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DOCUMENT RESUME EM 006 830 ED 025 151 The Hidden Medium: A Status Report onEducational in the UnitedStates. Land (Herman W.) Associates, Inc., NewYork, N.Y. Spons Agency- Ford Foundation. ,N.Y. Pub Date Apr 67 division of The NationalAssociation of Note- 230p.; Report prepared forNational Educational Radio, a \ Educational Broadcasters- EDRS Price MF-$1.00 HC-$11.60 *Broadcast Industry, Budget s. Descriptor s- Audiences, Audio Equipment, Audiovisual Communication, *Educational Radio,Information Dissemination,InstructionalAids,Interschool Communication Satellites, Radio Technology, *Surveys,Tape Communication, Large Group Instruction,Programing, Questionnaires, Radio, Recordings Identifiers- *National Educational Radio,National Educational ,NER, NERN In the Winter of 1966-67,the National Associationof Educational Broadcasters (NAEB) made a survey of320 educational radio stafionsrequesting detailed information about budgets, tyjoes of programing,hours of service, stationfacilities, and future plans and needs.The data from this survey,based on the questionnaires returned by 135 stations, documentsthe broad overviewof this report. Educational radio's greatest potentialservicetoschools,professional people, commercial disadvantaged and the communityin general hasbeen severely stations, the socially and limited by low budgets, smallstaffs, and a lack ofboth audience research which distributes program promotion.The National EducationalRadio Network (NERN), 150 affiliate stations,offered 1,895 programs(31,371 tapes of programs to its station hours of ) in1966, yet the surveydetermined that the average operates on an annualbudget-of-less than $25,000.Appendices include statistics of organizations andcommercial stationsserved: a gathered in the survey; a sampling and a list of educational radio stations; afew in-depth profilesof typical stations: of the EducationalCommunications SystemsStudy which is report on the third phase and being designed to interconnectelectronically a groupof American colleges universities. (JY) THE 11101101 MEDIUM:

EDUCATIONAL RADIO

A Status Report

,

prepared for A, Natidnal Educational Radio, a division of The National Association of Educational Broadcasters, with the aid of a grant from , The Ford Foundation

ED025151

HERMAN W. LAND ASSOCIATES, iNCz NEW YORK U.S. DEPARTMENT OF HEALTH,EDUCATION E. WELFARE OFFICE Of EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE POINTS Of VIEW OR OPINIONS PERSON OR ORGANIZATIONORIGINATING IT.

STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY.

THE HIDDEN MEDIUM:

A STATUS REPORTON EDUCATIONALRADIO IN THE UNITEDSTATES

prepared for National EducationalRadio a divisionof The National Associationof EducationalBroadcasters with the aid of a grantfrom The Ford Foundation

April, 1967 ED025151.

Herman W. LandAssociates, Inc.New York TABLE OF CONTENTS

INTRODUCTION i

PREFACE P-1

OVERVIEW and SUMMARY I Tables Included

1.Present Total Operating Budget 1-6 la. Present Total Operating Budget(con't) 1-7 2.Adequate Staffing 1-9 2a. Staff and Other Functions I-10 3.Salary Budgets I-11 3a. Salary Budgets (con't) I-12 4. Degree of Licensee Activity 1-14 5. Adequacy of Newsroom Facilities 1-15 6. Advance Re search 1-17 7.Programs From Outside Sources 1-23a 7a. Programs From Outside Sources(con't) I-23b 8. Programming to Commercial Stations I-25

PROGRAMMING II

NATIONAL EDUCATIONAL RADIO NETWORK in

NERN OFFERINGS - 1951-1966 IV

PROFESSIONAL COMMUNICATIONS V

NON-BROADCAST SERVICES VI

SERVICES TO COMMERCIAL STATIONS VII

NEW FRONTIERS VIII

Contents - I APPENDFX Tables Future Budget A-la Future Budget (con:0 A-lb Present Program Purchases A-2 Additional Funding A-3a Additional Funding (con't) A-3b ci Additional Funding (con't) A-3c Part-Time Employees A-4 Specialized Audience A-5 Outside Program and Production A-6 Program Policy Decisions A-7a Personliel Policy Decisions A-7b Equipment Policy Decisions A-7c Budget Policy Decisions A-7d Summer Schedules A-8 Pay to Outside Talent A-9

Educational Communications System ECS 1-3 A Sampling of Organizations Served OS 1-2 A Sampling of Commercial Stations Served ST 1-3 WBAA Service to Stations .-... 1-S Special Groups Sr"- I-2 Station Profiles SP 1-23 Station List SL 1-13 Individuals Inte7:viewed IN 1-2 Respondents to Questionnaire R 1-9 Questionnaire Q 1-16

Contents - 2 INTRODUCTION

EDUCATIONAL RADIO: THEBROAD PERSPECTIVE By Jerrold Sandler Executive Director, NationalEducational Radio

Marconi transmittedradio signals in 1895 andDe Forest put Enrico Caruso on the air in 1910.There is some dispute as towhich broadcast- ing station was thefirst to go on the air inthe , butall of the claims generally canbe traced to the year1920.It was in 1919 that the first educational radiostation -- WHA, cit theUniversity of Wisconsinin Madison, began experimentaloperation as 9XM. Its presentcall letters date from 1920-21.(That station is still on theair today and is, infact, the originating pointfor a unique state networkof II educational radio sta- tions). By 1925, 171 educationalorganizations had stations onthe air.This was almost athird of all operating stations.Thus, the history of in this countryis, in its early stages,also the history of ed- ucational radio.It was not, as manybelieve, an afterthought,but the core of this country's earliestbroadcasting operations. Asthe Federal Commun- ications Commission saidin its bulletin on"Educational Radio" publishedin September, 1966: "In itslong history -- from thebeginnings of broadcast- ing -- educationalradio has served thepublic with cultural,educational and entertainment programs,and supplied students andteachers on all levels with instructionalmaterials designed forclassroom use." But the growing numberof commercial stations,in those early years, began to provide manyof the services previouslyoffered only by educational broadcasting, and many of theearly educational radiostations began to leave the air. By 1937, only38 remained. This hiatus in thedevelopment of educationalradio proved to be fleet- ing -- ending in 1938,with the authorization ofFM broadcasting. OneFM educational radio station onthe air in 1938, but the rateof growth in- creased strikingly in the yearsfollowing the Second WorldWar, and by the end of 1966, well over 300educational radio stations heldbroadcast licenses. About -fifth of thesehave gone on the air withinthe previous two and one- half years, and the numbercontinues to grow each month. In 1950, with the aid of agrant from The KellogFoundation, the first na- tional network of educationalradio stations in the UnitedStates was estab- lished: the Tape Networkof the National Associationof Educational Broad- casters (NAEB). The Network was organized todistribute recorded pro- grams -- offering at least100 to 260 hours of programming over a nine to twelve month period, and in the case of many stations up to500 or 600 hours per year. Within five years ofits organization, the NAEB Tape Network became a self-sustaining (if modestly financed) operation.It provides many affiliates with programs beyond their formal agreement, as well assupply- ing programs to many commercial stations, non-affiliatededucational sta- tions, and other educational organizations. In 1964 the National Association of Educational Broadcasters(NAEB) was reorganized to form a newdivisional structure. One of the new divi- sions was National Educational Radio (NER). The newdivision combined the Tape Network -- renamed the National Educational RadioNetwork (NERN) -- andthe Radio Station Division of the NAEB. Network headquarters re- mained at the University of in Urbana, and the NER headquarters was opened in underthe aegis of the NAEB. In addition to program distribution, the new diiiision wascharged with representing educational radio in a variety of ways on the nationaland in- ternational level.Its functions include liaison with appropriate government agencies and the Congress; the raising of funds for national projectsfrom both public and private sources; representing educational radio as aunified voice in professional circles on a variety of matters, rangingfrom copy- Het regulations to relations with other media; dispensing grants-in-aidfor special national productions by local affiliates; creation and acquisitionof high-quality programming for the Network, and the development of new sources of such material; providingconsultation to member stations; pub- lishing and distributing professional materials and, most recently, con- ducting research. Some 150 stations -- about half the educationalradio stations in the country -- belong to NER. Other non-member stationsoften relate with NER on special projects. Membership in NER hasincreased steadily since its organization in 1964, averaging approximately two new member stations per month. During the first three months of1967, eleven new members added to NER's roster. A number of significant strides were made within a short periodafter the establishment of NER. Very early, the first of several(annual) grants of $30,000 was made to NER by the National Home Library Foundationfor the production of imaginative non-commercial radio programming.In an- nouncing the grant, Foundation president Leonard Marks said, "Inprovid- ing this continuing support, the Foundation recognizes the leadershiprole of NAEB through its National Educational Radio Network in providing the American people with programs not readily available through other sources." Other developments were quick tofollow. Grants from The Johnson Foundation of Racine, ,made possible an extensive NERseries based on the historic InternationalConvocation to Study the Requirements for Peace, "Pacem in Terris," and other major series based onnational and international gatheringsof significance. September, 1965 marked anhistoric event in the developmentof educa- tional radio in the United States.For the first time in 44 years, some 70 NER stations were linkedtogether in a live interconnection for threehours to broadcast coverageand the results of the German nationalelections. For a total cost of some$12,000, this special International RadioNetwork was madepossible through the cooperation ofNER, Radio Deutsche We lle in West Germany, Radio NewYork Worldwide and the GermanInformation Center in .The three major commercial radionetworks asked for "feeds" from Radio NewYork Worldwide, which provided the technical facilities for the venture. Commenting on this extraordinarybroadcast in the Saturday Review, critic Robert Lewis Shayon said,"Even if a way is found to finance occa- sional international broadcasts, thewhole point of NER's enterprising cov- erage of the Germanelections will be lost, unless there is asuccessful drive to a permanent,national, live, educational radio network. The cost would be a pittance compared tothe millions spent by the big net- works. The contribution wouldbe incalculable." As NER moved into its second year,with these major innovations in programming under its belt, theorganization's staff and Board of Directors realized that effective, organized measuresneeded to be taken to mobilize the vast and unique resources ofradio to adequately serve the peopleof the United States.At the invitation of The JohnsonFoundation, NER's Board of Directors met at Wingspread,the Foundation's conference cen- ter in Racine, Wisconsin, anddecided to convene a national conferenceof leaders in many fields to discuss"Educationl Radio as a National Resource," and formulate an appropriate programof action. Many months were spent planning the conference, during which timeNER continued to grow in both quantity and substance. In September, 1966, the conference wasconvened at Wingspread, un- der the auspices of NER and TheJohnson Foundation. Seventy leadersfrom industry, the communications media, government,the academic commun- ity, philanthrophy and the artsgathered to grapple with the critical prob- lems facing the development of educationalradio in its fifth decade of ser- vice to an increasingly complex andrapidly changing society.Participants agreed that educational radio faces avital need for research data about itself, as well as for funds for logicalexpansion both in terms of capital

, =11 improvements and the implementation of creative programmingwhich would help it achieve its role as a vital medium. Among the specific recommendations for immediate study andaction as appropriate were the following:

1.That specific administrative and legislative steps be taken to facilitate public support for educational radio at the federal, state and local levels.

Z.That educational radio be included in any proposals for the use of communications satellites for non-commercialbroadcasting.

3.That a national production center for high-quality educational radio programs be established, and that the center also func- tion to fill the current void in the training of personnel.

4.That citizens' advisory councils be established on the national and local levels to help formulate educational radio station policies, in the true spirit of "public radio. "

5.That educational radio become more intensively involved in the significant social issues of the day.

6.That there be larger commitments of time and money to con- duct independent research into the area of determining com- munity needs and the ways in which educational radio might contribute to their resolution.

7.That an NER public affairs and news bureau be established in Washington, D. C. to help establish National Educational Radio as a more effective medium inthe reporting of government affairs. The NER Board of Directors convened at the conclusion of theWing- spread Conference, and took specific steps to implement the recommenda- tions which had been made. Herman W. Land, formerly editor of Tele- vision Magazine and executive of the Westinghouse and CorinthianBroad- casting Companies, was retained to assist in the planning of an action pro- gram. Less than a month after the Wingspread Conference, an informaleval- uation group consisting largely of conference participants, was organized and met in New York City. Members included: Dr. Carroll Newsom., Vice President, Education, Radio Corporation of America; Russell Jalbert, - iv - King, Dir- Vice President forUniversity Affairs, University; Eugene Communications, StateUniversity of New York;Melvyn Bloom, ector of Radio member of Murden andCompany, public affairsconsultants, and a former Foundation staff; HowardKany, Director,International Busi- of The Johnson Vice President and nessRelations, CBS ;Sam Slate, Executive President of RKOGeneral Broadcasting;Arnold Bloom, Hill Assistant to the former Dir- and Knowlton, Inc. ,and Bert Cow lan ofUrban America, Inc., Relations, WestinghouseBroadcasting Company;Estelle ector of Community Wingspread Linzer, formerlywith the United NationsAssociation, who acted as Conference Coordinator,Herman Land and myself. most basic The task forcerecommended stronglythat NER, as a first, research plan to give anaccurate picture ofthe true scope step, develop a agreed that this of educational radioin the United States.It was unanimously development of researchdata on the problems,achievements and potentials vital first priority.The group felt stronglythat of educational radio was a legislation this documentationwould be needed as abasis for support through and from private sourcesas well, andthat the developmentof ether recom- mendations of theWingspread Conferencerested solidly uponthis research foundation. developed With the help of LandAssociates, NER setabout the task, and educational an extensive2.5-page questionnairewhich was mailed to every United States. Thequestionnaire deals indepth with radio licensee in the completed question- every aspectof educational radio.By March, 1967, 135 naires had beenreturned; approximately50 field interviewshad been con- meetings had been held to encouragethe development ducted, and regional involved. of documentationfrom the various stationsand institutions Subsequently, the FordFoundation awarded a grantof $38, 000 to the NAEB, to enable NER tocomplete this comprehensivestudy. The grant al- and reporting of theresearch data to provide anob- lowed for the tabulation for educa- jective documentationof the need forfederal financial support tional radio.This study coversvirtually all aspects ofthe field, including the relationships ofstations to theircommunities, data station organization, which sta- regarding the areasserved by educationalstations, the means by listeners' needs and promotestation activities, presentand tions determine details future budgetaryrequirements and sourcesof financing, technical concerning stationequipment and operatingfacilities, personnel, etc. Commenting on the timelinessof the NER researchproject, the results of which are containedin this report, Ford,Foundation advisor Fred W. Friendly said: "Thebeautiful thing about aworld that hascommunications turnpikes in the sky is thehappy fact that they satellites providing electronic show us the can handle amultitude of traffic.Educational television will picture; educational radiowill stir our imagination.Together, they can --

v and must -- play a dynamic partin the communications revolution.Pm delighted to see educational radicas newforward thrust." E. G. Burrows, Chairmanof the Board of Directors of theNational Association of Educational Broadcasters,said that, "As an association devoted to all facets of educationalbroadcasting, we welcothe this opportunity to develop educationalradio as a viable national resource.We are particularlypleased that President Johnsonin his message to Congress saw fit to include supportfor educational radio for thefirst time, along with his continuing support ofETV." Educational broadcasting isreceiving unparalleled attention atthe moment, Mr. Burrowspointed out -with imaginative proposals such as the Ford Foundation communicationssatellite plan, the CarnegieCommission Report on Educational Televisionand the President's far-reachingeducation message, which callsfor support of both media --all emerging within a relatively short period of time. In his Message to Congress onEducation and Health in America,President Johnson said, "Practically allnon-commercial stations have seriousshortages of the facilities, equipment, moneyand staff they need to present programs of high quality.There are not enough stations.Interconnections between stations are inadequate andseldom permit the timely schedulingof current programs. " Clearly, the climate has neverbeen better, nor the timing morecrucial for educational radio to comeinto its own, and begin atlong last to develop its incredibly rich, untappedpotential as a great national public resource- a resource whichJack Gould of the New YorkTimes recently called " an oasis of civilized relief." The preparation of this report,and the long chain of circumstances which led to the processof preparation, has been a storyof dedication, devotion, good will and greatphysical and mental stamina onthe part of a large number of practitionersand friends of educationalradio. A large measure of ourgratitude goes to the Board ofDirectors of National Educational Radio,whose faith has been ourstrength. They are: Jack Burke, Manager,KSAC, State University,who is the current Chairman of the NER Board,and represents the rationstations in NAEB's Region V; E. G. Burrows,Manager, WUOM/WVGR,The University of , who is now theChairman of the joint Boardof Directors of the NAEB, and formerlyNER Board Chairman(Region III);Will Lewis, Manager, WBUR, Bor.ctonUniversity (Region I); Mrs.Marjorie Newman, Program Director,WFSU, StateUniversity (Region II); Myron Curry, Manager, KFJM,University of (Region IV); and

- vi - Burt Harrison, Manager,KWSC, Washington StateUniversity (Region VI). An equal meast_re ofthanks is due to the formerNER Board members who were active participantsduring this crucial period:Martin Busch, Manager, KUSD, Universityof ; Frank W.Norwood, now with the National Center forSchool and College Television;Jack D. Summerfield, Manager, WRVR, TheRiverside Church, New YorkCity; John P. Witherspoon, Manager, KEBS, State College; andAlbert P. Freddette, Manager, WAMC,Albany, New York. We are also grateful to theBoard of Trustees of TheJohnson Founda- tion and to Leslie Paffrath,its President, for thatinstitution's vision, trust and courage insupporting a casue which had yetto be proven. A spec- ial note of thanks goes toMelvyn Bloom, formerlyof the Foundation staff, for his continuing and generousassistance to our overall effort. And of course it was theFord Foundation grant whichmade it possible for this project to betranslated into reality.Because of this leadership, it may now bepossible for educational radio toplay its proper role in thefu- ture development of anational communications systemin the United States. As in all ventures of thiskind, there are many individualswho made significant contributions aboveand beyond the call of duty.Among them are: John Bystrom, Dean Coston,Richard Doan, William G. Harleyand the rest of the NAEB staff, RobertL. Hilliard, Russell Jalbert,Eugene King, Estelle Linzer, Morris Novik, RobertLewis Shayon, Charles A.Siepmann, Raymond Stanley, John P. Witherspoonand Rose Blythe Kemp. Since this project deeplyinvolved the educational radiostations them- selves, it is important to recognizethe efforts of the NERmembership, and all those managers who spent so manyarduous hours preparing the ques- tionnaire and special reports.Their devotion has not been ofthe sort which expresses itself in lipservice to a good cause, but azealous and persistent devotion, which could be borneonly of sincere conviction.Likewise, our gratitude is sincere and its expressiondeeply felt. A vigorous word of thanks must goto Herman W. Land, andhis associ- ates, Leon Morse and BertCow lan, for their faithful andhighly competent work on this project. And a final noteof admiration and gratitude toMiss Lucinda K. Landreth, NER'sAdministrative Assistant, for herdedication, indefatigable energy, and remarkablepatience. All of these people have been --in the words of Charles A.Siepmann at the "WingspreadConference on Educational Radio as aNational Resource, " --"Thepioneers of a grand design. "

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- PREFACE

This report is based on a surveyconducted during the Winter of 1966-67. A 25-pagequestionnaire containing 112questions to- gether with requestsfor special reports andexhibits, was mailed to 320 educationalradio stations throughoutthe United States (the total universe consistsof 346). Returns werereceived from 135, or42% of those surveyed. Inaddition, nearly 50 fieldand telephone interviews were held withthe station manaaers, aswell as dis- cussions with manyothers in the field. Charles Harriman Smithplayed a major role in thedevelop- ment of thequestionnaire, bringing morethan 30 years of rich broadcast research experienceto the task. Thecoding, tabulat- ing and analysis of allthe information, andpreparation of the tables, derived from thequestionnaires returned wasdone for Land Associatesby Trend Finders, Inc., anindependent market and social researchorganization in NewYork City.Phillip S. Gelb, V. P. -Directorof Research forTrend Finders,supervised the work of analysis,which was conductedby Milton Brooksand his able andhard-working assistants --Renee Miller,Lucretia Stander and GloriaSugerman. associate BertCow lan devoted hisboundless energies to shepherding the entireproject through thecomplex, endless pro- and end- cess beginningwith the developmentof the questionnaire ing with the final appearanceof the bound copies.Our associate lived through it fromthe start, conducting Leon Morse likewise portion most of the fieldinterviews, writingand editing the greater of the manuscript. Carrying the bulk ofthe two-shiftsecretarial-production with load was the marvelouslycompetent SallySimpson, together Gloria Lenihan,Catherine Ungaro andJoanna Barnes. Tried and true friendsof educationalradio Melvin Bloom, who made Frank Norwood andJohn Witherspoon wereamong those important editorialcontributions, as didArnold Hartley, a forward-looking broadcastersensitive to the needsof America's minorities. Anothermember of thecm-Yrniunications fieldwhose continuing counselproved most helpful was myold friend and former colleagueMelvin A. Goldberg,former V.P. -Research

P-1 Director of the NationalAssociation of Broadcastersand Director of Research for GroupW, the WestinghouseBroadcasting Company, and now V. P. of John Blair& Company. Most helpful, too, werethe experience and counselof Jerrold Sandler, Executive Directorof National Educational Radio;E. G. Burrows, Chairman of theBoard of the National Associationof Educational Broadcasters:Jack Burke, Chairman ofthe Board of NER, together with theother members of the Board,both this year's and last. However,the conclusions andobservations of this study are those ofLand Associates, whichbears full respon- sibility for what appearsin this volume. It shouldbe noted, that as the firstof its kind in the field,this study had a limited objective: to begin to measurethe dimensions of what hadbeen previously an almost completely unmeasuredmedium. That it could not have beencompleted without the grantfrom the Ford Foundation is anelementary truth of suchimportance to the entire enterprise that nodeclaration of gratitude,however impassioned, can give adequatevoice to the feeling of a great many people. A very special word ofthanks must go to that greatand generous spirit,Morris Novik, who, at acritical moment, made it possible for us all tocontinue.

