Chapter VII: Part 7

Visionary ideas like those of radio transmitters implanted in patients to beam messages to a central computer for continuous monitoring and diagnosis are beginning to take on the appearance of distinct possibilities. Some are beginning to wonder if after it has learned a good bedside manner, the computer may even ask for a scalpel and a TV series.

_Music_

The computer has proved itself qualified in a number of fields and professions, but what of the more artistic ones? Not long ago RCA demonstrated an electronic computer as an aid to the musical composer. Based on random probability, this machine is no tongue-in-cheek gadget but has already produced its own compositions based on the style of Stephen Foster. Instead of throwing up their hands in shocked horror, modern composers like Aaron Copland welcome the music “synthesizer” with open arms. Bemoaning only the price of such a computer—about $150,000—Copland looks to the day when the composer will feed in a few rough ideas and have the machine produce a fully orchestrated piece. The orchestration, incidentally, will include sounds no present instruments can produce. “Imagine what will happen when every combination of eighty-eight keys is played,” Copland suggests. Many traditionalists profess to shudder at the thought of a machine producing music, but mathematical compositions are no novelty. Even random music was “composed” by Mozart, whose “A Musical Dice Game” is chance music with a particularly descriptive title, and Dr. John Pierce of Bell Laboratories has extended such work.

Taken from “_Illiac Suite_,” by L. A. Hiller
and L. M. Isaacson, copyrighted 1957, by
_Theodore Presser Co._ Used by permission.

Random chromatic music produced by ILLIAC computer
resembles the compositions of some extreme modern composers.
]

In 1955, Lejaren A. Hiller, Jr., and L. M. Isaacson began to program the ILLIAC computer at the University of Illinois to compose music. The computer actually published its work, including “Illiac Suite for String Quartet,” Copyright 1957, New Music Editions, done in the style of Palestrina. All music lies somewhere between the complete randomness of, say, the hissing of electrons in vacuum tubes and the orderliness of a sustained tone. No less a master than Stravinsky has called composition “the great technique of selection,” and the computer can be taught to select in about any degree we desire. Hiller describes the process, in which the machine is given fourteen notes representing two octaves of the C-major scale, and restricted to “first-species counterpoint.” By means of this screening technique, the computer “composed” by a trial-and-error procedure that may be analogous to that of the human musician. Each note was examined against the criteria assigned; if it passed, it was stored in memory; if not, another was tried. If after fifty trials no right note was found, the “composition” was abandoned, much as might be done by a human composer who has written himself into a corner, and a new start was made. In an hour of such work, ILLIAC produced several hundred short melodies—a gold mine for a Tin Pan Alley tunesmith! It was then told to produce two-voice counterpoint for the basic melodies. “Illiac Suite” is compared, by its programmers at least, with the modern music of Bartok.

Purists whose sensibilities are offended by the very notion of computer music point out that music is subjective—a means of conveying emotion from the heart of the composer to that of the listener. Be that as it may, the composition itself is objective and can be rigorously analyzed mathematically, before or after the fact. From a technical standpoint there seems to be only one question about this new music—who composed it, the programmer or the computer?

An interesting sidelight to computer music is its use to test the acoustics of as yet unbuilt auditoriums. Bell Telephone Laboratories has devised such a machine in its Acoustical and Visual Research Department. The specifications of the new auditorium are fed into the computer, followed by music recorded on tape. The computer’s output is then this music as it will sound in the new hall. Critical experts listen and decide if the auditorium acoustics are all right, or if some redesign is in order.

_The Machine at Play_

The computer’s game-playing ability in chess and other games has been described. It is getting into the act in other fields, spectator sports as well. Baseball calls on the computer to plan season strategy and predict winners. When Roger Maris began his home-run string, an IBM 1401 predicted that he had 55 chances in 100 of beating Ruth’s record. Workers at M.I.T. have developed a computer program that answers questions like “Did the Red Sox ever win six games in a row?” and “Did every American League team play at least once in each park in every month?”

An IBM RAMAC computer is handling the management of New York’s Aqueduct race track, and promises to do a better job than the human bosses, thus saving money for the owners and the State of New York Tax Commission. The Fifteenth Annual Powderpuff Derby, the all-women transcontinental air race, was scored by a Royal Precision LGP-30 computer, and sports car enthusiasts have built their own “rally” computers to gauge their progress. The Winter Olympics at Innsbruck, Austria, will be scored by IBM’s RAMAC, and even bowling gets an assist from the computer in the form of a scoring device added to the automatic pin-setter, bad news to scorekeepers who fudge to boost their points.

An IBM 704 has proved a handy tool for blackjack players with a system for winning 99 per cent of the time, and rumor has it that a Los Angeles manufacturer plans to market a computer weighing only two pounds and costing $5, for horse-players.

Showing that the computer can be programmed with tact is the demonstrator that answers a man’s age correctly if he answers ten questions but announces only that a woman is over twenty-one. Proof that the computer has invaded just about every occupation there is comes to light in the news that a Frankfurt travel agency uses a computer called Zuse L23 as an agent. The traveler simply fills out a six-question form, and in a few seconds Zuse picks the ideal vacation from a choice of 500. Computers, it seems, are already telling us where to go.

_Business Outlook_

The computer revolution promises to reach clear to the top of the business structure, rather than find its level somewhere in middle management. The book, _Management Games_ lists more than 30,000 business executives who have taken part in electronic computer management “games” in some hundred different versions. The first widely used such game was developed in 1956 by the American Management Association. While such games are for educational purposes, their logical extension is the actual conduct of business by a programmed computer.

