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The role of aviation in modern education

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The role of aviation in modern education

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Content THE ROLE OP AVIATION IN MODERN EDUCATION
A Thesis
Presented to
the Faculty of the School of Commerce
University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Master of Business Administration
by
Marshall C. Benedict
September, 195k
UMI Number: EP43395
All rights reserved
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UMI EP43395
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This thesis, written by *2^-0
fM, (
d^u>{ «£
Marshall C. Benedict
under the guidance of his Faculty Committee,
and approved by all its members, has been
presented to and accepted by the Faculty of
the School of Commerce in partial fulfill
ment of the requirements for the degree of
Master of Business Administration
Date " / r J ^
Approved
TABLE OP CONTENTS
CHAPTER PAGE
I. THE PROBLEM............................... 1
Introduction............................ 1
Purpose of the study.................... 2
Preparation of industry-sponsored materi
als ................. 6
The scope of the study.................. 7
II. THE WORLD WE LIVE IN...................... 8
Definition of Air Age Education....... 8
The size of the aviation industry today . . 10
Pre-eminent factors influencing aviation. . 12 j
I
The part of commercial aviation in World j
War II................................. 14
Size and scope of the airlines in 1953* * • 15
III. OBJECTIVES IN EDUCATION.................. 17
The purposes of education.............. 17
Implications of aviation in education . . . 19
I IV. WHY AVIATION?............................. 22
Curriculum reorganization to include
( aviation................................... 23
1 Air age education falls into two categories 26
1
The use of aviation in farming......... 31
1
The part aircraft plays in our national
i
i __________ __s,8,cur.ijby• • . * • • • • • • • • • * .#____ 33—
CHAPTER
PAGE
The use of aviation to get and retain
student interest. ......................
V. DEVELOPING AVIATION MATERIAL AT THE VARIOUS
EDUCATION LEVELS..........................
Requirements for an adequate curriculum .
Factors youth should know about the air
Trends evolved from a study of thirty-two
school systems..........................
The problem and its objectives...........
VI. AVIATION AT THE ELEMENTARY SCHOOL LEVEL . .
The experience curriculum versus the
subject-matter curriculum .......
Aviation that the youth should know about
General objectives for the primary school
grades in aviation.....................
Use of activities to stimulate interest .
The Aviation Education Committee plan
explained ..............................
VII. AVIATION AT THE SECONDARY EDUCATION LEVEL .
Profitable ways of recognizing aviation
in education................. ..........
The California State Department of
37
39
I p O
42
45
47
49
49
51
53
54
59
64
65
V
CHAPTER PAGE
Education plan......................... . . 66
The use of the Air Center in teaching
aviation. ..... ..................... 68
Plight experience and the NAVCAD survey • . 71
State of Illinois Interim Aviation Educa
tion Committee......................... 72
Use of the elective course in aviation. . . 80
VIII. AVIATION AT THE COLLEGE LEVEL............ 8 I j .
Aviation as enrichment to other subject
matter................................. 8 2 | .
Importance of vocational education in
aviation............................... 85
College aviation courses offered in 191+8. . 88
Outstanding college aviation eurriculums. . 89
IX. USE OP AVIATION IN TEACHER-TRAINING COURSES . 92
The air age presents new teacher respon
sibilities............................. 92
Aviation for the pre-service teacher. . . . 9^
Aviation for the in-service teacher .... 100
Aviation workshops in California in 1953* • 101
X. CONCLUSIONS AND RECOMMENDATIONS............lOlj.
The object of aviation education in
instruction.............................. lOij.
vi
CHAPTER PAGE
Classroom interest through aviation en
richment.....................................106
Aviation education instructional materials
available...................................107
The inclusion of aviation in curriculum
planning................................ 109
Contribution of industry toward aviation
education...................................Ill
BIBLIOGRAPHY.............................. Hip
CHAPTER I
THE PROBLEM
I. INTRODUCTION
The aviation indus'try has experienced a rapid growth
during its lifetime, both in speed of travel and in the
size of the industry itself. Commercial aviation has come
a long way since 1910 when the first dirigible service was
operated between Friedrichshafen and Dusseldorf, Germany. |
In the four succeeding years nearly 17,000 passengers were j
carried on this route; and in 1911}- the first passenger
service in the United States began between St. Petersburg
and Tampa, Florida. ■ * "
This small beginning has today developed into a •
major industry which in 1953 transported 31,215,000 passen-!
gers 18,059*000,000 passenger miles and the combined busi- 1
ness of all the carriers totaled $1,278,51|-8,105 gross i
revenue.^ This represents lip per cent gain in passengers, J
a 16 per cent gain in passenger miles, and a 13 per cent
dollar gain over 1952.
i
"St. Dixon Speas, Airline Operations (New York:
American Aviation Associates, 191pB)* p. TI
2
Air Transport Association of America, Air Transport
Facts and Figures (fourteenth edition; Washington, D.C.:
1953).
How the growth of this new form, of transportation !
has had an effect on modern education is illustrated in
I q i
the Aviation Education Source Book.-3 The author states ;
in part that aviation presents a challenge to teaching that
must be met realistically and courageously if young people j
growing up in an air age are to be prepared for the tre- j
mendous ehanges that the airplane is bringing into the i
1
lives of everyone today.
Modern education, to keep abreast of the times, has
found it necessary to include aviation in its teachings j
both as basic subject matter courses and also as integrated
i
material in other subjects. Reports of such offerings from
32 of the nation1s largest school systems are to be found i
!
in Adventures In Aviation Education, published in 1951 by I
1
the American Council on Education, Washington, B.C. j
II. PURPOSE OF THE STUDY
From an examination of reports such as those found :
in Adventures In Aviation Education, it Is apparent that 1
1
j aviation has a place in modem education. Many educators j
f
3
School of Education, Stanford University, Aviation '
Education Source Book (New York: Hastings House Publishers,
Inc., 1914. 6), p. 1. !
1 4 I
American Council on Education, Adventures In Avia- j
' tion Education (Menasha, Wisconsin: George Banta Publish- 1
; ing Co., 1951). !
have expressed themselves on the importance of including
aviation in education today. Theron Frees,^ in the "Fore- j
f
word" to How Air Transportation Affects Social Living, j
states that air transportation is an important factor in
today's world. It is, therefore, most important and proper
that boys and girls have a thorough understanding of this
force, within the limits of their maturity. He further
states that even more significant than factual technical
knowledge,of aviation is a realization of the impact of
the air age upon human beings.
Response from many teachers whom this writer has
talked with indicate, without doubt, that these teachers
J
would include more aviation principles in their teachings
if they were better equipped with sufficient knowledge of
the subject.
Therefore the purpose of this study is, first, to
analyze the actual need for aviation education assistance
from the aviation industry itself and, second, to show just
what assistance is needed and what the responsibility of 1
the aviation industry is to organize and present the '
material needed by the educators today.
| , |
Theron Frees, "Foreword,” How Air Transportation
i Affects Social Living (Division of Instruction, Long Beach !
i Public Schools, September, 1952). (Mimeographed booklet.) i
For the purpose of this study, the terra ’ ’Aviation i
I
I
j Industry” shall include the scheduled airlines of the
i I
United States, the aircraft manufacturers, interested
i
governmental agencies such as the Civil Aeronautics Admin- j
i
istration and the United States Department of Education, !
and the aviation branches of the military forces, all of
whom have a stake in the education and future of today* s j
youth*
The very fact that today some of the major airlines
of the United States have departments within their organ
izations devoted to aviation education assistance is evi- '
dance of a need for this service. Trans-World Airlines j
and United Air Lines are two examples. J
Many years ago when teachers would call upon the
aviation industry for teaching assistance they were more
often disappointed to receive nothing or perhaps nothing
useful to the classroom. Prior to the time when some few
companies began providing educational materials for school
use, it was the usual thing for them to supply teachers
t
I
who requested materials with outdated timetables, used |
i
j commercial display posters or obsolete advertising materials
------- r-------- I
j From information personally given writer by the j
j original director, Mr. W. A. Wheatley, July, 1953* (WvA.
I Wheatley, former director, School and College Service,
I United Air Lines, 1943.i j
t and such left-over items. Some of this material could be
I •
; adapted in part for school use but it was not the best, !
and the companies were not making the most of a great
opportunity. I
United Air Lines president, ¥. A. Patterson, recog- J
nized the need for useful educational materials which !
could be made available to teachers and students, and
thirteen years ago organized a department within the air
line to be known as the School and College Service Depart
ment. Mr. Patterson employed a retired Superintendent of
Schools, W. A. Wheatley, to direct this new department and j
to develop particular materials adapted to educational use.)
This department has continued to function since that day j
and now consists of a Director, four full-time and two
part-time field representatives who serve as aviation edu
cation consultants to the educators.? In 1953 approximate-!
ly 2.1 million booklets, pictures and charts on air trans
port were supplied to teachers and students as part of
United Air Lines aviation education program.® 1
| i
j Too few aviation companies today are able to providej
|
7Ibid. !
' 8
| American Aviation Publications, Inc., "Bookings
j and Booklets," American Aviation, 17:54# May 2 4 # 1954- j
useful teaching materials which are so vitally needed on
this subject. Assistance by industry to the educators in ;
a better tinder standing of modern aviation is good business,:
just as are other activities of a public relations nature
now engaged in by the industry. That they have not recog
nized the value of this service is an oversight on the part
i
of the industry in general and the companies in particular.)
I
Those companies which have recognized the long range'
implications of useful contributions to aviation education
must also recognize the future dollar value to such a pro
motional service. Trans World Airlines, Pan American, and
United Air Lines are examples of companies with this phi-
i
losophy. These companies recognize that the educators are j
also travelers, and that the children in the classroom who
are today learning about aviation by using these materials
and services are the passengers of tomorrow who will be
using the companies’ transportation services.
III. PREPARATION OF INDUSTRY-SPONSORED MATERIALS
Proper preparation of industry-sponsored materials
is essential. To this and it is important that industry !
I
recognize that educational materials must be prepared by '
r
: i
j educators according to age, grade and interest level and (
j j
| must be acceptable for use by the teachers. Therefore,
! 7
any Industry contemplating offering aviation education [
assistance must first equip itself to develop materials 1
j
| which the teachers need and which the school administrators
| will accept and use. Rightly so, educators are careful to ;
| i
I see that Industry-sponsored materials have educational ;
value and not merely sales value of the product Involved, j
This factor of properly prepared educational materials
cannot be over emphasized. It is essential to full and
proper utilization of these materials.
I
IV. THE SCOPE OP THE STUDY I
I
I
In order to make as comprehensive a study of this
subject as is possible, an attempt has been made to gather
j
together all the available material which has been produced
and distributed on the subject of aviation education. Prom
this accumulated material a further attempt has been made
to evaluate this information and consolidate from the
assembled material sound conclusions of what will best suit
the final result. As such, it is hoped that this report
will be of some value to the teachers in curriculum plan
ning as well as to those in the field of business as an
aid in successful planning of industry-sponsored education-:
i
al materials on aviation.
i
i
i
i
i CHAPTER II
I
I
!
THE WORLD WE LIVE IN j
i
I
It is fitting that this report should be made in j
this year 1954* following the celebration of the fiftieth j
anniversary of powered flight— the fiftieth anniversary of |
f
that memorable day, December 17, 1903, at Kitty Hawk, North
Carolina where these two bicycle repairmen, Wilbur and
Orville Wright brought into being a new era— powered
flight.^
While that first flight on December 17, 1903 lasted
but a short twelve seconds and extended less distance than !
p i
the wingspan of today’s Douglas DC-7» it signified not |
only the beginning of a new mode of transportation, but J
i
carried with it many implications, none the least being
that with which this thesis is concerned--the role of
aviation in modern education.
Definition of Air Age Education. “Air Age Educa
tion” consists of all the understandings necessary for
youth or adults to live effectively in the air age.3 |
' i
1
! i r-........in-ir- . 1 1
} xGeorge Lloyd Wilson and Leslie A*. Bryan, Air
j Transportation (New York: Prentice Hall, Inc., 191*9),
I p. 21*. ,
I 2United Air Lines, DC-6 Information Bulletin, 19f>2. j
i 3 i
, Department of Aeronautics, Air Age Education in |
I Idaho (Idaho: State Department of Aeronautics, 191*9). !
i 9 ;
According to many outstanding sociologists and scientists !
the airplane is now the number one factor in changing the !
♦
ways of life* It is an accepted function of education i
that the school should concern itself with guiding youth
in the ways of life*^- Interior areas, such as the depths ;
}
of South America and in Alaska which were most inaccessible
i
prior to the use of the airplane, have greatly benefited |
from this form of transportation* Trips that formerly took
weeks and months by surface means, can now be completed in
but hours by airplane*
1 . i
At the time of the Wright Brothers’ first flight, |
j
few people believed that the airplane would ever be any- i
thing but a novelty. Only the craziest visionaries dreamed
there would ever be an aircraft industry* Today aircraft
manufacturing is the nation’s second largest manufacturing
industry*^ Latest available figures report that with pro
duction approximately at the peak rate contemplated under
present planning, the United States aircraft industry j
today is annually building some 12,000 military aircraft, j
of which more than 50 per cent are jets, and approximately j
!
I
\Ebid. j
i £
j From an address by I*. D. Webb, Vice President of !
j Aircraft Industries Association before meeting of the Los j
i Angeles Chamber of Commerce, February 2, 1953*
I 10
| lj.,700 civil transport and utility aircraft. In dollars
; this represents production valued at more than $900 millionj
in aircraft, parts and propellers, per month.0
t
The size of the aviation industry today. Today, j
aircraft manufacturing is the largest single industry in ;
J
*
the West. In the Los Angeles area, it employs about
176,000 people of which 21 per cent are women. The local
payroll averages about $15 million per week, which fact
makes this industry one of major economic importance.7 i
Today’s airplanes, some of which fly faster than thej
Q I
speed of sound, are indeed a far cry from the first crude 1
craft which stayed aloft but twelve seconds and flew 120 j
feet.^ Today's modern transport is dependent upon the !
1
activities of more people before a regular flight than were1
involved in the entire manufacture and pre-flight work on
the Wright Brothers' plane. According to the latest Air
Transport Association statistics,1® the ratio of pilots to j
----------
Aircraft Industries Association of America, Inc.,
”Airplane Pacts,n Planes, 9?3» October, 1953*
j ^Webb, op. cit. ,
j ^A military jet plane reached a speed of 1650 MPH !
or Mach 2.5 in December, 1953# according to information
i from a Douglas Aircraft Official's conversation with
writer, January, 1954* j
^National Committee of 50th Anniversary of Powered j
Plight, Fifty Years of Aviation Progress,, Washing ten, D.C., 1953-1
Air Transport Association of America, Air Transport j
J - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1
; 11 :
j
total airline employees is about one to eleven. The
Captain who pilots today's transport is dependent upon the !
training, alertness, and integrity of all these people and
j the passengers, in turn, are dependent upon the competence
of the flight crew to assure safe arrival at their destina-j
tion. Luxury, comfort and safety of the plane itself is j
dependent upon thousands of hours of work of designers, j
engineers, and production people. The complexity of the
modern aircraft with their ability to cross not only conti
nental areas but the broad oceans in international air
travel requires the combined efforts of many more people.
Some measure of this effort is shown when we realize
i
that if any one man had the ability, he could not complete
the design work of a modern aircraft in his own lifetime.^
The aircraft of tomorrow promise an even greater
complexity. The industry today is on a new threshold in
which the solution of each specific problem generates a
host of new problems in unknown fields. It is predicted by
representatives of the Air Transport Industry that within I
the next ten years, thousands of passengers a year will be j
!
Facts and Figures (fifteenth edition; Washington, D.C.:
11
As told to this writer by an official of Lockheed |
Aircraft Corp., 1951+-* !
! 12 ,
j flying across the seas in jets. Guided missiles will
| follow a curve in space outside of the earth's atmosphere, ;
! !