Herman W. Land THE HIDDEN MEDIUM

A Status Report on EducationalRadio in the United States Overview and Summary

The oldest of the electronicmedia, going back in service toexperimental beginnings as station 9xm in the year1919, educational radio, almost ahalf century later, remainsvirtually unknown as a communicationsforce in its own right.Overshadowed first by commercial radio,then by television, it has suffered long neglectarising from disinterest and apathy amongthe educational administrators whocontrol much of its fortunes. As aresult, it lacks cohesion as a medium,its purposes are varied and oftenconfused, and it struggles for the beginningsof recognition as a potentiallyvaluable national resource.Yet somehow it manages notonly to survive and fill its traditional cultural role, but to moveforward, innovate, experiment. Indeed, there are signs thateducational radio has begun at last to respond with a budding aggressivenessto the almost overwhelmingchallenge posed by television; like itscommercial counterpart of a decadeearlier, it is awakening to the realizationthat no one medium can be all things toall men all the time,that there is a legitimate importantrole that it, too, can play in this complex, changingAmerican society. A sense ofrestlessness among the stationmanagements is noticeable, asthough long submerged dreams were being allowed once moreto rise to the surface. What accounts for the signs offerment, the sense of things about to happen, the passionate and dedicatedefforts of its leadership? The causes would seem to lie somewhere in thegeneral forward thrust of the economy, the emergence of new educationaltechnologies in time to coincide with the student population explosion. Radio Must Meet the Needs of theTotal Society Two basic observations may be madeabout this period of changewhich appears to be in itsbeginning phase: I.It is marked by a growing awarenesswithin educational radio ranks that just as educationitself has long ceased to be a matter of cultural enrichmentfor the privileged minority, so the medium canonly rise to the future by broadeningthe base of its service to enable it torespond to the developing needs of the total society.Thus, while it can be expected to continue to serve the needs ofthose already well endowed with the gifts of time, aptitudeand interest for things I-1 cultural, educational radio is beginning to bestir itself on behalf of the special groups within the society, such as the disadvantaged, the elderly, the minorities, etc., for whom it appears uniquely equipped to fill the media vacuum that generally prevails. 2. A striking feature of the new educational radio scene is its movement in almost direct opposition to the current development in commercial radio.Where, to meet the inexorable competition of television, commercial radiohas transformed itself into a local medium, with a steady diminution of network service, educational radio ismoving impatiently toward the day of full live network operations. At a time when the scale of commercialnetwork news bureau operation declines in Washington, educational radio bringsinto being an NER Washington Public Affairs Bureau;in a period which sees long-standing regional networks dissolvedby the commercial medium, new plans for state-wide networks are being developed and enthusiastically pushed byeducational radio.In this connection, it may be significantthat in the face of virtual absence of commercial radiofrom the Washington satellite discussions, educational radio's spokesmenparticipated in enthusiastic anticipation of the new possibilitiesthey see being opened up to them by the world-binding channels in the sky.This is in no way said to disparage the commercialfield, but to point to differences in outlook thatreflect profoundly different concepts of the primary function of broadcastingin the coming years. From this point of view, the twoaural media appear far more complementarythan competitive. The Study Itself a Reflection of the Change The fact that NER and its membership sawfit to engage in the first major documentation of the educational radio story everundertaken, that the Ford Foundation was prepared to underwritethe research with a generous grant,that the medium has for the first time appearedin a Presidential message on education and has gone on tobecome part of the national discussion on new legislation, isin itself a reflection of the change that is occurring. This research began in December with amailing of a questionnaire to every station in theUnited States.Of the 320 stations sent questionnaires, 135 responded; in addition, field interviews wereheld either in person or by telephone with nearly fifty individuals representingfifty stations and discussions held with many more. The study sought to obtain acomprehensive picture of

I-2 educational radio as it nowfunctions in this country.Subjects cove,_red included: administration,budgets, operations,research, staffing, programming, equipment, aswell as plans for thefuture.

A Many-StoriedMansion Any attempt to dealwith educational radio as onemedium must fail since like a mansion with manystories, each one ofwhich it is many media in one, design of the has its own functionand style yet isrelated by the overall requirements.Educational radio isdirect and supple- building to its total general mentary instruction,cultural enrichment,informal adult education, information; and on any oneday, or throughoutthe year it may be any one of these, or a blendingof them all. music station whichbrings the best in musicto a It is the classical which locality which otherwisemight be without it;the agricultural si:ation -presents but little music,but which is depended uponfor expert information in-school station that parentslisten to so they canknow about farming; the seek what their child isbeing taught; the communitystation that goes out to community groups sothey can appear on itsair waves. total of In this many-storiedmansion of educationalradio, there were a stations at the beginningof April,1967,with constructionpermits 346 the Federal 18more and20moreapplications pending before granted to reserved FM band, Communications Commission.Of these346, 311use the non-reserved FM band,and20are AMstations.Most FM stations 15use the reserved for are locatedbetween88.1and91.9megacycles, the band educational use. of Without the developmentof FM, in alllikelihood the resurgence have begun.The table belowclearly shows educational radio would never the that educational FMradio is a post-warphenomenon.It demonstrates growth of such FMstations.

29 1958-151 1938- 1 1948- 1959-159 1939- 2 1949-48 1960-175 1940-4 1950-73 1961-194 1941- 7 1951-85 1962-209 1942- 8 1952-98 1963-237 1943- 8 1953-112 1964-255 1944- 8 1954-122 1965-269 1945- 9 1955-123 1966-292(Sept. 1) 1946-10 1956-125 1967-326(April) 1947-17 1957-141 (Source: FederalCommunications Commission)

1-3 Many of these (134) are10-Watt, low power, FMstations.They throw a signal a distanceof two to five milesand are thus limited inthe service they can provide. There remain, according tothe Federal CommunicationsCommission, 20 AM educational radiostations.These, for the most part, arelicensed to land grant colleges,those which had the fortitude tocontinue to broadcast during the difficult ,1920 to 1940.

Uneven NationalDistribution Because of the unevendevelopment of educationalradio facilities geographically, some areas ofthe country are wellserved, others are not.The Northeastern quadrantis generally blanketedwith educational radio licensees (at leastin the major metropolitancenters), as is much of the Great Lakes regionand the major cities ofthe West and the Pacific along with a number of Coast.But the Southeasternand Southwestern states, Plains and Rocky MountainStates are covered inadequately.In short, there is a need to fill in the gapsof existing coverage. An effort in this directionis a current explorationby the FCC of the nationwide educational Tableof Assignments similar tothe existing ETV pattern.In light of educationalbroadcasting's rapid growth,the FCC is considering the most effective waysto utilize anincreasingly crowded and permit thegrowth of statewide andregional networks. As the dominant licensees,with 244 stations, thecolleges and universities arethe most important group ineducational radio.The public school systems are thelicensees of over 50 in-schooland instructional stations.Another 37 stations are licensed tosuch diverse bodies asprivate non-profitinstitutions, religious groups, independentschools and other miscellaneousinstitutions of education. Educational Radio Licensees FM (Reserved)FM(Non-Reserved)AM College& and Universities 220 8 16 Public School Systems 49 1 1 Independent Schools 10 Biblical Colleges 10 1 State Councils 9 1 1 Educational Organizations 9 4 Public Libraries 3 Municipally-Owned 1 1 1 311 15 20 (Source: Federal CommunicationsCommission)

1-4 As might be expectedwith so many different kindsof licensees, their stations have various kindsof functions.The colleges and highereducational authorities use their stationsfor cultural enrichment,student training, and in a few cases,for student teaching. Inaddition, they tend to see theirstations as having apublic relations purpose.The school districts focus upondirect teaching and supplementaryinstruction. The non-profitinstitutions and public libraries are primarilyconcerned with adult education,particularly cultural enrichment, and the theological groupsgenerally favor informal adult education, with a few accentuatingreligious education. That there is some confusionof purpose among educationalradio licensees cannot be gainsaid.Many stations, as will beexplained later, are left almost entirely without supervision once abudget appropriation is made.Many have not given sufficientthought to how to performtheir function most effectively and merely assume they aredischarging their responsibilitiesby broadcasting so-called cultural material.On the other hand, a growingnumber of licensees believe their stations shouldhave a broad communityfunction.This most often means extending the resourcesof their academic institutioninto the value such community.It is also coming to meanproviding other services of as news,weather, agricultural informationand social problemsdirectly affecting the community. Hours of Broadcast Not only does educationalradio provide diverse fare,but it also provides long hours of service. Here arehours of operation, as shownby the questionnaire responses:

Weekdays: 72 stations nine to sixteen hours 42 stations six up to ninehours 9 stations three up to sixhours

Saturdays: 59 stations nine to sixteenhours

Sundays: 51 stations nine to sixteenhours A large number of stations,mostly in-school, do not broadcast on weekends, and many are silenteither one day or the other.Educational radio generally broadcastsfrom 12 noon to 12 midnight.Its service is weakest in the 6 to 9 a. m.early morning hours.

Budgets The scope and limits ofeducational radio today areclearly indicated by the range of operating budgetsavailable to the medium. AsTable 1shows, almost 50% of the stations operate onbudgets of less than $20, 000 a year. More than half, or 54%,have budgets under$25,000.Approximately one- third must exist on less than$10, 000 per year.Only about one-seventh of I-5 Educational Radio in the United States TABLE 1 PRESENT TOTAL OPERATING BUDGET University1College/ Public School/ Library Licensee s2 Other Watts3 10 Other s All TOTAL reportedThoseRespondent respondents on their Stations present who 73No. 100%4 % 26No. 100%4 % No. 5 100%4 % 28No. 100%4 % No.76 100%4 % 104 No. 100%4 % total$1,000 operating and under budget: 11 1 15% 1% 41 14% 4% _ _ 10 2 36% 7% 5 1=11 7% 15 2 14% 2% Over$1,000-5,000 $10,000-15,000$5,000-10,000 14 4 19% 5% 3 12% - OM dmil 10 2 36% 7% 27 3%9% 17 4 16% 4% 7 10% 3 12% 1 20% 2 7% 9 12% 11 10% Over $15,000-20,000 1=11 OM OverOver $25,000-30,000 $20,000-25,000 42 5%3% 31 12% 4% 2 __ 7% 1 7 9% 1% 37 7%3% 4Z31 Includes100% stationsrepresentsstate-ownedprivate non-profitbetween the facilities number 11-19 organizations, of watts respondents religious in each institutions, category 'foundations 1-6 C:= ;".15'''"'IWZZZajW"IA:"4''f191. erk,77,C1` PRESENTEducational TOTAL Radio in the OPERATING BUDGET United States (Continued) TABLE la University1College/ % Public School/ Library % Licensee No.Other % s2 No. Watts3 10 % No.Other s All % TOTALNo. % Respondent Stations 73No.3 100%4 No.26 2 100%4 8% 5 100%4 28 100%4 _ 576 100%4 104 5 100%4 5% OverOve $30,000-35,000r $35,000-50,000 10 14% 4% 3 12% IMP 13 17% 13 12% Over $50,000-100,000 55 7%7% 4 14% ,1 20% 9 6 11% 8% 96 6%9% Over $100,000-150,000 .11=1 MO AIM Over $150,000-200,000 4 5%3% 11 4%4% 21 20%40% 56 7%8% 56 5%6% Over $300,000-600,000$200,000-300,000 IM. 1 I .1 4=1 NM MO 1 Over $600,000 Includes state-owned facilities 1 organizations, religious 1% institutions, foundations 1 1% 1% 43Question 51: Operating budget Includes100% stationsprivate represents non-profitbetween the number 11-19 watts of respondents in each 1-7 category all the stations answeringthe budget questionenjoyed budgets of over $100, 000. A small numberhave budgets of over$200, 000, and only one over $290,000. size and It is hardly surprisingto find a directconnection between budget programming. True, a number of small the quality and extent of station and stations can demonstrateimpressive records ofperformance, but by respected stations arethose in the higherbudget large, the most widely This ranks, which havethe greater manpowerand financial resources. shows quite strikinglyin analysis of stationservices. Note that the percentageof stations withbudgets of over $100,000 is highest in the category ofstations which have noschool ties, those inthe Private/Foundation/Church group,of which there were sevenin the responding of professional group.This group also tends tohave the highest percentage staffing. The budget levelaffects total stationperformance; that is, the higher- budget stations notonly excel in quality and scopeof performance, they in all aspects ofoperation. One canhardly also tend to be superior which expect more thanthe minimum abilityto stay on theair from a station reports a total annualoperating budget of$760!

Staffing As might be expected,the educational radiomedium is beset with budgetary limitations, manpowerproblems. These arisefrom the obvious incentives, and thepowerful attraction tothe the lack of salary and career medium almost two young oftelevision, which hasovershadowed the aural decades. Table 2 reveals that anoverwhelming percentageof the stations, over staffed, according tothe managers' reports.This is 75%, are not adequately of four of the true of all categoriesof station surveyed.More than three out stated and cited specificfunctions. Almost two- respOndents definitely so in thirds of the stationsreport that their programstaff members serve other station functions.Among university/collegeand school district stations, over 60% reportthat their programpeople must serve in non- clerical functions aswell.This is in contrast programming, routine, that over to the sevenstations in the non-schoolcategory, which report staffs are not requiredto serve in othercapacities. 70% of their program their Of the 75% of thestations which indicated"inadequate staffing" on questionnaires, the vastmajority reportedhaving to use from fourto reveals the incomelimits over tenpart-time employees.The Salary Table 3 which make it difficult toattract talentedpeople. not appear to be manymanagers who functionfull-time in Moreover, there do they combine station operation.Most often, in theschool-connected stations, 1-8 Educational Radio in the United States TABLE 2 ARE THERE FUNCTIONS AT STATION (EXCLUDING ENGINEERS) NOT ADEQUATELY 10 STAFFED? All Respondent Stations University1College/98No. 100%4 % Public School/ LibrauNo.30 100%4 % Licensees2 No.Other7 100%4 No.30 Watts3 100%4 % 105 No.Other s 100%4 % 135TOTALNo. 100%4 % YES: There are func- nottionsstaffed adequately which are 77 79% 20 67% 7 100% 14 47% 90 86% 104 77% NO:NO ANSWER Functionsadequatelystaffed are 19 2 19% 2% 73 23%10% 14 2 47% 6% 12 3 11% 3% 26 5 19% 4% 21 Includes privatestate-owned non-profit facilities organizations, religious institutions,. foundations 43Question 71: Are there functions at yourIncludes100% station representsstations between the number 11-19 of watts respondents in each category(excluding engineers) which are not adequately1-9 staffed? Educational Radio in the United States TABLE 2a DO ANY OF PROGRAM STAFF SERVE IN OTHER STATION FUNCTIONS? 10 University1College/98No. 100%4 % Public School/ LibraryNo.30 100%4 % Licensees2 No.Other7 100%4 % No.30 Watts3 100%4 % 105 No.Other s All 100%4 % 135TOTALNo. 100%4 % YES:Respondent Program Stations staff do serve in other 62 63% 18 60% 2 29% 18 60% 64 61% 82 61% NO: Programstationstationserves functions infunction staff no other 36 37% 12 40% 5 71% 12 40% 41 39% 53 39% 243Question1 70: Do any of your programIncludesIncludes100% state-owned representsstationsprivate non-profitbetween the facilities number 11-19 of watts respondents organizations, religious institutions, foundations staff serve in any other station function? in each category PRESENTEducational TOTAL Radio SALARY in the UnitedBUDGETS States TABLE 3 University1College/ Public School/ Library Licensee sa Other % Watts3 10 Others All % TOTAL . % ThosereportedRespondent respondents on their Stations whopresent 72No. 100%4 % 22No. 100%4 % No. 7 100%4 No.25 100%4 % 76No. 100%4 101 No 100%4 total salary budgets: 5 7% WM NM NM ONO 4 16% 1 1% 5 5% None - no salaries paid 4 6% 1 5 % ON. - _ 5 20% IM .6 Mb 5 5% Less than $1,000 MO IM IM Over $1,000-2,500 9 13% MI MI 1 5 % MP MI 4 16% 6 8% 10 10% Over $2,500-5,000 4 6% 3 MP _ 1 28 8% 25 3% 4 4% Over $5,000-10,000 11 9 13%15% 6 27%14% IM14% IM 2 32% 8% 15 20% 7% 1713 16%13% Over $20,000-35,000$10,000-20,000 10 14% 5 23% MD WO IM IM IM 15 20% 15 15% 4231 Includes100% stationsstate-ownedprivate represents non-profitbetween the facilities number 11-19 organizations, wattsof respondents religious in each institutions, category foundations PRESENTEducational TOTAL Radio SALARY in the United BUDGETS States (Continued) TABLE 3 a University1College/No. % Public School/ LibraryNo. % Licensees2 No.Other % No. Watts3 10 % No.Others All % TOTALNo. % Respondent Stations 726 100%4 8% 22 2 100%4 8% 1 7 100%4 14% 25 100%4 769 100%412% 101 9 100%4 9% Over $35,000-50,000 3 4% 2 8% 1 14% WO WO WO WO 6 7% 6 6% OverOver $50,000-75,000 $75,000-100,000 71 10% 1% ...... 4 ..... 58% ...... 11 1 14% 1% 11 1 11% 1% Over $100,000-150,000 1 1% 1 5% IMO 1 0110...... 2 3% 2 2% Over $200,000$150,000-200,000 2 2% 1 5% MO MN ...... 3 4% 3 3% 42Question31 51: Budget IncludesIncludes100% state-ownedprivate stationsrepresents non-profit between the facilities number 11-19 organizations, of watts respondents religious in each institutions, category foundations = = I- 12 H. L1 CZZI itid Nig station managementwith other functions,such as teaching,departmental administration, TV management,and so forth.

Disinterested SchoolAdministrations Management, staffingand budget limitations arein the final analysis school administrationattitudes toward thermdium. With directly related to radio the same few exceptions,institutions of highereducation do not accord do other interests, andthus fail to develop itfully degree of concern they definitely indicates as aneducational resource.This is shownin Table 4 which that most (100) of thelegal licensees of the135 educational radiostations minimally in the operationof the stations.Over two- surveyed participate in thirds of the licenseesof the stations studied werereported to be active supervision just once amonth or less.In the sevenFoundation/Private/ Church category, onthe other hand, thelegal licensee is reported as maintaining a dailysupervision of the stationsopg-r=ttioris. Dal" In matters ofprogramming, less thanone-third show a "Gr.st policy decisions.Close to one-half of thestations of participation in About surveyed indicated thatthe licensee participates"Very Little, " reported "Very Li'ctle"participation on 40% of the stations surveyed showing the equipment and policydecisions, with theSchool District group highest score for anycategory, approximatelytwo-thirds taking a"Great Deal" of interest.It is only on budgetpolicy decisions thatthe degree of licensee participationbecomes significant.Over two-thirds of the respondents reported a"Great Deal" of participation.This held true for all categories of station. Lack of Facilities of the stations arerevealed by the findsrecorded The physical needs did not have in Table 5. One-halfof the stationssurveyed reported they adequate news roomfacilities; over one-fourthreported having no news room at all.In other words,the great majority,68%, either do not have adequate news facilities ora news room.In the school districtcategory, close to 100%.Similarly, approximatelyone,-,half the percentage rises to musical of the respondentsreported they are notequipped with the basic instruments needed by astation, such as a grandpiano or an electric organ.

+Irv- 1-1,4 r; ear:. 1.1 Educational radio stationpromotion tends to beseverely limited or audiences which mightfind values in specificprograms, non-existent so that publicity often do not even knowwhen they are beingbroadcast. The standard vehicle is the programguide.Since these guides areusually mailed to listeners upon request,and often a smallnominal charge is paid,greater than average interst ispresumably involved.Yet these programguides

I-13 Educational Radio in the United States TABLE 4 DEGREE THAT LICENSE:E IS ACTIVE IN OPERATION OF THE STATION 10 Respondent Stations University].College/98No. 100%4 % Public School/ LibraryNo.30 100%4 % Licensees? No.Other7 100%4 % No.30 Watts3 100%4 % 105 Other s 100%4 135TOTALNo. 100%4 % DAILY 20 3 20% 3% 29 30% 7% 5 71% 91 30% 3% 25 4 24% 4% 34 5 25% 4% DON'TMONTHLYWEEKLY KNOW OR LESS 73 2 75% 2% 19 63% 2 29% 20 67% 74 2 70% 2% 94 2 70% 1% 423Question1 3: How active is the licenseeIncludes 100%in the stationsrepresentsstate-ownedprivateoperation non-profitbetween ofthe facilitiesyour number 11-19 station?organizations, of watts respondents religious in each institutions, category foundations (;] = I-14 = :)2,09,,14410. Educational Radio in the United States TABLE ADEQUACY OF NEWSROOM FACILITIES Other 10 All Respondent Stations University1College/98No. 100%4 % Public School/ LibraryNo.30 100%4 % Licensee sa No. 7 100%4 % No.30 Watts3 1.00%4 % 105 No.Other s 100%4 % 135TOTALNo. 1000 % NO:YES: Has adequate facilitieadequateDoes not s havefacilities 4239 40%43% 19 30% 3% 2b 29%71% 14 9 30%47% 4233 40%31% 4256 31%42% NO NEWSROOMANSWER 16 1 16% 1% 19 1 64% 3% ...... 25 17% 6% 30..... 29%__ 35 2 26% 1% 2 1 Includes state-owned facilities organizations, religious institutions, foundations 43 Question 77: Has your newsroomIncludes100% stationsprivate represents non-profitbetween the number 11-19 watts of respondents in eachadequate category facilities -- space, I-15 desks, typewriters, file capacity, etc. ? range from the fewwhich are beautifully printed and puttogether, to the many which are simplemimeographed sheets.Even then, except for the larger stations which usually charge forguides, many of the other actually prefer that they do not receive too manyrequests because of their limited funds.In some areas, partial programlistings are carried by newspapers which may also give important editorial spaceto specific program features and station projects.The cost of mass media advertisingmakes it obviously prohibitive for educational stations.Unfortunately, the full-time promotion person does notexist in educational radio; with veryfew exceptions, stations relegate the function to the part-timeattention of an inexperienced student. At a time when the mass mediabarrages the public with sight, soundand print to get his attention, educationalradio must rely on the listener's own genuine interest in its services.It is an understatement to saythe medium has some distance to go before it evenbegins to reach its potential audience with its story. Virtual Absence of Research Both the questionnaire and fieldinterviews reveal a profound weakness in the medium's knowledge of itsaudiences Table 6 shows that over50% of the stations conduct no audienceresearch of any kind, and only about one-third try to determine the size ofthe audience.Half the stations conduct no studies ofaudience composition, or programeffectiveness.If it is kept in mind that the School District stationsdominate the group of educational stations that do research, and theirlisteners are captive, the conclusionis inescapable that the majority of stationshave little awareness of the nature of their audience, the effectivenessof their programs or the numberof their listeners. There appear to be two reasons forthe lack of research.The first is a simple lack of conviction that audienceresearch is either necessary or important, given the cultural orientationof many stations.The second is budget. Research is expensive andstations are ill-equipped to conduct even minimal studies. For example,42% of the respondents asked to provide an estimate of thenumber of homes in their areas wereunable to do so. Nevertheless, some data is available,though limited; however, considering the rather inconclusive natureof even FM research in the commercial field, interpretations must atthe present period be regarded as speculative.There is no definitive researchtoday which gives the size of the national audience of eithereducational or commercial FM broadcasting, The best that can be saidis that in virtually everymarket in the leading 200 cities, as measuredby the commercial ratingservices, FM penetration reaches atleast a level of 40%, and it may rise,occasionally, as high as70%. I-16 DOESEducational LICENSEE Radio CONDUCT in the United RESEARCH States ON SIZE OF AUDIENCE? TABLE 6 University1College/No. % Public School/ LibraryNo. % Licensees2 No.Other % No. Watts3 10 % No.Other s All % TOTALNo. % Respondent Stations 98 100%4 30 100%4 1 7 100%4 3013 100%4 10537 100%435% 135 100%4 37% NOYES 5132 52%33% 1711 57%37% 6% 6 86%14% 11 5 43%37%17% 5710 54%10% 506815 51%11% NOTNO ANSWER NOW:PLANNINGTO DO SO 13 2 13% 2% 2 _ _ 1 3% 1 1% 2 1% 21 Includes state-owned facilities 1, religious institutions, foundations 43Question 36: Do you conduct studies Includeson100% stationsprivate represents non-profitbetween the number 11-19 organizations, wattsof respondents size of audience? in each category I-17 From the estimatessubmitted by the respondents,Trend Finders Inc which did the statisticalanalysis of the questionnaireresults for Land Associates, projects anational audience available toeducational FM stations of approximately70, 000, 000 people.