In his book, _Industrial Dynamics_, Dr. J. W. Forrester points out that a high-speed digital computer can be used in analyzing as many as 2,000 variables such as costs, wages, sales, and employment. This is obviously so far beyond human capability that the advantage of computer analysis becomes evident. A corollary benefit is the speed inherent in the computer which makes it possible to test a new policy or manufacturing program in hours right in the computer, rather than waiting for months or years of actual implementation and possible failure. For these reasons another expert has predicted that most businesses will be using computer simulations of their organizations by 1966. Regardless of the timetable, it is clear that the computer has jumped into business with both its binary digits and will become an increasingly powerful factor.

Lichty, © _Field Enterprises, Inc._

“Our new ‘brain’ recognizes the human factor, doctor!... After feeding
it the symptoms, it gives the diagnosis and treatment.... But YOU
set the fee!”
]

------------------------------------------------------------------------

“_Men have become the tools of their tools._”

—Thoreau

9: The Computer and Automation

In his movie, _City Lights_, Charlie Chaplin long ago portrayed the terrible plight of the workman in the modern factory. Now that the machine is about to take over completely and relieve man of this machinelike existence, it is perhaps time for Charlie to make another movie pointing up this new injustice of civilization or machine’s inhumanity to man. It seems to be damned if it does and damned if it doesn’t.

For some strange reason, few of us become alarmed at the news of a computer solving complex mathematics, translating a book, or processing millions of checks daily, but the idea of a computer controlling a factory stimulates union reprisals, editorials in the press against automation, and much general breast-beating and soul-searching. Perversely we do not seem to mind the computer’s thinking as much as we do its overt action.

It is well to keep sight of the fact that automation is no new revolution, but the latest development in the garden variety of industrial revolution that began a couple of centuries ago in England:

Mechanization was the first step in that revolution, mechanization being the application of power to supplement the muscles of men. Mass production came along as the second step at the turn of this century. It was simply an organization of mechanized production for faster, more efficient output.

Automation is the latest logical extension of the two earlier steps, made possible by rapid information handling and control. Recent layoffs in industry triggered demonstrations, including television programs, that would indicate we suspect automation of having a rather cold heart. The computer is the heart of automation.

_Remington Rand UNIVAC_

Control operations require “real-time” computers that perform
calculations and make necessary decisions practically
instantaneously.
]

None of these steps is as clear-cut or separate as it may seem without some digging into history and an analysis of what we find. For example, while we generally consider that the loom was simply mechanized during the dawn of industrial revolution, the seeds of computer control were sown by Jacquard with punched-card programming of the needles in his loom. Neither is it sufficient to say that the present spectacle of automated pushbutton machines producing many commodities is no different from the introduction of mass-produced tractors. Tractors, after all, displaced horses; the computer-controlled factory is displacing men who don’t always want to be put out to pasture.

Automation is radically changing our lives. It is to be hoped that intelligent and humane planning will facilitate an orderly adjustment to this change. Certainly workers now toil in safer and pleasanter surroundings. It is reported that smashed toes and feet, hernia, eye trouble, and similar occupational accidents have all but disappeared in automated automobile plants. Unfortunately other occupational hazards are reportedly taking the place of these, and the psychological trauma induced by removal of direct contact with his craft has given more than one worker stomach ulcers. Let us investigate this transfer of contact from man to computer-controlled machine.

A paper presented at the First Congress of the International Federation of Automatic Control, held in Moscow in 1960, uses as its introductory sentence, “Automatic control always involves computing.” The writer then points out that historically the computing device was analog in nature and tied so closely with the measuring and control elements as to be indistinguishable as an actual computer. In more recent history, however, the trend has been to separate the computer. With this trend is another important change, that of using the digital computer in automatic control.

One of the first papers to describe this separate computer function is “Instrument Engineering, Its Growth and Its Promise,” by Brown, Campbell, and Marcy, published in 1949. “Naturally,” the authors state, “a computer will be used to control the process.” Not a shop foreman or an engineer, but a computer. Watt’s “flyball” governor pioneered the field; more recent and more obvious examples of control by computers include ships guided by “Iron Mike” and airplanes flown by the automatic pilot. These were analog devices, and the first use of a digital computer as a control was in 1952, quite recently in our history. This airborne digital control computer was built by Hughes and was called “Digitac.”

Since most industries have been in existence for many years, far antedating aviation, electronics, and the modern computer, the general incorporation of such control has been difficult both because of the physical problem of altering existing machines and the mental phenomenon of inertia. Factory management understandably is slow to adopt a revolutionary technique, and most control systems now in use in industry are still analog in nature. However, where new plants are built from the ground up for computer control, the results are impressive. Designed by United Engineering, the Great Lakes 80-inch hot strip mill automatically processes 25-ton slabs of steel. More than 1,000 variables are controlled, and 200 analog signals and 100 digital computer-generated signals are used in the process. The steel sheets are shot out of the rolls at some 45 miles an hour, or about 66 feet a second! A human supervisor would have a difficult job just watching the several hundred signals related to thickness, temperature, quality, and so on, much less trying to think what to do if he noticed something out of specifications. This would be roughly analogous to an editor trying to proofread a newspaper as it flashes by on the press and making corrections back in the linotype room before any typographical errors were printed. The new computer-controlled mill has an output of about 450,000 tons a month, twice that of the next largest in operation.