; and it is not too fantastic to predict that space-ships [
* i
will one day fly to the moon and other planets.
i
In addition to a large fleet of non-commercial type ,
f
aircraft engaged in many useful occupations as well as !
sport flying, and in addition to the world's greatest
military air arm, the scheduled airlines today also play j
! an important role in modern aviation.
The United States commercial airlines in scheduled
domestic and international service own and operate in ex- j
cess of 1300 airplanes, of which more than one-half are |
I
four-engined and these airliners are operating over 236,000
airline route miles. ^
Pre-eminent factors influencing aviation. The
factors which have made the United States pre-eminent in
aviation are noteworthy.^ Following the Wright Brothers |
j
were other pioneers whose vision and courage resulted in 1
the development of powered, controlled flight, and whose
i
discovery was basic to commercial transportation. j
l
_______________________ 1
IP
Air Transport Association of America, Air Trans- ;
port Facts and Figures, (fifteenth edition, 195^)• 1
1 13
I Air Transport Association of America, Air Trans-
! P°rt Facts and Figures, (fourteenth edition, 19£3)• 1
13 .
Then, there were the pilot-veterans of World War I
and the happy-go-lucky barnstormers of the postwar aerial I
circus days. They were the men who flew the pioneering j
I
planes and who supported the Post Office Department’s slo- .
I
gan: "The Mail must go through." It was this concept of j
expediting the mail that did as much as anything else to J
i
develop the airlines during this time. i
Prom 1918 to 1926, flying the mail was an operation
of the Post Office Department of the Government. Having
demonstrated the feasibility of this service, the Post
Office turned airmail oyer to private contractors.
Under the impetus of private enterprise, the embryos
of the airlines we know today took form. The big job of
the day was to deliver the mail in the shortest possible
time. The airmail letter that took 32 hours to get from
coast to coast at a cost of 35 cents an ounce in 1926,^+
today takes less than 8 hours for the same trip and costs
but 6 cents an ounce.
To regulate and promote the scheduled airlines in
the public interest, the Civil Aeronautics Act was passed
in 1938.^ Under this new directive, the scheduled
\Ebid.
15
Wilson and Bryan, Air Transportation, p. 565*
airlines moved forward. Year by year, passengers contrib- ;
uted an increasing portion of the airlines' total revenues,!
' and cargo was being developed as a new phase of airline j
j j
business. It appeared that the courage and perseverance
\
! of the pioneers were about to pay off. Then came Pearl
Harbor. I
l
i
On the day Pearl Harbor was attacked, the military I
turned to the airlines for help. Their response was immedi-|
ate and approximately half of their fleet, consisting of j
359 twin-engine transports and 27 four-engine flying boats,
was turned over to the military for logistic war operationsj
throughout the world. One-half of their personnel, includ-j
i
ing 1,200 experienced pilots and about 100 top airline |
|
officials went to work for the military.^
The part of commercial aviation in World War II.
World War II was a convincing demonstration of the role
of commercial air transportation in national defense and
global war.
I
With new equipment and improved management, most of i
!
I the scheduled airlines entered the Fifties with increases j
' - ^ 1
• in business. The 1950 picture was one of record passenger |
I n - !
Air Transport Association of America, Air Trans- I
! port Facts and Figures (fourteenth edition, 1953) • j
mail and cargo traffic, carried out over a rounded-out j
system more efficiently and dependably than ever before j
I
in their history. j
However, once again, as in 1941, there were war j
I
rumblings, and once again the airlines were called to the ,
I
colors. Since hostilities in Korea first began, the
scheduled airlines provided the Military Air Transport
Service (MATS) with as many as 40 their long-range four-
engine transports for the purpose of speeding men and
essential supplies to Korea and of evacuating civilians,
military and wounded.
I
With a halt called to the Korean affair, the air
lines have again returned their transports to their regular,
operations of peacetime service to the public. Today the
scheduled airlines are bringing more passengers, mail and
cargo to more of the country than ever before; they are
bringing this service direct to 687 cities in the United
States, and to thousands of towns, villages and rural com
munities which stand to benefit from the transport facili
ties serving the larger urban areas.
!
i
Size and scope of the airlines in 1953. The United
States domestic and international scheduled airlines in J
i
1953 carried 31,215,000 passengers, equivalent to nearly j
I
j
16 ,
one-fifth of the population of the United States— |
t
18,059,000,000 passenger miles.In that year the domestic
scheduled airlines accounted for about 65 per cent of the j
air-plus-pullman travel and 24 per cent of total inter-city
travel by common-earrier (rail, bus, and air).1® In
domestic operations alone, there were 13,000 airline take-
i
offs and landings per day, or one every 7 seconds. I
In the best tradition of national enterprise, the
first 50 years of powered flight have seen a new industry
come of age. The future should see commercial air trans- 1
port becoming even more useful, more productive and a more
important force in the life of people everywhere. 1
Big business of this sort is sure to have an in- j
fluence qn our way of living today. It can be said that j
we are truly living in an Air Age. It is the exploration
of this fact and the application of its concepts to modern
1
aviation that is the concern of this study.
17
Industry method used for recording statistics. I
A passenger mile being one passenger flown one mile. Thus,!
ten passengers flown one mile would be ten passenger miles.j
Thomas Wolfe, Air Transportation Traffic and Management
(New York: McGraw Hill Book Co., Inc., 1950), p. 693. I
18 i
Air Transport Association of America, Air Trans
port Facts and Figures (fifteenth edition, 195477"" ,
! CHAPTER III
j I
i
OBJECTIVES IN EDUCATION !
'
I
i
The purposes of education* There is a belief that !
still persists among many teachers that the sole purpose j
of education is to transmit cultural heritage through the
\
medium of textbooks to be studied and mastered by students.^
They assume a ready transfer to life situations of knowledge
so gained. These teachers have been taught this in collegeJ
All through college they are subjected to logically organ
ized systems of knowledge taught by subject-matter special
ists. The existence of this school of thought is disclosedj
i
by Alberty in his book Reorganizing the High-School Curri-
O
culum. However, the Educational Policies Commission, in i
explaining the unique function of education in American
democracy, stated education's purpose is not to transmit
the social heritage alone, but also to guide our youth as
they orient themselves in society, and to assist youth to
acquire the understandings, attitudes, and skills which will
enable them adequately to cooperate with others in directing
i
i
■^American Council on Education, Aviation Education,
1 Mk Approach to a Modern Curricular Problem (Washington, j
D.C.: American Council on Education, n.d.), pp. 1 and 2. !
2 !
Harold Alberty, Reorganizing the High-School Curri-:
culum (New York: The Macmillan Co., n.d.), as cited in ;
American Council on Education, o£. cit., p. 1 n.
society’s democratic progress. To transmit the social <
!
heritage may be an objective, but the first task of the j
! i
J school is to guide the student in understanding the reali- !
ties of the world in which he lives.3 I
! I
j An ever-increasing body of evidence bearing upon the|
nature of learning supports the conclusion that youth can
I
best develop a high level of skill in the use of the basic
tools of language and mathematics as he deals with the
content of his immediate physical and cultural environment.
Evidence also supports the conclusion that in sueh instanc
es, if appropriate teaching-learning methods are employed,
the individual student will develop not only maximum crea- ■ '
tive talent but also ability to cooperate with others in
situations demanding social action. Admittedly, these
outcomes are highly desirable in the light of the schoolfe
best possible function.
It is doubtful whether those who accept the thesis j
that education’s sole purpose is transmitting the cultural
heritage^- will agree that significant events of recent
occurrence have any great educational implication. How
ever, to those who agree that the function of the school
^American Council on Education, op. cit., p. 5»
^Tbid., p. 3. i
I 19 :
j is to equip youth with the understanding and skills which
will enable him to cope with the realities of the present- !
day world and develop in him the attitudes in accord with j
our evolving democratic values, it is very important in
deed that recognition be given the impact upon society of I
such events as the Invention of the aircraft wing and
i
discovery of atomic fission. j
Those who accept Hlife adjustment1 * as the purpose
of education will agree that whatever affects society will
necessarily affect the school’s curriculum.^ This thesis I
is concerned with the effect upon educational programs of
one of these influences— the aircraft. The aircraft and j
its uses in terms of the direct, as well as the vicarious,
learning experiences of students may become an area of
i
interest Important to any grade level. An aircraft is a
tangible phenomenon which students can readily observe.
It can be seen and the airport activities essential to its
operation can be observed*
I
j
Implications of aviation in education. Several
i implications of aviation for education assume especial
! prominence. Aviation affects producer and consumer, dis- j
i i
■ tribution and communication, and the conservation of human i
________________ j
5Ibid., p. 15. j
resources and of natural resources; it points up inter- ;
j racial, intercultural, and international tensions* Because
i !
of these widespread effects upon areas of common interest,
aviation offers job opportunities. Because of both its
economic and political importance, aviation offers an
i
excellent area for learning activities at any progress
level.6
i
A recent Civil Aeronautics Administration report
states that practical uses of the aircraft in the year 19^7
numbered approximately sixty and no doubt by now this nura-
ber has increased. It is through aviation's many novel !
■ " . i
and ingenious uses that its implications for improved human
activity arise. Industrial interests of our nation have !
employed aircraft to secure results heretofore achieved
with difficulty. Busy executives now visit markets and
sources of supply without loss of time. Heretofore inac
cessible sources of materials are made available. During
the war new sources of rubber, minerals, and other items j
in scarce supply could be utilized only as aviation made
them available. Static inventories, because of the possi-
I
bility of quick supply, can now be reduced. The local
5 !
William E. Ogburn, The Social Effects of Aviation i
(Cambridge, Mass.: Houghton Mifflin Co., 19i|.6TT pp. !
66.
21
druggist, the merchants who handle flowers, food, novelties^
and the merchant who must keep abreast of new styles have
changed their whole method of operation because of the
contribution of aviation. In fact, the tempo of all com- I
mercial transactions is speeded up* |
CHAPTER IV
WHY AVIATION?
The use of air as a medium of transportation and
communication is creating new problems in every phase of
living.3- For this reason, air age education cannot be
thought of as a new subject or simply a unit of work.
Rather it includes a new attitude of mind which should
permeate all subject matter from kindergarten through
college years. For example, the social studies, language
arts, fine arts, and all the physical and vocational arts
and sciences are affected by this new force which has
entered our civilization.
The air age should not be left to haphazard growth;
it must be planned. Planning presupposes education.
Therefore, the attention of educators must be focused upon
the need for observing the impact of technological advances
upon our social, political, and economic ways of living.^ j
It is urgent and imperative that educators study the edu
cational implications of the air age for the present, and
the immediate future, as well as its potential in the more
distant future.
•^Oklahoma Aviation Commission, ’ ’Include Air Age Con
cepts in Teaching,” Air Age Education In Oklahoma, Bulletin
State Department of Education,n.d.
2Ibid.
23
Curriculum reorganization to include aviation*
Without a recognition of the changes being brought about
by the airplane, and a subsequent reorganization of its
curriculum in keeping with these changes, the school fails
in part in its obligation to youth and to society. Accord
ing to Harold D. Weatherly, Education Specialist, Oklahoma
Aviation Commission, any teaching directed toward the
comprehension of domestic and international social, eco
nomic, and political problems which does not have as its
background the influence of the age of flight is certain
to be inadequate.
Obviously “earth-bound" teachers cannot create a
generation of air age youth. The usual lag in the adap
tion of education to society cannot be tolerated in an age
in which the tempo of change is vastly greater than that
to which the school systems have been accustomed in the
p a s t . 3 Educators realize that our social structure has
changed because of the airplane and that we shall hence
forth live under conditions which have no precedents in
history.The world is now small indeed in terms of
3Ibid.
i ^Claremont Graduate School, Education for the Air
I Age (Claremont, California: Curriculum Library, Claremont
College, 191+5). (Mimeographed)
communications and travel time. For instance, the commercial!
airlines today are flying coast-to-coast non-stop in seven
'and one-quarter hours. These facts are so fundamental in
our culture that every hoy and girl should know much about
the revolutionary mechanical contrivance which has caused so
many of these changes and about its impacts on the social
structures of today and tomorrow.5 Teachers must appreciate
the educational demands of the air age which cannot wait for
a new generation of t e a c h e r s . ^
The rise of the Roman Empire, the conquests of
Alexander, the discoveries of Columbus, Magellan, and the
Polo brothers--all of these milestones cannot be compared
with the potential impacts of flight on civilization.7 To
illustrate, the air age is an era in which time and space
will assume new meaning, physical barriers will be sur
mounted, wildernesses made productive, fortifications
eliminated or strengthened and savages civilized.
The airplane is not simply a new mechanism of trans
portation. More than that, it is a new governor of human
affairs, a director of the destiny of civilization. There
is no virtue in arguing whether or not the airplane is
going to replace the steamboat, railroad, or automobile.
^Ibid.
^Oklahoma Aviation Commission, op. cit.
^Harold D. Weatherly, “Aviation is An Aid to Teach
ing,1 1 Oklahoma Aviation Commission News, n.d.
25
It would be a narrow outlook to give more than passing
thought to competitive uses, for the applications of the
airplane are fundamentally different from other vehicles.
The realization of these new applications must await the
development of new attitudes growing out of an understand- :
ing of the basic attributes of the airplane and the ocean 1
of air through which it moves. Most persons are undoubted
ly anxious to develop attitudes which will see them through
this new era successfully.
The air age made its entry during a fight for free- .
dom and, although the right to have this freedom has been
won, freedom itself may never be achieved if people re
strict their understanding of this new force to the pro
cesses of manufacturing and the art of piloting. Society
has not fully recovered from the blunder of tolerating
technical advancement without social progress, during the
course of the industrial revolution. Planners are still
confronted with the problems of using the automobile to
best advantage, adapting cities for highway traffic, and
improving living through the use of cars without creating
social and economic upheavals. Yet, society is now faced
with a force which is far more potent than the automobile
and incomparable with any mechanism so far created by man. ■
To avert a repetition of the social maladjustment and
26
suffering which have followed in the wake of technical and
industrial advancement, everyone needs to know more about
the use of the air.
Air age education is a tool to be utilized in the
development of a better tomorrow. Only through the bonds
of closer understanding and world education can peace with
neighboring countries be successfully achieved. The air
plane is a means to an end in achieving peaceful solidarity
and this world education can be the real hope for a peace
ful tomorrow. Peace through understanding and world educa
tion is the ultimate goal.
Children are interested in the many developments
isuch as speed of travel which have been brought about by
i i
the air age. Schools do not need to interest boys and
girls in aviation but rather to guide and use interests
that already exist.
Air age education falls into two categories. Accord
ing to one published report,8 air age education falls into i
two categories. First, that which deals with new problems
jbrought about by the airplane and the changing concepts
I
!_ 5---------
, Oklahoma Aviation Commission, op, cit.
; 27
■ resulting from its use. Second, the use of aviation in
formation and materials to enrich and stimulate the learn
ing experience. Other educators have expressed themselves
on a definition of air age, from time to time. In 1948,
Professor I. James Quillen, member of the faculty of the
School of Education at Stanford University stated:
Air-age education permeates every part of the
curriculum of the school. It is based on direct
experience in the immediate environment, the study
of all kinds of materials, and the extension of
experience and study to the whole world.9
Leslie A. Bryan, Director of the University of Illinois
Institute of Aeronautics, in 19ij.8 Indicated what he
thought to be the relationship of aviation and education
‘ to colleges and universities:
• Aviation not only challenges the objective of the
university generally, but it places responsibilities
upon the university specifically in several fields.
Among those responsibilities are those in the fields
of (I)" general education, (2) professional education,
(3) vocational education of a terminal nature, and
(IjJ research. 10
Bryan added:
Aviation is a new force in the world, education is
an old force in the world. Somehow, and quickly, we
must join these two forces if the blessings of peace
and progress are to be ours in the days to come.
Q
James I. Quillen, "Education, Aviation and Soci
ety," Air Affairs, 2:169, 19ij-8.