19 Station Studies Nineteen stationssubmitted research studieswith their questionnaires. They vary so intechnique and aim thatthey do not allow of readycomparisons. Nevertheless, there isenough agreement amongthem to permit some tentative observationsabout the nature andlistening behavior of theeducational FM audience:

1.Listening is greatest inthe evening hours,rising from seven to nine, and"peaking" at ten p.m.This reverses the patternof commercial radio,whose "prime time" isthe morning period, followed in importanceby "daytime. "

2.The audiences aregenerally above averagein education and income, and tend to beolder than the averageaudiences listening to the popularmusic-and-news stations.

3.Although the interest inother programmingkeeps growing, music remains thepreferred material:classical, semi-classical and lighter music,in that order.News, in particular, appearsto be one of other programtypes consideredessential by more and more listener s. that those stationswhich have made seriousefforts It may be no accident enjoy a greater to learn somethingof their audiencehave often found they have imagined.In one instance,uncovered by popularity then they may the audience leaderduring this study,the educationalstation emerged as a substantialportion of the day againstits commercialcompetition--KWSC, the Washington StateUniversity station inPullman. forced Not having access tocostly rating surveys,educational stations are traditional sources ofmail, telephone andpersonal contact with to rely on the analysis of the listener forevidences that they arereaching audiences. An results demonstratesbeyond question thateducational radio the questionnaire effectiveness, WHA is reaching asubstantial audiencewith considerable reports an annualreceipt of 7, 000 piecesof mail; Wisconsin, for example, stations report they WRVR New YorkCity, 25,000. Twentypercent of the receive over 2500 piecesof mail per year.

Educational RadioProgramming severest kind offinancial stress,America's educational In the face of the remarkable range of program radio stations managenevertheless to provide a I-18 services. Public Affairs Public affairs servicesby educational radio --designed to treat a wide range of public issuesin depth and withauthority -- have grown greatly during the lastseveral years. A principal reasonfor this expansion is the easewith which tape recordings can nowbe made of seminars, conferences andother educational forumstaking place with increasing frequency oncollege and university campuses.Such gatherings, often not designed forradio in their initial planning,often turn out to be exciting fare, and somestations broadcast severalsuch forums each week. The University ofMinnesota's KUOM presented250 public affairs programs in a single year, whileKSAC , Kansas,spent an entire year broadcasting a thorough treatmentof the poverty program. There seems to be increasingemphasis in the programmingof such stations on a variety ofdomestic problems, such aspoverty, minority groups, urbanaffairs and changingmorality.Government issues,educational controversies and internationalaffairs also receiveconsiderable attention. Educational stations attemptto deal with socialproblems ranging from narcotics and neurosis tocriminal law and teen-agemarriage.In dealing with minority groupdifficulties, efforts are made toexplore the problems of oft-neglected groups, such asthe American Indian andthe urban ethnic minorities. In the internationalrealm, educational radiostations have treated the and thedraft, Southeast Asiaand Mainland China,international trade and the worldpopulation problem.Outstanding educators andpublic servants are oftenable to extend theirviews on crucial issues towide new audiences through thismedium. On the operationalside,it should be notedthat a large number of distinguished outside organizationsof various kinds areregular suppliers of programming to educationalradio stations.

Community Affairs Providing culturalenrichment to the communityhas long been a key objective of educationalradio, but, more recently, a newdynamism has emerged -- a striving tobecome more thoroughlyinvolved as a local force, focusing on daily concernsand providing localinformation and serving as a lively platformfor the airing of localissues.Often, the educational station providesthe citizen with a vitallink to his government on severallevels; many such stations serveas the onlybroadcast outlet I-19 for such public bodies asState legislatures, CityCouncils and Boards of Education -- as well as forreports from Senatorsand Congressmen to their constituents. Much more remains to bedone by educational radioin the field of community affairs.The minimum budgets underwhich some stations operate often force them toconcentrate on college-oriented programs, since they cannot afford tobe on the air for enoughhours each day to provide the kind of communityservice they would like toprovide. By the same token,the stations are not usuallyin a financial position toprovide minority groups the kinds ofassistance they would require to useeducational radio as a voic'e to helpthem in their aspirations.The use of educational radio, on the other hand, by agreat variety of local,regional and national organizations is limited only bytheir ability to produce suitablematerial for broadcasting.However, the medium'spotential as a true channel of community communicationhas yet to be fully realized. Special Audiences The special needs of the aged,the blind, the infirm, veterans,the socially disadvantaged, parentsof handicapped childrenand other such groups arebeginning to be of concern toeducational radio.The medium is beginning to fill a gap inthe rm, ;s media, byproviding in some instancesthe only existing communicationsservice in this field. Adramatic example is found at the Louisville FreePublic Library stations,WFPK and WFPL, which provide, from their extensivetape library, recordingsfor the Kentucy School for the Blind. A blindprofessor at the schoolreceived a masters degree in Literature with thehelp of the WFPK-WFPLrecordings. Many educational broadcasters feel that anultimate breakthrough in this areacould occur through the wide-scale useof sub-channel multiplexing.

News The unique role of educationalradio in broadcasting the newslies in providing the depth treatment,analysis and interpretation,which simply do not fit into the conventionalcapsulized treatments of the newsgenerally available on commercial stations.This includes feature tr eatmentof such special areas as religion,health, the arts and business --traditionally thought of as more the provinceof the printed media.News for non-English speaking listeners and newsfor children are othernotable areas of service. In , RalphMcGill, editor of the AtlantaConstitution, presents a children's news program.In 1965, educational radioachieved something of a landmark with thefirst live internationalconnection of educational stations for broadcast of theWest German NationalElections.Seventy stations participated in thebroadcast.

1-20 General Education in a A constant streamof information and newknowledge for adults from politics andeconomics to scientific great variety of areas -- radio. developments and Classicalhistory is conventionalfare for educational include lectures,speeches, roundtables,interviews Formats vary, and and women and documentaries.Special programs areplanned for children particular educationalinterest, even includingthe and for those with a for acquisition of a newlanguage. The programsinclude credit courses students in manyfields. A number ofstations also producesupplementary written materials insuch cases, such asmanuals and studyguides.

In-School for elementaryarid secondary schoolstudents are, In-school broadcasts that by definition, aservice unique toeducational radio.It is estimated five to ten millionchildren.In the state ofWisconsin this service reaches 770, 000 school alone, the StateEducational Networkreached an estimated children in 1965. the audienceswhich they should andcould, in some Stations do not reach of the schools from cases,because budgetarylimitations have kept many communications systemsto receivein-school broadcasts. installing adequate instructed in When the technologyexists, teachers areoften not properly how to use theeducational serivce. In-school radio islargely an enrichmentservice.It is relatively inexpensive to produce,and often moreeasily absorbed thanother media It should beremembered, in thisconnection, that while by small children. instructional resource, television is often anexcellent -- evenindispensible -- technical problemsinvolved in mahy cases arenot the extra costs and with the added justified when the samejob can be donewith radio -- often benefits of heightenedawarenessand imagination.Music and literature are obviousexamples. television wasintroduced, there was In New York City,when instructional five years a decreasein the number ofclasses usingin-school radio. Now, surged back. Some22, 000 classes--morethan the number later, radio has radio. using instructionaltelevision--currentlylisten to in-school drama are betterdone on radio thantelevision, " "Music, news, and for the New observes Mrs. CecilSuffern, AssistantDirector of Broadcasting and head ofprogramming for bothWNYE and York City Boardof Education, cost of television, WNYE-TV. "Notonly do we have toconsider the additional the instruction we aretrying to give." but TV does notadd a great deal to i , 1-21 Often, both media can be used to supplement one another.Teacher training and enrichment is another area in which many stationsprovide a needed service. In-school broadcasting has great potential, but the nationalpicture is mixed -- ranging from very creative use to neglect.The support which is needed here is not only financial; but mobilizing of other resourcesto bring about the more complete integration of the medium intothe local educational system is necessary. Agriculture The United States Department of Agriculture reportsthat of 800, 000 broad- casts of its material in 1965, aboutone-half were carried by educational stations. Many such stations serve primarily rural areas,and some which are owned by the land-grantcolleges and universities provide the most outstanding service in this field. Educational radio provides farmers with agricultural news,reports from their representatives in Washington, marketinginformation, crop improveMent advice, and short courses to keep them abreastof developments in the agricultural sciences. A survey of programofferings in this field clearly indicates that educational radio provides thenation's farmers with much material which would simply not otherwise beavailable to them. Cultural Enrichment Although, as other sections of this report clearly show,educational stations are far more than "classical juke boxes," they often do provide the only source of fine music broadcasts in theirlistening areas.Often, they also are the only outlet for serious contemporarymusic, and other forms such as the full range of the opera repertoire,chamber music, and uniquely American compositions.It should be emphasized, however, that the strength of educat ional radio in the culturalfield does not rest solely on its musical programming, but rather on itsability to blend other forms of the fine arts. , for example, is thought by many to be alost art, but many educational radio listeners would disagree. Dramaproduction is being done regularly for radio by individual local stations, whichlean heavily upon the acting and writing resources available to them on their campusesand also provide an outlet for such shows as the "BBC WorldTheatre." Poetry, children's literature, readings by artists of their ownworks, philosophy and even satire, are a part of educationalradio fare.This is genuine culture -- and reachable culture, for children inurban ghettos, serious students, Indians on reservations, invalids andisolate farmers.

1-22

_ The NationalEducational Radio Network(NERN) The NationalEducational Radio Networkis neither an interconnected network nor one whichdoes any centralizedproduction of network programs. Instead, NERN is anational organizationof educational radiostations served through the distributionof tape recorded programsby network headquarters Programs are duplicatedthere on high-speedequipment in Urbana, Illinois. It has and distributedthrough the mails to morethan 150 NERNaffiliates. operation (through thepayment of fees byaffiliates) been a self-supporting will for the last 11 ofits 16 years.In 1967, it is estimatedthat the Network distribute some 35,400hours of educationalradio programmingthroughout the United States -- on abudget of less than$60, 000. information, NERN programsfall into the followingcategories: current physical sciences, artsand literature, socialsciences, mental andphysical health, music, andchildren's programs.In-school offerings arealso provided. By and large,such programs areproduced by individualnetwork affiliates, but many comefrom other sources. Educational radio dreamsof a live, interconnectednetwork, a national production center, and agreatly expandedcentralized news andpublic In March, 1967the Network took afirst modest step in affairs service. Bureau this direction throughthe establishment ofthe NER Public Affairs in Washirgton. The presentview in the field isthat a satisfactorynetwork service could besustained at an expenditureof only one-tenthof what would be required fortelevision. educational stationsinclude the Broadcasting Other networks serving from Foundation of America,which distributesprogramming services stations; the EasternEducational Radio Network -- abroad to American cooperate in the eight Eastern stationswhich exchange taped programs, production of shows andinterconnect live for somebroadcasting (which Intercollegiate Broadcasting has not provenfeasible on a regularbasis); and the System, which servesmainly carrier-current(closed circuit) campus operations with about fourand 3/4 hours ofmaterial per week. Non-Broadcast Services A present area ofneglected opportunityfor education radiois the utilization of its resourcesfor the furnishingof non-broadcastmaterials. personnel As might be guessed,these services havelagged because of and financial limitations.Some work in thisfield has been attempted. Stations are reaching outto provide suchservices for physicians, nurses, audio tutoriallaboratories, and educationalinstitutions in developing areas. Tapes of educationalradio programshave a wide varietyof applications in such areas as communityorganizations, whichmight use them as resources tostimulate discussion.Even without adequatepromotional OUTSIDEEducational SOURCES Radio OF in thePROGRAMMING United States TABLE University'College/No. % Public School/ LibraryNo. Licensee sa No.Other No. Watts 3 10 % No.Other s All % TOTALNo. % reportedThosesourcesRespondent respondents onof programming:their Stations outside who 85 cm4 28 100%4 5 100%4 26 100%4 92 100%4 118 IMPINII41.11411140111Y11100%4 National Educational Radio 3765 44%76% 24 2 86% 7% 51 100% 20% 17 5 65%19% 4073 44%79% 4590 38%76% CBCBFABBC 4147 48%55% 11 4 39%14% 4 1 80%ZO% 5 27%19% 5244 49%57% 4959 41%50% AllCornmercial Others Networks and Stations 6213 73%15% 17 4 61%14% Z1 40%20% 14 3 54%12% 6715 73%16% 8118 69%15% Question431 66: Roughly how many hours Includes100% stationsstate-ownedprivate represents non-profitbetween the facilities number 11-19 organizations, wattsof respondents religious in each institutions, category foundations of programming did you schedule in that same year from outside . 4 1-23a 44 am) %) 17140,10-/C3 C11 C._ OUTSIDEEducational SOURCES Radio inOF the PROGRAMMING United States (Continued) TABLE 7a University1College/ Public School/ Library Licensee s2 Other % Watts07 10 30 Other s All % TOTAL % TotalRespondent number ofStations hours of programming No.85 100%4 % supplied byWIN. usingNo.28 1000 % No. 5 1000 26 100%4 No.92 100%4 118No. 100%4 Total number of hours of programming Nationaloutsideall other Educationalsources: outside sources Radio to combined: stations supplied by 23, 68917, 122hours hours = 2 1 Includes state-owned facilities organizations, religious institutions, foundations 43Question 66: Roughly how many hoursIncludes100% representsstationsprivate non-profitbetween the number 11-19 of watts respondents of programming di d you schedule in that same year in each category I-23b from outside sources? activities, the NER Network andindividual educational stations doreceive a number ofsuch requests for taped copies of many programs. ININNIac Professi^rPi rrva-m-rmpirntions Educational radio was born inprofessional communicationsthe transmission of vital, up-to-the-minute,information for specialized audiences, limited in size, butunlimited in their "need to know." The first regular educational radioservice before 1920, was the broadcast of crop and weatherinformation for the benefit of that limitednumber of farmers who owned crystal sets.Specialized service to small groups with important informational needs is acontinuing, and growing, contribution made by educational radio. 14= The continuing education ofdoctors, a problem of increasing social importance in an era in whichmedical knowledge and medical needs are expanding at an exponential rate,provides one of the most dramaticillustrations of the use of radio in professionalcommunications.The Albany Medical College of Union Universityhas been conducting two-way radiocommunications for postgraduate medical educationsince 1955. Other medicalschools, and other educational stations in theNortheast followed; and similar projects, inspired by Albany's success havebeen operating in ,in , in Utah, and in . In Ohio, additional programs areunderway to serve the needs of specialists in veterinary medicine,and co p-ovici,-, tat&elezaz-;:itary and secondary school teachersand administrators with the most recent available information in the field ofeducation. The ripples which have spreadfrom Albany Medical College'ssuccessful regional use of two-way professionalcommunications have crossed, not only state lines and academicboundaries, but oceans, as well.In 1965, a medical conference which originated at theWAMC-FM studios in Albany was trans- mitted by land-lines and trans-Pacificcable to allow two-wayparticipation by doctors in , .Having reached half-way aroundthe world with professional communications,educational radio has only served to dramatize what yet remains to beaccomplished. Service to Commercial Stations Educational radio's audience and itsimpact cannot be measured by merely adding the audiences of all educationalradio stations.One reason is to be found in the little known story ofclose cooperation between educationaland commercial broadcasters.

0 _ 4. - an 01_ atm finne ermnilrnroar amming 1 agile .1.11u.st-a.uv uss.a.L..d z/u %.0 A. tJ.1%.,educational 1- 0- to the commercial radiostations. 1-24

_ Educational Radio in the United States TABLE 8 DOES LICENSEE SUPPLY PROGRAMMING MATERIAL TO COMMERCIAL STAT IONS? 10 All University1College/98No. 100%4 % Public School/ LibraryNo.30 100%4 % Licenseesa No.Other 7 100%4 No.30 Watts3 100%4 % 105 No.Other s 100%4 % 135TOTALNo. 100%4 % RespondentYES: We Stationssupply program- mingstations to commercial 61 63% 13 43% 5 71% 16 53% 63 60% 79 59% NO: We do not supply programmingcommercial to 20 20% 11 37% 8 27% 23 22% 31 23% No Answer: Did not re- didportstations not if they did or 17 17% 6 20% 2 29% 6 20% 19 18% 25 18% 231 Includes state-ownedprivate non-profit organizations, facilities religious institutions, foundations 4 uestion 64: Does Includes100% stations represents the licensee supply betweenprogramming 11-19 watts number of respondents in each categorymaterial to commercial 1-25 stations? The range and influence of educationalradio has been extended in some cases to a degree never beforedocumented. Examples: WUOM programmingfrom the University of Michigan is used by111 of the state's 118 commercialsta- tions KSAC's K-State Network, the stations's tapedistribution service, reaches 95% of all Kansas homes viacommercial stations. Some educational stations produce public serviceprogramming "on order" to meet thespecific requirements of one or more commercialbroadcasters. New Frontiers for EducationalRadio School stationsare hoping toexpand their services beyond thelimits of the conventional classroom and the commoncurriculum. WBOE , for example, would use radio tobring young people the professionalinsights of physicians and psychiatristsinto problems of alchoholism anddrug addic- tion, to tape the knowledge oflocal executives in helping school-agecitizens make realistic vocational plans, to gobehind the scenes at the famousCleve- land Playhouse for the SpringShakespeare Festival. WIAN ,would create a "Want Ad Job Centerof the Air;" WFBE, Flint, Michigan,would add courses for adults toits present schedule of in-schoolbroadcasts. "Forgotten Audiences" To the demonstrated successof educational radio as a means ofprofes- sional communication, would beadded specialized programming for andabout the forgotten audiences in our affluentsociety: KUOW, , will soon begin programming from the Universityof Washington's Mental Retardation Center, and will serve the elderlywith programs from the MedicalSchool's Division of Geriatrics. KSAC,Manhattan, Kansas is hoping to begin aseries on the rehabilitationof the young criminal."Enrichment Through Radio" is the name, and goal, of aElementary and Secondary EducationAct project at WAMU, Washington,designed to teach the culturally andeconomically under-advantaged. The Palm BeachCounty School System would givethe Spanish-speaking, migrant workerfamilies of southern Florida their own radio station.School programs, conversationalEnglish and Spanish, infor- mation on baby care, workavailability, local and world news,and notices of rummage sales, wouldall be included in the schedule. In St. Louis, a localcommercial station, KATZ, has takenthe leadership in the formation of the St. LouisEducational Assistance Fund whichis an ap- plicant for an educational FMfrequency. The new station wouldhope to "touch the inner springs of understandingof the Negro pupil, " followinghim from classroom to home, standingat his shoulder, and providinghelp he might not otherwise get. A "HomeworkClinic" could provide for thosewho

I-Z6 might otherwise becomedrop-outs the same sort ofimmediate and vital help which doctors now get viaWAMC's two-way radio seminars.

Multiplexing As the identificationof multiple audiences grows,and their need for ad- ditional channels ofcommunication become morevital, services must be ex- panded geographically to areasnot now reached, and newservices provided in increasing numberto the many audienceswithin range of each existing sta- tion.In some cities, thebroadcast spectrum is alreadycrowded to capacity, and nowhere are there morethan twenty-four hours inthe day.Solution to the enigma is to be foundin multiplexing, atechnical minor miraclewhich permits one or moreadditional signals to ride"piggy-back" on the mainchan- nel transmission of anFM station.The potential of turning a singlestation into a of two,three, or more simultaneousservice offers a multi- tude of opportunities. No list could encompassall of the possible uses forspecial service en- visioned by educationalradio broadcasters. Amongthose mentioned by sta- tion managers are: servicesto the parents of retardedchildren; to operators of cattle feed lots; forthe continuing educationof lawyers; to providelanguage drill materials; to reachprison inmates and hospitalpatients; to provide tele- type and facsimiletransmission of graphic materialsto farmers; to provide a completegraduate curriculum leading tothe masters degree inengineering. WAMC, pioneer in the continuingeducation of doctors via radio,would use multiplex transmission toextend such services to nofewer than forty-three allied health field s . But multiplexing provides no easyanswers to theproblems of today and tomorrow. Programstransmitted on sub-channels cannotbe received on conventional sets.Special receivers cost tentimes as much as thelowest cost AM-FM receiver;educational broadcasters canhardly be expected to absorb the costs ofreceiving, as well astransmitting, equipment. Educational CommunicationsSystems Multiplexing offers, not onlythe possiblity of additionalaural channels, but a means of moving manyother forms of electronicinformation. Sub- channels can transmit data tocomputers, teletypeprint-out, hard copy re- production of charts,graphs, and schematic diagrams,and even slow-scan television.The yet-to-be-recognizedfact is that radio is no longerlimited to the transitory andthe invisible.The educational radiobroadcaster is more and morecoming to recognizethat he is a communicator,and an im- portant participant inthe emerging world of"educational systems" -- a world in which the linesbetween television and radio,programmed instruc- tion and computers,technology and textbooks, arebecoming blurred,and I-27 the task, rather than thetechnique, dictates in what combinationsthe growing number of available resources shall beemployed.

State-Wide Networks Plans for state-wide educational radionetworks are moving ahead.In Florida, radio stations at26 junior colleges would provide live interconnection and state-wide coverage. In Kansas,the four existing educational radio sta- tions would be supplemented bythree more strategically located to bring educational radio toall Kansans. An allocations study is underway in to determine the paramatersfor the establishment of a state net- work. , , Michigan, , NewYork, Ohio, , Penn- sylvania, , South Dakota,, Washington, and Mis- s ouri are other statesin which plans for full-coverage radionetworks are in various stages of development. To some degree, educational radio mustcredit the existence of ETV for the progress being made toward therealization of a 40-year old dream. More accurately, the credit is due to the emerging conceptof educational telecom- munications systems.In New York, and elsewhere, the developmentof plans for a state ETV network have provided newopportunities for radio. A net- work for any single medium can bethe substructure upon which multi-media capacity can be constructed for maximalservice and flexibility and at mini- mal cost. General Observations and Recommendations Before educational radio can be properly developed as anational resource, there must be clear recognition of theprimitive level on which so many parts of the field must operate. When the mostimportant immediate need is an office typewriter -- an actual case --talk of new horizons of radio service must appear visionary at best.In sum, the starting point of anynational building plan must be the stark truth:educational radio, for the most part, is underfinanced, understaffed, underequipped,imderpromoted and underresearch- ed.That its program service is neverthelessexemplary, should not be allow- ed to obscure its true predicament.

1.The need for financing is self-evident, somuch so, indeed, that to dwell on it at length would mean merely toelaborate the obvious.If this study has made anything clear, it is that basicfinancing is the key need; financing for facilities, equipment, personnel,training, programming and production. Financial assistance is also needed forin-school radio. These stations, now

I-28 during the on part-time,could provide service atnights, on week-ends and summer months;they could become, inthe fullest sense of thephrase, true community stations. There is a profoundlack of knowledge ineducational radio aboutit- Z. necessary to s elf whichonly research canfill.Major research studies are develop information onaudience composition andsize, and communityand special audience needs.The total job that needs tobe done in educational broadcasting is so hugethat more broad researchis needed to developde- tailed proposals to copewith the great inadequaciesin budget, personnel, facilities and equipmentrevealed in the presentstudy. At least abeginning audience research, prior toprogramming, so that it is needed to develop research after the can beintegrated into these services,and to do effective program isheard to supply the necessaryfeedback information soessential to the properfunctioning of a dynamiccommunications medium. increased understanding onthe part of educators 3.There is a need for part of the resources attheir command, of thevalue of educational radio as of an integrated systemof educational technology; toooften the failure of edu- cational radio is inreality only the failure ofeducational authorities toutil- ize the mediumeffectively. As a beginning,they must learn todistinguish those subjects besttaught on television, as well asthose taught as well or more easilyand economically.The cost per pupil is atleast two-and-a- half times as high ontelevision as on radio.