American control experts who attended the Moscow conference brought back the information that Russian effort in computer control is greater than that in the United States, and that the Russians are more aware of what we are doing in the field than we are of their progress. Their implementation of modern computer control may be made easier because their industries are newer and do not represent such a long-established and expensive investment in hard-to-modify existing equipment.

Basically, at least, computer control is simple and can be compared to the feedback principle that describes many physical systems including the workings of our own bodies. In practice, the computer can be put in charge of producing something, and by sampling the output of its work can constantly make corrections or improvements that are desired. This is of course an extreme simplification, and the control engineer speaks of “on-line” operation, of adaptive systems that adjust to a changing environment, of predictive control, and so on. One vital requirement of the computer involved in a control process, obviously, is that it cannot take its time about its computations. The control computer is definitely operating “on the line”; that is, in real time, or perhaps even looking ahead by a certain amount so that it can not only keep up with production but also predict forthcoming changes and make corrections in time to be of use.

The human process controller is stuck with methods like those of the cook who mixes up his recipe with a spoonful of this, and three pinches of that, sniffs or tastes the batter subjectively, and may end up with a masterpiece or a flop. Computer control processes the same batter through the pipes at a thousand gallons a minute and catches infinitesimal variations in time to correct them before the hotcakes are baked. In effect it makes hindsight into foresight by compressing time far more than man could hope to do.

Early applications of the computer in industrial processes were simply those of data “loggers,” or monitors. It was still up to the human operator to interpret what the computer observed and recorded, and to throw the switch, close the valve, or push the panic button as the case demanded. Actual computer control, the “closing of the loop” as the engineers call it, is the logical next step. This replaces the human operator, or at least relegates him to the role of monitor.

The Great Lakes hot-rolling steel mill has been mentioned as an example of complete computer control. In Hayange, France, the first European completely automated steel-beam mill is slated to go into operation late in 1962. The Jones & Laughlin Steel Corporation in this country uses a digital computer system to control continuous annealing in its Aliquippa, Pennsylvania, plant, and is evaluating an RCA computer-controlled tin-plating line operating at 3,000 feet a minute. Newer computer-control applications in the offing include sintering and other metal production operations.

_Minneapolis-Honeywell_

Boston ice cream makers, H. P. Hood & Sons, use computer to make
pushbutton ice cream. Analog computer thinks out recipes, punches
them on cards to operate valves.
]

To those of us who consume it, ice cream may not seem a likely candidate for computer control. However, the firm of H. P. Hood & Sons uses computer control in its blending operation, finding it 20,000 times as fast, and more accurate than when handled by human operators, since computer controls hold mixes within one-tenth of 1 per cent accuracy. Automation is a significant breakthrough in this industry, whose history goes back 110 years, and in baking, which is a little older. The Sara Lee bakeries use the computer too in assembling the ingredients for their goodies. To bake such cakes, Mother will have to get herself a computer.

Minneapolis-Honeywell furnished the computer for the ice-cream control; this same company delivered a system for the Celanese Corporation of America’s multimillion dollar acetyl manufacturing plant at Bay City, Texas. The new plant produces a petrochemical used in plastics, paint, synthetic rubber, dye, fibers, and other products. Going “on-stream” in 1962, the Celanese plant will produce half a billion pounds of chemicals annually.

Russia has been mentioned as active in industrial computer control. A case in point is the soda plant at Slavyansk in the Donets Basin, which was recently test-operated for a continuous period of 48 hours by computer. An unusual feature of this test was that the computer was in Kiev, almost 400 miles away. A wire link between the two cities permitted monitoring and control of the plant from Kiev in what the Russians claim as the first remote automatic operation of such a plant.

Other Soviet achievements include two large-scale automatically controlled installations. In oil-field operation at Tataria, gas and oil outputs from many wells are monitored and controlled from a central station, dropping the work force required from 600 to 100. The other installation controls irrigation servicing 9,000 acres. A desktop control handles the pumping of water from the Syr Darya River through underground pipes, and distribution to Uzbekistan cotton fields. The Russians have also designed an automatic distillation unit for the Hungarians. With an annual capacity of a million tons, the unit was installed in the large Szoeny refinery and scheduled for operation by 1962.

Refineries in the United States are also employing automatic controls in their operations. Phillips Petroleum installed a digital computer control system in its Sweeney, Texas, plant to achieve maximum efficiency in its thermal cracking process. In the first step of an experimental program, Phillips, working with Autonetics computer engineers, used a digital computer to plan optimum furnace operation. An initial 10 per cent improvement was achieved in this way, and a further 6 per cent gain resulted when a digital computer was installed on-line to operate the cracking furnace.

The Standard Oil Company of California is using an IBM 7090 in San Francisco to control its catalytic or “cat” cracking plant in El Segundo, some 450 miles away. The need for computer speed and accuracy is shown by the conditions under which the cracking plant must operate continuously with no shutdowns except for repair. Each day, two million gallons of petroleum is mixed in the cracker with the catalyst, a metallic clay. The mixing takes place at incandescent heat of 1,000° F., and the resulting inferno faces operators with more than a hundred changing factors to keep track of, a job feasible only with computer help.

Another use of computer control in the petroleum industry is that of automatic gasoline blending, as done by the Gulf Oil Corporation. A completely electronic system is in operation at Santa Fe Springs, California. The system automatically delivers the prescribed quantities of gasoline for the desired blend. In case of error or malfunction of equipment, the control alerts the human supervisor with warning lights and an audible alarm. If he does not take proper action the control system automatically shuts itself off.

