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We have seen, I believe, that whatever the program, whoever directs it, there is inevitably education. I think our Committee interprets education as something broader than mere formal school instruction. The programs which come to my home, which my children listen to, exert an educational influence. I some¬ times tremble as I listen to some of the programs, and yet, in order to make a proper discriminating selection of programs for those children, I have to, in the parlance of the west., "ride herd" on that radio continuously. We are looking at education in its broadest sense, the influence which in¬ formation and entertainment and exhortation exert through the radio upon the American people. Our Committee has given this careful study. We have many contacts through our schools, through our broadcasts, through our tests of programs, through our general acquaintance with the country. We cover the nation, we have millions of friends and listeners and it has been seen by this Committee that there is a growing public sentiment realizing the importance, increasingly, of this new medium. We believe there has been a growing dissatisfaction with some forms of present broadcasts. We believe there has been a growing demand for the privilege on the part of listeners to turn on their dials to things of substantial interest and worth. Now, we do not mean by that that the listeners whom we represent are all of them high brow, that they are all of them looking all of the time for some substantial information; they like entertainment the same as you and I do, but there are times when their interest is in something deeper and more substantial. We feel that possibly the present programs have underestimated the level of America*s interests. I was disappointed the other day in hearing a man prominent in the radio world and speaking, I suppose, with some authority, state that in his opinion in the future radio broadcasting in America would become solely entertainment, and - 2 -