AN INTERPRETATIVE HISTORY OF DISTRIBUTIVE EDUCATION 1935-1972. AS SEEN BY SELECTED LEADERS VOLUME 1 Thesis for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY. LORRAINE T. FURTADO 1973 pm“ '. 1m! -c-.:-‘- $n E ' ""0, rd: 0 g - O .A .4. ..., -1"- 'fit I m- .I a I. - §.’ u? I Imammnn . . ‘93:.-160'2. 0‘ q. ' tr ‘- i0. :11: "" Nut-Jr us .4 . .. ’th “My “BUN, ”W1?” “-11"; * finances: )1 m t. > no causing 15'. v—'*:”WE d- - M33: . " f ' -."._:..;.a" 3!. but)“ War. .2 .u ”n. ...1 ~,:, a- y l v M: ‘3 ‘ 525 . ‘0 II. and! 0f {'UK‘ «.0 tg‘tv '2; ‘6 W Q r.-‘- ' ~ ‘ I'M! . g3? ' K . m fickle:- kl ‘ s Simon. of crux-.3 EM Mstuflpfi ' If.“ fl‘h Wind It Mum. to ‘ . ~5161£le ad “at“: tutu. 5%" mhmmuwu *JN‘ N‘PD‘“"6Q {06% .331. {’3 ~‘_- 'Wu‘p {\‘.~\1'?“‘sm" .‘ " I f" ' Q “ ' My -‘:‘.'. - . . . . . | q [—— - mg... .— ‘ ABSTRACT AN INT ERPRETATIVE HISTORY OF DISTRIBUTIVE EDUCATION 1936-1972, AS SEEN BY SELECTED LEADERS by Lorraine T. Furtado Distributive Education is a program of instruction for marketing which today, in the early 1970's, is in a rapid growth period. The duands for properly prepared workers for marketing and distributive occupations and the interest of youth and adults in preparing for productive employment are causing Distributive Education programs to expand in scope. Distributive Education is an instructional program developed in response to the needs of our society. The Problem The problem of this study was one of tracing the historical develop-ant in an educational field with particular reference to significant social, economic, legislative and educational forces. The study was one of searching out the history as remembered and related by contemporary distributive educators. The primary thesis of this study was that the goals, curriculum, and instructional system of the Distributive Education program have mrggd out. of and been modified by a set of forces (social, economic, 4 legislative. 111d educational forces) as well as the activities of per- “13:103.. Lorraine T. Furtado The secondary thesis was that the writing of an historical record of this educational field and at this stage of its development can best be derived at through stating the viewpoints of leadership personnel who have lived through its developmental years. Outcomes of the Study The intention of this study was to provide a comprehensive docment which will offer illumination, direction, and guidance to those interested in the development of Distributive Education. More importantly, the researcher sought continually answers to three major questions which could provide meaningful outcomes for the field of Distributive Education: 1. To bring together in one document information not previously available or available only in scattered places. 2. To provide a meaningful historical record of the three major components of the system; strategy, structure, system, 3. To derive meaning from historical events by relating them to established practices and procedures known to the people in the profession. Procedure and Scope This study encompassed three procedural phases in its design and develop-eat. The procedural phases were: 1. Planning the study 2. Collecting the data 3. Processing the data 11;. design emphasized interpretive accounts of the history of Distributive- Education as seen and lived by identified leaders in “Mi-W33”. Education. The central theme of this study was the .l‘q‘. 5 e y... \; "-‘ 0‘ )s .w ‘ I ‘ Lorraine T. Furtado personal recollections of three groups of individuals: (1) the pioneer group (1936-1946), (2) the early implementers (1947-1960), and (3) the contemporary leadership (1961-1972). This historical account as lived by, talked about, recorded, and presented in this study can be expected to provide the readers of this study with an understanding of the fundamental issues, problems, and challenges at various periods of time within a field of education known as Distributive Education. However, it was important to synthesize the information available through documented literature and to present the personal accounts into a meaningful description of the history of Distri- butive Education. The strategy/structure/systems approach was used to design a three dimensional matrix that would describe and analyze the development of Distributive Education from its 1936 origin until 1972. A total of 38 individuals were interviewed for the study. The cassette tapes from all of these interviews yielded approximately 4,825 pages of transcript generated for 89 hours of interviews. Approximately 9,000 files were logged by the researcher in air and automobile travel to collect the data for this study. Conclusions It seems that all American Education has been seeking answers to three fundamental issues: 1) quantity of education, 2) equality of education, and 3) quality of education. Distributive Education has not escaped the search for answers to these questions. In fact, Distributive Education has responded well to each but not without some confusion, per- plexity, and struggle. Lorraine T. Furtado The chance for an opportunity to prepare oneself for an occupation in the fields of marketing and distribution is now available in some sort, in every state. Issues related to equality of Distributive Education programs and the opportunity for an individual to become a member of a Distributive Education program remain still unresolved. And it is to these questions that Distributive Education now appears to turn. l f#'I}uni-l?Itvna'l'irrlvs HISTORY op DISTRIBUTIVE EDUCATION ’ “waffle-$73, AS SEEN BY SELECTED LEADERS 5' '.'. . 893-197.. r“ .by . g. .’ . 1 ”'6’“ ' Lorraine T. Furtado also may “it “remains a- : P—m‘UH—r Wu...“ H * ’ d .\‘ ii . ' Development of the Strategy, . g and snu- of Distributive : TIVE HISTORY OF DISTRIBUPIVE EDUCATION lW-v'1972. AS SEEN BY SELECTED LEADERS DEUICA"'EON To 004 and the manor) >I Mom ‘ _ . “fl knew the meaning of love ..' Copyright by '5’ 3 mm 7. ammo 197s ' J .v .r ' 0 . . I i I . ‘e o ‘- a ”lube. and devoted so mud. to me. 0."??1 ‘I'.“, a $5, “45‘ ' 3.27;? .Iiisgtfi 3:* F‘ ‘. ,_ . ‘ . ' .'.£_,m, REEL”: 1' ~ ”wax . -‘ |:~ . e 41‘ J n?” ' I mm :5: er . ‘ I Ave!"- 7... AHA . a DEDICATI ' : - ~0. Hlines "or . .e.‘ ._ . w. ' .. ‘ Q 'l l‘ _}.4\.v_ \ . W ' h." 1w. ._ ‘ _ Meaning of love and devoted so much to me. .. 3"” . I .' ' ‘t b“ ‘ 'zH‘I'” T‘f‘fi‘bu’m‘i -*.-....y'orm ' . .‘ .‘ I! f I ! I C M are 1...: 1 it ‘- 1 , _- s 1 . . WWW 1,? WW mmmm'r T'i‘fw ‘Mt'nm arm .1 . u..- _ _‘ “Yawn“. for his valuable assistance, I‘ltiun. guidance, inspiration, understanding, and for 'LD‘ .730 N. '1‘ ' mrtdnff‘tfldusand and one other reasons. m L h , .' ' ’151. 1‘ #1:, m: H1. _.~... ““1. WLVAD'I; :13'"1;1 \ t5 and my goat? _ G “me ‘3 him fax-1:. my .- ..,_ L.‘ M: f" ‘11 in. N.‘ .21.... ’ "'1.‘ T“: J... Hessional and persons: f:.»nts hhd u. Wain: T. Purtado m Rdfii3~ £’~rr. ‘ ' ‘R‘ '- “‘7': "ID I” I needed 2M1: 3.11;.» 31-... “4...”: A..." '_-—1— - -.~ ACKNOWLEDGEMENTS My thanks are due to so many who made this study possible. my committee members -- Dr. Peter G. Haines, Dr. Donald Taylor, Dr. Rex Ray and Dr. Robert Poland -- for their interest and direction. all the leadership personnel interviewed for this study. Each gave so much of their time and effort without hesitation. my typing and editorial staff —- Betty Schroeder, Jean Hirschy, Chuck and Bonnie Crissey -- for their many, many hours of work plus their personal friendship. my dear, dear friend Laura Mattos for making available to me a revolving charge account. my godparents and my godchildren for all their inspiration and love. the entire Haines family for their friendship and a special thanks for all their help during the days of crises. my dear professional and personal friends who were always available when I needed their advice and counsel. Lorraine T. Furtado vi TABLE OF CONTENTS LIST OF TABLES . LIST OF FIGURES VOLUME I: THE DEVELOPMENT OF THE STRATEGY, STRUCTURE, AND SYSTEM OF DISTRIBUTIVE EDUCATION Chapter I. THE PROBLEM AND PROCEDURES . The Problem Outcomes of the Study Need fbr the Study . . . Limitations of the Study . Basic Assumptions Procedure and Scope Planning the Study . Collecting the Data II. THE CONTEMPORARY PROGRAM OF DISTRIBUTIVE EDUCATION -- 1972 . . . . . . . Contemporary Definition of Distributive Education The Origins of Distributive Education . The Present Program of Distributive Education Institutions and Curricula . Enrollments Support Groups . Youth Organizations . Professional Organizations . Instructional Materials and Media III. THE STRATEGY OF DISTRIBUTIVE EDUCATION AND THE FORCES AFFECTING IT OVER THE YEARS . Social and Economic Forces . The Great Depression . . . Cultural Influences in Early Program DeveIOpment . . . . . . . . . . . . . . vii Page xii XV H N‘DmmflO‘m-k I—i 18 18 20 30 30 32 36 43 44 51 S4 55 S7 59 Cflquter IV. War as a Social and Economic Force . The Post- War Years . The Lean Years . The Beginning of Prosperity . . A Change in Attitude toward Vocational Preparation Legislative Forces . Early Legislation Organizational Structure . . The Initial Legislative Thrust for Distributive Education . Supportive Legislation for Distributive Education Legislation with Vocational Promise Educational Forces . The Sputnik Influence The Population Influence . The Philosophical Influence The Professional Influence . THE SUPPORTING STRUCTURE OF DISTRIBUTIVE EDUCATION . Curriculum . The Curriculum' 5 Early Beginning . World War II and the Curriculum . The Curriculum During the Post- War Years . The Implementation Years . The Curriculum in the Early 1960's The Curriculum for Contemporary Times Emphasis on Post-Secondary Curriculum . . The Growth of Junior and Community College Programs . Contemporary Post- Secondary Curriculum . Emphasis on Adult Education The Early Years The War Years The Post- War Years . The 1960's The Contemporary Times . Emphasis on Teacher Education Early Institutions fer Teacher Training The First National Distributive Education Conference . The Formative Years of Distributive Teacher Education Post-War Teacher Education . . Teacher Education in the 1960's viii Page 61 63 64 67 71 76 77 78 82 87 95 104 106 107 111 114 123 123 124 134 136 140 146 154 167 168 173 178 179 181 183 184 187 192 193 197 201 207 213 Chapter V. THE SYSTEM OF IMPLEMENTATION . , Roles of Leadership in Distributive Education § Early National Leadership I Leadership During the War Years . Leadership in the 1950's and 1960's Leadership at the State Level ‘ Business and Industry Leadership . 1 Leadership Provided by Institutions . Changing Sources of Leadership . . Methodology, Instructional Materials, and Plans The Beginning of Instructional Methods . 1 Sources of Instructional Materials . ' Instructional Materials in the 1940's and 1950's . Instructional Materials in the 1960's The C00perative Method . l 'The Project Method . . Contemporary Research for Instructional Development . Professional Development Activities Development and Affiliation with Professional Associations Development of Youth Organization (DECA) VI. SUINARY, CONCLUSIONS, AND RECOMMENDATIONS Summary . . Rationale for. the Approach Used for. the Study Procedures for the Study . . . . . . Processing the Data Conclusions Overall Conclusions . Conclusions Regarding Strategy . Conclusions Regarding Structure Conclusions Regarding System . Conclusions Regarding Leadership . Recommendations . . . . VOLLDE II: THE RECOLLECTIONS OF THOSE WHO LED THE DEVELOPMENT OF DISTRIBUTIVE EDUCATION INTRODUCTION . . . . . . . . (nua'ter V I. THE EARLY PIONEERS (1936-1946) Introduction . . . . . . . thn A. Beaumont, Transcript 1 . ix Page 220 221 221 231 233 236 242 245 250 252 253 256 260 262 266 268 270 272 273 286 300 300 302 305 309 310 311 312 312 313 314 316 iii 320 320 322 Chapter VIII. IX; Ann Berry, Transcript 2 T. Carl Brown, Transcript 3 Brice Cecil, Transcript 4 Lucy C. Crawford, Transcript S . M. J. DeBenning, Transcript 6 Robert D. Joy (Personal Interview), Transcript 7 . Robert D. Joy (Mail Interview), Transcript 8 . Reno S. Knouse, Transcript 9 . K. Otto Logan, Transcript 10 . Marguerite Loos, Transcript 11 . Warren G. Meyer, Transcript 12 . G. Henry Richert, Transcript 13 H. D. Shotwell, Transcript 14 THE EARLY IMPLEMENTERS (1947-1960) Introduction . Harry Applegate, Transcript .15 . Fairchild H. Carter, Transcript 16 . Eugene L. Dorr and James W. Biddle, Transcript 17 Vivien King Ely, Transcript 18 . Karen R. Gillespie, Transcript 19 Peter G. Haines, Transcript 20 . James Horan, Transcript 21 . . William B. Logan, Transcript 22 Mary V. Marks, Transcript 23 . Ralph E. Mason (Personal Interview), Transcript 24 Ralph E. Mason (Mail Interview), Transcript 25 Edwin L. Nelson, Transcript 26 . Harland E. Samson, Transcript 27 . David A. Thompson, Transcript 28 . Neal Vivian, Transcript 29 . THE CONTEMPORARY LEADERS (1961-1972) Introduction . . Richard Ashmun, Transcript 30 James Bikkie, Transcript 31 Kay B. Brown, Transcript 32 Edward T. Ferguson, Jr. and Kay B. Brown, Transcript 33 . . Edward T. Ferguson, Jr., Transcript 34 . E. Edward Harris (DeKalb, Illinois), Transcript 35 . . . E. Edward Harris (East Lansing, Michigan), Transcript 36 . . . . . . Mary Klaurens, Transcript 37 . X Page 359 387 414 436 462 469 481 491 498 504 518 552 S62 565 565 567 583 588 604 631 639 680 707 712 744 756 759 782 815 821 829 829 830 841 852 857 873 881 893 906 Chapter Bernard Nye, Transcript 38 . . Kenneth L. Rowe (Personal Interview), Transcript 39 . Kenneth L. Rowe (Mailed Interview), Transcript 40 Ron Strand, Transcript 41 Ron Strand and Bernard Nye, Transcript 42 BIBLIOGRAPHY . APPENDICES A. Letter of Inquiry for Furtado Survey . B. Open- -Ended Questions . C. Correspondence with Leadership Personnel D. Professional Associations E. Contemporary Status Reports . F. Classification System for Distributive Education Classification System . Supporting Interviews Goal Statements . . . . Supplementary Correspondence . . . Dunwoody Conference Roster . . Tables . . . . . . Resumes of Leadership Personnel r‘7<¢4h‘::c: xi Page 914 931 947 957 963 980 1006 . 