

Net income after Federal income tax, received for the past two years by each person who has furnished or w ill furnish
funds, property, service, credit, loans (except financial institutions), donations, assurances, or other things of val­
ue. (A statement that income for the required periods was in excess of a certain specified amount w ill be su fficien t.)

f.

I f applicant or any person named in this exhibit has pledged, hypothecated or otherwise encumbered any stocks or other
securities for the purpose of providing applicant with funds for construction of the station herein requested, suhnit a
statement explaining each such transaction.

Not Applicable.

Constitutional Corporation (3eo Exhibit 1)

288

Broadcast Application
STATEMENT OF PROGRAM SERVICE
OF BROADCAST APPLICANT

FEDERAL COMMUNICATIONS COMMISSION
Name of applicant

Micliissan State Board of Agriculture
NOTICE TO ALL APPLICANTS

The replies to the following questions constitute a representation of programing policy upon which the Comnission w ill rely in
considering the application.
I t is not expected that licensee w ill or can adhere inflexibly in day-to-day operation to the rep­
resentation here made. However, since such representation w ill constitute, in part, the basis upon which the Conmission acts on
the application, time and care should be devoted to the preparation of the replies so that they w ill reflect accurately appli­
cant’ s responsible judgement of his proposed programming policy.

INSTRUCTIONS
1. Both parts of this Section are to be completed by a ll applicants.
2.

This Section is divided into two parts.
Paragraphs 1 to 4 of the fir s t part in turn are divided into a left-hand column
which pertains to past operation and a right-hand column which pertains to proposed operation. Applicants for new stations
are to f i l l in only the right-hand column while applicants for authorizations for existing stations ( i . e . , renewal of license,
assignment of license, or transfer of control) are to f i l l in both columns.

3.

Program data on past performance are to be based on the composite week for the year preceding the date of application except
in the case of renewal applications where the year preceding the expiration date of the existing license is to be used. The
days comprising the composite week of each year w ill be designated by public notice on or about November 15th of that year.

4.

Program classifications incident to the replies to Paragraphs 2, 3, and 4 below, ate to be in accordance with the definitions
on Page 4 of this Section.
PART I

PAST OPERATION
l.a . State actual minimum weekly schedule of operation under
the present authorization, giving opening and closing time
and to ta l hours fo r weekdays and Sunday.

iPRW0SED__0PERATICW_O^or^_t^2icai
^^ek)_
b. State minimum weekly schedule of operation proposed by
licensee, permittee, assignee or transferee, giving opening
and closing time and to ta l hours for weekdays and Sunday.

SHE ibchioit 3»
2.a.State for the composite week the percentage of time which
was devoted to each of the following types of programs(totals
to equal 100%).

Hot Apjlic?.'blc
(1) Entertainment (include here a l l
programs which are intended p r imanly as entertainm ent, such as
music, drama, v a r ie ty , comedy,
quiz, breakfast, children’s, etc .)

qI

(2) Religious (include here a l l sermons, r e lig io u s news, music,
and dram a, e t c . )

<£

(3) A g ric u ltu ra l (in c lu d e here a l l
programs containing farm or mar­
ket reports or other information
s p e c if ic a lly addressed to the
a g r i c u l t u r a l p o p u la tio n )

g

(4) Educational (in c lu d e here programs prepared by or in b eh alf
of e d u c a tio n a l o rg a n iz a tio n s ,
exclusive of discussion programs
which should be c la s s ifie d under
( 6 ) be 1ow)

£
~

(5) News (include here news reports
and co m m en taries)

.%

(6) Discussion (include here forum,
panel and round-table programs)

.%

(7) Talks (include here a l l conver. sation programs which do not f a l l
under Points (2 ), (3 ), (4 ), (5 ),
or (6 ) above, including sports)

.%

b.State the percentage of time to be devoted to each of the
following types of programs for a proposed typical week of
operation under the authorization requested (totals to equal
100%). Attach program schedule for this proposed typical week.

Sac- I-oshiblt 3*
(1) Entertainment (include here all
programs which are intended pri­
marily as entertainment, such as
music, drama, variety, comedy,
quiz, breakfast, children's, etc.)
(2) Religious (include here all ser­
mons, r e l i g i o u s news, music,
and d r a m a , e tc.)
(3) Ag ricultural (include here all
programs containing farm or mar­
ket reports or other information
s p e c i f i c a l l y addressed to the
agricultural population)
(4) Educational (include here p ro­
grams prepared by or in behalf
of e d u c a t i o n a l organizations,
exclusive of discussion programs
which should be classified under
(6 ) be 1 o w )

3M%

(5) News (include here news reports
and c o m m e n t a r i e s )
(6) Discussion (include here forum,
panel and round-table programs)

Jt^.%

(7) Talks (include here all conver­
sation programs which do not fail
under Points (2), (3), (4), (5),
or (6) above, including sports)

(8)

(8) t i r e

(9)

(9)

10) Miscellaneous

25.6,

K.

S,

C . S p o rte

3.9

(10) Miscellaneous
100

100

289

BrojJcast^ggliciition^
STATEMENT OF PROGRAM SERVICE
Section IV. Pew, 9
3 .a. Dividing the broadcast week into 15 minute periods,
b. State what the practice of the station w ill be with res­
specify below the number of 14% minute periods within such
pect to the nunber and length of spot announcements allowed
15 minute periods during the composite week in which were
in a given period.
broadcast (exclusive of non-commercial spot announcements,
call le tte r announcements and promotional announcements for
sustaining programs):
No cormercial spot announcementa will be
No. of 14% minute
(1)

»No spot
Notannouncements
Applicable
or

periods

conrnercial continuity

_ _ _ _ _

(2) Che spot announcement

_______

(3) Two spot announcements

_ _ _ _ _ _

(4) Three spot announcements

________ _

carried.
Station break apota will be of a public
service and program promotion character
Spots will not exceed one minute, and
will occur only at the opening and
close of a program.

(5) Four spot announcements
(6) Five or more spot announcanents

_ _ _ _ _

Total number of 1434 minute
periods

_

State the number o f spot announcements (exclusive of non-com­
mercial spot end call le tte r announcements, and promotional
announcements for sustaining programs) broadcast during the
composite week which exceeded one minute in length
4. In the tables below the percentages for each segment are to be computed on the basis of 100 percent of the operating hours
within the particular segment for the seven days comprising the composite week ( i . e . , i f fu ll.tim e operation, 70 hours for the
8 a.m. to 6 p.m. segment, 35 hours for the 6 p.m. to 11 p.m. segment, and the to tal weekly hours of operation between 11 p.m.,
and 8 a.m. for the third segment). The percentages in the colunn headed “ Total" are to be computed on the basis of 100 percent
of operating hours for the seven days.
The exact number of spot announcements should be stated, including those broadcast within participating programs, but excluding
call letter announcements (c a ll letters and location) and promotional announcements for sustaining programs.
The nirpose of the following tabulation is to enable the Commission to secure quantitative data as to the proportion of
time (to be) devoted to the various classes of programs. The function of each class of program as part of a diversified program
structure is discussed in the Conmission's Report of March 7, 1946, entitled "Public Service Responsibility of Broadcast L i-

NOTE:

a. State the percentage of time which was devoted to each of
the following clases of programs during the composite week.

Not Applicable*

b. Show in the table below the percentage of time proposed to
be devoted to each of the following classes of programs during
a proposed typical week of operation.

PROGRAM OG ANAlY.-lij
(in p- tentages)

8 a.m.6 p.

6 p.m.11 p.m.

other

_ _ _

hours

All

PROGRAM LOG ANALYSIS
(in percentages)

Total

8 a.m.6 p.m.

(1) Network conrnercial (NC) .

(1) Network conrnercial (NC)

(21 Network sustaining (NS) .

(2) Network sustaining (NS)

(3) Recorded commercial(RC) .

(3) Recorded corrmercial(RC)

(4) Recorded sustaining(RS)

(4) Recorded sustaining(RS)

(5) Wire conrnercial (WC)

(5) Wire commercial (WC)

(6) Wire sustaining (WS)

(6) Wire sustaining (WS)

(7) Live conrnercial (LC)

(7) Live conrnercial (LC)

(8) Live sustaining (LS)

(8) Live sustaining (LS)

(9) Total conrnercial
(1+3+5+7)

(9) Total conrnercial
( 1+3+5+7)

(10) Total sustaining
(2+4+6+8)

(10) Total sustaining
(2+4+6+8)

(11) Complete Total
(12)

Actual broadcast hours

100%

100%

100%

100%

(11) Complete Total

6 p.m.11 p.m.

A ll
other

Total

houra_
5r^
17. Si

£3=-krsJ.D,3.5
C

2.71 bra-

(tug,*

21 lir s.27 hrs.
100%

100%

100%

(12) Proposed broadcast hours2 1 h r S. 2 / » V y .(itf*A .

j t r a7 j

(13) No. of spot announce­
ments ( SA)

(13) No. of spot announce­
ments ( SA)

----------

(14) No. of non-conmercial
spot announcements(NCSA)_

(14) No. of non-conmercial
spot announcements(NCSA)

290

.. ...

............

— — —

vt

Broadcast Application

STATEMENT OF PROGRAM SERVICE

s. a. A t t $ p V s t o f f i U o a l > l e
the original or one exact
copy of the program log for the seven days comprising the
composite week analyzed in the preceding paragraphs,
(If
original logs are submitted they will be returned.)
b.
What year's composite week has been analyzed in the
foregoing paragraphs?

Section IV, Page 3

7. Attach as Exhibit NoJ^
a narrative statement on the
policy to be pursued with respect to making time available
for the discussion of public issues, including illustra- '
tions of the types of programs to be broadcast and the
methods of selection of subjects and participants.

6 , Will the proposed station be
Yes [ ]
No £ ]
affiliated with any network?
If the answer is "Yes", give the name of the network.

PART II

list A C T l i en - M e
8. If this application is for an
Yes □
No □
FM authorization, will the programs
of any AM station operating in the same area be duplicated?
If so,
a. How many hours per day will be
devoted to duplicated programs?

9. State the average number of hours per week which will be
used in advertising or promoting any business, profession
or activity other than broadcasting in which the applicant
is engaged or financially interested either directly or
indirectly. If this is an application for renewal of license,
show this data for the past license period also.

Call letters and location of the AM station

Hone

c. What kinds of programs (musical, sports, etc.) will
be duplicated?

10. If this is an application for TELEVISION authorization
submit as Exhibit No. £
a narrative statement outlining
program plans and policies. If the application relates to
an existing station cover both past and future operation in
this statement.
11. If the data furnished in response to the questions in
this Section IV do not in the applicant's opinion adequately
reflect station operation, attach as Exhibit No. £
a state­
ment setting forth any additional program data that the
applicant desires to call to the Commission's attention. (If
the applicant feels that the program material classified in
Paragraph 2 is susceptible of classifications other than
those listed he may supplement Paragraph 2 with an explana­
tory statement in this Exhibit.)