4.If the full potential ofmultiplexing is ever to berealized, a massive attack upon the high costof receiving equipment mustbe successfully waged. A partnership betweengovernment, industry andeducation is indicated which looks to large-scalesocial projects requiring a.large volume of re- ceiver production in order tostimulate design andmanufacture of low-cost receivers. A pilot project,conducted under the aegisof the Department of Health, Education andWelfare, might well beundertaken to test the value of multiplexing in anurban environment. to devel- 5.The Federal CommunicationsCommission's current efforts op a Tableof Allocations forEducational FM should bepushed to a success- ful conclusion. Such aTable is essential tothe assurance of adequate na- tional coverage and thedevelopment of state-widenetworks.

6.Educational radio's ambitionstoward national andinternational cover- be encouraged andsupported. Given commercialradio's unmistak- age should stake able, and perhapsirreversible, local trend,there is a decided national in building educationalradio as a majorinstrument of national andinterna- tional communications.The NER Public AffairsBureau and the NER Network

I-29 /- could well serve as the starting point.Radio, moreover, should be included in all plans for satellite communication. Because of the relatively low cost of such radio operation, the early stages could be financed through modest foundation grants until some form of permanent financing emerges through the national discussion on the future pattern of educational broadcasting now under way.

! EDUCATIONAL RADIOPROGRAMMING

This section describesthe many ways by whichthe medium serves itsvaried publics.It covers:

Public Affairs Community Affairs Service to SpecialAudiences

News General Education In-School Instruction Agriculture Cultural Enrichment PUBLIC AFFAIRS

Educational radio's public affairs services have three distinctcharac- teristics:(1) They cover the widest range of domestic and international is- sues;(2) They usually furnish the subjects they treat all thedimension and depth needed;(3) They feature a notable list of authorities and experts to disseminate information. In the past several years the volume of such programminghas increas- ed. The increase is not entirely due to the productionof more public affairs material in broadcasting studios.Rather, it has come because of the use of tape to record gatherings of experts inthe growing number of colloquiums, seminars and conferences which now take place on college campuses.In addition, where some stations -- those at very small colleges,with low bud- gets -- have not been able to do this, publicaffairs-minded groups have often recorded similar material and made it availablefor broadcast. As a natural part of the educational process, a university inthe course of a year will present a great many forums, discussions, anddebates. Many of these find their way on to educational radio virtuallyunchanged. A mini- mum of one such forum is heard onvirtually every educational station every two weeks, and many carry several each week.During a single year, for example, KUOM presented some 250 such publicaffairs pro- grams. Some might argue that, if anything, the educational station may some- times treat public-affairs topics too intensively rather than toosuperficially. One subject can be discussed over a period of eight or ten hours.The usual amount of broadcast time given over to a topic is one hour.Formats vary: debates, lectures, forums, reports, panels, roundtables, discussions, speeches, documentaries, even dramas. Because of financial limitations, documentaries and dramas are rare, but the large university stations usu- ally present a number of them during the year. Considering public affairs, it must be remembered,also means consid- ering general education.It is very difficult to split these two categories cleanly. Depending on the listener's knowledge,they generally shade over into each other. Problems in Focus In educational radio, the newest focus is upon suchdomestic problems as poverty, minorities,pollution, urban affairs, youth and student unrest,

II-2 is also the new morality,and various social ills andissues. Much time (state and federal) issuesrelated to newinterpretations devoted to government For- of laws, to new lawsthemselves, and to unsettlededucational questions. international issues --Vietnam, China, Russia,Communism, eign affairs and provide the grist peace and war,nuclear armament anddisarmament -- also for many publicaffairs programs. A year-long seriesabout poverty on KSACManhattan, Kansas during 1966 is but one illustrationof the potential ofeducational radio as a means to a little-knownproblem. The seriesbegan with a of alerting the public only in report which madeclear that Kansas had apoverty crisis different dimension from thoseof the large Easternstai:s.In a series ofinterviews, the station gave vitalfacts about the poor inKansas -- patterns ofliving, size of families,lack of male leadershipwithin unit,and housing. Professionals from theRiley County MedicalSociety also discussedthe high incidence of seriouspsychosis among the poor.At a meeting of theKansas Workshop on Low IncomeFamilies, interviews weretaped with suchofficials Larson, state welfaredirector, and Robert Harder,director of as Marvin special prob- the Topeka Office ofEconomic Opportunity.They detailed the lems of the welfare poor,the provisions of thewar-on-poverty programs, and Medicare. Theseinterviews made up thebulk of a documentary sentto 20 Kansas commercialstations for furtherbroadcasting. Minority Groups Emphasized KSAC also presentedspecial features onOperation Headstart,explain- ing its programs ofteacher-training, operation of nurseryschools, parti- cipation of parents, thework of communityvolunteers, and a reviewof prog- ress at theclose of summer. Time wasalso devoted to theNeighborhood Youth Corps and itswork-study program, theKansas TechnicalAssistance Program and its potentialfor local communities,and VISTA. The poor were alsoinstructed as to vocationaleducation available tothem. but Not only was muchattention given to the Negroesand the Mexicans, the special plight of theolder members of theKansas population washigh- lighted.Their low income, housing,isolation, apathy towardsfood-and dress were explainedby specialists in familyand child development,family economists, nutritionists,and other staff members atKansas State Univ- ersity. "Meals onWheels, " to feed theelderly, was discussed as anidea for the State. Students who worked inconjunction with Quaker groupsin Kansas City were interviewedto talk about theirexperiences in aidingpoverty-stricken members of specific ethnic groups,and their recreational andsocial work with them. The many programsalso tried to introduce theculture of the low-income citizen to themiddle and upper-class audienceswho listen to the station. 11-3 Plethora of Programs Many other educational stations have, of course,done programs about the poor. Ben Seligman, the director ofLabor Relations at the University of , lectured on "Poverty Is aPublic Issue, " and did several other programs on the subject on WFCRAmherst, Massachusetts. WILL Urbana, Illinois presented two programs onOperation Headstart and the poverty program in general, as well as one onequal opportunities. KCUR Kansas City, broadcast the proceedings of aConference on Equal Housing. The "Grits and Gripes" sessions of theSan Francisco Opportunity Council furnished material for a 60-minute broadcastby the Pacifica stations called "The Voices of Poverty." There is a special relationship between theproblems of the poor, their status as minorities and their lives inurban surroundings. Educational radio has taken note of this with many programsabout urban affairs and mi- norities. WBFO Buffalo featured a discussion ofmental health issues in large city complexes, as well as one about civilrights and the metropolis. WAMU Washington broadcast the proceedingsof a Conference on Our People and Their Cities which focused on housing, workenvironment, transporta- tion and leisure. Among the speakers were VicePresident Hubert Humphrey, Mayor John V. Lindsay of New York City, JohnKenneth Galbraith and Philip H. Hoff, governor of . Another recentidea to improve the lot of the indigent was covered by WSIU Carbondale, Illinois,when it took up the question of minimum income. But minorities have also been covered from anotherspecial vantage point by educational radio. WRVR New York graphicallypainted a portrait of racial conflict in "Birmingham: A Testament ofNon-Violence, " an award- winning documentary entitied "We Shall Overcome, " TheRed, White and Blue...and the Black and the White, " and several other programs.From the University Convocation at Buffalo, WBFO created a programthat receiv- ed wide circulation on many educational radiostations: "Discriminating About Discrimination" featv.red James Farmer,then the head of CORE. The same station presented aseries of panel discussions titled "To Be A Negro," which considered not only problems created by the prejudiceof the Whites but those peculiar to the Negro community itself. A newforce on the Amer- ican scene, "Black Power, " has been the subject of many programsby edu- cational stations. And WAMU Washington, D. C., broadcastwhat was a ma- jor event for Negroes, the proceedings of "TheWhite House Conference to Fulfill These Rights." A different approach was taken to the samegeneral subject by WUOM Ann Arbor in its "New Sounds From TheSouth, " a series of interviews with Negroes and Whites.

11-4 The Many Minorities But Negroes were notthe only minorities givenattention by educational broadcasting. WRVR NewYork took a non-sensationallook at "The Homo- sexual, A New Minority"in a series of ten programs.The Pacifica stations interviewed officials oftheir organization, theMattachine Society.WDET did a seriesabout six importantethnic groups in its city:Poles, Germans, Italians,Hungarians, Croatians andArmenians. KUAC, Fair- banks, Alaska, broadcastdiscussions of native problemsand of land claims. WBFO Buffalo, in"Nation Within A Nation"delved into the Iroquoispast, explained the Indians'religion and their view ofWhite society. Probably one of the mostambitious attempts to dealwith this neglected minority, the Indian, wasin a 13-week seriesproduced by KUSD Vermillion, S.D. This series,"Ruffled Feathers, "considered in great detailthe pro- blems created by thereservation system forthe Dakota Sioux, a system which isolatee them fromthe society aroundthem. Included are taped con- versations with Indiansthemselves, some of whom are soold they speak only Sioux.The program wasproduced in cooperationwith the Institute for Indian Studies atthe University of SouthDakota, which owns thestation. The production cost$3,500, a large sum for aneducational radio station to spend, and the programcould not have been madewithout a special grant. Educational radio has alsoaddressed itself to another major areaof concern, thegrowing number of socialdiseases facing our society:alcohol- ism, neurosis, crime,venereal diseases and drugs.Both KSAC Manhattan and WOSU Columbus,0.,produced programs aboutvenereal diseases. WGUC Cincinnati wentinto the ills created byalcoholism, into smoking and health, into maritalcrackups and anxiety, andaired a show about "Crime In The Streets, " with aformer chief of police ofthe city as one of the pan- elists. From the FordHall Forum, WGBH Boston,presented "Are We Pampering Our Criminals?," a debate betweenthe former chief of police of New York City,Vincent Broderick, and theDean of the Yale LawSchool, Louis H. Pollack. Drugs, Youth, Morals One of the rapidlyproliferating social problems of ourtime, drugs, has been given a great deal ofair time. KUOW Seattlediscussed the moral issues involved in drugs, theireffect on the personality, andpublic attitudes toward their use. WGUC Cincinnatiheld a roundtable on drugabuse. The young, their growingrebelliousness and problems, and the con- sequences for parents werealso analyzed in great detail.KSAC Manhattan aired the question of schoolauthority to limit its students,then conducted

II - 5 a three-part discussion onstudent revolts in 1966.This subject was treated by many other stations as well. WSUI Iowa City,pondered Youth's Quest For Freedom;" WMUK Kalamazoo presented Dr.Mary Calderone in a three part series, "Developing HealthySexuality;" from the University of Cali- fornia Medical Center, the Pacifica stationsbroadcast the proceedings of a notable symposium,"The Uncertain Quest: Teen Age Marriageand Di- vorce" (it consisted of two six-hour broadcasts);the problems of drop-outs were covered by WILLUrbana. WKAR East Lansing, went into the murky world of juvenile delinquency with "Wednesday'sChild, " a special. On WGBH Boston, a documentary, "The WorldAcross the Street, " con- trasted two groups of boys, one White, theother Negro, living on opposite sides of the street in a low-income housingproject. A vivid picture of the differences between the groups came through,with particular reference to the way they see themselves and theirfutures.This same subject was given still further exposure in a special five-partdocumentary produced by Studs Terkel for WFMT , a commercial FMstation. When made avail- able to educational radio, it was widelycirculated."Joy Street, " as the series is called, is made up of interviewswith teen-agers, mostly Negroes, on Chicago'sSouth Side. Heard are their views on such subjects asGod, race, the bomb, school,themselves and today's society. The Pacifica stations --KPFK , KPFASan Francisco, and WBAI New York City, have displayed a profound concernwith social prob- lems. Two of its programs took up the impact ofMedicare and abortion on the physician; another, "Who Killed Davey Moore?" was anindictment of boxing because of the injuries participants receive; anotherconsidered the need to extend legal services to all classesof American society. Interest is Widespread Often on educational radio a program concept can havemuch wide r interest than originally intended. Archie Greer, manager of WOUBAthens, Ohio ob- serves, "In our 'Thought Junction',the participants are three local minis- ters.This program was originally intended to be orientedtoward things spiritual and moral, but it has gone far beyondthat. We have done programs about cheating, student morals and evenhomosexuality. We feel the series has value not only for students, but for manyparents as well, because they are given insights intothe thinking of young people." Educational radio is beginning to devote a greatdeal of attention to growing problems of the polluted environment.KOAC Corvallis, Oregon has broadcast pollution reports on water andair, and has also presented the proceedings of a water reclamationconference held in its area. WMUK Kalamazoo has had a variety of programdiscussions: "Pollution: Neces-

II - 6 sity or Expediency?" "Is Pollution Unavoidable?" ...and one which dealt with waterpollution alone. National and internationalaffairs have receivedextensive coverage. Numerous educationalradio stations havedebated proposed stateconstitu- tions where they arebeing revised. WUOMAnn Arbor, offered aspeech by Senator Wayne Morsewhich discussed "TheU.S. Foreign Policy:What It Should Be." The samestation did threedocumentaries on draftboard sit-ins who based theirdefense on the NurembergTrials. WSIU Carbon- dale, Illinois discussedquestions pro and conrelating to the HouseUn- American ActivitiesCommittee. A service whichcombines communityinvolvement and publicaffairs is "Model UN, " broadcastby KUER Salt Lake City.A project of the Univer- sity of Utah, the stationlicensee, "The Model UN"is composed of students from high schools throughoutthe state. They are askedto represent the various countries whichbelong to the UN and to studytheir positions on is- sues that theUN considers. Thenthey come to the Universityfor two days to argue as thesecountries would in theUnited Nations. Thestation broad- casts these conferences. The past 15 years havebeen notable for the manydecisions made by the Supreme Court which reversedits former positions.WFSU Tallahassee, Florida presented a seriesof lectures, "TheChanging World of theSupreme Court, " which featuredsuch speakers as WilliamJ. Brennan, Associate Justice of the SupremeCourt, Ray Forester, Deanof the Cornell Univer- sity Law School, and Dr.Alphaeus Thomas Mason,McCormick Professor of Jurisprudence atPrinceton University.The same subject wasdiscussed in a monthly seriesproduced by WILL Urbana.This series considered "The New Court Systemin Illinois, " "TheIllinois Youth Commissionand the New Juvenile Act, ""The New Judicial Law --How it Works, " and"The Golden Age of Crime, " atalk on how criminalsevade and use the law,and how modern technologyhelps them. Prisoners Tell the Story There are, of course, anynumber of public affairs programswhich consider miscellaneoustopics. WBKY Lexington,Kentucky had a discussion on rock-and-rollmusic and its effects. Alarge number of stationshave discussed the thornyproblems of automation andconservation. Financed in part from a grantfrom the National Instituteof Mental Health, KWCSPullman, Washington produced adocumentary series of sixhalf-hours on prison life: "The Walls of Hope."Participants in the broadcast wereprison inmates. Educational radio is a continuingplatform for public-affairsmaterial about international issuesthat cover the widest rangeof concern. Produced in conjunction with the ForeignPolicy Association by WDET Detroit,"Great Decisions" is a series of eight programswhich considered Vietnam, Israel and the Arab World, Western Europeand the United States, Russiaafter Khrushchev, resurgent Japan, Americaand the United States, and foreign policy in a nuclear age. Amongthe notables who appeared on it were Walt Rostow, General Maxwell Taylor,G. Mennen Williams, Leo Cherne, and (from the State Department) U. AlexisJohnson and William Chapman Foster. This series received wide currency oneducational stations and was later picked up by the Mutual BroadcastingSystem and made available to 500 commercial stations. Combination Gets Results Educational stations often combine forces tooffer more ambitious pro- grams than otherwisepossible. "Midweek Michigan, " a flexible30-60 min- ute public affairs documentary,is jointly produced by WUOM Ann Arbor, WKAR East Lansing, WDET Detroit,WMUK Kalamazoo and WFBE Flint. It is distributed free to ZO otherMichigan stations. Among representative programs: "The Michigan Indian in Legend, Song andWord"... "New Mathematics"... "America's Race for theMoon"..."Auto- mobile Safety"... "Draft Quotas and Dodgers" ."Black Power and Civil Rights"... "Live ElectionAnalysis"... "Coins -- The Shortage." As noted earlier, a large number of outsideorganizations and universities now supply educationalradio with considerable programming.These include: The Johnson Foundation The Edison Foundation The Center for Study of DemocraticInstitutions The World Affairs Institute of San DiegoState College The British Broadcasting Corporation The Canadian Broadcasting Corporation Cooper Union The University of Chicago Northeastern University Rutgers University Programs supplied by these and other groupsfeature outstanding author- ities on international and domestic affairs. Some examples: "Prospect for Southeast Asia, " produced bythe Johnson Foun- dation and consisting of 11 one-hour programs.It was taken

II- 8 from a symposiumheld in the fall of1965.Topics: "In the Beginning -- China;""Vietnam and its People;"U.S. For- eign Policy: Idealismand Reality."Thirty-four participants, all with importantcredentials, contributed toit. From the first significantconference on American-Chinese relations since the Communists roseto power in China came another series of five programs.Among participants were Senators George McGovernand Peter Dominick,and the Chi- neseAmbassador to the UnitedStates. The series wasalso sponsored by the JohnsonFoundation, which similarly was responsible for "Pacem inTerris - The InternationalConvo- cation on World Peace." Georgetown Universityproduces a weekly seriesof half-hour forums and symposia which nownumber more than 1,000indi- vidual segments. Topicsinclude: "Man in a ChangingEnvi- ronment, " "HumanMisery: Our WorldChallenge;" "The Sino-Soviet Rift: U.S. PolicyAlternatives;" and "Medicare: What Will It Do?" From the 24th AnnualInstitute for World Affairs atSan Diego State College came "War:Instrument of Change orInvitation to Disaster," a seriesof 13 lectures. From the University ofChicago have come two series,"From the Midway, " and "Bestof the Nitelines. " Amongsubjects considered were labor, urbanaffairs, and Negroproblems. From the BBC came aseries on race and racismand its ef- ,I1 fect on Africa, the subjectof the 1965 Reith lectures. Cooper Union has madelectures available toeducational radio audiences since the early1950's. The two latestin its con- tinuing "Cooper UnionForum, " are "Signs ofthe Times" and "The Emergence ofMankind." A Rutgers Universityseries featured RichardHeffner con- ducting a series ofinterviews. Among thesubjects discussed was plannedparenthood, the risingjuvenile crime rate,avail- ability of narcotics,violence in our society,and the new psy- chiatry. This is but a partiallist of the numerouspublic affairs programswhich have been heard oneducational radio. Thefull list indicates thatthere are

11-9 of importancewhich have notbeen considered very few --if any -- subjects listeners are wellserved by by the medium.In the area ofpublic affairs, educational radio. COMMUNITY AFFAIRS

Traditionally, college oruniversity-owned stations,the standard- bearers in educationalradio, have had twochief objectives:to serve their students and to providecultural enrichment fortheir communities.This they do to the ultimate gainof many. Yet the most hearteningdevelopment in educationalradio is a movement in a different direction:to become adifferent kind of force in acommunity, one whichfocuses upon daily life anddaily concerns, servesthe need for local information, for discussion ai,-2. airing of local issuesand for facing commonproblems. Today, in many cities,educational radio has become amost important community resource.It informs as tolocal events.It fosters the use of local facilities--municipalparks, playgrounds, naturecenters, fine arts centers, libraries,theaters, art galleries, museums.It give minorities a platform onwhich to air grievances.It provides local governmentwith another channel to reachcitizens, and offers information asto jobs, local business, hobbies, healthand health services. Take WGUC Cincinnati as anexample.This station broadcasts a distinguished schedule of culturalfare.But in addition, last yearthe University of Cincinnatistation presented136 programs dealing with community needs andproblems.These were produced incooperation with the Board of Education,the Parents-TeachersAssociation, the Hamilton County Juvenile Court,the Board of Health,the Taft Engineering Center (water pollution), the KetteringLaboratory (air pollution),the Public Library, the Council onWorld Affairs, the CityPlanning Department, Urban Renewal Department,Jewish Family Service,Society for Prevention of Cruelty to Animals,Playhouse in the Park, andthe Art Museum. Schools of All SizesParticipate The Ohio UniversityStation, WOUB Athens,reaches deep into local news and events.Its reporters coverthe City Council, andthe Board of Education.; it interviews theMayor and other leadingofficials of the city-- the fire and police chiefs,the president of the CityCouncil, the safety director.There are news and sportsfeatures about local highschoolc, safety advice, tips onhunting and fishing. Another major developmentfor communityservices has been the growth of the publicschool stations.These include thosewhich are primarily used forin-school instruction, andthose operated byhigh schools. KBPS Portland,Ore., is representativeof the former; WNAS New Albany, Ind.,of the latter. into A few in-schoolstations have lengthenedtheir broadcast days the evening and begun to programa greaterproportion of community services. KBPS presentsPTA series, mentalhealth series, programsfor senior citizens, collegelectures, and speechesby experts in manyfields. Leaders and discussion groupsfor many of theseseries have beendeveloped and tapes of broadcastsplaced in the publiclibraries. WNAS, reportedly thefirst high schoolstation, provides numerous community serivces. Here arethree created by thisstudent-operated station: "Tabloid, " a dailyquarter-hour of local newsin depth, has such regular features asadmissions and dismissals from the Floyd CountyMemorial Hospital, reports on local boys in the ArmedForces, events atthe high school, interviews with executivesof local organizations con- ducting charity drives,and reports of schoolboard meetings. "Call and Comment"is a twice-weeklyquarter-hour that provides an "openline" for commentary onlocal issues discussed byauthorities. "Community Chronicle" is acalendar of the meetings and activities of localclubs, Lions, Rotary, etc. Such programs are commonto a large numberof educational stations.Many also feature reports'from Congressmen andother legislators. Some examples: "ReportTo The People" onWPLN Nashville featuresTennessee's Senators andCongressmen. KDSU Fargo alerted localcitizens to the problem offlood control in a documentary, "The RagingRed, " about the RedRiver Valley Flood of 1966. KUSD Vermillion, S. D. ,aired a. special onpollution of the nearby River.Current communityproblems in Lexington, Ky., were covered inthree documentaries onWBKY about foodboycotts, and gas and transitstrikes. Large and Small CitiesDiffer Many stations arelocated in rural areaswhich do not have theurban problems troubling ourcities.Yet those in largecities are rising to the challenge of givingminorities a voice on theirfacilities. Here are a few examples: WUOM Ann Arbor, Mich., WBFOBuffalo and WAER Syracuse, among many otherstations, have an "Urban LeagueReport." WBFO's "Focus on Foods" providedlow-income home- makers with information onthe preparation of nutritious but inexpensive meals."I don't believe this program ever reached the audience it wasintended for, " says William Siemering, the station manager,"probably because of lack of publicity." The samestation's "To Be A Negro, "mentioned previously, consisted of paneldiscussions with various members of the Buffalo Negrocommunity in an effort to make Whites more aware of Negroattitudes and feelings.