1008 1010 1011 1015 1035 . 1052 1056 . 1102 . 1107 1111 1113 . 1118 LIST OF TABLES Table Page 1. Individuals Personally Interviewed for the Study . . . . . 14 2. Individualized Interviewed by Mail for the Study . . . . . 17 3. National Enrollments in Distributive Education-~Summary 1934-1942 . . . . . . . . . . . . . . . . . . . . . . . 23 : 4. Enrollment in Distributive Occupations Classes by Type of Class . . . . . . . . . . . . . . . . . . . . . . . . 24 5. National Enrollments in Evening Extension, Part-Time Extension, and Part-Time Cooperative Programs in Distributive Education, 1944-1962 . . . . . . . . . . . 28 6. National Enrollment Data for Distributive Education . . . 31 7. National Enrollment Data for Distributive Education by GE Code, 1970-1971 . . . . . . . . . . . . . . . . . . . 34 8. Summary of U. S. Office of Education Roster of State Supervisor Personnel fOr Distributive Education . . . . 37 9. Summary of U. S. Office of Education Roster of Teacher Education Personnel for Distributive Education . . . . . 39 10. Summary of U. 8. Office of Education Roster of Local Supervisory Personnel for Distributive Education . . . . 41 ll. NASSDE Regional Reports, Summary--Program Expansion and DBCA. . . . . . . . . . . 45 11. NASSDE Regional Reports, Summary--Program Status and Staffing . . . . . . . . . . . . SO 18. “Qttonal Enrollment Data for Distributive Education . . . 58 l‘w National Enrollments in Evening Extension, Part- Time .s r»83$enstgm, and Part-Time Cooperative Programs in Distributive Education, 1944- 1962 . . . . . . . . . . . 91 xii Tablet 15. l6. l7. l8. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. National Enrollments in Distributive Education, 1937-1942--The North Atlantic Region . National Enrollments in Distributive Education, 1937-1942--The Central Region National Enrollments in Distributive Education, 1937-1942--The Western Region National Enrollments in Distributive Education, 1937-1942--The Southern Region . Enrollment in Vocational Schools or Classes Operated Under State Plans, Year Ended June 30, 1942 National Enrollments in Evening Extension, Part-Time Extension, and Part-Time Cooperative Programs in Distributive Education, 1944-1962 National Enrollment Data for Distributive Education for Persons with Special Needs (Disadvantaged and Handicapped) National Enrollment Data for Secondary Distributive Education National Enrollment Data for Post—Secondary Distributive Education . . . . . . . . . Post—Secondary Enrollment in Vocational-Technical Education Classes, United States and Outlying Areas . . . . . . . . . . . . . . . National Enrollments in Evening Extension, Part-Time Extension, and Part-Time C00perative Programs in Distributive Education, 1944-1962 Appropriations and Enrollments in Adult Distributive Education Classes National Enrollment Data for Adult Distributive Education . . . . . . . . . . . NASSDE Regional Reports, The North Atlantic Region-- Program Status and Staffing . . The Central Region--Program Status and Staffing, NASSDE Regional Report . . . . . . . . . . . . xiii Page 129 130 131 132 137 138 162 166 169 172 182 185 189 280 281 up Reports, The Southern Region-- ' and Staffing . . . . . . . . . . . 1 Reports. The Western Region-- altatas and Staffing . . . . . . . . . . . 1 Imports. The North Atlantic Region-- MansiemandDBCA. ,.=.; gfig,v?hgw€Qntral Region-- ‘llpension and DBCA. . . . . . . . . . . . ‘” P1." 1‘ .tvo-‘fi *" ~\ ' Reports, The Southern Region-- 9", U-"OLQ 0 e e e e e e e 'F~ estThewWeatern.Regien-- i” w DBCAO O O O O O O O O I O O :Iluesttoc 11c rim llethod 1n Sc: uderv .1 ll Seconcar, sen ‘ Mien Pragrm Page 282 283 289 290 291 292 LISTJOF FIGURES THE PPCMJN ’M“"°' .1. 21-; . .' .‘-'.. 9.5». .21”. :33 d “Secondary Schools. 2.1.". . . . .2148 u s .51, filmmssamrs. ., .-....1. '. .r..~ .149 , . 'WS mflWMWOIMiM -:. .‘a cu; m1. (5" 153 Mm! now“: .' 1.: ,. a -. g1.) ....v 155 IMdimy Schools as ‘t.'.'- ”a... p ' .- LS7 "‘ R. WMWSW‘ ' . . .31». '1’ ~-. 6. 1.21.158 W931) JD. ‘3‘96'1843-3; in: mm «1141175 I. w M m program has been noxhned by research vs. . .. -..."1.~i .. \ .y‘r. .. most reflective at" Sucwty's intentions. )Wflhlp. end by support .‘z‘ce the «rioting ‘0 A fi-‘Dimimm ”cation any We? to h: .I. l" ‘ WM . ,1 ‘ UP": . individual-a fies mum in rice. 1:4 . ‘ -' ' - o ' A ‘*_ .. '\ 1 i s v -- d“, a . - CHAPTER I THE PROBLEM AND PROCEDURES Distributive Education is a program of instruction for marketing whiCh today, in the early 1970's, is in a rapid growth period. The demands for prOperly prepared workers for marketing and distributive occupations and the interest of youth and adults in preparing for productive employment are causing Distributive Education programs to expand in scope. Distributive Education is an instructional program developed in reSponse to the needs of our society. The historical roots of Distributive Education are deep in Americans' thoughts and actions. Over the years the program has been nurtured by research findings, by legislative support reflective of society's intentions, by strong and dedicated leadership, and by support from the marketing and distribution community. To the casual observer, Distributive Education may appear to be only courses intended to prepare individuals for occupations in retailing. A more in-depth study, however, reveals that Distributive Education has a depth more than the casual observer might expect. Distributive Education is comprised of programs of occupa- tional instruction in the field of distribution and marketing. These programs are designed to prepare individuals to enter, or progress or improve competencies in, distributive occupa- tions.‘ Emphasis is on the development of attitudes, skills and understanding related to marketing, merchandising, and management. Instruction is offered at the secondary, post- ' camcendary, and adult education levels and is structured to ';2 l meet the requirements for gainful employment and entrepre- neurship at specified occupational levels. Distributive occupations are found in such areas of economic activity as retail and wholesale trade, finance, insurance, real estate, services and service trades, manufacturing, transportation, utilities, and communications. Distributive Education's mission has long been to prepare individ- uals for entry, adjustment, and advancement in marketing and distributive occupations. A distributive occupation by legal definition is: ... an occupation that is followed by proprietors, managers, or employers engaged primarily in marketing or merchandising of goods or services. These occupations are commonly found in various business establishments, such as retailing, whole- saling, manufacturing, storing, transporting, financing, and risk bearing.2 President Kennedy's Panel of Consultants on Vocational Education in 1963 defined Distributive Education as: a program of instruction largely related to principles and practices of marketing and distribution.3 Supportive of this viewpoint, Edwin L. Nelson, in a speech before the Washington, D. C., Chapter of the Administrative Management Society, said that: Distributive Education is a program of occupational instruc- tion in the field of distribution and marketing. Its purpose is to qualify individuals for employment responsibilities in 1U. S. Office of Education, Vocational Education and Occupations (Washington, D. C.: U. S. Department of Health, Education and Welfare, 1969), p. 19. 2U. 8. Office of Education, Administration of Vocational Education: Federal Allotments to States , Rules and Regulations, firt W (Washington, . .: . . Department of Health, Educat1on and Welfare, reprinted fru Federal Register, August 28, 1964), p. 12353. 3.11.8. Department of Health, Education, and Welfare, Office of ldmcatiem, Education for a Ch in World of Work, Report of the Panel of Consultants on VocationaI acetion (Washington, D. C.: Government hinting Office, 1963), p. 31 F—fi 3 distributive occupations. A distributive occupation is any i work assignment that involves a marketing function.4 As an instructional program for youth and adults, Distributive Education, through its various curriculum patterns, leads to the achievement of competencies necessary for varying jobs and job levels in the field of marketing and distribution. Distributive Education programs are offered in secondary, post-secondary, and adult institu- tions. These curriculums help Distributive Education achieve not only I educational responsibilities in our society but social and economic responsibilities as well. These responsibilities are outlined in a statement of the goals of Distributive Education:5 1. To offer instruction in marketing and distribution. 2. To aid in improving the techniques of distribution. 3. To develop an understanding of the wide range of social and economic responsibilities which accompany the right to engage in distribution in a free, competitive society. In its brief history Distributive Education has endured a number of crises while emerging from obscurity as did the marketing sector of our economy. Much of the early Distributive Education preparation was salesmanship training done by large companies for their own personnel. The early 1900's saw the beginnings of schools of retailing whose 1 primary aim was sales training. Distributive Education really came into being in 1936 under the impetus of the George-Deen Act. The George-Deen Act became effective on July 1, 1937;. and for the first k ‘Edwin L Nelson, "The Program of Distributive Education," a ' position paper presented at the Washington, D. C., Chapter of the magnum Management Society, February 28, 1967. 50. 8. Office of Education, A Study of Curriculum Dev elo ment in } the “1 School C erative Pro am (Washington, D. C.: U. 3. Depart- lent r at .- . at on an e are, 1960), p. 20. ma:- ‘1‘ b.“ 4 time an annual allotment of $1.2 million was authorized for vocational ‘ programs in the distributive occupations.6 Education for distributive occupations has seen dramatic changes as a field of education. At times changes often were very rapid and most strenuous. Distributive Education has had its periods of prosperity and recession. It developed out of the Great Depression and has developed in its 36-year history into a program of instruction with manifold dimensions and large impact on people . THE PROBLEM The problem of this study was one of tracing the historical deveIOpment in an educational field with particular reference to significant social, economic, legislative, and educational forces. The study was one of searching out the history as remembered and related by contemporary distributive educators. The primary thesis of this study was that the goals, curriculum, and instructional system of the Distributive Education program have urged out of and been modified by a set of forces (social, economic, legislative, and educational forces) as well as the activities of personalities. The secondary thesis was that the writing of an historical record Of this educational field and at this stage of its deveIOpment can best be derived through stating the viewpoints of leadership personnel who Mlle lived through its develOpmental years. re. .‘m" p I". 8.. Department of Health, Education, and Welfare, Office of “cationyaiducmtion for a Changing World of Work, p. 39. I‘lltfu‘.