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- 4 - Light from unbiased educational agencies, that’s the important thing. Through the years, experience has taught us that such light and leading, which constitute true education, may be expected to issue most surely out of a center of learn¬ ing or an educational community such as a great university. Radio education, likewise, may be expected to emerge most authen¬ tically from an educational home; and the freedom which radio education requires may be enjoyed only when broadcasting facili¬ ties are controlled and operated by institutions committed to teaching and the advancement of learning. Certainly the princi¬ ple of educational freedom cannot be denied. Without this free¬ dom there can be no advancing education. Consider the dilemma of the educator. He is supported by society; he is maintained in the nation’s schools by a society that is naturally more or less interested in maintaining the status quo. But the research men and teachers in our universities are, by and large, not primarily interested in preserving the status quo. They are in the universities because they are explorers. They are reaching out for new truths, new interpretations; and often those new truths.make for change, for instability or insecurity of sections of society. Often it happens that university groups introduce the discussion of questions and social measures which are not well received for many years. These measures originate in the minds of men of the exploratory type found associated with uni¬ versities. These minds must be free to pursue their inquiries. Likewise, the interpreters who transmit the results of this re¬ search and study must be guaranteed complete freedom to communi¬ cate with the public mind. Broadcasting provides the most effec¬ tive medium for this interpretation, and in broadcasting, education¬ al freedom can be achieved only through facilities controlled by educational institutions. Without this control, the educator encounters the restraint of business attitudes, the censorship of time scarcity and restrictions, and the competition of enter¬ tainment and sales devices. These are inescapable facts of our human society, and our educators are sound asleep if they don’t seek to obtain the greatest possible freedom in the use of this new agency for communication on questions of human welfare. Why the Educational Radio Station? Secondly, then, to insure perfect freedom for educational communication. But someone still is unconvinced, and he says. "That may all be true, but let’s be practical about this thing. It costs money to operate a radio station, so why not take advantage ° f the 4 -£ ree tlme offei, ed by cur commercial friends and let them carry the cost of transmission?’’ Now, that’s a good question. And criere are practical, working examples of educational broad¬ casting based upon.a cordial relationship between certain univer¬ sities and commercial broadcasting stations. But _ I hone you’ll pardon me if I’m too bold in saying this — but, may I