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- 2 - Unconsciously, many people have come to think of broadcasting in America as being represented entirely by the big national networks. That, of course, is a compliment to the general appeal of network programs and a recognition of their dominance of the broadcasting scene. It is a tribute to the popular techniques which characterize most chain fea¬ tures, techniques derived for the most part from other fields of commercialized entertainment. But such an attitude of passive acceptance does not acknowledge the constant denial of privilege and the frequent insult to good taste found in the programs and the insistent commercialism of hundreds of sta¬ tions during many hours of every broadcast day. Let us not. judge American broadcasting solely by a few of its outstanding national offerings from six P.M. to ten P.M. Let’s take ac¬ count also of the hours of insufferable stuff and wasteful duplication from countless local stations throughout the day and into the night. Nor should we give the networks a vote of complete confidence, if I may be permitted to say so. As I have said, not many people are alert to the weaknesses of American radio practice. Too many are satis¬ fied to take what they can get and be grateful. Whatever they get is a gift, they feel. They either have not cared or dared to question, criticize, and reject. Then, what doubles our discouragement is this, that distinguished educators, even university presidents, have failed to see the importance of safeguarding education’s in¬ terests on the air. They have been indifferent, thoughtless, or — misled. They have acquiesced in the status quo. Scien¬ tists have neglected the objective view which says, "These are the facts; the decision is yours." They have accepted the im¬ possible competitive basis set up between education and enter¬ tainment. They have permitted the acquisition and the use ol radio facilities as a medium of mass appeal upon lines of least resistance. They have failed to recognize the discrimination against education as such, which naturally results from such a policy. So the unive sity station director comes face to face with the fact that all about him is a lack of understand¬ ing and considerable indifference to the high purpose and deep social need for the educational station. His own faculty, as a whole, is tolerant and mildly interested. They are preoccu¬ pied. Certain individuals are eagerly helpful, anxious to explore. A few close advisers are loyal and.devoted. But by and large the radio director meets with minds that have not reached far ahead to find means of adapting radio to their fields of professional interest. He finds acknowledgment of the social potentialities of radio in oratory but not in action.