‘ Outcomes of the Study If one tries to comprehend the present status of Distributive Education, is there still value in examining the past efforts of others? Has anything really changed? Can knowledge from the past identify ideas and understandings not readily known today? Or does there exist somewhere, in the back corner of these well chronicled events, some undisclosed leaning which could reveal the present as something other than a vain repeat of earlier mistakes? History is the business of trying to grasp this meaning; and when the historian is‘ able to articulate it for adaptation in the present, he may offer something of great value. The historian's task is one which requires him to delve into annals (both primary and secondary) to obtain conclusive evidence pertinent to the history. History may not, as some claim, repeat itself; but there may be a disturbing redun- dancy in it. Most of us look to history for illumination of present eXperience, some sense of direction, or guidance toward relevant decision making. And this is what the serious historian knows he Inst deliver--not precedents, but an understanding of what it takes for something to become a precedent for today's thinking. The intention of this study was to provide a comprehensive docu— lent which will offer illumination, direction, and guidance to those interested in the deve10pment of Distributive Education. More impor- tantly, the researcher sought continually answers to three major questions which could provide meaningful outcomes for the field of Pimibutive Education: 1,; To bring together in one document information not w; . ""previously available or available only in scattered “ ‘fipl‘ec'es. ‘ 2. To provide a meaningful historical record of the three major components of the system--Strategy/Structure/ System. 3. To derive meaning from historical events by relating them to established practices and procedures known to the people in the profession. Need for the Study There was a special reason, as society enters the late twentieth century, to prepare an account of the history of Distributive Education. Little has been written of the history of Distributive Education. Most of the leaders whose contributions to Distributive Education have been significant are overwhelmingly contemporary distributive educators who are continuing to make progress for Distributive Education. This study could not be delayed because valuable information may cease to exist since much is unrecorded and is available only in the memories of leaders. "A field if it has any real scholarliness has a responsibility to record itself. "7 The history of Distributive Education describes the manifold dimen- sions of a program of vocational instruction as it has developed out of a series of actions. To understand the character of Distributive Education, it is necessary to study its past. Distributive educators and others need to know how the present Distributive Education system has grown from its roots in the past. Knowing what Distributive Education has been can empower individuals to arrive at more sound Waisals of the effectiveness of the present program and to formulate Vise policies which can guide future development in Distributive Motion. L.— - . .... Wetter, 6.- .Haines, in a conversation related to the writing of the 7 ~ account, November 15, 1972. A . We are now entering a new era in which large numbers of new teachers are being trained who, when they become practitioners, are of a chronological age- who cannot recall the past or the societal conditions in which the past existed.8 Limitations of the Study There are phenomenal amounts of material available for investiga- tion by a researcher. Some are written; most are accounts told by people. The researcher must, therefore, exercise judgment and prefer- ence in selecting those items to be included. Inherent in this process is the knowledge that, in so doing, one might inevitably alienate a certain percentage of readers who will disagree with both the inclusions and the omissions. As with the preparation of any historical account, the investigator examined all data for its authenticity and validity since a possibility always exists that a bias or undue subjectivity may be related in personal accounts. Another possible limitation of this study should be recognized. It is reasonable to expect that some peOple will be unwilling to have documented many failures or mistakes in which they were involved. Also, through modesty, some are unwilling to discuss their successes. However, it is reasonable to assume that there are minor limitations. They have been minimized through in-depth cross-checking. It is further recognized that this study was limited to historical accounts, primarily dependent upon individual recOllections expressed by coateqorary' distributive education leaders during the period from 1936 to 1972. Memory does not always serve well. Further, this study was “92$!!! byvthe‘number of peeple who could be classified as contem- Wampum“. Education leaders . Basic Assxmptions An evaluative history of the type undertaken in this study is predicated upon certain basic assumptions. The first assumption is that there is, in fact, no single cause for the development of Distrib- utive Education. Therefore, it is relevant to find and trace a multitude of causes. Another closely related assumption is that Distributive Education is not isolated and divorced from the other processes and forces that comprise an era. A third assumption is that the ideas, concepts, interpretations, and opinions related and stated by qualified observers and participants were pertinent to the times and reflect more than their own individual biases. More directly, consensus of Opinion will be assumed when the same themes are repeated by several individuals. Lastly, it is assumed that the model for a "Systems Approach for Improving Instruction" IStrategy/Structure/System)9 is inclusive of all components of the field of Distributive Education and will continue to be important in the future growth and development of the profession. PROCEDURE AND SCOPE This study encompassed three procedural phases in its design and deveIOpment. ' These procedural phases were: 1. Planning the study 2. collecting the data .3. Processing the data “11'3“” Wand Peter G. Haines, -C00perative Ochmational Education a! ¥rience in the Curriculum (Danville: The Interstate Printers . ' 1", nc., , pp. xv-xviii. - m». ‘e ‘ .-' .- a» .9. "151.) 'i ‘ S--.- Planning the Study Defining the parameters was the first step in identifying the focus of the historical narrative. The focus could have been directed toward an individual, a group, an idea, a movement, or an institution. However, no one of these elements in historical observation can be considered in isolation because they are interrelated. The parameter was on individ- uals and their contributions to Distributive Education. With this in mind, the design centered on high points in the development of Distributive Education since its legal inception with the federal enactment of the George-Deen Act. The design emphasized interpretive accounts of the history of Distributive Education as seen and lived by identified leaders in Distributive Education. The central theme of this study was the personal recollections of three groups of individuals: (1) the pioneer group, (2) the early implementers, and (3) the contemporary leadership. This historical account as lived by, talked about, recorded, and presented in this study can be expected to provide the readers of this study with an understanding of the fundamental issues, problems, and challenges at various periods of time within a field of education known as Distributive Education. However, it was important to synthesize the information available through documented literature and to present the personal accounts into a meaningful description of the history of Distributive Education. The "Strategy/Structure/Systems" approach10 he used to design a three-dimensional matrix that would describe and Inelyse the development of Distributive Education from its 1936 origin mm 1972. 3033321., p. xvii. } 10 In the sorting process the transcripts were first of all analyzed ‘ and processed according to this three-dimensional matrix into three parts: (1) Strategy, (2) Structure, and (3) System. An attempt has been made to delineate three generally equal parts of Distributive Education history. The first spans the strategy. The second part is the structure, and the third part is the system. All of the data has been interpreted in this way for the period under consideration. Strate . Strategy (in uts) affects the historical develo ment of _.82. P P Distributive Education. These inputs represent social, economic, legis- lative, and educational causes for Distributive Education's deve10pment. The strategy emerges from consideration of a series of inputs which represent the needs, eXpressed or implied, of the groups to whom the educational program will relate.11 Structure. The structure which emerges for the program affects the historical development of Distributive Education. The structural framework includes curriculum, program deve10pment, equipment, ancillary and supporting services. Structure in the form of curriculum, supportive services, and program development represents the framework which emerges for the program within a given institution. §zstem. "The system in detail emerges when the basic decisions of Strategy and Structure have been made and finally when the program gets underway."12. System is a dynamic and flexible force which makes the Ital-ption that strategy and structure are already operational. ‘These interpretations to a large degree governed the content included-in that part. The parts have been sectioned in order to ¥ _ filbid. ‘_,;l . 1:713” ”ma. 11 focus upon one or another aspect of Distributive Education during the period. It is the view of this writer that the process of education is an integral and interrelated part of the total matrix of any period of time. To treat Distributive Education in isolation, divorced from the other processes and forces that mold an era, is, of course, misleading. Review of Related Literature. No previous cumulative comprehensive historical study has been made of Distributive Education. Due to the lack of any comprehensive historical research in Distributive Education, there was need to read extensively the literature in the field to become implanted in a given historical period of development. In order to express the issues related by a Distributive Education leader, there was need to read extensively that individual's publications and the publications of the era to get a flavor of the times, people, and places. Therefore, a bibliography for this study was deveIOped which checked all major sources. Selecting the Sample. By employing an historical research method of systematic inquiry, this study sought data from personal observations, interviews, documents, and records. The main source of data was inter- viewing Distributive Educators. Leading contemporary Distributive Educators were asked to contribute their first-hand accounts of signifi- cant events and activities which have given Distributive Education its roots. It is from these accounts that a history of Distributive Education is written . An initial attempt was made to provide a sample by probing selected Diltributive Educators. attending and participating in the National Distributive Education Methods Conference at Michigan State University 12 in the Summer of 1971. Following this, the writer contacted individuals based on information obtained from a survey conducted by Dr. Peter G. Haines in 1968. This survey asked Distributive Educators to identify those individuals who they thought "were the pioneers in Distributive Education."13 Thirty-five questionnaires were returned. On June 2, 1971, a letter was sent to all teacher educators and all state supervisors whose names appeared on the U. S. Office of Education Distributive Education roster. The letter requested their advice and counsel (see Appendix A). These individuals were requested to provide the following information: 1. Who are the leaders in Distributive Education that I should contact? 2. Do you have any suggestions on materials I should read and investigate? A total of 60 responses were received. These responses came from 31 teacher educators and 24 state supervisors representing a total of 25 states. The responses to these two surveys formed the sample of interviewees for the study. Two additional primary contributors in the collection of data emerged during the probing of primary sources (Ann Berry and Louis Spilman) . Collecting the Data Based upon the responses obtained from the Haines survey14 and the June 2, 1971, letter of inquiry (see Appendix A), arrangements were made to personally interview the individuals listed in Table l. . {sPeter G. Haines, "Survey for Council for Distributive Teacher Education (CDTE) Newsletter," 1968. 13 For numerous reasons it was not possible to personally interview all of those individuals identified. The reasons were: (1) they were deceased; and (2 ) they were unable to contact. A set of open-ended questions (see Appendix B) and a cassette tape were mailed to those distributive educators identified in Table 2. A total of 38 individuals were interviewed, 24 through personal interviews and 14 by mail. The cassette tapes from all of these inter— views yielded approximately 4,825 pages of transcript generated from 89 hours of interviews. The initial site for conducting many of the personal interviews was the National Distributive Education Methods Conference held at Michigan State University in the Summer of 1971. Additional personal interviews were conducted via air travel and a two-week automobile trip through the eastern and southeastern portions of the United States. Approximately 9, (1)0 miles were logged by means of the above air and automobile travel. Procedures for insuring objectivity were employed. It was clearly recognized at the outset that a basic limitation of this study was the possibility for bias or undue subjectivity being related. Each inter- view wastaped, transcribed, and examined for its authenticity and validity. The same set of open-ended questions (see Appendix B) were used for each interview. This provided a framework for checking the accuracy of statements. Names and dates were carefully checked with printed literature. In addition to deveIOping general open-ended questions, more selective questions were written for each personal interview to explore in more depth the leader's area of expertise. INDIVIDUALS PERSONALLY INTERVIEWED FOR THE STUDY 14 TABLE I ...... .. .. “‘22” 22222.? 