An Investigation in Measuring and Improving Listening Ability of College Freshmen

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AN_ INVESTIGATION IN MEASURING AMD IMPROVING LISTENING ABILITY OF COLLEGE FRESHMEN

toy A rth u r W illiam H eilm an

A d i s s e r t a t i o n su b m itte d i n p a r t i a l f u l f i l l m e n t o f th e r e ­ q u ire m e n ts f o r t h e d eg ree o f D octor o f P h ilo s o p h y , i n th e C o lle g e o f E d u ca tio n in th e G raduate C o lle g e o f th e S t a t e U n iv e r s it y o f Iowa A u gu st, 1950

ProQuest Number: 10902171

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is d e p e n d e n t upon the quality of the copy subm itted. In the unlikely e v e n t that the a u thor did not send a c o m p le te m anuscript and there are missing pages, these will be noted. Also, if m aterial had to be rem oved, a n o te will ind ica te the deletion.

uest ProQuest 10902171 Published by ProQuest LLC(2018). C opyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C o d e M icroform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 4 8 1 0 6 - 1346

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o Cp Co

11

0.0 ^ *^ -

AOKNOVjLEDG'MKNTS The w r it e r w is h e s t o e x p r e s s h i s a p p r e c ia t io n and in d e b te d n e s s t o Dr* James B. S tro u d , who a s th e sp o n so r o f t h i s p r o j e c t gave many h e l p f u l s u g g e s t io n s and I n v a lu a b le a id th rou gh ou t t h e c o u rse o f th e s tu d y . The w r it e r i s g r a t e f u l t o Dr. A. N. Hieronymus and D r. P a u l Blommers, th e o t h e r members o f t h e c o m m ittee . T h is stu d y c o u ld n o t h ave b een c a r r i e d out e x c e p t f o r th e c o o p e r a t io n and h e lp f u l n e s s o f P r o f e s s o r P au l D. B a g w e ll, Head o f th e Department o f W ritten and Spoken E n g lis h , M ich igan S t a t e C o lle g e , and v a r io u s s t a f f members i n t h a t departm ent who c o o p e r a te d w ith th e w r it e r and made t h e i r c l a s s e s a v a i l a b l e f o r th e study* F u r th er s p e c i f i c acknow ledgm ents a r e re c o r d e d in th e t e x t on P rocedure*

ill TABLE OF CONTENTS C h ap ter

-a g e I

II

I n t r o d u c t io n • • • • • • • • • • • • • • • • P ro ced u re •

i

• • • • • ............................ * • • • • 1 1

M ethods o f Approach • • • • • • • • • • • n C r it e r io n l e s t s * • • • • • • • • • • • • • 1 2 Item A n a ly s is and R e l i a b i l i t y • • • • • • 16 The E xp erim en ts ....................... **24 Admini s t r a t i on o f P r e -T e s t • • • • • • • • 2 6 The T r a in in g M a t e r ia l.................................................. 29 D e s c r ip t io n o f M a te r ia l in T r a in in g U n its 32 A d m in is tr a tio n o f E n d -T ests • • • • • • • 37 I n v e s t i g a t i o n of T r a n s fe r o f T r a in in g . *38 III

r e s u lts

.

. . . . . . . . .

• • • • • • • 4 2

P r e - T e s t a n d E n d -T e s t S c o re s o f t h e Croup • • • • • • ...................... • • • • * 4 2 T r a n s fe r o f T r a in in g i n o th e r L is t e n in g S i t u a t i o n s ................................................................ . 5 6 R e la t io n s h ip o f L is t e n in g A b i l i t y t o I n t e l l i g e n c e and R eading A b i l i t y . • . .5 9 IV

Summary and C o n clu sio n s . . .

• • • • • • . 6 3

A ppendix A

•67

A ppendix B

148

B ibliography

-211

TABU*: OF TABLES

Pa, D a ta f o r E x p e rim e n ta l and C o n tro l tr o u p e o n P r a - T e a t o f L i s t e n i n g Com p r e h e n s i o n . . . .

14

C o m p a r i s o n o f Form A a n d Form B o n I t e m D i f f i c u l t y and D is c r im in a ti o n . . . . . . . .

20

D a y s o f Via ok a n d T i m e s o f Day t h a t C l a s s e s were T e s te d . . . . . . . . . . .

27

F or m o f T e s t A d m i n i s t e r e d on P r e - T e s t a n d O rder o f P r e s e n ta tio n o f S ub-T ests . . . . . .

30

Fo rm o f T e s t A d r n - n i s t e r e d o n - S o d - T e s t a n d O r d e r o f P r e s e n t a t i o n o f S u b - T e s t s ...........................

31

D e s c r i p t i v e D a t a R e l a t i n g t o Form A a n d Form B o f L i s t e n i n g T e s t .....................................................

43

D a t a f o r E x p e r i m e n t a l arid C o n t r o l C r o u p s on E n d - T e s t o f L i s t e n i n g C o m p r e h e n s i o n ...........................

46

Changes b etw een P r e - T e s t and E n d -T e st •cores f o r E x p e r i m e n t a l Group* a r r a n g e d by Q u a r t e r s w ith I n t e r v a l s Fouul to s ta n d a rd D e v ia tio n . »

49

Changes betw een P r e - T e s t and E n d -T e st o c o re s f o r C o n t r o l C r o u p * A r r a n g e d by Q u a r t e r s v i t h I n t e r v a l s Equal to S tandard D e v ia tio n . . . •

52

R e l a t i o n s h i p b e t w e e n u - a i n s o n - I n d - T o s t by E x p e r i m e n t a l C r o u p a n d S co re s- on P r e - T e s t *»nd P sychological T est . . . . . . . . . . . . .

54

D a t a f o r E x p e r i m e n t a l and. C o n t r o l G r o u p s on T e s t s O v e r W eekly L e c t u r e s . . . . . . . . .

58

D i f f i c u l t y L e v e l , P e r c e n t o f High an d Lov.» G r o u p s P a s s i n g , and. D i s c r i m i n a t i o n o f .acb Item

1

C hapter I INTRODUCTION The number o f a r t i c l e s t h a t ca n be fo u n d In edu­ c a t i o n a l j o u r n a ls and th e number o f r e s e a r c h p r o j e c t s t h a t h a v e b een c a r r i e d o u t In t h e a r e a o f r e a d in g a r e ample p r o o f o f th e Im p ortan ce t h a t e d u c a to r s p la c e on r e a d in g a s a means 1* o f l e a r n i n g . Brown s t a t e s , H ead in g, p r o b a b ly more th a n any o th e r s c h o o l sub­ j e c t , h a s b een th e o b j e c t o f s c i e n t i f i c stu d y and i n v e s t i g a t i o n . R ecen t f i g u r e s i n d i c a t e t h a t o v e r 2625 s t u d i e s in r e a d in g h ave been c o m p le ted . 2 N ic h o ls p o i n t s ou t t h a t d u rin g th e tim e th e ab ove was t a k in g p la c e i n r e a d in g , som eth in g l e s s th a n one hundred J o u rn a l e n t r i e s w ere con cern ed w ith l i s t e n i n g and o n ly a sm a ll p e r c e n t o f t h e s e would m e r it th e d e s ig n a t io n re** search . ^ H o w ev er, i n r e c e n t y e a r s t h e r e h a s b een an awaken­ in g o f i n t e r e s t in l i s t e n i n g a s a means o f le a r n i n g .

One

can f in d i n v a r io u s p u b l ic a t io n s such t i t l e s a s : The 5 4 Problem s L L i s t e n i n g . Jfeg & . ££U £ t h e N e g le c t e d P h ase o f Com m unication.

L e a r n in g t o L i s t e n .

♦Numbers i n th e t e x t r e f e r to s p e c i f i c a r t i c l e s l i s t e d i n th e b ib lio g r a p h y f o llo w in g t h i s c h a p t e r . These a re l i s t e d i n th e o r d e r o f t h e ir o l t a t i o n .

2 7

8

I ta £audb £ is, w. k. Ite ;,flp.flg,tarvae s£. kXs,ianAns £MXi%x, 9

lb & &EX S t L i s t e n i n g ,

S k i l l i n HftLSRAna,

10 hSBXXktiXX 12.

l a llagyjaAaaUag IJjalaaacaJ and 80 on* However, d e s p i t e th e in c r e a s e d i n t e r e s t i n l i s t e n i n g a s a means o f l e a r n i n g , t h e r e i s s t i l l a v e r y d e f i n i t e n eed f o r r e s e a r c h i n t h i s f i e l d * ^VJhen r e v ie w in g th e l i m i t e d r e s e a r c h t h a t h a s b een p u b lis h e d i n t h i s a r e a , i t i s o b se r v e d th a t c e r t a i n p h a se s o f l i s t e n i n g have r e ­ c e i v e d th e b u lk o f a t t e n t i o n w h ile o th e r im p o r ta n t p ro b lem s i—.

are e t i l l y i r t u a l l y unexplored*J £ The p rob lem s w hich have been i n v e s t i g a t e d i n e lu d e s The r e l a t i v e e f f e c t i v e n e s s , in r e g a r d to r e t e n t i o n , o f p r e s e n t in g m a te r ia l o r a l l y and v i s u a l l y * 2.

The e f f e c t o f r a t e - o f - p r e s e n t & t io n on le a r n ­ in g .

3.

The stu d y o f th e r e l a t i o n s h i p b etw een l i s t e n ­ in g a b i l i t y and o th e r a b i l i t i e s and a t t r i ­ b u te s su ch a s i n t e l l i g e n c e , r e a d in g a b i l i t y and academ ic s u c c e ss *

4.

The e f f e c t on le a r n in g o f p r e s e n t in g ma­ t e r i a l a u r a l l y , but u s in g d i f f e r e n t modes o f o r a l p r e s e n t a t io n . 1 * e . , l e c t u r e , d ia lo g u e , s t o r y form , d r a m a tis a tio n .

5.

The e f f e c t o f a u ra l p r e s e n t a t io n w ith th e sp e a k e r p r e s e n t c o n t r a s t e d w ith p r e s e n t in g th e m a te r ia l v i a a lou d sp eak er*.. ' "7 I n some few in s t a n c e s th e r e have b e e n d a ta

3

fou n d on t h e same p ro b lem , but a t d i f f e r e n t ag e l e v e l s , s u c h a s e le m e n ta r y l e v e l and th e o o l l e g e l e v e l .

In p r a c tic a lly

a l l I n s t a n c e s f u r t h e r i n v e s t i g a t i o n i s b a d ly n ee d e d .

A

c e r t a i n l a c k o f agreem en t In f in d i n g s o f d i f f e r e n t s t u d i e s i s a p p a r e n t.

T h ese d i f f e r e n c e s i n f in d in g s may stem from

d i f f e r e n c e s in ap p roach , d i f f e r e n c e s i n m a t e r ia ls u s e d , and d i f f e r e n c e s i n in s tr u m e n ts o f m easurem ent used* F o llo w in g i s a r e v ie w o f e x p e r im e n ta l d a ta done in th e a rea o f l i s t e n i n g . 12 Young, w orking w ith p u p il s i n g ra d es f o u r , f i v e , and s i x , c o n t r a s t e d fo u r m ethods o f p r e s e n t in g m a te r ia l: o r a l r e a d in g by t e a c h e r , o r a l r e a d in g by t e a c h e r p lu s s im u lta n e o u s s i l e n t r e a d in g by t h e p u p il,

s i l e n t r e a d in g

a lo n e w ith o u t tim e l i m i t s and s i l e n t r e a d in g f o r th e same le n g t h o f tim e a s g iv e n to o r a l r e a d in g by th e t e a c h e r . He fou n d t h a t a t g ra d e f o u r t h e o r a l p r e s e n t a t io n was s u p e r io r t o any o t h e r , b u t by g r a d e s i x th e s u p e r io r it y o f o r a l p r e s e n t a t io n had d isa p p e a r e d . 13 R u s s e ll, u s in g s u b j e c t s in th e f i f t h ,

s e v e n th ,

and n in t h g r a d e s, fo u n d th a t in th e f i f t h grad e p u p ils le a r n e d more from h a v in g m a te r ia l read t o them th an t h e y d id from r e a d in g i t t h e m s e lv e s .