12. State applicant's general plans for staffing the station, including the number of employees in each department (i.e. program,
conrnercial, technical, etc.), and the names, residence and citizenship of the general manager, station manager, program director
and other department heads who have been employed or whom the applicant expects to employ.

iiGG I-Xiil

7®

291

flpadcaat Aoolicstiool

STATEMENT OF PROGRAM SERVICE

Section IV . P « « 4

PROGRAM CLASSIFICATION
A M « r c i » l ncogran (C) is any ^rogrw the tine for which is paid for by a sprmsor or any program which is interrupted by
a spot aimiasiiamant (as defined below), at intervals of leas than 14 1/2 adnutes. A network program shall be cleaaified as “ coae
awrcial” i f i t is caonaercially sponsored on the network, even though, the particular station is not paid for carrying i t -- unlearn
all cosatercial announcoents have been deleted from the program by the station. Cooperative programs furnished to its a ffilia te s
by s aetaork which are available for local sponsorship are network sustaining pipgrmns (NS) i f no local sponsorship is involved
and are network cowanercial programs (NC) where there is local sponsorship even though the commercial announcement is made by the
station’ s local announcer.
( I t w ill be noted that any program which is interrupted by a ccnmercial announcement is classified as a cccasercial program,
even though the purchaser o f the interrupting announcement has not ailao purchased the time preceding and following. The result
is to classify so called "participating" programs as conrnercial. Without such a rule, a 15-minute program may contain 5 or even
more minutes of advertising and s t i l l be classified as “ sustaining. ” Under the proposed definition, a program may be classified
a s "sustaining" although preceded and followed by spot announcements, but i f a spot announcement internjjjts a program, the progras must be classified as “ cannercial. ’’)
A augtginjngjijagijB. (S) is any program which is neither paid for by a sponsor nor interrupted by a spot announcement (as
defined below).
A network progrs (N) is any program furnished to the station by a network or another station. Transcribed delayed broad­
casts of network
rk programs are classified as “network" not “ recorded.” Cooperative prograss furnished to its a ffilia te s by a net­
work which are available for local sponsorship are network sustaining programs (NS) i f no local sponsorship is involved and are
network coaaiercial programs (NC) ldiere there is local sponsorship even though the conrnercial announcement is made by the sta­
tion's local announcer. Progress are classified as network whether furnished by a nationwide, regional, , or special network or
by mother station.
A recojdedjproaram. (R) is any program which uses phonograph records, electrical transcriptions, orother means of mechanical
reprodiction in ntiole or in part -- except where the recording is wholly incidental to the program and is limited to background
sounds, sound effects, identifying themes, musical "bridges”, etc. A program part transcribed or recorded and part live is
classified as"recorded” unless the recordings are wholly incidental, as above. A transcribed delayed broadcast of a network
progran, however, is not classified as "recorded" but as “ network. ” A recorded program which is a local liv e program prodiced
by the station and recorded for la te r broadcasting by the staticn shall be considered a local liv e program.
A wirejgrogrmw (W) is any program the text of which is distributed to a number of stations by telegraph, teletype, or simi­
lar means, and read in whole or in part by a local announcer. Programs distributed by the wire news services are “wire" programs.
A news program which is part sire and in part of non-syndicated origin is classified as “ s ire ” i f more than h alf of the program
is usually devoted to the reading verbatim, or virtually verbatim, of the abdicated sire text, and otherwise is classified as
“ liv e .”
A local liv e program (L) is any local program which uses live talent exclusively, whether originating in the station’ s stu­
dios or by remote control. Programs furnished to a station' by a network or another station, however, are not classified as
“liv e ” but as "network. ’’ A program which uses recordings in whole or in part, except in a wholly incidental manner, should not
be classified as “ liv e ” but as " recorded.” Wire programs, as defined above, should likewise not be classified as " l iv e . ” A re­
corded program which is a local liv e program prodiced by the station and recorded for later broadcasting by the station shall be
considered a local liv e program.
A non-conanercial spot announcement (NCSA) is an announcement which is not paid for by a sponsor and which is devoted to a
non-profit cause — e .g ., war Londa, Red Cross, public health, civic announcements, etc. Promotional announcements should be
classified as “non-cooroercial spot announcements” i f the program promoted is a sustaining program; other promotional announce­
ments should be classified as "spot announcements". Participating announcements should not be classified as "non-conmercial spot
announcements" but as "spot announcements".
War bond, Red Cross, civic and similar announcements for which the station receives
remuneration should.not be classified as "non-conmercial spot announcements’ but as "spot announcements."
A spot ginouncement ( sa ) is any announcement which is neither a non-conrnercial spot announcement (as above defined) nor a
station identification announcement (c a ll letters and location). An announcement should be classified as a “ spot annoixiconent,"
whether or not the station receives renuneraticn, unless i t is devoted to a nonprofit cause. Sponsored time signals, sponsored
weather mutouncemants, etc. are spot announcements. Unsponsored time signals, weather announcements, etc.', are program matter
and not c la s s ifie d as announcements. Station identification announcements should not be classified as either non-commercial
spot wuiouncements or spot announcements, i f limited to ca ll letters, location, and identification of the licensee and network.

292

STATE BOARD

O F F IC E

OF

OF TH E

AGRICULTURE

PRESIDENT

ADMINISTRATIVE ASSISTANT
}» CH Jtl.ce OF
PUBLIC RELATIONS

D IR E C T O R

t

|

.A D M IN IS T R A T IO N

E N G IN E E R IN G

PROGRAM

J

P R O D U C T IO N

■

I

1
S T U D IO CONTROL

M A IN T E N A N C E

r u n s , EL ID E S
&

. T r i ’. -T IC

GENERAL
O F F IC E

PAYROLL

K IN E S C O P E
R E C O R D IN G

W P ITE R

PROMOTION

ii'ism
“ll— ---- —

TA LE N T

P L 'S L IC IT Y

_u

C O N TIN U ITY

SIR ES T C .l

t

D C U t^ r iR

I

1--------- I
_______ !
SWITCHER
E—
j}f±

SC H E D U LE S

C O P Y R IG H T S
C LE A R A N C E S

LOGS

WRITERS

!

A S S IS TA N T
DIRECTOR

FLOOR
DIRECTOR

S C ENER Y

1

AUDIO

293

T R A N S M ITT E R

PER SO N NEL

L IG H T S

---------j
B IL L IN G

BOOM

PROPERTIES

C A M ERA M EN

ORGANIZATION CHART FOR TELEVISION OPERATION

C O S TU M ES

MAKE-UP

D O L LY M E N

MICHIQAH STATE COLLEBE, EAST LAN S IN G , M IC H IG A N ------

PROJECTION

STAGEHANDS

GRAPHICS

i

TELEVISION STAFF AND ADMINISTRATION ORDER
Federal Comrnanications
(January 15, 1954)
Canmission-U.S. Licensing Agency
WKAR-TV - UHF 60
People of Michigan
MSU Board of Trustees
President of Michigan State College/University
Provost of Michigan State College/University

Production Staff
17. Director
18. Floor Director
19. Designer
20. Studio Supervisor
21. Lighting Supervisor
Engineering Staff_______
22. Supervisor
23. Audio Engineer
24. Video Engineer
25. Switcher
26. Transmitting Engineer
27. Kinescope Recorder
28. Cameraman
29. Projectionist

294

Television Broadcasting Station
1951-1974 Dr. Armand C. Hunter
1951-Director of TV Development
Program Staff
1954-Director of Television
8. Film Director
1958-Director of Broadcasting (R/TV)
9. News Director
1963-Director of Broadcasting Services
(Rob Downey)
10. Sports Director
1974-Continuing Education Services
(1974-July 1— Division of Broadcasting
(Bob Shackleton)
incorporated into Instructional
11. Continuity and Musical Supervisor
Development and Telecommunication) 12. Announcing Supervisor
13. Announce Staff
Administrative Staff_________________ 14. Film Editor
1. Station Manager
15. Film Technician
(Position filled 1959 - WMSB/WILX-TV 16. Academic-Coordinators
Dr. Hunter acted as mgr until then)
(1) Cooperative Extension— Agri­
2. Operations Manager
culture, Heme Economics
(J. D. Davis)
(2) Continuing Education— Adult
3. Program Manager
Education— Telecourses
(J. Kenneth Richards)
Credit/noncredit
4. Production Manager
(3) All College— Fine Arts, Cul­
(James B. Jintera)
tural, Student Activities
5. Chief Engineer
Programs
(Linn F. Towsley)
(4) Information Services— Special
6. Research Director
Services and Features
(I. R. Merrill)
7. Clerical Staff

PROPOSED
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LAKE

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CHANNEL

COST
M ICROW AVE

L IN K

5 KW- T R A N S M IT T E R

EFFECTIVE RADIATED POWER * 6 0 KW*

$ 1 5 ,4 0 0
$ 7 9 ,0 0 0

TOW ER

$ 3 6 ,5 0 0

ANTENNA

$ 3 9 ,1 0 0
$ 2 1 6 ,0 0 0

60

TOWER HEIGHT « t 0 0 0 *

TOTAL

POPULATION*
oiCD ?asc‘
.i£
C LA S S

A

j j

2 7 3 ,0 0 0

CLASS

B

□

2 5 3 ,0 0 0

Q

8 * 9 ,0 0 0

F R IN G E

1 ,3 3 0 ,0 0 0

RECEPTION

sens
TOTAL

RECEPVIOSS

298

RADIAL DISTANCE
EXCELLENT

(In m ils # )

RECEPTION
CLASS A

Q

2 3

CLASS B

Q

<0

FR IN G E

Q

S3

UICHIOAH STATE COLLEGE

* POPULATION FI0UP.E8 DERIVED OY
J-F-TKADEN, A 3 S 0 C PR0P-, SOC-a ANTHR-

T E L E V IS IO N DEVSLCPHEHT
E A S T L A N 8 IN 0 . MICHIGAN

COST

CHANNEL

M IC R O W A V E LIN K

$ 1 5 ,4 0 0

12 KW -TR A N S M ITTE R

$ 1 4 0 ,0 0 0

TOW ER

$ 3 6 ,3 0 0

A NTENN A

$ 3 3 ,1 0 0
$ 2 7 7 ,0 0 0

EFFECTIVE RADIATED POWER « 144 KWTOWER HEIGHT = 1 0 0 0 '

TO T A L

POPULATION*

6 0 0 0 FRIMOE
RECiPTICR

C LA S S

A

Q

3 I 2-, 0 0 0

C LA S S

B

Q

S 3 S .G O O

F R IN G E

'

□

OOOD
RECEPTION

600,000

17<SS,000

TO TA L

299

RADIAL DISTANCE

EXCELLENT
RECEPTION

(in rr.liea)

A

[]

30

CLASS B

Q

46

FR5N3E

\2

61

CLASS

60

MICKIOAH STATE C0LLE3E

«-POPULATION FIQURE8 0ERIVZ9 BY
J- F-THAC&X, A8S0C-P80F-, 8 0 C -6 AHTHR -

T E L E V IS IO N DEVELOPMENT
EAST LAN31N6, MICHI9AN

CHANNEL

COST
M IC R O W A V E L IN K

$ 1 5 ,4 0 0

5 KW- TRAMSM3TTEJR

$ 7 0 ,0 0 0

TOW ER

$ 0 8 , BOO

ANTENNA

$ 7 2 ,0 0 0
$ 2 5 2 ,0 0 0

10

EFFECTIVE RADIATED POWER * 4 0 KWTOWER HEIGHT = 1,000*

TOTAL
eooD f r !::c s

RECEPTION

POPULATION**
CLASS

A

Q

4 7 2 ,0 0 0

CLASS B

□

7 7 8 ,0 0 0

F R IN G E

□

1 ,2 9 3 ,0 0 0

6000
RECEPTION

2,545,000
300

RADIAL DISTANCE

C LA S S A

□

3 8

CLASS 3

0

34

F R IN G E

□

8 6

KICRICAN STATE COLLEGE
• POPULATION FIGURES DERIVED BY
J-F T H A O E N ,A S S O C -P R O F , 8 0 C - 0 ANTH8-

T E L E V I 8 I 0 H DEVELOPMENT
EAST L A T IN O ,M C H I3 A N

CHANNEL

COST
M ICR O W A VE L IN K

$ 1 5 ,4 0 0

40 K W -T R A N S M IT T E R S

13 0 , 0 0 0

TOW ER

$ 3 3 ,SCO

ANTENNA

$ 7 2 r0 0 0
$ 2 2 3 ,9 0 0

EFFECTIVE RADIATED POWER * 316 KWTOWER HEIGHT = 1 ,0 0 0 '
GOOD FRSaCZ
RECEPTION

TOTAL

P O P U LA TIO N *

0000
RECEPTION

CLASS A

[]

C LASS B

Q

S O S ,0 0 0

F R IN G E

0

2 ,7 4 7 ,0 0 0

2 3 0 ,0 0 0

4 ,5 3 2 ,0 0 0

EXCELLENT
RECSPTIOK

RADIAL DISTANCE
(in K ilo s )

□

46

CLASS B

□

65

F R IN G E

□

75

CLASS

A

10

«»FOI>ULATIOH FieU R E I DERIVED BY
4*F«THADCN, AtSOC'PAOF*, 3 0 C *& ARTUR*

u>
o

302
(Draft)*
March 15, 1959

DEDICATION OF WMSB —

Michigan State University Television..