222222 °f Interviewee Interview Interview llnedited Transcript Hours Transcript Pages Applegate, Harry Aug. 18,1971 4 hrs. 36 19 Ashmun, Richardl Sept.24,1971 2 hrs. 22 11 Beaumont, John Aug., 1971 6 hrs. 90 39 Berry, Annz Aug. 24,1971 4 hrs. 88 35 Biddle, Jamesl June, 1971 40 mins. 21 17 Brown, T. Carl Aug. 1971 5 hrs. 80 28 Crawford, Lucy1 Aug. 1971 6 hrs. 95 25 Dorr, Eugenel June, 1971 40 mins. 21 17 Ely, Vivian3 Aug. 23,1971 4 hrs. 69 27 Gillespie, Karen4 June, 1971 20 mins. 18 8 Harris, Edwardl June, 1971 4 1/2 hrs. 28 26 Horan, Jamess Aug. 26,1971 3 hrs. 49 27 Joy, Roberté June, 1971 30 mins. 20 13 Loos, Marguerite7 Oct. 11,1971 7 hrs. 1:50 15 Marks, Mary Aug. 19,1971 5 hrs. 75 34 mason, Ralphl June, 1971 30 mins. 20 12 Meyer, Warren Oct., 1971 6 hrs. 125 34 Nelson, Edwinl Aug. 1971 4 hrs. 35 23 Nye, Bernardl Oct. 1971 2 hrs. 24 18 Richert, G. Henry June, 1971 30 mins. 29 ll Rove, Kennethl Aug., 1971 45 mins. 22 16 Season, Harlandl Oct., 15, 1971 5 hrs. 52 33 Spilman, Louis8 Aug., 1971 2 hrs. 18 9 (footnOtes on following page) u- '1 15 TABLE I FOOTNOTES 1This individual's name appeared only in the Furtado survey in 1971. Perhaps a reason for names appearing only on the Furtado survey was caused by the survey question which asked teacher educators and state supervisors of Distributive Education to identify "Who are the leaders in Distributive Education that I should contact?" The Haines survey in 1968 asked "Who were the pioneers in Distributive Education?" Same of these individuals represent an emerging group Of people who are currently providing leadership to the profession. 2Ann Berry was discovered in a conversation with T. Carl Brown. Due to a series of circumstances, Mrs. Berry left the field after World Her 11 and returned as a teacher-coordinator in North Carolina sometime ‘ in the 1950's but did not assume a national leadership role. A 3Vivian K. Ely is the Chairman of the Department of Distributive Education, Virginia Commonwealth University, Richmond, Virginia. She falls into the category of early contemporary leaders and has done much writing for the profession and was trained and worked with many of those in the State of Virginia as well as nationally who have provided nation- al leadership in Distributive Education. 4Karen Gillespie is an example Of those individuals who, through their involvement in mid-management and collegiate programs of instruc- tion, have provided secondary programs in Distributive Education with curriculum resource materials. Dr. Gillespie taught at the New York School of Retailing prior to its termination and is well known for her major writings related to product information and textiles. 1 .e 16 sJames Horan is the successor to Louise Bernard and is currently the State Supervisor of Distributive Education for the State of Virginia. He was able to provide the study with much information related to the development of Distributive Education in Virginia because he had worked closely with Louise Bernard (now deceased) and the entire development of the Virginia Plan for Distributive Education. 6Robert Joy was discovered at the Gregg Methods Conference. He was an early student of Louise Bernard and worked with her in Virginia. He is currently the State Supervisor of Distributive Education in the State of New Jersey and has provided state leadership in Distributive Education for a variety of reasons. 7Marguerite Loos did not appear on the Furtado survey. She has been retired for the past ten years as State Supervisor of Distributive Education for the State of Ohio. 8Louis Spilman would not be considered a leader in Distributive Education today, but he was involved in the hiring of an individual (Louise Bernard) to conduct adult education classes in Waynesboro, Virginia, and it was from this involvement that Louise Bernard was hired by the State Department of Education in Virginia and gave over 30 years of service to the profession. Mr. Spilman provided data related to the climate of that time and the reasons for the business comunity's inter- est in retail selling classes. His transcript appears in the appendix. 17 TAB LE 2 INDIVIDUALS INTERVIEWED BY MAIL FOR THE STUDY Name of Interviewee Date pf Number of Final InterV1ew Transcript Eggs Bikkie, James May, 1972 12 Brown, Kay B. September, 1971 6 Carter, Fairchild February, 1972 5 Cecil, Brice February, 1973 23 DeBenning, M.J. February 1973 6 Pruehling, Donald1 March, 1973 6 Klaurens, Mary October, 1971 8 Knouse, Reno February, 1972 7 Logan, K. Otto January, 1972 6 Shotwell, H. D. February, 1972 3 Sullivan, Janie1 March, 1973 4 Templeman, C.I-'.1 Thompson, David November, 1971 6 Vivian, Neal November, 1971 8 Walsh, Lawrencel July 24, 1972 7 1All of these individuals were not identified in the Haines or Furtado Survey. These individuals were interviewed to obtain specific date for the study. Their responses to the questions prepared by the researcher are included in the appendix. ..1 u‘ re .0. 9.. -.. CHAPTER II THE CONTEMPORARY PROGRAM OF DISTRIBUTIVE EDUCATION-~1972 A written history of Distributive Education could begin by des- cribing the first day, chronologically proceeding through the years, and concluding with the present day. On the other hand, the activism which is evident as a characteristic of a distributive educator leads to a different approach to describing how Distributive Education developed. The findings of this study begin with the contemporary scene--a capsule of the basic elements Of the Distributive Education program as it was at the time of the study at the end of 1972. Distributive Education, as a vocational program, is rooted in public policy as reflected by federal and state laws, policies, and guidelines and by positions of the professional associations in the field. Therefore, a description of the present status ought to begin with a definition of the field which is currently prescribed in law and accepted“ in principle by those in the field. CONTEMPORARY DEFINITION OF DISTRIBUTIVE EDUCATION 'It is accepted by the profession that Distributive Education is an instructional prOgram whose goals are: l.f To offer instruction in marketing and distribution. _2i“2f° aid in improving the techniques of distribution. 18 19 3. To develop an understanding of the wide range of social and economic responsibilities which accompany the right to engage in distribution in a free, competitive society. These goals have been generated from a whole series of social, J economic, and legislative forces and are representative of the sins of Distributive Education programs today. Distributive Education ‘prides itself in being a "peOple-oriented" program serving the needs of youth and adults who have career Objectives in the field of dis- tribution and marketing. Distributive educators also pride them- selves in preceiving Distributive Education as a total instructional program as witnessed by two typical statements. One cannot and should not think of Distributive Education as a course. The program approach implies a series of sequence of courses, with specific areas of subject matter concerned with distribution clearly defined.2 The U.S. Office of Education in its definition of Distrib- utive Education has not only clearly referred to the program concept, but in addition has identified the scope program pre- paring individuals, at all levels, for occupations in distrib- ution and marketing. Distributive Education is comprised of programs of occu- pational instruction in the field of distribution and marketing. These programs are designed to prepare individuals to enter, or progress or improve competencies in, distributive occupations. Emphasis is on the development of attitudes, skills and under— standing related to marketing, merchandising, and management. 1U. S. Department of Health, Education, and Welfare, Office of .fihmation, A Stud of Curriculum Deve10pment in the High School Coonrative fioggam, OE 82000 (Washington, D. C.: U. S. Government Pr nting Office, 1960), p. 20. 2Ralph E. Mason and Peter G. Haines, Cooperative Occupational Education and Work Experiencg in the Curriculum (Danville, Illinois: ":0 Interstate Printers and Publishers, Inc., 1965), p. 337. ”film 20 Instruction is offered at the secondary, post secondary, and adult education levels and is structured to meet the require- ments for gainful employment and entrepreneurship at specified occupational levels. Distributive occupations are found in such areas of economic activity as retail and wholesale trade, finance, insurance, real estate, services and service trades, manufacturing, transportation, utilities and communications.3 The total program approach broadened the Opportunities and Offer- ings available to those interested in employment in distributive occupations. The total program approach considers distribution a discipline to be studied as is mathematics a discipline to be studied. "As a discipline, Distributive Education has content with substance which needs to be learned for success in the work world."4 THE ORIGINS OF DISTRIBUTIVE EDUCATION Much of the very early preparation for distributive occupations was purely salesmanship training done by large companies for their own staff. In 1905 the Women's Educational and Industrial Union of Boston became concerned about helping women who wished to work in sales "to advance themselves educationally, industrially, or socially."S Mrs. Lucinda Wyman Prince became much interested in the job of the Saleswoman and established one of the first, if not the first, school to train sales personnel for Boston retailers. 3U. S. Department of Health, Education, and Welfare, Office of Education, Vocational Education and Occupations (Washington, D. C. u. s. Wee film), p. 19. 41nterview with John A. Beaumont,chTranscript 1, Volume II, Chapter VII. shenneth B. Haas, Cm erative Part-Time Retail Trainin Pro rams: sion Coordination m3 Teachin , Vocatibnal Education BuIIetin , gtOn, D. C.: U.S. Department of Interior, Office of Education, 1939), p. 1. 21 ‘The Boston retailers and the Prince School of Retailing developed in the real sense of the word a COOperative training plan. Reports indicate that the Boston retailers selected which of their staff members would participate in a.series of classes designed to improve "the art of selling." Mrs. Prince and staff would assign those enrolled in the classes activities related to their specific posi- tions to be one of their jobs. By 1911 Lucinda Prince was not only training personnel for Boston stores, but engaged in preparing individuals to instruct retail selling courses at the high school level. In 1912, the first classes for teaching retail store selling in high schools and continuation schools were organized. Mrs. Prince assisted in training the teachers fer the newly established continuation schools in Boston and supervised the classes conducted in all the large retail stores under the auspices of the public schools. Other early developments created "climate" for Distributive Emmmtion and the direction it would continue to follow for a number ofycars. In 1918, with the help of Pittsburgh merchants, the Research Bureau for Retail Training was established in cooperation with the Carnegie Institute of Technology, with Dr. W. W. Charters as director. This Bureau was supported partly by Pittsburgh stores and partly by the institute. In 1924, it was transferred to the University of Pittsburgh, at which time it was under- written by the supporting stores in the sum of $60,000 annually. ‘ The New Uork University School of Retailing was estab- lished in 1919 under the leadership of Dr. Norris A. Briscoe. .‘Ibld... p. .4. 37"hnuu.;]k;4. p???f.\hfll 32.x . .- ‘1' TA 3.x '3. R L‘I 22 These large schools of retailing prepared many of the early leaders in Distributive Education. Many of those in early leader- ship roles in both state supervisory and teacher education were often graduates of the Pittsburgh Research Bureau or the New York School of Retailing. It was really not until 1936 and the passage of the George- Deen Act on June 8, 1936, that Distributive Education was born into an educational program sponsored by public school systems. Distributive Education grew out of a depression era. When the George-Deon Act identified for the first time federal monies specifically earmarked for Distributive Education, the program got a "shot in the arm." Congress approved with the signing of the George-Deon Act an annual allotment of $1.2 million for Distrib- utive Education. Each state was allocated a percentage of the total allotment based on the state's total population. 