Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1991 A History of Educational Radio in Chicago with Emphasis on WBEZ-FM, 1920-1960 Jerry J. Field Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Field, Jerry J., "A History of Educational Radio in Chicago with Emphasis on WBEZ-FM, 1920-1960" (1991). Dissertations. 2273. https://ecommons.luc.edu/luc_diss/2273 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1991 Jerry J. Field A History of Educational Radio In Chicago With Emphasis on WBEZ-FM: 1920-1960 by Jerry J. Field A Dissertation Proposal Submitted to the Faculty of the School of Education of Loyola Uni_versity of_ Chicago in Partial Fulfillment of the Requirements for the Degree of Doctor of Education (Ed.D.) MAY 1991 Jerry J. Field Loyola University of Chicago A HISTORY OF EDUCATIONAL RADIO IN CHICAGO WITH EMPHASIS ON WBEZ-FM: 1920-1960 The Chicago Board of Education was considered one of the pioneers in the use of educational radio in the nation. How radio programs were used by the Chicago Board of Education during the period of 1920 through 1960 is the focus of the dissertation. The Board's use of radio programs as a supplement to the existing lessons was unique to the teaching curriculum. From 1937 through 1945, five Chicago radio stations were broadcasting educational programs. By 1945, the Board's own station, WBEZ, was the only Chipago radio station to regularly schedule educational programs. ' The factors that influenced the Board to apply to the Federal Communications Commission for its own full time radio . 1 stat1on ~..l-8"' documented. The Board was 1nf uenced by the popularity of radio, the depth and scope of the subjects that were available via radio and the excitement radio might bring to the classroom. The broadcast day ran concurrent with the school day, and a published scheduled could be adhered to. The programming for various grade levels, from elementary though high school and adult education, was scheduled. Examples of the types and formats of programs is discussed. The pedagogy, collateral materials, and specific grades to which radio shows were directed are placed in chronological sequence. The methods of evaluation used to determine the effectiveness of radio in the classroom is discussed. The methodology used to document this history of educational radio in Chicago was to recreate the history from available sources: text books, libraries, professional associations and interviews. The documents of the Chicago Radio Council from 1936 through 1971 had been destroyed. Tracing the history also covered interviews with school administrators and members of the Radio Council staff. The documentation of the educational radio situation in Chicago might determine the factors that contributed to the early success and eventual demise of educational radio programs in Chicago. The previous use of radio in the classroom may offer some modern applications for the use of a medium in the classroom. ACKNOWLEDGMENTS It is impossible to write a dissertation without the help and support of your family, professional associates, friends, and some acquaintances. I owe thanks -- To my wife and three daughters, Joan, Eva, Sara and Hana, without whose time and support it would have been impossible to complete this project. To my committee: Dr. Allan c. Ornstein, chair, who demanded excellence in an encouraging way; Dr. Gerald L. Gutek, an outstanding historian, who offered his expertise in a concise and understanding manner; and Dr. Barney Berlin, who helped develop this project from its inception and was convinced that we could contribute to educational radio research. I would also like to thank some of the resource centers and people who gave their time and expertise: Bob Manewith of WGN-AM radio The Reference Staff of the Chicago sun Times The Reference Staff of the Chicago Tribune The Chicago Public Library The Chicago Historical Society, Archie Motley and staff The State Historical Society of Wisconsin, Harry Miller and staff The National Association of Broadcasters ii The Federal Co~unications Commission The City of Chicago Archives, Carolyn Moore The Loyola University Library, Yolanda Wersching and Fr. John Grace The Libraries of De Paul, Roosevelt, and Northwestern Universities The Library of Northeastern Illinois University, Mary Jane Hillburger; the College of Business and Management staff, Dean O.E. Engelhardt; and Associate Dean K.C. Carlson Five editors: Eva Duncan, Joan Allman, Mary Rose O'Malley, Larry Teeman, and Christi Kempf who assisted with this document. iii TABLE OF CONTENTS Acknowledgments ii I RESEARCH QUESTIONS AND METHODOLOGY 1 Overview of the Problem 1 Research Questions 2 Background and Rationale to Address the Research Questions 3 Research Question One 3 Research Question Two 4 