Category Archives: Education

1941 National Youth Administration Sound System Project

1941NYAspeakers

The Pennsylvania students shown here are assembling loudspeaker enclosures for the sound system at the Roaring Spring, Pennsylvania, High School. The project of installing the new sound system was entrusted to the National Youth Administration (NYA). As I wrote in an earlier post,
the NYA was a depression-era program designed to give youth to develop skills in order to take an active part in the national defense program. As reported in the October 1941 issue of Radio News, the program had recently been expanded to cover the radio field, and the high school sound system was one of the first projects undertaken by NYA youth studying radio.

Roaring Spring classroom with new speaker in place.

Roaring Spring classroom with new speaker in place.

The installation covered 21 rooms in three buildings, one of which was across the street, necessitating the laying of an underground cable. The main console was located in the principal’s office, and included two microphone channels, an all-wave receiver, and a turtable capable of playing both 78 and 33 RPM transcriptions. In addition to its public address capabilities, the system was capable of two-way communication from any room. The powerhouse behind the system was a 15 watt audio amplifier employing two 6N7G tubes.

The students’ completion of the project was seen by all as a success, and dispelled any possible doubt as to the NYA radio shops’ ability to construct and install such equipment. After being placed in service, the equipment had required no service or adjustment.

1941NYAhamsAnother way in which the NYA was focusing on radio is shown in this photo from the September, 1940, issue of Radio News.  The Army was in the process of setting up an Amateur Radio network to link Army installations, and it was tapping NYA youth to build that network.  Shown here are Ruth Gaines and Jessie Suddath, both of Georgia, testing the ham gear that they had built.  According to the caption, both were licensed, although their call signs are not stated.

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Dr. Norman Barden 1892-1926

The June 1911 issue of Modern Electrics magazine carries an interesting article written by one Norman Barden, detailing experiments being carried on at East High School in Minneapolis. Among other things, the reason why the article caught my eye was that this school was the predecessor of my alma mater, Minneapolis Edison.

East High was opened in 1900 and operated under that name until 1927, at which time it was used as a vocational school for a number of years. It was located between University Avenue and Southeast Fourth Street on what was then First Avenue Southeast, which was later renamed Central Avenue. Edison opened in 1922 and Marshall High (in whose old building I had my office for a number of years) opened in 1924, eliminating the need for East High. So in a sense, I went to the same school.

Barden starts his article by pointing out that the “public has been startled” to learn that a high-frequency current can pass through the human body with no ill effects. He explains that “there are several different theories put forth to explain why high frequency current does not produce fatal results upon animals and the human body,” even though the same current and voltage at a lower frequency or at DC, “fatal results occur.”

BardenTeslaUndaunted by the possibility of fatal results, and apparently oblivious as to the reason why they were non-fatal, Barden went ahead and sent the potentially fatal currents through humans, including himself, as shown in the picture here.

(It turns out that the explanation for the non-lethality is somewhat mundane.  The equipment appears to be an ordinary Tesla coil, meaning that while the voltages are very high and will generate a most impressive spark, the current passing through the human subject is extremely small.)

It turns out that this wasn’t the only dangerous science going on at East High.  Mr. Barden was apparently shooting guns in the photography lab, as detailed in other published articles.  In articles in the May 1911 issue of Popular Electricity and the 1914 Journal of the U.S. Artillery, he publishes photos of bullets photographed in flight after being shot from a .22 caliber rifle and a .32 caliber revolver.  Not surprisingly, he points out that when you fire guns at school, “a back-stop must be provided to keep the bullets from penetrating the wall.”  He used a piece of boiler plate behind a 2-1/2 inch piece of wood.  He also points out that you need to be careful, since you’re doing the experiment (including firing the gun) in a totally darkened room.  If you are going to replicate his experiment, it’s probably not a good idea to walk around after turning out the lights.  Barden is shown below with his co-experimenter, Loyle Dobbs.  The 1914 article also appeared in Scientific American.

BardenDobbs

As you can see, the rifle is plainly visible in this photo.  Apparently, East High didn’t have a “no guns” sign on the front door.

In addition to these publications, Barden also had published in a 1910 issue of Popular Atronomy a photograph of a comet he had taken through a telescope he had constructed himself.