1938 was the first year enrollment figures were reported in Distributive Education by the U. S. Office of Education. Those figures show that Distributive Education was primarily an adult education program preparing individuals for sales positions in local retail establishments. Total enrollment in Distributive Education for 1937-1938 was 35,842 of which approximately 90 per- cent were adult level courses (see Table 3). How Distributive Education grew in the State of Virginia ”Ole typical of the growth and deve10pment pattern of many Distributive Education pregrams in many states. The development Of Distributive Education in Virginia is illustrative of how many WWII: grew and developed out of adult education classes for 23 .uhozomm keno: .u Apiponaaoo 1'1 memo “cowpmompm mo ooflmmo .m .3 on» Op mapmum on» aoum manomom aescc< mo gunman one nounsome m-.~mo www.mHN who.mma «mm.wNH ono.mm Nem.mn nuance Hum.mms www.ms Hmu.us mum.mm www.mm mum.m aurora: omfi.on som.~u smo.m¢ Amm.vm emo.mfi wmo.a Huuueuo ems.mo~ mam.~m som.ss mom.mn mmo.a~ mum.~a :uonusom HmH.Hm mo~.mm new.HN Hmm.oH oeA.AH wm~.o uuuessu< guuoz masses Ne-vaH as-osmfi ou-oma~ mm-mmmH ”n-5nmfi cosmos ucoafiaoncMIMM use» surmfl-snma -- >mHP=mH¢FmHO 2H mBZNEAAOEZM AdZOHb<2 n mambe used for pre-employment training for distributive occupations gave way to the opportunity of designed new curriculum patterns, greater scope of the program concept and the potential of developing some sequence order, based on a career ladder approach, to learning the competencies necessary to be successful in a distributive occupation . Lngtitutions and Curricula Distributive Education curriculums prepare individuals for different levels of employment. Each curriculum is designed to 31 3‘ .pouuomou mm: :ofipmosvm o>fiusnfiuumfio ca pcosaaonco Hmoxuumuwmo .coflposhumcw mo m~e>o~ an octagon“ oommaofipca: use vowmucm>vwmwo n .cOwumospm mo mowmmo .m .: .cowumusum Hmuficsoob can Hm:0wuooo> mo :owmfi>fio on» :a mmaum onu an woummonm mmz phonon mash mpuomom Hmomwm paw Hmowumfipmum fimscc< thm vofiwmeoo «pop xhweazm ma mama ucoaafioucm Hmcofiumz awake .msmnmoam newpmospo chofiuwoo> mo cofluanpmficwavm on» a“ mopmpm on» so noupfiELSm w.mm --- N OH --- oao.on ummafl N.wm e. ¢.HH --- Ham.on mmmfl m.6m m. o.~H ~.N- ewa.mon coma m.mm m. o.mH w. mwo.oom Hem” N.om o. ~.mH m.e meo.HNm Neofi 4.4m a. 6.4H o.m- mam.mom moma B.Nm w. m.oH 6.5 omfi.enm coma N. o.ma m.” m.- N. - Nan.nmn mead 4. o.Ha w.n ~.e~ H.o~ o~e.o~v coma o.H ”.mo 6.4 m.flm e.eH «no.flme woo” w. m.oo w.h e.om m.m~ mma.vnm mom“ a.“ o.em m.oH a.~n o.~: ”me.nom mom" p-m.m U o.He m.mH m.ne 0.0- mon.m~m one” n-N.NHV e.me 6.4H a.He «.6 mac.mhm Haog «nod mvooz Hmwuomm u~3¢< xuaucooomuumom xnavaouom nee» msofi>onm uo>o unoaflfioasm mnwvcm uccu Hun— ucou homll 0:00 HOP 9:01p HoJml anachuoo Ho munch Hue» Hoogom :ofiuusuumam mo mHo>og oneohoca unou mom || eonhHhamHmhmHn mom uom 666a no. eom.m~ moe.e mom.m mNm.mH Hofi.m~ coausnauumao 666m co. emo.s wom.m mos mmm.~ won.» anomaaoaa mo. eon.” moo.a~ oom.~ who.m mem.m~ paeoao ecu eucacam «o. ”No.4 emu mHm 6mm.m Hm~.a 6>auoaous< no. eme.m RNN.e emH.~ mma.e~ mom.o~ moaaomm666< 6:6 Hogamn< No. mm<.~ maN.vH mmm.n mac.» mea.o~ mmua>pom meamflpuo>e< Ho. “Nan.wmmu cause; amma.mflmv can: mm~.meH pamo.fim~ nmmm.mm anH.Hv~ amho.mam compausem o>mu=nauumao «o. wwwmmmww ua5¢< sumpcooom xumvcouom Hench anyways decomposuumcu o>wuanomoou anon maumquBQH .moou mo >m zo~e~hamambmno mom mo cofimw>flo one :6 mmaum cap 59 woummonm 663 phonon 66:9 .memumoum sowumosvo Hecofiumoo> mo cowumuumflcwapa on» :6 moueum osu an popuwanzm monomom 666666 666 Hmofipmfipmpm Hmscc< scum vofiwaaou dump xueeesm 66 «pan ucoaaaoucm aucowuez 66:96 35 556.66 666.66 666.6 666.66 665.66 66666666 6666666666666 66666 66. 665.6 666.6 666.6 566.6 665.66 66666696666666 66. 666.6 666.6 666.6 665.6 666.66 6666666 666 6666669666 66. 666 666.66 665.66 666 666.65 ouaumm 6666 56. 666.6 , 666.6 566 666.6 566.6 666669666 66. 566.6 666.5 666 656.6 666.66 6666>966 66666666 66. 666 656.6 66 H66 666.6 66696 6666666666666 66. 656 666.66 666.6 666.6 666.66 666666666 66. 666 666.6 666.6 665.6 666.6 66666666: 6666666666 56. MMMMMMMW pasv< Aumvzooom xumvcooom Hauoe adumonm Hucofiuoshumcu o>~u6uomomm1 6666 DMDZHFZOU II n. manta“. -fq 36 supplementary instruction in which employed adults upgrade their job competencies by part-time study apprOpriate to their needs."15 In a recent roster prepared by the U.S. Office of Education, all 50 states identified State Supervisory personnel for Distributive Education. (See Table 8). Many states named more than one indi- vidual reSponsible for the supervision of Distributive Education programs. All states identified at least one Teacher Educator for Distributive Education. (See Table 9). In some states the Distributive Education program has grown so sizeably that local, city and county supervisory staffs are needed. (See Table 10). In its short history, Distributive Education has seen dramatic changes as a field of education. In recent years, alone, new federal legislation for education, the growth of change in modern marketing procedures, and the expanding variety of marketing and distributive occupations, have created a need for Distributive Education programs to grow and deve10p and take new directions. SUPPORT GROUPS The program of Distributive Education involves major support groups, These professional groups assume the responsibility of setting the tone for the times, providing the thrusts for Distribu- tive Education's growth and development, and helping to mold the Current and future thanking of and for the field. Support groups that this section highlights with a contemporary status report are: g 5Distributive Education in the High School (Washington, D. C.: . S. Department of—Health, Education, afid Welfare, Office of Education, and Richmond Professional Institute, 1965), p. 32. ..v a; 141 237 TLABIJS 8 SUMMARY OF U. 5. OFFICE OF EDUCATION ROSTER OF STATE SUPERVISOR! PERSONNEL FOR DISTRIBUTIVE EDUCATIONa Head Supporting Staff Total States State DECA Curric— Adult Other Supporting Supervisor ulum Staff 0‘ Alabama Alaska American Samoa Arizona Arkansas California Colorado Connecticut Delaware District of (blumbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi. Missouri Mbntana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio * O O O OO O mObWONOOOONul-‘Oi-‘HCNL‘HNHHOb-‘Nb O OOHml-‘J-‘OON r-ra 53huru hihdld h‘hdtd hakaharara P‘P‘tfl herald P‘PJPH 5:5a 16 #1545616 h‘hahordld cat: P‘P*c><= c>c>rd c>c:<: haeacb<3nc>c>ro P‘CD‘D c>c><3 c: ceca c>ra1~ c>c><>ra ru<3 c>ru<3 c>c><3 c>c3<3 h‘CDCD c>c><3 c>na<3<31c>c>c3<3 c>c3 c> coca c>c><3 c>c>co16 Le<3 c>ra<= c><><= c>c>rd hihfl<3 c>c><3 C>hd<3 c>c><3<3 c><><3 c> <3 c>c><3 c>3><3 c>ca 3><3 cacaca 53c3<3 c>c><3 h*C>c><3 hahdld c>c>16 c>hdto a» :3 <3 c>+u~6 c>c><3 C>Ln 38 TABLE 8 (Cont inued) Head Supporting Staff Total States State DECA Curric- Adult Other Supporting Supervisor ulum Staff Oklahoma 1 0 0 4 2 6 Oregon 1 O O O O 0 Pennsylvania 1 O O O 3 3 Puerto Rico 1 0 0 O 7 7 Rhode Island 1 O 0 O 0 0 South Carolina 1 O 0 O 2 2 South Dakota 1 0 0 0 O 0 Tennessee 1c 1 O l 3 5 Texas 2 O 3 3 7 13 Utah 1 O O O O 0 Vermont 1 l O O O 1 Virginia 1 O 0 O 4 4 Washington 1 l O 0 2 3 West Virginia 1c 1 O O 1 2b Visconsin 2 2 l l O 3 Wyoming 1 0 O O O 0 161613 62 17 10 24 64 113d aSource: U. S. Department of Health, Education, and Welfare, Office of Education, Bureau of Adult, Vocational, and Technical Education, "State Supervisory Personnel for Distributive Education," October, 1972. I)One staff member has two responsibilities: DECA and Curriculum. cThere are divisions of responsibility between the two Head State Supervisors . dThe total supporting staff column represents those individuals included on the U. S. Office of Education roster who are support staff for Head State Supervisors. Two of these individuals have more than one msPousibility, namely, DECA and Curriculum. The total supporting staff C°1tmn indicates the total number of individuals represented. ’i 39 TABLE 9 SUMMARY OF U. S. OFFICE OF EDUCATION ROSTER OF TEACHER EDUCATION PERSONNEL FOR DISTRIBUTIVE EDUCATIONa States Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana NEbraska New Jersey New Mexico NEW York North Carolina North Dakota Ohio Oklahoma Oregon PennSylvania Ode Island South Carolina South Dakota Tennessee Number of Institutions NDCDP‘H‘£~P*P‘OJP'hJU1N)£~P‘h‘h3h‘£~\lhik‘k3£‘hih‘UJ¢>P‘P‘F‘NDH*P‘NJI NJKJFINJ Number of Teacher Educators H MOHHQHHO‘HUUNO‘NHbHNmNHWMNbO‘HHNNwl-‘HWHNNHN .“v 40 TABLE 9 (Continued) SUMMARY OF U. 8. OFFICE OF EDUCATION ROSTER OF TEACHER EDUCATION PERSONNEL FOR DISTRIBUTIVE EDUCATIONa Number Of States Number Of Teacher Institutions Educators Texas 3 3 Utah 2 2 Vermont 1 1 Virginia 3 18 Washington 2 2 West Virginia 1 1 Wisconsin 3 4 Wyoming 1 2 Totals 97 150 a Source: U. S. Department of Health, Education, and Welfare, Office of Education, Bureau Of Adult, Vocational and Technical Education, Division of Vocational and Technical Education, Washington, D. C., October, 1972. .... Inl< ) 6.6.6.66..5... I...-II\ ..ue-I v... A O try-.6... «Jim .I.‘. 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Ybuth Organizations DECA, the national youth organization for Distributive Education, has grown rapidly since its beginning in 1947. Seventeen charter states and 800 students in 1947 formed a youth organization, the Distributive Education Clubs of America, commonly referred to today as DECA. DECA cites the development of turure leaders in occupations in<fistribution and marketing as its primary purpose for existence. DECA is the only national youth organization operating in and through the schools of the nation with the specific 'goal of attracting youth to careers in marketing, merchan- dising, and management. Not only has DECA developed fUture leaders in marketing and distribution, but it has assumed an instructional role. By being seen as a co-curricular activity, DECA becomes an integral part of the total Distributive Education program. Distributive Education Clubs of America, "Looking to the FUture," A Resource Paper on DECA designed to aid the planning and evaluation teams during their review and study of the DECA Head— quarters Operation, September 25-26, 1972, published by Distributive Education Clubs of America, Falls Church, Virginia 22046, p. 3. *v 44 DECA is the showcase for Distributive Education. It's a way of giving kids a chance to succeed, but it is not Distributive Education. What I am saying is you got to have DECA. As of March 1, 1973, there were 139,194 DECA members with 3,578 local chapters. (See Table 11). This includes membership in the five divisions of DECA--the high school, junior collegiate, collegiate, alumni, and professional divisions of DECA. This was an increase of 10,000 members over 1972. Therefore, by June 30, 1973, our records will show close to 140,000 members in 4,200 chapters from 52 chartered (state) associations. Professional Oggpnizations Through its various professional associations, Distributive Education has been provided with vehicles for the deve10pment of leadership. The American Vocational Association, the parent organi- zatfln1fOr the various Distributive Education professional organiza- tions, has long been a friend of the discipline. They have helped us through thick and thin. Were it not for the backing of the American Vocational 9 Association, Distributive Education would long be gone. ' The American Vocational Association was first organized into divisions and then by departments. Distributive Education, as an occupational specialty, is a division of the American Vocational Association. Therefore, it is represented by a Vice-President, who is elected for a three-year terms of Office. 17 Interview with T. Carl Brown, of Transcript 3, Volume II, Chapter VII. 18 CorreSpondence with Harry A. Applegate, March 1, 1973. 19 Interview with T. 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Mary Klaurens expressed her views of the aims of Collegiate DECA when she stated: I think the formation and development of DECA has been a significant factor in the develOpment of Distributive Education. Being a little bit prejudiced or biased, I don't know what you would say, but I think that the forma- tion of Collegiate DECA is a significant event, because this has proven to be one of the best tools that we have for the personal and professional development of the peo le who are going to be advisors and teacher-coordinators.1 The reason for any group to form is often mandated by the desire for interaction among individuals with similar likes and interests. It is often this people-centered need that establishes the purposes of the organization. DECA has stated that its purpose is: . to develOp respect for education which will contribute to occupational competence, and to promote understanding and appreciation for the responsibilities of citizenship in our free, competitive enterprise system.130 Harry Applegate spoke of the role of National DECA: Our first responsibility is to provide services to that State Association. That‘s the only reason we're organized. Through those services they, in turn, can bene- fit their local chapters, which, in turn, can benefit their 128Interview with John A. Beaumont, cf. Transcript 1. Volume 11: Chapter VII. 129Interview with Mary Klaurens, cf. Transcript 37. Volume 11: Chapter IX. 130"Distributive Education Clubs of America: What It Is; What It Does," Distributive Education Clubs of America, Falls Church, Virginia. 