Remarks by President John A. Hannah

"This is a good and happy occasion for Michigan State University,
marking as it does the successful completion of a project undertaken
10 years ago.
It was in 1949, when educational television was a new phrase in
the American language, that a committee of our faculty recommended that
MSU become active in the use of this new educational medium. They were
certain that television presented unusual opportunities to improve edu­
cational services to our students and to the people of Michigan. That
recommendation was approved by our governing board.
The first step was to install equipment for : closed-circuit
telecasting. Our first closed-circuit broadcast was made on June 26, 1951.
Significantly, it was made before a special session of the National Con­
ference of the American Association of Physics Teachers to demonstrate
the principles of teaching by television.
In January, 1954, the Michigan State television station WKAR-TV
began broadcasting as the third educational station in the nation. It
was the first east of the Mississippi, and it was first in the country
in terms of the total number of hours of service.
Subsequent experience proved that the service to listeners afforded
by ultra high frequency broadcasting was inadequate, and we then began
the long, tedious process of gaining access to a very high frequency
channel. Today we begin our service on such a channel, through which we
expect to extend service to additional hundreds of thousands of Michigan
residents.
I want to give public recognition to the services of Dr. Armand
L* Hunter and his associates in making it possible for all the people
who can be reached by this TV station to have access to the educational
opportunities which will be spread before them in the months and years
to come. I would also express sincere appreciation to the members of
our governing board, whose faith has never faltered, and whose confidence
has sustained all of us in our efforts to extend the services of Michigan
State University to an ever-growing number of Michigan citizens.
Today we dedicate this station to the public interest in behalf of
the people of Michigan, who are the real owners of this station. Michigan
State University is deeply grateful for the increased opportunity this new
station affords to be of greater benefit and usefulness to the people of
our state whom it has served for 104 years, and will continue to serve
to the limits of its capacity."
(2-11-59)
*MSU Archives:

John A. Hannah File 41 #58.

Manager

Departmental
Secretary

Secretaries *

Production
Manager

Chief
Engineer

Program
Manager

i Ass't Prod,
i Manager

i______________

_ _ _ _

i

ProducerDirectors

Traffic and
Continuity

i_ _ _ _
Announcers

Senior
| Stu. Supv. !
L____________ !
Film
Stu. Supv.
i
Cameramen

August 1968

Promotion

Design and
Graphics

303

Producers

304
APPENDIX B
DOCUMENTS

AGREEMENT
THIS AGREEMENT made this 30th day of August, 1954,
by and between the STATE BOARD OF AGRICULTURE, STATE OF
MICHIGAN, a body corporate, hereinafter referred to as the
"State Board," and TELEVISION CORPORATION OF MICHIGAN, INC.,
a Michigan corporation, hereinafter referred to as the
"Television Corporation."
WITNESSETH:
WHEREAS, the Federal Communications Commission has
authorized the location of VHF Channel 10 in the area of
Parma and Onondaga, Michigan, and,
WHEREAS, each party hereto has filed an application
for a license to operate a VHF television station on said
channel, and,
WHEREAS, it is the desire of the parties hereto that
each of said applications be amended to provide for a share­
time operation sharing the telecast hours available,
NOW THEREFORE, in consideration of the foregoing, it
is agreed that in the event said applications are approved
by the Federal Communications Commission and construction
permits are granted, VHF television stations shall be estab­
lished as designated by the Federal Communications Commission
and the operation of said stations, construction costs,

305
television equipment investment and maintenance facilities
will be provided for according to the following terms and
conditions:
1

As soon as practicable the State Board will

acquire title to that parcel of real estate listed in the
application hereinbefore referred to.
2

The State Board agrees that it will proceed, with

reasonable dispatch and at its own cost and expense, to
construct and erect a transmitter and studio building, a
tower of approximately one thousand (1000) feet and a trans­
mitting antenna of a standard and approved type for use in
broadcasting.

The plans and specifications for this con­

struction will be secured and approved by the State Board,
provided that no plan shall be approved unless it is adequate
to provide for the efficient operation of VHF television
stations by both the State Board and the Television Corpora­
tion.

Upon completion of the building, the State Board will

install a television transmitter, transmission line and
associated equipment.
It is further agreed that both of the parties hereto
shall approve the purchase of any television transmitter and
associated equipment, transmitting antenna, transmission line
and tower.
3

Each party will maintain a separate and independent

studio and its executive, program and administrative staff
will be located in separate offices.

There will be no joint

306
sharing of personnel except as hereinafter provided.

The

State Board will employ transmitter engineers and other
technical and maintenance employees who shall at all times
operate and maintain the television transmitter and assoc­
iated equipment.

In order that the transmitter studio and

transmission facilities will be solely and completely under
the jurisdiction of the Television Corporation during the
hours it is using such facilities, it shall employ a super­
visory engineer who shall be present at all times during such
hours and who shall have the absolute right to remove any
person, with or without cause, from the transmitter house
and to replace such person with another of his own choosing
and at its own expense.

The Television Corporation shall

furnish a director for the mobile transport unit at all
times while it is using these facilities, which director
shall have the identical power and authority above mentioned,
and subject to the conditions specified.
Although the transmitter operators employed by the
State Board are in no sense to be considered as employees
of the Television Corporation, the latter shall nevertheless
reimburse the State Board for a proportionate amount of the
salaries paid to such employees based upon the percentage of
total time the Television Corporation avails itself of such
services.
4

The State Board agrees to amend its application to

provide a share-time operation in accordance with the

307
following schedule.

It shall request all broadcasting

rights and privileges pursuant to its license on:
Monday through Friday - 9:30 A.M.
6:00 P.M.

- 2:00 P.M.
- 7:30 P.M.

Saturday

-10:00 A.M.

- 2:00 P.M.

Sunday

-12:00 noon

- 4:00 P.M.

and time other than as above designated shall be deemed to
belong to the Television Corporation to be used pursuant to
its license and subject to its rights and privileges, pro­
vided, however, that the parties may from time to time
agree as to coverage
The foregoing
Time.

of "Special Events."
schedule is based upon Eastern Standard

In the event the area in which the major network pro­

grams originate changes to Daylight Saving Time during the
summer months and the vicinity of Parma and Onondaga,
Michigan, remains on Eastern Standard Time, the schedule
shall be adjusted to conform with Daylight Saving Time.
5

Television

Corporation hereby agrees

to pay

to the

State Board an annual equipment rental for use of the

trans­

mitter, transmission line, tower, transmitter house, facil­
ities and land based upon the following formula:
(a)

The transmitter at invoice price
amortized on a ten-year basis at
four (4%) percent.
In the event
of obsolescense making it neces­
sary to replace the transmitter,
the obsolescence shall be shared
forthwith in proportion to the
broadcast time used by each party.

(b)

The antenna and equipment at
invoice price amortizes on a ten-

308
year basis at four (4%) percent.
(c)

The Transmitter house at contract
price amortized on a fifteen-year
basis at four (4%) percent.

(d)

Tower and land at cost thereof
amortized on a fifteen-year basis
at four (4%) percent.

in the proportion that the actual air time used by the Tele­
vision Corporation bears to the total air time used by both
parties hereto, such rent to be paid on a monthly basis.
The first monthly installment shall be due and payable on
the day on which the Television Corporation commences the
operation of its television station and subsequent install­
ments shall be due on the same day of each month thereafter
during the term of this agreement.
In addition to the above named rental, Television
Corporation agrees that it will pay to the State Board as
additional rental twenty

(20%) percent of its net income as

determined for the Federal income tax, and before such tax.
This additional
fore April

rental shall be due

and payable on or be­

1stof each succeeding year.

The State Board

shall not have the right to examine the books and records
of the Television Corporation, but shall accept a sworn
statement of its certified public accountant or such other
certified public accountant as the parties may select.
This additional rental has been agreed upon with a
consideration of the current combined corporate tax structure
and if any substantial change occurs in said structure, this

309
phase of the rent formula shall be open to review.
The State Board agrees to keep the equipment in good
repair and at the request of the Television Corporation to
promptly replace any television transmitter that may become
obsolete.

In the event of any such obsolescence and re­

placement, the invoice price of the new transmitter shall
be substituted in the basic rent formula for the purpose of
determining the amount of subsequent installments of rent.
It is expressly understood, however, that these provisions
relating to obsolescence are limited to television trans­
mitters .
6

Current operating expenses such as replacement of

transmitter tubes and the cost of transmitter power will be
prorated between the parties, as billed, in proportion to
the air time used by each party.

It shall be the responsi­

bility of the State Board to maintain all of said facilities
in proper and efficient operating condition.
7

The Television Corporation may have the privilege

of using the mobile transport unit owned by the State Board
on such terms and conditions as may be mutually established
and agreed upon from time to time, subject to the condition
hereinbefore stated that the Television Corporation shall
at all such times supply its own supervisory director.

It

may also from time to time have the privilege of using the
East Lansing studio of the State Board for the purpose of
telecasting "live" programs, in accordance with a schedule

310
of charges to be mutually agreed upon, and again subject
to the condition that it shall supply its own supervisory
director.
8

In the event either party desires.to sell its

television station, facilities, and transfer its license,
the other party shall be given a written notice of intent
to sell and the party receiving the notice shall have the
option to meet any bona fide offer made by a responsible
party for the purchase of the property and transfer of the
license.

This option shall expire thirty (30) days after

receipt of notice of intent to sell.
9

If either party desires to terminate its broad­

casting operations, other than by a sale to a third party,
the other party shall be given a written notice not less than
thirty (30) days prior to such cessation of operation and
the party receiving the notice shall have the option to
acquire the television equipment and a transfer of the
license of the party so terminating.

If the parties are

unable to agree as to the amount to be paid therefor, the
option price shall be determined by an independent board of
appraisers composed of three members, one of whom shall be
selected by each of the parties hereto and the third selected
by the other two appraisers.

The board shall separately

a p p r a i s e the physical assets and the value of the station
considered from a commercial standpoint, and their unanimous
decision as to price shall be final and binding upon the

311
parties.

If the option is exercised, payment shall be made

in full within fifteen (15) days after approval by the
Federal Communications Commission.
In the event the option, as above provided, is not
exercised, either party may terminate this agreement forth­
with by giving written notice to the other party.

Upon

termination, both parties shall be relieved of any and all
further liability hereunder.
10

The provisions of paragraphs

(8) and (9) of this

agreement shall be subject to the condition that any trans­
fer of such license is approved by the Federal Communications
Commission.
11

The conditions and agreements made and entered

into between the parties hereto are declared binding on
their respective successors, representatives, and assigns.

IN WITNESS WHEREOF, the parties hereto have set their
hands and seals the day and year first above written.

In Presence O f :

THE STATE BOARD OF
AGRICULTURE, STATE OF
MICHIGAN

S/ Hildegarde 0. Seaton
By

S/ Philip J. May

S/ Amy E. Carson__________

In Presence Of:

TELEVISION CORPORATION OF
MICHIGAN, INC.

S/ Leland W. Carr Jr.