When I saw the original article, I assumed that Mr. Barden was a teacher at the school.  But it turns out that he was actually one of the students.  A hundred years ago, high school students could get their articles published in Scientific American.  Today, they’re not allowed to touch the experiments.

BardenYearbookThe first record of young Mr. Barden is an article in the the June 14, 1906 Minneapolis Journal, where he is listed as a seventh grade student at Holmes School.  He’s shown here in his East High yearbook photo, which shows that he graduated in January, 1912.   In 1913, he is listed as a sophomore at the University of Minnesota College of Science, Literature, and the Arts.  And in 1919, he graduated from medical school in Ohio.

He returned to Minneapolis in time for the 1920 census, and went into practice.  In this 1921 directory, he is shown as having an office in the Donaldson Building and a home address of 1209 7th St. SE.  According to the 1921 Journal-Lancet of the Minnesota State Medical Association, He was the assistant to Dr. C.D. Harrington, a “pioneer in the therapeutic use of radium and the x-ray,” and the rongenologist of Northwestern, Asbury, Abbott, and St. Mary’s Hospitals.

Unfortunately, Dr. Barden’s promising scientific career came to a tragic end with his mysterious death in 1926.

The newspapers of August 18, 1926  reported that one Mrs. J.D. McDermott, the wife of a Chicago millionaire contractor, was being held by Minneapolis police following Dr. Barden’s death. His body was found by police in a room occupied by the couple in a downtown hotel. According to news accounts, the doctor was found “fashionably dressed and wearing several diamond rings said to be worth more than $10,000.” Two days later, the papers reported that Mrs. McDermott had been released, the post mortem having determined that the doctor had actually died from “acute alcoholism.”

Dr. Barden is buried at Lakewood Cemetery in Minneapolis.

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1944 Teen Girls: Homework With the Radio Full Blast

1944TeenSeventy years ago, Life Magazine, December 11, 1944, featured the life of teen-age girls, and noted that all six million of them “live in a world all their own–a lovely, gay, enthusiastic, funny and blissful society almost untouched by the war.” Music stores bulged with girls listening to the singers and bandleaders they have made famous, and “half a dozen radio programs are aimed at homes where a daughter will cut off her father’s news to follow the fictional adventures of a contemporary.”

1944FullBlastShown here and above is Miss Pat Woodruff, a high school student from Webster Groves, Missouri, a suburb of St. Louis. She’s wearing her “after-school costume of blue jeans and a checked shirt,” undoubtedly getting ready to tune in one of those programs on the console radio in the parlor. She quickly gets to work tackling her homework, but with the radio playing full blast.

1944PhonographWhen the girls featured in the story were not listening to the radio or talking endlessly on the telephone, the phonograph occupied them. Here, a group of girls spends 2-1/2 hours listening to two dozen records at a record store, buying only one or two. Here, a group is completely engrossed listening to Dick Haymes‘ Together.

Dates were usually double, the article noted. Teen-age girls were primarily interested in themselves, with high-school boys running a poor second. Servicemen stationed near town rated last. An old high-school boy home on leave in uniform, however, was in a class by himself and rated tops.

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Minneapolis School A-V Equipment of the 1960’s and 1970’s

SetchellCarlsonTV

If you went to school in Minneapolis in the 1970’s, I bet these pictures look vaguely familiar. This is a 1972 ad from Setchell-Carlson, then known as SC Electronics, Inc., a subsidiary of Audiotronics Corporation, with an address of 530 5th Avenue NW, New Brighton, MN. This ad appears in the March 1972 issue of Broadcast Engineering.

The Minneapolis Public Schools were equipped with what I believe was the model at the left.  I’m showing the one on the right to show the distinctive controls in the center, which are hidden behind the optional “tamper-proof control compartment door” of the black and white model on the left.  I don’t think that Minneapolis had the door, or else the doors were routinely left open.

At Waite Park Elementary School, I don’t believe that every classroom was equipped with a TV.  There were one or two of these that were wheeled in as needed.

AV750Every room, as far as I can recall, was equipped with a radio, although it was rarely used.  The radio, shown here, was the Newcomb Model AV-750.  This was an 8-tube AM FM receiver, and was obviously built for severe service.   I’m sure I’m the only kid who noticed, but it had a connection on the back for an external AM antenna and ground.  I was always jealous of that radio, since I dreamed of all the exotic broadcast band stations it would pull in if connected to an external antenna.  There was also a connection on back for audio input, so it could be used as an audio amplifier.