WHUY broadcasts"Front lash," comments about integration, and did aspecial on the "Opportunities Industrialization Center, " a uniqueorganization of poor Negroes and Whites whocombined forces to create jobs for themselves. WBKY Lexington, Ky., inthis border state, has given time to a Negro community group,which talked about the need for communityaction to improve working conditions, education andhousing. WMUK Kalamazoo, Mich., usesits "Let's Get Together" series to air a variety ofcommunity relations subjects. Topics include:"Civil Rights or Civil War?"... "The Police and CommunityRelations"... "Human Relations and Social Services"..."Civil Rights Law In Michigan." An illustration of anunusual format employed toprovide a multitude of services tothe community is "ConferenceCall, " broadcast by WBUR Boston.Its objective is to extendthe resources of Boston University, the stationlicensee, to the communityand moreover to involve them in the program.In its first year onthe air, 250 represent- atives of local, state andprivate organizations aswell as many individuals participated.Subjects covered includedsocial welfare, water resources, air pollution, urbanproblems, public correction,mental and . "Conference Call" phones anexpert on the subjectand interviews him; calls have been made topoints as distant as Berkeley,California. The commentator series onthe Pacifica stations features aspokesman from the communitygiving his ideas on a varietyof current socialtopics. They are allowed to appear onthis quarter hour as long asthey have any- thing to say.

11-13 Topics: Assimilation,Beautification With the increase in foreignstudents at American colleges,communities must be able to acceptand integrate them. Manyeducational stations have made this possible byinterviewing students abouttheir backgrounds, andthe differences between the customsof their lands and ours.WBAA Layafette, Ind., has, among manyother stations, long hadsuch a program. Educational stations havealso covered in depth subjectswhich relate to community concerns.WBFO broadcast the fullproceedings of a two- day Model City Conference,called to inform the public ofthe opportunities available to cities under the newgovernment program, andalso to define the role of colleges anduniversities in it. Among the subjects discussed wereurban renewal, economicopportunity and cultural programs; the"New Federal Program: AChallenge To The Cities;" Buffalo's response tothe Model City Program;the job ahead for social action and for thecommunity planning program. More information is alsobeing provided about jobsby educational radio.The Oregon Job Fair broughttogether I, 500 industrialistsand students to explore jobpossibilities, and KOAC Corvallisbroadcast programs about it. A symposium onthe j b outlook in educationin Michigan was held, and WUOM Ann Arbor broadcastit.A program about careeropportunities in the power industry waspresented by WFCR Amherst.And, of course, numerous featureshave been done about the JobCorps by stations throughout the country. Many stations have also taken alarger look at problemswhich underlie a region's or acity's economy.Located in Carbondale, Ill., apocket of poverty, WSIU has coveredrecreation as a resource insouthern Illinois, and analyzed the need of the areato attract tourists.(The conclusion was that there more and betterhousing might solve theproblem.) KSAC Manhattan, Kansas has approachedthe subject in the same way. Health is another overriding concernof the citizens of acommunity. A variety of programs have beenproduced about this subject.They include "Guarding Your Health, " onKWSC Pullman, Wash.This production detailed the major medical andhealth facilities of Whitman County.A symposium on community health care was presentedby WKTL Struthers, Ohio, ahigh school station. Social health problems havealso been treated.These include "Mental Health Projects" on WILLUrbana, an account of onegroup's work to aid mental health in that community,and an account of the workof the Greater Lansing Alcoholics InformationCenter which was broadcast onWKAR Lansing, Mich. II-14 A much more severe mentalhealth concern was explained in six documentaries produced by WOUBAthens about the mental hospital in the city. Leisure-Time Activity Covered Community programming also meansserving the leisure-time needs of listeners. Home gardeners areparticularly fortunate, as there is a wide variety of services on thissubject.These include WUOT Nashville's "Home and Garden Show" and KOAC's"Weekend Gardener." KSAC Manhattan, Kan., gives specialhorticultural information in its "Agriculture Today" program. Among topicscovered in one week were landscapingthe entrance to the home, use of treesin the landscape, patio plantings,flowers in yards and borders, and weedcontrol.This program received I, 057 requests for bulletins. Local personalities are also notneglected. KWSC in Pullman presents "Paging People With Peg, " interviewswith local personalities.In Philadelphia, WHUY.'s "Eleventh Hour," gives listeners a chance to come in and tell their unique experiences tothe listening public.The Wisconsin State Network has created a programfrom "Letters From Listeners" and asks them to write and make theirneeds plain. Educating The Adults Education at the elementary schoollevel is not neglected.The in- school stations devote much air time toparents, but college stations cover the subjiect, too. A programabout education on WILL Urbanahas proven itself particularly valuable to localPTA groups in that city.John Regnell, program director ofthe station, observes, "We think a good job to stimulate the parents to think aboutissues in education. At many ofthe PTA meetings, they're at a loss forideas to discuss. We know our programs stimulate a lot of conversation becausethe groups ask us for tapes and transcripts." Though a good start has been madetoward providing community programs by educational radio, much moreremains to be done.Many colleges which own stationsevidently give the needs of theircommunities for special information a low priority on theirlist of objectives.If station budgets were larger, this would not need be aproblem because, in many situations,there is sufficient air time available forsuch services.But, given the minimum budgets under which manystations operate, it will remain atroubling situation. Moreover, in too many cases, theminorities do not know how to use radio facilities available tothem.They are unfamiliar with educational radio broadcasting, and do notrealize that if they were to preparematerials

II- 15 (as inthe manner of the Leagueof Women Voters, etc.), thestations would be glad to air them.Perhaps also the minorities are toobusy coping with more severeproblems of jobs, housing andprejudice to spend their limited resources on acommunications medium. Whatever the case,if minorities are really to makefull-blown use of educational radio, it seemsapparent some assistance mustbe rendered them.The medium's potential as a community communicationschannel remains to be fully utilized. Service to Local, Regional andNational Organizations Educational radio serves a large numberof national, regional and local civic groups, plus local, state andnational bureaus, agencies and charitable causes. Among them arethe League of Women Voters,American Associa- tion of University Women, YMCA,YWCA, Urban League, Junior Chamber of Commerce, 4-H Clubs,Parents-Teachers Associations, Boy andGirl Scouts of America, United StatesArmy, Navy and Marine Corps., and a host of organizations concerned withhealth. Their use of the educational radiofacilities is only limited to their abil- ity to produce broadcast material,and their ability to cooperate in lending themselves to its programs. Publicservice spot announcements are readily accepted, but the dedicated organizationwith a cause that needs attention goes much further.Its representatives make themselvesavailable for interviews. When a charity drive is to be mounted,the organizers provide interesting people to talk about it.When a cultural cause -- music, drama, etc. --is being fostered, a sample performance,perhaps shortened, is put on the air. Whenever and wherever possible, theeducational station will give the groups much aid and assistance in preparingmaterial for broadcast. To illuetrate, WSIU, Carbondale,Illinois, among many educational sta- tions, has helped prepare programsfor the Voice of America. One consist- ed of interviews with foreign studentswho attend Southern Illinois Universi- ty.They told of their experiences in this country.Not only are such pro- grams broadcast overseasby the Voice of America, but theBritish Broad- casting Corp. ,as well as manyforeign government radio services, pick them up and rebroadcast them. Still a further step is taken by many otherorganizations which use edu- cational radio.The Illinois Housing and Urban RenewalDepartment, for ex- ample, decided that the public was notfully aware of changes in housing laws in that state.The department created a series whichdetailed such changes. KDPS, Des Moines, also lent its facilities tothe Parents-Teachers Associa- tion of Des Moines for a series aboutchildren, "Three to Grow, " which the station later circulated to many otherstations in Iowa.

11-16 KFJM Grand Forks, North Dakota,provides another service.It is training eight members of theLeague of Women Voters to write and pro- duce a series about political issueswhich concern them. Training those groups which wish tomake use of educational radio is anotherimportant service of this unique medium.

II- 1 6a SERVICE TO SPECIAL AUDIENCES

In terms of providing services forspecial groups, educational radio has barely scratched the surface ofpossibilities.It is, however, already serving such groups as the aged, theblind, parents of handicapped children, the homebound and disadvantagedchild, teachers and veterans.The largest amount of attention is being given tothe aged and the blind. Numerous lectures have been aired onsubjects which concern our older citizens: "The Challenge of Aging" and"The Sociology of Aging" are two examples of this kind of program. Amongthe series are "Sixty Plus, " broadcast by WOI Ames, Iowa, anddistributed to a large number of stations. It consists of news and discussion amonghosts who themselves have retired. Another program, "The Challenging Years," produced by KBPS Portland, Oregon, an in-school station, counselsolder citizens.One segment con- cerned itself with a grandmotherwho adopted a family.This station also has a Senior Citizens Community Council program.WKAR East Lansing, Michigan, advises older people on ways to getthe most from their Social Security benefits.The host on the show, "Your SocialSecurity, " is a representative of the Michigan Social SecurityAdministration. Many programs, too, havebeen devoted to Medicare on educationalradio stations. Important to the Blind The blind obviously find educationalradio a very important service. A great many stations present "ChapterA Day," which consists ofreadings for all listeners, but which theblind particularly find useful.WPLN - ville has its own half-hour reading programfor the blind, and KSLH St. Louis, an in-school station, does a15-minute story hour for children at the Missouri School for the Blind.Among others, "Turning Point"is a series created by the Wisconsin StateNetwork which highlights decisive moments in the lives of blindpeople. Still other services are provided.WSIU Carbondale records material for the blind to create a specialarchive for them at the University of Southern Illinois. KOAC Corvallis,Oregon, records books and plays for the blind to be used at the MultnomahCity Library. WFPK and WFPL, Louisville Free Public Library stations,provide material to the Kentucky School for the Blind from theirextensive tape archives. A blind professor at this school received aMasters Degree in literature byusing the tape archives.

II - 17 As explained in the "in-school" section, the handicapped and disadvantaged child is beginning to be served more and more by educational radio. WNYE, New York's "High School of the Air, " places 600 FM receivers in homes with such children to teach them via radio. KBPS, through federal funding (Title I, ESEA), has produced four in-school series for disadvantaged children in Portland.These are "Story Corner, " "Teen Line," a newscast for slow learners and broadcasts of the writings of children. WBGO Newark, Board of Education, is giving a course for 1,700 youngsters for "Operation Head Start" through private funding.Though normally off the air last summer, the station remained on to produce "Tell It Again, " and this year will offer "Mr. Saymore Says" and other shows for children, particularly shut-ins. Parents Are a Special Group, Too There are numerous services available to parents on educational radio which concern themselves with the psychological health of their children and their children's elementary school education. WAMTJ Washington, D. C., has broadcast a program about the handicapped or "problem" child.In addi- tion, KDPS Des Moines, Iowa, lent its facilities to the Iowa Association for the Mentally Retarded.The group is producing a monthly program which the station is broadcasting and distributing to other Iowa stations. KFJM Grand Forks, North Dakota, in cooperation with the University of North Dakota's Department of Occupational Therapy, is training five people interested in the subject to produce their own program about it.It will consist of interviews with therapists and patients, the aim being to en- courage an understanding of occupational therapy. In sum, while the range and scope of services for special groups is growing, it is obvious that educational radio has a long distance to travel before the potential in this area is fully realized.There is a growing belief among educational broadcasters that ultimately a major breakthrough could occur through the use of sub-channel multiplexing on a wide scale. NEWS

the commercial stationspresent capsulized news In a medium where radio has been able to on thehour virtually on a24-hour basis, educational niche for itself:to treat the news indepth, to go beyondthe carve a unique that headlines and toanalyze, interpret andcomment.This is not to say educational radio does notoffer spot news--itdoes, particularly inlocalities where there is ashortage of stations--butto make the pointthat perhaps its most valuableservice is the former one. At the outset itshould be emphasizedthat news is not alwaysseparated programming services.WBAA Lafayette, Ind.,has a "Morning from other other Report" which runsfrom 9 a, m. to 10 a.m.and contains a great many features, particularlymaterial of interest to women.This type of service is quite common on manyeducational stations.John De Camp, the manager of WBAA, observesthat "this is a service programthat commercial stations generally don't want todo because theydon't have the time toproduce it, because it doesn'tappeal to a massaudience, and becausethey generally don't have the resourcesto include all thefeatures we can.It§ pacing is probably not quickenough to retain theinterest of the peoplewho listen to music on a commercialstation, but our listenersfind it of value,according to what we'vebeen able to learn overthe years." Several Views of theNews quite a To return toeducational radio'sintensive treatment of news, have their own commentators.Among those well-known number of stations Raymond Swing, are theaward-winning Louis Lyons,WBGH-FM Boston, and WRVR-FM New York.WAMU Washington,D.C., has presented"A Political Scientist LooksAt The News,"which featured one ofthe members of the faculty ofAmerican University,the station licensee. Magazines and newspapers areextensively analyzed."Page Two, " produced by WS1UCarbondale, takes a lookat editorials fromvarious around the country to seehow they differ on vitalissues. leading newspapers from KUAC Fairbanks,has "Alaska Opinions"which considers editorials newspapers inthat state. Various aspects ofthe news are detailedin great depth.Religious, business, legal andwomen's news are covered.Numerous stations have road and safety news .Medical news is anotherfeature, with WSIUCarbondale; KUER Salt Lake Cityand KUOW Seattlebeing only three amongthe many stations that present it.Ralph McGill, editor ofthe Atlanta Constitution,

11-19 reads news to children over WABE Atlanta. KUER, also has a once- monthly Spanish-language news program for the Mexican population of Salt Lake City. Located in three communities which are particularly interested in art, the Pacifica stations give much time to art news. They have a 30- minute art review of showings in local galleries and museums. These three stations, KPFA , KPFK Los Angeles and WBAI New York City also offer news of the cinema, books and the theater. This type of coverage to the fine arts, incidentally,is available on many other educational stations. Among Pacifica's more unusual pre- sentations is "CQ ES QST DE KPFA, " 15 minutes of weekly news for amateur radio fans.It is broadcast over KPFA. Weather is Watched

Weather news, of course, is given intensive reporting.The Wisconsin State Network, for example, gives weather forecasts and round-ups, as well as road reports and ski reports which tie in closely with the weather.Other stations, especially in the farm belt, keep the weather bulletins coming on an all-day basis. International news gets very heavy coverage. WUOM-FM Ann Arbor, Michigan, uses short to monitor foreign news broadcasts. WBAA's " Continental Comment" presents translations of news from the foreign press through its Modern Language Department.This program accents news material not carried by the major American wire services. In addition, many foreign countries make press reviews of their news available to American stations.They include Sweden, Germany, Great Britain, the Netherlands, Belgium, India, Australia and Israel. Not all of these press reviews are to American tastes. Some educational station managers complain that they are paced too slowly, but the hungry listeners are not so critical. Local news is always important.Great weight is given to local and state government affairs and local events.City Council meetings are often covered by remote equipment, or are taped; Board of Education meetings are also presented by some stations.State conventions are broadcast.Candidates are given air time.Elections, regular and pri- mary are covered.The governor's "state of the state" message is presented. Typical News Schedules Here are the news schedules of several stations:

II- Z0 Each day, WMKY Morehead,Ky., in a city of 4,180 people,offers five five-minute newscasts, one15-minute newscast, and twofive-minute newscasts about campusevents at MoreheadState University.This low- power 10-wattstation supplements its ownpresentations with "Law InThe News" and "BusinessReview," received from otherstations and broad- cast once weekly. In its 12-hour broadcastday, WSUI Iowa City, Ia., presents twofive- minute newscasts, two ahalf-hour in length and onewhich runs 15 minutes. On Saturday it has aquarter-hour synopsis of the mostimportant weekly news.Besides using the outside newsservices, it puts togetherits own "Science Report. " WSIU Carbondale, reachingout to 900, 000 peoplein its area, presents six five-minute newscasts,four ten minutes long and onewhich runs an hour during the day.Moreover, its "Report FromSpringfield" interviews state legislators and otherfigures close to state government. The Wisconsin State Networkoffers a great deal of news.Programs include "Views of the News," consisting of facultyspecialists analysing editorial opinion; "Quiz TheProfessor, " a weekly hourin which leading faculty members arequestioned on controversialissues; "On The Record," interviews with state andnational leaders; "ExploringThe News, " a weekly in-school broadcast of news forchildren; "The Governor'sReport, " weekly interviews with the head of the state;"Our Campus, TheWorld," faculty and students report on theirexperiences abroad, and"Radio Journal, " opinions from a variety ofstudents. Distinguished Record of Service During January to May1965, KUOM Minneapolis - St.Paul rendered "distinguished service" to itscitizens.It presented 52 different programs from its state legislature.Not only did this seriesfeature material about current issues, but it wentinto the nature of thelegislative process itself. Subjects includedre-apportionment, sewage disposal,agricultural research, higher education, taxes, therole of caucuses and parties,how a bill be- comes law, andpolitics and conservation. To increase and deepentheir news coverage, manystations also offer news specials.Last year, KOA Corvallispresented several. One was a two-hourspecial of the dedication ofthe Astoria Bridge. Another was an hourspecial, "The Interstate FiveStory, " about the highway. Another hour took up the hearings onthe Federal Forest Landsin the state legislature. KSACManhattan, Kansas, did a 30-minute newsdocu- mentary detailing thegovernor's flying visits to newindustries in Western Kansas.

II-21 Educational radio can be apowerful communications channel to meet a news emergency.When Boston had a five-week newspaperstrike in April, 1966, WBUR presented five hours of newsand information throughoutthe evening.Its "Newspaper of the Air," brought the listener featureshe didn't get from other emergency newsservices --columnists (WalterLippman, James Reston), TV listings,comic strips, etc.Altogether the station log- ged a total of 120 hours of newsand information. For its service,it re- ceived the 1967 Tom PhillipsAward from the UPI BroadcastersAssocia- tion, t opping many commercialbroadcasting stations in Massachusetts. Educational Goes International Another instance of unique news coverage wasthe first live inter- national hook-up of Educationalradio in the United States.This was done for th't West GermanNational Elections which were carriedby 70 stations.This three hour broadcast cost$12, 000, the funds coming from the German Information Center. There are still many stationswhich present little or no news.In some cases, they cannot evenafford the funds for a news wireservice. In others, they believe thatthe commercial stations nearby aredoing an adequate job.But many in the latter group arehaving second thoughts. One sign of their awakeninginterest, according to a station managerof long experience, is that in moreand more instances, when theyhave a choice between increasing theirrecord libraries and buying a newswire, they take the wire service. No shortage of sports coverageexists in this country.But educa- tional stations, particularly thoseowned by colleges aad universities, with the interests of their studentsin mind, continue to deepen andbroaden this service.This usually consists of sports commentary,interviews with leading college athletes, andeither tape or remote play-by-playof games. Whereeducational radio does provide anadditional sports service is as an origination center of manyimportant college games for commer- cial stations. And in addition,the high school stations are coveringhigh school athletics. The range of news services, inshort, keeps growing steadily.

II- 22 GENERAL EDUCATION

For adults interested inlearning, educational radio provides a constant stream ofknowledge.Listeners are given a vast aggregate of information about labor,politics, government, foreign affairs, history, education, the arts, thephysical and social sciences, medi- cine, economics and other subjects. True, much programming onthese topics will include material of lim- ited value to the averagelistener, inasmuch as it is moredirected to stu- dents and those with strongintellectual interests.Thus, there are many lec- tures and discussionsabout classical education, Greek andRoman history, and so on.Yet educational radio todayalso reflects the changes and ferment occurring in Americaneducation, its emphasis on thephysical and social sciences, and theaccelerated movement toward a greater involvement with the general community.Consequently, educational radio audiences are receiving a largeramount of informal adult educa- tion which relates directly to many ofthe central issues troubling our society. Here are a few examples: On KUOW Seattle: "Technology,Change and Society, " and "Violence in the AmericanExperience. " On WAER Syracuse: "The GreatSociety." On WGBH Boston: "The Politics ofPrivation" (Africa and racial problems). On WAMU Washington, D. C. :"The Meaning of the Population Explosion. " On WBFO Buffalo: "The Natureof the Protestor: Rebel or Rabble, " and"Pornography, " a three-part discussion from three viewpoints. On WUOM Ann Arbor: "Women in theLabor Market, " and "The Human Nature of City Planning, "13 half-hour programs concerned with historical, legal,social and architectural problems.

II-23 On KOAC Corvallis: "World PeaceThrough Law. " The range of informal adult education canbest be illustrated by the eight lectures given last year overWILL Urbana, Ill.Along with such subjects as "Concepts ofOrdered Liberty," and "Power andObli- gation in American Foreign Policy," were included programs entitled "Headstart: Past, Present and Future,""Science in Contemporary Society, " "What A Great Time ToBe Young," and "The American Socialist Movement in the 19 3O's."

Discussion Goes Deep Such subjects are also exploredin great depth. "Men andUniver- sities, " a 13-week series aboutthe men who have influenced thedevelop- ment of higher educationin this country was produced byWFSU Tal- lahassee; and "Writing With Writers," 12 quarter-hours coveringwrit- ing from non-fiction to popular verse,featured interviews with prac- ticing writers. Though the lecture is the most popularvehicle for informal adult education, it is by no means theonly one.Reports, documentaries, roundtables, speeches, and interviews areconstantly used."Portrait of The American" is a WDETseries which illustrated thediversity of the American character throughreferences to literature.It grouped its 13 programs around four themes --innocence, affluence, the suc- cess myth andthe quest for self.Each program consisted of analysis and commentary, interviews,dramatizations or dramatic readings. Another program which has servedthe cause of informal education is WBFO' s "Dialogue on Faith."It features three spokesmen from the leading religions discussingreligious issues and developments. Though educational radio covers awide variety of subjects, it naturally gives more weight to somethan to (1;hers.These include history, languages, physical andmental healtn, business, science, safety, family life and women'saffairs;Virtually every station pre- sents the history of its stateand locality as part of itsregular sched- ule.Often this is broadened to include amuch wider general area: "The History of the NorthwestTerritory," for example, wasbroadcast by KWSC Pullman. Minority Groups Are Involved The history of minorities andspecial groups is also offered. Several programs about Negroesand Indians cited in thepublic-affairs section of this report give listenersconsiderable history about them.