^Leslie A. Bryan, "Colleges and Universities," Air
Affairs, 2:202, 19^8.
I 28
! :
J Universities and colleges dare not be found wanting. \
i
In 1928 Dr. William F. Durand, Professor of Engi- !
I
I
neering at Stanford University made an often repeated 1
I
statement of the relationship of aviation and education. j
! 1
I In that year Dr. Durand delivered an address entitled "The j
Public Weeds Aeronautic Education.In this address j
I
before the annual meeting of the Superintendents of Schools
of Boston, Dr* Durand said:
In framing an answer to the question "What is aero
nautic education?" we must first determine what is
embraced by the field of aeronautics. It is rather
surprising to find that, from the educator’s viewpoint,
no less than eighteen "subjects" in the usual curri- !
eulum are concerned in some way with the practice and J
theory of aviation.
Perhaps a broad interpretation of these and many
1
other expressions of what air age, aviation education,
aeronautic education or whatever term is used indicate
that they all apply to an era that is overlapped by other
eras and will undoubtedly be followed by other eras. It
should be brought out at this point that undoubtedly no
1
attempt is being made to revolutionize education, by those j
1
j interested in aviation, but rather to enrich the present j
program and to bring about basic understandings necessary j
William F. Durand, "The Publie Needs Aeronautical
Education," Airway Age, 9:21, 1928.
to efficient living in this air age.-^
Obviously, all of the implications which the air-
]
eraft has for social change and the schools* curriculum
stem from the fact that it virtually annihilates spaced
and that its operation is three-dimensional.- That is to ,
I
say, it can travel at speeds progressively greater than i
|
those attained by any mode of surface transportation. Its
direction need not be accommodated to surface obstacles.
It uses the air as its pathway--and the air is everywhere.
It is through aviation's many novel and ingenious
i
uses that its implications for areas of -human activity I
arise. Industrial interests of our nation have employed i
aircraft to secure results heretofore achieved with diffi
culty.^ Busy executives now visit markets and sources of
supply without loss of time* During the war new sources
of rubber, minerals, and other items in scarce supply could
be utilized only as aviation made them available. Static
inventories, because of the possibility of quick supply,
12
Department of Aeronautics, Air Age Education In
Idaho (Idaho: State Department of Aeronautics, 19^9)•
i 13
I American Council on Education, Aviation Education, 1
; Aii Approach to A Modern Curricular Problem (Washington,
i D.C.: American Council on Education, n.d.).
i ^Aviation Education Leadership Institute, Aviation
in the Community (Washington, D.G.: Department of Commerce,
1952)• (Mimeographed) *
can now be reduced. The local druggist, the merchants who
handle flowers, food, novelties, and the merchant who must
keep abreast of new styles have changed their whole method
of operation because of the contribution of aviation. In
fact, the tempo of all commercial transactions is speeded
up.
Naturally, such service as the aircraft renders
gains in importance as business horizons are broadened.
International companies are enabled to make "on the spot”
surveys in the far corners of the earth and to close inter
national business deals without delay. International oil
companies, as a matter of course, transport technicians
from Texas to Arabia and back again, thus saving weeks of
travel time and saving money as well.
It has been said that the aircraft is perhaps the
greatest development of recent years in agriculture. In
planting, cultivating, even harvesting, strange as it may
seem, the aircraft has come to play a part. Even in the
matter of rain-making, the aircraft holds some promise. In
the much publicized water shortage in New York City in
1950, the Mayor appropriated $50»000 to employ aerial rain
makers. Such a crop as rice can be planted from the air.
Insect, pest, and weed control through chemical dust and
sprays can be obtained with any crops. When we learn that
31
a single state alone reported a crop loss of $1^4,000,000
because of unsatisfactory weed control, we begin to realize
the tremendous economic potential of aviation.^
The use of aviation in farming. Convential aircraft,
as well as helicopters, have been employed in farm chores.1^
Both have been found effective in frost control. The
crops of orchards and wheat fields have been kept from
perishing through using aircraft to generate downward cur
rents, which keep the frost from settling on blossoms or
young plants. By the same technique, the aircraft has been
used after rainfall to dry fruit such as cherries and dates
and thereby prevent decay. In harvesting, the plane is
used to administer one type of ehemical which prevents
fruit from dropping off the tree, hence becoming bruised;
another type of ehemieal to cause cotton leaves to fall off
the plant, which makes harvesting easier, is used. Once
produce has been harvested, the airplane offers the speedi
est possible transportation of perishable commodities.
Because of this fact, whole new industries are arising.
By such transportation means, the service of consumer
33 .
Air Transport Association of America, Air Trans
port Facts and Figures (fourteenth edition; Washington,
D.C., 1953)•
■^American Council on Education, op. clt.
32
markets for out-of-season vegetables, fruits, and flowers
is facilitated.
(
It is not only the farmer and the merchant who find
use for the airplane. The fishing industry saves much
time and effort through spotting schools of fish from the
air. In patrolling of pipe lines, electric transmission
lines, game and fishing reserves, the aircraft has found
a place* The aircraft has been used even in hunting and
herding predatory animals* Mineral and oil resources,
hitherto undiscovered, are now being mapped through the
use of the aircraft and the magnometer.
The use of aircraft in forest fire control saves
annually thousands of acres of valuable timber. Wholesale ;
seeding of burnt-over areas and eroded areas may be readily
accomplished* One man in an airplane can seed 10,000
acres in a week. This is equal to 10 man-years work by
any other known method.^7
The airplane’s potential for disease control is
being expanded. It is getting to be common practice to
move in with aircraft, spraying DDT after floods and other
catastrophies. Heretofore, death from disease, the after-
math of disaster, far exceeded direct loss of life in such
33
calamities*
*
The classic illustration, however, of the use of the
aircraft in alleviating human misery and in conserving life
was the Berlin airlift* Over a period of fifteen months,
a city comparable in size to Chicago had all of its needs
supplied by air* One-third of the goods thus transported
was food* All deliveries were made at a cost of about
eight cents per pound. It must be recognized that this
minimum cost is not a standard cost for such a civilian
operation and was made possible only through the particular
type of operation and using military personnel and equip
ment*
Thus we see aviation's impact upon production, dis
tribution, the consumption of goods and services, and the
conservation of human and natural resources— a result be
cause aviation is a time-saving device.
The part aircraft play3 in our national security.
The part the aircraft plays in our national security must
be realized.Prior to December 191+1, we believed our
position with respect to military attack was more favorable
than that of any other nation. The friendship of Canada
1^Ibid.
and Mexico was assuring* The Atlantic Ocean on the west
offered protection from attack* Sea lanes were guarded by
military installation, battleships, and cruisers.
The attack on Pearl Harbor served, in part, to
demonstrate the vulnerability of surface craft without air
protection. Three days later, December 10, 19lj-l* the
British battleships "Repulse” and "Prince of Wales” were
sunk by Japanese aircraft off the Straits of Singapore.
The tactical use of aircraft by the Germans enabled their
speedy conquest of Europe. Subsequently, aircraft enabled
us to conquer the submarine menace; and our ultimate victory
was assured only after we gained undisputed control of the
air.
In relation to the aircraft’s bearing upon our
national defense, it is perhaps well to be reminded that
the aircraft rose from forty-fourth in United States indus
trial production in 1939 to first in 19ij.3. In 19i+3> pro
duction reached $20 billion and the industry employed ap
proximately two million people.
In international relations and with respect to its
implications for traditional human tensions, the aircraft
has been a factor in the creation of international institu
tions. The establishment of the United Nations and the
subsidiary organizations UNESCO and ICAO became imperative
in the face of aviation’s military use3. The aircraft has ,
also enabled more successful functioning of these organiza-
I
j tions. No representative is more than fifty hours removed j
from his home base. In the Pall of 1953» a young lady
| flew around the world in 90 hours, using the regularly
scheduled airlines of the world. j
Air transportation benefits undeveloped areas as
well. For example, the per capita use of aircraft is 70
times as great in Alaska as its per capita use in the
United States. The same situation prevails in other un
developed areas where surface transportation is difficult*
Because of this, the aircraft will contribute to the emer- :
i
gence of these peoples whose influence heretofore has been :
of little international significance.
Our youth must learn to live in this three-dimen
sional world which aviation is making a reality. As a
matter of fact, aviation not only makes international
understandings imperative, but also contributes to the
ease with which such understandings can be effected. There
is a relationship between the air as a medium of trans- !
portation and the growth of universal understanding. The !
i
idea of economic isolationism or any other isolationism is 1
i
obsolete in a world united by airline service.
J
Present-day students must gain awareness of the ,
importance of aviation for all areas of human living# Our ,
i
youth must learn to understand existing world tensions# !
i
J Aircraft has magnified our problems in this respect to the ;
same degree that it has solved problems in other areas#
Such learning is essential to our national security, world
peace, and general human welfare#
i
The most significant implication of aviation for
education results from the fact that aviation appears to
symbolize, quite appropriately, technological progress in
our modern way of living# In a study of sixty classroom
situations, ranging from kindergarten through high school,
I
in approximately thirty representative school systems, it j
i i
was discovered that teachers either were using materials I
of aviation to enfich subject-matter areas, or using avia
tion as a learning activities a r e a . ^ h e interest of the
student in aviation was reported to be spontaneous# The
desire to learn more about aircraft and the uses of air
craft stimulated him to practice skills important as edu
cational goals. He employed the interview technique; he J
i
j learned to observe carefully, the scope of his reading |
j increased; he was motivated to undertake creative
American Council on Education, Adventures In
Aviation Education (Menasha, Wisconsin: G-eorge Banta
Publishing Co., 1951)*
37 '
i
enterprise. He learned to work with his fellows. More- j
i
I
over, in exercising these skills, he employed realistic j
i
i
content to his own purposes. He concerned himself with j
problems of political reality. He learned the dangers in- j
herent in a world divided against itself, and he grew in j
his understandings of the potential that aviation has for j
universality. i
i
The use of aviation to get and retain student inter-]
est. Teachers find that aviation can be used to get and 1
|
hold student interest. Students can be motivated to study j
if a connection is made between the subject and aviation.^
Many teachers have commented on lessening of discipline
problems and better attendance records when comprehensive
programs of correlating aviation into the various academic
subjects are being carried out. Rapid travel by air makes
the concept of world citizenship more realistic. Teaching j
methods are vitalized when aviation subjects, incidents
and examples are used. j
In this business of teaching, regardless of the
l
aspect we consider, the student must be brought to face j
20
American Council on Education, Aviation Education, :
An Approach to A Modern Curricular Problem, p. f?. j
38
the f u t u r e .21 Whether pleasant or unpleasant, present-day
realities cannot be avoided. Efforts of the teacher to do
30 can result only in danger both to the student and to
society. Our schools cannot remain miniature ivory towers,
if ever we are to employ the democratic process effective
ly. Every significant implication that aviation and
kindred developments hold for society must be recognized
in educational practices*
21
Ibid
i CHAPTER V
I i
I
|
DEVELOPING AVIATION MATERIAL AT j
I THE VARIOUS EDUCATION LEVELS
' The preceding chapters have included statements made
by many responsible people in the educational profession |
i
and in the aviation industry as well. The writer, there
fore, believes that it is a safe presumption to say that
there is a place for aviation in modern education.
If the results of teaching aviation in kindergarten,
as reported in Adventures In Aviation Education.1 are sig-
s
nificant, then perhaps the air-age implications start with '
i
the beginning of formal education. In Adventures In Avia
tion Education a report from kindergarten teacher Margaret
Farrar, Johnson Lockett School, New Orleans, Louisiana,^
tells of using the airplane for imaginary visits to cities
and countries to learn the habits, dress, dances, customs,
i
and culture of other people. Through this activity the
pupils learned that to understand a people better, they
!
should be able to speak their language. Miss Farrar says, !
"We have come to realize that our curriculum needs ,
i
(
______________________ I
1
American Council on Education, Adventures in Avia- !
tion Education (Menasha, Wisconsin: George Banta Publish- ;
ing Co., 1951).
i 2Ibid., p. 97.
2 j X > '
f
to be enriched and broadened to embrace content matter of
i
the air age*1 ' Another kindergarten teacher, Jane H. Davis,|
j Garfield School, Phoenix, A r i z o n a , 3 reports in part that j
I i
the use of aviation was by far the most interesting experi-
I
ment she had tried in kindergarten* She states that air
education can be integrated through practical examples and j
illustrations into art, science, social studies, language |
arts, music, and rhythms in the kindergarten* Other reports
from each grade level^- show effective use of aviation for
subject knowledge and for motivation purposes. The actual
i
application of air-age information will probably vary with !
the age level of the class and with the information and j
facilities available to the teacher*
Requirements for an adequate curriculum. The ade
quate curriculum provides for representation of life situa
tions for which education is appropriate.3 Life situations]
are not fixed and constant but are, in their very nature, I
subject to change and even to obsolescence. New situations
develop, or old ones take on new significance. The
3Ibid., p. 33•
! ^Ibid. !
| 5
I Department of Education, Louisiana Schools In The ]
j Air Age (Louisiana: State Department of Education, 19W7, !
| P« U * i
curriculum which reflects life must also reflect quick
shifts in emphasis. According to an opinion expressed by
Everett T. Calvert, Principal, Washington Elementary School
£
Pasadena, California, it must he characterized by a flexi
bility which readily permits adaptation in response to
need. Curriculum planning must take overt cognizance of
the fact that we are living in an age accustomed to change.
This characteristic is basic to all others, according to
writings in the Louisiana Schools in the Air Age.? The
authors go on to state that even a superficial examination
of the implications of this single characteristic will
reveal ample support for the inclusion of new areas of
learning or renewed emphasis upon formerly recognized areas
Because man travels, transmits messages, and trans
ports goods at new speeds, he is faced with the necessity
of adjustment to those environmental changes which result.
The areas of transportation and communication do not take
cognizance of physical limitations and restrictions of
national and regional boundaries, thus creating new and
6
Everett T. Calvert, "The Principal’s Role in Air-
Age Education," The National Elementary Principal, 28:5,
December, 19^-8.
7
Department of Education, op. cit., p. 11.
k . 2
characteristic educational needs.8
Because goods and travelers are transported around
the world and to any of its parts with amazing speed, and
because words and ideas are transmitted at even greater
speeds, we are increasingly exposed to the impact of events,
personalities, ideologies, creative expressions, and propa
ganda which are identified primarily in their origin, with
regions other than our own.^ We are affected by world
health conditions; the law of supply and demand operates
today on a world-wide basis, according to the authors of
Louisiana Schools in The Air Age.
Factors youth should know about the air age. In the
publication Louisiana Schools in The Air A g e five
factors that youth should know about the air age are listed.
Of course, this listing is the opinion of one state agency
on this matter, and all readers may not agree with the
principles as set forth. The writer, however, presents it
as an opinion from an authoritative source. It states that
Q
American Council on Education, o£. cit., p. 8.
9Ibid., p. 12.
10
Department of Education, op. cit., p. 12.
11
Ibid.
to
youth should know:
1. How th© Air Age had its beginning in other ages
and how its shadow has been cast before it* The curriculum
i
in history should be shaped accordingly*
2. How man has utilized the principles of science
for the creation of the agencies of the Air Age* The
curriculum in science should be shaped accordingly.
3* How we are evolving procedures and instruments
for the political-social-eeonomic-hygienic-huraanitarian
direction of the world of the Air Age* The program of
social studies and related areas should meet this educa
tional need*
i j . * How propaganda is detected and evaluated and
how ideologies are developed. The curriculum in language ■
arts and in social studies will reflect this need*
5* How artistic and literary expression transcends
boundaries of race, state, and region. The curriculum is
enriched to this end; the fine arts and language arts are
appropriate media for enrichment.