By

S/ Edward E. Wilson

S/ Edna A. Miller

By

S/ John C. Pomeroy

313

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W K A R - T V is owned and operated by Michigan State University, East Lansing, Michigan. 4 8 8 2 3
p h one ( 5 1 7 ) 3 5 5 - 7 4 4 0

m

Federal Camrauateatians Conedssion
1919 M Street HW.
Washington, D.C. 29554
Public Nodes

For recorded listing of releases and texts call 632-0002

For general Information
call 632-7260

21*t60
Report No. 9417

ACTION IN DOCKET CASE

May 3, 1974 - B

TV CHANNEL 23, EAST LANSING, MICH., DESIGNATED AS EDUCATIONAL ASSIGNMENT BY FCC
(DOCKET 19739). The TV Table of Assignments (Section 73.606(b) of the rules)
has been amended by the Commission with the designation of television Channel
23 at East Lansing, Mich., as an educational assignment. The change was
proposed in a rulemaking notice adopted May 22, 1973, in response to a petition
by the Board of Trustees of Michigan State University stating that it was
operating a noncommercial educational station on UHF Channel 23 and asking
recognition of the actual use of the channel. The Commission said that since
Channel 23 was already being put to educational use, the change in the assign­
ment table to reflect the actual usage of the channel was appropriate.
Since
Channel 69 was also listed as an East Lansing assignment,the Board urged the
Commission to leave the educational designation of that channel undisturbed.
The Commission said that ordinarily it would not allow a channel to remain
fallow while interest in its educational use developed, particularly when no '
commercial channel was available and ah educational operation already existed.
It said, however, that since nearby Lansing is using only one of its three
channel assignments and is the logical location for a commercial station,
because of its much larger size, "anxiety over foreclosing commercial use of
Channel 69 is premature" and removal of the educational reservation was unnec­
essary. .If commercial interest in Channel 69 developed, it would entertain
an appropriate rulemaking petition, the Commission declared. (Action by the

Comlselon acting as a Board, May 1, 1974, by Report and Order.
(Chairman)Wiley, Reid, and Hooks.)
FCC

Commissioners

Before the
FEDERAL COMMUNICATIONS COMMISSION
Washington, D.C. 20554
In the Matter of

FCC 74-469
11427

)

)
Amendment of Section 73.606(b),
)
Docket No. 39739
Table of Assignments,
)
RM-2052
Television Broadcast Stations.
)
(East Lansing, Michigan).
)
REPORT AND ORDER

t&

doptndY

May 1, 1974;

fRel eased

May 6, 1974

By the -Commission: Commissioners Wiley, Chairman, Reid and Hooks acting
as a Board; Commissioner Quello not participation.
1. The Commission has before it for consideration the May 9,
1973, Notice of Proposed Rule Making in this proceeding (38 Fed. Reg.
13491, published May 22, 1973) and comments from the proponent, the Board
of Trustees of Michigan State University, seeking the designation of
television Channel 23 at East Lansing, Michigan, as an educational assignment
2. In its petition and comments the Board of Trustees pointed
out that it was operating a noncommercial educational station on UHF
Channel 23.
[Although it was not mentioned in the original petition, it
formerly sharecj time in the operation of VHF Channel 10 licensed to nearby
Onondaga, Michigan.]
In effect, the petition sought recognition of the
actual use of the channel.
In addition to Channel 23, Channel 69 was
also listed as an East Lansing assignment, and the Board of Trustees urged
us to leave the educational designation of this channel undisturbed. Other
than the Board of Trustees, no party expressed any interest in the proceeding
3. Since Channel 23 was already being put to educational use, the
proposal to give de jure status to this de facto situation presents no com­
plication..'^ We' Believe that it is appropriate for the Table of Television
Assignments to reflect the actual usage of the channel and it shall be
charged accordingly. As to continuing the reserved status of Channel 69,
however, the situation is not quite as simple.
If the reservation were
terminated, the channel would still be available for educational use, and
for the first time it would become available for commercial use as well.
On the other hand, since East Lansing has only two assignments, the proposal
to maintain the reservation would effectively preclude the establishment
of any commercial operation in East Lansing.
Ordinarily, we would.-not be
disposed to follow a procedure that would lead to allowing a channel to
remain fallow for some period while interest in its educational use develops,
when at the same time no commercial channel is available and an educational
operation already exists.
However, the situation involved here is atypical
because of the proximity of Lansing which has three channel assignmert s.

315

2
Only Channel 6 of the three is in use; Channels 36 and 53 are vacant.
Lansing is the far larger of the two communities and quite probably the
more logical choice for locating a commercial station.
In addition,
lower UHF channels tend to be selected first, further suggesting that
anxiety over foreclosing commercial use of Channel 69 is premature.
Under these circumstances, we do not think it necessary to remove the
reservation on Channel 69.
If an interest in its use on a commercial
basis should develop, we could then entertain an appropriate petition
for rule making.
In the meantime, we see no need to act on supposition
about such future interest.
4. Therefore in accordance with the provisions of Sections
4(i), 303(g) and (r), and 307(b) of the Communications Act of 1934, as
amended, IT IS ORDERED, That,effective June 14, 1974, the Television Table of
Assignments, Section 73.606(b) of the Commission's Rules, insofar as the
community listed below is amended to read as follows:
_________ City_

Channe 1 N o .

East Lansing, Michigan
5.

IT IS FURTHER ORDERED,

*23, *69
That this

proceeding IS TERMINATED.

FEDERAL COMMUNICATIONS COMMISSION

Vincent J. Mullins
Secretary
NOTE:

Rul >s changes herein will be covered by T.S. Ill(72)-4.

316

317

Federal Gssss&issta Csinnlssisn
1019

nSnftfflK.

Wr^lr^fcfi,B.G.2G554
Pi$ii5 KstiS8
For recorded listing o f r e l e a s e s

an d te xt s call 6 3 2 - 0 0 0 2

For general information
call 632-7260

21460
Report No. 9417

May 3, 1974 - B

ACTION IN DOCKET CASE

T V CH ANNEL 23, E A S T LA NS I NG , MIC H. , D E S I G N A T E D A S E D U C A T I O N A L A S S I G N M E N T B Y F C C
( DO CKET 19739).
The T V T a b l e o f A s s i g n m e n t s ( Section 7 3. 6 0 6 ( b ) o f the ru les)
h a s b ee n a m e n d e d b y the C o m m i s s i o n w i t h the d e s i g n a t i o n of t e l e v i s i o n C h a n n e l
23 at East L a n s i n g , Mich., as an e d u c a t i o n a l a s si g n m e n t .
The change was
p r o p o s e d in a r u l e m a k i n g n o t i c e a d o p t e d M a y 22, 1973, i n r e s p o n s e to a p e t i t i o n
b y the Board of T r u s t e e s o f M i c h i g a n S t at e U n i v e r s i t y s t a t i n g that it w a s
operating a noncommercial educational station on UHF Channel 23 and asking
r ec og n i t i o n of
the a c t u a l use o f the ch an ne l.
The C o m m i s s i o n said t hat s i n c e
C ha nn el 23 w a s a l r e a d y b e i n g pu t to e d uc a ti on al use, the c h a n g e in the a s s i g n ­
m e n t table to r e f l e c t the a c t u a l
usage o f the c ha nnel w a s a p p r o p r i a t e .
Since
Ch annel 69
w a s a l s o lis te d as a n Ease L a n s i n g a s s i g n m e n t , t h e B o a r d u r g e d the
C o m m i s s i o n to leave the e d u c a t i o n a l d e s i g n a t i o n of that c h a n n e l u n d i s t u r b e d .
The C o m m i s s i o n s a i d that o r d i n a r i l y it w o u l d not a l l o w a c h a n n e l to r e m a i n
f a l l o w w h i l e i n t e r e s t in its e d u c a t i o n a l use d e v e lo pe d, p a r t i c u l a r l y w h e n n o
c om me rc i al c h a n n e l w a s a v a i l a b l e a nd a n e d u c a t i o n a l o p e r a t i o n a l r e a d y e x i s t e d .
It said, howe v er , that since n e a r b y L a n s i n g is u s i n g o n l y o n e o f i t s thr ee
c ha nn e l a s s i g n m e n t s and is the logical l o c a t i o n f o r a c o m m e r c i a l s t a ti on ,
b ec a u s e of it s m u c h larg er size, " a n x i e t y o v e r f o r e c l o s i n g c o m m e r c i a l u s e o f
C ha n n e l 69 is p r e m a t u r e " a n d r em oval of the e d u c a t i o n a l r e s e r v a t i o n w a s u n n e c ­
es sary. ,_lf c o m m e r c i a l in t e r e s t in C h a nn el 69 d e v e l op e d, it w o u l d e n t e r t a i n
a n a p p r o p ri at e rulemalci.ng p etition, the C o m m i s s i o n d e cl a r e d . ( A c t i o n by the
C o w w t d R l o n a c t i n g r:« a gosrd, M a y 1, 1974, by fup or t a n d O r d e r .
Cotwuissionera
(Chairtnan)Wiley, Rei d , a n d H oo k s . )
- FCC -

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L i v c-CO

fill A

be

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Ktu VU,

B e f o r e the
FEDERAL COMMUNICATIONS COMMISSION
K,rngton,
In the M a t t e r of

D .C.

FC C 7 4 - 4 6 9
11 4 2 7

-

)

)
A me n d m e n t of S e c t i o n

73.606(B),

Ta ble of A s s i g n m e n t s ,
T e l e v i s i o n B r o a d c a s t St at i o n s .
(East L a n s i ng ,

d

o

M i c h i ga n ).

p

t

May

1.

)
)
)

D o c k e t No.

19739

,

RM-2052

)
REPORT AMD ORDER
1_9_74;

/Rele as ed :{__May 6,

By the Corunisuion: Comnj ssirsr.ers Wi ley, C h a i r m a n , Reid
as.a B o a r d ; Comni s s i n n e r Cucl.lo not p a r t !ci pati nr .

and

1974
'looks a c t i n g

1.
The C o m m i s s i o n has b e f o r e it for c o n s i d e r a t i o n the M a y 9,
1973, N o ti c e o f P r o p o s e d R ul e M a k i n g in this p r o c e e d i n g (38 Fed. Reg.
13491, p u b l i s h e d May 22, 1973) and c o m m e n t s from th e p r o p o n e n t , t h e B o a r d
of T r u s t e e s of M i c h i g a n S t a t e Uni v er si ty , s ee ki n g t h e d e s i g n a t i o n of
t e l e vi s io n Ch a n n e l 23 at East Lan si ng , M i c h ig an , a s a n e d u c a t i o n a l a s s i g n m e n t
2.
In its p et i t i o n and c o m m e n t s the B o a r d of T r u s t e e s p o i n t e d
ou t that it w a s o p e r a t i n g a n o n c o m m e r c i a l e d u c a t i o n a l s t a t i o n o n U H F
Channel 23.
[ Al t h o u g h it wa s not m e n t i o n e d in the o r i g i n a l p et i t i o n , it
f o r m er l y sliarecj time in Lite o p e r a t i o n of VfIF C’
nanne.l 10 l i c e n s e d to n e a r b y
Onondaga, M i c h i g a n . J
In effect, the p e t i t i o n s o u g ht r e c o g n i t i o n o f the
actual us e of the ch annel.
In a d d i t i o n to Ch an n el 23, C h a n n e l 69 w a s
also listed as an Has: L an s i n g as s ig n m e n t , a n d the B o a r d o f T r u s t e e s u rg ed
us to leave the education;.! d e s i g n a t i o n of this c h a n n e l u n d i s t u r b e d .
Other
than the Bo a r d of Trus te e s, no party e x p r e s s e d an y i n t e r e s t in th e p r o c e e d i n g
3.
S i n c e Channel 23 was; a l r e a d y b e i n g put to e d u c a t i o n a l use, th e
proposal L o ~ g i v e do jure status to this de f a cto s i t u a t i o n p r e s e n t s n o com" p l i c a t i o n . .. W e ' B e ] i e v e that it fs a p p r o p r i a t e f o r ’the T a b l e o f T e l e v i s i o n
A s s i g n m e n t s to ro f le cL the actual u s a g e of Liu ch a n n e l an d it shall be
c ha rged a c c o r d i n g l y .
As to c o n t i n u i n g the r e s er ve d s t a t u s o f C h a n n e l 69,
howe ver, the s i t u a t i o n i;; not qui t e as simple.. If the r e s e r v a t i o n w e r e
terminated, the channel w o u l d still be a v a i l a b l e f or e d u c a t i o n a l use, and
for the first time it would become a v a i l a b l e for c o m m e r c i a l us e a s w e l l .
On the o t h e r hand, since East I.ansing has o n l y two a s s i g n m e n t s , the p r o p o s a l
to main Lain the rt s<Tvai: ion wo u ld e f f e c t i v e l y p r e c l u d e the e s t a b l i s h m e n t
of a n y c o m m e rc i al o p e r a t i o n in East Lansing..
O r d i n a r i l y , w c w o u l d . n o t be
d is po s e d to f o l l o w a p r o ce du re tliat
re main f a l l o w for some period w h i l e
when at the s ame time no c o m m er ci al
o p e r a t i o n a l r e a d y exists.
Ho wever,
b ec ause of the p r ox i m i t y of L an s in g

wou ld lead to a l l o w i n g a c h a n n e l Lo
inleresL in its e d u c a t i o n a l use d e v e l o p s ,
channel is a v a i l a b l e a n d a n e d u c a t i o n a l
the s i t u a t i o n i n v o l v e d h e r e is a t y p i c a l
w h i c h has thr e e ch annel assignmerl s.