11-24 KUAC Fairbanks, Alaska,has in preparation a programabout Eskimo Legends, which is another way totouch on the history of the territory. Programs also produced byoutside sources are historical in content.The British BroadcastingCorporation's series on "Frontier America," for example, coversthe Chisholm Trail, the LawlessFron- tier, and the Last Frontier. Historical figures are alsobrought back to life on educational radio. WSUI Iowa City presenteddocumentaries about WinstonChurchill, John Kennedy and participantsin the Battle of Britain. FromWMAQ, a Chicagocommercial station, has come, aseries entitled "The March of Medicine." The programs,which are replayed on educationalsta- tions, dramatize the lives ofFlorence Nightingale, Walter Reed,Joseph Lister and Louis Pasteur. . Among the leaders in creating moreimaginative ways to present historical material has been WUOMAnn Arbor. With the assistance of a grant from the NationalHome Library Foundation,it has produced seven one-hour programs,"The American Town, ASelf-Portrait." The series delves into thehistory and industry of small townsand re- gions of the United States.WUOM is also responsible for"Union Voices,11 a series of26 quarter-hours which tells the storyof the American Labor Movement through its music. Learnin Lan.EuaeJAn Those interested in foreignlanguages have a number ofservices to select from. Simple French,German and Italian can beheard on many stations. WBAA Lafayette, Ind.,has broadcast conversationalSpanish, German and Russian. TheRussian was given as a courseand had an enroll- ment of between 200 and300 people.The language de?artment ofPurdue University cooperated with thestation. Other language broadcasting wasdone by KUOW Seattle, whoseGer- man course was anadjunct to that offered by theeducational of that city.Thifd-year French and Spanish wasgiven by the Wisconsin State Network as part of a course,and WHUY gives readings in Spanish literature. Educational radio makes manyservices available to those who want to learn more aboutscience.There are many individuallectures about different aspects of science, andabout the impact of science oncontem- porarycivilization.The California Institute ofTechnology, however,

II - 25' in "About Science," a continuing series which features many of itsfaculty, concerned itself with airplanes, comets, the oceans, pollution, the space program, seaweed, life on Mars,earthquakes and faults, sand dunes, color-vision, man-made African lakes and artificial intelligence.Another half-hour program for the less-informed listener is the "BBC Science Magazine," This hall-hour show consists of short reports and interviews on the latest advances in science andtechnology, couching them in terms understandable to the layman. Perhaps the one group of listeners for whom educational radio offers the greatest adult informational service is the female listener. A large number of leading educational stations broadcast programs which enable her to become a better wife and mother, food buyer and nutrition expert. Karl Schmidt, program director and production manager of WHA Wiscon- sin, observes: "In our program, 'Accent on Living,no longer are we concerned with offering only pickle recipes. Several years ago webegan to get indications that we should enlarge the focus and move awayfrom merely homemaking. Women are now expected to play a new andbroader role in society. Now we give them drama and literature, material on con- servation, consumer fraud, laws and the family, preparing the gardenfor winter, women's changing roles, and consumer nutrition education." Women Form S ecial Audience Virtually all stations affiliated with universities involve their home economics departments in these women's programs. WFCR Amherst, which is affiliated with three schools of higher education, calls itswomen's program "Conversation." Amongthe topics covered are "The Age of Mass Consumption, " "Residential Site Selection, " "Man and Nutrition, " "Kinds and Costs of Credit Plans, " and "Urbanization and the Individual." A monthly series produced by the Pacifica stations stresses protection against con men by giving readings from judgements made by the Food and Drug Administrat ion.On KPFA Los Angeles, and KPFK San Francisco, Pacifica also presented a report of six years of activity of the Office of the Consumer Counsel of that state.To move to an even deeper area of female concern, the Pacifica stations,presented "The Challenge of Women: The Biological Avalanche, " which dealt with the impact of the new birth control pills on their femininity. In addition to programs specifically directed to women, educational radio has a multitude of services which concern themselves with child rearing, family planning and mental health. In WHUY's "Symposium on the Child, " Professor George Tarpan discussed organic, cultural and social considerations of the youth explosion,

11-26 the devel opment of intelligence, and some current issues in mental retarda- tion."These Are Our Children, " produced by WSUI Iowa City, detailed problems in parental education and children's development. There are many other similar programs. Among them: "Introduction to Child's Behavior" on KANU Lawrence, Kansas. "The Premature Baby" on WSIU Carbondale. "The Problem Child" on WAMU Washington, D. C. "Family Living Conference" on WUOM Ann Arbor. "Family Planning" on WAER Syracuse. "The Impact of the Space Age on the Family" on WGUC Cincinnati. Among the more unusual programs is "Exploring the Child's World, " a production of WDUQ,Pittsburgh.It consisted of interviews with severely disturbed children and juvenile delinquents at the Allegheny County Juvenile Detention facilities.The focus was on the child, not the solution. Medical Men's Medium There also is a profusion of health services on the medium."Doctor, Tell Me, " produced by KUOM Minneapolis, is a five-minute program in which a doctor from the area is interviewed about specific questions sub- mitted by Aisteners.Topics are not restricted to those of local interest and the program receives a wide circulation through the National Educa- tional Radio Network. Other programs in this category are: "Medical Center Report" on KUER Salt Lake City.

"Rx for Health" on WUOM Ann Arbor. "House Call" on WOI Ames, Iowa. "Your Health and You" on KUOM Minneapolis. "Health Science Today" on KUOW Seattle.

II - 27 "Pharmacy Facts" produced by KCURKansas City, considers drugs, medicine, pollution, poisons andfood additives. Someinsight into the way science-age charlatans work isgiven in "Quackery: Facts orFallacy," a production of KOAC Corvallis. An important program about amuch-feared killer, cancer, was pro- duced by the National Institute ofHealth and NER, and was givenwide ex- posure on manystations. Among the subjectstreated in separate programs were developmentand use of drugs, mathematicsin cancer research, treatment, d'lgnosis, trends,search for cancer viruses, cancerand man's environm ....,.,and biochemical research in cancer. Safety, in the home and on theroad, is another subject inwhich the educational stations do much toeducate. Much effort goes intoinserts and special features in women's programs.Often, interviews are heldwith local and state safety officials,particularly as the holidays near.A different aspect of safety was coveredby WILL Urbana, whichinterviewed an executive in aninsurancF; company who discussedfire safety. While business affairs are notcommonly covered in any greatdetail by educational radio, asprinkling of services offer someinformation. WAMU Washington, D.C., presentedthe proceedings of a conference on business-government relations which washeld in Washington. The same station is also responsible for"It's Your Business, " the objectiveof which is to broaden the listeners'comprehension of business.The Far Western stations generally offer moreof this kind of program thando other sections of the country. KOAC Corvallis,Oregon, has done a special ontight money, and hasanother program called "InvestmentForum." KSAC Manhattan, Kansas,has had a series of different programs throughout the year whose objective was tostimulate "grass roots" action to encourage the state's futureeconomic development, accordingto Jack Burke, director of the station.Three different series figuresin this year-long effort: "Kansas Afield," "Projection," and "Perspective." "Kansas Afield" is a continuing sourceof information about wildlife conservation and outdoor recreation,but the format was broadenedto include the business potential ofrural recreation.Listeners were shown the interest in fee fishing, feecampgrounds, shooting preserves,swimming and picnic areas and farm vacations."Projection, " a series of five-minute programs, dealt withthe broad spectrum of development,including new industries, recreation and travel,defense and defense contracts,research and development, and promotionand planning."Perspective" was a series of documentaries: one dealtwith the proposed PrairieParkway and its potential for increasing touristtraffic; another showed how theKansas economy fared in1966. Programs Are Provided To return to services which are of a general nature,each year sees a greater amount of such material released toeducational radio by outside sources. Most of this material comesfrom conferences, symposia and other gatherings of academicians and experts, conferencesreferred to elsewhere in this report.In some cases, colleges without educational radio stations submit programs to stations.In others, government or other agencies supply programs.In any case, whatever , edu- cational radio and its listeners are only the richer for it. Educational radio does not offer any direct courses forcredit to the casual listener; it does, however, offer credit coursesfor students in numerous subjects.These include psychology, social welfare, the Ameri- can novel, Americanand British government and politics, the historyof the South, Eastern Christendom, state governmentand politics, national and social change in Asia, etc.Though admittedly only a few thousand listeners may take these courses for credit, on occasionthe requests for manuals and study guides indicate more interest than onewould expect. This is certainly the case at KUOM Minneapolis,according to Burton

Pau lu)-station director. Something different from the usual credit course ispresented by WHA Madison over its 11-station network. The Universityof Wisconsin's "Freshman Forum, " a one-credit lecture-discussion course, covers wide-ranging subjects with much social content.Of interest to many listeners, the fall, 1966 "Freshman Forum" presented programsentitled "The Urban Environment, " "Society: Sound Pollution," "Today's Architec- ture, " "Mobility: Transformation and the HumanEnvironment, " "The Case for Wild Rivers, " and "Who Determinesthe Environment?" In the spring, the series covered such topics as worldhunger, the use and misuse of water, birth control and ,the population explosion, and colonies in outer space. As in many other aspects of educational radio,the statistics on the numbers of listeners who learnin the privacy of their homes, merely by spending a brief time listening to the radio, aredifficult to come by. But cards, letters, phone calls and in-person messagesindicate that the totals are certainly significant.Wisdom, knowledge, learning -- in these days of an information flood -- appear to be at everyhand; but imparting that knowledge in a meaningful way, so that it canbe grasped and under- stood and assimilated, is often a difficult task.Educational radio, the evidence shows, has mastered that task time andtime again.

11-29 IN-SCHOOL INSTRUCTIONALPROGRAMMING

performed by educational radiois its in- Among the considerable services It school education programsfor elementary and secondaryschool children. is a service whose truereach has yet to be defined,although estimates are that it is receivedby between five and tenmillion children. The listeners arelo- cated in such large cities asNew York, Chicago, St.Louis, Detroit, Cleve- land, Indianapolis,Columbus, Akron, El Paso,Albuquerque, lVliami, and ITewark, N.J. --and also insuch smaller cities and towns asNew Albany, Ind., Eugene, Ore., Lewiston,Ida., Evansville, Ind.and Flint, Mich. To these children,education is disseminatedby several types ofstations. First and foremost are thoseowned by public schoolsand/or school systems. Here, the primary functionof the stations isin-school education.Secondary, but still important, arethe "Schools of theAir" and other in-schoolservices broadcast by college anduniversity stations.In most cases, these aresent directly to classrooms,and in a few instances, toother commercial stations which rebroadcast theirofferings.The Public LibrarySystem of Louisville, through stations WFPK andWFPL, also offers thechildren of that city in- school education. Not to beoverlooked is the serviceprovided by National Educational Radio: throughits tape network last yearit gathered 13 of the best of the in-schoolseries and made themavailable to its memberin-school stations. Essentially the in-schoolservice is something of acollective endeavor in by taking and giving toeach other. This isleast true which all stations share has of the large Board ofEducation station (such asWNYE New York), which the funds to createand produce its own radioinstructional fare.It is more true of the greatestnumber of in-school stationswhich do not have similar re- sources. InIndiana, for example, PurdueUniversity's "School of theAir" is used by some 15 to20 in-school stations; theWisconsin State Network's "School of the Air" throughits eleven stations feeds anestimated 770, 000 children in that state. Progress and Pitfalls As in other aspects ofeducational radio, in-schoolinstruction in some areas is a vitaland growing service,but in others is not. TheCleveland Board of Education, forexample, reports thatWBOE serves 1, 986, 000children in and around the city.(In numerous areas,schools outside the mainin-school broadcasting systems availthemselves of the service, butdo not contribute to it.)

11-30 Another sizeable operation isKSLH St. Louis, which in 1950featured 16 hours of locally-originatedseries, plus two produced elsewhere.By 1966, this station's broadcastinghad expanded to 35 hours, itslocally-originated series to 80, plus twelvetaken from other sources. On theother hand, the Detroit Board of Educationstation in 1966 reached onlyfour percent of the city's total school enrollmentregularly.In 1948, this station presented100 in-school series, of which23 were written by the staff,but by 1966 that number has declined sharplyand only three were beingproduced by the station. Indicative of many of theproblems of small stationsoffering instructional fare is that of WCYSYorktown, Va., owned by theYork County School Board public schools. The stationis now a trainingfacility for high schoolstudents at the Adult TechnicalSchool, York County. In a statecompletely without in- school broadcasting,WCYS is attempting to reachthe 1,000 school children in the 10 school districtsin its county. It is a relativelyhigh-powered station, but onecompletely without studio facilities in which to createprogramming. For that reason,the station com- bined forces withWCMW Williamsburg a 10-wattstation owned by the College of William and Mary.WCYS presents a three-hourblock of National Edu- cational Radio in-school programs,hut none of them arereceived in the count y schools yet. B.C. Dickerson,Director of the Adult TechnicalSchool, observes, "We have found that manyof the schools do not havecommunications systems to receive such programs.Moreover, many teachers do notknow the uses and advantages of radio.We have to do a sellingjob." At this time, the station's budget does notpermit the hiring of aproducer. The budget is now $1,500 yearly--although some moneyis added for equipmentfrom school funds for its electronicsdepartment. Accent on the Young Though a good deal ofmaterial is made availablefor the secondary school student, in-school radio inthis television age isdirected primarily towardthe elementary school child.Because the very young areat a non-literal age,in- school radio has advantages overthe print medium. Theyabsorb the material more easily,and it can stir theirimagination and curiosity. To manyurban children, too, who verge onthe non-literal, radio canbe especially useful. For the lower grades,music and simplestory-telling series are mostoften broadcast. As the in-schoollistener becomes older, the rangeof pro gramming is extended. Programs, usually aquarter-hour in length, coversuch subjects as arith- metic and mathematics,English, poetry, reading,writing, folk tale3 andlegends, proverbs, literature,phonetics, languages(Spanish, French, German,Italian, Russian and Hebrew),geography, physicaleducation, social studies,history,

11-31 psychology ,current events, art,science, crafts, economics, simple safety). biology, astronomy,guidance (personaladjustment, health and KSLH St. Louis in1966 broadcast for primarygrades a To illustrate, social foreign language,language arts, mathematics,music, science and grades (fifth, sixth andseventh years), itbroad-- studies; for its middle sci- cast programsabout foreign languages,guidance, health and safety, ence andsocial studies; for theseventh and eighthgrades, it broadcasts material about health,language arts, music,science, social studiesand guidance. KANW Albuquerque, a verydifferent sort of in-schooloperation, is oriented primarily tothe young elementaryschool child. Thestation covers a large areabecause the AlbuquerquePublic Schools consistof more than 1, 243 square miles.About 45 percent of the popu- 100 units spread over Indian, lation is bi-lingualSpanish; five percent areNegro; five percent are and seven percent areconsidered to be disadvantagedPueblos. The station broadcastssix-and-a-half hours a day,60 percent of the time shows. These aremainly music.Its music offering locally-originated and appreciation series,"Adventures in Music, " isoffered to six grades, listened to regularlyby 95 percent of thethird-graders.It also offers Span- ish placement testsfor the Spanish-speakingchildren. The station has one full-time employee. Less Costly thanTelevision For the most part,in-school radio is anenrichment service.The biology lesson maysupplement his materialswith a drama- teacher who gives a form of tized series about thelives of great biologists.(Drama is a favored because of its vividness.It is relativelyinexpensive in-school programming expensive than to produce becauseit uses student actors,certainly much less with in-schooltelevision). A high school class incurrent events maylisten to a speech by a govern- ment figure and thendiscuss it.KSLH's "Let's FindOut" is one of the more successful of the enrichmentseries.It features a scienceteacher who con- ducts the childrenthrough simpleexperiments which fit intoschoolroom lessons to follow. k accomplished much with'directin-school instruc- Still, some schools have by a school tion. WBOE Clevelandis an example of amajor station used through direct radioinstruction. Here, as inseveral other system to profit in with the public school systems,each program iscarefully planned to tie course ofinstruction.

4-, 11-32 New Ideas are Utilized Some of the newer ideas in education also find their wayon to instruc- tional radio. WBAA Lafayette, the Purdue University station, is among the leaders.It has produced such series as "The Words We Use, " based on a new system of transitional grammar. 'Then and Now" takes a cultural anthro- pological approach to social studies.(One program was about the accultur- ation and assimilation of a minority group in Hidalgo County, .) "Our Working World" teaches economics for the first grader; "News in Focus, " for the first graders, catches interest by dealing with such subjects as the Beatles; and "Creative Thinking--The American Pioneers" is a series that gives exercises to stimulate thinking.

Another leading station is KBPS Portland, Ore.,which has to its credit, "Exploring Numbers, " a series about the new mathematics. In large cities in-school radio has been utilized to deal with urban prob- lems. WNYE New York Board of Education station, for example, haspro- duced many series which work on multi-levels to help the children of minor- ities.The programs give them pride in their ancestry, help give them a sense of identity, give fellow students from different backgrounds better under- standing, and generally improve the youngsters' attitudes. Among the WNYE material are "Out of Many, One--A Nation of Minorities, " "Peter and Pepe, " "Senorita Jones, " "People and Places, " and "A World of Brothers. " Radio Used To Solve Problems 'When minority *problems erupted in New York City, " says Mrs. Cecil H. Suffern, Assistant Director of programming at WNYE, "we quickly turned to radio. We were able to create a series that would help improve the image of the Negro. The school system can't begin to get such service from textbook publishers. Under normal conditions, it would take at least nine monthsor a year to get us such material." The WNYE series is "The Negro In America. " It has won several awards."Glory Road, " a series produced by WBGO New- ark, dramatizes the lives of prominent Negroes such as Martin Luther King, Harriet Tubman and Mary Bethune.It is the only American radio program to win the 1965-1966 Japanese prize in international competition with 40 countries. Another social problem, the rebelliousness of youngsters, is also being reduced by in-school broadcasting."The Tender Twigs, " a series of 13 half-hours produced by WFBE Flint, Mich., addressed itself to the social problems of youth in the 20th Century.It detailed the specific steps that can be taken by the individual, the school, community and church to insure accept-

11- 33 able behavior. Subjectsconsidered on this series: crime,mental health, delinquency, social pressuresand human growth. They areexpounded by a notable group of experts. Youngsters are alsO advised onearly marriage in WBOE's "ForNow-- Or Forever, " a serieslater fashioned into a textbookfor an English course. The three sections are "MyFamily and I, " about approaches tosuccessful family living; "My FamilyToday, " about the causes offriction between parents and children; and "My FamilyTogether, " about choosing a matewisely. The vividness that in-schoolbroadcasting can bring to educationis exemplifed in "Mike Cable,Special Correspondent, " a seriesproduced by WBFE Flint .This program used a fictitiouscharacter who roams all over the world, sending in reportsfrom the Sahara, from alumbering camp in Oregon, from Brazil. Theobjective is to point out thedifferences and similarities between all people. Some educators havecomplained that children todaydo not listen as attentively as they might, andhave contended that televisionwithits emphasis on thevisualis at fault. Numerousstations with in-school programs pro- duce specific programs to trainthe children's auralfaculties. Among the programs is "Let'sListen, " from WBGO Newark. The handicapped child, thesick and the disadvantaged, arealso served by instructional radio.'ANNE has had a "High Schoolof the Air" for 600 home- bound and hospitalized pupilssince 1949.It offers direct instructionin Eng- lish, general science, biology,American and world history.The student is given a radio receiver in hishome to take these subjects.In 1965-1966, federal funds were madeavailable to serve groups of15 of these pupils with enrichment instruction. KBPS Portland, Ore., hasalso received federal funds for aspecial in- school radio project aimed atthe educationallydisadvantaged.It has produced four series for these children.The first, "Story Corner, "consists of drama- tized biographies of men and women,Negro and White, who havesucceeded in spite of difficulties.The second, "Teen Line, " is acall-in series for seventh and eighth graders who candiscuss issues that concernthem. An- other is a newscast forslow learners in high schoolpilot classes, and the fourth is a broadcast of a creativestudent's work. Summer Programs are Special WGBO is doing similar workwith "Operation Headstart"children in New- ark, N.J. The station,normally off the air during the summer,remained on

II- 34 to produce "Tell It Again, " a dramatization of familiar stories, which was heard by 1,700 youngsters. This coming year, the station will present "Mr. Saymore Says, " whi zh will consist of a different story in each broadcast. The availability of instructional television has naturally had an effect on instructional radio. Martin Busch, Director of radio and television for the University of South Dakota station, KUSD at Vermillion, says, "We were serving as many as 35,000 students with "School of the Air, " which has been on since 1935. Most of these pupils were located in country schoolhouses, But now even television is going into these country schoolhouses and the number of our pupils has declined. Aside from television, there are other reasons for this decline. At one time we had a full-time person promoting our program. Now we don't. And we haven't had the cooperation of the County Superintendents the way we once did.They haven't supported us. " In New York City, when instructional television began operating, there was a drop in the number of students using in-school radio. Now, five years later, however, radio has surged back. Some 22,000 classes, more than the number which use instructional television, use in-school radio. The first tendency, once television becomes operative for in-school education, is to make the full curriculum available on the newer medium. But not all subjects can be taught equally well on both radio and T. V. The Wis- consin State Network's "School of the Air" discovered this with "Let's Draw, " a proven in-school radio series which it moved to its instructional television facilities.On television the program was a failure."It was found, " says Karl Schmidt, program director, "that the children tended to copy the tele- vision pictures we showed them as part of the series.Their imaginations did not work as freely as they do in radio." This same series also is now presented in "Radio-vision, " which combines color film strips with in-school broadcasting. There are, of course, many subjects better taught on radio than on tele- vision."Music, news and drama are better done on radio than on television, " observes Mrs. Cecil Suffern, of WNYE, who functions in both media."Not only do we have to consider the additional cost on television, but T. V. does not add a great deal to the instruction we're trying to give." Both Media Can Be Used Wherever possible, the better in-school stations use both radio and tele- vision, one to supplement the other.In the same week, KDPS Des Moines, broadcasts T. V. and radio courses in Spanish, literature, English, history and speech improvement, according to John Montgomery, general manager of the station."Music In Motion" is heard on both the instructional radio and television stations in Eugene, Ore. At WNYE New York, as the city in-school

11- 35 station televises classes in science for high school students, thein-school radio station offers dramatized biographies of leading scientificfigures. In-school radio can be--and is--very useful to teachers. Thedirector of elementary education in the City PublicSchools has stated: "An interesting result of listening to 'Let's Find Out,and 'Void. Mimi, ' both KSLH-originated programs, has been the techniques of teaching that teachers have picked up from the 'Science Lady' and 'Mademoiselle Jeanette. In-school broadcasting is actually an efficient instrument in training teachers. KBPS Portland, Ore., has pioneered in this practice.As a con- sequence of the requests of new teachersin the primary grades, the Super- visor of Elementary Education in the city planned a series, "Here'sAn Idea. " It deals with a variety of classroom learning situations which may contain teaching problems. Among program titles: "The Non-Singer"... "Listening Skills"... "Independent Activities"... "Tips For Spelling"... Creating Interest in Reading"... "Science Around Us. " Many experienced as well as inexperienced teachers in the Portland school system use this series. The teacher s listen to the programsalone, or often under the supervision of a principal who spots an area of weakness he might like to strengthen. Other Ways To Teach KBPS also uses in-school radio for other forms a teacher training. Members of the Superintendent of School's staff speakdirectly to teachers about specific problems which need to be solved if a better climate forlearning is to be created.Talks and interviews are held with distinguished educators who discuss a curriculum problem; series are presented which illuminespecific problems relating to a group of specialists, social studies teachers,for ex- ample. Other in-school ideas for teachers enrich them in theirspecialties.One such series was "Understanding Music, " geared to "new music" courses.An- other was "The Language Arts, " and its objective was toadd to the teachers' knowledge of the whole English curriculum. In this last series, aPortland teacher doing advanced work or special research was often invited to report. The in-school instructional station is also used to bind teachers and parents closer together. The parents listen to thein-school broadcasts them- selves and know what their children are learning. WWHI Muncie,Ind., pre- sented 140 interviews last year with teachers so parents could know moreabout