I’m not positive, but I believe this Audiotronics phonograph was the standard issue model in the Minneapolis schools.  Again, I believe one was issued to each classroom, and they saw a bit more use than the radio.

The televisions were made not far from the school.  Setchell-Carlson made some consumer radios in the 1940’s, and TV‘s in the 1950’s and 1960’s.  They were never a big name nationally, although they did have a strong presence in their home state of Minnesota.  By the 1970’s, they had abandoned the consumer market, but they continued to make the institutional models shown above.

There’s a good history of the company in the October 2008 issue of Radio Age.

bc1206

Photo courtesy of Ian O’Toole, VK2ZIO, Kurrajong Radio Museum. Used by permission.

The company was founded in St. Paul in 1928 by Bart Setchell and Carl Donald Carlson as “Karadio Corporation.” As the name suggests, the company manufactured auto radios. Setchell claimed later to have been the “first” to use vibrators to power the car radio. The author of this article disputes that claim, but it is clear that Setchell-Carlson was one of the pioneers. In 1934, the company became Setchell Carlson, Inc., and made a few radios before the war. During World War II, the company was a defense contractor, and made products for the military, the most famous of which was the aviation receiver shown here. (For more information on this device, see my earlier post.)

In 1949, the company moved to New Brighton,

A Setchell Carlson TV from 1954, back when people apparently dressed up to watch TV. Popular Mechanics, Dec. 1954

A Setchell Carlson TV from 1954, back when people apparently dressed up to watch TV. Popular Mechanics, Dec. 1954

Minnesota, and went into the TV business, which lasted until the 1960’s. At its peak, the company employed about 500, and also had a plant in Arden Hills.  Setchell was later inducted into the Minnesota Broadcasting Hall of Fame.

One final note on the audio-visual equipment in use at my elementary school.  The Minnesota Historical Society has this photo  of the school’s public address system.  The photo is dated about 1955, but based upon the one or two times I saw it, this is the same console that was in use in the 1960’s and 1970’s when I was a student there.  Interestingly, the caption of this photo bills it as a “school broadcasting lab” and shows students at the mike.  I never recall the console being used by students, certainly not on a routine basis.

The couple of times I saw this, I was quite impressed.  It was in a separate room off the office, and in addition to the PA console, there was a radio receiver.  I remember one dial being for the standard AM band.  The other dial was calibrated in some numbers that did not look at all familiar to me.  In retrospect, it’s possible that they were FM channel numbers, which were used for a short time on some FM receivers.
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Is Reporter Jay Kolls a Racist?

Minneapolis mayor either "flashing a known gang sign" or "pointing." KSTP photo.

Minneapolis mayor either “flashing a known gang sign” or “pointing.” KSTP photo.

By now, we have all seen KSTP reporter Jay Kolls story about “a photo of Minneapolis Mayor Betsy Hodges posing with a convicted felon while flashing a known gang sign.

The conventional wisdom is that the mayor was  merely pointing at the person, and I tend to agree with that interpretation of the picture. And since the convicted felon in question is African-American, the conventional wisdom, is also that Kolls and KSTP are racist.

Before we decide whether Jay Kolls is racist, we need to first figure out whether you and I are racist.  I’m a white Republican, so presumably, I’m the last person who can provide good information about racism. On top of that, I have the distinction of having gone through 13 years of the Minneapolis Public Schools during a time in which I encountered exactly one (1) fellow student who was African-American. And it turns out she was adopted. In short, I’m the kind of person one can probably count upon to be racist.

It turns out I am a racist. But that doesn’t mean you shouldn’t listen to me, because you’re probably a racist too.

When I say that I’m a racist, I guess it’s important to give a little bit of definition. It can mean two things. It can mean that I am hateful toward certain people because of their race. That definition doesn’t fit me, and it probably doesn’t fit you. There are a handful of people who fit that definition, and anything I say or anything you say won’t make much difference. Fortunately, in my experience, there are very few people who fit into that category. They’re probably a lost cause, and there’s not much you and I can do to change them.