From the time the war-inspired industry of synthetic rubber production began in 1940 until very recently, it has been almost entirely a manual operation. Then in 1961 Goodyear Tire & Rubber introduced computer control into the process at its Plioflex plant in Houston, Texas. Goodyear expects the new system to increase its “throughput” and also to improve the quality of the product through tighter, smoother control of the complicated operation. Other chemical processors using computer control in their plants include Dow Chemical, DuPont, Monsanto, Union Carbide, Sun Oil, and The Texas Company.

Adept at controlling the flow of material through pipes, the computer can also control the flow of electricity through wires. An example of this application is the use of digital computers in electric-utility load-control stations. A typical installation is that of the Philadelphia Electric Company in Philadelphia, the first to be installed. Serving 3-1/2 million customers, the utility relies on a Minneapolis-Honeywell computer to control automatically and continuously the big turbine generators that supply electric power for the large industrial area. The memory of the computer stores data about the generators, transmission-line losses, operating costs, and so on. Besides controlling the production of power for most economy, the computer in its spare time performs billing operations for exchange of power carried on with Pennsylvania-New Jersey-Maryland Interconnection and Delaware Power & Light Company and Atlantic City Electric Company.

Other utilities using computer control are the Riverside Power Station of the Gulf States Utilities Company, Southern California Edison, and the Louisiana Power & Light Company’s Little Gypsy station in New Orleans.

Another industry that makes use of a continuous flow of material is now being fitted for computer control, and as a result papermakers may soon have a better product to sell. IBM has delivered a 1710 computer to Potlach Forests, Inc., in Idaho for control of a paperboard machine 500 feet long. Papermaking up to now has been more art than science because of the difficulty of controlling recipes. With the computer, Potlach expects to make better paper, have less reject material, and spend less time in changing from one product run to another.

Showing that automatic control can work just about anywhere, the English firm of Cliffe Hill Granite Company in Markfield, Leicestershire, controls its grading and batching of granite aggregate from a central location. Besides rock-crushers, cement plants like Riverside Cement Company use computer control in the United States.

Thus far most of the computer control operations we have discussed are in the continuous-processing fields of chemicals or other uniform materials. The computer is making headway in the machine shop too, although its work is less likely of notice there since the control panel is less impressive than the large machine tool it is directing. Aptly called APT, for Automatically Programmed Tools, the new technique is the brainchild of M.I.T. engineer Douglas Ross. Automatic control eliminates the need for drill jigs and other special setup tools and results in cheaper, faster, and more accurate machine work.

_International Business Machines Corp._

Controlled by instructions generated by IBM’s AUTOPROMPT, a Pratt &
Whitney Numeric-Keller continuous-path milling machine shapes a raw
aluminum block (upper left) into the saddle-shaped piece shown at
right. The surface is a portion of a geometric shape called a
hyperbolic paraboloid.
]

A coded tape, generated by a computer, controls the milling machine, drill press, or shaper more accurately than the human machinist could. In effect, the computer studies a blueprint and punches out instructions on tape that tell the machine what it is to do, how much of it, and for how long. Huge shaping and contouring machines munch chunks of metal from blanks to form them into complex three-dimensional shapes. Remington Rand UNIVAC and IBM are among the companies producing computers for this purpose. The trend is to simpler, more flexible control so that even small shops can avail themselves of the new technique. In a typical example of the savings possible with “numerical” tape control, these were the comparative costs:

_Control Engineering_

Operation of computer-controlled freight yard in England.
]

_Conventional_ _Tape
Control_

Tooling $755 $45

Setup time 15 min. 15 min.

Work time 15 min. 11 min.

Cost per $2.96 $1.81
part

Beyond the automated single- or multipurpose tool is the completely computer-controlled assembly line. Complete automation of products like automobiles may be some distance off, but there is nothing basically unworkable about the idea. Simpler things will be made first, and to promote thinking along these lines, Westinghouse set up an automatic assembly line for paperweights. An operator typed the initials of manufacturing department managers on a computer, which transferred the instructions to a milling machine. The machine cut the initials in aluminum blocks which were then automatically finished, painted, and packaged for shipment as completed paperweights.

Another firm, Daystrom, Inc., is designing a computer control system for assembly lines which will adjust itself for the “best” product as an output. President Tom Jones described the principle in which the computer will begin production, then move valves, switches, or other controls a small amount. Measuring the finished product, it will decide if the change is in the right direction, and proceed accordingly. Once it finds the optimum point, it will lock in this position and settle down to business.

An excellent example of the computerized assembly line is the Western Electric Company carbon resistor production line at its Winston-Salem plant. A digital computer with a 4,096-word memory is used for the programming, setup, and feedback control of the eleven-station line. It can accept a month’s scheduling requirements for deposited carbon high-quality resistors in four power ratings and almost any desired resistance values. Production rate is 1,200 units per hour.

The computer keeps track of the resistors as they are fabricated, rejecting those out of specification and adjusting the process controls as necessary. Operations include heating, deposition of carbon, contact sputtering, welding, grooving, and inspecting.