318

2
O nl y Channel 6 of the th re e is in use; C h a n n e l s 36 a n d 53 a r e va ca nt .
L a n s i n g is the far l a r g e r o f the two c o m m u n i t i e s an d q u i t e p r o b a b l y the
m or e logical cho ic e f o r l o c a t i n g a c o m m e r c i a l s tation.
In a d d i t i o n ,
lower UHF chan n el s t end to be s e l e c t e d first, f u r t h e r s u g g e s t i n g that:
a n x i e t y o ver f o r e c l o s i n g co m m e r c i a l u s e of Channel 69 is p r e m a t u r e .
Under these c i r c u m s t a n c e s , we do not t hi nk it n e c e s s a r y to r e m o v e the
r es er v a t i o n on Channel 69.
If a n i n t e re st in its u s e o n a c o m m e r c i a l
basis should d e v e lo p , w e c o u l d then e n t e r t a i n a n a p p r o p r i a t e p e t i t i o n
fo r rule making.
In the m e a n t i m e ,
about such fut u re i nt e r e s t .

4(i),

we see no n ee d to a c t o n s u p p o s i t i o n

4.
T h e r e f o r e in a c c o r d a n c e w i t h the p r o v i s i o n s o f S e c t i o n s
303(g) and (r), a n d 307(b) of the C o m m u n i c a t i o n s Ac t o f 1934, a s

amen ded,

IT IS O R D E R E D ,

That,nffective

Assignments, S ec t io n 7 3 . 6 0 6 ( b ) of
c om m u n i t y listed be l o w is a m e n d e d

June

___________ C i t y ________ C hannel
E ast L a n s i n g ,
5.

IT

14,

1974,

the T e l e v i s i o n T a b l e o f

the C o m m i s s i o n ' s Rules,
to read as fo llows:

the

No.

Michigan

IS F U R T H E R O R D E R E D ,

i n s o f a r as

*23,
T h at this

*69

proceeding

IS T E R M I N A T E D .

FEDERAL COMMUNICATIONS COMMISSION

V i n c e n t J.

Mullins

Secretary
NOTE:

Rul

s changes

iior''in will

be c o v e r e d

by T.S.

I l l ( 7 2 )- 4.

FCCFomf*i/>M^il
February1970
' ' • < * * *

JUtiziig;*

x
320
i
UNITEO STATES OF AMERICA
FEDERAL COMMUNICATIONS COMMISSION
■ noncommercial educational

No.BSCT-233
call letters WKAR-TV
official no. 233
File

TELEVISION BROADCAST STATION LICENSE

A;

SubftScUtojflie provisions o f the C a im n ic a t? 5 ? J c ? ^o f 1934, subsequent acta, and tre a tie s , and a l l regulations
beretpfore or jto rfe a fw mule b j[.tb is Connies ion, and fu rth e r subject to conditions set fo rth in th is lic e n s e ^ th e IIC8M3SS

V

^ B O A R D OF TRUSTEES OF MICHIGAN STATE UNIVERSITY_______________

U hereby authoriteS" to use and operate the ra d io tra n sm ittin g apparatus h e re in a fte r described fo r the purpose at broad-

eutiil for the tera beginning_____ June 14. 1974

and ending

laOOBCXBaGODnBBf

October 1, 1976_______
(3 a.m., Local Time)

The licensee s h a ll use and operate s a id apparatus o n ly in accordance v i t h the fo llo w in g terms:
L Station lo c a tio n :

i.

_JEAS3LLANSINfi_______

C ity

Transmitter lo c a tio n :

S ta te

_____MICHIGAN, __________

4.1Q1 Dobie Road, 1.25 mile Southeast of Okemos, Michigan

North la titu d e : D egrees__________ ^2_______
Vest longitude: D egrees_____________

Minutes______ _£2__________ Seconds______ 08
M inutes_______ 2 4 _______
Seconds________ fj1_

Kalamazoo Street, East Lansing, Michigan. Transmitter may, be
operated by remote control from 600 Kalamazoo Street, East Lansing, Michigan.

s, Main studio lo c a tio n : £,00

4.

Transmitter:
Make and T yp e ________RCA

YlOtthl

A u ra l

TTU-60B1____________________
RCATTU-60B1_____
Bated power
17..78___d b k l 60
kwl peak.
11_.2________ d b k l 1 3 . 2 ___ kw l.
s. Antenna: RCA TFU-25G, Pylon, modified for 0.5 degree electrical beam tilt with
Make and Type m m rim im lobe visual effective— radiated power of— lQJ.S_dBk i_(l230 _kW)__
H orisontal f i e l d p a tte rn Oninld-lrftntional____________________________________________
Antenna supporting s tr u c tu re 9 7 2 foot tower__________________________________________
O verall h e ig h t above g ro u n d 1 0 3 8
fe e t
(in c lu d in g obstruction lig h tin g )
Overall height above mean sea le v e l. 1 8 8 9 . 5 ___ . feet (in c lu d in g o b stru ctio n lig h tin g )
Obstruction marking sp e c ific a tio n s in accordance w ith p
6. Operating assignm ent:
Frequency

____” ”

53.Q ____ Megahertz.

a

r a

g

(Channel No.

r a

p

h

. . . o f FCC Form 715 attached

)

V is u a l

A u ra l

_

C a rrie r frequ en cy________ ______ 525m Z h _____________
MHz.____
5 2 9 „ ? A __________ MHz.
_______1 1 , 2 d b k l
1 3 q2
kw ).
T ra n sm itte r o u tp u t power
1 7 „ 8 _____ d b k l_______6 0 .__ kwlpeak.
B ffe c tlv e ra d ia te d p o w e r

3 0 e 4 _____d b k l 1 1 0 0

Antenna h e ig h t above average t e r r a i n

kwlpeak.

______ 2 3 , 4 . _______ d b k l 2 1 9 _____ k w l.

97.Q _________ fe e t,

Honrs o f o p e ra tio n - U n lim ite d
The C o n a is s io n re s e rv e s th e r i g h t d u r in g s a id lic e n s e p e r io d o f t e r m in a t in g t h f s lic e n s e o r m aking
e ffe ctive any changes o r m o d if ic a t io n o f t h is lic e n s e w h ic h may be n e c e s s a ry to c o n p ly w i t h any d e c is io n o f
the Com aiision re n de red a* a r e s u lt o f any h e a rin g h e ld u n d e r th e r u le s o f th e C om m ission p r i o r t o th e comaenceoent o f t h i s lic e n s e p e r io d o r any d e c is io n re n d e re d as a r e s u l t o f a n y such h e a r in g w h ic h has been
designated but n o t h e ld , p r i o r t o th e commencement o f t h i s lic e n s e p e r io d .
This lic e n s e is is s u e d on th e lic e n s e e ’ s r e p r e s e n t a t io n t h a t th e s ta te m e n ts c o n t a in e d i n lic e n s e e ’ s
•p p lfca tio n are tru e and t h a t th e u n d e rta k in g s t h e r e in c o n ta in e d so f a r as th e y a re c o n s is t e n t h e r e w ith , t r i l l
be c s rrie d out in good f a i t h . The lic e n s e e s h a ll, d u r in g th e term o f t h i s lic e n s e , re n d e r such b ro a d c a s tin g
service as w i l l se rve p u b lic in t e r e s t , c o n v e n ie n c e , o r n e c e s s ity to th e f u l l e x te n t o f th e p r i v ile g e s h e r e in
conferred.
This lic e n s e s h a ll n o t v e s t in th e lic e n s e e any r i g h t to o p e ra te th e s t a t io n n o r any r i g h t in th e use o f
the frequency d e s ig n a te d i n th e lic e n s e beyond th e te rm h e r e o f, n o r i n any o th e r m anner th a n a u t h o r iz e d
herein. N e ith e r th e lic e n s e n o r th e r i g h t g rs n te d h e re u n d e r s h a ll be a s s ig n e d o r o t h e r w is e t r a n s f e r r e d i n
v lo ls tio n o f th e C o o n u n ic a tio n s A c t o f 1934. T h is lic e n s e i s s u b je c t t o th e r i g h t o f use o r c o n t r o l b y th e
Oavernasnt o f the U n ite d S ta te s c o n fe rre d by s e c tio n 606 o f th e Com m unications A ct o f 1934.

ll

This lic e n s e c o n s is ts o f t h is page and p a g e s
Dated*

-

June

14.

— _____

1974

V

I,

J /p d

FEDERAL COMMUNICATIONS COMMISSION
F .c . c . - W ashington, D. c.

S e c re ta ry S

/£

( f

321
From:

Annual Report 1974-75
DEPT. OR ACCOUNT NAME
COLLEGE OR ADMIN. UNIT

Television Broadcasting
Instructional Development and
Telecommunication Services

Robert D. Page, Station Manager

Description: Philosophy and Purpose - TELEVISION BROADCASTING ~

WKAR-TV 23

As a noncommercial educational television station licensed by
the Federal Communications Commission, WKAR-TV is expected to broadcast
programs which serve a broad range of public needs and interest. As a
service of Michigan State University, it aims to (1) extend the resources
of the University for the continuing education of the public and (2) pro­
vide training and research facilities to faculty and to students prepar­
ing for careers in television.
Besides broadcasting, it also produced programs, not only for
local use, but also for distribution elsewhere in the state and the
nation. Some of these are produced for educational, governmental, and
professional agencies engaged in public services.
During 1973-74 WKAR-TV completed its conversion from black and
white to a full color operation. Local production continued in the areas
of public affairs, minority affairs, the arts, MSU athletics, and coverage
of special events such as the State of the State Address, Lansing’s Day
with the Arts, legislative hearings, and MSU Commencement. In addition,
production was begun on a credit course in humanities based on the
Civilisation TV series.
Student involvement in the television operation continued at a
high level and beginning with the spring quarter student interns were
eligible to earn credit for their work with the station. Community in­
volvement and support markedly increased this year with regular annual
contributors increasing from about 1,000 to 2,000 and special program
grants from business, industry and foundations providing valuable as­
sistance.
Effective July 1, 1974 Television Broadcasting moves from the
Continuing Education Service to become a part of the newly reorganized
Division of Instructional Development and Telecommunications Services
under the Office of the Provost,

WKAR-TV STATISTICAL HIGHLIGHTS 1973-74
ANNUAL BROADCAST HOURS
LOCALLY PRODUCED BROADCAST HOURS
STUDENT INVOLVEMENT(HOURS)
STUDIO HOURS FOR LABORATORIES AND WORKSHOPS
WEEKLY AUDIENCE(VIEWER EXPOSURES)
ANNUAL AUDIENCE(VIEWER EXPOSURES)
COST PER VIEWER EXPOSURE

4524
595
25,000
600
600,000
31,000,000
$ .025

APPENDIX C
1.

Program Descriptor Charts

2.

Informant Interview Schedules

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326

Version (I)
1/10/75

Appendix C
MSU/ETV:

Informant Interview Schedule #1

Background of
Informant
1.

Please give dates of your active association with or
knowledge of Michigan State's educational television
station. ______________________________________________

2.

Please give title of position(s) held with appropriate
dates.

(Positions might be as member of ETV station

administration or staff, University administration or
staff, or, as member of community of viewers.)
Title:

Dates:

Interview Schedule:
3.

Please describe the policy

of the ETV station as you

understood it during the time of your association.
(Please use your own words

4.

Were specific goals stated
izing the policy described?

5.

if you choose.)

as the_means of operational­
Yes_____ No_____

If specific goals were stated, what were they?
a. ■____________________________________________________
b.
c.

327
MSU/ETV (cont'd.)
6.

By whom were the above stated goals determined?

7.

How were they to be implemented by the ETV station?
(Describe, please.)

Note #1:

The programming of a television station— whether
commercial or noncommercial education— is usually
seen as the means to the accomplishment of that
station's goals.

8.

What kinds of programs were scheduled by the MSU/ETV
station as the means of accomplishing that station's
goals as you have described them?

(Use either your own

list or select from the attached list of program de­
scriptions by educational broadcaster, Dr. Lee S.
Dreyfus.1 )
(Your own descriptions)
a.

e.

b.

f.

c.

g.

d.

h.

Lee Sherman Dreyfus, "The University Station," Chapter
4, The Farther Vision;
Educational Television Tod a y , eds.
Allen E. Koenig and Ruane B. Hill (The University of Wiscon­
sin Press, Madison, Milwaukee, London, 1967), p. 51-67.

