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9 - we plan to continue this type of demonstration and have al¬ ready scheduled several meetings. Even more significant is the formation in Wisconsin last Spring of a Committee on School Broadcasting, represent¬ ing the Wisconsin Education Association of more than 20,000 teachers. We now have a group of teachers keenly concerned about the place of radio in the school, active in planning classroom broadcasts, and eager to study techniques of ef¬ fective school use of radio. Under this state committee and a sub-committee, teachers themselves are developing programs for schools and devising lesson aids. They are planning a series of radio institutes at various centers about the state to demonstrate the reception and use of classroom broadcasts, and to discuss local problems. More about the work of this state Committee on School Broadcasting is being reported in another section of this conference by Mrs. Lois Nemec of our State Department of Public Instruction. Through cordial relations such as these with teachers, school authorities, parent groups, and civic organizations, the work of developing and interpreting the unique service of a university radio station proceeds. But there is still much to be done. There are still many problems to be faced and over¬ come. And as I remarked in the beginning, I believe the uni¬ versity station directors chief problem arises out of the failure of educators and the public generally to realize that there is a problem in educational broadcasting. It T s so easy to hope that finer tastes and unselfish aims will ultimately emerge and assert themselves. However, I am convinced, as I said in closing my statement before the Federal Communications Commission at the October Allocation Hearing, that: Only by establishing and generously supporting college and university radio stations will we have full exploration rather than exploitation of the social influences of broadcasting. -X- -X- -)(- -x- * -x- * -x- -x* -X-