_The Robots_

Most of these automated factory operations are doing men’s work, but it is only when we see the robot in the shape of ourselves that cold chills invade our spines. Children’s Christmas toys lately have included mechanical men who stride or roll across the floor and speak, act, and even “think” in more or less humanoid fashion, some of them hurling weapons in a rather frightening manner. There is an industrial robot in operation today which may recall the dread of Frankenstein, though its most worried watchers are perhaps union officials. Called Unimate, this factory worker has a single arm equipped with wrist and hand. It can move horizontally through 220 degrees, and vertically for 60 degrees, and extend its arm from 3 feet to 7 feet at the rate of 2-1/2 feet a second. Without a stepladder, it can reach from the floor to a point nearly 9 feet above it. Unimate can pick up 75 pounds, and its 4-inch fingers can clamp together on an iron bar or a tool with a force of up to 300 pounds.

The robot weighs close to a ton and a half, but can be moved from job to job on a fork-lift truck. Its designers have turned up a hundred different jobs that Unimate could do, including material loading, packaging, welding, spray painting, assembly work, and so on. The robot has a memory and can retain the 16,000 “bits” of information necessary for 200 operations. To teach it a new task, it is only necessary to “help” it manually through each step one time. Unimate can be instructed to wait for an external signal during its task, such as the opening of a press or a furnace door.

Advantages of a robot are many and obvious. Pretty girls passing by will not distract it, nor will it require time for lunch or coffee breaks, or trips to the washroom. If necessary it will work around the clock without asking for double power for overtime. High temperatures, noxious gases, flying sparks, or dangerous liquids will not be a severe hazard, and Unimate never gets tired or forgets what it is doing.

But Unimate has some drawbacks that are just as obvious. It can’t tell one color from another, and thus might paint parts the wrong color and never know the difference. It is not readily movable, and not very flexible either. It costs $25,000, and will need about $1,300 in maintenance a year. Some industry spokesmen say that this is far too much, and Unimate has a long way to go before it puts any people out of work. Others say it is a step in the right direction, and this is probably a fair evaluation.

Apparently United States Industries, Inc., whose AutoTutor teaching machines are pacing the field, has made another step in the right direction with its “TransfeRobot 200.” This mechanical assembly-line worker is an “off-the-shelf” item, and currently in use by about fifty manufacturers. TransfeRobot uses its own electronic brain, coupled with a variety of magnetic, mechanical, or even pneumatic fingers to pick up, position, insert, remove, and do other necessary operations on small parts.

Besides these capabilities, TransfeRobot controls secondary operations such as drilling, embossing, stamping, welding, and sealing. It is now busy building things like clocks, typewriters, automobile steering assemblies, and electrical parts. No one-job worker, it can be re-programmed for other operations when a new product is needed, or quickly switched to another assembly line if necessary. Billed as a new hand for industry, TransfeRobot obviously has its foot in the door already. United States Industries estimates current yearly sales of its small automation equipment at about $3 million.

_Massachusetts Institute of Technology_

Dr. Heinrich Ernst, Swiss graduate student at MIT, watches his
computer-controlled “hand” pick up a block and drop it in the box.
]

The robots in Čapek’s play _R.U.R._ looked like their human makers, but scientist Claude Shannon is more realistic. “These robots will probably be something squarish and on wheels, so they can move around and not hurt anybody and not get hurt themselves. They won’t look like the tin-can mechanical men in comic strips. But you’ll want them about man-size, so their hands will come out at table-top or assembly-line level.” Since Professor Shannon is the man who sparked the implementation of symbolic logic in computers, his ideas are not crackpot, and the Massachusetts Institute of Technology’s Hand project is a good start toward a real robot. Dr. Heinrich Ernst, a young Swiss, developed Hand with help from Shannon. Controlled by a digital computer, the hand moves about and exercises judgment as it encounters objects. Such research will make true robots of the remotely manipulated machines we have become familiar with in nuclear power experiments, underwater exploration, and so forth. Hughes Aircraft’s “Mobot” is a good example, and it is obvious that the robot’s bones, muscles, and nerves are available. All they need is the brain to match.

While we wait fearfully for more robots which look the way we think robots should, the machine quietly takes over controlling more and more even bigger projects. The computer does a variety of tasks, from the simple one of cutting rolling-mill stock into optimum lengths to minimize waste, to that of running an electronic freight yard in which cars are classified and made up automatically. The computer in this application not only measures the car and weighs it, but also computes its rollability. Using radar as its eyes, the computer gauges the speed and distance between cars as they are being made up and regulates their speed to prevent damaging bumps. To the chagrin of veteran human switchmen, the computer system has proved it can “hump” cars—send them coasting to a standing car for coupling—without the occasional resounding crash caused by excessive speed.

About all that is holding up similarly automated subway trains in the United States is approval from the union. Soviet Russia claims she already has computer-run subways and even ships. The latter application took place on the oil tanker _Engineer Pustoshkin_ plying the Caspian Sea. The main complaint of the director of this research work, P. Strumpe, is that ships are not yet designed for computer control and will change for the better when their designers realize the error of their ways.

_Hughes Aircraft Company_

Mobot Mark II, carrying a Geiger counter in its “hands,” demonstrates
how it can substitute for men in dangerously radiated areas.
]

Minneapolis-Honeywell in this country is working toward the complete automation of buildings, pointing out that they are as much machines as structures. A 33-story skyscraper in Houston will use a central computer to check 400 points automatically and continuously. Temperature and humidity will be monitored, as well as doors and windows. Presence of smoke and fire will be automatically detected, and all mechanical equipment will be monitored and controlled. Equipped with cost figures, the central computer will literally “run” the building for optimum efficiency and economy. Harvard University has a central control for seventy-six campus buildings, and in Denver work is being done toward a central control for a number of large buildings. It is fitting that automation of buildings be carried on, since historically it was in the home that self-control of machines was pioneered with automatic control of furnaces with thermostats.

