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5 - suggest that those universities may be riding free on a ticket paid for by the universities which operate their own stations? Do I make myself clear? I am suggesting that the mere presence in the field of a number of educationally owned stations, ac¬ companied by the threat of their growth and increase in power, may have something to do with the amount of educational broad¬ casting heard over commercial stations. I know broadcasters who have acknowledged that their educational efforts are considerably influenced by the agitation of educational stations and outside organizations. When you look about and make careful, or even casual, observations, you are led to question the sincerity of. the commercial broadcaster's interest in education. You suspect a certain amount of "window-dressing." You ask why educational programs cannot be heard at favorable hours. You wonder how much present time allotments for education on the air could be multiplied. You have a greater understanding of the problems and conclusions reported in the recent booklet, "Four Years of Network Broadcasting". So we have a third answer for our question of Why the Educational Radio Station? It’s this, that there can be no guarantee of fairness and permanence for education which is de¬ pendent upon commercial outlets. I have a further comment for the gentleman who says, "Why bother to operate your own university station? You can get time from the commercial broadcasters". The answer goes something like this: We have in Madison two rather large theatres. They are pretty much on the red plush and gilt variety, "showy" in other words, but they are spacious, and the seats are comfortable. Occasionally those theatres are used for lectures or educational meetings. Once- each year, for example, the Southern Wisconsin Teachers Association holds its general morning session there. The theatres is fine for that purpose. It accommodates more people than the nearest high school auditorium, and the theatre is con¬ veniently located. But notice, I said that it's a morning meeting; the theatre rniist be cleared by the time the show starts at one o T clock. What about the afternoon sessions? What about the sec¬ tional meetings for special groups? They must be held elsewhere, of course. Education hasn't a chance in competition with enter¬ tainment under circumstances like that, and the same seems to apply on the air. No doubt school boards could save money by holding classes in theatres, in town halls, churches, and vacant stores. But public-spirited citizens, recognizing the peculiar needs of education, are not content to compromise on buildings and equip¬ ment. They recognize the importance of providing a home for education, with unrestricted hours for its use. They are not satisfied merely to take what space they can get in a plant owned and controlled by another agency. Educators with a similar broad view of educational broadcasting will not make education sub¬ servient to advertising and entertainment. They will insist upon controlling and operating facilities.