In th e s e v e n th grad e t h e

tv/o m ethods w ere e q u a lly e f f e c t i v e w h ile in g ra d e n in e t h e r e was a s l i g h t ,

but n ot s i g n i f i c a n t , d i f f e r e n c e

4

f a v o r in g le a r n in g by r e a d in g * 14 L o d er, com pared th e e f f i c i e n c y o f o r a l le a r n ­ in g w ith and w ith o u t th e sp e a k e r b e in g p r e s e n t*

In on e

o a s e th e sp e a k er was p r e s e n t w ith th e grouj> w h ile a n o th e r group h e a rd him a t th e same tim e but i n a n o th e r room o v e r a lo u d speaker*

On im m ediate r e c a l l , th e m ethod o f h a v in g

t h e sp e a k e r p r e s e n t was : i g n i f l e a n t ! y su p e r io r * r e c a ll*

On d e la y e d

24 and 44 d a y s, th e two m ethods were e q u a l. 15 C o rey , w orking w ith c o l l e g e fresh m en , had one

group r e a d a 2500 word p a s s a g e , w h ile a n o th e r group h eard t h e same m a te r ia l a s a le c t u r e *

On Im m ediate r e c a l l t h e

s u p e r i o r i t y o f th e r e a d in g group was s t a t i s t i c a l l y s i g ­ n i f i c a n t b u t on d e la y e d r e c a l l , two w eek s, t h e r e was no d i f f e r e n c e betw een th e g ro u p s. 16 G reen e, p rep a red a s e r i e s o f l e c t u r e a r t i c l e s o f a p p r o x im a te ly 2300 words e a c h .

One group o f m ale

c o l l e g e s tu d e n t s r e a d t h e s e a r t i c l e s and a n o th e r group h e a rd them a s l e c t u r e s *

On Im m ediate r e c a l l th e d if f e r e n c e

b etw een th e g rou p s was n ot s i g n i f i c a n t .

On d e la y e d r e c a l l

t h e l e c t u r e group was s u p e r io r i n r e t e n t io n b u t i t was p o in t e d ou t t h a t s tu d e n t s In t h e l e c t u r e s had tak en more d e t a i l e d n o t e s th a n had th e r e a d in g group.

S tu d e n ts i n

th e to p q u a r te r s c h o l a s t i c a l l y te n d e d t o do s l i g h t l y b e t t e r i n r e c a l l b a se d on r e a d in g , w h ile i n th e lo w er

5

q u a r te r s t u d e n t s te n d e d t o do b e t t e r i n r e c a l l b a se d on lis te n in g * i? L a r se n ,

u s e d com parable form s o f th e K e lso n -

Denny r e a d in g t e s t t o stu d y r e a d in g com p reh en sion and l i s t e n i n g co m p reh en sio n .

In on e c a s e th e s t u d e n t s re a d

t h e m a t e r ia l said i n th e o th e r th e y l i s t e n e d t o r e c o r d in g s o f t h e m a te r ia l*

L a rsen r e p o r t s h i s f in d in g s a s f o llo w s :

Easy m a te r ia l may b e com prehended a s w e l l when r e a d a s when heard* In m a t e r ia l o f m od erate d i f f i c u l t y t h e r e I s a ten d e n c y f o r r e a d in g co m p reh en sion t o be s u p e r io r ; w ith d i f f i c u l t m a t e r i a l , r e a d in g com p reh en sion i s m arkedly s u p e r io r to h e a r in g com p reh en sion . A n oth er f a c t o r L a rsen r e p o r te d on was th e r e l a t i o n ­ s h ip b etw een s c h o l a s t i c a p t it u d e and l i s t e n i n g com p reh en sion . W ith s u b j e c t s o f lo w s c h o l a s t i c a p t it u d e th e r e was p r a c t i c a l ­ l y no d i f f e r e n c e i n l i s t e n i n g and r e a d in g com p reh en sion , b u t s t u d e n t s w it h h ig h s c h o l a s t i c a p t it u d e showed a s l i g h t s u p e r i o r i t y i n r e a d in g com preh ension on e a s y m a t e r ia l and \ a d e f i n i t e s u p e r io r i t y i n r e a d in g com preh ension on d i f f i ­ c u l t m a te r ia l* Id G o ld s t e in ,

u s in g 280 a d u lt men and women sub­

j e c t s , t e s t e d r e a d in g and l i s t e n i n g com prehension a t d i f f e r e n t c o n t r o l l e d r a t e s o f p r e s e n t a t io n .

He co n c lu d e d

t h a t l i s t e n i n g com p reh en sion i s , i n g e n e r a l,

s u p e r io r t o

r e a d in g co m p reh en sio n .

T h is was m arkedly so f o r easy

6 m a t e r ia ls b u t d e c l i n e d a® th e d i f f i c u l t y o f t h e m a te r ia l

vme in c r e a s e d .

He a l s o c o n c lu d e d t h a t r e a d in g and l i s t e n ­

in g co m p reh en sio n shows a c o n s i s t e n t d e c lin e w ith in ­ c r e a s e d r a t e o f p r e s e n ta t io n * 19 N elson* u s in g c o l l e g e s tu d e n ts a s s u b j e c t s , s t u d ie d th e e f f e c t on r e c a l l o f v a r y in g t h e r a t e o f p r e s e n t a t i o n o f n e w s c a st m a t e r ia l.

He u se d r e c o r d e d

m a t e r ia ls a t th e r a t e s o f 1 2 5 -1 5 0 -1 7 5 * .2 0 0 -2 2 5 words p e r m in u te .

On r e c a l l t e s t e th e d i f f e r e n c e s were n o t

s i g n i f i c a n t a t th e 5 p e r c e n t l e v e l . sta te s*

However*

th e a u th o r

“There i s a d e f i n i t e tr e n d i n th e mean r e c a l l

t e s t score® r a n g in g from h ig h e s t com p reh en sion a t 125 YTOrds p e r m in u te to th e lo w e s t com p reh en sion a t 225 words p e r m in u te. ' 1 2 N ic h o ls d id a study* th e aim o f w h ich was t o i d e n t i f y f a c t o r s in f l u e n c in g c la ssr o o m l i s t e n i n g compre­ h e n s io n .

H is 200 s u b j e c t s l i s t e n e d t o s i x te n m inute

l e c t u r e e x c e r p t s and to o k im m ediate r e c a l l t e s t s f o llo w in g ea ch 10 m in u te l e c t u r e .

The r e l a t i o n s h i p b etw een t h e i r

s c o r e s on l i s t e n i n g and s c o r e s on o th e r s k i l l s and a t t r i ­ b u te s was e s t a b l i s h e d .

N ic h o ls r e p o r t s th e f o llo w in g

c o r r e l a t i o n b etw een l i s t e n i n g com prehension s c o r e s and: I n t e l l i g e n c e (A m erican C o u n c il P s y c . £xam .) H eading C om prehension (Iow a S i l e n t H eading Test)

.5 3 .48

7 S c h o l a s t i c A chievem ent (H ig h S ch ool hank) .2 7 V o ca b u la ry (P a r t S co re C o o p e r a tiv e t e s t o f E n g lis h ) .4 9 20 B le w e t t , c o n s tr u c t e d a l i s t e n i n g t e s t w ith w h ich h e a tte m p te d t o a p p r a ise s

( 1 ) Student’s a b i l i t y t o

l i s t e n t o and r e c a l l f a c t u a l d e t a i l s .

(2 ) S tud ent’s a b i l i t y

t o draw in f e r e n c e s and c o n c lu s io n s from I n fo r m a tio n p r e ­ s e n te d o r a lly * B le w e tt ra n a s e r i e s o f c o r r e l a t i o n s b etw een l i s t e n i n g s c o r e s and o th e r s ta n d a r d iz e d t e s t s c o r e s .

He

r e p o r t s th e f o llo w in g c o r r e l a t i o n s betw een l i s t e n i n g com p reh en sion and: I n te llig e n c e .5 1 H eading C om prehension .3 9 V o ca b u la ry *42 L i n g u i s t i c a p t it u d e ' .7 3 Grade p o in t a v e r a g e .3 7 21 H eye, compared th e r e l a t i v e e f f e c t i v e n e s s o f fo u r ty p e s o f a u d ito r y p r e s e n t a t io n o f m a t e r ia l.

The same

c o n t e n t m a te r ia l was p r e s e n te d In th e form o f l e c t u r e , d ia lo g u e , s to r y and drama form .

No s i g n i f i c a n t d i f f e r ­

e n c e s i n le a r n in g w ere found f o r any o f th e f o u r m ethods.. S ta ta q e q t o £ £&g. frr.aM.Sffl The p r e s e n t etu d y was n o t co n cern ed , a t l e a s t n o t p r im a r ily s o , w ith any o f t h e problem s J u s t d e s c r ib e d . The o b j e c t i v e s o f t h i s stu d y w ere:

8

1.

To d e te r m in e i f th e l i s t e n i n g a b i l i t y o f c o l l e g e fresh m en can be Improved by means o f a s p e c i a l program in l i s t e n i n g .

2.

To b u ild im proved In s tr u m e n ts, s p e c i f i c a l l y two com parable forma o f a l i s t e n i n g t e s t , f o r m easu rin g l i s t e n i n g co m p reh en sion .

3-

To d e s ig n and u s e w ith an e x p e r im e n ta l g rou p , a s e r i e s o f t r a i n in g u n i t s f o r im p roving l i s t o n ln g .

4.

£0 d eter m in e what e f f e c t t r a i n i n g in l i s t e n i n g m ig h t have in l i s t e n i n g s i t u a t i o n s n o t con­ n e c te d w ith th e s tu d y .

5*

To d eter m in e th e R e la t io n s h ip betw een l i s t e n i n g a b i l i t y , a s m easured by th e l i s t e n i n g t e s t u sed in t h i s s tu d y , and i n t e l l i g e n c e and r ea d in g a b ility . In o r d e r t o d eterm in e i f a program o f t r a i n i n g

was e f f e c t i v e in Im proving l i s t e n i n g a b i l i t y ,

i t was

n e c e s s a r y to have t e s t s m easurin g l i s t e n i n g a b i l i t y f o r a d m in is tr a t io n p r io r to and a f t e r t r a in in g to an e x p e r i­ m en tal group and to a c o n t r o l group which r e c e iv e d no tr a in in g . I t was b e lie v e d t h a t th e u sa o f tv B E A D B

C C c c c c c c c c

D 3

C o n t r o l Group 1 2 3 4 5 6 T 8 9 10

II I II I II I II I II

*4r**

£ A D B +'< *

A D B E A

Legend I l l i n o i s P la n A A m erican S c h o l a r 3 P ro b le m a / s ta ta m on t s - - C

T,%

A D B E A D B

Food P r e s e r v a t i o n -© E d u c a tio n f o r F re e d o m - S

32

t r a i n i n g l e s s o n s t o d eterm in e I f l i s t e n i n g com p reh en sion can be im proved w ith t h i s p a r t i c u l a r m ethod and th rou gh t h i s p a r t i c u l a r program*

1.

S ix t r a i n i n g l e s s o n s were d e v e lo p e d and r e c o r d e d , t o be u se d on e each week w it h t h e te n c l a s s e s in th e e x p e r im e n ta l group.

2.

A p p ro x im a tely tw en ty m in u te s were r e q u ir e d f o r ea ch l e s s o n , te n m in u tes f o r th e r e c o r d e d t r a i n i n g , s i x to e ig h t m in u tes f o r an sw erin g t e n m u lt ip le c h o ic e ite m s o v er th e reco rd ed m a te r ia l and th r e e t o fo u r m in u tes f o r a b r i e f d i s c u s s io n o f t h e s e q u e s t io n s .

3.

A ll t r a i n i n g m a te r ia l was p r e s e n te d a u r a lly v i a r e c o r d in g s . T e st ite m s o v e r t h i s m a te r ia l w ere in p r in t e d form, rep ro d u ced by a d u p l i c a t o r . Answers to t e s t * ite m s on a l l s i x t r a in in g l e s s o n s were e n te r e d on th e same answ er s h e e t s . T h ese were c o l l e c t e d a f t e r ea c h t r a in in g s e s s i o n and r e tu r n e d to t h e s tu d e n ts a t th e b e g in n in g o f th e n e x t t r a i n i n g s e s s i o n . The one e x c e p t io n t o t h i s was l e s s o n t h r e e which r e q u ir e d a s p e c ia l answ er s h e e t f o r w r i t e - i n s and c h e c k in g o f a ttitu d e s . A sam ple o f t h i s blank i s found i n Appendix B, page 169 . The t r a i n i n g l e s s o n s w ere g iv e n s e p a r a t e ly t o each o f th e t e n c l a s s e s co m p risin g th e e x p e r im e n ta l grou p , d u rin g th e f i r s t p a r t o f each reg u ­ l a r l y sc h e d u le d w eek ly two hour p e r io d .

A su r v ey o f th e l i t e r a t u r e p r o v id e d th e w r it e r w ith many s u g g e s t io n s th a t c o u ld be in c o r p o r a te d i n t o a s e r i e s o f t r a i n i n g u n i t s on l i s t e n i n g .

S in c e th e maximum

33

number o f u n i t s o r l e s s o n s t h a t o o u ld b e u se d i n th e tim e re m a in in g i n th e term a f t e r a llo w in g f o r t e s t i n g , s ix *

-was

a c o n s id e r a b le amount o f s e l e c t i o n and a b s t r a c t in g

was n e c e s s a r y . The b road o b j e c t i v e s t h a t w ere f i n a l l y s e ­ l e c t e d a s th e b a s i s o f t r a in i n g l e s s o n s w ere: 1.