_Robodyne Division, U.S. Industries, Inc._

TransfeRobot assembly-line worker installs clockwork parts with speed
and precision.
]

In this country our traffic is crying for some kind of control, and New York is already using punched-card programming to control part of the city’s traffic. The Federal administration is studying a bold proposal from RCA, Bendix, General Motors, and Westinghouse for an automatically controlled highway. The reason? Traffic is getting to be too much for the human brain to deal with. A better one has to be found, and the computer is applying for the job.

The coming of automation has been likened to a tidal wave. It is useless to shovel against it, and the job would seem to be to find suitable life preservers to keep us afloat as it sweeps in over the world. One approach is that of a nonprofit foundation to study the impact of automation on workers. This group, a joint United States Industries, Inc., and International Association of Machinists organization, has already come up with a scheme for collecting “dues” from the machines, in annual amounts of from $25 to $1,000, depending on the work output of the machine.

A key project of the foundation is a study of effective retraining of workers to fit them for jobs in the new, computerized factory. Such studies may well have to be extended from the assembly line to the white-collar worker and executive as well. The computer can wear many different kinds of hats!

------------------------------------------------------------------------

Teaching Machine Age
Lilyn E. Carlton in _Saturday Review_

“_In the good old-fashioned school days,
Days of the golden rule,
Teacher said, ‘Good morning, class,’
And so she started school._

_Alas! How different things are now,
The school day can’t begin
Till someone finds the socket
And plugs the teacher in._”

10: The Academic Computer

It was inevitable that the computer invade, or perhaps “infiltrate” is the better word, our education system. Mark I and ENIAC were university-born and -bred, and early research work was done by many institutions using computers. A logical development was to teach formal courses in using the computer. While application of the machine in mathematical and scientific work came first, its application to business and to the training of executives for such use of the computer was soon recognized. As an example, one of two computers installed by U.C.L.A. in 1957 was for use exclusively in training engineering executives as well as undergraduates in engineering economy.

Early courses were aimed at those already in industry, in an attempt to catch them up with the technology of computer-oriented systems in business and science. As special courses, many of these carried a high tuition fee. Next came the teaching of professors and deans of engineering institutions in techniques of computer education for undergraduates. Today the computer is being taught to many students in many schools. New York University has a $3 million computer at its Courant Institute of Mathematical Sciences, being used by students in basic and applied research on projects ranging from the design of bridges to the analysis of voting patterns in Congress.

M.I.T. recently added a digital computer to teach its students the operation of electronic data-processing equipment. Another computer is used in more sophisticated work including speech analysis, study of bioelectrical signals, and the simulation of automata as in the “Hand” project. At the computing center of the University of Michigan a second generation of computers is being installed. Students in some one hundred different courses use these computers, programming them with a language developed at the University and called MAD, for Michigan Algorithm Decoder. These are typical examples of perhaps two hundred schools using computers.

That knowledge of computer techniques is essential for the engineering graduate is evident in the fact that of a recent class of such students at Purdue, 1,600 used the computer during the term. Less known is the integration of computer courses in secondary education. The Royal McBee Corporation teaches a special course on the computer to youngsters at Staples High in Westport, Connecticut. At the end of the first four-week session it was found that the students, fifteen to seventeen years old, had learned faster than adults. At New York’s St. Vincent Ferrer Catholic High School, 400 girls participated in a similar project conducted by Royal McBee. Other high schools are following suit, and computers are expected to appear in significant numbers in high schools before the end of 1962. Textbooks on computers, written for high-school students, are available. As an example of the ability of young people in this field, David Malin of Walter Johnson High School in Rockville, Maryland, read his own paper on the use of computers to simulate human thought processes to science experts attending the 1961 Eastern Joint Computer Conference held in Washington, D.C.

The use of the computer in the classroom encompasses not only colleges and high schools, but extends even to prisons. Twenty inmates of a Pennsylvania state institution attended a pilot program teaching computer techniques with a UNIVAC machine.

_Datamation_

Seventeen-year-old David Malin who presented a paper on computers at
the Eastern Joint Computer Conference in 1961.
]

The United States is not alone in placing importance on the computer in schools. Our Department of Commerce has published details of Russian work in this direction, noting that it began in 1955 and places high priority on the training of specialists in computer research, machine translation, automation, and so on. The Department of Commerce feels that these courses, taught at the graduate, undergraduate, and even high-school level, are of high quality.

_Teaching Machines_

Thus far we have talked of the computer only as a tool to be studied and not as an aid to learning in itself. In just a few years, however, the “teaching machine” has become familiar in the press and controversial from a number of standpoints, including those of being a “dehumanizer” of the process of teaching and a threat to the apple business!

Actually, the computer has functioned for some time outside the classroom as a teaching machine. Early applications of analog computers as flight simulators were true “teaching machines” although perhaps the act was not as obvious as classroom use of a computer to teach the three R’s. Even today, there are those who insist that such use of the computer by the military or industry offers more potential than an academic teaching machine. Assembly workers have been taught by programmed audiovisual machines such as Hughes Aircraft’s Videosonic trainer, and the government has taught many technicians by computer techniques. A shrewd observer, however, noting that the computer is called stupid, bluntly points out that any untaught student is in the same category, and that perhaps it takes one to teach one.