Research Question Three 6 Research Question Four 8 Research Question Five 9 Research Question Six 10 Research Question Seven 11 Methodology 12 Definitions of Terms 14 Significance of the Study 17 Limitations of the study 21 II REVIEW OF THE LITERATURE 24 Introduction to Radio Instruction 24 Educational Radio in Chicago 40 Educational Radio Programs and Curriculum on Chicago Radio 44 Selected Readings on Educational Radio 47 Summary of Chapter II 60 III DOCUMENTATION OF THE HISTORY OF WBEZ-FM 63 Introduction 63 The Years before 1937 64 Development of the Chicago Radio Council 69 The Development of the Chicago Radio Council: 1937 69 Radio Education Division: 1937 72 Chicago Radio Council: 1938 76 Chicago Radio Council: 1939 85 Chicago Radio Council: 1940 90 Chicago Radio Council: 1941 95 Chicago Radio Council: 1942 101 Development of WBEZ-FM 107 Chicago Radio Council and WBEZ: 1943 107 Chicago Radio Council and WBEZ: 1944 110 Chicago Radio Council and WBEZ: 1945 115 Chicago Radio Council and WBEZ: 1946 120 Chicago Radio Council and WBEZ: 1947 123 iv Chicago Radio Council and WBEZ: 1948 127 Chicago Radio Council and WBEZ: 1949 133 Chicago Radio Council and WBEZ: 1950 135 Chicago Radio Council and WBEZ: 1951 138 Chicago Radio Council and WBEZ: 1952 142 Chicago Radio Council and WBEZ: 1953 146 Chicago Radio Council and WBEZ: 1954 147 Chicago Radio Council and WBEZ: 1955 149 Chicago Radio Council and WBEZ: 1956 151 Chicago Radio Council and WBEZ: 1957 153 Chicago Radio Council and WBEZ: 1958 153 Division of Radio and Television and WBEZ: 1959 156 Division of Radio and Television and WBEZ: 1960 157 Division of Radio and Television and WBEZ: After 1960 159 Summary of Chapter·III 163 IV ANALYSIS AND RESULTS OF THE DATA COLLECTED 165 Addressing the Research Questions 174 Question One 174 Question Two 180 Question Three 184 Question Four 187 Question Five 188 Question Six 190 Question Seven 192 Summary of Chapter IV 194 v CONCLUSIONS AND DISCUSSION OF THE TOPIC 202 Assessments and Implications 202 Recommendations for Additional Research 213 Results and Conclusions 215 APPENDICES 220 BIBLIOGRAPHY 228 VITA 237 v CHAPTER I RESEARCH QUESTIONS AND METHODOLOGY Overview of the Problem WBEZ-FM, the Chicago Board of Education radio station, was once considered one of the outstanding educational radio stations in the Midwest. It was a pioneer in the use of radio as a teaching aid. At one time, radio education played an important part in the Chicago schools' commitment to educate the varied communities of the city. Community support for this effort was displayed by the fact that at one time five Chicago radio stations and seven newspapers carried collateral materials to complement the WBEZ {91. 5 FM) broadcasts. A history of radio station WBEZ documents the educational methodology used by the Chicago Board of Education and its Radio Council, which was organized to supply programs to the commercial stations as well as WBEZ. Radio as a supplemental form of education was widely accepted in Chicago from about 1931 through 1939. In 1939, there began a rapid decline in the use of radio educational programs. By 1942, WBEZ was the only Chicago station to schedule educational programs regularly. This study attempts to trace the history of radio 1 2 education in Chicago. In reviewing this history, it may be possible to determine what may have caused the rapid decline in radio's use in the classroom. In contrast to this a decline in the use of radio for education was a dramatic increase in radio's use by the general public. Radio as a form of information and entertainment has increased its audience each year since the inception of commercial stations. 1 Research Questions (1) How did radio stations use educational programs during the period 1920 to 1960 in the United States? (2) Why did the Chicago Board of Education develop an educational format on Chicago radio station WBEZ? A. What curriculum was developed for radio? B. What educational programs were broadcast? ( 3) What educational pedagogy was used for radio instruction by WBEZ? (4) To which grades were the radio programs directed? Why? (5) How did radio programs supplement classroom lessons? (6) What materials were developed for radio courses? (7) What method of evaluation was used for radio programs? 1"Chicago Radio Revenes Up," Chicago Tribune, February 14, 1973 (Clipping), and "U.S. With 585 Radio Stations Leads World," The Chicago Daily News, January 22, 1934 (Clipping). 3 Background and Rationale to Address the Research Questions Question One: How did radio stations use educational programs during the period of 1920 to 1960 in the United States? Background Administrated by the Department of Commerce, the Radio Act of 1927 established a semblance of order among radio stations throughout the nation.