The Louisiana State Department of Education-^ con
cludes by stating that man will direct, wisely or stupidly,
according to his lights. Upon our schools, they say,
12
Ibid.
rests a heavy responsibility for guidance toward enlight
enment and adjustment. The curriculum is but one instru- t
| i
ment through which that obligation can be discharged. s
i
In the chapters that follow, curricular adaptations *
I
are suggested for education for the air age. Each normal j
i
school level of learning--elementary, secondary, college, |
and teacher-training— will be developed separately.^3 Many
booklets, books, pamphlets and papers have been written and
published listing suggested curricula or sample course out
lines for each grade level. References to these may be
i
found in the bibliography seetion of this report. While j
i
some samples of training ideas and methods will be submit
ted in this report, it is the plan to present the underly-
I
ing theme, use and implications of aviation as it applies
to these levels of learning. The decision as to what is
used and how used necessarily rests with the teacher. It
is presumed that individual teachers will develop their own
approach to the air age in accordance with their knowledge
of aviation and how it applies to the subject matter at
hand. Likewise, this material is presented to the aviation!
i
I
------------------------ i
n '
-'California Framework Committee, California State j
Department of Education, "Administrative Organization of j
the Instructional Program,” A Framework for Public Educa- !
tion in California, 19:19* November, 195^ !
I Industry personnel concerned with supplying educators with i
i j
teaching materials as an indication of what is likely to i
be needed from the industry*
Trends evolved from a study of thirty-two school
systems* In a recent study involving thirty-two of the
nation's largest systems,^ it was discovered that aviation
I
education can reinforce certain major trends in curricular I
i
improvement* These trends are defined in terms of the |
I
nature of learning and the responsibilities of the school I
i :
I as follows: I
I
1* Recognition of interest, purpose, and guided |
i
experience in relation to child growth and development*
2. Recognition of responsibilities toward: (a) the
child's development in understanding the complexity of
modern life; (b) his development of the skills and atti
tudes essential to its improvement; and (c) the student's
vocational efficiency.
3* Acceptance of a more integrated organization ofi
i
the curriculum and the use of the large center of interest]
as a frame of reference* j
i ^ . * Greater use of community resources* I
i
nr |
American Council on Education, Adventures in i
Aviation Education.
5* Recognition of a responsibility for in-service
teacher education. !
I
The findings reported by Bruner^ gave support to j
j
conclusions reached some time prior. It was generally j
i
agreed that there should be ready in the event of a nation
al emergency a reservoir of young men and women skilled in
aviation* It was also generally agreed that young America
should be "air-conditioned.” There appears to have been
no doubt that aviation education could support current edu
cational trends to the benefit of both education and avia-
1
t
tion. j
A principle of education generally accepted, explicit
in the trends outlined above, relates to the purposes and |
responsibilities of the schools* Will any deny that the j
school must be responsible for the development of the {
I
child’s understanding of the world in which he lives and j
i 1
of those skills and attitudes which will enable him to cope|
i
i
with the problems that his world imposes upon him? Avia
tion is one of the important aspects shaping this world.
! It appears that those educational leaders who deny t
•
j H. B. Bruner, "Some Illustrations of the Close
; Relationship of Aviation Education to Six Significant |
| Trends in Curriculum Improvement.” An unpublished report i
j of the Committee of the American Association of School Ad- j
■ ministrators, 1950. (Mimeographed)
i \
k7
aviation a place in the school's scheduled program regard 1
1
aviation not as a source of enrichment for the traditional
content fields and classroom activities, but as a discreet j
subject of study.Since this is often the case aviation !
t
must compete with other subjects for a place in the school's*
I
scheduled program. Very likely, should it be accepted, !
{
i
something regarded a3 less important will have to be re
jected to make way. All this accepting and rejecting, as
a matter of course, will have been done in terms of the
intrinsic value of the subject itself and not in terms of
the over-all purpose of organized education generally en- j
dorsed. That is to say, the means has become confused i
with the end--intrigued by the vehicle, we have forgotten j
our destination. j
i
l
The problem and its objectives. The problem is
important in that its solution should contribute to a re
emphasis of the true objective of education,^ which is
the responsibility the school has for the development of j
the child* s understanding of the world in which he lives j
and of those skills and attitudes which will enable him to *
15
American Council on Education, op. cit., p. 2. i
17 :
Ibid., p. 3. :
cope with the problems that his world imposes upon him.
Aviation is one of the important aspects of this world.
A satisfactory solution of this problem, that of
discovering an acceptable way to enrich a classroom program
by the use of new materials of current significance will bei
an aid to the schools in their effort to keep abreast of
the world's realities. It matters little just how this is j
accomplished, whether specific subject matter dealing with 1
} the air age Is presented or whether this aviation material ;
t
is Integrated into other subject matter. The main princi-
t
pie as I see it is the recognition of the importance of
using aviation material In the schools, preparation of
appropriate materials and their use.
CHAPTER VI
AVIATION AT THE ELEMENTARY SCHOOL LEVEL
The experience curriculum versus the subject-matter
curriculum. In initiating the discussion of this topic, it
might be well to make a comparison of the nature of the
experience curriculum in contrast with the subject-matter
curriculum* In the book, Aviation Education, An Approach
To A Modem Curricular Problem,^ the authors present a very
detailed analysis of the experience curriculum at the ele- ,
mentary school level. They state that the school, admin
istering formal education, is primarily concerned with the
child’s development in terms of his present world. That
means adjustment or’ orientation to this present world. It
means that the child must come to understand this worldj
that he must develop the skills appropriate to cope with
the problems that it provides and that he must acquire
attitudes harmonious with its purposes and values. The
subject-centered curriculum assumes that such understand
ings, skills, and attitudes can be presented to the student
in the form of organized subject matter to be mastered.
The experience-centered curriculum assumes that true
• ^American Council on Education, Aviation Education,
An Approach To A Modern Curricular Problem (Washington,
D.C.: American Council on Education, n.d.}, p. 7*
5o
learning comes as a result of the student organizing for
himself the subject matter offered by his realistic world*
The essential difference is observed, then, to be one of
method--method, however, that takes into consideration the
content or subject matter of the progressively changing
world of the student*
Continuing with the thinking expressed in the above :
cited reference of the American Council on Education,^ it
is this progressively changing world that provides the
setting for every student in our schools* The time and
place of his existence shape his purposes, set his problems,
and define his needs* Xt is this world of the present in
which the child is interested. A world continually chang
ing as a result of a current of events confronts the child,
and although he may use the principles long established, he
uses these principles in terms of the future— in other
words, new application to modern living*
The controlling factor of an educative experience
is defined by our physical, political, or cultural reality*
Significant events are eausing progressive changes in each
of these areas* Certain of these events, such as the
advent of the aircraft, have caused great changes to which
2Ibid.
51
our students need to adjust.^
I
Aviation that the youth should know about. Today
aviation is within the thinking and the experience of prac
tically every elementary child*^ The airplane is an object
of admiration and can symbolize, even for primary children,
(1) beauty, (2) scientific achievement, (3) a thing to
1
create and use, (2+) new places to be visited and things to
be seen, (5) new people to know, (6) new products and
animal life to be utilized, (7) man's continued dependence
upon weather and other natural phenomena, and (8) the im
portance of using aviation as a force for world good rather
than world destruction.
Primary children are quick to accept as commonplace
the achievements and marvels of aviation and the influence ,
of aviation on our ways of living and thinking.^ Using
■ this interest and information about one of the greatest j
I
contributing forces to a rapidly changing culture is im- \
portant. Thoughtful planning and proper guidance along '
with the necessary modification and enrichment of the |
3Ibid. 1
^"Department of Education, Louisiana Schools In The
Air Age (Louisiana: State Department of Education, 191+9X, !
p. li+7
^Ibid.
*
*
52
curriculum are imperative* The natural Interest and curi-
i
osity of the child in the matter of aviation make the prob4
! ' i
lem of enriching the curriculum an easy one* Through more !
information and better understandings about aviation, the
child’s scientific and social-economic understandings are
t
increased*
i
At this level of learning, aviation education is
not intended to mean the addition of a new course for
study in the primary grades, but rather a new way of think
ing and living,^ brought on by the rapid progress in avia-
i
tion.
According to the authors of Louisiana Schools In The
7 I
Air Age,1 at the primary level pupils have not mastered j
sufficient skill in getting meaning from the spoken and
written word to enable them to explore afield* For this
reason, it appears advisable to fit aviation material into
the curricular pattern; in other words, air age materials
should be taught in connection with the social studies and
i
the science materials and not as something apart* The j
social studies program for the primary grades is built
around the community--the home, the school, the neighbor- j
hood— and the people who furnish materials and services for!
i
t
6Ibid.
7
Ibid, _ __
1 local needs. The science program is based upon many fruit-1
ful experiences of the environment and also upon the weather
and the changes of seasons, as related to aviation. j
I
i
General objectives for the primary school grades in !
aviation. These general objectives for the primary grades j
Q I
are those as suggested by the State of Louisiana0 to serve
as a guide to teachers in bringing air age education to a
point of action, and are presented here as an example of
an actual approach to the subject. They are as follows:
1. To develop some understanding of the peacetime
I
purposes of aviation.
2. To satisfy curiosity about planes.
3. To develop some understanding and appreciation
i
of the nature of the air ocean. |
i j . . To enlarge concepts and understandings of air
planes.
5. To develop better concepts of time, space,
distances, number, and measurement.
6. To instill some understanding of the weather and
its relation to aviation. i
«
I
7. To develop some appreciation of man's control j
i
i j
| over nature and his environment. i
i s-------------
1 Ibid.
I $k
i
8. To instill some appreciation of the work of
pilots and other crew members on a plane and understand
i I
some of the services they render* i
I
i
9* To foster an elementary knowledge of how and |
I
where to get needed information on aviation. j
10* To develop some understanding of the importance I
of aviation in expanding the materials, services, and
interests of the community.
11. To utilize the interest in air age education
for stimulating:
a. skill in using the common tools of education
i
--speaking, reading, writing, spelling, !
arithmetic; j
b. growth in initiative and creative ability; j
c. growth in all forms of self-expression;
i
d. desire to share ideas and interests; j
i
e. knowledge of how to use materials coopera
tively and contribute materials for study;
and
f. understanding of democratic procedures
through participation in planning, working, J
>
and evaluating on individual levels of matur-j
ity. |
i
|
Use of activities tostimulate interest* There are j
(
many activities that the teacher may use to illustrate the
i
above objectives and to stimulate greater interest in avia
tion. ^
Teachers have found that a trip to an airport offers
a variety of experiences such as:
1* Listening to stories about airplanes and the j
airport.
2. Telling about visits to the airport with family.
3. Planning behavior standards of courtesy, and
safety.
I 4. . Talking to passengers and workers at the air-
!
port. j
i
5. Listening to the guides at the airport. j
6. Building a model airport. |
10
7. Writing to the airport to make trip plans.
Other activities that may be used to stimulate greater
interest in aviation are:
1. Visiting the airport to watch the planes come
and go and to see hangars, the control tower, runways.
2. Dramatizing airplane activities.
^Members of Aviation Education Leadership Institute,
Aviation In The Community (Washington, D.C.: Department of
Commerce, Civil Aeronautics Administration, 1952).
(Mimeographed)
^Dorothy Espenlaub, "Aviation: Enriching the Language
Arts and Social Studies Program," The National Elementary
[Principal ,_28:.19-,—December_,_19li8.___________________ — . —
3* Building large planes of building blocks* !
4.* Noting different kinds of planes, learning to
I
! identify the broad classes such as training planes, per- !
sonal planes, transports* I
I
5* Building an airport, on the table, on the floor,;
i
or on the school grounds* '
i
6* Making a study of the weather as it applies to
flying.
7* Making a study of the historical development of
aviation*
8* Looking at many pictures about airplanes.
9* Writing letters to commercial companies request
ing materials on planes.
10. Looking at films on planes, noting how they are
built.
11. Making scrapbooks of planes and other items con
nected with planes, things seen at the airport.
12. Constructing simple model planes.
Classes can often be divided into small working
groups with each group assigned a particular phase of avia-|
tion. Eaeh unit will then work on his particular project j
and finally will share this with the other groups and the |
1
- - - - . . . ■. . . . . . . . . . . - . t
"^Department of Education, Louisiana Schools In The
Air Age, p. 16. j
entire class. j
Children in the intermediate grades are living in a !
m I
world in which distances have shrunk from months and weeks i
i
to days and hours.*2 The modern airplane has changed our ;
i
concept of world geography. It has soared over the barri- |
i
ers of seas, deserts, and mountains whieh, across the ages,'
I
have kept men from mingling with their neighbors near and |
far. It has made the most remote people on this planet
inhabitants of the same community.
In our modern schools we think of education as
living today and at the same time building a foundation ;
for better living in the future.*3 The air age and the
atomic age have brought us face to face with problems of
human relationships and adjustments whieh must be solved
now if man is to survive on this planet. Education for
physical well-being, economic effieieney, social integra
tion, and local civic responsibility is not enough. We j
t
must educate now for world citizenship and global morality!
In the elementary school we have an opportunity and I
a challenge as we move forward in the air age. We can !
make it possible for our boys and girls to grow in under- j
standing of how people live in all parts of the earth. I
i
12Ibid. |
(
American Council on Education, op. cit. I
! Our purpose in air age education at this level 1
!
should be to give each student an opportunity to partici- |
!
pate in exploratory activities and projects which will help
him to acquire broad understandings and appreciations of :
economic, political, and social changes resulting from the!
development of modern air transportation.1^- |
This purpose can be served without adding a teehni- !
i
I
cal course in the principles of flight or an exhaustive !
I
specialized course in aerial navigation. There are many j
I
opportunities to enrich the present curriculum offerings I
i
by adding materials, projects, and units bas^d on air j
I
transportation, aviation history, global air routes, and
the social and political implications of air travel, air
commerce, and air power.
Aviation education is essentially part of the total
educational program. The elementary school program should
be adjusted to meet the needs of pupils living in the air
age.1^
As learning progresses through the grades in the j
elementary level, separate units on aviation may be organ- j
' i
j ized; or aviation may be fitted into units in language, |
1 ^Aviation Education Committee, Report of the Avia- j
i tion Education Committee of the American Association of
i School Administrators (Washington, D.C.: U.S. Department
j of Commerce, Civil Aeronautics Administration, 19h9). !
59 •
science, social science, arithmetic, music, or art* Chil- :
) dren enjoy reading about aviation, talking about it, drama-j
J l
tizing incidents in the history of aviation, computing dis-j
j
tances, planning trips by plane; these fit readily into, j
and enrich, the units of the various subject fields* Pupils
i
will understand and be greatly interested in the way the j
traveler, farmer, doctor, scientist, forest ranger, engineer,'
news photographer, and many others are using the airplane
today. Thus they will grow in the understanding of the
part which airplanes play in the economic and political
affairs of the world*
One of the most significant problems is that of the j
effect of the airplane upon our relationships with the
other countries of the world. ° The airplane has changed
our maps and in many instances threatens to redistribute
population. A study of the different types of maps, such
as Mercator and a comparison of flat maps with the globe j
i
will help to illustrate this.
The Aviation Education Committee plan explained.
The Aviation Education Committee of the American Council
on Education, in cooperation with the Civil Aeronautics
Administration, has recently completed a special study of
aviation in the elementary and secondary levels which is
I
I
_ t
Members of Aviation Education Leadership Institute,
i ££. cit.# p. 38. :
1
worthy of mention in the report.^
1 ' 1
With plans completed to enable the tests to be run !
t
during the 19i|-8-^9 school year, individual classrooms and J
1
teachers were selected from all states of the nation and, j
i
based on special instructions given them relative to teach-i
!
ing of aviation, their reports of accomplishments were theri
compiled in a report. The educational goals, both expressed,
in the reports and implied by classroom activities reported
at all levels, may be grouped as follows: understandings,
knowledges, skills, habits, interests, appreciations, and
attitudes. Contributing teachers appeared convinced that ;
these goals must be defined in terms of the individual and i
j
his development, although achievement in terms of the goals
has meaning also for social progress and improvement. The
educational principles of interaction and continuity in
herent in the activities reported appeared to be inter
preted not narrowly in terms of information gathered, but
broadly as relating to every phase of the child's develop
ment*
i
The activities in which the primary children engaged
I
fell into five general categories: planning, investigating,
i !
i j
t
t I
| 3/7
j American Council on Education, Adventures in Avia-,
i frion Education (Menasha, Wisconsin: George Banta Publish- j
! ing Co*, 19^1).