294 students. That's the pattern that we have to observe. Those are the guidelines we Observed when setting up anything at the national level going into our Studies in Marketing Program, which was piloted in the early '60's. I'm not sure yet that all states are involved in that program, but I think it's an avenue in which states can offer a local teacher a teaching device that stimulates interest. So I look upon our job here, in the way of service. DECA serves as an avenue of motivation, trying to provide reinforcement or recognition for the individ- ual involved in establishing or identifying a particular acti- vity of our office. Many of those interviewed expressed their own strong feelings about the purposes and objectives of DECA. DECA is seen by most as being an integral part of the Distributive Education program. Bernard Nye stated: We have taken the stand here in the state that DECA is co-curricular; yet at the present time we cannot make it mandatory as far as membership to the state or national organization. Our State Board of Education has not made our youth belonging to groups mandatory. In other words, in order to have School Foundation Funding, we must have a program. So we encourage youth groups at every possi- bility. Our news letter that goes out once a mongh encourages participation in DECA. We have DECA activities but then again it's strictly a local discretion. Last year out of 296 programs we had 26 that did not participate in DECA, so we still had a pretty good percentage.132 Edwin L. Nelson spoke of the role of DECA in the total Distributive Education program when he stated: . I think it depends on the attitudes of local personnel and the student membership themselves how they View DECA in relation to the program they are in. When I was in Alabama recently, I asked a group of teacher-coordinators how they viewed the role of DECA in the program. I gave them some Options. Is it extra-curricular? For a long time now, we have decided that it is not extra-curricular. Nevertheless, I wanted to give them that Option. Is it 131Interview with Harry Applegate, cf. Transcript 15, Volume 11, Chapter VIII. 1“Interview with Bernard Nye. Cf- Transcript 38: Volume 11’ Chapter IX. 29$ co—curricular? Is it something that goes along parallel with and is an integral part of the program? Or, is it a method of instruction? The method of instruction concept is an emerging thought. These are ways of looking at the relationship of DECA to the Distributive Education program. In the main, they agreed that DECA was an integral part of the program but were not ready to accept it as a method of instruction. I have alggys said that DECA supports the instructional program.1 According to Harry Applegate, Executive Secretary of DECA, DECA must be a co-curricular activity, utilized as a teaching tool; and it must supplement, not dominate, the goals and purposes of the instruc- tional program of which it is a part.134 To give DECA an even closer identity with Distributive Education programs, three broad goals were formed. Harry Applegate wrote of 135 these three goals as being: 1. To assist the State Associations in the growth and and develOpment of DECA. 2. To further develop the vocational competencies of those engaged in distribution. 3. To create an awareness of the responsibilities of citizenship of those engaged in distribution in a free, competitive society. DECA Insigpia and Creed. To distributive educators, the National insignia of DECA is most familiar. The pin is diamond-shaped and in the center is a wrapped package. The four points of the diamond symbolize: 133Interview with Edwin L. Nelson, Cf- Transcript 26’ Volume 11’ Chapter VIII. 134Interview with Harry Applegate, Cf. Transcript 15, Volume II, Chapter VIII. 135Harry Applegate, "DECA Prepared for New Challenges," American Vocational Journal (March, 1964), p. 22. During an interview with Ann Berry a most interesting conversation 296 Vocational understanding Civic consciousness Social intelligence Leadership development humid 136 transpired relating to the creation and design Of the DECA pin. Accord- ing to Mrs. Berry, the pin was originally designed to be given to the graduates of the adult education classes at Richmond Professional Institute, Richmond, Virginia. Mrs. Berry possesses the RPI pin from which the DECA pin was created. FURTADO I sure do recognize that pin. BERRY It looks like the DECA pin, right? FURTADO It isn't the DECA pin? BERRY The Retail Institute in Virginia. I did that. I designed the pin. The pin was our Retail Institute pin. FURTADO I recognized, as I told you, the shape of the DECA pin, but the inscription says "The Retail Institute." When did you design this? BERRY 1941, just before the war. This was to be given when they got so many Classes. These were for the adult classes. FURTADO . Why did you select that particular design? BERRY We wanted a diamond for no particular reason except that diamonds are special. It had the significance of strength and sturdiness and the value of a diamond VII. 1361nterview with Ann Berry. cf. Transcript 2, Volume II, Chapter 297 BERRY (continued) and so we wanted a diamond pin. Then we wanted some- thing that would indicate retailing. That's what's the matter with the DECA pin. This was a retail institute and the DECA pin actually doesn't signify Distributive Education. It signifies retailing. Even then, when DECA was founded, we were still primarily thinking of stores; we were still calling ourselves retail training. This was after the war. DECA was founded in 1946. In Virginia, we had our clubs before DECA was established. We had what is now called district conferences all during the war in the Tidewater area and in the Richmond area. Then out around Roanoke, we had one-day conventions. In fact, one convention we had in Norfolk, had the per- sonnel director from one of the large companies in Washington. This was in 1944. But you see, we were ! still calling them Retail Training Conventions or Store ( Service Conventions, just something for a name. The official name "Distributive Education" as such was in existence but we weren't using it. It didn't seem right. You know, the DECA pin talks about the package for a job well done and so on. Well, it's of retail signifi- cance, not distribution. As far as this design is con- cerned, it was for retailing, being done primarily for store people. These classes were store classes. We decided that a package was the best, you know, a torch could be anything. I remember, we considered having a little torch for the front as meaning light and so on, but lots of people had torches and we wanted something that would signify retailing, definitely, and a package signified that. The little rays, the light lines that go out were supposed to represent the fact that retailing went out all over. Neither Louise nor I were very good at designing. I remember the Balfour man when we tried to get across to him what we wanted. PeOple never look at it. People don't know that it isn't a DECA pin. We had it in Virginia. We had it in Richmond and Norfolk; it was a Virginia design. Most distributive educators are probably cognizant Of the DECA Creed. Brice Cecil, when recalling his early involvement in the field, recalled the development of the DECA Creed: 298 One of the things I remember doing in 1944 was holding a conference for what we called the Distributive Education Clubs of Texas at the time. As a matter of fact, it was about that time that I remember sitting down to an Underwood type- writer and hunting and pecking, with all sorts Of creeds and reference material in front of me. I worked up on that old Underwood typewriter the Distributive Education Clubs of America (DECA) Creed which by and large is still the same Creed we use today. I know we used this at our first meeting of the Distributive Education Clubs in Dallas. It was on the back of the program. It was almost word for word as is being used today except that some editors have gotten hold of it and improved it by shortening it just a little bit and dropping off some of the more flowery phrases. I don't think they added anything. They did delete a few things. I've always had a warm spot in my heart for that Creed because I wrote the first version of it.13 In keeping with the growth and development of Distributive Education programs and the new focuses on curriculum patterns, DECA has develOped new competitive events. The development of the Merit Award Program is perhaps the best example that if a youth organization is to be a meaningful component of an instructional program the youth club must complement the instructional program and provide additional learning Options. Harry Applegate spoke of the Merit Award Program: The Merit Award Program was not designed as a contest and I'm sorry to see it promoted that way. What we're trying to do is develOp a plan. Right now in our competitive events we can recognize less than one-tenth of one per cent of our total membership in any way at the national level. Now states can multiply this greatly and DECA Chapters can multiply it even much more if they will. Through this Merit Award Program a Distribu- tive Education student can study any career area of his interest and still gain national recognition if he com- pletes his task satisfactorily in the judgement of the teacher. If they conduct an interview with a businessman to find out why he went into business, if they draft any kind of a lesson assignment on any aspect of marketing, he can be rewarded at the local level with the Bronze Merit Award. He can be rewarded at the state level with a Silver 137Interview with Brice Cecil. Cf- Transcript 4: Volume 11' Chapter VII. 299 Merit Award. We're trying to give more recognition to more pe0p1e and again provide a tool for the teacher to encourage learning.138 Professional affiliations are Often a means for implementing the content of a discipline, for developing a trained cadre of personnel for the discipline, and for developing a philosophy and framework for the educational field. Distributive Education's professional applica- tions have integrated the profession, guided its actions, and even forced many decisions which controlled the direction of the profession. 138Interview with Harry Applegate, cf. Transcript 15, Volume II. Chapter VIII. CHAPTER VI SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS The summation which follows provides a brief overview of the total system used in the development of this study. The researcher desired that "the study, in fact, be a historical account [of distributive education] as related by the leaders in our profession."1 (See Appendix A ) Distributive Education is comprised of programs of occupational instruction in the field of distribution and marketing. These programs are designed to prepare individuals to enter, or progress or improve competencies in, distributive occupations. Emphasis is on the development of attitudes, skills and understanding related to marketing, merchandising, and management. Instruc- tion is offered at the secondary, post secondary, and adult education levels and is structured to meet the requirements for gainful employment and entrepreneurship at specified occupational levels. Distributive occupations are fOund in such areas of economic activity as retail and wholesale trade, finance, in- surance, real estate, services and service trades, manufacturing, tran5portation, utilities, and communications. To speak more precisely in terms of policies, Distributive Educa- tion has been legally defined as: ...an occupation that is fOllowed by proprietors, managers, or employees engaged primarily in marketing or merchandising of goods or services. These occupations are commonly found in var- ious business establishments, such as retailing, wholesaling, manufacturing, storing, transporting, financing, and risk bearing.2 1U. S. Office of Education, Vocational Education and Occupations, (Washington, D.C.: U. S. Department of Health, Education and Welfare, 1969, page 19 2U. S. Department of Health, Education and Welfare, Office of Edu- cation, Administration of Vocational Education: Federal_Allotments to States, Rules and Regulations, Part 104, reprinted from Federal Register, August 28, 1964, p 12353. 