A strong motivation for looking to the machine as a public teaching tool is the desperation occasioned by the growing shortage of teachers. If the teaching machine could take over even some of the more simple chores of the classroom, early advocates said, it would be worth the effort.

Formal study of machine methods of teaching have a history of forty years or more. In the 20’s, Sydney Pressey designed and built automatic teaching—or more precisely, testing—machines at Ohio State University. These were simply multiple-choice questions so mechanized as to be answered by the push of a button rather than with a pencil mark. A right answer advanced the machine to the next question, while an error required the student to try again. Pressey wisely realized the value in his machines; the student could proceed at his own pace, and his learning was also stimulated by immediate recognition of achievement. To further enforce this learning, some of the teaching machines dispensed candy for a correct answer. Using this criterion, it would seem that brighter students could be recognized by their weight.

Unfortunately, Pressey’s teaching machines did not make a very big splash in the academic world, because of a combination of factors. The machines themselves had limitations in that they did not present material to be learned but were more of the nature of _a posteriori_ testing devices. Too, educators were loath to adopt the mechanized teachers for a variety of reasons, including skepticism, inertia, economics, and others. However, machine scoring of multiple-choice tests marked with special current-conducting pencils became commonplace.

Another researcher, B. F. Skinner, commenced work on a different kind of teaching machine thirty years ago at Harvard. Basically his method consists of giving the subject small bits—not computer “bits,” but the coincidence is interesting—of learning at a time, and reinforcing these bits strongly and immediately. Skinner insists that actual “recall” of information is more important than multiple-choice “recognition,” and he asks for an answer rather than a choice. Called “operant reinforcement,” the technique has been used not only on man, but on apes, monkeys, rats, dogs, and surprisingly, pigeons.

During World War II, Dr. Skinner conducted “Project Pigeon” for the military. In this unusual training program, the feathered students were taught to peck at certain targets in return for which they received food as a reward. This combination of apt pupils and advanced teaching methods produced pigeons who could play ping-pong. This was in the early days of missile guidance, and the pigeons next went into training as a homing system for these new weapons! To make guidance more reliable, not one but three pigeons were to be carried in the nose of the device. Lenses in the missile projected an image before each pigeon, who dutifully pecked at his “target.” If the target was in the center of the cross hairs, the missile would continue on its course; if off to one side, the pecking would actuate corrective maneuvers. As Project “Orcon,” for Organic Control, this work was carried on for some time after the end of the war. Fortunately for the birds, however, more sophisticated, inorganic guidance systems were developed.

The implications of the pigeon studies in time led to a new teaching method for human beings. Shortly after Skinner released a paper on his work in operant reinforcement with the pigeons, many workers in the teaching field began to move in this direction. For several years Skinner and James Holland have been using machines of this type to teach some sections of a course in human behavior to students at Radcliffe and Harvard. Rheem Califone manufactures the DIDAK machine to Skinner’s specifications.

To the reasons advanced by those who see teacher shortages looming, Skinner adds the argument that a machine can often teach better. Too much time, he feels, has been spent on details that are not basic to the problem. Better salaries for teachers, more teachers, and more schools do not in themselves improve the actual teaching. Operant reinforcement, Skinner contends, _does_ get at the root of the problem and, in addition to relieving the teacher of a heavy burden, the teaching machine achieves better results in some phases of teaching. It also solves another problem that plagues the educator today. It is well known that not all of us can learn at the same rate. Since it is economically and culturally impossible except in rare cases to teach children in groups of equal ability, a compromise speed must be established. This is fine for the “average” child, of whom there may actually be none in the classroom; it penalizes the fast student, and the slow student perhaps even more. The teaching machine, its proponents feel, takes care of this difficulty and lets each proceed at his own rate. Since speed in itself is no sure indicator of intelligence, the slow child, left to learn as he can, may reach heights not before dreamed possible for him.

Many educators agree that automated teaching is past due. James D. Finn, Professor of Education at the University of Southern California, deplores the lack of modern technology in teaching. “Technology during the period from 1900 to 1950 only washed lightly on the shores of instruction,” he says. “The cake of custom proved to be too tough and the mass production state, at least 100 years behind industry, was not entered except here and there on little isolated islands.”

_Educational Science Division,_

_U.S. Industries, Inc._

AutoTutor teaching machine has programs for teaching many subjects.
]

These little isolated islands are now getting bigger and closer together. The Air Force has for some time trained technicians at Keesler Field with U.S. Industries AutoTutor machines, and also uses them at the Wright Air Development Center. The Post Office Department has purchased fifty-five U.S. Industries’ Digiflex trainers. Following this lead, public education is beginning to use teaching machines. San Francisco has an electronic computer version that not only teaches, tests, and coaches, but even sounds an alarm if the student tries to “goof off” on any of the problems. The designers of the machine selected a sure-fire intellectual acronym, PLATO, for Programmed Logic for Automatic Teaching Operations. The System Development Corporation, the operations firm that designed the SAGE computer, calls its computer-controlled classroom teacher simply CLASS. This machine uses a Bendix G-15 computer to teach twenty youngsters at a time.