To p o in t ou t t o th e s tu d e n t a number o f l i s t e n i n g h a b i t s \*hich a u t h o r it i e s b e l i e v e d i f f e r e n t i a t e bet*/een good and poor l i s t e n e r s .

2.

To a ttem p t t o b u ild up i n th e s t u d e n t ’ s mind a r e s p e o t f o r l i s t e n i n g a s a means o f ac­ q u ir in g k n ow led ge. To e x p la in “p r o j e c tio n " and to show th e s tu d e n t how h i s own i d e a s c o lo r h i s r e a c t io n s t o sp e a k e r s and to what sp e a k e rs s a y .

4.

To p r o v id e th e stu d en t w ith l i s t e n i n g s i t u a t i o n s i n which h e can attem pt to d is c o v e r sp e a k e r b i a s , b u t w hich a t th e same tim e may r e v e a l lis t e n e r b ia s .

5.

To p r o v id e l i s t e n i n g s i t u a t i o n s i n w hich th e s tu d e n t can p r a c t i c e r e c o g n iz in g and p ic k in g o u t main i d e a s .

6.

To show t h e l i s t e n e r how to u se f a c t s and de­ t a i l s t o draw c o r r e c t i n f e r e n c e s . *Jhat f o ll o w s i s a b r i e f o u t li n e o f th e s i x

tr a in in g le s s o n s :

km&SJi k m Alms I.

To p o in t ou t t h a t l i s t e n i n g i s one o f th e r e c e p t i v e modes o f com m unication th rough w hich we o b ta in k n ow led ge.

34

II*

To d i s c u s 0 some f a c t o r s which a re b e lie v e d t o d i f f e r e n t i a t e b etw een good and p oor l i s t e n e r s , such a s : A*

&ood l i s t e n e r s a r e n o t p a s s i v e . They c o n t r ib u t e so m eth in g i n t h e com m unication s it u a t io n *

B*

Good l i s t e n e r s t r y to draw c o r r e o t i n ­ f e r e n c e s , b u t th e y k eep c h e c k in g t o make s u r e th e y a r e c o r r e c t .

C*

Good l i s t e n e r s may a n t ic i p a t e a s p e a k e r ’ s p o i n t s o r h i s m ethod o f d ev elo p m en t, but th e y a d ju s t r e a d i l y t o w h a tev er p la n o f o r g a n is a t io n t h e sp e a k e r e l e c t s to u s e .

0.

Good l i s t e n e r s p r o f i t from a s p e a k e r ’ s summary.

h&&mn Imsl Alms I.

To em p h a sise th e im p ortan ce to c o l l e g e s tu ­ d e n ts o f good l i s t e n i n g h a b i t s .

II.

To d e v e lo p in th e s tu d e n ts a r e s p e c t f o r l i s t e n i n g a s a means o f g a in in g know led ge.

III.

F u rth er d is c u s s io n o f f a c t o r B w hich a re b e l i e v e d t o d i f f e r e n t i a t e betw een good and poor li s t e n e r s , 1 . e . , A. Good l i s t e n e r s do n o t become e m o tio n a lly I n v o lv e d in l i s t e n i n g s i t u a t i o n s . B. Good l i s t e n e r s t r y n ot t o p r o j e c t t h e i r own id e a s in t o what th e sp e a k e r s a y s . C. Good l i s t e n e r s w i l l assume some r e s p o n s i b i l i t y f o r m a in ta in in g t h e i r own I n t e r e s t when l i s t e n i n g t o a sp e a k e r. D. P r e s e n t some o f the r e s u l t s o f r e s e a r c h and th e o p in io n s o f e d u c a to r s r e g a r d in g im p o rtan ce o f l i s t e n i n g .

35

Ttaaa Aim I* To p r o v id e a l i s t e n i n g s i t u a t i o n , c o n t r o v e r s ia l q u o t a t io n s , i n vriiich th e s tu d e n t may lo o k f o r sp e a k e r b ia s and in w hich he may a ls o r e ­ v e a l h i s own b ia s on c e r t a in s u b j e c t s . A.

Good l i s t e n e r s ask* "Why would he h ave me b e l i e v e t h i s ? 41

B.

Use a s e r i e s o f q u o ta t io n s on c o n tr o ­ v e r s i a l i s s u e s a s a t r a in in g d e v ic e .

faaaa(an Saar. Aim To p r o v id e a l i s t e n i n g s it u a t i o n t h a t w i l l g iv e th e s tu d e n t p r a c t i c e in : A. B. C.

G rasp ing c e n t r a l id e a s . Drawing c o r r e c t i n f e r e n c e s . U sed a b s t r a c t o f sp e e c h , "Our P r e s i d e n t ia l S l e c t l o n System . n 18)

kaaeqp Five Aim I.

To r e v ie w th e c h a r a c t e r i s t i c s d is c u s s e d so f a r I'Mch d i f f e r e n t i a t e b etw een good and poor lis t e n e r s * .

II.

To p r o v id e a l i s t e n i n g s it u a t i o n co v e r e d by an o b j e c t i v e t e s t w hich s h o u ld h e lp th e s tu d e n t e v a lu a te h i s own l i s t e n i n g h a b i t s . A.

A p p roxim ately h a lf th e l e s s o n i s de­ v o t e d t o r e v ie w .

B.

The new m a te r ia l c o n s i s t s o f an a r t i c l e on a c o n t r o v e r s ia l s u b j e c t e n t i t l e d , "Communists and th e Law go on T r i a l . !l (7 )

36

jltAfiL&Sfifi Jksl&

Aim X,

To p r o v id e t h e s tu d e n t p r a o tic © i n r e c o g n is in g r e s t a t e m e n t s or main id e a s e x p r e s s e d by a sp e a k e r , A,

The s tu d e n t h e a r s e ig h t s h o r t p a s s a g e s , ea ch o f v?hlch i s f o llo w e d by t h r e e o n e s e n te n c e s ta t e m e n t s , one o f w hich i s a good summary o r r e s ta te m e n t o f t h e main id e a o f th e p a s s a g e . The o t h e r ttao s e n te n o e s p e r t a in d i r e c t l y to the p a ss a g e b u t a r e n o t good r e s ta te m e n ts o f th e main id e a ,

B,

The s tu d e n t i s to l i s t e n to a l l th r e e a n sw ers and s e l e c t th e one w hich i s th e r e s ta te m e n t o f th e main id e a o f th e p assage.

R ecord in g &£ T r a in in g fSMSfXfilfi The s i x t r a i n in g l e s s o n s w ere r e c o r d e d by d i f f e r ­ e n t members o f th e s t a f f o f th e Department o f W ritten and Spoken E n g lis h ,*

I t was b e lie v e d th a t th e t r a in in g

l e s s o n s sh o u ld be r e c o r d e d by v o i c e s d i f f e r e n t from t h o s e on t h e t e s t s so t h a t th e t r a in in g group would n ot be fa v o r e d on th e end t e s t by h a v in g had more e x p e r ie n c e w ith th e v o ic e on the t e s t s than was th e c a s e w ith th e c o n t r o l grou p .

*

The w r it e r i s in d e b te d to t h e f o llo w in g p e r s o n s who c o o p e r a te d in making th e r e c o r d in g s o f th e t r a in in g m a t e r ia ls : Dr. F r e d e r ic k B ee v e, Mr, Law rence Kahn, Mr, H erb ert B a o k e tt, and Mr, W illiam B u tt,

37 Adm lnlatraticn o f Egd f g s tg F o llo w in g th e s i x week t r a in in g p e r io d o f th e e x p e r im e n ta l g ro u p , th e end t e s t o f l i s t e n i n g a b i l i t y was g iv e n t o b o th th e c o n t r o l and e x p e r im e n ta l g r o u p s. end t e s t was h a n d le d e x a c t l y a s was th e p r e - t e s t .

The The

tw en ty c l a s s e s in v o lv e d i n th e stu d y were t e s t e d in d i­ v i d u a l l y d u rin g a r e g u la r ly sc h e d u le d two hour c l a s s p e r io d . H a lf o f t h e c l a s s e s i n b o th c o n t r o l and e x p e r im e n ta l groups to o k Form A and h a l f to o k Form B.

In e l l c a s e s the sub­

j e c t s to o k th e form o f th e t e s t n o t ta k en on th e p r e - t e s t . th e end t e s t was a d m in is te r e d in o r d e r t o com­ p a r e th e two g ro u p s on l i s t e n i n g a b i l i t y and th u s to e v a lu ­ a t e t h e e f f e c t o f t h e t r a in in g e x p e r ie n c e d by th e e x p e r i­ m en tal g ro u p .

The a n a l y s i s o f t h e r e s u l t s

i s . found i n

G hapter I I I . I f a s tu d e n t m isse d e i t h e r th e p r e - t e s t o r en d t e s t , none o f h i s s c o r e s were I n c lu d e d i n th e stu d y . was tr u e o f b oth c o n t r o l and e x p e r im e n ta l g ro u p s.

T h is

In

a d d it io n , i f a s tu d e n t In the t r a in in g group m isse d more than two t r a i n i n g u n i t s , h i s d a ta was not c o n s id e r e d in th e s tu d y .

38

I n v e s t i g a t i o n o f T r a n s fe r o f g r a in in g An a tte m p t t^as made t o d eterm in e ’-zhat e f f e c t th e t r a i n i n g I n l i s t e n i n g would h ave on l i s t e n i n g a b i l i t y , s id e o f t h e a c t u a l e x p e r im e n ta l s i t u a t i o n .

e u t-

I f i t were found

th a t t h e e x p e r im e n ta l group d id show a s i g n i f i c a n t s u p e r i­ o r i t y o v e r th e c o n t r o l group in l i s t e n i n g a b i l i t y f o llo w in g th e t r a i n i n g , i t w ould be h e lp f u l to have d a ta on th e q u es­ t i o n o f w h eth er th e s u p e r io r it y was a l s o p r e s e n t in o th e r l i s t e n i n g s i t u a t i o n s o u t s id e t h e a c t u a l ex p erim en t. To s e c u r e d a ta on t i l l s q u e s t io n , a l i s t e n i n g s i t u a t i o n n ot r e l a t i n g to th e t r a in in g

b u t w hich was common

t o b o th c o n t r o l and e x p e r im e n ta l grou p s, was u t i l i z e d . The com m unication c o u r s e , W ritten and Spoken E n g lis h , a t M ichigan S t a t e C o lle g e , in c lu d e s a w eek ly one hour l e c t u r e d e v o te d to some f a c e t o f com m unication.

T h is

i s a r e g u l a r l y s c h e d u le d p a r t o f th e c o u r se and a l l s t u ­ d e n ts a tte n d t h e s e w eek ly l e c t u r e s on th e same b a s is th a t th e y a t te n d o th e r r e g u la r ly s c h e d u le d c l a s s h o u r s. The departm ent p r e p a r e s a f i n a l ex a m in a tio n o v e r th e term *8 work and t h e s t u d e n t ’ s knowledge o f th e c o n te n t o f th e se le c t u r e s i s t e s t e d .

The q u e s tio n s on th e f i n a l

e x a m in a tio n p e r t a in in g t o th e l e c t u r e s were u se d t o s e c u r e d a ta f o r t h i s p a r t o f th e s tu d y .

39 I n a d d i t i o n , th e d i f f e r e n t l e c t u r e r s a g reed to su p p ly t h e w r it e r w ith a number o f q u e s t io n s o v e r t h e i r l e c t u r e s b u t t h e s e q u e s t io n s x^ould n o t appear on th e c o u r s e ex a m in a tio n *

T hese l a t t e r q u e s t io n s were a ssem b led in t o a

" s u r p r is e t e s t " w h ich was a d m in is te r e d t o b o th c o n tr o l and e x p e r im e n ta l g rou p s a p p r o x im a te ly te n days p r io r t o th e end o f th e te r m .

S t u d e n t s took t h i s t e s t w ith o u t b ein g f o r e ­

warned t h a t th e y w ere t o be t e s t e d .

However, on th e c o u r se

f i n a l th e s tu d e n ts had ample tim e to r e v ie w l e c t u r e n o t e s and o t h e r m a te r ia l c o v e r e d by t h e f i n a l e x a m in a tio n . Thus, th e t o t a l t e s t o v e r t h e l e c t u r e s was composed o f th e " su r p r ise " s u b t e s t and th e l e c t u r e - q u e s t i o n s on t h e c o u r s e f i n a l e x a m in a tio n . The p erform an ce o f th e ex p e r im e n ta l and c o n t r o l g rou p s was compared on th e t o t a l le c t u r e t e s t ,

th e s u r p r is e

s u b t e s t and th e c o u r s e ex a m in a tio n l e c t u r e q u e s t io n s . t o t a l l e c t u r e t e s t c o n ta in e d t h i r t y - s i x q u e s t io n s .