300 301 Over the years, the distributive educators, through various organi- zations such as the Distributive Education Division of the American Voca- tional Association and through statements of professional groups such as the Council for Distributive Teacher Educators (CDTE), the National Association of State Supervisors of Distributive Education (NASSDE), the National Association of Distributive Education Teachers (NADET), the National Association of Distributive Education Local Supervisors (NADELS) have taken the position that Distributive Education is not only an instructional program with additional responsibility to our society but also there is the weight of social and economic responsibilities in a democracy. These responsibilities are shown in a concise statement of the goals of Distributive Education: 1. To Offer instruction in marketing and distribution. 2. To aid in improving the techniques of distribution. 3. To develop an understanding of the side range of social and economic responsibilities which accompany the right to engage in distribution in a free, competitive society. 3 Distributive Education has been recognized as a formal educational program since the passage of the first piece of legislation identifying it in the 1936 George-Deen Act. There is evidence that there was, early in the 1900's and until 1936, educational offerings which, in effect, were used to prepare people for distributive occupations. These were generally scattered and few in nature in American high schools and bore such titles as salesmanship and retailing. National leaders in Distri- butive Education recognize that the date of 1936 is indeed the date which 3U. S. Department of Health, Education and Welfare, Office of Education, A Study of Curriculpm Deve10pment in the High School Coopera- tive Program (Washington: U. S. Government Printing Office, 1960), p.20. 302 one can visibly identify as the beginning of a program which had legal definition through federal law and which also then was legally recog- nized or identified as a program of education through the state plans prepared by, and approved by, the state boards for vocational education. Rationale for the Approach Used for This Study_ There has been no comprehensive historical study of the field of Distributive Education, although there are a number of references to it and some histories of various elements of it. The history of Distribu- tive Education, as would be true of the history of any educational field, could be done using one of many frames of reference. For example, a study could be made which is primarily composed of normative and quanti- fiable data such as numbers of programs, numbers Of students trained, and course titles. This, in a sense, measures outcomes and shows the histor- ical enlargement of a field. The second frame of reference would be to trace the development of a field through certain fairly clear-cut milestones in which major changes in direction can be identified. Examples would be the identification of the discipline of distribution as the basis of Distributive Education during the 1960's or the intro- duction of the project method through visible publications and con- ferences occurring primarily during 1966-1967. A third way to look at the history of the field can be through chronological description of the stages of development Of the various functional activities within the educational field. Such funCtions might be a tracing of the shifts of curriculum patterns and a description of each at various times at the secondary, post-secondary, and adult levels. 303 Another functional description that could be traced historically would be that of the development of teacher education. The latter was done in a major paper by Warren G. Meyer in a chapter of the report of the National Seminar in Distributive Education, sponsored by Michigan State University and Arizona State University.4 It would also be possible to study the history of Distributive Education in a frame of reference which would be restricted primarily to its relationship, interaction, or interface with social and economic states and changes. Each of these frames of reference, even fOr a field as small as Distributive Education originally would comprise the content, scope, and work of a major study in itself. Each would be a valuable part of gaining a complete picture of Distributive Education from its beginning to its present. Rather, another frame of reference was chosen for this historical study. The frame of reference which is that of personal recollections of people who lived through the time as leaders, was chosen after con- versation with a number of the leaders in the field. These individuals, in infOrmal conversations, were emphatic that Distributive Education, even though it has cognitive, psychomotor, and affective content, sees that content applied through the efforts of people in a people- oriented or people-related situation. In net effect, these leaders were 4Warren G. Meyer, "Distributive Teacher Education: Its Role in Program Development," Readings in Distributive Education: The Project Plan of Instruction and Related Teacher Education. Contract No. 0E6- 3-7-070489-3128, Project Report No. 5, East Lansing: Research and Devel- opment Program in Vocational-Technical Education, Michigan State Univer- sity, 1968. (Ed. Peter G. Haines, Kenneth L. Rowe, and Edward T. Fergu- son, Jr.) 304 saying, if Distributive Education is an applied people field, then perhaps the best description of its development is through the eyes of people. The leaders also were remindful, as one of them (Haines) pointed out,5 that even as late as 15 years ago, one could put all teacher-educators and state supervisors inva fairly small conference room and they would still feel "comfortable." The point made and substantiated by others was that much of the development of Distributive Education in terms of its basic policies, procedures, and theoretical base came about through personal and close interaction of a small group of people. It was therefOre hypothesized that these same people could contribute markedly to an understanding of the development of Distributive Education by reliving those informal situations. Some leaders with whom the researcher talked also were of the opinion that, while historical studies done on the frames of reference indicated earlier would be valuable, that perhaps Distributive Educators themselves would be enthusiastic about a history that was alive through people's recollections. In other words, they felt that perhaps the idea of saying "I was there" and "this is how it was" would be an appealing and understandable way of relating history to those joining the field. These leaders cautioned, of course, that such recollections and memories are Often, in a sense, prejudiced or biased by the individuals' ability to remember or even by the fact that not everyone hears what is being said or even interprets within the same context. However, it was also pointed out that these historical recollections, to some degree, could 5Peter G. Haines, in a conversation related to the historical account, January 18, 1973. 305 be cross-checked as each person talked about his experiences and could be further validated, in certain circumstances, by items which are a matter of record through policy statements, minutes of meetings, confer- ence procedures, and various correspondence between individuals. This is what this study is all about. History is the business of trying to grasp this meaning; and when the historian is able to articulate it fOr adaptation in the present, he may Offer something of great value. The historian's task is a different one, one that requires him to delve into annuls (both primary and secondary) to obtain conclu- sive evidence pertinent to the history. History may not, as some claim, repeat itself; but there may be a disturbing redundancy in it. Most of us look to history fOr illumination of present experience, some sense of direction, or guidance toward relevant decision making. And this is what the serious historian knows he must deliver-~not precedents, but an understanding of what it takes for something to become a precedent for today's thinking. This is what this recorded history of Distributive Education does. It provides a comprehensive account which can provide to those who follow the illumination, direction, and guidance necessary to the further development of a quality program of Distributive Education. It can help individuals who follow determine whether significant understandings derived from the past are applicable to solutions of tomorrow's problems through their relevance and meaning in a similar context. Procedures For The Study This study encompassed three procedural phases in its design and development. These procedural phases were: 306 1. Planning the study 2. Collecting the data 3. Processing the data Because this thesis will illuminate certain high points in the development of Distributive Education since the George-Deen Act, it was first of all necessary to define the parameters. Leading contemporary distributive educators were asked to contribute their first-hand accounts of significant events and activities which have given Distributive Edu- cation its roots. It is from these accounts that an interpretive history of Distributive Education is written. Due to the lack of any comprehen- sive historical research in Distributive Education, there was need to read extensively the literature in the field to become implanted in the given period of historical development. In order to express the issues related by a Distributive Education leader, there was need to read extensively that individual's publications and the publications of the era to get a flavor of the times, people and places. By employing an historical research method of systematic inquiry, this study sought data from personal observations, interviews, documents, and records. The main source of data was interviewing Distributive Edu- cators. These first-hand reports by Distributive Educators became the primary sources of data. Because the subject of the history of Distributive Education fOr this study is that of personal recollections of leaders, it was necessary to determine who the leaders are. An attempt was made to probe selected Distributive Educators attending and participating in the Gregg National Distributive Education Methods Conference at Michigan State University in the Summer of 1971. Following this, the writer contacted individuals 307 based on infOrmation obtained from a survey conducted by Dr. Peter G. Haines in 1968. This survey asked distributive educators to identify those individuals who they thought "were the pioneers in Distributive Education."6 Thirty-five questionnaires were returned. On June 2, 1971, a letter was sent to all teacher educators and all state supervisors whose names appear on the U. S. Office Of Education Distributive Education roster requesting their advice and counsel (see Appendix A). These individuals were requested to provide the following infOrmation: 1. Who are the leaders in Distributive Education that I should contact? 2. Do you have any suggestions on materials I should read and investigate? A total of 60 re5ponses were received. These responses came from 31 teacher educators and 24 state supervisors representing a total of 25 states. The responses to these two surveys fOrmed the nucleus of primary data for the study. Two additional primary contributors in the collection of data emerged during the probing of primary sources (Ann Berry and Louis Spilman). Procedures for Interviewipg, Based upon the responses obtained from the Haines survey7 and the June 2, 1971 letter of inquiry (see Appendix A), arrangements were made to personally interview the indivi- duals listed in Table 1 (see Chapter I p 14). 6Peter G. Haines, "Survey for Council for Distributive Teacher Education (CDTE) Newsletter," 1968. 7Ibld. 308 For numerous reasons, it was not possible to personally interview all those identified. A set Of open-ended questions (see Appendix B) and a cassette tape were mailed to the Distributive Education leaders shown in Table 2 (see Chapter I, p 17) A total of 38 individuals were interviewed, 24 through personal interviews and 14 by mail. The cassette tapes from all of these interviews yielded approximately 4,825 pages of transcript generated from 89 hours of interviews. The site for conducting many of the personal interviews was the Gregg National Distributive Education Methods Conference held at Michigan State University in the Summer of 1971. Additional personal interviews were conducted via air travel and a two-week automobile trip through the eastern and south-eastern portions of the United States. Approximately 9,000 miles were logged by means of the above air and automobile travel. Procedures fOr Insuripngbjectivity. It was clearly recognized at the outset that a basic limitation of this study was the possibility for bias or undue subjectivity being related. Each interview was taped, transcribed, and examined for its authenticity and validity. Basically, the same set of open-ended questions (see Appendix B) were used fOr each interview. This provided a framework for checking the accuracy of statements. Names and dates were carefully checked with printed literature. In addition to developing general open-ended questions, more selec— tive questions were written for each personal interview to explore in greater depth the leader's area of involvement and expertise. 