To show the awareness of the publishers of texts and other educational material, firms like Book of Knowledge, Encyclopedia Britannica Films, and TMI Grolier are in the “teaching machine” business, and the McGraw-Hill Book Company and Thompson Ramo Wooldridge, Inc., have teamed to produce computerized teaching machines and the programs for them. Other publishers using “programming” techniques in their books include Harcourt-Brace with its 2600 series (for 2,600 programmed steps the student must negotiate), Prentice-Hall, and D. C. Heath. Entirely new firms like Learning, Incorporated, are now producing “programs” on many subjects for teaching machines.

Subjects available in teaching machine form include algebra, mathematics, trigonometry, slide rule fundamentals, electronics, calculus, analytical geometry, plane geometry, probability theory, electricity, Russian, German, Spanish, Hebrew, spelling, music fundamentals, management science, and even Goren’s bridge for beginners.

While many of these teaching machines are simply textbooks programmed for faster learning, the conversion of such material into computer-handled presentation is merely one of economics. For example, a Doubleday TutorText book costs only a few dollars; an automatic AutoTutor Mark II costs $1,250 because of its complex searching facility that requires several thousand branching responses. However, the AutoTutor is faster and more effective and will operate twenty-four hours a day if necessary. With sufficient demand the machine may be the cheaper in the long run.

The System Development Corporation feels that its general concept of automated group education will be feasible in the near future despite the high cost of advanced electronic digital computers. It cites pilot studies being conducted by the State of California on data-processing for a number of schools through a central facility. Using this same approach, a single central computer could serve several schools with auxiliary lower-priced equipment. Even a moderately large computer used in this way could teach a thousand or more students simultaneously and _individually_, the Corporation feels. After school hours, the computer can handle administrative tasks.

_System Development Corp._

The CLASS facility incorporates an administrative area, hallway,
combined observation and counseling area, and a large classroom area
divided by a folding wall.
]

In the CLASS system developed by the System Development Corporation, the “branching” concept is used. In a typical lesson program, if the student immediately answers that America was discovered by Christopher Columbus, he will be told he is correct and will then be branched to the next item. If he answers Leif Ericson, the computer takes time out to enlighten the pupil on that score. Next, it reinforces the correct date in the student’s mind before asking another question. Although it would seem that a lucky student could progress through the programmed lesson on guesswork alone, the inexorable laws of probability rule this out. He cannot complete the lesson until he has soaked up all the information it is intended to impart. He can do this without an error, in a very short time, or he can learn by the trial-and-error process, whichever is better suited to his speed and mental ability.

Making up the program for the teaching machine is a difficult task and requires the services of technical expert, psychologist, and programmer. An English-like language is used in preparing a CLASS program for the computer. Put on magnetic tape, the program goes into the memory of the computer and is called out by proper responses from the student as he progresses through the lesson.

_System Development Corp._

Students in CLASS are learning French in a group mode of automated
instruction.
]

Complex as the programming is, entries from the student’s control are processed into the computer in about one-tenth of a second, and an answer is flashed back in about the same amount of time. Remember that the CLASS computer is handling twenty students at a time, and that in addition to teaching it is keeping a complete record of how the student fared at each step of the lesson.

It is obvious that the binary or yes-no logic of the computer ties in with the concept put forth by Skinner and others of presenting small bits of information at a time. We can use the game of 20 Questions as a good analogy. Even getting only simple yes-no answers, skilled players can elicit an amazing amount of information in often far less than the permitted number of questions. Thus even complex subjects can be broken down into simple questions answerable by discrete choices from the student.

The automated group education system of the System Development Corporation is made up of the following components: a digital computer to control and select the material presented and to analyze responses, a magnetic tape storage unit, a typewriter for printing out data analysis, a slide projector and screen for presenting educational materials, and individual desks with keyboards for the students’ responses.

We have pointed out that even though it is possible to break down educational material into multiple-choice or yes-no answers to which are assigned intrinsic values, the ideal system permits answers on a linear scale. In other words, instead of picking what he considers the most nearly correct, a student writes his own answer. Some experts feel that the advances being made in optical scanning, or “reading” techniques for computers, will result in linear programming of the teaching machines within the next ten years. Such a development will do much to alleviate the complaint that the machine exerts a rigid mechanizing effect on the teaching process.

While fear of displacement motivates some teachers to distrust the machine, an honest belief that the human touch is necessary in the schoolroom is also a large factor against acceptance. Yet these same wary teachers generally use flash cards, flip charts, and other mechanical aids with no qualms. The electronic computer is a logical extension of audiovisual techniques, and in time the teacher will come to accept it for what it is.

The human teacher will continue to be an indispensable element in education, but he must recognize that as our technology becomes more complex he will need more and more help. In 1960 there were about 44 million students in our classrooms, and about 135,000 too few teachers. By 1965 it is estimated there will be 48 million students and 250,000 teachers fewer than we need. Parallel with this development is the rapidly growing need for college graduates. One large industrial firm which employs 150,000 hires only 300 college graduates a year at present, but will need 7,000 when it automates its plants. The pressure of need thus is forcing our educational system to make use of the most efficient means of educating our students.

Beyond simply taking its place with other aids, however, the computer will make great changes in our basic concepts of teaching, according to Dr. Skinner. He asks the question “Are the students who learn in spite of a confusing presentation of a subject better for the experience, or were they better students at the outset?” He advances this argument to say that perhaps “easy” learning is actually the best; that we would do well to analyze the behavior called thinking and then produce it according to these specifications. The traditional teacher finds the prospect alarming and questions the soundness of minimizing failure and maximizing success.