I’m not that kind of racist, and neither are you. But I do make judgments about people based on their race, and so do you. I’ve come to realize this over the last few years in my business as a Continuing Legal Education provider. Lawyers in most states need a certain number of hours of continuing legal education per year, and I provide those classes. In Minnesota, attorneys need two credits of “elimination of bias,” a subject I assumed that I was completely unqualified to teach. But I kept getting requests, since those were the credits that Minnesota attorneys needed. Finally, I put together a course, and I was hard pressed to fill up one hour with meaningful content. I found some reports prepared by the Minnesota Supreme Court, and we talked about them. Over the years of presenting this course, it has grown, and I can now easily discuss the subject for well over two hours. Everyone gets their full credit and they go away happy. And it turns out that they actually learn something in the process. But I probably learned more than they did.  learned that I’m a racist, and so are you.

This is a natural effect of my background, and it’s also a natural effect of your background. As noted above, I went through 13 years of school without encountering very many black students. I don’t remember the incident, but the first black person I met was apparently an emergency room physician when I was about four years old. I got my head cracked open (which some say explains many things), and I was rushed to the emergency room to have it stitched back together. The doctor faced with the task of sewing me back together was black. My parents were horrified. They weren’t horrified because the doctor was black; they were horrified that I would blurt out something embarrassing, because I had never seen a black person before.  We didn’t have black people where we lived.

It turns out that I didn’t blurt out anything embarassing, and I apparently didn’t even notice. I was apparently too concerned with my injuries to notice the skin color of they guy sewing me back together. (I have reflected over the years that it was somewhat remarkable that a black man was a doctor in 1965. This took place in Indiana, and it was later explained to me that the doctor was probably from the South and went to school in the South, but had to move to Indiana in order to work as a doctor.)

My first real interaction with a black person was with my seventh grade math teacher. He was a pretty good teacher, and as I recall, he was one of my favorite teachers. And he was black. This was not a big deal to me at all, since I had been instructed, quite correctly, over the previous six years that I should not judge people by the color of their skin. But up until that point, a “black person” was a theoretical concept. I had seen black people on TV, but they were usually on TV only because they were black. They typically weren’t on TV for other reasons.  I remember a school assembly, which was probably in 1968, where our white teachers talked about a black man named Martin Luther King. They explained that he was a great man who got shot because he was black. I understood this at a theoretical level, and I knew that there was nothing wrong with black people, even though some people apparently thought that there was.

But until seventh grade, I never had any interaction with a black adult, and I had met only one other black student. I did learn that there were a handful of people who were hateful toward people of other races. One day, when another student was  annoyed with something the teacher had done, I heard her mutter under her breath, “dumb n—-.” I was shocked, because I had been told for six years that this was wrong.  I knew that there was one nutcase in Memphis who hated people because of the color of their skin, but it was rather shocking to know that one existed in person.  But that was the exception.  I’ve never met too many people like that.  Unfortunately, they’re probably a lost cause.

Even though I went to an all-white school in an all-white neighborhood, other than this single example, I never encountered a single person who was hateful toward other people because of the color of their skin. I’m sure there were other examples. And I’ve later heard of other examples right in my old neighborhood. But these were the exception. Most people didn’t hate other people. I certainly didn’t.  And I doubt if you do.

But I just told you that I was a racist and that you’re a racist. How to I reconcile this contradiction?

One of the lawyers who took my CLE program related a story about what happened to him in court, and I think it illustrates perfectly why I am a racist. He was in court before a judge, and I think he would attest to the fact that the judge in the case was not racist, in the sense of having any hateful attitudes toward anyone. But she did something that I’m quite certain was motivated by the same racism that I have and that you probably have.

Not surprisingly, in court proceedings, tempers can occasionally flare. When they do, the judge typically gets things back on track by sternly admonishing the people involved. If things get really out of hand, then the judge might impose some sanctions. But generally, a scolding does the trick. This lawyer described an incident that’s not particularly extraordinary. The opposing lawyer was questioning a witness, didn’t like the answers he was getting, and was getting angry. At one point, he reached across the table and grabbed the papers that the witness was consulting. Needless to say, this isn’t the correct procedure. The attorney I know reacted by standing up and shouting something, and probably grabbing for the papers to give back to his client.

The judge’s life experience probably included many situations where two angry lawyers were arguing with each other. Normally, she probably would have done something like say, “gentlemen, stop that!” If it was particularly bad, perhaps she would have held one of them in contempt and leveled a fine. She would have known what to do, because she’s seen angry lawyers before, and knows what to do in order to cool them off.  That’s just part of her life experience.