328
MSU/ETV (cont'd.)
Dreyfus list:
a.
b.

c.

d.

e.

f.
g.
h.

i.
9.

formal education - on campus or extension, a formal
Organized course for credit
informal education - general adult or continuing edu­
cation, nonstruct’ured, educational
programming not intended to pro­
vide credit from the University
educational and media research - . . . research for
elementary/secondary and higher
education . . . little done even
thus far
community relations - University should reach out to
tell its story to the community
through its own ETV . . . fear of
'propagandizing' public or legis­
lature to promote greater funding
probable reason for failure to use
this avenue.
community service - under this function, stations pro­
vide general cultural programming
as opposed to general informational
programming.
public forum
training laboratory for students of all forms of
broadcasting
recreational services for community - sub-group of
community service: where Univers­
ity provides broadcasts of films,
football, etc.
alternative or minority programming.

What categories

(kinds) of programs were actually broad­

cast by the station?
your own.)
a.
b.
c.

etc.

(Use the above descriptions or

329
MSU/ETV (cont'd.)
Note #2:

Preliminary discussions with other people who are
knowledgeable about the MSU/ETV stations regarding
the process of determining what prpgrams will be
broadcast (of those that are available or that can
be produced by the station), there appear to be at
least four categories of influence at work in the
operational conditions where this process of pro­
gramming takes place.

These influences appear to

come from areas that are variously technical, po­
litical, fiscal and creative

(production).

Inform­

ants have described them in the following ways.
See if you agree, or add any.
a.

b.
c.

d.

technical - license descriptors:
frequency alloca­
tion, tower height, signal strength,
radial coverage;
- facility descriptors:
studio, crew,
staff, equipment;
- audience analysis:
demographics, pop­
ulation reachable in A, B, C coverage
areas.
fiscal
- budgetary resources: tax-supported
University, state, federal, private
agencies, gifts, etc.
political - policy and procedural issues determined
by decision-makers from the University
central staff and reflected in station
staff;
- policy and procedural issues determined
by requirements of FCC university-type
license-holder, attitudes and responsi­
bilities;
- policy and procedural issues determined
by community needs and/or pressures.
creative - programming content (creative): resources
for program creation and production
(conceptual people, researchers, writers,
talent on-campus faculty or free­
lance)

330
MSU/ETV creative (cont'd.)
- programming resources (outside):
PBS,
professional, regional, other educa­
tional or national commercial or
local;
- implementation:
advertising, public/
community relations, informational
(brochures, flyers, etc.), program
support materials;
- utilization and evaluation:
community
contact, feedback links with community.
e.

10.

other

(Have you any additional suggestions?)

Of the factors of influence that have been identified
what rank of importance did these categories have in the
operational conditions

(the programming environment) of

the station during your association?

(Most influential

to least influential— on a scale of 1 - 4 (or 5 or 6,
if you add categories.)

11.

a.

technical

b.

political

c.

fiscal

d.

creative

e.

other

Which aspects within each category
definitions) were most influential?
a.

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

(as found in the

331
MSU/ETV question 11 (cont'd.)
b.

fiscal -

(1)
(2 )
(3)
(4)
c.

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

d.

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

3.
12.

other

To whom and/or to what office in the University's central
administration did the educational television station
report during your term of association?

13.

Did you receive direction for the station's operations
from that part of the University structure?

14.

Yes

No

If such direction was received, in which of the following
areas was it received?

(Please add your own areas if

needed.)
a.
b.

philosophy
public relations:
(1) off-campus (Please describe)

332
MSU/ETV question 14 (cont'd.)
(2) on-campus (Please describe)

c.
d.
e.

f.

g.
15.

16.

promotion
advertising
programming
(1)style (ITV/PTV/Continuing Adult Education/
General Education)
(2)content
(3)target audience to be reached
(4)purpose of programming
(5)talent to be used
(6)funding - how to be received
how to be used
how much allowed
funding (University budget)
(1)other funding allocated (grants, etc.)
(2)fund-raising activities of station to support
itself and/or programming
(other area or direction)

Was the direction received from the administration in
the above areas direct? Yes

No______

indirect? Yes

No______

Please review the areas

listed

in

question #13and

write in the space to the left of each which kind

of

direction— direct or indirect— you perceived as coming
from the administration?

17.

Did you feel that the programming broadcast was appro­
priate

for accomplishing the station's purpose as you

stated it earlier?
18.

If you

Yes

No_____

did not feel it to be suitable, how would you

have changed it to make it suitable?

333
MSU/ETV (cont'd.)
19.

Why do you feel this discrepancy existed between the
station's stated purpose and the programming that should
have been the means of its accomplishment?

(Several of

the following may apply.)
a.

Lack of technical facilities
of these)

(Use study definitions

(other)__
b.

Political considerations

(other)_____
c.

d.

20.

Fiscal problems
(1) lack of funds to produce programs in-house
(2) lack of funds to purchase or rent programs
from outside sources
(3) lack of outside programs to purchase or rent
(4) (other)
Creative (production considerations)
(1) lack of studio facilities
(2) lack of studio personnel
(3) lack of studio creative personnel (writers,
artists, performers, etc.)
(4) lack of program research
(5) lack of audience research
(6) lack of promotion
(7) (other)

What degree of commitment did you feel the central
university administration felt toward the television
station?

High

Medium

Low

334
MSU/ETV (cont'd.)
21.

At the level of commitment you selected, how did that
commitment manifest itself?

22.

(Please describe)

Did you feel the station was successful in fulfilling
its purposes

(intentions) during your tenure as you

understood them?
Yes, to a great degree____
Yes and no____
Disappointing showing____
23.

Please explain your answer to #22— giving examples,
if possible.

24.

If the results obtained from programming were less
successful than you might have hoped, please describe
what changes might have helped in either operational
conditions or other circumstances that you can identify.

25.

If the station's programming during the time of your
association fulfilled your expectations, what means
were used to ascertain this?

26.

What access to research did the station have during
your association with it?
from time to time?
made?

Were audience analyses made

How often?

In what way were they

What results were obtained?

335
MSU/ETV (cont'd.)
27.

If audience analyses were made, what purpose did they
serve?

28.

Were their results reflected in program changes?

What barometer for audience satisfaction with the pro­
gramming was used?

29.

What kinds of audience reaction of satisfaction (feed­
back) did the station receive?

30.

Did the station have regular contact with advisory mem­
bers of the community regarding community needs that
the station might fulfill or help to alleviate?
Yes

31.

No____

If answer to last question was Y e s , please explain and
describe circumstances.

32.

Did the station have regular contact with members of
the university faculty regarding faculty participation
in or assistance with programs and program content?
(Please describe circumstances.)

33.

What was the average number of hours the station was
on the air during your association with it on weekdays?
Over weekends?
Weekdays____
Weekends

336
MSU/ETV (cont'd.)
34.

Using the Dreyfus list of program types, what kinds of
programs were most regularly scheduled during the week?

35.

Which programs were scheduled least often during the
week?

___________

___________

___________

36.

What were the production sources of these programs?

37.

What percent of the programs you scheduled were pro­
duced "in-house"?

38.

What kinds of programs were produced "in-house"—
1.
2.
3.

4.
39.

("Locally"?)

instructional - in-school, adult continuing educa­
tion (please check)
general audience (public television) adult, child­
ren, sports, documentary, etc.)
special interest audience (professional, etc.)
(other)

Approximately what percentage of your total operating
budget at the station went into programming?
(Approximately)

40.

Do you consider that the station's operating budget
was sufficient to do the job expected of it for its
community of viewers?

41.

If you did not feel the station's contribution to the
community was sufficient, how would you have changed
it if you could?

337
Informant Interview Schedule/Procedure #2a

2/14/75

Part I
Letter of Introduction covering
- Purpose of Study:

To aid MSU/ETV in future plans

for accomplishment through an examination of its
experiences to date.
- Parameters of Study:

"I will be especially inter­

ested in information about the broad policies which
served as a base for your efforts

(or, the station's

efforts), the kinds of programs broadcast, and your
assessment of the operational conditions, or, environ­
ment, which affected the programming."
- Alternative dates and times offered for actual
interview.
Part II
Informational materials to be at hand for use during
individual interviews
- Examples of Policy Statements of Station
- Roster of Programs broadcast during tenure of Informant
- Definitions of Study Ter m s :

(a) Policy

(b) Programming

(c) Influences within Operational Conditions defined
by first Informants:

technical, political,

fiscal,

creative.
Part III
Schedule of Questions for Interview (sheets following)
Part IV
Warmup Session at Interview will cover
- Identification of Informant by Interviewer as (a) Sta­
tion Administrator, or (b) MSU/ETV decision-maker
- Years of tenure in association with the Station.

338
FES Information Interview Schedule #2a (cont'd.)
(Adapted to circumstances of Informant)
1.

How would you describe the station's effectiveness as an
educational broadcasting station at the time you were
part of its staff?

How would you have compared it with

others of its kind around the country?
2.

What did you hope MSU might achieve through its TV broad­
casting station?

3.

What did you understand to be the station's responsibil­
ities?

4.

What were the effects— good or bad, or, both good and
bad— of the various factors of influence in the station's
operational conditions on the station's ability to
achieve its intended purpose?
For example:

Influential factors such as the state of the

station's technology, policy, budget, production capa­
bilities and resources?
5.

Did any of these factors

(or others, if you like) change

in their affective capacity during your association with
the station?

Were any more influential at one time and

less so at another?
6.

Which ones?

Do you remember any particular high points of impact from
any of these factors of influence that changed the sta­
tion's operations in any way that affected its programming?

FES Information Interview Schedule #2a (cont'd.)
7.

Were you aware of any influence that came from the University central administration?
the national ETV movement?
a foundation that had given a gift or a grant?
a budget change within the University?
any change in one of the identified factors of
influence in the station's operational conditions?
Please describe.

8.

What were the station's biggest problems in operation
during your association with it?

(Perhaps there were

none?)
9.

When you were associated with the station, what did you
think ETV broadcasting could accomplish for society?
For the University?

10.

To what extent do you think it has met your expectations

11.

What changes would you have liked to make in the opera­
tions of the station during your association with it?

12.

What was your feeling about the future of ETV when you
ceased being closely associated with the MSU/ETV station

13.

What was your feeling about the future of the MSU/ETV
station?

14.

Do you have any suggestions for the operation of either
the MSU/ETV station, or, the national ETV movement that
would increase the effectiveness of either in carrying
out its purpose of serving the public good in ways com­
mercial stations seem unable to do?

340

FES Information Interview Schedule #2a
15.

(cont'd.)

How should the MSU/ETV station go about serving the
specific needs of its local and immediate community
and still avail itself (and that community) of the
programming benefits available from the national edu­
cational network level?

Informant Interview Schedule #2b

2/14/75

To be established at o u t s e t ;
1.

The Purpose of Study:

To aid MSU/ETV in

future plans for accomplishment through exam­
ining its experiences to date.
2.

I will be especially interested in information
about the broad policies which served as a base
for your efforts

(the station's efforts), the

kinds of programs that were broadcast, and your
assessment of the "operational conditions" or
environment which affected programming.
3.

Administrative position at Station of Informant,
or, place in decision-making hierarchy of MSU/
ETV.

4.

Years of Informant's association with ETV
station.

341
Informant Interview Schedule #2b (cont'd.)
Q's:
1.

How would you have described the station's effective­
ness in regard to its responsibilities as an ETV sta­
tion when you joined its administration?

How would

you have compared it with other ETV stations in the
nation?
2.

What did you hope to achieve for the station as its
(position)________________________________ ?

3.

What did you understand to be the Station's respon­
sibilities?

4.

Did you feel those responsibilies could be met with
the station's operational conditions as they were
when you took over the helm?

(Definitions:
a.

Policy is the "governing principle of the station"
and is expected to determine its "plan of action"
to operationalize its Policy.

b.

Programming is the schedule of "programs broadcast
over the station" and, its "means of accomplishing
the station's purpose."

c.

Operational conditions - that mix of technical,
political, fiscal and creative factors that make
up the processing environment for the station's
programming.

342
Informant Interview Schedule #2b
Operational conditions (cont'd.)
(Interviewer breaks these down into individual parts
- etc.) Would you add any others?

Anything I've

left out?)
5.

What were the effects, either good or bad (or both
good and bad) of each of these on the possibility of
the station's achieving its purposes of meeting its
responsibilities?

6.