63.
drill, organizing and creating, and presenting.1® The plan-
i
ning was always in terms of what the children wanted to |
know about the tangible in their environment. j
At the third- and fourth-grade levels, while the j
educational goals remained the same, the classroom activi- j
ties became more complex. Here the children broadened !
their understanding of peoples in other lands, of domestic
industry* of commerce, economics, and of simple interna
tional relationships.
It was assumed, in the intermediate classroom situa
tions just as it had been assured at the primary level, j
that in order to understand modern life it is necessary to
learn something about the airplane1s.part of it. A first
step, of course, was to learn about the airplane itself,
and why it can fly. A second step was to learn about the
i
work it can do. j
The general purposes motivating classroom activities
at the upper elementary level appear identical with those
reported for primary and intermediate grades.1* ? The dif
ferences in purposes among the grades relate only to the
degree of understanding and development. Increased ability!
' r a I S I Z ‘
19
Ibid.
I
in terms of basic skills, group participation, and problem ;
solving were stated as objectives. It was reported that
upper elementary groups became able to accept responsibili
ties and to give and take criticism. |
Information-gathering included observing, listening,!
I
picture-taking, reading, trips to airports, roof-top view- j
ing of the community, and interviews with, and letters from1
industry and government representatives. Creative activi
ties included the writing of letters, stories, and articles.
They also included reporting, both orally and in writing,
I
painting, and dramatic play. Construction activities pro- |
duced model airports and airplanes, kites, graphs and maps,:
as well as model weather stations.
It has been observed that the aviation curriculum
at the elementary school level does meet the criterion of
PO
a good experience project. The content to be dealt with
is meaningful to the student and is concerned with the J
I
world to which the child must grow in and adjust to. This
realistic world, the world of his interest, has stimulated }
I
his curiosity. He plans with his teacher and classmates
how he can best find the answers to the qeustions and the
solutions to the problems with which this world presents
—
Department of Education, Louisiana Schools In The
Air Age, pp. 27-28.
63
him. His planning relates to all needs of which he is 1
i
aware, yet his experience satisfies things which are pre
dominantly social, for in his activities he learns to work j
i
with others and in so doing, he learns to respect the j
j
ability of others in his group. Since his aviation project
brings him in contact with many peoples, it serves the pur
pose of cultural education. He gains self-assurance as
his work progresses and he realizes that his own efforts
uncover the answers to his problems. He is really well on
his way to becoming a well-rounded future leader in our
modern world— our air age.^
21
Ibid.
CHAPTER VII
AVIATION AT THE SECONDARY EDUCATION LEVEL
The air age is influencing all aspects of living,
such as communication, transportation, and travel* There
fore, all curriculum areas on all levels of instruction
need to be enriched by infusing air-age materials, knowl
edges, understandings, and concepts into existing courses
of study.
The Air Age Education Committee of the American
Association of School Administrators has aptly said:
The use of air as a medium of transportation and
communications is creating new problems in every phase
of living. For this reason, air-age education cannot
be thought of as a new subject or simply a unit of
work. Rather it is a new attitude of mind which
should permeate all subject matter, from kindergarten
through college* Social studies, language arts, fine
arts, and all of the physical and vocational arts and
sciences are affected by this new force which has
entered into our civilization.2
Since society is ever-changing as a result of an
ever-shifting current of influences and since the individu-
i
I
; al is a continuously changing organism, it is Imperative
that education, if it is to fulfill its obligations,
! * i
i Department of Education, Louisiana Schools In The
j Air Age (Louisiana: Department of Education^ 19i}-9) >
! pp7 36^38. !
2 I
Aviation Education Committee, Report of the Avia- i
tion Education Committee of the American Association of 1
j School Administrators (Washington, D.C*: U.S. Department j
65 ;
i
likewise should absorb the new and cast off the o u t m o d e d . 3
Profitable ways of recognizing aviation in educa-
!
tion. There are four suggested ways by which the subjects
presently taught in our schools can profit by recognizing
the implications of events, such as those of aviation. j
I
According to the authors of Aviation Education, An Approach1
To A Modern Curricular PlanA these are: first, the contenbj
I
of many courses must be supplemented by information con
cerning the subject matter. Second, the skills with which
the so-called skill subjects deal are more readily taught
through their application to currently significant content.j
Third, through application to such content the scientific j
i
principles inherent in a social heritage can be best illus
trated. The fourth way is concerned with the establishment;
of desirable attitudes. Often a body of content built up
around significant current events provides for the emotion
alized, vicarious experiences through which such attitudes
are developed.
of Commerce, Civil Aeronautics Administration, 1949.
3Ibid.
4
American Council on Education, Aviation Education,
An Approach To A Modern Curricular Problem (Washington,
D.C.: American Council on Education, n.d.).
j
66
!
! The California State Department of Education plan. |
i
Many secondary schools today are offering specific courses J
I
in aviation. In 1950* according to a report of a committee
t
of the American Association of School Administrators,^ j
t
there were thirty-three states in whieh the state depart- |
ments of education had published aviation education curri- j
culum bulletins. Most of these publications have been
Q
issued jointly with state aeronautics commissions. In a
number of cases, supplements have been published and in
some instances growing interest has led to second or third
editions. Among the outstanding aviation education publi
cations are those of Louisiana,® Colorado,? Idaho,®
K a n s a s ,^ Pennsylvania,10 Oklahoma,11 and California. To
illustrate rather fully one state program, the one from
California is detailed as an example.1^ The California
5
Aviation Education Committee, pp. cit.
6 — ------
Department of Education, Louisiana Schools In The
Air Age, p. 5.
7
Aviation Education Committee, pp. cit.
8 ----
Department of Aeronautics, Air Age Education in
Idaho (Idaho: Department of Aeronautics, l9i+9)•
9
Aviation Education Committee, op. cit.
10
Ibid.
Oklahoma Aviation Commission, ’ ’The Aeronautics
Course,” Air Age Education In Oklahoma (State Department of
Education, n.d.).
_______^Staff of the Bureau of Aviation Education, Our Air
State Department of Education has prepared a five phase ;
i
program titled “Our Air Age,” which is a general high j
i
school course on aviation* The five units are as follows: J
Unit I - Community Problems and Aviation
Unit II - Aircraft Structures and Problems of j
Plight
Unit III - Navigation and Meteorology for Air World
Geography
Unit IV - Vocational Problems and Aviation
Unit V - National and International Aspects of
Aviation13
The primary objectives of the series, prepared by
the Department’s Bureau of Aviation are eight in number: i
First, instruction in the scientific principles of
i
aviation within the framework of general education.
Second, practical experiences in the application of
these principles*
Third, realistic study of history, geography, civics,
and economics in relation to the development of aviation.
Fourth, understanding of the plaee in aviation in
America so that future citizens who do not actively engage
in aviation may collaborate, evaluate and appreciate the
i
--------------------- i
A General High School Course on Aviation (Sacramento: ,
i California State Department of Education, 191+8). i
! 13Ibid. j
effects of aviation on our country.
!
Fifth, instruction for youths with special interests!
in aviation who intend to continue their aviation studies. :
Sixth, utilization of natural interest as motivation
|
in related study and response to pupil's demand for avia- ;
!
tion and aeronautical knowledge.
Seventh, background for preparation in the vocations
of the aviation industry.
Eighth, pre-pilot training which will aid students
to become safe pilots.
Each unit is developed as a special subject and !
through a series of problems, analysis and answers, that i
topic is developed. j
The use of the Air Center in teaching aviation.
Another most effective method of air-age presentation is
through the Air Center.1^- The Air Center is an Air Age
Educational service and classroom facility. It provides,
in a single room, all the implements which will aid teach
ers in gaining more realistic aviation experiences and in
presenting aviation and all its concomitants— including |
i
i
j ^Education Division, Link Aviation, Inc., The
Secondary School Air Center (Binghamton, New York: Link j
Aviation, Inc., n.d.).
the scientific, sociological and cultural implications, in
the interest of educating youth for living in the air age* ;
t
Within the Center, a large variety of air age teach-j
ing aids are arranged in easy-to-use demonstration units, j
i !
Each demonstration unit presents an information or activity
i
group which may be labeled Social Studies, Mathematics, |
Science, et cetera. With the demonstration units thus
categorized, teachers can easily correlate aviation materi
als with their own subject matter areas. With such com-
i
plete and organized surroundings, the Air Center soon [
i
I
becomes the foeal point from which air age courses of |
i
various types will emanate as a regular part of the curri
culum* The Genter will prove to be not only a valuable
i
asset to the school in which it is organized, but a culture],
unit of great benefit to the entire community*
The Air Center program cuts across all departmental
and subject areas* The activity in the Center is not re-
strieted solely to either the Sciences or the Humanities,
to Mathematics or to the Arts, but encompasses all of edu-
i j
cation* Therefore, since 1 1 everybody1 s job is nobody's j
job,” the Air Center should be organized and should func- j
! tion independently of established departments in the j
| I
school. |
(
The organization and continued direction of the |
70
I
Center should be placed in the hands of* a fully trained j
and experienced educator who is capable of administering j
i
Air Age Education in its broadest scope. This Air Center j
Director should be invested with full authority for the j
#
administration of the Center and should be directly respon
sible to the administrative head of the school. |
I
Duties of the Director include collecting, evaluat
ing and categorizing available air age teaching materials,
organizing and setting up of various demonstration units,
advising the teachers of the availability of materials
applicable to their subjects, and assisting teachers in
correlating their courses with the facilities of the Air
Center.
In addition, the Director should make arrangements
with responsible airport personnel for visitations, lec
tures, flight experience, et cetera, and he should organize;
special programs, displays, and lectures.
The Director should also concern himself with pro
gramming of air age workshops and special in-service-
training projects for teachers.
Useful items within the Air Center should include a
i library, demonstration units, projectors, school link j
|
trainer, horizon screen, projection screen, reading tables,|
bulletin boards and adequate storage space. The Air Center
i
71 ;
if properly used, will be a great asset to the study of
air age education on the secondary level*
I
i '
An increasing number of high schools today are
i
| offering flight experience in connection with the aviation ■
courses. Here, in the Los Angeles School System, three
high schools now offer flight training.^ These are |
Franklin High School, Washington High School, and Garfield
High School. Actual flying is a highly desired part of
the learning process and is always a most popular part of
the school's curriculum. It is universally true that youth
desires close and intimate contact with pilots, airports, j
planes, and the wide-open spaces above the earth's sur-
i i
face. ° Where facilities permit, flight experience should
be from the local airport to help strengthen community
interest in the program.
Flight experience and the UAVCAD survey. Over and
above the fun aspect of flight experience, it has a deeper
set v a l u e . ^-7 Those students interested in flying as a
vocation will thus have an opportunity at this early stage |
__________________ I
9-9 ,
■^J. Douglas Wilson, Air Age Activities in Los ;
Angeles City Schools (Los Angeles: Los Angeles City '
Schools, 1953T* !
1A i
•^American Council on Education, Aviation Education,
An Approach To A Modern Curricular Problem. j
"^Special report in letter from W. Earl Sams, Avia- I
tion Education Consultant, California State Department of !
72 1
in their educational program to sample this career and it
i
is often possible to thus eliminate, at this time, aviation
i
, i
| as a vocation for those not qualified or adept. Recently j
\ '
i
l l j . 2 California boys in training at Pensacola, Florida, ;
i
Naval Aviation Cadet Program were interviewed. The results
t
of the interviews further emphasize the value of flight j
training for the youth. From the report, it is shown that
3I 4. per cent of the cadets in advanced training attribute
much of their success to the private flight instruction
obtained in class or club activities associated with a high1
school or junior college. It is no wonder that the Armed >
Forces encourage the public schools to offer aviation
courses including orientation flight. It is common knowl
edge among aviation educators that the Air Force and Civil
Aeronautics Administration study of 27>000 military pilot
trainees revealed that the normal "washout” of I 4 . 9 per cent
was reduced to the astounding figure of 9 per cent for
those cadets who had soloed before entering the military
j pilot training program. !
1
t
! !
State of Illinois Interim Aviation Education Commit-I
1
tee. Late in 1 9 5 1 in the State of Illinois, the j
I
---------------------------------------------------------------------------- 1
1
i Education, Sacramento, California, 1953* i
73
Superintendent of Public Instruction appointed an Interim
Aviation Education Committee of six members to confer with
the Superintendent on a proposal made by the Director of
the State Department of Aeronautics relative to the need
for a study on aviation education for inclusion in a forth
coming volume entitled The Schools and National Security.
A sum of money was assigned from State funds to the project
to be known as The Aviation Education Project.
The project was divided into three principal phases:
Phase 1, the purpose of which was to discover which
of the objectives of aviation education the teachers in
each curriculum area (English, science, etc., through the
full list of standard subjects) regard as appropriate to
their particular teaching field. This would be accomplished
by asking the curriculum committees of the subject-matter
associations to invite representative cross-section samples
of Illinois teachers In all of the subject areas which
these curriculum committees represent to respond to an in
ventory containing all of the purposes of aviation educa
tion set forth in The Schools and National Security.19
! Phase 2, the purpose of which would be to assemble,
i
[ adapt, and construct curriculum materials for each objective
i
I —— ■ — vir — ......
' Sanford and others, State Department of Education,!
! Illinois, The Schools and National Security (New York:
McGraw Hill Co., 1951)» Chapter 32.
7k
of aviation education appropriate to the teaching field
or fields to which each objective belongs as shown by the
results derived from Phase 1 of the project* This would be
done by collecting and analyzing the more promising materi
als now available from a large number of sources and by
devising new materials where shortages exist*
Phase 3 of the project would be to inform the
schools of the materials thus made available, to stimulate
teachers to use these materials, and to assist them to do
so* This they plan to do through written communications,
conferences, workshops, personal visitations, and whatever
other means are available.
An inventory for teachers was prepared which was
t
i
| the questionnaire method used to sample the various subject
i
fields which the examiners wished to survey* All together,
some 2, i j . l8 teachers were sent the inventory for their com
pletion.
Subjects to be sampled were divided into eighteen
areas of learning and are as follows: aeronautics, agri
culture, art, business education, core, English, geography,
I
! guidance, home economics, industrial education, Latin,
i mathematics, modern languages, music, physical education !
(boys), physical education (girls), science, and social
studies (without geography).
7$
The basic question of the inventory was "If suitable
materials were available, do you think you could make your
sub.ject more valuable to your pupils by giving more atten
tion to this purpose? The teachers examined were asked
to answer ’ 'yes,” "uncertain," or "no" to a total of 71
questions, divided into five major tasks*
The first major task containing 26 questions was
"The school should help pupils become moderately literate
regarding aviation and reasonably intelligent as consumers
of air transportation services* To do this, the school
should help pupils ..." and then followed the twenty-six
questions such as: "secure a sufficient elementary knowl
edge of airplane structure to be reasonably informed in
this respect."
The second major task was: "The school should help
j pupils understand how civil aviation strengthens the nation.
i
To do this, the school should help pupils . . and then
followed eight questions such as: "understand how and to
what extent air transportation is employed; and how it
| benefits agriculture, business, industry, and government."
j The third major task was: "The school should help
pupils understand the relationship of air power to national
security. To do this, the school should help pupils . . .*1
and then followed ten questions such as: "understand the
76
potential benefits of aviation in disaster control associ
ated with the bombing of American cities.”
