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The Development of Photography and Photography in the High Schools of Oklahoma

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The Development of Photography and Photography in the High Schools of Oklahoma THE DEVELOPMENT OF PHOTOGRAPHY AND PHOTOGRAPHY IN THE HIGH SCHOOLS OF OKLAHOMA by JOHN EDMUND WATKINS I\ Bachelor of Science Oklahoma Agricultural and Mechanical College 1949 Submitted to the Faculty of the Graduate School of the Oklahoma Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE May, 1955 THE DEVELOPMENT OF PHOTOGRAPHY AND PHOTOGRAPHY IN THE HIGH SCHOOLS OF OKLAHOMA JOHN EDMUND WATKINS MASTER OF SCIENCE THESIS APPROVED: Associate Professor and Acting Head, School of Industrial Arts Education and Engineering Shopwork Associate Professor, School of Industrial Arts Education and Engineering Shopwork ~ 77zJ~ Dean of the Graduate School ii ACKNOWLEDGMENT I wish to express my appreciation and gratitude to the following people who have made this survey possible. First, to :m:r,· adv:1:ser:,; Cary L. Hill, Acting Head, School of Industrial Arts Education and Engineering Shopwork, Oklahoma Agricultural and Mechanical College, for his aid and advice. Second, to my wife, Dorothy, for the many hours spent in seeing the survey to completion. I also wish to express appreciation to my friends, the faculty members, principals, and teachers who contributed to the completion of this survey. Special appreciation is expressed to my mother, Ollie L. Watkins, whose encouragement and efforts made possible my graduate study. John Edmund Watkins May 1955 iii TABLE OF CONTENTS Chapter I. INTRODUCTION TO THE SURVEY ••• o • 0 8 II O O • 1 Origin of the Study • • • • • • • • • • 2 Use of This Study •••••••••• 4 How the Data Was Obtained ••••••••• 4 Definitions of Significant Terms. D e O e 5 Available Literature •••• . 9 Possible Use of the Results of This Investigation ••••••••• . 9 How the Data Are Reported. • ••• • • 0 10 II. A BRIEF HISTORY OF PHOTOGRAPHY ••• . G 8 • 0 0 G • • 0 11 A. Events Leading to the Establishing of Photography. .. 11 1. Early History •• ooeooo•ooo•eeo 11 Events Leading to the Discovery of the Camera Obscura. • • • • • • • 12 The Camera Obscura. • • • • • • • 12 The First Use of the Lens. • • • • • • • • 13 The Camera Obscura in the Sevent·eenth and Eighteenth Centuries. • • • • • • • • • 13 2. Photochemistry. 0 0 0 o • 0 0 0 0 0 0 0 0 0 15 Photochemistry Before Schulze •• . 0 0 • 0 16 Johann Heinrich Schulze ••••• O O O 0 0 0 0 0 16 Scheele •••••••• 01100•0 eoo•eoo 17 Wedgwood and Davy ••• . 0 0 0 0 0 17 3. Heilography and Daguerreotype . • • • 0 19 Niepce •• • a o C o • a • o e O O O O O 0 19 Daguerre ••• . 0 e O O e 0 a • o o • • o 20 Developments Following Daguerreotypes. e ·o o 23 Herschel. • • • • • • • • • • • • • • • • • • • • 23 Commercialization of Daguerreotypes. • • • • • • 23 Talbot O O • a Cl O O a D G • a O O O O O • • 0 • 0 2.3 iv Chapter Petzval's Portrait Lens. 0 • • • • • 0 • 24 Bayard. • • • • • • 0000•0 0 0 • • 25 Niepceotypes ••• . 26 5. The Wet Collodion Plate. 27 Le Gray • 27 Archer •• o••••••••••• •••• 27 6. Dry Plates •• 28 Maddox. • • • • • • . 29 The First Dry Plate 29 Azaline Plates. • • • • • 29 Eastman Emulsion Coating Machine •• 29 7. Photographic Paper ••• 30 Silver Bromide Paper ••••••••••• . 30 Silver Chloride Paper ••••.•••• . 30 B. American Contributions to Photography. 31 1. The Daguerreotype Period (1839-1840) •• 31 Morse's Visit to Paris ••••• . 31 First American Daguerreotype •• • • • 0 • • • 32 Other Contributions of Morse •• 32 John W. Draper. • • . • • • • • • • • 33 The First Daguerreotype Portrait. • • ••• 34 Matthew B. Brady, Photographic Historian ••••• 34 Attempts to Stop Motion •••• 36 3. George Eastman's Contributions. 37 George Eastman. • • • • • • • • • • • • • • • 37 Eastman's First Laboratory. • • • • • • • • 38 Eastman Dry Plate Company. • • • • • • 39 The First Flexible Film. • • • • • • • • • • 39 The First Kodak • • • • • • • • • • • • • • • 40 Transparent Film. • • • • • • • • • • • • • 40 A Camera for $7.00. • • • • • • • • 41 Thomas A. Edison. • • • • • • • • • • 41 Important Events in Photography Since 1890. • 42 III. PHOTOGRAPHY AND THE OBJECTIVES OF INDUSTRIAL ARTS. 48 A. History of Industrial Arts ........ .. ~ . 48 V Chapter Primitive Education. , • , , 48 Barbaric Education, • , • , 49 Religion in Early Education 49 Apprenticeship in Crafts. • • • 50 Reforms in Education •••••• , ••••• 50 Early American Schools •• , ••• , •••• 51 Manual Training. • ••••••• , •••• 51 Manual Arts • • • • • • • • • • • • • 52 Industrial Arts • • • •••••• , ••••• 53 B. Objectives of Industrial Arts •• 53 Purposes of General Education. 54 Objectives of Industrial Arts • 54 c. Photography and the Industrial Arts Objectives, O O 0 57 Objectives of Photography. • • • • • • • • • • • 57 Objectives for a Photography Class. • • • 58 Photography and the Objectives of Industrial Arts in Oklahoma • • • • • • • • • • • • 63 IV. REPORT OF THE SURVEY. 