Did any of these change in their affective capacity
during your time of tenure? or association with the
station?

(More capacity at the beginning - less

later? etc.)
7.

Do you remember any particular high points of impact?
Events that changed the station's operation in any
way that effected the programming or the operational
conditions of the station?

8.

Could you identify any influence on these that came
from - the MSU central administration?
- the national movement of ETV development?
- a foundation grant?
- a budget change from the University?
- a change in one of the operational conditions—
technical, political, fiscal, creative?

9.

What were the biggest problems of operating the
station during your tenure?

343
Informant Interview Schedule #2b (cont'd.)
10.

When you were active in connection with the
station, what did you hope that ETV broadcasting
would accomplish?

11.

Do

you think it has met those goals?

12.

If

you could have made any changes you wished—

what would you have changed in the operations of
the MSU/ETV station?
13.

What was your feeling about the future of MSU's
ETV station when you left its administration?

14.

What do you think is the future of the
in

ETV Movement

this country— and what do you think is the future

of MSU/ETV?
15.

Any specific suggestions for making it effective
in the carrying out its charge under the Public
Broadcasting Law to "serve the public good"?

APPENDIX D
Correspondence

344

Michigan State University Archives; Hannah File:
TV Development.
A letter of reply to Professor Lloyd H.
Geil from NBC Sales Manager, Reynold R. Kraft, Television
Division, November 5, 1947 attaching report .on television
along with "new WNBT charges which will go into effect
starting January 1, 1948."
"As stated in our booket NBC Television Guide to
Commercial Production Procedure: NBC does not believe that
rigid formulas can be applied to an art as new and fluid
as television is in its present stage of development!
We
indicated also that procedures established at that time were
subject to change as we gained experience."
"We have now had many months of practical experience
and while many of our production practices are still in an
experimental basis and must of necessity remain so in order
to retain flexibility, we have accepted many of the suggestions
of our agency and sponsor television participants . . . "
"The development of television as a national service
depends on such cooperation [above] and it is our hope that
the early policies and procedures established by the company
will be effective to this end."
[NBC Television charges
sheet attached.]

345
NATIONAL BROADCASTING COMPANY, INC.
A Service of Radio Corporation of America
RCA BUILDING - RADIO CITY
NEW YORK 20, N.Y.
Circle 7-H300
November 5, 1947
Prof. Lloyd H. Geil
Michigan State College of
Agriculture & Applied Science
E. Lansing, Mich.
Dear Professor Geil:
Attached is a report on television along with new WNET charges which
will go into effect starting January 1st 1948.
As stated in our booket NBC Television Guide to Commercial Production
Procedure: "NBC does not believe that rigid formulas can be applied
to an art as new and as fluid as television is in its present stage of
development." We indicated also that procedures established at that
time were subject to change as we gained experience.
We have new had many months of practical experience and while many of
our production practices are still on an experimental basis and must of
necessity remain so in order to retain flexibility, we have accepted
many of the suggestions of our agency and sponsor television partici­
pants. As a result we will shortly issue a revised edition of our
publication NBC Television Guide to Conmercial Production Procedure.
Effective immediately, hcwever, NBC will permit directors selected by
the agency or client— subject to approval by company— to direct studio
and field pick-up production. NBC will provide a studio or field pick­
up program director and the necessary technical staff to assist the
agency director.
As in the past on television, programs must conform to such policies
and standards of practice as are established by the company.
The ccrtpany welcomes the whole-hearted cooperation we are receiving
frcm the sponsors and the advertising agencies. The development of
television as a national service depends on such cooperation and it is
our hope that the early policies and procedures established by the
company will be effective to this end. We welcane additional suggestions
and constructive criticism at any time.

346
We hope to have revised charges ready for you before the first of the
year which will be sent as soon as they are ready to cover the second
quarter and the second half of 1948.
Sincerely
j.xnjfcii.tgxy yuuxs>/
yours,p

^

Reynold R. Kraft
Sales Manager
NBC Television

\\

347
NBC TELEVISION CHARGES - WNBT - NEW YORK
For First Thirteen Weeks of 1948 Only
The following schedule, effective January 1, 1948, has been estab­
lished for time bought on WNBT, New York. In effect for first thirteen
weeks of 1948 only. Charges for second thirteen weeks in 1948 will be
announced on or about Jan. 1, 1948.
1 - TRANSMITTER CHARGE
One H o u r ............................................. $ 500.
40 minutes
.................................
400.
30 minutes
......................................
300.
20 minutes
......................................
250.
15 minutes
......................................
200.
10 m i n u t e s ............................................ 175.
5 minutes .
125.
1 minute (film only and includes film facilities) . . . 125.
20 seccnds (includes slide or film facilities) . . . .
80.
2 - PROGRAM FACILITIES CHARGE
1 hr
40 mins
Studio 8G
$1,000 $800
Film Studio
250 225
Field Pickups (Quotations given

30 mins 20 mins
$600
$500
200
175
on request)

15 mins
"$400
150

10 mins
$300
125

5 mins
$200
100

Rehearsal time will be allotted without extra charge as follows:
Broadcast Time
1 hour
40 minutes
30 minutes
20 minutes
15 minutes
10 minutes
5 minutes

Studio 8G

hours
hours
hours
1/2 hours
hours
1/2 hours
hour

Film
3
2
2
1
1
45
30

hours
1/2 hours
hours
1/2 hours
hour
minutes
minutes

(a)

When rehearsal time beyond that noted is required by the advertiser,
an additional charge will be made for the use of (1) Studio 8G at
the rate of $200.00 per hour or nearest half-hour fraction thereof
or the (2) Film Studio at the rate of $50.00 per hour or nearest
half-hour fraction thereof. All additional rehearsal time is
subject to availability of facilities.

(b)

Programs not requiring the total allotted rehearsal time (such as
audience participation shows) shall be charged at the rate of
$200.00 per hour or any fraction thereof for the use of whatever

348
rehearsal or pre-program preparation are required making use
of broadcast facilities and/or production personnel plus time
of actual broadcast. The minimum rehearsal charge is $200.00.
(c)

Use of the film studio in conjm e t ion with Studio 8G will be
charged for at a flat rate of $75.00. Such use of the film
studio will be restricted according to the requirement for
rehearsal and broadcast of other programs.

(d)

Quotation on all aspects of program production will be furnished
on request.

BIBLIOGRAPHY

349

BIBLIOGRAPHY
BOOKS
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Educational Television Association.

Bagdikian, Ben H. The Information Machines: Their Impact
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Bartlett, Kenneth G.
"Broadcasting and Public Opinion."
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"Research in Educational Broadcasting."
1943 Yearbook for the Institute for Education On
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Columbus, Ohio:
Ohio State University.
Belson, William A.
The Impact of Television Methods and
Findings in Program Research. Hamden, Conn: Archon
Press, 1968.
Berio, David K. The Process of Communication.
Holt, Rinehart and Winston, 1960.

New York:

Blakely, Robert J. The People's Instrument: A Phil­
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Bluem, A. William, John F. Cox and Gene McPherson.
Tele­
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Hastings
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Bowers, John Waite.
Designing the Communication Experiment.
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Bruner, Jerome.
The Process of Education.
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New York:

Budd, Richard W . , Robert K. Thorp and Lewis Donahew.
Content Analysis of Communications. New York:
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Cassirer, R. Henry.
Television Teaching Today. Series:
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Churchill, John K.

"CBS Listeners' Diary Study."

350

BOOKS (cont'd.)
Communication Research Center, College
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"Dimensions of Viewer
Selected ETV Programs." Progress
ETRC.
Selection of Test Programs
1959.

of Communication
Preference for
Report #2, to the
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The Creative Experience - Why and How Do We Create?
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New
York: A Delta Book, 1970.
Crow, Alice and Lester D. (eds.) Vital Issues in American
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Danish, Roy.
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Dizard, Wilson P. Television:
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21st Institute Yearbook:

Education

Educational Television:
The Next Ten Yea r s : A report and
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G.E.
Stanford:
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Educational Technology:
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351
BOOKS (cont'd.)
ETV Newsletters.
Television Opportunities Newsletter (1950's). "Television, Most Complex of all Enter­
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Comprehensive
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Emery, Walter B. Broadcasting and Government:
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_______ . National and International Systems of Broad­
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1969.
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The Children's Television Work­
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New York:

Frankel, Charles.
Education and the Barricades.
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New York

Frymire, Lawrence T.
Continuing Public Education Broad­
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Fuller, R. Buckminster.
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London:

Hall, Edward T.
The Silent Language.
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Hutchinson

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Hayakawa, S. I. Language in Action. Camden, New Jersey:
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352
BOOKS (cont'd.)
Hennock, F. B.
"Educational Television: An Opportunity
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Speech and Discussion, Insti­
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Hill, Harold E.
The NAEB: A History. Urbana, 111.:
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1954.
Hill, Winfred F. Learning: A Survey of Psychological
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Holt, John.
1964.

How Children Fail.

_______ . How Children Learn.
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A Delta Book,
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Hoskins, Louella.
"Teacher Education,"
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Hull, Richard.
E T V : The Next Ten Years. (Appendix)
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1963.
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Celebration of Awareness.
A Call for
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Johnson, Nicholas.
How to Talk Back to Your Television S et.
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Jones, Charles J.
Learning:
Professional Education for
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Harcourt, Brace and World, Inc.
1967.
Jones, Robert Edmond.
The Dramatic Imagination.
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New York:

Kahn, Frank J.
Documents of American Broadcasting.
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New

Kiesling, Herbert J.
"On the Economic Analysis of Educa­
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353
BOOKS

(cont1d .)

Knowles, Malcolm S. (ed.) Handbook of Adult Education
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Koenig, Allen E. and Ruane B. Hill, (eds.)
The Farthest
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Koestler, Arthur.
The Act of Creation. New York:
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A

Korte, D.A. de.
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Kurtz, E. B.
Pioneering in Educational Television 19321939.
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Larrabee, Harold A.
Reliable Knowledge - Scientific
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MacDougall, Curtis D.
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354
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Matson, Floyd, and Ashley Montagu (eds.)
The Human
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Mayer, Martin.
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New York:.

Harper and

McLuhan, Marshall.
The Gutenberg. Galaxy: The Making of
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McLuhan, Marshall, and Q;uentin Fiore.
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Take Today Harcourt,

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A Tower Book,

Morton, A. H.
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Chicago:

Rand-McNally

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Paulu, Burton.
Radio and Television Broadcasting On the
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Pei, Mario.
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Scranton, P a . :

The

Policies for Diversity and Change. A statement by the
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We Present
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Powell, John Walker.
Channels of Learning:
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1967.
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Reich, Charles A.
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New York:

Report of the Assembly on University Goals and Governances.
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356
BOOKS (cont'd.)
Report on Higher Education. Frank Newman (ed.) Washington,
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". . . Higher
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of debate of challenge to long-cherished notions."
Reston, James.
"The Public Be Served:
Television for All
Tastes," Carnegie Quarterly, (Winter 1967).
Richards, I. A.
Design for Escape: World Education
Through Modern Media. New York:
An Original Harvest
Book, Harcourt, Brace and World, Inc., 1968.
Rogers, Everett M. Diffusion of Innovation.
The Free Press, 1962.
Rokeach, Milton.
The Open and Closed M i n d .
Basic Books, Inc., 1960.

New York:
New York:

Rose, Arnold M. (ed.) Human Behavior and Social Process.
Boston: Houghton Mifflin Company, 1962.
Rousseau, Jean Jacques.
The Social Contract and Dis­
course. New Y o r k : Everyman's Library, E . P . Dutton
and Company, ltd., 1950.
Santayana, George.
The Sense of Beauty.
Publications, Inc., 1955.

New York:

Dover

Scanlon, Ross.
"Television and Departments of Speech."
QJS, Vol. 30 (1944), 140-146.
Schramm, Wilbur.
The Impact of Educational Television.
Urbana, 111.:
University of Illinois Press, 1960.
_______ . The Audiences of Educational Television:
A
Report to NET. Stanford, California:
Institute for
Communications Research, Stanford University, 1967.
______ . Mass Communications.
of Illinois Press, 1960.