The fourth major task was: ”The school should help
pupils understand what must be done if national security
is to be strengthened through improving civil and military
aviation. To do this, the school should help pupils . .
then followed eleven questions such as: ”note how heavily
i
| the Federal Government is currently subsidizing the auto-
I
I mobile industry through the financing of highways, and how
| this benefits everybody.”
i -
| The fifth major task was: ”The school should help
! pupils understand the potentials of air transportation for
building international understanding and world peace. To
j
do this, the school should help pupils .. .” and then
followed sixteen questions such as: ’ ’understand why this
I . ,
; progressive shrinking of travel time can be expected to
1
continue into the forseeable future.”
Tabulation of the results show the wide use of
i
i
! aviation in the eighteen subjects to which the questions
! were applied.
It was noted that seven-tenths of the teachers of
aeronautics courses indicated that all but one of the 71
3 1
objectives were appropriate to their subject; the single
| exception had to do with the buying of aviation services
77
and products, an objective which 57 per cent of these
teachers endorsed*
Two-thirds or more of the teachers of core courses
felt that their work would be enhanced by giving attention
to 60 of the 71 purposes of aviation education.
Social studies instruction would be enriched by in
corporating ip 8 of the 71 purposes of aviation education in
the opinion of two-thirds of the teachers in this field*
Two-thirds or more of the geography teachers said
that their subject would be made more valuable to pupils
if attempts were made to achieve I | i j . of the 71 objectives of
aviation education* Half or more endorsed all but five of
these purposes*
Only about a fourth of the 71 objectives were be
lieved by two-thirds or more of the teachers of business
! education to be pertinent to this field of instruction*
Only eight of the objectives failed to receive the endorse-j
ment of one-third or more of the business education teach- j
ers*
| Scarcely more than a fifth of the 71 purposes of
!
aviation education were said to be germane to the teaching
i
of science by two-thirds or more of the representatives of
i this area* One-half or more, though, thus designated 44
j of the 71 objectives*
78
Two-thirds or more of the teachers concerned said
that the pursuit of 11 of the 71 objectives of aviation
education would enrich the work in English. Fewer than a
third of these felt that lip of the objectives of aviation
education are thus related to the field of English.
In the opinion of as many as two-thirds or more of
the teachers of modern languages only 10 of the 71 pur
poses of aviation education are of potential usefulness
in their work. Half or more of these teachers, however,
felt that they could incorporate 22 of these objectives
in their teaching with profit to their pupils.
Only four of the 71 purposes are germane to the
work of guidance in the opinion of two-thirds or more of
the counselors but more than half said that pupils would
profit if 44 of the 71 objectives were incorporated in the
i
guidance program.
More than two-thirds said that mathematics would be
enriched by the adoption of but four of the 71 objectives.
j The percentages were rather low in the fields of
! industrial education and in physical education, as could
i
j be expected. The tabulation was also low for Latin teach-
!
| ers and also for home economics. The subject of art was
I
j very low as was music.
j The Committee is now in Phase 2, that of assembling,
79
adapting, and constructing curriculum materials for each
objective of aviation education as surveyed in Phase 1.
This, they have found to be a large task and will take
considerable time before it is completed. It was necessary
to await the completion of Phase 1 before going ahead too
far with Phase 2. Pile cards are being set up for all of
the curriculum materials obtained* On each card are nota
tions as to the specific objective of aviation education
to which the content applies, the subject matter to which
it pertains, whether the material is beamed to teachers or
j pupils, and if the latter, the grade level or levels for
' which it appears most appropriate.
Prom the results of the survey In Phase 1 and the
curriculum materials survey In Phase 2, it will then be
possible to develop a resource unit for each of the eight
een areas of subjects. Each of the resource units would
then be duplicated in sufficient quantity in order to
supply all teachers of that subject in the State of
1
Illinois with a copy.
When this is all done, the Committee will be ready
for Phase 3, that of informing the schools of the materials
thus made available, encouraging teachers to use these
i materials and assisting them in so doing. To this last
i
j effort, the Committee believes it necessary to add a field .
80
man to the staff to work intensively with the schools in
using these resource units as they become available*
The above accounting of a most worthwhile project in
the field of aviation education on the secondary level
illustrates very well the work being done these days in
this subject and further illustrates the magnitude of the
project if it is to be done properly*
It is the opinion of this writer that a great deal
of good can be derived by other states and communities from
the results of this project when completed* Completed
j reports have not been published on this Illinois project
| as yet inasmuch as the work is not finished* The informa
tion obtained for this report was furnished by one of the
Committee members, Dr* H* G. Hand, College of Education,
University of Illinois at Urbana, Illinois.
Use of the elective course in aviation* In addition
to the enrichment program for all subjects on all grade
levels, it is recommended by the American Council on Educa
tion^ that a one-year elective course in aviation be added
i
[ to the present high school course of study* This opinion
^ is also expressed by the Louisiana State Department of
i 19
I American Council on Education, Aviation Education*
' An Approach To A Modern Curricular Problem.
81
Education20 where they add that in the large high schools
of the State, student interest will probably warrant offer
ing the course every year, while in smaller schools it may
prove desirable to offer it only in alternate years* They
go on to say that since the proposed course is designed to
meet the objectives set forth in general education, there
should be no prerequisites except ability and interest in
aviation* The course should be planned for students in
the junior or senior year in high school.
While experience in air age education would be most
beneficial to the teacher assigned this teaching project,
any wide-awake teacher with a desire to keep pace with the
air age could teach the first semester.21 A mathematics
or science teacher should be in charge of the second
semester.22
According to the Louisiana State plan referred to
)
above, the first half of the year should be devoted to a
study of the general education aspects of the air age, with
emphasis on the present and the anticipated effects of
aviation on society.
20Departraent of Education^ Louisiana Schools In The
Air Age.
21Ibid.
22.
Ibid.
82
They further propose that the second semester should
be more general in nature than the pre-flight courses,
presenting semi-technical information concerning commercial
and private flying, weather, aerial navigation, radio aids,
engine mechanics, forces affecting the plane in flight, and
related subjects.
A laboratory phase should be a part of the course^
and all students should be expected to participate in all
experiments and tours, and where the expense is not pro
hibitive, they should be encouraged to participate in the
flight-experience program.
As has been illustrated in this chapter, the approach
to aviation education on the secondary school level of
education can come about in many different ways. Depending
on the attitude of the school administration concerned,
it may take on the form of an enrichment program by subject
matter within the various subject fields. It may come
about through the use of an Air Center,^ or it may cul
minate in a regular program of aviation education as such.
Whatever the approach, it appears that the result
23
Ibid.
1 ^Education Division, Link Aviation, Inc., The
| Secondary School Air Center.
83
will be most satisfying to those making a study of the
up-to-date needs of modern education as it applies to the
air age. Perhaps the aviation industry should take more
notice of the interest expressed by the educators in their
desire to keep abreast of this air age. Herein lies an
i
opportunity for the industry to be of useful service in
assisting the educators realize their desire of ”air con
ditioning” their students.
CHAPTER VIII
AVIATION AT THE COLLEGE LEVEL
Educators did not start, nor can they stop, the
changes in world conditions brought about by the airplane.^
It is their responsibility to prepare the students for
^ • < -i ' ’ •
living under these changed conditions* Institutions of
higher learning exist primarily for the purpose of continu
ing the general education,beyond the high school level andj
in addition, offering specialized training in the various
subject-matter fields* Aviation has made such great
I strides in recent years that college curricula must be
J revised and continuously scrutinized thereafter, if the
1 objectives of higher education are to be attained.
J Aviation as enrichment to other subject matter*
i
j Almost every subject in the college curriculum can be en-
>
riehed by the inclusion of air age m a t e r i a l s .^ The educa
tion of the college student can no longer be considered
adequate if he does not have a basic understanding of the
impact and implications of modern aviation upon society*
I
! As an enlightened citizen, he should comprehend the social,
^Department of Education, Louisiana Schools In The
Air Age (Louisiana: Department of Education, 19^9), p* 69.
2 1
Ibid. ;
85
political, economic, geographic and scientific changes
which the air age has so suddenly wrought.
Importance of vocational education in aviation. *
Vocational education in aviation is a rapidly expanding
field at the college l e v e l .3 Many college students plan
careers in aviation and air transportation as pilots,
mechanics, instructors,.dispatchers, traffic managers,
airport managers, airport engineers, and other related jobs
for which special training is required. The need for the
development of such programs will vary in different areas.
i Since this is the case, the extent to which the various
» I
I
colleges develop technical courses In aviation should be
left to the staff in each college*
Most colleges have defined those areas of knowledge,
; skill, and appreciation which are considered necessary for
all who pursue their education beyond the high school level
These general education requirements can and should be
generously colored by the changes wrought in the world of
the air age.^- Our leaders of the future must be cognizant
, of the tremendous Influences of the airplane on our lives.
! Educated citizens in our shrinking world will need to be
! ' i
: 3Ibid.
! ^Ibid.
86
aware of* the far-reaching implications of rapid movement
of goods, transportation of peoples and ideas, and military
striking power made possible in recent years. The devel
opment of aircraft as instruments of warfare has posed the
most critical array of problems which has ever confronted
the nations of the world. If that potential is allowed to
be diverted to constructive use in a peaceful world, the
effects for good will be immeasurable. These facts alone
justify all the concern and attention education can bring
to this study.
In order to prepare students for our modern world,
college teachers must revise their offerings in all fields
! to take into aceount these changing conditions.^ The good
j
teacher will acquaint himself with the literature, will
visit aviation installations, and will gain flight experi
ence himself.
Previous chapters of this report have already shown
the implications of the air age to the various subjects
taught in secondary schools. The same implications will,
no doubt, apply to the courses offered in college. Regard-
j less of the level of education, the implications are the
| same and it applies to the college level, probably closer
i
t c r
! pAmerican Council on Education, Adventures in Avia
tion Education (Menasha, Wisconsin: George Banta Publish
ing Co., 19^1>.
87
to reality as the student completes his formal education
program and goes out to apply this knowledge to the job at
hand.
Professional and vocational courses may be offered
in accordance with current or projected placement oppor
tunities and training facilities. A flight-training pro
gram will be found advisable in a number of colleges and
£
in junior colleges as well. Where flight courses are
offered for credit, faculties should give consideration
to the amount of credit to be assigned*
For students and for faculty members, a program
should be offered whereby there would be opportunity to
gain first-hand experience with various types of aircraft?
and the principles of flight. One such plan suggests that j
a program of this type should include at least eight half-
hour orientation flights. The objective of this program
is to acquaint students and faculty members with the
general principles, knowledges, skills, and attitudes in
volved.
In accordance with local conditions, other courses
i
| ^Mt. San Antonio College, General Catalog, - 19f?3i
‘ (Pomona, California: Mt. San Antonio College, 19^3). ;
I * 7
University of Illinois, University of Illinois
Institute of Aviation (Urbana, Illinois: University of
Illinois, 1953)•
88
which might be offered are: aircraft production, aircraft
and aircraft power plant maintenance and repair, airline
and airport operation, airline and airport management,
airline and airport accounting, airplane stewardess,
weather observation and mapping, radio operation, mainte
nance and repair, CAA regulations, aeronautical engineer
ing, airport engineering, or any of the many other occupa
tions prompted by recent developments.®
It is a healthy sign of the times to note that many
of the junior colleges and colleges and universities today
are offering complete two and four year courses in avia-
! Q
i tion,7 either from the engineering or the airline stand-
i
t point.
< I
College Aviation courses offered in 191+8. In 191+8
the Civil Aeronautics Administration made a survey- * - 0 which
showed that 331 schools' of the college level offered one
or more courses in aviation. Of these, 1+3 offered four- .
i year programs in aeronautical engineering, 12 offered four-
I
j year courses in aviation administration, and 18 offered
| four-year courses in mechanical engineering with
} ' ' L J
Parks College, St. Louis University, 1953-51+ Course
Catalog (E. St. Louis, Illinois; 1953)*
; ^Examples found in curricula of Mt. San Antonio
, College, Pomona, California; University of Illinois,
j Urbanaj Parks College, East St. Louis, Illinois.
[ _American Council on Education, A Survey of
89
aeronautical subjects as electives. Compared with previous
surveys, this total indicated a decrease in the number of
schools offering incidental aviation courses but also
indicated an increase in the number of curriculums which
lead to specific vocational objectives in the aeronautical
field. The air transport industry has shown a constant
growth since 19if8 in the number of employees hired, and
all indications point to a steady increase for years to
come. As a consequence, it is proper to propose as well
as predict that an even greater number of colleges will
offer additional courses in aviation.
j
| Outstanding college aviation curriculums. Today a
t
J number of colleges,11 such as Parks College - St. Louis
I
University at East St. Louis, Illinois and the University
of Illinois Institute of Aviation at Urbana, not only
offer complete aviation curriculums but in addition, oper
ate their own airports in connection with the school.
Other colleges, such as the University of Denver, offer
f
| complete aviation curriculums and are able to place many
j of their students with the airlines on a part time basis i
| ;
| while attending the University. I
!
! _____________________ i
' Collegiate Courses In Aviation And Related Fields (Washing-
; ton,D.C.: American Council on Education, 19lj-8).
; 11From personal_observation._________________________
90
Aviation education has a role to perform in the
college curriculum. Those colleges offering particular
training to the student who desires to enter this profes
sion are contributing a positive value to the preparation
of the youth of today to enter the industry tomorrow.
The actual use of airplanes in colleges and univer
sities is increasing. According to an article in the May,
1954 issue of Planes, colleges and universities in
eleven states of this country own and operate a total of
111 airplanes, according to a survey just completed by the
Aircraft Industries Association. Two of these schools,
the University of Mississippi and the University of Illinois
J hold the distinction of being the only members of the
1
nation’s school system to own helicopters.
Forty-seven states and the Territory of Hawaii
participated in the survey which was conducted to deter
mine the type and amount of aviation education available
through normal educational channels.
Of the 111 airplanes owned by these schools, all
but six of them are single engine utility planes which
i
. _
1 Aircraft Industries Association of America, Inc.,
j "Nation's Schools Operate Own Fleet of 111 Planes,"
Planes, 10:3* May, 1954-
91
carry from two to five passengers. The others are twin
engine aircraft, three of which fall into the transport
category and carry over ten passengers.
Logging almost lif,000 hours in the air each year,
these planes perform just about every type of job familiar
to utility aircraft, ranging from actual airline pilot
training to aerial application on school farm lands and
aerial mapping and photogrammetry.
CHAPTER IX
USE OF AVIATION IN TEACHER-TRAINING COURSES
Recently an outstanding educator remarked, "We are
the last generation of earth-bound people, and our children
are being taught by earth-bound teachers."'1 ' The same
situation has existed all too often throughout the history
of education. We emerged into the Steam Age but kept our
teaching methods and materials exactly the same.^ we
emerged into the age of the internal combustion engine and
I kept our teaching materials and methods in the horse and
| buggy stage. We cannot permit this lag in the air age.
t
(
The air age presents new teacher responsibilities.
The air age presents new responsibilities to the education
of all American youth.3 It presents new responsibilities
i to teachers, both for those preparing for the teaching
profession and for those already in service. Teachers must
prepare American youth for their new responsibilities .5-
We cannot allow the air age to advance further without
j - . . . ^ — -r - - - - -r .
j Department of Education, Louisiana Schools In The
; Air Age (Louisiana: State Department of Education, 19597.
; 2 I
Ibid. I
3 1
I Ibid. j
! 5. !
j American Council on Education, Adventures in Avia- !
tion (Menasha, Wisconsin, George Banta Publishing Co., |
L T 9 5 I ) . _______ ___ ______________________________ _____________________________________J
93
bringing our curriculum abreast of the times.
To meet the challenge, all teachers need specific
courses in social and economic phases of aviation; many
teachers need specific courses in the science of aviation.