11-36 those who teach their children. WEBS Elgin, Ill. ,broadcasts discussion of the Parents-Teachers Association, entitled "The Adolescentand His World. " WMTH Park Ridge, Ill., uses "Main Line" to permit parents and others in the community to ask questions about the school and its problems. WCSQ Central Square, N.Y., presented a program, "Parents Night Activ- ities." It consisted of interviews with parents. Gains, But More To Be Made It is clear that the national scene shows great variation in degree of development of in-school radio.Unfortunately, in many areas, it is an under- developed medium that is dependent on a relatively small number of insti- tutions for program supply.Yet, at the other end of the curve, some in- school stations-- are leading the way for the aural medium to serve their com- munities better--they have lengthened their broadcast days to offer more community programming; they are finding new ways to serve educational purposes through languagedrill, professional training, lectures, etc.; colleges and universities are using their stations for adult credit course broadcasting, though on a small scale. At a time when teachers are either in short supply or inadequately pre- pared for their teaching duties, when the cost of employing teachersis rising sharply, when curricula are constantly being revised and when thedemand in urban areas is for more attention to children who have specialeducational problems, in-school broadcasting clearly has the potential to be ofconsider- able assistance.But support of it must go beyond mere financing.The medium must be completely integrated into the educational system.Educators must be briefed in how to use radio, and must understand what it cando for them. They must see it as a means of teaching children better andfaste'r, of im- proving the quality of their instruction, of givingadditional knowledge to their teaching staff.Then, it may begin to repay the investment that will be needed. AGRICULTURE

In agricultural services,educational radio serves its farmcommunities very wellindeed. The United StatesDepartment of Agriculture'sFederal Extension Service, for example,reports that of the 800,000broadcasts of its material by radio stationsin 1965, about half were carriedby educational stations. Since the number of educationalstations is small in comparison to the number of commercial stationsserving farm communities, thecontribution of these stations isobviously impressive.It is alsc true, moreover, that many educationalradio stations which specializein farm programming -- KASC Manhatten, Kansas, andWKAR East Lansing, Michigan, amongmany examples -- also furnish manycommercial stations in their stateswith a large volume of programming. The university-ownededucational stations, particularlythose owned by land-grant colleges anduniversities, are those whichrender the greatest service. These includeKSAC, WKAR, KOAC, Corvallis;KUOM Minneapolis; The Wisconsin State Network;WOI Ames, Iowa; WILL,Urbana, Illinois; WBAA Lafayette, KSDU Fargo;KWSC Pullman,Washington, and WRUF Gainesville, Florida How Diverse Are TheirServices? Perhaps the best way to delineatethe extent of their servicesis to present a picture ofwhat one station does for itsagricultural audience. While "this station, WKAR has anextremely complete service,there are many others which equal its efforts. Every weekday the station presents a"farm hour, " and on Saturdaysit presents two hours of farmprogramming. In five monthseach year, during Daylight Saving Time, it alsooffers an additional morninghalf-hour of farm news six days aweek. The "farm hour" consists ofhard farm news, plus manyspecial features. The news includes market reportsdirect from the MichiganLivestock Association, a daily reportfrom the Michigan LivestockExchange, a daily weather forecast by the UnitedStates Weather Bureau, andonce-a-month reports from the MichiganDepartment of Agriculture's CropReporting Service. Three times a week countyagents from Ingham, Calhounand Eton counties report to the farmers.News is also given about farmorganizations

11-38 that are holding meetings, how to solve farm.problems,and the best times to market. Daily interviews are presentedwith agricultural specialists from the university.Specialists are used from all departments: forestry, agricultural economics, engineering, horticulture, and soil and cropscience. The second half-hour of this program consists mainlyof features in which guests predominate. One-minute reports are given by sevenfarm organizations, the Michigan Animal Breeders, Michigan AlliedPoultry Association, etc. Each week the Michigan Department of Agriculturedis- cusses important developments, asdoes the Michigan Agricultural and Stabilization Service. In this same half-hour, the university's short coursedepartment annomkes concentrated courses of interest to farmers. Once monthly, a guest from the Michigan Crop Improvement Associationdiscusses seed certification and new seed inspection programs, and gives tips on harvesting. The National Farmers Union also is given time to discuss important matters. Here too, is included material from the Extension Service of theUnited States Department of Agriculture.

Four Programs In An Hour The hour Saturday morning block of additional programs consists of four quarter-hours. The Farm Bureau of Michigan and the Michigan State Grange produce their own programs. Another program, "Food For Thought" distributed to 50 stations in Michigan, consists of special interviews with important guests."Ag U.S.A.," is news, discussions and interviews from the U. S. Department of Agriculture, a special feature. Produced through the cooperation of the Michigan State Department of Agricultural Engineering, and with a grant fromthe power companies of the state, "Energy For Living" informs farmers, as well as others, on the old and new uses of electricity around the farm and home.It is sent to 20 other Michigan stations. Michigan State University, the original la.nd grant college, also has a "Farmers Week" once a year.Attendance is estimated at 25,000 people from all over the country. From it, WKAR broadcasts live speeches, discussions and convocations. These are also recorded and re-played at a later time. Perhaps the outstanding program to come out of "Farmers Week" was that which consisted of reminiscences of five Secretaries of Agriculture, beginning with Henry Agard Wallace and ending with Orville Freeman.

11-39 It has recorded The stationperforms two otherservices for farmers. 30-seconds, one andfive-minutes in 80 spots aboutsafety. These are in part, of length, stress theseriousness of farmsafety, and consist, farmers who haveinjured themselves.The station has won interviews with Council for this an awardin 12 of the last13 years fromthe National Safety service. Richard Arnold, whois interested in4-H WICAR's Farm Director, their children to gointo work, travels thestate counselingparents who wish farming. He givesthem the benefit ofhis expertise andtells them what exciting opportunities areopening up in farmingfor their youngsters. WKAR is The extent of theknowledge brought tobear on farming by that 10 departmentsof the University'sAgricultural visible from the fact 1965-66, too, 467 Department cooperatewith it weekly.During fiscal different guestsappeared on its farm programs. KWSC Pullman, hastwo regular farmprograms,"Farm Another station, and "Farm Facts, " dailyagricultural news,interviews and commentary, In addition, thisstation presentsshort Reporter, " researchinformation. the broadcasts from the numerousfarm institutes aroundthe state and of its campus; of areaconservation meetings,the short courses held on Washington State CountyFair; the State 4-HSummer Camp and the Grange Convention. day-by-day listings ofsubject matter on the"Noon Farm Here are the of subjects Hour" over KOACCorvallis for betterinsight into the variety covered on a farm program: Soil Management; Monday: Weather; Markets;Wildlife Management; Farm CropsProduction; PoultryProduction. Tuesday: FarmCalendar; DailyManagement; PesticideSafety; Dairy Production;Plant Pathology;Farm Engineering. Wednesday: StrawberryCertification; SeedCertification; Farm Forestry. Poultry Marketing; Production. Thursday: FarmManagement; DairyProducts; Livestock Friday: FarmManagement; FarmOutlook; Dairy Marketing; Fruit and VegetableMarketing. Saturday: Entomology;Vegetable Production;Range Management.

11-40 Specials Fill In Gnnq In addition to thesecomprehensive farm programs on a dailybasis, many educationalstations do farming specials.WSUI Iowa City, Iowa, for example, featured the Departmentof Farm Medicine at Iowa University, the station owner, in "FarmProblems, " which covered farm problems, pesticide, and other medical reportsof interest to the rural audience.In its "Agricultural Forum, "the Wisconsin State Network addressesitself to a variety ofsubjects. And, WSIU Carbondale hashad a discussion of farm subsidies. A very different type of service wasKSAC's "Rural America: Challenge or Change."The objective of this series of 13quarter-hours was to give the farmer a broad look at significantdevelopments impinging on agricul- ture.Topic included: "Rural Sociological Changes" "Political Changes" "The Affluent Farmer" "Rural America and Today's Technology" "The Rural Economy" "Rural Poverty" "Education and Today's Farmer" "The Farmer and Government" "The Population Shift" "Leisure Time and Rural America" "Rural America -- Conclusions" It seems apparent that the farm audiencesof this country are receiving a mass of materialfrom educational radio which wouldotherwise not be pre- sented to them. CULTURAL ENRICHMENT

It is often assumedthat educational radiostations broadcastlong-playing classical records from aninexhaustible collectionall day long, occasionally recorded lecture -- andrepeat the process interspersing a news report or but it from January toDecember. Undeniably,that happens in some cases, is not the rule. Music usually does accountfor the majority ofthe educationalstation's programming day, just aswith commercialstations.The difference is inthe is broadcast. Wheremost commercialstations play only type of music that the the latest popularmusic, and theatrecompositions for variation, educational outlet oftenprovides the only sourceof classical musicavailable to some communities. kind The educational stationslargely serve as the soleoutlet for another works, contemporaryworks written by modern composers. of music: serious today All too often, the composerof a string quartet orshort operatic piece his effort, other than afew dozen or fewhundred people has no audience for music. who might attend asingle performance at auniversity or school of Commercial interestsseldom record suchworks (after all, the composer But tape recordings,broadcast on oneeducational station has no "name"). from and distributed todozens of others, areproviding young composers this country and otherswith an opportunity to trytheir ideas before an army of listeners. I however, the culturalprogramming that is the Important as music is, There must be a hallmark of so manyeducational stationsoffers far more. drama, art, literature --broadly, the fine arts.The careful blending of of this report. skill of educationalradio in providingthis mixture is the theme Importance of Music toCincinnati Cincinnati, Ohio, is notthe nation's music center,but it has a major famous quartet and anoutstanding conservatoryof symphony orchestra, a seldom get air music at the Universityof Cincinnati.These organizations radio in Cincinnati.The city's owncontribution to time on commercial Univer- American music mightbe unknown to mostlocal residents if WGUC, did not carry all ofthese groups, and more.The station's sity of Cincinnati, Salle Quartet live pickups of theCincinnati Symphony, summeropera and La all help residentsshare the treasuresstored in the community.

II-4Z Even if Cincinnati were not rich in professional music organizations, WGUC can and does turn inward to the University for talent.In cooperation with the College Conservatory of Music, the station producesa half-hour of student recitals each week. And last fall it carrieda Sunday afternoon series featuring Raymond Dudley, eminent Canadian pianist and Artist in Residence at the conservatory. An authority on the music of Haydn, Mr. Dudley played and commented on Haydn's piano sonatas in six hour-longprograms. Like many educational stations whichare strong in original programming, WGUC makes a practice of recording and distributing for re-broadcastmany of its series.Its La Salle Quartet programs are heard in 65 to 70 cities via the NER Network. The Cincinnati May Festival,a choral music series, and the Ohio Valley Jazz Festivalare regularly distributed. How Many From Grand Forks See the Met?

It is not known how many people in Grand Forks, N.D., visitNew York City to see a performance of the Metropolitan Opera, But ifsomeone wants to hear a performance of the Met in Grand Forks, hecan turn to the Univer- sity of North Dakota's KFJMon Saturday afternoon. KFJM and some 30 educational stations are now joined on the nationwide Metropolitan Opera Network.

The Fine Music Station of Knoxville The fine music output of the educational stationscan be staggering, as illustrated in this recounting from WUOT, University of Tennessee,Knox- ville, for just the month of November lastyear: Serious music, locally produced with recordings, selected and annotated by a professor of music on the staff...... 350 hours Serious music, taped or recorded from the Library of Congress and other national sources . 50 hours Serious music, locally produced with University faculty ...... 2.5 hours New York Philharmonic Orchestra concerts, taped in New York each week ...... 4 weeks Contemporary jazz, locally produced with com- mentary.. 4 hours

American musical theatre, recorded. 3.25 hours

11-43 On the "live" side ofWUOT's effort last November wereseveral perform- faculty ances producedin cooperation with theuniversity department of Music, and graduate recitalsand a full concert by theKnoxville Choral Society.Met- have also been added toWUOT's schedule.. z ropolitan Opera programs Sheer variety in classicalmusic presentation isdemonstrated by the eve- ning program schedulebroadcast of KSJR, St.John's University, Collegeville, Minnesota. The recordedconcerts of five majororchestras are heard each night: the Detroit,Cleveland, Boston, Chicagoand SymphonyOrch- estras. KSJR alsocarried re-broadcasts ofthe Library of CongressChamber Concerts, and last fallaired 12 programs in ThePrague Spring Festivalseries. At many university stationsspecial series are builtaround rare music collections, or around staffspecialists expert on aparticular phase of music. Most of these maketheir way into educationalnetwork distribution.Among them: "Legendary Pianists," aseries produced at KWSC,Washington State University, Pullman,Washington, makes use of pianoroll recordings from a rare collection.Performances are by thepiano masters who pre-dateelec- tronic recording -- JosefHofman, Ignace Paderewski,Ignaz Friedman, Feruccio Busoni. "Thede Bellis Collection," one of the moSt widelydistrib- uted music series, isbased on selectionsfrom 22, 000 recordingsof Italian music collected by SanFrancisco businessman andcultural leader Frank V. College, and Mr. de Bellis.The collection is housed atSan Francisco State de Bellis hosts the program,originating from KEBS SanDiego. The music shows are notsolely instrumental.The understanding of music, especially the"new" music of contemporarycomposers, callsfor discussion.Thus3 the music "talk"showis part of educationalradio today,. A notable series inthis vein is "Tone Roads," discussions andviewpoints on contemporarymusic, often from lectureseries held at variousuniversi- ties."Tone Roads" is produced atWUHY Philadelphia.WUHY has also given its listenersinsights into the lives offamed opera singers on"Singer's World, " a show matchinghistoric recordings withbiographical detail, rep- ertory and interviews.A special WUHY program,"The Philadelphia Com- poser's Forum -- Pastand Future," recentlyhad a group devoted tothe j performance and disseminationof contemporary mu:sicexplain its activities. Boston Series on theMetropolitan Opera One of the great musicaldocumentaries of recent years,in any medium, has been the BostonUniversity-produced "Hall ofSong: The Met." This series of 26 documentary programspresented the history ofthe Metropolitan Opera Company in NewYork from 1883 to1966.The broadcasts highlighted the outstanding personalitiesand performances whichestablished the Met as

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LI a unique landmark of Americanculture. WBUR, the University station, offered the series in way of tribute to the closing of the old MetropolitanOpera House and the opening of the company's new home at Lincoln Center.Robert Merrill, Dorothy Kirsten and other major operatic stars participated inthe series. There are, of course, great differences in the amount oflocal talent a rail- able to the educational stations in different parts of the country.WFCR .Amherst, Massachusetts, can draw upon Amherst, MountHolyoke and Smith Colleges, plus the University of Massachusetts. WGBH Bostonis centered in a great educational complexthat includes Harvard, Yale and Northeastern University. From their studios go broadcasts of the BostonSymphony, Conservatory, Cambridge Society for Early Music, etc. While the names of the larger colleges and orchestras mightbe better known, stations in smaller schools and with orchestras of less reputeavail- able still provide their listeners with excellence. WMUKKalamazoo, opera- ted by Western Michigan University, programs the live andtaped performances of the Kalamazoo Symphony, the Junior Symphony andthe Chamber Music Society. Visiting Concerts Are Captured Local effort, of course, does not center solely on the localmusic organ- izations. When visiting orchestras and musical groups passthrough a city, their scheduled concerts are quite often recorded or carried live onthe edu- cational station. A highlight of the musical programming year onKOAC and KOAP, Oregon Educational Broadcasting stations in Corvallisand Portland, was the presentation of a concert atOregon State University by the renowned Netherlands String Quartet. Likewise, at WUOM, the University of Michigan station in AnnArbor, an outstanding musicalfeature last year was a concert opening a week of special celebration honoring the city of Tubingen, Germany,Ann Arbor's sister city in the People-to-People program.Musical groups from both cities performed. Germany's visiting Interlochen SymphonyOrchestra was featured in still another live concert broadcast. (See WUOM profilein Section IV for details of its music programming and original productionsin the field of the drama). The Drama on Educational Radio If music is easily come by in the programming variety onthe educational stations, it is not so simple to capture the other arts, dramaparticularly. There are fine shows -- like "BBC World Theatre, "featuring dramatic pres- entations ranging from the works of Shakespeare toBrendan Behan, and done

11-45 by professional groups that are available from standard sources via record- ings.But producing drama is a highly ambitious undertaking.It is, how- ever, being done. At WSUI-KSUI, University of Iowa stations, IowaCity, dramatic pro- gramming is an important undergraduate effort for the University's creative writing and acting students.Both the writers and drama students work in two WSUI series, "Writers at Work" and WSUI Radio Theatre." "Writers at Work" is a two-hour Saturday morning series presenting dramatic and docu- mentary productions written and prepared for production by UI students, and presented by the UI Radio Players. Some of the original plays:"Karma, " a dramatization from a novel written by a student;"Sea and Corsica, " a reading from a travelogue written by a graduate student; "Jenny Dropped the Bomb, " dramatized from a short story written by another graduate student. "WSUI Radio Theatre" is a bi-weekly production, in which students present dramas, comedies, and documentaries. Length of the program varies, often running as long as three hours. Some productions are original works of students, while others are classic radio plays such as "Sorry, Wrong Number." Apart from the drama presentations themselves, discussions of drama and the theatre are common. WAER , Syracuse, New York, can turn to its resident specialist as can many stations where a drama department is part of the university scheme. WAER produces "Appreciation of the Drama, " featuring Dr. Gerald F. Reidenbaugh, chairman of the Drama Department, who gives weekly insights into the aesthetics of the theatre and discusses the historical background of the theatre as an art form. Poetry Can Be Drama At KUOW University of Washington, Seattle, a program called "Drama Perspective" presents prominent personalities discussing and illustrating aspects of the world of theatre. KUOW, in another area, also airs "North- west Poets, " a program presenting outstanding poets from the Northwest reading frOm and discussing their own works. KSJR St. John's University, Collegeville, Minnesota, has begun an ambitious series called "The Performers Explore the Performing Arts" -- interviews and documentaries relating to various aspects of the performing arts.The topics have ranged from the Vivian Beaumont Theatre in Lincoln Center to the New York Ballet, from modern dance to Shakespearean drama and its effect on the modern audience. WGBH Boston airs a half-dozen or more programs directly tied in with theatre, art and literature.Its "Tuesday Afternoon at the Theatre" pre- sents works ranging from Ionesco's "Le Roi Se Meurt" broadcast in the ori-

11-46 ginal French) to excerpts from several versions of "The King and I" followed by an uninterrupted recorded performance of the original Broadway produc- tion.WGBH's series, "The Great Interpreters, " has noted authorities discussing great authors and works of literature: Sir John Gielgudon Shakes- peare, Emlyn Williams interpreting Dickens, etc.Heavy drama, ancient drama, new plays or old... serious music, light music, new musicor old--- educational radio is the fountain that is providing much of the public today with something for every segment of its diverse nature. Youth, for instance, can take much from a widely distributed series, "Directions in Children's Literature. " These programs from Riverside Radio WRVR New York, feature discussions by leading authorities on aspects of children's literature--including poetry, theater, and the teaching of reading. KWSC Washington State University, is in its 39th consecutive year with what perhaps is radio's longest established musical educational program, "The Standard School Broadcasts. " The theme of the weekly broad- casts for 1966 - 67 is "The Heritage of Pan America, " a musical story of the lands and people of the Americas, much of it featuring music by Latin American composers never heard on radio in the U.S. Repeat Broadcasts "Never heard..." That is often the vital aspect of educational programm- ing--things worth hearing, and knowing, that would not be heard if it were not for a special kind of medium. There is also the "Re-hearing." The educational stations frequently repeat the best of their cultural fare.Last fall WGBH re-broadcast its outstanding 1958 Lowell Lecture series given by the late Harvard theologian Paul Tillich on "Man's Understanding of Literature and the Arts." The rebroadcasts were then repeated by a number of other stations. One of the most popular of the newer cultural lecture series, WGUC Cincinnati's Elliston Lectures, produced in cooperation with the George Elliston Poetry Foundation, is on station schedules around the country.The series changes topics yearly, and most recently covered "Encounters With the New: Studies in Modernism and American Poetry." Again, in the something-of-value-for-all philosophy, educational radio will re-broadcast the BBC's "Goon Show, " zany satirical comedy by British humo-ricits. Returning,.) loftier levels, hundreds of programs and series oneducational stations serve as a stimulus to listener reading and understanding. Many of the programs az-e similar to the KCUR, University of Missouri at Kansas City, production, "Books on My Mind, " The chairman of the English Department discusses books and authors of current interest in this series. KASU, State University, airs "College Author's Forum, " featuring well-known scholar-authors discussing their writings and teachings.