Urbana, 111 . :

University

Schramm, Wilbur, Philip H. Coombs, Friedrich Kahnert and
Jack Lyle.
The New Educational Media in Acti o n :
Memo to Educational Planners'! P a r i s : UNESCO:
International Institute for Educational Planning,
1967.
Schramm, Wilbur, Jack Lyle, and Ithiel de Sola Pool.
The People Look at Television. Stanford, California:
Stanford University Press, 1963.

357
BOOKS (cont'd.)
Schramm, Wilbur, Jack Lyle, and Edwin B. Parker.
Tele­
vision in the Lives of Our Children. Stanford,
California:
Stanford University Press, 1965.
Schwarzwalder, John C. (ed.) ETV in Controversy.
Minnesota:
Dillon Press, 1970.
Seldes, Gilbert.
"Wartime Broadcasting," 14th Yearbook
of the Institute for Education On the A i r . Columbus,
Ohio:
Ohio State University, 1943.
Selltiz, Claire, et al.
Research Methods in Social
Relations.
New York:
Henry Holt and Company, Inc.,
1959.
Skornia, Harry J.
Television and the News: A Critical
Appraisal. Palo Alto, California:
Pacific Books
Publishers, 1968.
Skornia, Harry J . , and Jack William Kitson (eds.)
Problems
and Controversy in Television and Radio. Pacific
Book Publishers:
Palo Alto, California, 1968.
Smith, Alfred G.
Communication and Culture.
Holt, Rinehart and Winston, 1966.

New York:

Snow, C. P.
The Two Cultures: And a Second Look.
York: A ’Mentor Book, 1963

New

Status Report On
Public Broadcasting. Report to the Corp­
oration for
Public Broadcasting by the National Center
for Educational Statistics, 1974.
Tintera, James B.
Instruction in Michigan: Introduction
of a New System of Teaching, Research, and Upgrading.
A Report of the State of Michigan Educational TV
Study, 1960.
Toffler, Alvin.
1970.

Future Shock.

New York:

Random House,

To Improve Learning:
A Report to the President, the Congress
of the U.S.
by the Commission onInstructional Tech­
nology i Washington, D.C . : U.S. Government Printing
Office, 1970.
TV Factbook.

FCC Commissioners,

1975.

358
BOOKS

(cont'd.)

Verson, George.
The Story of Television:
Philo T. Farnsworth, 1955.

The Life of

Walters, Barbara.
How To Talk with Practically Anybody
About Practically Anything. Garden City, New York:
Doubleday and Company, inc., 1970.
Waniewicz, Ignacy.
Broadcasting for Adult Education:
A Guidebook to Worldwide Experience.
Paris:
UNESCO, 1972.
Ward, Barbara.
The Rich Nations and the Poor Nations.
Lecture Series, Canadian Broadcasting Company.
New York: W. W. Norton and Company, Inc., 1962.
Whan, F. L.

"Interview, Mail, and Telephone Surveys."

Wiener, Norbert.
The Human Use of Human Beings.
Netics and Society.
Garden City, New York:
day Anchor Books, 1954.
Williams, John T.
"The Television Outlook."
Vol 30 (1944), 136-140.

CyberDouble­

QJS,

Wittich, Walter Arno, and Charles Francis Schuller.
Audiovisual Materials:
Their Nature and U s e . 4d.
New York:
Harper and Row, Publishers, 1967.
Umans, Shelley.
The Management of Education: A System­
atic Design for Educational Revolution. Garden
City, New York:
Doubleday and Company, Inc., Anchor
Books, 1971.
ADDENDUM-BOOKS
Adams, R. N . , and J. J. Preiss (eds.)
Human Organization
Research. Homewood, Illinois:
The Dorsey Press, 1960.
Gardner, John W.
Self-Renewal:
The Individual and The
Innovative Society.
New York: Harper Colophon Books,
1965.
Korte, D. A. de.
Television in Education and Training.
(Trans.) G. du Cloux.
London:
Cleaver-Hume, 1967.

359
DOCUMENTS, PAPERS AND REPORTS
Breen, Miles P.
"A Comparative Study of the Effects
of the Mosaic and Didactic Forms of Television Pre­
sentation on the Audience's Fact Retention and At­
titude Towards the Understandability of the Program."
Unpublished Ph.D. dissertation preliminary paper,
Wayne State University, 1968.
Danish, Roy T.
"The Shaping of the Television Medium."
Talk given before the Annual Convention of the Speech
Assoc, of America, December, 1965.
Dietrich, John E . , and Craig
Agent for Innovation in
from Educational Record
the American Council on

F. Johnson.
"A Catalytic
Higher Education."
Reprinted
(Summer, 1967), published by
Education, Washington, D.C.

Frymire, Lawrence T. Continuing Public Education Broad­
casting. Washington D. C . : Corporation for Public
Broadcasting (CPB), 1970.
Johnson, Craig F . , and John E. Dietrich.
"Cost Analysis
of Instructional Technology." Washington, D. C . :
Academy for Educational Development.
A support paper
for: To Improve Learning; A Report to the President
and the Congress of the U.S. by the Commission on
Instructional Technology, 1971.
Kahn, Frank J.
New York:

(ed.)
Documents of American Broadcasting.
Appleton, Century-Crofts, 1968.

Kiesling, Herbert J.
"On the Economic-Analysis of Educa­
tional Technology." Washington, D . C . : Academy for
Educational Development, Inc.
A support paper for:
To Improve Learning: A Report to the President and
the Congress of the U.S. by the Commission on Instruc­
tional Technology, 1971.
Newman, Frank.
Report on Higher Education - 1971.
Washington, D.C.: HEW, Robert Finch, Secretary,
1971.
NIAE/UNESCO.
Adult Education On Television: A Compar­
ative Study of Three Countries:
Canada, Czechosolovakia and Japaru
(Lewis Miller, Canada; Ctibor Tahy,
Czechoslovakia; Kanji Hatana, Japan) edited by Brian
Groombridge.
London: NIAE/UNESCO, 1966.

360
DOCUMENTS, PAPERS AND REPORTS

(cont'd.)

Parris, Helen Elizabeth.
"Facilitating India's Family
Planning Program Through Television: A Study in
Source Effectiveness." Unpublished Ph.D. disserta­
tion, Michigan State University, 1971.
Preston, Lyndon Brode.
"An Investigation Into the Inter­
a c t i o n of Automedia, The New English and Creativity
in the Universe of Discourse." Unpublished Ph.D.
dissertation, Michigan State University, 1972.
Public Television: A Program for Acti o n . The Report
and Recommendations of the Carnegie Commission on
Educational Television.
New York:
Bantam Books,
1967.
Report of the Assembly on University Goals and Govern­
ances . Washington, D.C.: American Academy of Arts
and Sciences, reprinted The Chronicler of Higher
Education, 1971.
Schramm, Wilbur, and Godwin C. Chu.
Learning from Tele­
vision:
What the Research Say s . Washington, D . C . :
National Association Education Broadcasters (NAEB),
1967.
Smith, Faye Elizabeth.
"Broadcasting in the Netherlands:
A Survey of the Environmental Factors that Controlled
Its Development and Which Make It Unique." Unpublished
M.A. thesis, Wayne State University, 1967.
To Improve Learning:
A Report to the President and the
Congress of the United States by the Commission On
Instructional Technology. Washington, D . C . : U.S.
Government Printing Office, 1970.
UNESCO.
"An African Experiment in Radio Forums for Rural
Development." Reports and Papers On Mass Communica­
tions, No. 51. Paris:
UNESCO, 1968.
UNESCO.
"Radio Broadcasting Serves Rural Development."
Reports and Papers On Mass Communications, No. 48.
Paris:
UNESCO, 1965.
UNESCO.
"Radio and Television in Literacy." A Survey
of the Use of the Broadcasting Media in Combating
Illiteracy Among Adults." Reports and Papers On
Mass Communications,
No. 62. Paris: UNESCO, 1971.

361
DOCUMENTS, PAPERS AND REPORTS

(cont'd.)

UNESCO.
"Radio and Television in the Service of Educaand Development in Asia." Reports and Papers On
Mass Communications, No. 49. Paris: UNESCO, 1967.
UNESCO.
"Television for Higher Technical Education for
Workers."
Reports and Papers On Mass Communications,
No. 67.
Paris: UNESCO, 1973.
UNESCO.
"Television and the Social Education of Women."
Reports and Papers On Mass Communications, No. 50.
Paris: UNESCO, 1967.
U.S.C.E.
"New Teaching Aids for the American Classroom"
- #0E-34020.
A Symposium on the state of research
in instructional television and tutorial machines.
Stanford, New York:
Institute for Communications
Research, Stanford University, U.S. Government
Printing Office, Washington, D.C., 1962.
PERSONAL INTERVIEWS
Frischknecht, Lee C.
ington , D.C.

National Public Radio

(NPR) Wash­

Garrison, Garnet A.
Television Center, University of
Michigan, Ann Arbor, Michigan.
Harley, William A. National Association Educational Broad
casting (NAEB). Washington, D. C.
Michigan State University. (Transcriptions available in MSU
Library.
Archives:
Educational Television Broad­
casting. )
_______ . Adams, Jim.

WKAR-TV, Campus, AM-FM-TV

_______ . Combs, William
. Davis, J. D.
19 75.
______ Dennison, James

MSU Library:

Campus.

(Ret.) Taped Conversation, August 15
(Dec.)

. Dombrausky, Don
. Downey, Rob.

Archives.

MSU Library:

WKAR-TV, Campus

WKAR-AM-FM, Campus.

. Estell, Richard.

WKAR-AM-FM, Campus.

Archives.

362
PERSONAL INTERVIEWS (cont'd.)
Michigan State University.
MSU, 1941-1968.
_______ . Henderson, Fred

Hannah, John A. President,
ITV, Chief Engineer, Campus

_______ . Hunter, Armand L . , MSU.
_______ . Ingram, Kay

WKAR-TV, Campus.

_______ . Jorgensen, Erling S.
_______ . Kemp, Donald
_______ . Kuhn, Madison.

Files opened for study.

ITV, Linton Hall, Campus.

WKAR-TV, Campus.
MSU Historian, Campus.

_______ . Lewis, J. Colby
Files opened for study.
taped interviews.

Three

_______ . McKune, Lawrence E. (Ret.) University of the Air,
Kellogg Center, MSU.
Files opened for study.
_______ . Page, Robert D. WKAR-TV, (Gen. Mgr.) Campus.
Files opened for study.
Three taped interviews.
_______ . Pash, Donald A. WKAR-TV, Campus.
for study.
Taped interview.
_______ . Towsley, Linn (Ret.)
Telephone interview.

Files opened

WKAR-TV, Chief Engineer.

_______ . Wilson, J. Raymond.
WKAR-TV, Chief Engineer.
Campus.
Taped interview.
Ruffing, Charles.
State Board of Education.
Lansing, Michigan.

ITV Services.

Tintera, James b - Center for Instructional Technology.
Wayne State University, Detroit, Michigan.
Taped
interview.
UNPUBLISHED MATERIAL
Brahce, Carl Irwin.
"Mass Communication/Adult Education."
Unpublished Ph.D. dissertation, University Center
for Adult Education, Wayne State University.
Carlisle, Robert, D. B.
"College Credit Through TV:
Idea, New Dimensions." Monograph.

Old

363
UNPUBLISHED MATERIALS

(cont'd.)

Carlson, Robert Andrew.
"The Creation and Development of
Educational Television as an Institution of Adult
Education: A Case Study in American History."
University of Wisconsin, Ph.D., 1968.
Glick, Edwin Leonard.
"WGBH: The First Ten Years (19551965)." Unpublished Ph.D. dissertation, University
of Michigan, 1970.
Liechti, Harris Nelson.
ETV and NDEA Title VII:
Imple­
mentation of the New Educational Media Program by the
U.S. Office of Education. University of Michigan,
1968.
Smith, Faye Elizabeth.
"Broadcasting in the Netherlands:
A Survey of the Environmental Factors that Controlled
Its Development and Which Make It Unique." Unpub­
lished M.A. thesis, Wayne State University, 1967.

SPECIAL LISTINGS OF STUDY IN MICHIGAN STATE ARCHIVES
Michigan State University Archives:
Reconstructed Program
Listings of Michigan State University Television
Broadcasting Stations, 1954-1974.
_______ . Documentation of Michigan State University Tele­
vision Stations WKAR-TV Channel 60; WMSB-TV Channel
10; WKAR-TV Channel 23.