The

The

r e l i a b i l i t y o f th e t e s t was d eterm in ed by t h e s p l i t h a l f m ethod o f odd v s even ite m s f o llo w e d by th e u se o f th e Spearman Brown Prophecy Formula t o d eterm in e th e r e l i a b i l i t y o f th e w h ole t e s t * The r e l i a b i l i t y f o r odd v s even ite m s was computed and r e s u l t e d in a r e l i a b i l i t y even item s*

o f .6 7 betw een th e odd and

Use o f th e Spearman Brown P rophecy form ula

40 (5 ) fou n d i n G u ilfo r d

r e s u lt e d i n a r e l i a b i l i t y o f *80

f o r t h e vfoole t e s t o v e r th e le c t u r e s * i& U U PJIB M P fcfeltHfigP L is t e n in g A b i l i t y jaM I n t e l l i g e n c e To s e c u r e d a ta on th e r e l a t i o n s h i p betw een l i s t e n i n g com p reh en sion said i n t e l l i g e n c e o f c o l l e g e f r e s h ­ men, s c o r e s on t h e -American C o u n cil P s y c h o lo g ic a l Exam ination were c o r r e l a t e d w ith s c o r e s on th e l i s t e n i n g t e s t * R e la t io n s h ip b etw een EAj&.fiPAPK

Readlnc: A b i l i t y

The c o r r e l a t i o n betw een l i s t e n i n g and r e a d in g a b i l i t y , a s m easured by th e c o o p e r a t iv e t e s t o f rea d in g co m p reh en sio n , was a l s o determ ined *

The d a ta r e l a t i n g t o

t h e s e q u e s t io n s are fo u n d i n C hapter I I I .

41

BIBLIOGRAPHY C hapter I I 1.

"The I l l i n o i s P la n f o r S p e c ia l E d u cation o f Ex­ c e p t i o n a l C h ild r e n ," The Kduoahle M en ta lly HandlCapped, C ir c u la r S e r ie s 13, No. 1 2 , S p r i n g f i e ld , H I . , 1945.

2.

J o n e s , K. M., ”The American S c h o la r Once l - o r e ,H £±yVLm§. An ftg&aiflfi 3ams and N eN eir, p p . 3 5 7 -3 6 9 , P r e n t ic e H a ll, New York, N. Y ., 1 9 4 9 .

3.

Swank, E. C ., ♦♦The S to r y o f Pood P r e s e r v a t i o n ,” P am phlet p rep a red f o r H. J . H ein s C o ., 1 9 4 3 .

4.

H u t c h in s ,, p-. K ., rtE d u cation f o r Freedom, 11 Pro H em s i n U eadlna sflta W r itin g , p p . 3 3 8 -3 5 6 , P r e n t ic e H a ll, New Y ork, N* Y ., 1 9 4 9 .

5.

G u ilf o r d , J . P . , P sy ch o m etric M ethodsr McGraw H i l l C o ., New York, N. x . , 1936*

6.

K ef& uver, ”Qur P r e s i d e n t ia l E le c t io n System , H V i t a l S p e e c h e s> February 1 1 , 1 9 4 8 .

7.

H ornaday, M., ‘'Tw elve Communists and th e I.»aw G*o on T r i a l , ” C h r is tia n S c ie n c e h o n lto r , J a n . 1 8 , 1 9 4 9 .

C hapter I I I RESULTS

£caa£&s&

sM jBaflmtgafc !?,g.Qr.e.a a£ tks. axgaa

y

To d ete rm in e i f th e r e was any d i f f e r e n c e betw een

t h e e x p e r im e n ta l and c o n t r o l groups in l i s t e n i n g a b i l i t y p r i o r t o t r a i n i n g o f th e e x p e r im e n ta l grou p , a p r e - t e s t o f l i s t e n i n g com p reh en sion was a d m in is te r e d t o b o th g ro u p s. H a lf o f th e c l a s s e s in each group took Form A and h a l f o f ea ch group to o k Form B o f .th e l i s t e n i n g t e s t .

Both form s

c o n s i s t e d o f 82 q u e s t i o n s . . T ab le VI c o n t a in s d a ta on th e number o f t e s t ite m s on each s u b - t e s t , th e number o f words i n th e m a te r ia l t e s t e d and th e p la y in g tim e o f re c o r d e d s u b - t e s t In b o th fo r m s. The mean f o r th e e x p e r im e n ta l group on th e p r e ­ t e s t was 5 2 .3 5 ; f o r th e c o n t r o l group th e mean was 5 1 .5 9 . The sta n d a r d d e v ia t io n s f o r th e groups were 7 .6 3 and 8 .2 4 r e s p e c tiv e ly .

The d i f f e r e n c e betw een th e means o f th e

two g rou p s was . 7 6 .

T h is d if f e r e n c e was found to be

s i g n i f i c a n t a t th e 31 p e r c e n t l e v e l o f c o n f id e n c e , which d o es n o t m eet th e u s u a l ly a c c e p t eel c r i t e r i o n f o r s i g n i f i ­ can ce. T h e r e fo r e , we r e t a i n th e h y p o th e s is th a t t h e r e

43

T ab le VI D e s c r ip t iv e D ata H e la tln g t o Porn A and Form B o f L is t e n in g T est

..................................... Worm A ..................................... ........ _____........... ................ JM» T e s t .Ho* Q u e stio n s F la y in g lim a . I l l i n o i s F la n A m erican S c h o la r P roblem s and S ta te m e n ts T o ta l n o . q u e s t io n s on Form A

1875

20

13* 40"

16 0 4

21 17 24

11* 45** 15

82

For® B Ho. Q u e stio n s

Sub T e a t

B o. Words

Food P r e s e r v . E d u ca tio n Tor Freedom P roblem s and S ta te m e n ts T o ta l Ho. q u e s t io n s Form 3

1997

20

15* 15*

1679

21 17 24

11* 5C»

82

F la y in g Time

15

44 a c t u a l l y was no d i f f e r e n c e b etw een t h e two groups In r e g a r d t o l i s t e n i n g a b i l i t y p r io r t o th e t r a i n i n g r e o e lv e d by t h e e x p e r im e n ta l grou p .

The p roced u re f o r t e s t i n g a 1*, 2 n u l l h y p o t h e s is can b e fou n d i n L in d q u is t , Edwards . T flgtlp g o f Bo£h OKgups F o llo w in g T r a in in g o f E xp erim en tal .Seshb F o llo w in g t h e l i s t e n i n g p r e - t e s t ,

th e e x p e r i­

m en tal group was g iv e n a s e r i e s o f s i x , tw en ty ndnute t r a i n ­ in g l e s s o n s i n l i s t e n i n g , one l e s s o n ea ch week f o r s i x c o n s e c u t iv e w eek s.

The aim o f t h e s e t r a in in g l e s s o n s was

t o im prove th e s t u d e n t 1s l i s t e n i n g a b i l i t y by im proving lis t e n in g h a b its . The c o n t r o l group r e c e iv e d no s p e c i a l t r a in in g in lis t e n in g .

The c l a s s tim e u se d by th e e x p e r im e n ta l

group i n th e l i s t e n i n g t r a in in g l e s s o n s was u se d i n t h e c o n t r o l group o l a s s e s f o r r e g u la r i n s t r u c t io n i n th e Com­ m u n ic a tio n c o u r s e . There was a t o t a l o f 4? c l a s s h ou rs sch e d u le d i n th e c o u r s e f o r th e term , in c lu d in g th e w eek ly one hour le c tu r e .

The tim e u t i l i z e d by th e a c tu a l t r a i n i n g , but

n o t in c lu d in g p r e -a n d e n d - t e s t i n g , was two h o u rs or

* Kumbers i n th e t e x t r e f e r t o s p e c i f i c ite m s l i s t e d i n t h e b ib lio g r a p h y f o llo w in g t h i s c h a p te r . They a re l i s t e d i n th e o r d e r o f t h e i r c i t a t i o n .

45 a p p r o x im a te ly 4 $ o f t h e c o u r s e c l a s s tim e* F o llo w in g th e s i x week t r a in in g p e r io d f o r th e E x p erim en ta l grou p , b o th th e e x p e r im e n ta l and c o n t r o l grou p s w ere t e s t e d a g a in w ith a d i f f e r e n t but com parable form o f th e l i s t e n i n g t e s t .

Again h a l f o f th e c l a s s e s co m p risin g

ea ch group to o k Form A and h a l f to o k Form B, but i n a l l c a s e s s t u d e n t s to o k th e form o f th e t e s t n o t ta k en on th e p r e -te st. T a b le VII c o n t a in s th e d a ta f o r t h e two groups on th e l i s t e n i n g end t e s t .

The e x p e r im e n ta l group mean on

t h e end t e s t was 5 6 .3 7 , th e sta n d a r d d e v ia t io n , 7 .4 7 .

The

mean f o r th e c o n t r o l group was 5 2 .3 0 , th e sta n d a rd de­ v ia t io n 8 .4 0 .

T h is d i f f e r e n c e i n th e m eans, fa v o r in g t h e

t r a i n e d group i s s i g n i f i c a n t beyond th e one p e r c e n t l e v e l o f c o n f id e n c e . The mean o f th e e x p e r im e n ta l group on th e en d t e s t was s i g n i f i c a n t l y h ig h e r than I t s mean on th e p r e ­ te st.

T h is d i f f e r e n c e betw een p re-an d e n d - t e s t was s i g ­

n i f i c a n t beyond th e one p e r c e n t l e v e l of c o n f id e n c e .

In

th e c a s e o f th e c o n t r o l grou p , th e r e was no s i g n i f i c a n t d i f f e r e n c e betw een th e p r o - t e s t mean ( 5 1 .5 9 ) an ' th e endt e s t mean ( 5 2 .3 0 ) . I n te r p r e ta tio n Both th e c o n t r o l and ex p erim en ta l groups had

Table VII B a ta f o r E x p erim en tal and C o n tro l Groups on End T e s t o f L is t e n in g Com prehension

E x p erim en tal Grotto 8 t a k in g Form A H t a k in g Form B T o ta l K Mean on End T est Range o f S c o r e s Range S tan d ard D e v ia tio n S . E, o f Mean

119 101 220 56*37 3 6 -7 2 36 7 .4 7 .5 0

C o n tro l OrflWD...... 127 107 234 5 2 .3 0 3 3 -7 0 37 9 .4 0 .5 5

D if f e r e n c e in Kernel._______

. . . . . . .

4 .0 7 *

* D if f e r e n c e S i g n i f i c a n t beyond 1 p e r c e n t l e v e l

47

th e same c o u r s e o f i n s t r u c t i o n a s s p e c i f i e d i n th e c o u r s e s y ll a b u s , e x c e p t t h a t th e e x p e r im e n ta l group had th e t r a i n i n g i n l i s t e n i n g a s o u t lin e d p r e v io u s ly , w h ile th e c o n t r o l group s p e n t t h i s tim e in r e g u la r c la ss r o o m pur­ s u its * I t i s assum ed t h a t t h i s t r a i n in g i n l i s t e n i n g a c c o u n te d f o r th e d i f f e r e n c e betw een th e two grou p s, i n l i s t e n i n g a b i l i t y on th e e n d - t e s t *

T h is would i n d ic a t e

t h a t l i s t e n i n g a b i l i t y o f c o l l e g e s tu d e n ts can be im proved th rou gh a program o f t r a in in g in l i s t e n i n g * S in c e d i f f e r e n t m ethods o f t r a in in g and d i f f e r ­ e n t l e n g t h s o f tim e d e v o ted t o t r a i n in g w ere n o t u sed in t h i s s tu d y , we ca n n o t sa y t h a t e i t h e r th e m ethod or le n g t h o f tim e u t i l i z e d i s th e optimum, but i t i s in d ic a t e d th a t l i s t e n i n g a b i l i t y ca n b e im proved by d e v o tin g a v e r y s m a ll p e r c e n t o f th e r e g u la r c l a s s tim e to t r a in in g i n im p rovin g lis te n in g * The g a in r e g i s t e r e d by th e t r a in e d group i s s i g n i f i c a n t beyond th e one p e r c e n t l e v e l o f c o n fid e n c e o v er b o th th e t r a in e d grou p *s p r e - t e s t mean and th e c o n t r o l group* s e n d - t e s t mean which w ould in d i c a t e t h a t th e g a in o f th e t r a in e d group i s n ot a r e s u l t o f e i t h e r p r a c t i c e e f f e c t from th e p r e - t e s t or a r e s u l t o f e.vp eri c n e e s in t h e Com munication c o u r s e common to b o th e x p e rim en ta l and c o n t r o l groups*

18

Evaluation o f gain On th e p r e - t e s t 4 7 .3 p e r c e n t o f t h e E x p erim en ta l group e x c e e d e d th e p r e - t e s t mean*

On th e e n d - t e s t , 70 p e r ­

c e n t o f t h e s u b j e c t ’ s s c a r e s were h ig h e r th an th e p r e - t e s t mean* f a b l e V I I I shows th e chan ges b etw een th e t r a in e d g rou p 1s p r e - t e s t and e n d - t e s t sc o r e s*

The d a ta a re a rra n g ed

by q u a r te r s from h ig h e s t t o lo w e s t b a se d on p r e - t e s t s c o r e s . A d e f i n i t e tr e n d I s in d ic a t e d show ing t h a t f o r th e group a s a w h o le , t h e r e i s an in v e r s e r e l a t i o n s h i p betw een p r e ­ t e s t s c o r e s and g a in s r e g i s t e r e d on th e e n d - t e s t .