All teachers should be able to integrate into their curri
cula necessary aviation education materials and should be
able to answer questions raised by alert students concern
ing modern civilization,
j It is the responsibility of colleges and universi-
I
j Z L
| ties in teacher education to utilize aviation education
; content and experiences as one of the motivating areas in
i
i the professional preparation of the teacher. Air Education
! should permeate all areas of instruction? and methodology.
i
| Therefore, pre-service preparation in aviation education
should begin in general orientation and foundation courses.®
There should be a continuous development in air-age under
standing throughout the general education courses, profes
sional experiences, and the specialized content preparation
I c !
i -'Aircraft Industries Association of America, Inc.,
< "Aviation Pacts," Planes, 9:2, October, 195>3*
_____
i Department of Education, Louisiana Schools In The
! Air Age.
: 7
; School of Education, Stanford University, Aviation
: Education Source Book (New York: Hastings House, Publishers,
I Inc., 195671 Chap. I.
6
! American Council on Education, Aviation Education
j ( Washington, D.C., 1959)» p. 6. ____________ ___________
94
of the pre-service teacher.
Since the responsibility for aviation education
rests fundamentally with teachers in practically every sub
ject matter on all levels of education development,^ it is
essential that those staff members of a teacher training
institution dealing with pre-service teaching experiences
be oriented and instructed in the social, economic, and
»
political implications of the air age and in the elementary
principles of the science of aeronautics. This background
is essential for staff members if appropriate emphasis is
. to be given in the pre-service teaching phases of theory
i
| and applied experience. It is accepted logic that when
i
and if regularly established academic and education courses
are fused with air education content and taught by staff
members who understand aviation, the desired goals of avia
tion education are more likely to be attained than if the
aviation content is taught in a separate course.
Aviation for the pre-service teacher. The pre
service teacher education experience should help the pro
spective teacher to achieve an understanding of the highly
9
American Council on Education, Adventures in Avia- j
f tion Education. !
i
95
significant social and political implications of aviation.^
In pursuing this objective he should achieve the following:
1* An adequate reading and speaking vocabulary
of aviation.
2. The importance of weather and climate to suc
cessful aviation.
3* A general knowledge and understanding of air
plane structure.
4.. A general knowledge and understanding of the
simple scientific principles of flight.
1
! 5* An understanding of the place of aviation in
I
j peace and war.
! 6. An understanding of the effects of air trans
portation on various- levels of international relationships.
7. An introduction to the social, economic, and
political implications of current and future aviation
development.
8. An appreciation of the services rendered by
airports and their associated personnel.
j 9. Familiarity with existing and needed basic
^U. S. Department of Commerce, Civil Aeronautics
1 Administration, Report of the Aviation Education Committee[
i ^he American Association of Colleges for Teacher Educa- j
i ¥Ton, (Washington, D.C.: Government Printing Office,
! 191+-9), P. 9.
96
governmental services, regulations, and relationships in
aviation.
10. A knowledge of available aviation education
resources in materials, personnel, and equipment for
instructional purposes.
11. The know-how for organizing units of aviation
education and providing resulting learning experience for
children through student or directed teaching.
12. A realization of the growing interdependence
of people through aviation.
13. An understanding of problems--political, eco
nomic, international and social that aviation has created
and the institutions society has established to solve these
problems.
lif. A realization of how the airplane has changed
geographic relationships--particularly in terms of man
kind's concepts of time, place, and distance, and mankind's
attitudes toward waterways, land masses, and land and
water barriers.
!
[ These objectives can be achieved-*--*- in pre-service
1 education through a variety of aviation experiences in
1
j
, ,
! Ibid. 1
97
directed observations in the laboratory school, courses,
readings, air flights, air excursions, personal contacts
with authorities, investigations and research, and through
purposeful organization of units of aviation education
experiences for specific learners. It is assured that
progress in aviation education will result primarily
through a planned educational program designed to enable
the pre-service teacher to reach the objectives defined
above. It is strongly recommended that pre-service teach
ers be given a variety of experiences in aviation education
with children during their practice teaching.
For the schools which have an Air Center, already
discussed in detail in Chapter VII, this will be found to
j
be a most logical starting point for discussions of the
air age. In the Center, It is easy to become familiar
with aviation materials that can be used to motivate
students and to modernize and enrich specific subject
matter areas. Following initial familiarization with the
excellent aviation materials available as displayed in the
! Air Center, teachers can meet in the Air Center to discuss
l
| common problems pertaining to the school's air age educa-
( tion program.
t
•Education Division, Link Aviation, Inc., The
I Secondary School Air Center (Binghamton, New York:
98 !
The Air Center provides the facilities needed for
demonstration classes* The Center provides the punch which
is so important a part of modem educational processes*
A number of excellent in-service teacher training
programs in aviation education have been developed to in
troduce the classroom teachers of every grade level to
aviation education.Some are found as part of the in-
service training projects of city school systems* Others
are sponsored by industries such as the airlines as a
service to educators Still others are conducted by
agencies of the government or by universities or colleges
as summer-school activities*^
The purpose in almost every case is general, rather
than technical* The training has been organized to give
the in-service teacher the basic concepts and materials
necessary to enrich the educational process at the various
grade levels.
Some of the courses offered have been long on the
science of aeronautics, mathematics, navigation and the like,
while others, and probably the predominance of the courses,
Link Aviation, Inc*, n.d*).
^ Louisiana Schools In The Air Age.
^Organizations such as the educational departments
of TransWorld Airlines, Pan American World Airways, and
United Air Lines.
15
California State Department of Education, Report
99
give primary emphasis to the social implications of avia
tion and less to the science of aeronautics.^ The general
educational workshop courses into which aviation has been
introduced also emphasize the social implications of avia
tion. The general education workshop type program is very
successful when the teacher devotes sufficient time to
aviation to develop its possibilities for the various
curriculum experience areas.
In any teacher training program of aviation educa
tion there is an opportunity to enrich the content and
make it a very colorful and appealing experience.1? The
enriched program is accomplished by lectures, audio-visual
materials, field trips, flight experiences, tours and
exhibits. The school, whether it be teacher training
institution or other, by providing visits to aviation
industries may also gain much valuable publicity and inter-;
esting contacts with industry* Such publicity, of course,
enlists and encourages community interest and support.
!
For the most part, the aviation industry is most anxious j
i to assist wherever possible in the furtherance of aviation j
the California Aviation Education Workshops (Los Angeles;
! Aircraft Industries Association, 1953)•
; U.S. Department of Commerce, Civil Aeronautics
i Administration, op. cit.
17
'California State Department of Education, op.
I cit.
100
education and can be counted on for all possible assistance.
Aviation for the in-service teacher. The in-service
teacher training program in aviation education seeks to
achieve the same type of outcomes as does any other in-
service training activity aimed at the classroom teacher
1 f t
who is not seeking the mastery of special skills. ° It
has the usual objectives of mastery of a body of content,
and also, as important or more so than in most courses,
the objectives listed below:
1. Development of instructional and source materi-
i
als such as charts, books, instruction sheets, information
sheets, booklets, films, slides, cut-away models, mock-ups,
and exhibits.
2. Development of typieal teaching units in various
school experience areas and grade levels--language arts,
history, mathematics, geography, music, art, etc. Arrange
ments might be made for the exchange of these units between
teachers in other areas and school districts.
3* Development of community school relations pro
gram around local interests, the airport for example.
' Such programs when applied to the classroom can be trans-
i
1 lated into assembly programs, plays, oral and written
i
i
i i i i i i ..... - -------
J ^ Louisiana Schools In The Air Age, p. 7&.
101
composition activities on the one hand, and into community
demonstrations and projects for promoting community devel
opment on the other.
I j . * Development of programs of flight experiences;
these might have the two-fold purpose of providing vital
air-age experiences and of serving as another approach to
understanding one's community and its related areas. These
flight experience programs, after being set up on the in-
service training course or workshop, might then be adapted
to the public school for not only the pupils but also for
their parents.
5. Development of programs and procedures for using
local talent for school and classroom purposes. These
programs might then be applied to the teacher's local
school situation to make use of townspeople who have ex
pert knowledge of a given field, have backgrounds rich in
interesting experiences, or have traveled widely.
Aviation workshops in California in 1953» During
the summer of 1953 there occurred two Aviation Education
1 j
! workshops in the State of California which are worthy of j
I
mention in this chapter. The first workshop was held in i
Ibid.
Utaavemty or Seutbcra Ctliteofa
102
Southern California and jointly sponsored by Los Angeles
State College and Long Beach State College.The Northern
workshop was sponsored by the San Francisco State College
and San Jose State College. Each of the workshops was two
weeks in duration and the teachers were permitted to live
on the campus of location.
t
j The Southern workshop was held at the Los Alamitos
Naval Air Station adjacent to Long Beach and was conducted
by Hr. Earl Sams, State Department of Education Consultant
and Mrs. Marian Wagstaff, professor of Los Angeles State
| College. The course was general in nature and heavy empha-
i
sis was placed on outside speakers from the fields of avia-|
tion and of education. Each teacher completed a teaching 1
unit as her share of the course and in addition, went away
with a vast knowledge of aviation, including actual flight
experience.
The Northern section workshop was held on the Coyote
] Campus of San Mateo Junior College and was conducted by
' !
; Mr. Earl Sams, State Department, and Mr. Tom Leonard,
l f
, professor at San Jose State College. This program followed
1 i
the same lines as the one for the Southern section and j
i i
; 20
■ California State Department of Education, op. cit.
103
Included tours of aviation plants and flight experience.
Subsequent reports from teachers in attendance at
both workshops has indicated an abundant use of the avia
tion education information obtained at these summer work
shops.
Various methods of introduction of aviation educa
tion to the pre-service teacher and to the in-service
teacher in all grade levels have been discussed in this
chapter. Regardless of the plan to be followed, the im
portant fact is to recognize that air-age is an important
part of the teacher’s knowledge today and that this infor
mation must be given to that teacher during the pre-service
period for those being educated today as teachers, and
through other “catch-up’ 1 means for the teachers already
working in this important profession of educating the
youth of today.^
, American Council on Education, Aviation Education,
i p. 8.
CHAPTER X
CONCLUSIONS AND RECOMMENDATIONS
The ob.lect of aviation education in instruction.
The object of aviation education has been stated as that
of "enriehening" the school’s instructional program.-*- If
this be the case, then the enrichment should take place in
terms of the accepted goals of organized education. Infor
mation and impressions from educators which have been re
ported in previous pages of this paper indicate that the
pupils of all age groups have a natural interest in avia
tion. It thus becomes apparent that the presence of the
motivation force will naturally aid in the learning.
Skills developed more readily when employed by the student
to understand himself in relation to his physical and
social environments. Attitudes in keeping with his suc
cessful mastery of these environments were more readily
engendered when his classroom activities were given direc
tion and purpose by that of immediate import in his world
i
j of interest.
' ■ Aviation education in its general education aspects
j
points up developmental learnings as educational goals.
! ^American Council on Education, Adventures in Avia-
! tion Education (Menasha, Wisconsin: George Banta Publish
ing Co., 19^1)• ' >
io5
In this respect it contributes to the solution of the in
structional problems of scope and of s eq ue nc e.^ it re
emphasizes the fact that modern education must define these
problems in terms of the child rather than In terms of
subject-matter content. Aviation education has no method
other than the general method of education. It has no
problem apart from the general problem of education. How
ever, the aviation education movement does emphasize exist
ing educational needs and problems.
It appears that those educational leaders who deny
! aviation a place in the school’s scheduled program regard
! aviation not as a source of enrichment for the traditional
j
I content fields and classroom activities, but as a discrete
, subject of study. Since this is often the case, aviation
I
I must compete with other subjects for a place in the
school’s scheduled program.
Cooperating agencies concerned with special interest
areas should realize that their educational role is one of
j i
j service only. The school will administer the program; the {
I j
i teacher and her pupils will plan and execute the program, j
The cooperating agency, be it government, industry or ^
i
___________________________________________________________________ I
2 I
Ibid.
106
other, should in the interests of direct experiences make
their facilities available whenever possible. They should
also supply the school with informational reports concern
ing significant developments within the educationally im
portant area of interest.
Classroom interest through aviation enrichment.
! The interest of the children in the classroom will be the
I
indicator for the matter of program enrichment. The teach
er who recognizes this interest in aviation has only to
direct and serve this activity the interest generates.
Information in terms of interests will be secured and
employed by the student provided that the information is
not inaccessible and that its use is related to some recog
nized purpose. Respecting its method, then, aviation edu
cation serves and supports recent educational trends.3
Success of air education seems to rest heavily on
what is done to help the classroom teacher now in service.
Here the aviation industry can render a real service and
in greater quantity than it has already. Provision for
I
! J
| in-service training for teachers, which will awaken their ;
i I
j _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ i
! 3 1
j U.S. Department of Commerce, Civil Aeronautics '
Administration, Report of the Aviation Education Committee !
! of the American Association of Colleges (Washington, D.C.: J
Government Printing Office, 191+9). I
107
interest in the air age and show them useful applications
of the principles, is of first importance.^- Such in-
service training can he given through teacher training
institutes, lectures, visits to the industry, and many
other ways. Teachers should he provided time to obtain
this education. Also, wherever possible, actual flight
experience should be provided for those enrolled in such
training projects. This is now being done at the Univer
sity of Illinois, through the Institute of Aeronautics,
which is a part of the University.£ Certainly a greater
appreciation of the air age is possible through actual !
I
experience in flying. v j
j !
j Aviation education instructional materials avail-
i
| able. There is a vast amount of instructional material
for aviation education available for evaluation and use in
general teaching. This material includes text books,
government booklets and other publications, publications
from the industry, and reports of educational organizations;
committees, and workshops. Keeping abreast of the subject
"■ ] .
' ^American Council on Education, Aviation Education
1 (Washington, D.C.: 19lp9)» PP« 8-9.
i -’information received by this writer from personal .
; visit to this institution and in conference there with
I Dr. Leslie Bryah, Director of the Institute of Aeronautics,
University of Illinois, 1953- |
108
information and air-age developments and disseminating
this information to classroom teachers should be the re
sponsibility of superintendents of schools and their
staffs.^*
Once established, the curriculum on aviation educa
tion cannot be forgotten. Plans must be made for periodic
revision of the educational information. With such a
rapidly changing topic as modern aviation, this becomes
practically a continuous operation.
Certain sources of aviation education materials
should be mentioned here. The Aircraft Industries Associ
ation representing the manufacturing phase of the industry;
I has materials of educational value for distribution. In t
j i
t addition, the Association can often assist educators in
j arranging visits to local aircraft manufacturers. A
j number of the larger airlines have departments organized
to assist educators. Among these are Trans World Airlines.,
American Airlines, Pan American World Airways, United Air i
* I
Lines, Braniff, and Western Airlines. Contact made with j
t
these and other carriers will bring able and eager assist-
\
; ance of one type or another.
i
---------g-----------
| American Council on Education, Aviation Education,
I pp. 8-9.
109
The Inclusion of aviation in curriculum planning.
From time to time, provision should be made by educational
leaders for curriculum revision* Consideration of the
following areas is., considered important by the authors of
Aviation Education? in their summary of the importance of
aviation to education:
- * - • Special courses in aviation. Vocational-type
courses, including flight training, should be offered by
i
[ technical high schools. These would include courses for
j mechanics, welders, draftsmen and others, on both a day
! school and an evening adult school basis. Needs of the
i
i
I industry should dictate these offerings.
! 2. General courses in aviation. Optional orienta-
i
tion courses should be offered wherever justified by an
adequate student enrollment.
3. The fusion of air education into other courses.
Practically all areas of study, as we have seen, can be
enriched by the introduction of appropriate air education
materials.
j In conclusion, the following six-fold summary is
i
j recommended as an attempt to apply the principles of the
: air age to modern education:
I — - - - ----------- -----...- -
! 7Ibid.
1 1 0
1* All college students in preparing for teaching
positions should be introduced to aviation and its social
implications. Courses or workshops or both will effective
ly fill this requirement.
2. All in-service teachers and administrators
should be introduced to aviation and its social implica
tions. Especially planned courses and workshops for in-
service teachers will accomplish the desired result.
