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- 7 - speakers, and actors? Look enviously at professional broad¬ casters and try to follow their pattern? Perhaps. But bet¬ ter still, we might dig in and develop our own techniques for effective use of the radio. And here again the facilities, the potentialities, for this development are to be found right on the university campus. In Speech classes, English compo¬ sition, journalism courses, forensic training — in these and other fields there is constant study and experiment in effec¬ tive expression, a search for the means of being interesting and convincing. Here the director will find talented persons who develop amazingly under guidance. He will set up a train¬ ing class for announcers, a group for actors, and an intimate club for writers. He will conduct a radio speech clinic per¬ iodically for faculty members. He will record their voices and show them how they can improve their radio style. He will audition public-spirited citizens and teachers. And he will find among these plenty of interesting, eager, vibrant per¬ sonalities. Don ! t tell me that education is deadly and that all teachers are dull. I know better, and the director who is prepared to give broadcast training and opportunity knows that he can discover and develop techniques and performers with abundant appeal. Naturally, the station director will not attempt to carry on all this training alone. His staff will include specialists prepared to help others. He will have close as¬ sociation with numerous participating organizations, teachers 1 associations, parent groups, music clubs, literary circles, and others. He will help to introduce radio instruction and appreciation into various phases of university courses, into speech, dramatics, journalism, and educational methods, into teachers 1 institutes and public discussions. He will demon¬ strate wherever possible the unique service which his station is capable of giving. Through all this the university station director will have overcome his awe of professional radio and Broadway enter¬ tainment devices. He will be a bit skeptical of that something called "showmanship”. He will recognize that broadcasting re¬ quires certain techniques but that the essentials of effective communication are as old as society itself. He will be con¬ vinced that he has close about him all of the elements needed for the development of successful educational radio programs. And he will steadfastly assert the falsehood of a statement by one of the big networks that: "All broadcasting is predicated upon entertainment....broadcasting is a professional occupa-. tion. ■ Any attempted reform which takes broadcasting facilities from professional control and hands them over to non-professional control is a menace to good broadcasting."