Thus,

th e t r a i n i n g would seem to h a v e been most e f f e c t i v e w ith th e p o o r e r l i s t e n e r s *

T h is I s in d ic a t e d by th e p e r c e n t o f

s u b j e c t s In ea ch q u a r te r who made a g a in on th e e n d - t e s t l a r g e r th a n one S . D*

These p e r c e n t s from lo w e s t t o h ig h e s t

q u a r te r s a r e t 0—2 5 th p e r c e n t i l e .* » • • » ...* • « * 5 8 * 2 $ 2 6 - 5 0 th p e r c e n t i l e ........... * * . . * . . . 3 4 . 5 $ 51—7 5 til p e r c e n t i l e . . . . . . . . . . . . . . 81.8#i 7 6 -1 0 0 t h p e r c e n t i l e .......................5 .4 $ I t I s p r o b a b le t h a t some o f t h e s e ch a n g es in s c o r e s w ere due in p a r t t o r e g r e s s io n e f f e c t , which w ould te n d t o o v e r e s tim a te th e g a in s o f th e lo w e r q u a r te r and u n d e r e s tim a te th e g a in s a t th e upper q u a r te r .

To d eterm in e

wfa&t t h i s e f f e c t w as, th e s c o r e s o f th e c o n t r o l group were

49

T ab le V I II

Changes betw een

P r e - t e s t and End—t e s t S co res f o r E xp eri­ m ental Group Arranged by Q uarters w ith I n t e r v a ls Equal t o Standard D e v ia tio n . (7 6 * 1 0 0 P e r c e n t i l e )

M ■■ Sf 9 t, Q u arter L O SS

20 G ain 0 - 7 ( 0 - 1 S .D .) 32 G ain 8 -1 5 ( 1 - 2 S .D .) 3 G ain 1 5 (o v e r 2 S . D . > 0

Mean O aln o r Loag

3 6 .4

- 3 .3

5 8 .2

* 2 .9

5 .4

* 9 .0

0

Sam o f c h a n g e s f o r Group - ♦. 55) Mean ch an ge f o r Group 4 - 1 .0

(5 1 - 7 5 P e r c e n t i l e )

L o se G ain 0 - 7 ( 0 - 1 S .D .) Gain 8 -1 5 (1-2 S.D.) Ga i n 15 ( o v e r 2 S .D .)

15

£7*3

- 2 .3

28

5 0 .9

* 3 .7

12

a .8

* 1 0 .4

0

0 .0

Susa o f ch a n g es f o r Group s * 1 9 4 ,

( oon t *d )

Mean change f o r Group 3 .5

50

T ab le V I II ( c o n t #&)

Changes betw een P r o - te a t and E n d etest S cores f o r Experi­ m en tal Croup Arranged by Q uarters w ith I n t e r v a ls Equal t o Standard d e v ia tio n *

S L o ss 14 C ain 0 - 7 ( 0 - 1 S .L J 22 C ain 8—1 6 (1 -2 S*D J 18 C ain 15 ( o v e r 2 S.D* ) 1

(2 6 * 50 P e r c e n t i l e ) $ o f Q u arter Mean C ain o r L o s s 2 5 .5

- 3 .0

4 0 .0

♦ 3 .0

3 2 .7

+>10.5

l.S

+ 1 6 .0

Sum o f c h a n g e s f o r Group * 2 2 6 ,

mean ch an ge

~ 4 .1

(0 a 25 P e r c e n t i l e )

L o ss 8 Gain 0 - 7 ( 0 - 1 3 * 0 .) 15 G ain 8 - 1 5 ( 1 - 2 S .D # ) 27 Gain 15 ( over 2 b.) 5

4i^0

1 4 .5

«■»

2 7 .3

+ 4 .4

4 9 .1

+ 1 0 .7

9 .1

+ 1 9 .2

Sum o f ch a n g e s f o r Croup + 4 1 8 , Mean change ^+7*6

51 t r e a t e d i n th e same manner a s th o s e o f th e e x p e r im e n ta l group and th e g a in s o f th e c o n t r o l group were s u b tr a c te d from th e g a in s o f t h e e x p e r im e n ta l group.

The r e s u lt a n t

n o t g a i n s c o u ld be- c o n s id e r e d a tr u e g a in f o r th e e x p e r i­ m en ta l grou p .

T a b le IX c o n t a in s d a ta f o r th e c o n t r o l

group a rra n g ed i n q u a r te r s b a sed on p r e - t e s t l i s t e n i n g sco res.

I t i s n o t ic e d t h a t t h e upper q u a r te r o f th e

e x p e r im e n ta l group showed a n e t g a in o f 55 raw s c o r e p e l i t s o r a mean g a in f o r th e group o f 1 . 0 , w hereas th e upper q u a r te r o f th e C o n tro l group l o s t - 80 raw s c o r e p o in t s o r a mean l o s s fo r th e group o f - 1 . 4 5 raw s c o r e p o i n t s . I t a p p e a r s from t h i s t h a t th e t r a in in g was more e f f e c t i v e w ith th e u p p er q u a r te r o f th e t r a in e d group than i s in d ic a t e d by a casu al, ex a m in a tio n o f th e d a ta f o r th a t group a lo n e .

P r o b a b ly some o f th e e f f e c t o f th e t r a i n i n '

was t o n u l l i f y or a p p r e c i a t iv e ly l e s s e n th e r e g r e s s io n e ffe c t. However, i n th e c a s e o f th e l o w e s t q u a r te r , t -.e e'xp erIm en tal group showed a g a in o f 418 raw s c o r e p o i n t s , s u b t r a c t in g 141 raw s c o r e p o i n t s , th e g a in o f th o lo w e s t q u a r te r on th e c o n t r o l group , t h i s was red u ced t o 277 p o i n t s o r a mean g a in fo r th e group o f 5 . 0 .

B efo re c o r ­

r e c t i n g f o r r e g r e s s i o n , th e mean g a in o f t h i s group was 7 .6 .

52

T able IX Changes between Pro—t e s t and E n d -tea t S co res fo r C ontrol Oroup* arran ged by c h a r te r s w ith I n t e r v a ls £?iual to Standard D e v ia tio n 78 - 100 P e r c e n t ile of L o ss 0—1 S. 0 - 8 p o in t s 1 - 2 0* L. 9 -1 6 p o in t s

L o ss 0 -1 S.B* 0 - 6 p o in t s 1 - 2 S .D . 9 -1 6 p o in t s

32

5 5 .2

25

43*1

1

1 .7

5 1 -7 5 P er eo n til© 24 4 1 .4

Kean "Sains ^ o r L oss ~ b m3 2 .8 14.

- 6 .3

27

4 6 .5

3 .2

7

1 2 .1

1 0 .7

26-50 P e r c e n t ile L oss 0 -1 3*0. 0 - 6 p o in t s 1 - 2 S*D% 9 -1 6 p o in t s

18

31*0

- 4 .3

37

6 3 .8

4 .3

5

5 .2

1 1 .3

0 -2 5 P e r c e n t ile L o ss 0 -1 S .B . 0 -8 p o in t s 1 - 2 B .* . 9 -1 6 p o in t s

17

2 9 .3

35

6 0 .3

6

1 0 .4

9 .7

53

F o llo w in g a r e th e n e t ch a n g es f o r p r e - t e s t t o e n d - t e s t s c o r e s o f b o th th e C o n tr o l and E x p erim en ta l g r o u p s. E x p erim en ta l Group (N -5 5 ) 7 6 -1 0 0 5 1 - 75 2 6 - 50 0 - 25

P e r c e n tile P ercent l i e P e r c e n tile P e r c e n tile

56 194 226 418

C o n tro l Group (N 68)* (-1 8 0 9 110 141

Computing th e s i g n i f i c a n c e o f th e d i f f e r e n c e b e­ tw een th e means o f th e c o n t r o l and e x p e r im e n ta l g ro u p s, a f t e r c o r r e c t in g f o r r e g r e s s i o n e f f e c t , th e d if f e r e n c e f a v o r in g th e e x p e r im e n ta l group was s i g n i f i c a n t beyond t h e one p e r c e n t l e v e l o f c o n f id e n c e . In o r d e r t o i n v e s t i g a t e th e r e l a t i o n s h i p b etw een g a in s made on th e e n d - t e s t and th e su b ject* s p erform an ce on th e p r e - t e s t and h i s p erform an ce on th e I 's y c h o lo g io a l E x a m in a tio n , th e e x p e r im e n ta l group was d iv id e d i n t o 16 g ro u p s on th e b a s i s o f i n i t i a l s c o r e s on th e l i s t e n i n g t e s t and s c o r e s on t h e P s y c h o lo g ic a l e x a m in a tio n .

T ab le

X c o n t a in s th e d a ta and shows how many s u b j e c t s were i n a h ig h e r o r lo w e r q u a r te r on th e l i s t e n i n g t e s t than t h e y w ere on th e Am erican C o u n cil P s y c h o lo g ic a l E xam ination*

*

Means f o r th e groups were com puted f o r a l l th e sub­ j e c t s i n t h e q u a r te r and th e n a d ju s te d to an H o f 55 by s u b t r a c t in g 3X mean o f th e group so a s t o make t h e K o f t h e two groups com p arab le.

54

Table X • R e la t io n s h ip Between G ains on .'.’n d -^ eB t by ^Experimental Group and Booroe on P r e -T b st and P s y c h o lo g ic a l T est L i s t e n in g P r e -T e s t ( 0 - 2 5 P e r c e n t i l e )

P r e -T e s t L is t e n in g 0 -2 5 0 -2 5 0 -2 5 0 -2 5

P e r c e n tile P e r c e n tile P e r c e n tile P e r c e n tile

^ean Change

A.C.fc. P s y c h o lo g ic a l T e st 0 - 2 5 P e r c e n t ile 2 6 -5 0 P e r c e n t il e 5 1 -7 5 P e r c e n t ile 7 6 -loop e r c e n tile

21 IB 7 1.i

+ 7.2 + 8 .8 + 5.0 + 2 2 .0

L is t e n in g P r e -T e s t (2?S-50 P e r c e n t ile ) P r e -T e s t L is t e n in g 2 6 -5 0 P e r c e n t i l e 2 6 -5 0 P e r c e n t i l e 2 6 -5 0 P e r c e n tile 2 6 -5 0 P e r c e n tile

A• C#F>• P s y c h o lo g ic a l T est 0 - 2 5 P e r c e n t ile 2 6 - 5 0 P e r c e n t ile 5 1 -7 5 P e r c e n t ile 7 6 - 1 0 0 Pe r c e n t i l e

ti'*1 12

•12 11 11

n-1ean Chang© + 2.7 + 5*5 * 6 .6 + 5.0

55

Table X (cont*d) 4

R e la t io n s h ip Betw een B a in s on K nd-Test by E xp erim en tal Group and S c o r e s on P r e -T e s t and P s y c h o lo g ic a l T e s t L is t e n in g P r e -T e s t ( 5 1 -7 5 P e r c e n t i l e )

P r d fT e st L is te n in g 5 1 -7 5 5 1 -7 5 5 1 -7 5 5 1 -7 5

P e r c e n tile P e r c e n tile P e r c e n tile P e r c e n tile

A .G .E . P s y c h o lo g ic a l T e s t

H

0 -2 5 P e r c e n tile 2 6 -5 0 P e r c e n t i l e 5 1 -7 5 P e r c e n t i l e 7 6 - 1 0 0 P e r c e n t ile

9 10 13 12

&ean Change + 1 .2 ♦ 4 .6 ♦ 4 .0 ♦ 4 .8

l i s t e n i n g P r e -T e s t (7 6 -1 0 0 P e r c e n t i l e ) P r e -T e s t L is t e n in g 7 6 -1 0 0 7 6 -1 0 0 7 6 -1 0 0 7 6 -1 0 0

P e r c e n tile P e r c e n tile P e r c e n tile P e r c e n tile

A .C .E . P s y c h o lo g ic a l T e st 0 -2 5 2 6 -5 0 5 1 -7 5 7 6 -1 0 0

P e r c e n t ile P e r c e n t ile P e r c e n t ile P e r c e n t ile

N 1 5 10 29

^e&n Change —8 .0 ♦ 1*7 i 0 .4 + 1 .4

56 T here tms o n ly on© c a s e where l i s t e n i n g on t h e p r e t e s t was in th e lo w e s t q u a r te r anti th e p s y c h o lo g ic a l s c o r e i n th e h ig h e s t q u arter*