68 A. Sources of Data. • • • • • 0 • • 68 First Attempt to Locate the Schools Offering Photography. • • • • • • • 68 State Department of Education Data, 69 Additional Information Located •••• 71 The Questionnaire. • • • • • • • • • ••• 71 The Decision to Visit Each School ••• , • , •• 73 Distribution of the Questionnaire. • •••• 73 Visitations o • • • • •••• o ••••••• 73 Validity of Data. • • • • ••• 76 B. Survey Data •••• 000000000•••• 76 Reporting the Data. • • 77 Number of Schools Teaching Photography •• . 77 The Teachers. .. 79 The Function of Photography in the School •••• 82 Unfavorable Comments on the Photography Programs in the Oklahoma Schools. 83 Industrial Arts • • • • • . 84 Science •••••• . 84 Journalism ••••• 0 0 0 0 . 85 Visual Education •• 0 0 Ill 0 . 85 vi Chapter Vocational Education. • • • • • • • • • 86 Hobby or Interest • • • • • 86 Types of School Work Done by the Photography Class. • • • • • • . 88 The Space Problem • • • • • • • 0 • 90 Needed Space. • • . 92 Ventilation • • • • • 0 0 0 0 . 92 Electrical Facilities. • • • • • • • • 93 Water and Sewers ••• . 94 School-owned Equipment. • • . • 0 . 94 Cameras • • • ••• . • • 0 • • 95 Contact Printers. • • 0 • 96 Enlargers • • • • • • • 0 • . 99 Developing Equipment. • • 101 Washing Equipment ••• . • • . 102 Dryers ••• . 102 Miscellaneous Equipment •••••• . 103 Fees. • •• . 104 Teaching Procedures. 105 Types of Photography Taught ••• • • • 0 107 Schools That Have Discontinued Photography •• • • 108 v. CONCLUSIONS AND REDOMMENDATIONS . • . 110 Summary of the Survey. • . • • • . • 110 Conclusions . • . • 112 Recommendations . • . 0 . 114 APPENDICES. 0 121 A. A Selected Bibliography. • 0 . • • . • • • • • . 122 B. Letter of Inquiry. 0 0 0 • . • • 125 c. Questionnaire. • . • 126 vii LIST OF TABLES I. RESULTS OF THE FIRST ATTEMPT TO LOCATE OKLAHOMA HIGH SCHOOLS OFFERING PHOTOGRAPHY ••••••••• (I O O • 70 II. OKLAHOMA HIGH SCHOOLS THAT RECEIVED QUESTIONNAIRES •• . 72 III. CORRECTED DATA OBTAINED DURING VISITS TO SCHOOLS. • • 75 IV. THE GROWTH OF PHOTOGRAPHY AS A PROFESSION ••••• 79 v. TYPE OF PHOTOGRAPHIC EXPERIENCE AND OTHER DUTIES PERFORMED BY TEACHERS •••••••••••• . 81 VI. PHOTOGRAPHY CLASS LOCATION AND NUMBER OF CAMERA CLUBS • 88 VII. TYPES OF PHOTOGRAPHIC SCHOOL WORK AND NUMBER OF SCHOOLS INVOLVED • • • • • • • • • • • • • • • 89 VIII. DISTRIBUTION OF SCHOOL-OWNED CAMERAS AND THE NUMBER OF STUDENTS USING THE CAMERAS ••• 0 • • 97 IX. DISTRIBUTION OF CONTACT PRINTERS •••• O.OQOOOO• 98 X. DISTRIBUTION OF ENLARGERS •••• 0 0 0 0 . 100 XI. FEES CHARGED PHOTOGRAPHY STUDENTS FOR MATERIALS USED IN ASSIGNMENTS •••••••••••• . 106 XII. SCHOOLS THAT HAVE DISCONTINUED PHOTOGRAPHY ••••• 0 0 0 0 108 LIST OF FIGURES Figure 1. SUGGESTED PLAN FOR DARKROOM LAYOUT. • • • • • • • • • 117 2. SUGGESTED CONSTRUCTION PLAN FOR PRINTING ROOM CABINET ••• 119 viii CHAPTER I INTRODUCTION TO THE SURVEY One hundred and fifteen years ago the world was given a new process for pictorial reproduction. The process was known as "heliography" and rightly belongs to t he field of lithography. (3, page 193) This was the discovery t hat was to lead to the founding of photography. Today, photog­ raphy is an art, a science, and a profession upon which many thousands of Americans depend for their livelihood. The use of photography is un­ limited. New discoveries are increasing the uses daily. The education world was quick to see the potential of photography as an aid to instruc­ tion. Today, there are few schools in America that do not use filmstrips or motion pictures to supplement the educational program. Textbooks are more valuable as the illustration possibilities are unlimited through the use of photography. The 1950 census showed t hat 52,489 persons were en­ gaged as professional photographers. This figure does not include the thousands of persons employed in the manufacture and distribution of photographic materials. The people engaged in photography are educated in the public schools. The schools make use of photography in many ways. Therefore, photography courses should be utilized as a means of general education in the schools. The industrial arts program acquaints the students with industrial pro­ cesses, affords an opportunity to develop skills, and furnishes a source of practical application of academic knowledge. The graphic arts, as a 2 division of industrial arts, can find an ally in photography. Mechanical drawing, printing, and photography could be combined to form the graphic arts division. In this capacity, photography would not be limited to a few but could serve all students as well as t he school. The photography class also could be used to provide a wider experience in the fields of science, journalism, and art. An activity
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