But this wasn’t an ordinary case of two men being angry. It was a case of two angry black men. And to make matters worse, it was two big angry black men. And everyone else in the room was black.

She had probably never encountered this situation before: Two angry black men shouting at each other in a room where she was the only white person. Or even worse, she did have experience (perhaps just from watching TV) with angry black people shouting at each other. From her experience, she knew that this sort of thing usually turned violent. That’s a perfectly logical conclusion: Every time she has seen angry black people before, it turned violent. She had previously seen angry white people calm down.  She had never seen an angry black person calm down.

So she did exactly what I probably would have done. She did the racist thing. She pushed the “panic button” and quickly exited the room. Armed bailiffs quickly took her place and restored order.  She wouldn’t have pushed the panic button on two white lawyers.  So she must be racist, just like me.

She made a judgment based on her experience, and her judgment was probably the same one I would have made. After all, she is racist, and so am I. I don’t have much experience with angry black people, other than what I see on TV. After all, I spent the first 18 years of my life not having any black peers. I had two black teachers, but teachers don’t shout at one another. So I have absolutely no experience with how black people calm down after being angry. I simply don’t have a large enough data set to make any meaningful conclusions. I have to resort to the very limited experience I have. So if I were the judge and two angry big black lawyers were shouting at one another, I would press the panic button. But since I have a lot of experience with angry white people, I wouldn’t push the button. In my experience, angry white people rarely resort to violence.

So we can safely conclude that the judge in that case was racist, and we can safely conclude that I am a racist. I’m not a hateful person, and I doubt if the judge was either. We simply make judgments based on what we observe, and based upon our personal experiences.

We now turn to the photo of the mayor of Minneapolis and an African-American man. After giving the matter a little thought, I have come to the conclusion that the two are engaged in a behavior known as “pointing at one another.” I have noticed that politicians like to point at people. For example, when I saw Sen. Dave Thompson at the State Fair, I waved at him. Since he’s a politician, he did what politicians often do:  He pointed at me. Other politicians have pointed at me, and I’ve seen politicians point at other people. If a photographer had captured a picture of Sen. Thompson and me, there would be little doubt about what was going on. Everyone would agree that he was pointing at me. It wouldn’t be particularly newsworthy, because we’re all used to seeing white people point at other white people.

But when I first saw the picture of the mayor pointing at an anonymous black person, that wasn’t my first reaction. My first reaction was, indeed, that she was foolishly “flashing a gang sign.” I had this reaction because I was a racist, in the sense that I have no experience (certainly no experience in the first 18 years of my life) of black people pointing at one another. My only experience with black people using hand gestures is what I’ve seen on TV. So I used my experience to judge the situation, and I quickly came to the conclusion that she was “flashing a gang sign,” probably after having been goaded into doing so.

It turns out I was wrong, but that was my initial reaction. I thought it was a gang sign, because I’m racist. I would have pushed the panic button in the courtroom, because I’m racist. So it is indeed a correct conclusion if you say that the judge was racist, or that KSTP was racist, or that Jay Kolls was racist, or that I am racist.

But it’s a big mistake to stop there. Because it’s safe to say that you are also racist. You have your own life experiences, and you also use those life experiences to make judgments. Usually, those judgments are correct, but sometimes they are wrong. And because your experiences are skewed toward those of your one race, this means that some of your judgments are racist. You’re not evil and you’re not hateful. But you are racist. Therefore, very little is accomplished by simply branding me, or KSTP, or Jay Kolls as being racist. Very little is accomplished by lumping us in with the guy who shot Martin Luther King or even the kid who muttered “dumb n—–” about the teacher.

If you want to hear more, feel free to download the podcasts of my “elimination of bias” CLE program. If you’re a lawyer, you can get 2 CLE credits for $20. But there’s no cost to listen to the podcast.


A 1922 Radio Class

This 1922 press service photo shows Elizabeth A. Bergner, the radio instructor at Lane Technical High School, Chicago, with some of her students. More details can be found in the January 1922 issue of Industrial Arts Magazine, wherein it is revealed that Miss Bergner was the Morse instructor. She reported success in grouping the boys in her class according to the speed they showed. Miss Bergner was the only woman in Chicago to have her wireless operator license. According to the 1922 call book, she was licensed as 9DET.