T h is s u b j e c t made a g a in

on t h e e n d - t e s t eq u a l t o t h r e e S. B#s t

One s u b j e c t o n ly

was i n t h e upper q u a r te r on l i s t e n i n g and t h e lo w e r q u a r te r on t h e P s y c h o lo g ic a l E xam ination*

On th e e n d - t e s t t h i s

s u b j e c t showed a' l o s s g r e a t e r th a n one S . D,

k tr e n d i s

a p p a ren t which, i n d i c a t e s th a t s tu d e n ts tjhose l i s t e n i n g a b i l i t y p r i o r t o t r a i n i n g , was lo w er than w ould he ex­ p e c te d on th e b a s i s o f t h e i r s c o r e s on th e P s y c h o lo g ic a l e x a m in a tio n , p r o f i t e d c o n s id e r a b ly from th e t r a in in g * H owever, s tu d e n t s i n th e lo w e r q u a r t il e on b o th l i s t e n i n g and p s y c h o lo g ic a l t e s t s a l s o showed c o n s id e r a b le g a in s . of

Q.ther

T e s t on L e c tu r e s W ithout knowing what would be th e outcome o f t h e t r a i n i n g a s m easured by th e end t e a t o f l i s t e n i n g , i t was d e c id e d to i n v e s t i g a t e c o n c u r r e n t l y w ith t h i s p a r t o f t h e s tu d y , th e e f f e c t o f t h e t r a i n i n g i n l i s t e n i n g upon a form al l i s t e n i n g s i t u a t i o n n o t co n n ected w ith th e tr a in in g * B oth t h e c o n t r o l and e x p erim en ta l grou p s, as w e ll a s a l l o t h e r s tu d e n ts e n r o ll e d in th e c o u r s e , h e a r d

57 a s e r i e s o f l e c t u r e s , one ea ch week th ro u g h o u t th e term* T hese l e c t u r e s w ere a r e g u la r ly sc h e d u le d p a r t o f th e Com m unication c o u r s e and eaoh d e a l t w ith some p h ase o f oommunio a t i on„ L i s t e n i n g com p reh en sion on some o f t h i s ma­ t e r i a l was m easured by means o f a 36 ite m m u lt ip le c h o ic e te st*

T h is t e s t was d iv id e d i n t o two s u b - t e s t s , on®

c o n s i s t i n g o f IQ m u lt ip le c h o ic e ite m s ta k en from th e c o u r s e f i n a l e x a m in a tio n , th e o th e r c o n s i s t i n g o f ite m s s u p p lie d by th e l e c t u r e r s and n o t In c lu d e d in th e c o u r s e f i n a l e x a m in a tio n .

T h is l a t t e r eu b -test i s r e f e r r e d to

a s t h e 11s u r p r i s e ” s u b - t e s t . The t e s t on th e l e c t u r e s was a d m in is te r e d a t th e en d o f th e term f o ll o w in g th e t r a in in g p r o v id e d f o r t h e e x p e r im e n ta l g ro u p . The e x p e r im e n ta l and c o n t r o l g ro u p s were com­ p a r ed on p erform an ce on th e t o t a l t e s t a s w e l l a s on each o f t h e two s u b - t e s t s c o m p risin g i t *

T able XI c o n t a in s

th e d a ta f o r b o th grou p s on t h i s m easure o f l i s t e n i n g o u t­ s id e th e a c tu a l t r a i n i n g s i t u a t i o n .

The e x p e r im e n ta l

group was fou nd t o be s u p e r io r t o th e c o n t r o l group cn t i i i s m easure o f l i s t e n i n g a b i l i t y .

On th e t o t a l i e s t ,

th e d i f f e r e n c e i n t h e means fa v o r in g th e e x p e r i m e n t a l g rou p , was s i g n i f i c a n t a t th e 1 .2 8 p e r c e n t l e v e l o f c o n f id e n c e .

On th e s u r p r is e s u b - t e s t , th e d if f e r e n c e

Table XI B a ta f o r E x p erim en ta l and C o n tr o l Croups on T e s t s Over W eekly L e c tu r e s

-■ -........ ...

-^

. . . "■■H..... . ...r i.'z.r!

-T— _ — ........ ■ I r j t o M ....... c o n t r o l Group » s u b j e c t s on T est 182 196 Kean on T e s t 2 3 ,3 6 2 2 .3 2 S ta n d a rd D e v ia t io n 4 .1 0 4 .0 6 S . E , o f Mean .3 0 .2 9 D i f f e r e n c e betw een means o f two grou p s s i g n i f i c a n t a t 1 .2 8 p e r c e n t l e v e l o f c o n f id e n c e . S u r p r is e P o r tio n o f T e s t T ra in ed a©rson s a id on t h a t o c c a s io n t h a t ,

“The

s c h o la r i s man th in k in g " and th e p r i n c i p a l In str u m e n ts o f h i s e d u c a t io n a r e t h r e e :

"nature, b o o k s, and a c t io n ." "The

f i n a l o b j e c t o f e d u c a tio n I s t h a t th e s o u l may b e weaned from a p a s s i v e c l i n g i n g t o what h a s b een s a id and done i n t h e w o r ld and p r e f e r i n s t e a d a v ig o r o u s i n t e l l e c t u a l in d e ­ p en d e n c e . "

*w© h ave l i s t e n e d to o l o n g , " h e s a id ,

c o u r t ly m uses o f fjjurope."

"to th e

He co n clu d ed w ith an e lo q u e n t

p l e a f o r a r a o e o f v ig o r o u s American I n d iv id u a ls who w i l l w alk on t h e i r own f e e t , work w ith t h e i r oivn hands and speak t h e i r own m ind. I p ro p o se now t o in q u ir e how f a r th e lib e r * -! c o l ­ l e g e in A m erica h a s b een f a i t h f u l to th e program s u g g e ste d by h i s a d d r e s s . i n 1847 th e u n i v e r s i t i e s o f th e u n ite d s t a t e s had n o t y e t b u i l t up t h e i r in nu m erable p r o f e s s i o n a l c o l l e g e s , v o c a t i o n a l b r a n c h e s , grad uate s c h o o ls and e x te n s io n

68 d iv is io n s *

The c u r r ic u lu m o f th e c o l l e g e th en was s t i l l

o e n t e r e d I n th e h u m a n it ie s , th e c l a s s i c s , p h ilo s o p h y , h i s ­ t o r y , and some t r a i n i n g I n o r a t o r y . The c o n te n t o f tlx a t cu rricu lu m w as, I am a f r a id , q u i t e m ea g re, th e i n s t r u c t i o n m s n o t good, l i b r a r i e s and l a b o r a t o r i e s w ere in a d e q u a te , and th e l i f e o f th e under­ g r a d u a te s u f f e r e d from o h s o le o e n t r e g u l a t io n s .

But th e

l i b e r a l c o l l e g e o f 184? had one advantage o v e r th e l i b e r a l c o l l e g e o f to d a y .

I t knew what i t was d o in g .

f i e d c o n c e p t o f c o l l e g e e d u c a tio n .

I t had a u n i­

I t c o n c e iv e d t h a t th e

h u m a n itie s w er e c e n t r a l t o th e t r a in in g o f an ed u ca ted man. T oday, t h a t u n it y in l i b e r a l e d u c a tio n h a s a l ­ m ost d isa p p e a r e d *

In o u r tim e th e m ost c h a r a c t e r i s t i c edu­

c a t i o n a l i n s t i t u t i o n In th e cou n try I s th e S t a te U n iv e r s it y . The c o l l e g e o f l i b e r a l a r t s i n th e s t a t e u n i v e r s it y e x i s t s , b u t I t s i n t e l l e c t u a l u n ity h a s v a n is h e d . years i t io

In th e f i r s t two

t r y in g to do th e work which th e h ig h s c h o o ls ,

under th e d i r e c t i o n o f e d u c a tio n a l e x p e r t s , have c e a s e d d o in g — t h a t i s , w r ite *

t r y in g to g e t i t s s tu d e n ts t o rea d and

In i t s l a s t two y e a r s i t h a s , i n f a c t , become a

v o c a t i o n a l s c h o o l f o r th e t r a in in g o f t e a c h e r s , b i o l o g i s t s , s o c i a l w o r k e r s, and th e lik e * I t i s a w e ll known f a c t t h a t th e m u lt i p li c a t io n o f k n ow led ge h a s meant th e m u lt ip l ic a t io n o f c o u r s e s and

69 th e u n it y o f l i b e r a l e d u c a tio n h a s d isa p p e a r e d b e n e a th an a v a la n c h e o f s p e c i a l i s e d i n s t r u c t i o n by s p e c i a l i s t s . T h ere h a v e b een s e v e r a l r e c e n t a tte m p ts to ch eck o r r e d i r e c t th e c u r r e n t o f e d u c a tio n a l d evelopm ent and to r e v i v e t h e c o n c e p t o f a u n i f i e d e d u c a tio n i n th e l i b e r a l a r ts c o lle g e s . Hr. M eik lejo h n , a t th e U n iv e r s it y o f W isconsin* e s t a b l i s h e d an e x p e r im e n ta l d ep artm en t in -w h ic h th e s tu d e n ts f i r s t d i r e c t e d t h e i r e n e r g ie s to th e Greek c i v i l i z a t i o n s and th e n tu r n e d t h e i r a t t e n t i o n to c i v i l i z a t i o n in th e U n ited b t& te s.

How i f

e d u c a tio n a l t h e o r i s t s are r i g h t i n s t a t i n g

t h a t t h e p r o p e r way t o le a r n i s to p r o c e e d from th e known t o t h e unknown, th en t h i s a ttem p t v i o l a t e d th e f i r s t p r in ­ c i p l e o f e d u c a t io n a l p sy ch o lo g y *

At any r a t e t h i s f i r s t a t ­

tem pt h a s s i n c e b een abandoned. More r e c e n t l y , Mr. F o r e s t e r , a p r o f e s s o r a t th e U n iv e r s it y o f Iowa made an a n a ly s i s o f th e e v i l s now e x i s t ­ in g i n t h e l i b e r a l a r t s c o l l e g e s .

And a s a r e s u l t o f t i l l s

a n a l y s i s , h e su b m its a l i s t o f g r e a t books w hich had been p ro p o se d a s t h e c e n t r a l c o r e o f th e new c u rricu lu m . l i s t was n o t a c t u a lly composed by Mr. F o r e s te r ,

T his

md h e r e ­

marked t h a t t h e p a s t hundred y e a r s a re r e p r e s e n te d i n t i l l s lis t

Msomewhat i n j u d i c i o u s ly *.

t h a t o n ly two o f th e f i f t y

fo u w i l l n o t ic e In t i l l s l i s t

th r e e s e l e c t i o n s have a n y th in g to

70 do w ith t h e U n ite d S t a t e s , ’The t h ir d erxperlraent was c a r r ie d on a t th e Uni­ v e r s i t y o f C h ic a g o ,

The u n d e r ly in g p h ilo so p h y o f t h i s a t ­

tem p t, a s p r e s e n t e d by P r e s id e n t H u tc h in s , I s t o c u t th rough s p e c i a l i z a t i o n and f a c t f in d in g t o u n d e r ly in g p r i n c i p l e s . Thus th e s t u d e n t w i l l d i s c u s s p r i n c i p l e s r a th e r th an a p p li ­ c a t i o n s o f them and t h i s , I t i s b e lie v e d by th e p ro p o n en ts o f t h e s y s te m , w i l l a i d t h e s tu d e n t In u n d er sta n d in g i d e a s . A ll t h e s e a tte m p ts t o r e s t o r e th e u n it y and e f ­ f e c t i v e n e s s o f th e l i b e r a l c o l l e g e d e s e r v e a c e r t a in d eg ree o f sym pathy, b u t 1 am c o m p e lle d to a sk i f t h e p r in c ip a l b u s i­ n e s s o f t h e c o l l e g e s tu d e n t i s to le a r n to s t a t e and coi&prehend fu n d a m en ta l p r i n c i p l e s , when i s th e p ro p er tim e f o r h i s b e g in n in g t o ap p ly them?

1 am o f th e o p in io n t h a t a fu nda­

m e n ta l p r i n c i p l e rem ain s an a ir y a b s t r a c t io n u n t i l you do so m eth in g w it h i t o r a b ou t I t ,

I t i s p o s s i b l e to c r e a t e

s t u d e n t s w h ose h a b i t s o f a n a l y s i s may become so s tr o n g as to h in d e r t h e i r h a b i t s o f a c t io n and a c t io n a s we n o te d e a r l i e r a s Emerson rem in d s u s , i s on e o f th e th r e e r e q u i s i t e s o f a l i b e r a l e d u c a t io n , I w is h t o c a l l you r a t t e n t i o n t o one q u a l i t y w hich a l l th r e e o f t h e s e r e fo r m s o f th e l i b e r a l c o l l e g e have In common.

