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NAEB News Letter* 0 •Sept* 15* 1939 Png© 15 research fellows assigned to them, during the past year and you might .be interested to hear a few words as to what those fellows are supposed to accomplish, Their task is a three-fold one* They bring to th© station all the data dnd information which w© were able to accumulate at the Princeton Office of Radio Research* One© they ar© out in the field they ar@ supposed to do actual work for th© station to which they are assigned, and when they come back they write a report and thus help in enlarging th© knowledge which is centralized and coordinated at our office® "Our research work would vary considerably according to local conditions and th© special time at which a study is undertaken. Stilly it is pos/sible to summarize a few general ideas by which we are guided in our efforts to help educational broadcasters through th© medium of research* I would likes to give you examples of th© following main topics t (!) Clarifying th© goals of educational broadcasting and the ways of attaining these goals® (2) Finding th© general conditions of audience building, (3) Program improvement (4) Interpreting success and failure of specific programs* **(i) Obviously* each educational broadcaster has to decide for himself what goals he aims at® But in a general way you will agree with me that there ar© three main groups of tasks among which he will choose on© or more specific directives. Educational broadcasting will first want to disseminate know ledge in th© seme sens© as our general school system tries to d© iti. Bui today w© are no longer satisfied with teaching th© three R’s, Th© complexities of modern life have forced us to pay much more attention to the way people get along one with another and solve their own personal problems® So the dissemination of psychological i nsigh t has bocome a second major area of educational efforts® But not~evSn That is enough« There are tremendous social changes going on just now which demand from, us a detached* rational attitude towards social problems as much as possible unbiased by our immediate personal interests and habits of thoughts So th© dissemination of social perspectives become© a third are© of educational endeavor* "How it seems to mo that w© research people have different functions in regard to your three tasks of disseminating knowledge* insight* and perspectives. As far as knowledge goes the main problem is to find . specific program techniques where radio can be at its best. A good example of this point is th© Professor quiz type of program. Our studies have shown that th© success of this program type is partly due to the fact that people look for additional education and feel that they get it from th© Quiz programs in a painless way® All right, them* why shouldn’t educational stations use this form* but us© it in a more intelligent way than th© commercial stations go about it? In a regular Quiz program thes listener Is* ko us© a Shakespeare quotation* "a snapper~up of unconsldered trifles*" Why shouldn’t we try to develop quizz programs where on© question follows the next in a systematic order so that in the end the listener has gone through a