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RADIO, UNIVERSITI>S3 .(v€ ip\SJjS WUQPS1W Editor*a note - The following article by Mr. Victor S. Y&rros, Lewis Institute, Chicago, appeared In the -June 10 issue of Scho ol and S ocie ty and is reprinted here with consent of the publication. It is generally admitted that education by radio has not Justi¬ fied our early and optimistic expectations. The response of the radio public i;o the sort of lectures or courses given over the air has not been encouraging. Whose is the fault? It is easy, but futile, to ■ blame the public, which can not oe compelled to tune in any program that fails to challenge Its attention/ and which can not be forced to listen to a speaker who is dull or obscure. Distinguished educators have predicted the broadcasting of the regular college and university courses in the near future. That would be a very long step Indeed toward universal adult education. But it is obvious that the courses and the methods of ch© professore and instructors, would have to be changed in Important particulars. The radio student body will not be required to take and pass examina¬ tions, and it will not regard knowledge fi'om the view-point of the young man or woman to whom education is preparation for a career, a condition of membership in a learned profession. Education by radio, in short, must be made interesting to average men and women and must consult their convenience. This, however, should not prove very difficult, considering the amount of rubbish and trash inflicted \roor. ua by radio. Wo certainly could spare a good deal of third-rate Jas.% many tedious and pointless sketches, hack¬ neyed and trivial musical compositions, and the like. There are remarkable opportunities before our colleges and universities, and it is scarcely open to doubt that the right appeal —this is, the right programs, and the right arrangements for the broadcasting of such programs—would bring ample financial support from our -enlightened philanthropists and from the man:- organisations that have long been anxious to promote genuine adult education. But education ia a big tern covering a multitude of issues and subjects. Selection la necessary. Let us bear In mind that the talk about the public oversimplifies the situation. As in the case of. vuelo, education must re&db. many publics. An excellent lecture on astronomy, on Egyptology, on anthropology, on electricity, will attract a small group. A lecture or series of lectures or intelligent^ planned' debates on current, vital and ,3 burning H topics will interest millions, the country over. ¥fe may not know the end-result of radio education; we know, or should know? the proper and effective beginning of that enterprise. Recently, Harvard announced several lectures and courses over the radio, and among the subjects to be discussed we find “The After- math of the Civil War, “ '^Recent Times, 09 59 Relation between School and CollegeNo reasonable parson can object to the consideration of these and similar matters. Yet many perplexed and light-seeking