Education by Radio (1933)

More Views on Madrid Radio Course for Teachers The aspect of the Madrid Conference which most im¬ pressed me was the attitude of forbearance, cooperation, and conciliation which was displayed by the representatives of the nations of the world and the fact that it was found possible in this diverse world of ours to obtain general inter¬ national agreement on as complicated a subject as world elec¬ trical communications. In particular, I think it remarkable that general agreement should have been obtained on the lay¬ ing out of radio wavelengths with respect to the various serv¬ ices. — Eugene S. Wilson, vicepresident, AT&T. ne of the outstanding things to me was the willing¬ ness of all nations to rearrange facilities and make con¬ cessions to those services which protect human life at sea or in the air. Additional facilities were extended to the aero¬ nautical services, and also for the extended use of the various types of radio beacons. Likewise, an improved situation was created for the short-distance maritime telephone which is adapted to small vessels, such as fishing craft, which have not formerly been equipped with radio apparatus. After returning there was some gratification in learning that the door had not been shut entirely upon the possibilities of a later confer¬ ence to adjust the difficulties peculiar to broadcasting in North America. — Walter Evans, Westinghouse Electric Company, East Pittsburgh, Pa. am disappointed in the results of the Madrid Conference. The resulting convention has, I believe, defects which will embarrass and delay the sound development of radio in the interest of the public. No doubt it is an improvement over the Washington Convention of 1927 but it falls far short of what might have been accomplished. I do not blame the American delegates for what happened. The results were largely due to factors over which they had no control, includ¬ ing interference emanating from Washington. . . . The chief defect is, I think, the failure of the treaty to give recognition to economic and technical facts in the allo¬ cation of the lower frequencies [long waves], with the result that, except in Europe, there is no allocation of such waves to broadcasting. ... On the other hand, no provision was made which gives any better opportunity for meeting the broad¬ casting needs of North American countries [e. g., Mexico] than was already afforded. . . . A second defect is the failure of the Conference to ensure the elimination of the spark transmitter nuisance on ships by 1940. ... A third defect, which is due to historic accident more than to anything else, is the fact that, in future conferences for the revision of radio regulations [including the allocation of wave¬ lengths to different services], radio communication companies engaged in public correspondence will be permitted to par¬ ticipate, while no such provision is made for any other type of radio communication interest. . . . The Madrid Conference was an interesting study in cross¬ currents. The fact is that on allocation matters, the same con¬ flicting interests are to be found within every important na¬ tion — between the broadcasters, the mobile interests, aviation, and the military establishments. . . . — Louis G. Caldwell, representing National Association of Broadcasters. Afield course in the advanced technics of teaching, con¬ sisting of twenty-five half-hour lectures by Dr. L. John Nuttall, Jr., superintendent of the Salt Lake City schools, is being given by radio each Thursday at 10pm over station KSL. The series began on October 6 and with the omission of one week due to Thanksgiving, will end on March 30. This radio course has been given as a part of the work of the extension division of the University of Utah with the cooperation of the state department of education and the Salt Lake City board of education. Those who register, pay the six-dollar fee, and satisfactorily complete the course, will receive five hours upper division university credit. More than 150 persons are actually enroled for this work, while many others listen without formally enroling. The course has three aims: [1] that the teachers may know how the various types of classroom work may be built around the modern concept of “directing study”; [2] that the teach¬ ers may study in the natural classroom setting, the application of this modern technic of teaching to real teaching aims; and [3] to bridge the gap between theory and practise by a process of experimental teaching as directed in the course. Course requirements: [1] careful consideration of the study sheets which are mailed to each student the Saturday prior to the lecture; [2] listening to the lectures by radio, using the outlines as guides; [3] carrying out in the classroom the twelve exercises given as assignments on the study sheets; [4] preparing and mailing to the university a careful descrip¬ tion of the work done on each assignment, a statement of the success or lack of success of the experimental classroom work, and questions that arise and call for further discussion; [5] study of the criticism sheets mailed after these papers are read; [6] listening to the “report” lectures which are given by radio; and [7] an examination given in each locality under the direction of some responsible person. The topics for the twenty-five radio lectures follow: [1] the definition of learning and teaching aims; [2] pre-testing in defining aims and teaching aims; [3] selection and organ¬ ization of subjectmatter ; [4] pupil interest — motivation in teaching; [5] report on classroom work on “learning aims”; [6] teaching an “ability to do”; [7] report on classroom work in “pre-testing”; [8] teaching information — the as¬ signment; [9] report on classroom work in “motivation”; [10] individualizing instruction; [11] report on classroom work in “teaching of skills”; [12] teaching rules, definitions, meanings, and the like; [13] report on classroom work on “assignments”; [14] teaching facts by silent reading or lec¬ ture; [15] report on classroom work on “individualizing in¬ struction”; [16] teaching by discussion — the socialized reci¬ tation; [17] report on classroom work on “teaching rules,” and the like; [18] methods of drill and practise; [19] report of “use of silent reading and lecture in the classroom”; [20] use of visual aids; [21] report on use of the “socialized reci¬ tation”; [22] lesson for appreciation; [23] report on class¬ room work on “methods of drill and practise”; discussion of expression activities; [24] report on “use of visual aids in the schools”; [25] report on the lessons for “appreciation”; summary. 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