3. Members of the teaching staffs of teacher train
ing institutes, if they are to integrate the materials of
aviation into their courses, should be introduced to appro
priate aviation understandings. Regular organized courses
I
j based on the desired phase of aviation can accomplish this
j need.
| I 4.. Teacher training institutions should encourage
i the creation and publication by teachers and students of
materials of instruction, methods, units, and lessons.
This is a virgin field which affords great creative accom
plishment.
i I
! 5« Schools should be alerted to the fact that they ;
; have available the services of many agencies of the Indus- j
1
try such as the aircraft industry, the airlines, and ;
1
, government agencies for valuable and up-to-date source j
! material. j
6. Research should be planned and executed by
colleges, universities, school systems, and other inter
ested parties and organizations to investigate the many
problem areas of aviation education*
Contribution of industry toward aviation education*
I
Throughout this study, references have been made where |
specific assistance in aviation education is needed, large-j
j ly in the field of source materials* Here the aviation
i
j industry has a real challenge as to what it will do to
j assist the educators in the teaching of modern aviation.
This report has attempted to point out the need for J
I
industry-sponsored materials appropriate to the subject of j
aviation education. It has attempted to show the need for !
industry cooperation in such activities as speakers on any
number of phases of the industry, and for direct teaching
assistance in educating the teachers that they, in turn,
may properly use the principles of aviation in their
teaching.
i
| It is the writer's firm belief that aviation is
<
| important in modern education. The writer has found,
1
I through actual experience and contact with the educators,
that often the reason for little or no aviation being used
j in day-to-day teaching is that the teacher, being unin-
[ formed on the subject, hesitates to bring it into the______
112
presentation*
This seems to be a great challenge to the aviation
industry to lend its able assistance to the furtherance of
education* It is hoped that the material presented in this
study has pointed out the importance of the issue and at
the same time has given some useful suggestions as to how
i the industry can approach this task*
The airplane Is the present-day climax in the de
velopment of transportation, and because of it the scope
| of human association has been tremendously extended. What
i will be its impact upon our society, upon the development
f
of our relations with other nations, and upon the main- !
taining of our independence and security? These are the i
I j
questions which education must help to answer.
I The major responsibility for seeing to it that these
■ \
I questions are answered satisfactorily rests upon school
administrators who, in turn, need assistance from the avia
tion industry representatives in the preparation of these
answers. It is the educator's duty to participate not
j only in the molding of the society in which we live, but
| in interpreting to future generations the forces which
i I
bring about significant change. I
i
' In conclusion, I would like to quote from the public
t 1
! i
j cation Fifty Years of Aviation Progress, by the National
113
Committee To Observe the 50 th Anniversary of Powered
Plight, the following:
In the fifty years since Kitty Hawk the Wright
Flyer has evolved into the world's greatest force
for understanding and peace among men. And with the
faculty that man has for turning his greatest achieve
ments against himself, it has also become the force
with which he may blast humanity into extinction.
Taking into consideration the atoms, and jets, missilesj
and pushbuttons, helicopters and utility planes, anyone!
can paint a dream for the future in which people find j
harmony together, with peace and tolerance and security.]
Or with the same brush anyone can create his nightmare j
of harsh death and hatred and despair. For the air
plane, a thing of beauty and utility, has become the
decisive force for peace or war. Only man can decide
its ultimate mission.
b i b l i o g r a p h y
'A
BIBLIOGRAPHY
A. BOOKS
American Council on Education, Adventures In Aviation Edu
cation* Menasha, Wisconsin: George Banta Publishing
Co., 1950. 1^.00 pp.
Crawford, C. C., Air-Age Teaching Topics for High School
Subjects. Washington, D.C.: American Council on
Education, Civil Aeronautics Administration, n.d.
106 pp.
Long Beach Division of Instruction, How Air Transportation
Affects Social Living. Long Beach, California: Long
j Beach Public Schools, 1952. 130 pp.
I
; Mehrens, H. E., Aviation In School and Community. Washing-
; ton, D.C.: American Council on Education, 19$Ii-« 100 I
I PP-
| Ogburn, William P., The Social Effects of Aviation.
I Cambridge, Massachusetts: Houghton Mifflin Co.,
; 191+6. 755 pp. j
Railroad Committee for the Study of Transportation, Air
Transportation. Washington, D.C.: Association of
American Railroads, 19i+7• 127 PP»
Sanford and Others, State Department of Education, Illinois,
The Schools and national Security. New York: McGraw
Hill Co., 1951. Chapter 32.
School of Education, Stanford University, Aviation Educa
tion. Source Book. New York: Hastings House Pub
lishers, Inc., 19i+6. 855 PP*
I Sorenson, Prank E., Essential Understandings For The Age
1 of Plight. Lincoln, Nebraska: State Department of
; Public Instruction, 19ljl{-. 138 pp.
Speas, R. Dixon, Airline Operations. New York: American
Aviation Associates, Inc., 19ipB• 358 pp.
1
Staff of the Bureau of Aviation Education, Our Air Age, A
j General High School Course on Aviation. Sacramento:
I California State Department of Education, 19i+8.
160 PP._________________________________________________________ ______
116
Transport Association of America, Sound Transportation For
The National Welfare. Chicago: Transport Association
of America, 1953• 225 PP«
U.S. Department of Commerce, Civil Aviation and The
National Economy. Washington, D.C.: Civil Aeronautics
Administration, 191^5• 1^7 PP»
Wilson, George Lloyd, and Leslie A. Bryan, Air Transporta
tion. New'York: Prentice Hall, Inc., 19^9* 664 pp.
Wolfe, Thomas, Air Transportation Traffic and Management.
New York: McGraw Hill Book Co., Inc., 19507* 750 pp.
B. PERIODICAL-ARTICLES
Aircraft Industries Association of America, Inc., "Nation's
Schools Operate Own Fleet of 111 Planes,” Planes,
| 10:3, Hay, 195^. Washington, D.C.
i
, "Aviation Facts," Planes, 9:2, October, 1953*
American Aviation Publications, Inc., "Bookings and Book
lets," American Aviation, 17:54-, Hay 2lp, 1954*
"Aviation Workshops Gain Headway Across The Country," The
Air Reservist, May, 1954, p. 13*
California Framework Committee, California State Depart
ment of Education, "Administrative Organization of The
Instructional Program," A Framework For Public Educa
tion In California, 19:19, November, 1950.
Calvert, Everett T., "The Principal's Role in Air-Age
Education," The National Elementary Principal, 28:3,
December, 194BT
; Espenlaub, Dorothy, "Aviation: Enriching the Language Arts
j and Social Studies Program," The National Elementary
Principal, 28:19, December, 19i|-8.
i
117
C. PUBLICATIONS OP LEARNED ORGANIZATIONS
American Council on Education, A Survey of Collegiate
Courses In Aviation and Related Fields. Washington,
D.C.: American Council on Education, 19^8. 60 pp.
_______ , Aviation Education. Washington, D.C.: American
Council on Education, 19i+9* l | l j . pp.
_______ , Aviation Education, An Approach to A Modern Curri
cular "Problem. Washington, D.C.: American Council on
Education, n.d. 80 pp.
Aviation Education Committee, Report of the Aviation Educa
tion Committee of the American Association of School
Administrators. Washington, D.C.: U.S. Department of
Commerce, Civil Aeronautics Administration, 19i|-9.
H O pp.
California State Department of Education, Report of the
1 California Aviation Education Workshops. Los Angeles:
Aircraft Industries Association, 1953* 75 PP*
! U.S. Department of Commerce, Civil Aeronautics Administra
tion* Report of the Aviation Education Committee of
the American Association of Colleges. Washington,
B.C.! Government Printing Office, 19ip9• 105 pp.
Air Age Handbook. Jefferson City, Missouri: Missouri
State Department of Education, Division of Public
Schools, n.d. 30 pp.
Air Transport Association of America, Air Transport Pacts
and Figures. Fourteenth edition; Washington, D.C.:
Air Transport Association of America, 1953- 20 pp.
_______ , Air Transport Facts and Figures, Fifteenth edi
tion; Washington, D.C.: Air Transport Association of
America, 1951^-* 20 pp.
"Algebra Problems Pertaining to Aviation for Intermediate
Grades,” A Teaching Unit for Air Age Education.
D. PAMPHLETS
118
Binghamton, New York: Education Division, Link Avia
tion, Inc., n.d# 5 PP»
Department of Aeronautics, Air Age Education in Idaho.
State of Idaho, 1949* 20 pp.
Department of Education, Louisiana Schools In The Air Age.
Louisiana: State Department of Education, 1959*
106 pp.
Education Division, Link Aviation, Inc., The Secondary
School Air Center. Binghamton, New York: Link Avia
tion, Inc., n.d. 12 pp.
Elementary Curriculum Department, Unit of Work in Aero
nautics. Pasadena, California: Pasadena City Schools,
1WT> 59 PP.
Frees, Theron, “Foreword,” How Air Transportation Affects
j Social Living. Division of Instruction, Long Beach
j Public Schools, September, 1952. Mimeographed booklet.
The Grade Teacher Aviation, A Selection of Units for the
Elementary Grades. Darien, Connecticut? Educational
Publishing Corporation, 194&. 31 PP«
“Junior High Mathematics in the Air Center,” A Teaching
Unit for Air Age Education. Binghamton, New York:
Education Division, Link Aviation, Inc., n.d. 13 pp.
Members of Aviation Leadership Institute, Aviation In The
Community. Washington, D.C.: Department of Commerce,
Civil Aeronautics Administration, 1952. 115 PP.
Mimeographed.
1 Mt. San Antonio College, General Catalog - 1953-55.
| Pomona, California, 1953* 58 PP«
National Committee of 50th Anniversary of Powered Flight,
Fifty Years of Aviation Progress. Washington, D.C.:
National Committee of 50th Anniversary of Powered
Flight, 1953* 80 pp.
1
I Nebraska Air Age Education Division, Enriching The Curri-
j culum With Air Age Ideas and Materials. Lincoln,
1 Nebraska: University of Nebraska, 1953• 103 PP*
f
119
National Aviation Education Council, Look To The Sky.
Washington, D.C.: National Aviation Education Council,
1954* 32 pp.
Oklahoma Aviation Commission, Aviation In Oklahoma.
Norman, Oklahoma: Bureau of•BusinessResearch, College
of Business Administration, University of Oklahoma,
n.d. 71 PP»
, ’ ’The Aeronautics Course," Air Age Education In
Oklahoma. Oklahoma City: State Department of Educa
tion, n.d. Part of Aviation Loose Leaf Series.
_______ , "Air-Age Neighbor Letters," Aviation Loose Leaf
Series. Oklahoma City: Oklahoma Aviation Commission,
n.d. 4- pp.
, "Air-Age Teaching Materials," Aviation Loose Leaf
Series. Oklahoma City: Oklahoma Aviation Commission,
n.d. 6 pp.
, "The Airport Field Trip," Aviation Loose Leaf
Series. Oklahoma City: Oklahoma Aviation Commission,
n.d. 4 pp.
, . "The Air Laboratory," Aviation Loose Leaf Series.
Oklahoma City: Oklahoma Aviation Commission, n.d.
4 PP»
_____ ___, "Educational Air Excursions for All Grades,"
Aviation Loose Leaf Series. Oklahoma City: Oklahoma
Aviation Commission, n.d. 4 pp.
_______ , "Flying Classrooms," Aviation Loose Leaf Series, j
Oklahoma City: Oklahoma Aviation Commission, n.d. |
4 PP-
________, "The High School Aeronautics Course," Aviation j
Loose Leaf Series. Oklahoma City: Oklahoma Aviation j
Commission, n.d. 6 pp. j
1
, "How Airplanes Help Us," Aviation Loose Leaf
Series. Oklahoma City: Oklahoma Aviation Commission,
n.d. 6 pp.
______, "Sources of Aviation Materials," Aviation Loose j
Leaf Series. Oklahoma City: Oklahoma Aviation ;
120
Commission, n.d. I * , pp.
_______ , “Understanding Our World Through Aviation," Avia
tion Loose Leaf Series. Oklahoma City: Oklahoma
Aviation Commission, n.d. 6 pp.
_______ , "Vocational Guidance In Aviation," Aviation Loose
Leaf Series. Oklahoma City: Oklahoma Aviation Commis
sion, n.d. 4 pp.
_______ , "We Build An Airport," Aviation Loose Leaf Series.
Oklahoma City: Oklahoma Aviation Commission, n.d. !
6 pp. j
Parks College, St. Louis University, 1953-54 Course
Catalog. East St. Louis, Illinois: 1953* 34 PP*
i
j Ramseyer, John A., Aviation Education In Ohio. Columbus,
| Ohio: State Department of Education, 194&* 40 PP* i
1 !
} School and College Service, Background For Aviation Educa-
i tion. Chicago: United Air Lines, Inc., n.d. 52 pp.
I Mimeographed.
! _______ , A Suggested Outline of Air Transportation Courses
i For Junior College, College, and University Levels.
; Chicago: United Air lanes, Inc., 1947* 17 PP*
i Mimeographed.
j "Senior High Mathematics in the Air Center," A Teaching
Unit For Air Age Education. Binghamton, New Ybrk:
Education Division, Link Aviation, Inc., n.d. 5 PP*
Skyways To Learning. Atlanta, Georgia: State Department
of Education, Textbook Division, 1948* &2 pp.
i
! Strickler, Mervin K., Jr., Aviation Education Defined. !
^ Washington, D.C.: Civil Air Patrol, 1951• 22 pp.
1 United Air Lines, DC-6 Information Bulletin, 1952. 24 PP*
J United States Air Force, California Educators. Scott
j Field, Illinois: Headquarters, Air Training Command, J
; 195-3* 144 PP* i
1
1
United States Junior Chamber of Commerce, Aviation Educa-
' tion Plans and Materials. Chicago: United Air Lines,
121
n.d. l i t . pp.
University of Illinois, University of Illinois Institute
of Aviation. Urbana, Illinois, 1953* 32 pp.
Wheatley, William A., Aviation Handbook* Chicago: United
Air Lines, n.d. 44 pp.
Wilson, J. Douglas, Air Age Activities in Los Angeles City
Schools. Los Angeles: Los Angeles City Schools,
1953* 28 pp.
E. MISCELLANEOUS
Address by L. D. Webb, Vice President of Aircraft Indus
tries Association, before meeting of Los.Angeles
Chamber of Commerce, February 2, 1953*
I Bruner, H. B., "Some Illustrations of the Close Relation- j
| ship of Aviation Education to Six Significant Trends j
i in Curriculum Improvement." An unpublished report of
i the Committee of the American Association of School
I Administrators, 1950• 45 PP* Mimeographed.
j Information given personally to writer by original Direc-
■ tor W. A. Wheatley, July, 1953* Mr. Wheatley was a
j Director of the School and College Service, United Air
! Lines, 192+3 -
I
Interview with Dr. Leslie Bryan, Director of the Institute
of Aeronautics, University of Illinois, 1953*
Interview with Douglas Aircraft Official, January, 1954*
I
| Interview with Lockheed Aircraft Corporation Official,
i 1954*
Lesieur, Henri J., Aviation and The Tr.avel Market. Address
given by Mr. Lesieur before the International Conven- j
tion of the American Society of Travel Agents, Rome, j
; Italy, 1953* !
1 i
Special Report in Letter from W. Earl Sams, Aviation Edu- j
cation Consultant, California State Department of j
Education, Sacramento, 1953* i
1 !

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Asset Metadata

Creator Benedict, Marshall C. (author)

Core Title The role of aviation in modern education

Contributor Digitized by ProQuest (provenance)

Degree Master of Business Administration

Degree Program Business Administration

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag business administration, general,OAI-PMH Harvest

Language English

Advisor Dockson, Robert R. (committee chair), Fries, Albert C. (committee member), Goodwin, John L. (committee member)

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