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6 But what the cost to a university owning and operating ihn n r^ trGnS f lt: ' CI,? 1 find thorc is considerable misapprehension about the costs incurred in.the technical operation of a station. ? rei - 1 ?^ er tha t an institution engaged in educational broad- st^ff a transmitter of its own must nevertheless provide {“Cilities.ior program planning and production, for ®publicity, and secretarial work. It should have ^ udl0 J ?? lts own campus to accommodate rehearsals and broadcasts, and it may have to provide travel funds to send st ? dios loca ted in other cities. In considera- ?£ a 4 these items, the - extra cost for actual transmitter ^nvestment and operation adds relatively little to the total r^ lete . cost.for all operating expenses of the ' 4 4 * th ? university, including technical expense, ££°f ram P rod uction, staff, and administration, is less than one cent per year per citizen in the reception area. Aside from the independence enjoyed by the institution operating its own station, there are other benefits. Who can ?2 inSa 4, for exam Pi°> the good that comes from sending out into tine world groups of student workers trained in radio, with edu¬ cational backgrounds, standards of appreciations, and critical listening habits developed at a university station? And who would belittle the social value of a fine university station wnicii sets a standard by which commercial service is compared and contrasted? We see frequent evidences of this cultivation of better tastes and more critical listening in the areas served by educational stations. Such improvement of standards has definite social.value, and of course the answer to this whole question of educational or commercial operation of stations should be based Uj?< ? n , 5" consideration of the ultimate, not the immediate, expense and the ultimate return to society. bave, then, these reasons for championing the cause of the euucational broadcasting station: (a) the experience of the past demonstrates the wisdom of preventing unlimited explojta- t ^ on . o£ Public resources, (b) we must provide for perfect freedom of euucational communication, (e) there is no guarantee of adecuate time and permanence-for education over commercial stations, and lastly, (d) educational stations contribute definite social values resulting from the training of personnel and the- 1 cultivation of critical tastes. The educator who sees these factors and the many others involved will insist upon independent operation of radio facilities. His conscience and his sense of social responsibility will not let him shift to merchants and manufacturers the final decision on questions of policy relating to use of the radio. ' Something there is in the educator that cries out for the oppor¬ tunity to experiment with the fine art of living free from control of the experiment by persons or groups engrossed in conducting a business. Tnis opportunity, for the s«ake of the future and in spite of any failures of the past, we claim for the educational institu¬ tions of America. That f s why — the educational radio station.