NOT IN ISOLATION

Evening Star, Issue 22893, 26 February 1938, Page 4

NOT IN ISOLATION

EDUCATION AND BROADCASTING

Education is not to be “ viewed in Isolation,” but as a section of general {broadcasting (says a writer in ‘ New jEork Times ’). Radio’s main objective in education is to broadcast food for thought. With this in mind Dr James Rowland Angell, retired president of Yale University, has been engaged as radio counsellor by the National Broadcasting Company at a salary of £5,000, and he has begun jwork at his new post. ' With the advent of broadcasting there .were some who foresaw radio supplanting the blackboard, textbook, and even the teacher. But the saner prophets envisaged no such revolution in education; radio would be merely supplementary. Sixteen years of experience in broadcasting has taught that radio’s chief role as a teacher is to stimulate thinking; to inspire listeners to study and follow up what the unseen teacher can merely call to their attention. And in addition radio brings authoritative speakers to listeners at school and at home; voices and events they otherwise might never hear. For example, the Presidential campaign and national (political conventions are looked upon as outstanding lessons in civics. Radio in overcoming the narrowing influence of four classroom walls has no rigid curriculum. To-day it is estimated that at least #O,OOO American schools are radioftequipped. Nevertheless, when the idea Was first suggested those who sought (to promote the installations of loudjtepeakers in classrooms and assembly Sails found the teacher one of the main to the plan. She seemed to be||ieve there was some truth in the theory yfchat radio was a new branch of laboursaving machinery in this modern age iof electricity destined to reduce the number of school teachers. The fallacy of the thought is now fcleasrly seen. Radio, if for no cither reason, could never supplant the teacher, for wave lengths lack discipline; so will 'television. -The distant, unseen teacher needs the visible teacher alongside the loud speaker to guide reception, for the {fleeting radio waves flashing into the school at the speed of light require a 'higher' degree of concentration on the •part of the students than does a book. The text can be reread ; radio is gone the instant it is spoken. Furthermore, broadcasts assume ©very mind in tune is equally quick to {function and comprehend. The teacher knows this is not true; she can drill and concentrate on pupils who fail to understand the first 'time and can take additional steps to clarify a problem. Radio is a flash teacher; it has no time Jo atop and explain or repeat. Broadcasting becomes a new sort of extension course that puts much up to the student whether or not he gleans anything fruitful from listening. The invisible pedagogue aims to nourish the mind; to send the listener scampering to the library in quest of knowledge. Radio is essentially an entertainment medium. It is a show business, and therefore programme directors have suggested to educators that they must first of all recognise this fact and use showmanship to teach effectively on the am- x . “If education by radio is to roach its highest degree of value, it must conform to the practices of the show business,” a representative of the National Broadcasting Company _ once warned the Institute of Education by Radio. “ Information to be popularly Received must be sugar-coated.”