Education by Radio (1933)

In all but nine of these homes there is just one family radio in the living room, dining room, or sun parlor. [The nine were either hotel residents or older boys with a radio in their own rooms.] It might, therefore, be assumed that its use or abuse would be important to all the members of the family. But only about one-fourth of the mothers said they find it necessary to make definite restrictions as to time and in almost all these cases their children are the ones who actually listen an hour or more. Several mothers felt that it is “just hopeless,” but the majority do not make any restrictions at all. Does radio make for more companionship in the family or not? Very few children between six and twelve listen to the radio in company with their parents. Young children, appar¬ ently, accept their parents’ choices and adolescents begin to share their tastes. But the school-age children definitely want to turn the radio on for themselves — they will not listen to pro¬ grams tuned in by their parents and they do “want what they want when they want it.” Between the children themselves the radio makes a bond of common interest. Only seven mothers say their children dis¬ agree over it, and more than a quarter of them decidedly say that it prevents quarrels and gives children of different ages a pleasure which they can happily share. But it does interfere with other interests — on this there is more agreement among the parents than on any other point. “Family conversation” is the greatest sufferer, with reading and music practise close seconds, and with mention also made of group games, creative play, crafts, singing, bath, and supper. From the grownup point of view — What do parents think of all this? It is impossible to give a single composite answer, for their opinions vary from one extreme to the other. There are only eighteen who declare for unqualified disap¬ proval in such terms as these: Too interested in sensational. Terrible. Jazz supersedes everything. Damning. Too exciting. Too stereotyped, sentimental, unreal. It fails where it could be of great benefit. False ideas and emotional reactions. Murder stories are bad. Not educational; a waste of time. The sheer impossibility and obviousness of the melodramatic. I class it with the funnies. In some of the children’s programs, the English is terrible; it is stupid stuff. I question very often the entertainer’s wisdom when he mentions be¬ havior problems. Does not promote a great interest in good music. I believe my daughter would appreciate concert music more if she hadn’t heard so many jazz programs. I’ve no sympathy with night-club entertainers. Except for an occa¬ sional symphony concert I should not consider it beneficial. My friends with children from seven on are perfectly frantic over the effect of the radio on the children. They say the programs are sensa¬ tional nonsense, and their children are made nervous and develop fears they have never had before — fear of the dark — fear of men’s voices if they are rough or deep. One mother says her children have developed a feeling of evil in the world. I know of one family where the interest in listening keeps the children glued to the radio from five oclock on, to the distinct limitation of other play or activities. In another case, the child insists on having a loud speaker in her own room so she can listen after she goes to bed. On the other hand, a few parents feel, as one said, that it is “all to the good,” either as a social or an educational asset: It is a pleasant diversion and addition to family companionship. It brings recreation and pleasure to ’teen age groups at home It affords good information. My boy is not interested in books. Unless compeled, he will not open the covers of one. I am very pleased at the interest he takes in these radio programs as I feel it is something to stimulate his imagination. The radio has made my son alert to the news of the day. He reads the newspaper intelligently and correlates his information. I’m sure the terse snatches of news gleaned via radio have helped in this development. I believe the radio plays an important educational role in my daugh¬ ter’s life. Without the radio, she would have little access to the outside world. A small number of mothers feel that radio is simply negative and does not have much influence one way or the other. Not a few who question certain programs discount their “bad in¬ fluence” because they feel that the preoccupation with one program or another is so transient. This radio craze is a phase which the child is bound to outgrow. So I am not opposing her in any obvious way. I am patient with her and prefer to let the passion run its course, meanwhile offering pleasurable alternatives and hoping that some day she may find a new enthusiasm. I know that eventually she will return to her reading and to her draw¬ ing. The encroachment of the radio simply makes it more difficult. There are all sorts of expressions of this same desire to see both sides of the question: The radio makes me a bit furious. It could be so marvelous from an educational and cultural point of view — but instead it is such a mess. And when a mother comes home to a house where three are running at Whereas it has come to the attention of the Board of Managers of the Iowa Congress of Parents and Teachers, that many parents are protesting against certain radio programs given for children; that as a result of listening to certain radio programs children are reported to be afraid of the dark, afraid of walking in front of anyone on the street, afraid even of listening to these programs without an adult near them; and Whereas these parents feel that many such programs are producing distinctly unhealthy mental conditions in children — Therefore be it resolved that the Board of Managers of the Iowa Congress of Parents and Teachers go on record as opposing the commercial exploitation of children by means of radio programs of mystery stories, danger situations, and other socalled thrills whose chief appeal to the child’s interest is thru fear for himself or for a real or imaginary character in the story; and be it further resolved that a copy of this resolution be sent to all advertisers using time in the Children’s Hour, to Mr. Joy Elmer Morgan, chairman of the National Committee on Education by Radio, and to the radio chairman of the National Congress of Parents and Teachers.— Resolution adopted by the Board of Managers of the Iowa Congress of Parents and Teachers, February 8, 1933. [18]