309 Processing the Data This historical account as lived by, talked about, recorded, and presented in this study can be expected to provide the readers of this study with an understanding of the fundamental issues, problems, and challenges at various periods of time within a field of education known as Distributive Education. However, it was important to synthesize the information available through documented literature and the previously presented personal accounts into a meaningful description of the history of Distributive Education as it relates to three functional areas of any educational program: the strategy, the structure, and the system. The strategy, structure, and the system approach relates to a process of program development. This systems approach was operational for this study because it provided a three dimensional matrix that would describe and analyze the development of Distributive Education from its 1936 origin until 1972. The strategy, structure, and system represent three parts of a total system working independently and working together to achieve a set of desired educational results or outcomes. Strategy. Strategy (inputs) affects the historical development of Distributive Education. These inputs represent social, economic, legis- lative, and educational causes for Distributive Education's development. "The strategy emerges from consideration of a series of inputs which represent the needs, expressed or implied, of the groups to whom the educational program will relate."8 8Ralph Mason and Peter G. Haines, Cooperative Occopational Educa- tion and mark Experiences in the Curriculum (0anv111e: The lnterState Printers and Publishers, Inc., 1972) pp. xv-xviii. 310 Structure. The structure which emerges for the program affects the historical development of Distributive Education. The structural framework includes curriculum, program development, equipment, ancillary and supporting services, and program development represents the framework which emerges for the program within a given institution. System. "The system in detail emerges when the basic decisions of Strategy and Structure have been made and finally when the program gets underway."9 System is a dynamic and flexible force which makes the assumption that strategy and structure are already operational. These interpretations to a large degree governed the content included in that part. The parts have been sectioned in order to focus upon one or another aspect of Distributive Education during the period. It is the View of this writer that the process Of education is an integral and interrelated part of the total matrix of any period of time. To treat Distributive Education in isolation, divorced from the other processes and forces that mold an era. is, of course, misleading. CONCLUSIONS This study has been concerned with the development of Distributive Education, its present status, and significant trends that manifested themselves to the point of shaping Distributive Education programs. Distributive Education has emerged in a new frontier as has all of Amer- ican education. There have been staggering challenges on the educational field brought about by contemporary demands. "The Pioneers", "Early Implementers" and "Contemporary Leaders" have all participated to some 9Ibid. 311 degree in the testing of promising new ideas and practices which have brought about fundamental improvement in Distributive Education programs. In a very large and comprehensive study, such as this, the findings and even the conclusions are inherant in each of the chapters, However, those which seem most significant can be isolated into several categories. Overall Conclusions. l. Distributive Education is now recognized as a full partner in the educational system with a set of goals which match those of education in general and vocational education in particular. Distributive Education has develOped over the past 36 years into a full blown program complete with a supportive system of people, curriculum structure and instructional systems. In short it now has the manpower, materials, and media to carry out this task. Distributive Education can be demonstrated to be a dynamic field which has reacted to forces in society and develOped a programa- tic approach which has evolved from early fragmented efforts which could be Characterized as "Johnny-on-the-spot." Distributive Education has evolved from an early approach of retailing and sales training into a total program embracing the total discipline of marketing as it is known and practiced in this modern technological society. Distributive Education began as a response to an emerging market- ing sector in an economy that was characterized basically as agricultural and industrial. It began as a set or series of early and isolated activities that had no pragmatic approach until federal legislation established it's identity in 1936. 312 Conclusions Regarding Strategy. l. The goals of Distributive Education have been definitely reactive to economic forces as witnessed by the conditions during World War II. Distributive Education has been vitally effected by educational forces such as the reactions to the launching of sputnik. While Distributive Education has attempted to meet the needs of social forces such as Civil Rights Legislation, it has not yet reacted to some contemporary forces such as providing programs for "special needs" groups in our society. The goals of Distributive Education were early develOped legis- latively by forces in the economy and the groups in the marketing sector but have more recently been develOped primarily by educa- tional leaders. The goals at the beginning of Distributive Education were very definitive in the sense of being restricted to the field of re- tailing and to a given methodology. For a period of time in the late '50's and early '60's, the goals became somewhat fuzzy and confused. In the last decade the goals have been quite defini- tive and well known. Conclusions Regarding Structure. 1. There has been a very definite shift in the curriculum from the COOperative plan to in-school plans particularly those using the project laboratory approach. Distributive Education has shown itself particularly in the recent decade to be committed to serving a widening range of occupations in the total field of marketing, particularly that categorized by the taxonomy. 313 There has been a very recent emphasis on mid-management and specialized professional marketing education concentrated in the post secondary institutions including technical institutes and junior-community Colleges. There is evidence that there is a lessening of reactiveness to specialized industry demands for training which was characterized by the early years. The curriculum structure of Distributive Education in early years was recognized, if at all by school authorities, as a methodology, mainly COOp, and has emerged into a full blown recognition as education for a major content discipline. A lack of national leadership has developed in the last decade as the impact of the U. S. Office of Education has diminished greatly and the leadership focus has shifted from national to professional organizations and substantial state staffs. Conclusions Regarding_System. l. Distributive Education has always been characterized by a commitment to research and development as a major input. The early input was that of local teachers and leadership groups such as state supervisors develOping instructional materials and vocational guideline booklets. This has shifted considerably as witnessed in the recent decade in which considerable sums of money have been put into major research and develOpment activities with a central focus and having national Visibility. Distributive Education has moved from a system of related instructions for COOperative trainees based on the notion that they learn content on the job and discussed their experiences 314 in class to a major system of instruction. This emerging system of instruction is characterized by concentration on a series of steps such as identification of career goals and tasks Of indivi- duals along with competency identification to the develOpment of instructional strategies and the viewing of the teacher as an instructional manager. From early fragmented efforts in which state staff attempted program deve10pment on a specific targeting in certain local communities has emerged large scale program develOpment in- cluding states now Operating on a management by Objective basis. Professional organizations in the field have emerged into a state of prominence and leadership and Clearly relate to the various clienteles within the total field - i.e. state supervisors, local supervisors, teachers, and teacher educators. The youth organization, DECA, has emerged from a small scale activity into a significant youth organization and is now considered an integral part of the instructional system. Conclusions Regarding Leadership: 1. For the period of 1936-1972, the leaders can be categorized by the era in which they operate. It is quite apparent that they were different types of people born of and Operating in differ- ent circumstances. It can be concluded from looking at these groups that differences exist between the various groups. There is an emerging body of leadership that while not being Visible nationally they perform many of the same tasks which some decades ago would have earned them substantial visibility. 315 It is unlikely that in the future that there will be any one body of visible leaders and that leadership will Operate at all levels. Early Distributive Educators were recruited from the ranks of those who were competent in marketing and parti- cularly retailing. There has emerged a trained body of personnel who are competent in the field of marketing, have necessary occupational experience, and more importantly have the professional sophistication of understanding the total program of Distributive Education plus the supporting theory. The recent decade has evidenced the installation of a consider- able number of advanced professional degree programs so that there is now beginning a flow of those with not only the masters degree but with advanced degrees such as the Ed.S. and the Ph.D. with a specialization in Distributive Education. There has never been a close relationship between Distribu- tive Education and the marketing professionals particularly those Characterized as being the marketing faculty in major colleges of business and the membership of the American Marketing Association. Looking at the early history and reflecting on the present, there is question as to whether Distributive Education has gotten too far away from a hand-in-hand relationship to the business sector which it once had. 316 It seems that all American Education has been seeking answers to three fundamental issues: 1) quantity of education 2) equality of education and 3) quality of education. Distributive Education has not aescaped the search for answers to these questions. In fact, Distributive Education has responded well to each issue but not without some confusion, perplexity, and struggle. The chance fOr an opportunity to prepare oneself for an occupation in the fields of marketing and distribution is now available in some sort, in every state. Issues related to equality of Distributive Education programs and the opportunity for an individual member of Distributive Education programs remain still unresolved. And it is to these questions that Distributive Education now appears to turn. RECOMMENDATIONS It was recognized that this study was limited to historical accounts, primarily dependent upon individual recollections expressed by contem- porary Distributive Education leaders during the period from 1936-1962. Memory does not always serve well. The focus of this historical narrative could have been directed toward an individual, a group, an idea, a movement, or an institution. However, no one of these elements in historical observation can be considered in isolation because they are interrelated. The parameter was on individuals and their contributions to Distributive Education. TherefOre, the researcher believes that some of the fundamental questions raised in this study remain unanswered and need to be once more examined. Further research ought to be undertaken to investigate the authenticity 317 and validity of the "recollections" of the leadership, further research with major emphasis on "times" and "places" should be investigated. It is further recommended that a study be done of each component of Distributive Education - curriculum, teacher education, professional organization - with particular reference to a chronological sequence of events. History is lost unless recorded. A central repository of Distribu- tive Education archives is needed to house the history now being made. This central repository should be established with adequate support for input and a retrieval system established so all interested parties can learn about the past.