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5 - "thrilled" with the novel experience, and amateur performers anxious to share their musical and dramatic talents with others* There i_s this rich source of talent and potential talent, need¬ ing only guidance and training. But to give training, to main¬ tain a high and continuing standard today, next month, next year, and the year after, the director is forced to admit that he needs a staff, and a big staff. He needs announcers, pro¬ duction men, writers, program planners, researchers, and secre¬ taries. He needs technical operators, construction engineers, and experimenters. And sooner or later he faces the hard fact that volunteer, transient help will not provide the specialized, expert service his program standards require. So he seeks a good staff of highly skilled workers and an expanding salary budget to retain them and to meet growing needs* Among our university stations in America there are some without any independent operating budget whatever. Others have as little as $600 to $3000 specifically appropriated for broadcasting. They operate with services and facilities loaned or donated by other departments, and how they manage to keep going at all is a wonder. There’s really something sort of noble about the unselfishness and the economy which sustain a radio service with little or no money for direct financing. But there’s something timid about it, too, something meek about the acceptance of radio service as a donation from other university departments or agencies. For the sake of ex¬ pediency in the face of budget slashes and a narrow concept of the importance of radio, we have all experienced an attitude of caution in requesting funds* But the station director must now dare to seek generous appropriations for his work. We must all quit boasting about or bemoaning our "limited means"* We should refer with shame instead of pride to our "lack of funds’’. We must remind ourselves and others that public education in the American democracy is a democratic responsibility, that it is conducted at public expense, and that education by radio is pro¬ perly a part of public education. Depend upon it, radio educa¬ tion costs money, and we, the people, must pay for it. It will never come as a gift from commercial broadcasters. Wanted, then: more courage on the part of university station directors in requesting funds for radio education, and more appreciation of radio values on the part of public admin¬ istrators and legislators. To make this need known and under¬ stood is part of the university station director’s job. In Wisconsin WHA is at present operating on a budget of $20,000 annually, providing a broadcasting service of nine hours daily the year round with a staff of eight full-time and four part-time workers. This does not include generous