We use Optical Character Recognition (OCR) during our scanning and processing workflow to make the content of each page searchable. You can view the automatically generated text below as well as copy and paste individual pieces of text to quote in your own work.
Text recognition is never 100% accurate. Many parts of the scanned page may not be reflected in the OCR text output, including: images, page layout, certain fonts or handwriting.
True, the classroom teachers, the extension workers, and the administrators of our universities have failed to realize their opportunity. They have been slow in awakening to the edu¬ cational possibilities of broadcasting. But slowness is one thing, and surrender is another. And in my judgment, the educa¬ tors of America cannot properly be charged with surrender of the idea of educational broadcasting. They hadn*t yet grasped the idea when they gave up their transmitter licenses. They didn f t realize what they had, more ! s the pity, perhaps! But there T s something more encouraging in this than there is in the belief that scores of educational stations failed, that they set out to do something and found it was wrong or impossible. Our conclusion must be this, that many of those stations were licensed for labor¬ atory experiment, not for educational extension, and that they had reached their objective when they stopped. But the demise of so many college and university sta¬ tions cannot be so easily dismissed. What of the others, where there was awareness of the stations importance and anxiety to retain it? Mr. Frost has indicated as the major reasons for discontinuance: indifferent faculty attitudes and public apathy. To those I would add with considerable more stress than he gave: pressure from commercial interests seeking facilities, and faulty federal administration of the limited radio resources. We should have learned our lessons about conservation by the time we came to dealing with radio frequencies. We should have remembered that America has squandered every single natural resource it ever possessed — land, forests, oil, minerals, wild life — everything. But we are an aggressive, optimistic people — and we forget so easily. We should have said to the custodians of radio frequencies: Drive through the cut-over forest wastelands of the Lake States. Visit the barren, eroded farms of the "dust- bowl” . Observe the ruthless waste of coal, natural gas, and oil resources. Witness the thin remnant of a once abundant wild life, and see the results of the exploitation of our fish and game. Then consider whether or not it is wise to leave entirely to the business of selling, the control of the public resource of radio. Why the Educational Radio Station? First, because down through the years we have found that the public interest in the handling of any public utility must be safeguarded. Public good and private gain just do not go hand in hand indefinitely. We have a certain amount of conservation of radio re¬ sources in the small share of facilities held by educational in¬ stitutions, and we have heard today about the current achievements of a few of these stations. I don T t know ho?/ impressive this account is for the average observer, but to me the record of ac¬ complishment in the face of all obstacles is remarkable. These stations are making good. Admitting their v/eaknesses — and there