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.
NAEB News Letter March 1, 1939 Page 4 yous “In yesterday’s papers appeared the announcement that Harvard will start its second year of weekly shortwave broadcasts of outstanding lectures on a variety of subjects to an international audience. Continuation this year follows responses indicating that the broadcasts gained the attention of individual listeners the world over, as well as that of academic groups which used the lectures for classroom instruction. “Here seems to be a fine way of disseminating knowledge far beyond the confines of the college itself. The radio has made possible the bringing of first-rate entertainment into the most remote territory. Why should not higher education be spread likewise? . . . Princeton should not, of course, attempt a grandiose radio schedule. That Harvard’s experiment has proven sufficiently successful to warrant its continuance is an adequate reason, however, for this University to Investigate the possi¬ bility of performing a similar service on a 'somewhat smaller scale.—The Daily Princetonlan.“ “In rejecting the proposed Yale Daily News radio program the Corporation has made it amply clear that they are as yet undecided upon the two fundamental issues which a venture of this kind raises — first, should the University “go on the air“; second, If so, what sort of program can they endorse?. “There is ample reason to support the ground that Yale has no need to take to the radio. The tradition of university life ... is strong enough to retain many adherents ... But the fact is that, whether or not Yale likes it, many important oonees3ions have to be made to the outside world. Educators are coming more and more to feel that this is as it should be, since the main task of the University is to fit its students to lead a full life once they leave the ivied precincts. Those of this view will be found Increasingly in the pro-radio camp, we venture to oredict, as the years go by. Two main considerations are convincing them that the air waves have a very important service to render the universities if given a chance. “First of these reasons is that radio is becoming more and more the all- powerful medium of education, persuading, threatening, and cajoling people into one view or another. And since this is the case, for better or for worse, it will be well for the most important educational houses in the country to discover the best means of its use and exploitation. . . • “Second in the consideration of those who feel that radio should be taken up by the universities is the less appealing but essential business of publicity — that is, friendly and intelligent relations with alumni and with the public. If a university ceases to be a dynamic force in the minds of its graduates, and becomes instead a mere hallowed memory, no part of which they would have changed, then that Institution is not playing its part to the hilt.... No institution, moreover, is complete unless the public understands something of what it is trying to do and is sympathetic toward these efforts, —The Yale Dally News.“