In I v e r s o n * s p h r a se th ey h ave a l l l i s t e n e d t o th e

c o u r t ly m uses o f Europe.

In Mr. M eikl©Johns program , s tu ­

d e n t s d id n o t g e t around to American l i f e u n t i l th ey had

71 s p e n t a y e a r on G reek c i v i l i s a t i o n .

Mr. P 'o r e ste r 1s l i s t o f

g r e a t b o o k s c o n t a in s o n ly two American ite m s o u t o f f i f t y th r e e *

H r. H u tch in s s e t s b e f o r e ua t h e exam ple o f m ed iev a l

European u n i v e r s i t i e s .>md u r g e s u s t o r e v iv e th e p r a c t i c e s o f t h a t ©ra. How X hope no one h e r e w ould argue s e r i o u s l y th a t w hat t h e w o r ld n e e d s l a more n a t io n a lis m .

A fte r h a v in g ob­

s e r v e d t h e p e r fo r m a n c e s o f c e r t a in s e l f - s t y l e d p a t r i o t i c s o c i e t i e s , t h e i r d r i v e s f o r t e a c h e r ’ s o a t h s , t h e i r con­ t e m p t ib le a t t i t u d e tow ard f o r e ig n e r s and r a c i a l m in o r i t i e s , our d e s ir e I s P ro b a b ly f o r l e s s , r a t h e r than more, o n a hun&red; p e r c e n t A m ericanism .

A ll o f u s w i l l a g ree th a t a

l i b e r a l e d u c a t io n i n v o l v e s a know ledge o f o t h e r t im e s , o t h e r n a t io n s , o t h e r c u l t u r e s and le a d e r s o t h e r than .American. But a t th e same tim e , I am im p re ssed by two weak l i n k s i n t h e s e r e fo r m s o f l i b e r a l e d u c a tio n .

The f i r s t i s

t h a t we a r e c o n ce r n e d w i t h e d u c a tin g .American y o u th .

The

stu d y o f G reek c i v i l i s a t i o n and th e p ro p o sed rea d in g raay h ave a r a t h e r rem ote c o n n e c tio n w ith th e f a c t t h a t th e s t u ­ d e n t i s g o in g t o l i v e i n t h e U n ite d U ta te s o f Am erica i n th e year 1950. We m ight n o t r a i s e t h i s i s s u e e x c e p t f o r th e f a c t t h a t each o f th e p r o p o n e n ts o f t h e s e v a r io u s program s s t a t e s th a t

h is

p r o p o sa l i s d i r e c t l y in te n d e d t o c r e a t e b e t t e r

Am erican c i t i z e n s ,

ibid a lo n g t h i s l i n e 1 would p o in t

72 o u t th© s e c o n d w eak n ess i n th e a© ©oh ernes, nam ely, t h a t th e A m erican c u l t u r a l t r a d i t i o n 1® i n f a c t ig n o r e d .

T hese

p la n e a r e s e t up a s I f l5urope w ere th e main t h in g t h a t m a tte r e d . ct And i f i t I s argued t h a t ^ i s e s s e n t i a l f o r American s t u d e n t s t o g e t a w o rld v ie w from t h e i r fo u r y e a r s in th e l i b e r a l c o l l e g e , I can o n ly r e p ly t h a t t h e s e refo rm s in q u e s t io n do n o t a c c o m p lish t h i s .

H. O. W e lls, lo n g ago

p o in t e d o u t t h a t lSuropean e d u c a tio n h a s t a c i t l y a g r e e d to ig n o r e t h r e e f o u r t h s o f t h e human r a c e . to t h e c i v i l i s a t i o n

I r e f e r o f cou rse

and a r t s o f A sia and o f A f r ic a .

Now I sh o u ld h a v e no o b j s o t io n w h a tso ev er t o r e ­ tu r n in g t o t h e p r a c t i c e s o f t h e G reek s.

They had no c o lle g e *

p r e s i d e n t s o r p r o f e s s o r s t o expound s c h o o ls o f th ou gh t r e ­ g a r d in g th e d e s i r a b i l i t y o f knowing t h e b e s t t h a t had b een done and th o u g h t i n t h e w o r ld .

No, th e f a c t i s t h a t t h e s e

G ree k s, w h ose s a g e s we so much adm ire today p la c e d tfeedr own c u lt u r e fo r e m o s t a s an o b j e c t o f s tu d y .

P la t o 8 R ep u b lic I s

n o t a v a g u e a tte m p t a t co m p a ra tiv e p o l i t i c a l s c ie n c e ; i t i s a r a t h e r p r a c t i c a l in q u ir y i n t o xvhat can be done t o im prove th e Greek c i t y

sta te .

1 am m erely t r y in g t o say t h a t on th e b a s i s o f a th orou gh e x p lo r a t io n o f t h e i r own c u l t u r e , they c r e a t e d a body o f l i t e r a t u r e t o w hich we a re s t i l l r e f e r r i n g .

At th e same

73 t im e , X c a n n o t to o o f t e n i n s i s t t h a t 1 have no d e s ir e w h ats o e v e r t o o u t o f f American s tu d e n ts from t h e f u l l e s t p o s s i ­ b l e k n o w led g e o f th e th o u g h t and c u lt u r e o f o t h e r la n d s* But X am c o n t i n u a l l y im p r e sse d by th e f a c t t h a t among th e h u m a n it ie s , w© seem t o © tr e ss th e im p ortan ce o f an a c q u a in ta n c e w ith e v e r y g r e a t c u l t u r e h u t o u r own* P erh ap s t h i s i s th e rea so n we a r e n o t making any g r e a t headway w ith l i b e r a l ed u ca tio n *

P erh aps t h i s i s why

a l e r t m inds ere drawn I n t o eco n o m ics, s o c io lo g y , s c ie n c e and la w .

T h is tr e n d w i l l p ro b a b ly c o n tin u e u n t i l l i b e r a l edu­

c a t i o n , o r th e h u m a n it ie s , comes t o f o c u s on th e prob lem s o f l i f e i n t h e U n ite d S t a te s *

T h is s t a t e o f a f f a i r s i s , I b e ­

l i e v e , e v id e n c e o f th e f a c t t h a t th e average u n d ergrad u ate w an ts t o u n d e r sta n d h i s own co u n try and t h a t th e l i b e r a l a r t s curricu lu m h a s f a i l e d t o show him how i t can h e lp him t o com prehend i t . L e t u s lo o k a t th e a d van ces made by th e s o c i a l s c i e n c e s i n th e l a s t few d e c a d e s .

They have moved i n and

f ir m ly e s t a b l i s h e d th e m s e lv e s i n American e d u c a tio n and c e r ­ t a i n l y th e y a r e n o t i n th e l e a s t to blame b e ca u se th ey have done t h e i r Job e x t r a o r d in a r ily w e ll*

However, any com p eten t

s o o i a l s c i e n t i s t w i l l adm it a s a m a tte r o f c o u r s e t h a t s o c io ­ lo g y i s n o t th e w h o le o f e x i s t e n c e , are n ot a l l th e r e i s t o l i f e *

and t h a t econom ic m o tiv e s

But when i n th e s e f i e l d s th e

74 s tu d e n t com es t o g r ip s w ith th e p ro b lem s o f p r e s e n t day A m erica, h e i s a p t t o b e more Im p ressed than when discuss*** i n g t h e s o u r c e s o f Chaucer o r m e d ie v a l s c h o la s t ic is m *

The

on e t h in g t h a t we can b e r e a s o n a b ly su re o f i n th e p r e s e n t s t a t e o f t h e l i b e r a l c o l l e g e I s t h a t i f th e s tu d e n t h a s any a c q u a in ta n c e w it h t h e I n t e r p r e t a t io n o f l i f e in h i s own c o u n tr y , i t w i l l b e an econom ic in t e r p r e t a t io n *

But s t i l l

th e eco n o m ic i n t e r p r e t a t i o n o f h i s t o r y o r o f s o c ie t y , though v a lu a b le , i s . fu n d a m e n ta lly r a th e r n a iv e and th e b i g q u e s t io n i s how l o n g can we s a f e l y p erm it o u r s tu d e n ts t o b e l i e v e t h a t th e r i s e o f I n d u s tr y i s a l l t h e r e i s t c th e >sto r y o f American life . I do n o t s u g g e s t t h a t th e p r e s e n t cu rricu lu m be a b o lis h e d b u t I am s k e p t i c a l t h a t th e c o l l e g e o f l i b e r a l a r t s can b e p erm a n en tly u n i f i e d around a sy stem o f e t h i c s o r around a c i v i l i z a t i o n o v e r tw en ty c e n t u r ie s i n th e p a s t ,

i t p robably

i s n o t n e c e s s a r y t h a t th e p r e s e n t cu rricu lu m be a b o lis h e d b u t I w ould p r o p o se t h a t th e m a tte r o f American c i v i l i z a t i o n , In ­ s t e a d o f b e in g p la c e d o b s c u r e ly i n th e r e a r o f our s t u d ie s s h a l l be p la c e d somewhere n ea r t h e f r o n t .

I f we a r e s in c e r e l y

i n t e r e s t e d i n e d u c a tin g American c i t i z e n s f o r an i n t e l l i g e n t p a r t i c i p a t i o n i n American l i f e ,

th e l i b e r a l c o l l e g e m ight seek

o u t ways and means o f b r in g in g b e fo r e i t s s tu d e n t s a f a r r i c h e r and more com p reh en sive know ledge o f th e American

75 h e r ita g e .

1'hus f a r , th e c o u r s e s In th e h u m a n itie s have

b e e n w it h o u t , a g o v e r n in g p h ilo so p h y o r a g en u in e edu­ c a t i o n a l aim*

We h a v e n e g le c t e d th e r e s o u r c e s o f ou r

own s p i r i t u a l l i f e

to o lo n g and th e p o s s i b i l i t y i s t h a t

we may y e t h a v e t o pay d e a r ly f o r t h i s n e g l e c t when we e v a lu a t e t h e e f f e c t s o f m a te r ia lis m which i s so p r e v a le n t to d a y .

76

THE ILLINOIS PLAN FOH OTTOATXNC.t THE MENTALLY HANDICAPPED We ca n be J u s t ly proud o f t h e f a c t t h a t our dem ocracy l e a d s t h e w o rld in p r o v id in g f r e e e d u c a tio n a l o p p o r t u n it y f o r a l l c h i ld r e n .

The term a l l c h ild r e n , o f

c o u r s e , I n c lu d e s b o th t h e norm al and th e e x c e p t io n a l c h i l d . E x c e p tio n a l c h ild r e n I n c lu d e th o s e who d e v ia t e from th e norm al, w h e th e r th e d e v ia t i o n be m e n ta l, e m o tio n a l, o r p h y s ic a l.

Y e t I n s p i t e o f our I d e a ls In e d u c a tio n , th e

f a c t r em a in s t h a t e d u c a t io n a l o p p o r t u n it ie s f o r a l l are n o t a lw a y s eq u a l*

When fu n d s f o r e d u c a tio n a l p u rp o ses

a re l i m i t e d th e m a jo r ity a re o f t e n g iv e n f i r s t consider-* a tlo n . i n an a ttem p t t o c o r r e c t t h i s s i t u a t i o n , th e s ta te s o f I l l i n o i s h a s p a s s e d l e g i s l a t i o n p r o v id in g f o r th e edu­ c a t io n o f h a n d ica p p ed c h ild r e n .

For th e p u rp ose o f ou r

t a l k to d a y we w i l l c o n f in e ou r rem arks e n t ir e l y to th a t p a r t o f t h e I l l i n o i s la w t h a t d e a ls w ith th e e d u c a tio n o f th e m e n ta lly h an d icap p ed c h ild r e n .

T h is law s e t s up c e r ­

t a in s ta n d a r d s f o r s t a t e a id t o e l i g i b l e m e n ta lly h a n d i­ capped c h i l d r e n .

Any c h i l d I s e l i g i b l e whose r a t e o f

m en ta l d ev elo p m en t a s m easured by in d iv id u a l p s y c h o lo g ic a l e x a m in a tio n s h a s b een r e ta r d e d from b ir t h o r e a r ly a g e and

77 who i t 1 b b e lie v e d may b e n e fit from sp ec ia l educational f a c i l i t i e s designed to male® him economically u sefu l and e o d a ily ad ju sted , The I l l i n o i s plan o f sp ec ia l education fo r the m entally handicapped i s one in which a lo c a l d is t r ic t or group o f lo c a l d i s t r i c t s planning together, e s ta b lis h sp e c ia l c la s s e s or sp e c ia l se rv ic es and thus become e l i ­ g ib le fo r reimbursement by the s ta te fo r the excess c o sts up to a s p e c ifie d statutory maximum. By excess c o s ts Is meant the c o sts over and above the average per ca p ita c o sts d is tr ic t,

ho

fo r normal children in the

other p u b lic or p riv a te agency in the sta te

can be reimbursed \ 1. 2. 3. 4.

