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G U E s T 11 O I A L QUO VADIS? The next several years will be critical ones for educational radio. Two things are essential if educational radio is to continue and be a dominant force in the American scene; 1., Educational radio must realize it has a big job to do in VITALIZING itself. 2. Educational radio through its best agency—the National Association of Educational Eroadcasters-”“must expand. Its in¬ fluence must be felt in EVERY section of the country. If educational radio fails in these important objectives, it cannot command the respect of either the broadcasting profession or of education. Educational radio leads a peculiar, one might say hard, life. The overall field of radio is one of the fastest growing, most progressive of America's big institutions. It is quick to cast off the old, eager to experiment, always ready to take unto itself the new. Honey is no object, if goals are to be achieved * On the other hand, education is conservative, slow to accept the new and certainly counts the pennies when changes are to be made. Educational radio, with its roots deep in each of these fields, experiences considerable difficulty in reconciling these extreme phil¬ osophies . In many respects, educational radio is still in the ’’horse and buggy” stage. Too many educational stations are forced to vjork with antiquated technical equipment, with too few and poorly designed studios, with inadequate work spaces, and with small underpaid staffs. Too often, educational radio is the step-child of the sponsoring institution--rel- '.egated to an obscure corner of the academic administrators' planning and thinking. Educational radio's programming must be made appealing to the masses who desperately need its leavening influence. This is important in light of the fact that to the general public radio is still essentially a medium of entertainment. Educational programs must be ’’dressed up”. Ye are struggling to make ourselves heard, yet we count our audiences in the hundreds of thousands...not in millions. Perhaps this indifference of the masses stems from, the fact we do not always inform them of what is available, public relations, adver¬ tising for educational radio stations, is sadly lacking in general. The people'don't know there's a radio diet available wUiich makes for a balanced healthy, vigorous listening. Educational radio has not been vocal enough. Our NAEB must grow and expand, bearing in mind certain standards which must bo maintained in this growth. There are hundreds of colleges and universities which broadcast over stations not their own. There are dozens of nev/ FF stations in education coming into existence. All those meeting our qualifications should be a part of NAEF. But as it stands now, we need m.ore to offer them. I have recently proposed to the President and Exeicutive. Committee of NAEB a plan for reorganization. It isn't original; neither is it the only plan T^iich might work. But I beliei;e that by dividing the country into 6 regions and emphasizing strong regional organizations, we would be able to accomplish in twfo years what we have not been able to do in many, many years-—a strong, active national set-up for the National Association of Educational Broadcasters. John . Dunn Radio l/iUIAD University of Oklahoma Next month's guestitorialist; Richard E. Hull