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mm E-ms Letter®..Sept 15, 1939 Peg© 4 ipotivating work* plays the record* and them leaves the discussion of 'who actual educational process to the regular classroom teacher® The evaluation teacher however * talks with the children* getting their criticisms of the program® Out of these visits comes another revision* if necessary* of the script® "After the series has been completed for the semester* the script writer prepares a broadcast handbook which devotes either a half-»pag© or a full page to suggesting helps for the teacher using the program® These broadcast handbooks vary as do the programs* and the background of the script writers® These contain difficult words in the program itself* motivating questions for preliminary discussion* a summary of the program* and suggested activities for the classroom teacher to follow® You will note in this description that we confine ourselves entirely to the program itself* as far as suggestions for activity are concerned® The handbook is necessarily not a. course of study® These handbooks then are very carefully ©ditecPby both the utilization and evaluation teachers in the office of the Radio Council® Following this step the handbooks are stencilled* and sent out to the schools* of which there aro 337 in the city® "To continue the general subject of planning* I would like to outline our programs for this coming fall* so that you will understand how &_ supplementary program can be organized which would perhaps cover most of the needs children mould have in radio work® "There is only on© program addressed to children of the kindergarten and first and'" second grade® This is a weekly program called the Hour of the Magic Boots* and consists of original stories in the form of dramatized narration — a kind of Story Lady type of thing® However* these stories dwell on nature study one^week in the month; on citizenship a second week; on literature a third week* and social environment the fourth week® "There is another program* and only on©* for the children of the third and fourth grad© level, called Pieces of Eight® This program is almost identical in subject fields from week to week as the first one; but it is on a higher plan© of achievement* and is presented as an actual dramatic program with actors taking the various parts of the story® Both of these programs include some participation by the children; participation, in the form of rhythmic exercises; of singing; and the like® "Coming into the fifth and sixth grade* wa have a series of three programs which these people may listen to® 1 hasten to add here, however, that It is our feeling that no class could listen to, or adequately utilize* three radio pr©grams a week in the normal school procedure* The three programs offer a choices on© is a science program entitled, Your science" Story Teller — and the title, I believe, is all the description you"neea* "it ’Ts based upon the current environ¬ mental life of the children listening* "A second program goes by the interesting title. Open Sesame* It is a program organized in cooperation with the Boar!''”oT^Muca1 1 on Library and the Chicago Public Library and its forty-seven branches® It is a dramatized program wherein the script writer presents a