34.

When thawed o u t , th e y a re a p t to be s o f t and brown and w i l t e d . N a tu r a l j u i c e s f r e e z e in t o i c e c r y s t a l s t h a t b u rst c e l l w a lls . The e x tr e m e ly lo w tem p era tu res u t i l i z e d , d e s tr o y s p r a c t i c a l l y a l l s p o ila g e a g e n t s . F r e sh fr o z e n f r u i t J u ic e s i s one o f th e m ost r e o e n t d ev elo p m en ts In th e a r ea .

Which o n e o f th e f o llo w in g s ta te m e n ts a p p lie s to P e te r Durand* 1 . D is c o v e r e d r o l e o f m icroorgan ism s i n fo o d s p o ila g e . 2 . Landed i n U. 3 . i n 1 8 1 7 , so u g h t a id t o e s t a b l i s h c a n n e r ie s , e s t a b l i s h e d f i r s t cannery In U. 8 . 3 . Cooked fo o d , p la c e d i t i n g l a s s c o n t a in e r s , r e o o o k e d fo o d i n c o n t a in e r s .

139 4* 35.

Which o f t h e f o ll o w in g was th e m ost im p o rta n t d e v e lo p ­ ment i n r e l a t i o n to p r e s e r v a t io n o f f o o d . 1. 2. 3. 4.

36.

2. 3. 4.

In th e U n ite d S t a t e s , more fo o d i s h a n d led i n home ca n n in g th an I n com m ercial c a n n in g . More v ita m in c o n te n t i s r e t a in e d by com m ercial ca n n in g th a n i n home p r e p a r e d f o o d s . Home ca n n in g o f f o o d s r e s u l t s In r e t a i n in g o n ly v e r y s l i g h t l y more v ita m in c o n te n t than I s r e ­ t a in e d i n com m ercial p r o c e s s in g o f f o o d s . Many co m m ercia lly Canned f o o d s c o n ta in a r t i f i c i a l p r e s e r v a tiv e s .

B ased on th e m a t e r ia l you h e a r d , w hich one o f th e f o ll o w i n g l a th e b e s t s ta te m e n t about p io n e e r c a n n e r ie s i n t h i s c o u n tr y . 1.

Zf 3. 4. 38.

U t i l i z a t i o n o f t i n f o r c a n n in g . The I n v e n t io n o f th e q u ic k f r e e z i n g m ethod. The in v e n t io n o f t h e m ic ro sco p e and i t s u s e i n d i s c o v e r in g th e r o l e o f b a o t e r la i n fo o d s p o i l a g e . The d is c o v e r y o f th e r o l e o f ch em ica l p r e s e r v a t iv e s i n fo o d p r e s e r v a t i o n .

Che ok ea ch o f th e f o llo w i n g s ta te m e n ts made i n th e ta lk . 1.

37.

F i r s t to u s e t i n c a n n l s t e r s , l e f t sm a ll h o le i n to p o f Gan t o l e t ete&ra e s c a p e .

When t h e f i r s t c a n n e r ie s w ere op en ed , f i s h and m eat w ere b e in g s u c c e s s f u l l y p r e s e r v e d w ith s a l t so th e e a r ly c a n n e r ie s co n cern ed th e m s e lv e s m ostly w ith f r u i t s and v e g e t a b le s . E a rly c a n n e r ie s w ere c h i e f l y co n cern ed w ith ca n n in g fis h . D uring th e f i r s t 60 y e a r s o f th e cann in g In d u s tr y , p r a c t i c a l l y a l l th e c a n n e r ie s In t h i s cou n try w ere lo c a t e d in th e E a s t. The e a r ly c a n n e r ie s w ere n o t s t a r t e d u n t i l man u n d e r sto o d t h e a c t io n o f b a c t e r i a i n fo o d s t u f f s .

A c c o rd in g t o t h e s p e a k e r , w hich one o f th e f o llo w in g a n sw ers c o r r e c t l y f i n i s h e s th e sta tem en t? “Enzymes i n fo o d w i l l be d e s tr o y e d by c o o k in g : *4

140 1* 2. 3. 4* 39.

A c co r d in g to th e m a te r ia l you h e a r d , which on e o f th e f o l l o w i n g i s t h e b e s t sta tera en t r e g a r d in g s p i c e s a s fo o d p r e s e r v a t iv e s ? 1. 2. 3.

4.

40.

I n th e m id d le a g e s s p ic e s w ere much i n demand b e c a u s e o f t h e i r v a lu e a s fo o d p r e s e r v a t i v e s . 'There i s no s p lo e t h a t when u se d a lo n e w i l l p r e ­ v e n t fo o d s p o i l a g e . S p ic e s c o u ld s t i l l be u se d e f f e c t i v e l y today f o r th e p r e s e r v a t io n o f fo o d , b u t t h i s p r a c t i c e i s n o t f o llo w e d b e c a u s e th e t a s t e o f th e fo o d i s d i s p l e a s i n g to u s . S p ic e s were p ro b a b ly n e v e r u se d a s fo o d p r e s e r v a t iv e s , b u t r a t h e r t o c o v e r up th e t a i n t o f s p o ila g e a l ­ rea d y p r e s e n t i n food*.

Which o n e o f th e f o llo w in g s ta te m e n ts i s n o t tr u e ac­ c o r d in g to th e m a t e r ia l h ea rd . 1. 2. 3. 4.

41.

i n w a te r 1 5 0 d e g r e e s * I n w a te r 212 degrees'* i n p r e s s u r e o o o k ere u t i l i z i n g steam * s e v e r a l h o u rs a t tem p era tu res h ig h e r than th a t o f b o i l i n g w a ter*

A lm ost a l l fo o d s w i l l s p o i l i n tim e u n le s s some­ t h in g i s done t o p r e v e n t s p o i l a g e . Commercial o a n n ers knew t h a t b a c t e r ia ca u sed fo o d s p o i l a g e lo n g b e f o r e th ey knew how to c o n t r o l b a c te r ia . T here a r e many h a rm le ss c h e m ic a l p r e s e r v a t iv e s t h a t can be u se d in p r e s e r v in g f o o d s . Vacuum p a c k in g i s u sed c h i e f l y w ith dry f o o d s .

A cco rd in g to t h e m a t e r ia l you h e a r d , which o f th e f o ll o w i n g i s th e b e s t sta te m e n t c o n c e r n in g p r im it iv e man and fo o d p r e s e r v a t io n . 1. 2. 3. 4.

P r im it iv e man was n o t a f f e c t e d by h i s la o k o f k n ow led ge o f fo o d p r e s e r v a t io n b eca u se h e le a r n e d t o g a th e r f o o d on a day to day b a s i s . Of n e c e s s i t y , p r im it iv e man was a fo o d g a th e r e r and h e c o u ld n o t become a fo o d p rod u cer u n t i l he had some know ledge o f p r e s e r v in g fo o d . P r im it iv e man r a r e ly w a sted fo o d b e c a u se fo o d was scarce. P r im it iv e man was p a r t ic u l a r l y h an dicap ped be­ c a u se he d id n o t know ab o u t p r e s e r v in g fo o d by d r y in g o r sm oking.

141

42.

The f i r s t cannery fou n d ed i n Am erica was l o c a t e d a t 8 1. 2. 9* 4.

43.

Hew O rlea n s B a ltim o r e Hew Amsterdam B o sto n

Which o n e o f th e f o ll o w in g s ta te m e n ts was made by th e

speaker!

1.

A lth ou gh p r e s e r v a t io n o f m eats by smoking was on ce w id e ly p r a c t i c e d i n Am erica, tod ay com m ercial a c k e r s do n o t u s e t h i s m ethod, h e r e i s no s p i c e , ev en when u se d i n c o n c e n tr a te d q u a n t i t i e s , t h a t w i l l p r e v e n t fo o d s p o i l a g e . B a c t e r ia , enzym es, a i r and f r e e z in g were a l l l i s t e d by th e sp e a k e r a s b e in g ^ sp o ila g e a g e n ts 9 i n r e la t io n to fo o d s. T h ere i s a v ery g r e a t d i f f e r e n c e b etw een f r o s t e d f o o d s and o r d in a r y f r o z e n f o o d s .

?

3. 4. 44.

Which o n e o f th e f o llo w in g s ta te m e n ts was made by th e speaker. 1. 2. 3. 4.

45.

A lth ou gh some m icroorgan ism s i n m an's environm ent a r e h e l p f u l t o him , a l l t h e m icroorgan ism s fou nd I n m an's f o o d a r e harm ful and d e s t r u c t i v e . Xn modern ca n n in g f a c t o r i e s a l l th e m icro o rg a n ism s, b a c t e r i a , y e a s t s , and m olds a r e d e s tr o y e d i n cook ­ in g . The f i r s t com m ercial c a n n e r ie s w ere n o t e s ta b ­ l i s h e d u n t i l a f t e r t i n c a n n ie t e r e were d e v e lo p e d . Vacuum p a c k in g i s u se d e x t e n s iv e ly i n ca n n in g a l l ty p e s o f fo o d .

Which o n e o f th e f o llo w in g s ta te m e n ts a p p l ie s t o W illia m Underwood. 1. 2. 3. 4.

Cooked fo o d /p la ced * * in g l a s s c o n t a in e r s , reco o k ed f o o d i n c o n t a in e r s . D isc o v e r e d r o l e o f m lcrco rg a n ism s i n fo o d s p o ila g e . Landed i n U. 3 . i n 1 8 1 7 , so u g h t a id to e s t a b l i s h ca n n e r y , e s t a b l i s h e d f i r s t cannery i n U. S . F i r s t to u s e t i n o a n n is t e r s , l e f t sm a ll h o le i n to p o f can to l e t steam e s c a p e .

142 48.

Check ea ch o f t h e f o llo w in g t h a t i s tr u e a c c o r d in g t o th e m a te r ia l you h e a r d . 1* V in e g a r u sed a lo n e i s a s a f e and e f f i c i e n t fo o d p r e s e r v a tiv e . 2 . F e d e r a l Law p r o h i b i t s th e u se o f a r t i f i c i a l p re­ s e r v a t i v e i n t h e com m ercial p r o c e s s in g o f f o o d s t u f f s . 3 . Wood smoke i s a harm ful oh eraical p r e s e r v a t i v e . 4 . Th© f i r s t p u re fo o d law was p a s s e d i n t h i s oountry b e fo r e 1900.

47.

The f i r s t r e f r i g e r a t e d s h ip to s a i l around th e w orld w as) 1. 2. 3. 4.

48.

An An An An

A u s tr a lia n s h ip i n th e y e a r 1 8 8 0 . .American s h ip i n th e y e a r 1 8 6 8 . A u s tr a lia n s h ip i n th e y e a r 1 9 0 4 . O ngliah s h ip i n th e y e a r 1 8 9 8 .

Check ea c h o f th e f o llo w in g s ta te m e n ts t h a t was roade by th e s p e a k e r . 1 . Harmful c h e m ic a l- p r e s e r v a t iv e s were o n c e w id e ly u s e d i n b o th com m ercial and home c a n n in g . 2 . L o u is P a s te u r d is c o v e r e d t h a t a i r l e f t i n canned f o o d s c a u se d s p o i l a g e . 3 . The c lim a x o f raar^s sea rch f o r a s a f e and sim p le m ethod o f p r e s e r v in g fo o d s i n d e f i n i t e l y i s r e a d ie d i n c o l d s to r a g e o f fo o d . 4 . C annere o f f o o d s t u f f s were q u ic k t o u t i l i z e and a p p ly th e f in d i n g s o f b a c t e r i o l o g i s t s .

49.

Which o n e o f th e f o llo w in g s ta te m e n ts most a c c u r a t e ly s t a t e s how th e b u lk o f man1© fo o d i s p r e s e r v e d to d a y . 1 . U se o f lo w tem p eratu re in c lu d in g "quick f r e e z in g * I n c a n n in g and p ack agin g f o o d s . 2 . U t i l i s a t i o n o f h e a t to e x t r a c t m o istu re from p ro cessed fo o d . 3 . U t i l i z a t i o n o f h e a t i n co o k in g p r i o r to eanninp;. 4 . H ie e x c lu s io n o f a l l a i r from canned p r o d u c ts .

60.

Which on© o f th e f o llo w in g s ta te m e n ts a p p l ie s to N ic h o la s Appert? 1 . la n d e d i n U. 8 . i n 1 8 1 7 , sou gh t a id to e s t a b l i s h

*

143

2. 3* 4.

a c a n n er y , e s t a b l i s h e d f i r s t cannery i n U# 3* Cooked f o o d , p la o e d i t i n g l a s s c o n t a in e r s , r e co o k ed fo o d i n c o n ta in e r s * F i r s t to u s e t i n o a n n io t e r s , l e f t s m a ll h o le i n to p o f can t o l e t steam escap e* D is c o v e r e d r o l e o f m icroorgan!am i n fo o d s p o ila g e *

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