11-47 Professional polish is evident in other series on literature, such as the BBC re-broadcast, "Great Novels of the World." WMUK, Western Michigan University, and a number of other stations carry "The World of Stephen Leacock," a 13-part anthology of works by the great Canadian humorist, presented by the late Canadian actor John Drainie. Culture Has No Boundaries Music, drama, literature make up the bulk of cultural programming -- butthere are programs that cover all of these fields and delve into other areas besides. Among them is"Around the World," broadcast by WBFO State University of New York at Buffalo.This is a grouping of programs from foreign sources concerning the cultural life within various European countries. And the "Pantechnicon" series, from WGBH Boston, is an hour-long show ranging wide over a variety of artistic and literary topics, from a study of Surrealism to how Shakespeare is being directed today. This is not a 'blue sky" culture. Most of it is real and reachable, parts of most communities discovered and examined foreveryone's ap- preciation.There are innumerable variations in approach, even at a single station.For example, WDET Wayne State University, Detroit, in "Young America Looks at Books, " has a series done for the public li- braries involving panels of high school students commenting on books of their own choosing.The same station gives time to ethnic groups in the Detroit community to present their culture, backgrounds, literature and music to their neighbors. Out of all these things come understanding, more solid perhaps a term than "cultural enrichment." And clearly, in this attempt to broadcast II understanding," the nation's educational radio stations use more than a studio turntable to get across their message. THE NATIONALEDUCATIONAL RADIONETWORK (NERN)*

de- The National EducationalRadio Network is anetwork which seems to fy the ordinary definitionof the term. For onething, it is not aninterconnec- national organization ofeducational radio stationswhich ted network, but a networks) tied to one are not(with the exception of one ortwo state or regional another electronically on aregular basis. Foranother, it does virtually no centralized production ofnetwork programs underits own direct auspicesfor broadcast by its affiliates.As might be expected,the reason NERN is notin- terconnected and maintains nonational production centeris that it has lacked the financial support tomake either of thesethings happen. It began in 1950 as aninnovation in the mass useof tape recorded pro- Urbana grams.Its headquarters onthe campus of theUniversity of Illinois in has, for 16 years, acted as aclearing house for theselection, mass duplica- tion and distributionof the finest programmaterial produced bothby or for educational radio stations.Programs which are judged tomeet network stand- ards both substantivelyand technically areduplicated on high-speedtape-copy- ing equipment andmailed to more than 150affiliates of NERN. The Network is basicallyself-supporting. Each affiliate pays afee, based on suchfactors as station size,budget, and power. Afterits first five years of operation, the Networkbecame a self-sustainingentity supported almost affiliate fees. On a totalannual operating budget completely by these modest tapes per of less than $60,000,it duplicates anddistributes an average of 1500 week to its memberstations. Based on current programofferings and orders frommember stations, it is estimated that theNetwork will distributeapproximately 85 millionfeet of tape during calendar1967. This will provide some35,400 hours of education- al radio programmingthroughout the United States. In addition, the Networkprovides services tocommercial radio stations, campus closedcircuit broadcastingorganizations, libraries, schools,discus- sion groups, and evenindividuals who request taperecordings of NERN pro- grams. Note: These extra services arenot reflected in thestatistics. Overall figures are even morerevealing.In 1951, the first full yearof its operation, NERNoffered 458 programs for atotal of 10,550 hoursof * National EducationalRadio is a Division ofthe National Associationof Edu- cational Broadcasters broadcast time. This meantthat 25,320,000 feet of tape wereused to dupli- cate these programsfor distribution.In 1966, the programfigure was 1,895, with a total broadcasttime of 31,371 hours,requiring 75,292,200 feetof tape. During its first 15 yearsof operation (through1966), the NERN distributed educa- a grandtotal of 20,370 separate programs.This has provided U.S. tional radio stationswith 325, 9 64 hours ofprogramming. In that 15-year and always-overtaxed tapeduplicating equipment at period, the now-ancient of Network headquartersin Urbana processed anincredible 781,314,392 feet magnetic tape! It is worth notingthat the original piecesof mass duplicatingequipment, purchased in the Network'sfirst two years, are stillimportant to the opera- has long since tion.Maintenance is a complexaffair, since the manufacturer ceased to make partsfor these models. Soall of the output of theNational Educational Radio Networkduring its 16 years ofexistence, has been the product of overloadedand ancient equipment, a verysmall staff (now number- ing five) and severelylimited funds coming fromthe affiliate stationfees. NERN supplies programsto its affiliated radiostations in several differ- These consist of ent ways.First, there are itsregular program offerings. programs with awide range of contentand format. Each quarter,member stations receive a longlist of offerings fromthe Network office inUrbana, and choose from thebulletin those programswhich they wish to obtainfor broadcast during the forthcomingthree month period. Theorders are re- ceived in Urbana, andthe tape is copied anddispatched accordingly on a reg- ular weekly basis. Such program offeringsfall into seven categories; a surveyof typical quarterly offerings reveals arich and varied fare, as seenin this sampling: Programs of CurrentInformation and Orientation --People Under Commun- ism; World PopulationProblems...Literacy .... TheFood Crisis; A Look at Congress Today;Consumer Economics; OurPrisons; Nationalism in the 20th Century; Quackery;World Law; Narcotics. Programs About the PhysicalSciences -- The Natureof the Universe; The Impact of Atomic Energy;Cerebral Palsy; Birds; TheWeather; Satellites; The Upper Mantle of theEarth; The Meaning ofEvolution. Programs About the Arts andLiterature -- Classic dramaand literary read- ings -- Pride andPrejudice; the Canterbury Tales;Shakespeare; Treasure Island; Folklore;and French Theatre;Robin Hood; and the Great Books of Asia; Grammar;Swedish Arts; the Cartoon. Programs Concerned withthe Social Sciences --American Ideals, Child

III-2 Development; The Problems of Aging; Our JeffersonianHeritage; Woodrow Wil- son's Foreign Policy; Ancient Mexico; The Great Lakes; The Dead SeaScrolls; Woman's Role in Society; The American Cowboy; City Planning. Programs Concerned with Mental and Physical Health -- Fear andAnxiety; The Effects of Smoking; Contemporary Psychiatry; The Nervous System. Programs of and About Music -- The U.S. Army Band; Children'sConcerts; Jazz; The String Quartet; The Musical Legacy of Ancient Israel; Modern Ballet Music; The Cincinnati Symphony; The Handel andHaydn Soci- ety; The Detroit Symphony; The United Nations 20th AnniversaryConcert. Programs for Children is the other category of the Network's regular program offerings; this may well be the only current network radio material designed specifically to reach an audience of children. The Network also supplies its affiliates with in-school offerings.Scores of programs designed for in-school use in Kindergarten through 12thgrade are available on call, and many newclassroom series are distributed each year. Subject areas include science, foreignlanguages, guidance, language arts, music and art, safety and health, and the social studies. Network specials are frequently offered to affiliates -- most often at no additional cost to them -- with considerable frequency. Each week, the 30- minute "Special of the Week" is produced through the Network's affiliate at the University of Michigan, and made available to all member stations.Of- ten, this weekly special becomes the only broadcast version of animportant recent address made by a national or world leader in public affairs.Other current examples of special offerings include: A Chance to Grow -- a series of 11 programs, distributed through the coop- eration of WGBH, Boston, each of which examines the way members of nor- mal families deal with a different, critical change in their lives. The doc- umentation is drawn from some 100 hours of recorded interviews with rep- resentative families conducted by Dr. Norman Paul, of Boston State Hospi- tal and Tufts Medical School. The series was made possible through grants- in-aid from The Charles E. Merrill Trust, The Foundation for Education and Social Development, The Grant Foundation, Hoffman-La Roche Labora- tories, and private individual donations. The Selective Service System -- A panel discussion by participants in a conference on the selective service system held at the University of Chicago, under the auspices of the Chicago Council on Foreign Relations. Partici- pants included: Senator Edward M. Kennedy, Professor Milton Friedman of the University of Chicago, anthropologist Margaret Mead, and Colonel

III- 3

101.- Dee Ingo ld, special assistantto General Louis Hershey. The Library of Congress -- NER hasentered into a special agreementwith The Library of Congress which allows it todistribute certain readings and lectures given under the auspices of theLibrary. These programs are broadcast in their entirety, and bring to educationalradio audiences through- out the country lectures andreadings by the outstanding poets, critics, nov- elists, historians, and other men and womenof letters of our time. The first program featured the Soviet poetYevtushenko in 80 minutes of readings and commentary. Report from Mainland China -- Aseries of four one-hour programs from a major conference on Mainland Chinaheld in Chicago under the atispices of the Chicago Council on Foreign Relations,Northwestern University, the University of Chicago, The Bulletin ofAtomic Scientists, the American Friends Service Committee and TheJohnson Foundation. The programs are designed to give Americans a wide spectrumof first-hand accounts of con- ditions in China today -- social, economic,political -- and the implications for U.S. foreign policy. The sources of National Educational RadioNetwork programming are varied. By and large, the bulk of these programs areproduced by individ- ual affiliates of the Network, andsubsequently made available for national distribution.Usually, these production costs are paid for outof local sta- tion budgets. Recently, NER has receivedmodest grants from such organi- zations as The National Home Library Foundationand The Johnson Founda- tion to make possible partial subsidizationof local costs. However, programs come from many sourcesother than affiliated sta- tions and educational institutions.In the area of international broadcasting, for example, NER cooperates with theBritish Broadcasting Corp. to pro- duce a series called "Transatlantic Forum", inwhich prominent British and U.S. leaders discuss crucial issues via livetransatlantic cable; it is broad- cast to 100 countries through the worldwideEnglish service of the BBC. BBC also produces World Report and Science Magazinein London each week, specifically for NER use, Radio Nederland also produces two programs ex- clusively for NER -- "Transatlantic Profile" and"European Review," both of which are received here via transatlanticcable and short-wave. "Belgium Today" is produced in that country, specifically for useby NER affiliates. Other Network programs have come from suchinternational sources as the University of Berne, Radio Free Asia, ItalianRadio, UNESCO, Radio Sweden, the Canadian Broadcasting Company, SEATO, the Australian Broad- casting Company, the French Broadcasting_ System, the Israeli National Radio, UN Radio, and other international organizations.

III-4 In this country, program sourceshave included such diverseorganiza- tions as the FederalSecurity Agency, the ChurchPeace Union, the AirTrain- ing Command, the WorldLaw Fund, the U.S. Army,the Eastman, Manhattan Med- and Interlochen Schoolsof Music, the AmericanAssembly, the American ical Association, CooperUnion, the League of WomenVoters, the Twentieth Century Fund, Group W -the Westinghouse BroadcastingCompany, and many others.This incredibly rich varietyof suppliers representsprobably more completely than in any othersingle broadcast organization,the vastness of American culture and thepotential for offering, through asingle source, the best selection of radiomaterial produced throughoutthe free world. It is the dream of educationalradio that there will be oneday a true live inter-connected network. Whilecommercial networking declinesin scope as radio turns "local" in itsmarket-place battle to survivethe continuing tele- vision impact, educationalradio struggles to literallyadd the world to the dimensions of its service.It looks forward to theday when it will have a na- tional production center andbe able to expand vastlythe scope of its news and public affairs service. A modest but highly significantstep was taken recently,in March 1967, with the establishment ofthe NER Public AffairsBureau in Washington. The Bureau's first effort is aweekly half-hour series called"The NER Washing- national, international andregional subjects, many ton Forum." It will cover by the commer- of which mightotherwise be afforded scant, orno treatment cial media; in a varietyof formats including paneldiscussions, debates, in- terviews, Congressionalhearings and documentaries,it will bring to the mi- crophone the views andknowledge of representativesof Congress, government leaders and the intellectualcommunity, and committeehearings. The series is conducted by WilliamGreenwood, NER Public AffairsDirector, and pro- duced in cooperation withStation WAMU-FM, AmericanUniversity. It is the conviction ofthe educational radio managersinterviewed that as life on this planet grows ever morecomplex and difficult, more,rather than less, national and internationalbroadcast coverage is needed.Full network- ing capability, theymaintain, is an inescapableprerequisite if the medium is ever to arrive atfull maturity. Until the advent of thesatellite, the obstacles --mostly financial -- had appeared insurmolintable.The satellite, with itspromise of efficient and economical access to thecontinents, may prove to be afeasible answer. At the present time, it is agenerally accepted view in thefield that a satisfactory network servicecould be sustained at anexpenditure of only one- tenth of what would be requiredfor television. The actualeconomic plight of the radio medium is sharplyrevealed when seen in the lightof the Carnegie

III-5 Commission's statement in its report on ETV that the presentyearly NET budget of $8, 000, 000 is insufficient to maintain thedesired level of quality ETV production.One-tenth of this amount is $800, 000 -- the annualbudget of NER is $60, 000. The distance between the need andthe harsh reality is immens e.

OTHER NETWORKS

Broadcasting Foundation of America

The Broadcasting Foundation of America(BFA) is a non-profit distribution organization whose objective is tomake a wealth of programming services from abroad available to Americanradio.It represents the programming and production efforts of some40.countries.Its programs are played by bothcommercial and educational stations in a ratioof two- thirds to one-thii.d. Last year, in the spoken word categoryBFA circulated about 23 weekly series and 12 one-time specials.It also distributed 19 different music festivals from abroad to Americanstations. A large portion of its programs is representedby the weekly press reviews from such countries asAustralia, Belgium, Great Britain, Canada, West Germany, the Netherlands, France, India,Israel, Italy, Japan and Sweden; Yugoslavia provides a bi-monthly review.In addition, the category contains an "International Science Report, " an"International Business Review, " and "The New Dimensions of Education." Several series are also distributed for UNESCO Radio inParis, and about the United Nations. An example of its music services is the1966 French festival.This consists of 24 concerts selected fromthe various French festivals. In 1965, BFA distributed some 19,606 hours of foreign produced programs. The non-profit organization produces no programsof its own.

The Eastern Educational Radio Network

The Eastern Educational Radio Network is aregional grouping of eight stations in the East: WRVR New York;WFCR Amherst, Mass.; WGBH Boston; WAMC Albany, N. Y. ; WAERSyracuse; WUHY Philadelphia;

III- 6 WAMU Washington D.C.;and WRFK Richmond,Va. The EERN stations provide three categoriesof services to one another:they exchange taped programs,cooperated in the productionof shows, and inter- connect live for somebroadcasting. Currently some 20 series ontape-10 hours of material-arebeing circulated.One of the documentariesthey have cooperativelyproduced is about Cystic Fibrosis.Each station-interviewsphysicians in its localities and sends thematerial to one station whichassembles it. While the EERN stations wereinterconnected for live coverageof the Fulbright Hearingsin1965, it has not been economicallyfeasible to continue this livenetworking on a regular basis.According to Al Hulsen, manager of WFRCAmherst, and head of EERN, thelevel of interest among the EERNstations for live networkingis very high, the technical capability is there,and all that is lacking isfunding for interconnection. He states thatthe eight stations wereinterconnected on a regularbasis during the early19601s as the Educational RadioNetwork (ERN). The staions presented manylive inter-city series an& wereparticulaiiy succes;ful for their in-depthlive coverage of the CubanMissile Crisis in 1962. The ERNstopped broadcasting as aregular live network when the necessary foundationfunding was no longeravailable. Several EERN stations areplanning a joint discussionof such regional problems as waterpollution and recreation through acombination of broad- casting and phone lines. The station group alsopools its resources to buy programsfrom outside suppliers.

The IntercollegiateBroadcasting System

Formed in 1940 to provide awide range of services toits college member stations (primarily studentoperations) the IntercollegiateBroadcasting System (IBS) claims to represent"All phases of campusbroadcasting." It has provided FM--only stations, oneAM--only station, 212Carrier-- services for 58 licensed outlets current (closedcircuit) operations, included are18 combined AM and FM which combine AMcarrier current and FMsimulcast. of material The taped programservice consists of aboutfour and 3/4 hours hour and one per week,ranging in programlength from five minutes to an half in length. Someof this represents aredistribution of British and Canadian Broadcasting Corporationmaterial. The balance comesfrom participating The IBS also offerssales and promotion advice, amaster handbook, stations. FCC represen- a magazinepublished six times each year,consulting services and tation. 111-7 LLJ "'"'"") as laid' I t qvIernyNe ginc=gx".., TOTAL PROGRAM OFFERINGS OF NATIONAL EDUCATIONALNo. of Total Time RADIO Total 1951-1966 Feet PRE1952 1951 TOTAL AND 1951 TOTAL Programs 458566 Series268:30317:45 Air Time 10550:0011030:45 26,25, 320,473, 000800 Dubbed 195319551954 TOTAL TOTAL 1085 781890 459:00390:39523:50 20274:1519023:3515476:04 48,45,37, 658, 142,656, 200 400 195619581957 TOTAL TOTAL 13711411402 1 532:28581:40603:20 17664:5017500:1618545:40 42,43, 396,000, 509, 000600 800 196019591961 TOTAL TOTAL 143013741349 620:20579:10632:00 22886:2520049:3023821:00 54,48,57,170,400 927,118, 600800 196219641963 TOTAL TOTAL 151016581660 552:35600:55620:10 24693:2021942:1524396:30 52,59,58, 661, 263, 551, 400 992 600 TOTAL PROGRAM OFFERINGS OF NATIONAL EDUCATIONAL RADIO 1965 TOTAL Programs No. of1800 Total Time Series 1951-.1966 (cont'd) Air Time Total DubbedFeet GRAND1966 TOTALTOTAL THROUGH 1966 20, 370 1895 745:10674:40 31371:4526738:00 75,192,20064, 171,100 (Special(In-School Programs Subtotal) Subtotal) (3, 679) (972) (551:18)8702:02(919:20) 325,(26,(18, 964:10 948:15)933:05) 781,(64,(45, 314, 475,639, 392 800)200) PROFESSIONAL COMMUNICATIONS

The use of educational radio by special groupsto reach special groups is a story never fully appreciatedby either broadcasters or educators.For one thing, such servicesoffer highly-specialized information toprofessional audiences; their users are few in number,though members of key professions. For another, this unusual servicehas been given little publicity and littleis known about it.Despite this, there are numerous reasonsfor its great success, and other compelling reasonsfor an expanded role for similar services in the face of advances ininstructional and close-circuit television and videotape records. These reasons include cost (which relative to televisionis miniscule). unique two-way audio systems thatallow for exchange between the sender and the receiver of instruction, andthe imaginative use of may audio-visual aids (charts, slides, X-Rays) toamplify the spoken word. What follows are descriptions ofseveral educational operations that have used FM radio alone or in conjunctionwith telephone lines to impart specialized knowledge. The largest of these operations beganin 1955 modestly to fill a critical need: to help the medical professionkeep pace with the numerous advances in medicine. As one observer noted:"Instead of suffering from a lack of progress, medical educationsuffers because of it." Although medical colleges continue to expand their postgraduate coursesin attempts to reach the practicing physician, attendancegenerally is low.The major reason for this, showed a special studyconducted by the Council on Medical Education and Hospitals of the AmericanMedical Association, was simply that physicians could not leave their patients to goback to school.And for those practicing near postgraduatemedical centers, the courses usually were given at unsuitabletimes. Program Began In 1955 It was with this background--the pressingneed to bring advances in medical knowledge to the doctor andultimately to his patientthat the Albany Medical College of Union University,New York, began to use two- way radio communicationfor postgraduate medical education in1955.It was to be a "universitywithout walls" and was to become what isprobably the largest postgraduate classroomin the world.The Albany Medical College owns and operates WAMC-FM,which, with its transmitter located on top of Mt.Greylock in Adams, Mass., has a tremendousreach."At the present time, " says station managerAlbert P. Fredette, "we have the second-largest coverage of any FMstation in the northeastern part of the United States, commercial ornon-commercial.

V-1 (The medical school began its postgraduate programming with one-hour programs made up of 15- or 20-minute lectures by members of the medical faculty.They were broadcast to six hospitals within a 50-mile radius of Albany.Questions from the six hospitals were received via radio, at first on the amateur band.The receiving as well as the transmitting in the participating hospitals was handled by volunteer amateur radio operators.)

Five Times As Many Students Response of the participants was enthusiastic; and additional hospitals were added.Writing in the Journal of Medical Education, Arthur Ebbert, Jr.,M.D., an associate dean and assistant professor of medicine at Yale University School of Medicine, said that after two years it was noted that "the two-way radio conferences had provided postgraduate instruction to five times as many individual physicians as had been attracted to the intra- mural postgraduate presentations at the Albany Medical College during the same period... with less effort on the part of the faculty." These results were so encouraging that the Albany Medical College began operation of WAMC in 1958. FM tuners and remote broadcast pickup trans- mitters directed back at the station's transmitter were installed in participating hospitals.Thus, there was free two-way communication between the College and the hospital. For the participating physician, it was a relatively simple matter to join his colleagues at his community hospital, at a given time, to hear the latest about arteriosclerosis.He was permitted to ask questions, as were doctors from other communities participating in the discussion. As the lecturers were speaking, slides were projected to give a visual dimension to the information. Signal To The Source If the participating doctor has a question, he writes it on a card and passes it to the hospital moderator, who simply presses a button on the front part of the transmitter.The moderator, at the other end, the Medical College, then knows that someone within the network of hospitals involved wishes to ask a question, or make a comment. These questions are heard throughout the network, as are the answers.The situation therefore approximates the classical setting of the classroom. Moreover, since the questioner is not identified, he is freer to ask what he wishes and has an advantage over being in a classroom setting. The year 1958 was an important one in the growth of postgraduate medical teaching.Faculty of medical schools in other areas of the northeast were invited to participate in WAMC's two-way radio conferences.Transmitters

V-2 in Boston, Burlington, Vt., and NewHaven allowed for the origination of programs in those cities.They also made it possible for thefaculties of the medical schools of BostonUniversity, Harvard and Tufts, University of Vermont and Yale to participate.Since then, programs have been originated from as far away as Columbus,Ohio. Numerous other cities and schools have joined from distantPittsburgh and Philadelphia to relatively near Syracuse.Often, the point of origin was connectedwith the WAMC network by telephone(a practice to be examined later in exploring the Ohio State UniversityRadio-Telephone Education Network). Three years after WAMC got started,the University of North Carolina School of Medicine initiated a numberof two-way radio conferences involving groups of physicians withinthe radius of the transmitter of the University's station, WUNC, ChapelHill.In 1962 a similar program was begun at the Ohio State UniversityCollege of Medicine with one important difference,questions from student-physicians went tothe studio via telephone. A linking up of the existing two-wayradio networks was achieved in 1962 at the annual meeting of the AmericanCollege of Physicians in Philadelphia.Albany, N. Y.,Chapel Hill, N. C. ,and Philadelphia, with the help of the Educational RadioNetwork (linking eight Northeastern stations), were joined to broadcast aconference on urinary tract . (Questions from Chapel Hilland Dayton, Ohio, were asked bytelephone.) Growth Record: 60 Hospitals At Albany, where everything began,things have grown to a point where 60 hospitals located throughout seven statesin the Northeastern partof the United States now participate, reportsWAMC's manager.In the current academic year, says Mr. Fredette,"we'll draw a faculty from 20 medical schools, located as far west as theUniversity of Wisconsin, as far south as North Carolina, the three schoolsin Boston, and so on. " What does the practicing physicianlearn? He receives information on the latest methods in diagnosis andtreatment from expert practitionersin the field.Thus he has authorities available toelaborate on specific medical problems which trouble him. He mayalso hear a physician in another community pursue the subject thatinterests him further. When hospitals who wish this service cometo Albany, they are asked to accept certain criteria:that they continue the program for aminimum of three years, and that theycontribute a "token sum" to the AlbanyMedical College for postgraduate medicine.In return, the college installs and maintains all equipment."As of this date," says Mr. Fredette,"the contributions from the participatinghospitals account for just under 50% of our operation. We generate thebalance from grants and aids from foundations, government agencies and soon."

V-3 Proof of Effectiveness We find this service to be very effective.It saves the valuable time of practicing physicians and of the staff of medical colleges.The Albany Medical College has noted, "If the physicians who actually attended the conference during the 1964-1965 season had to come to the medical colleges fror -i.hich these conferences originated, their composite travel distance would have been in excess of six million miles." Physicians now depend on receiving advance medical information from medical journals, from pharmaceutical firms, and from government sources.Of these three, the government tends to be slow and non- committal, while pharmaceutical firms tend to be quick and definitely committed, but much of their material is promotional, not professional education. The Idea Spreads Meanwhile, electronic postgraduate education began to spread. Licensed by , WOSU-FM, Columbus, Ohio, in 1962 originated a program from the Albany Medical College.This program in part experimental; led to the conclusion that WOSU would best operate by combining broadcast and phone line facilities. From that beginning grew the Ohio Medical Education Network.The network now serves a four-state area with 105 programs broadcast over the facilities of a dozen FM stations.Between 50 and 60 hospitals in Ohio, , Kentucky and West assemble community physicians to hear the special courses.During the present year the number of hospital medical staffs that have participated will number 70, while the five-year registered attendance total will exceed 50,000.(This figure excludes physicians who listen in their offices, homes or automobiles.) Others Participate The two-way radio instructional system has not been limited to dactors only.Veterinarians, nurses and teachers have also benefited.According to William Steis, manager of WOSU, an entirely new program forveterinarians was started in January in eight centrallocations so that professionals within a 20- or 30-mile radius of a center can attend.Now in the planning stage is a program that would reach various groups of state employees.Also in need of being developed, according to Mr. Steis, are series ofprograms that would be done in association with sociologists, political scientists, psychologists. The only boundaries of two-way educational radio conversations are "the boundaries of your own imagination, " he says.Teachers of retarded children, and even their parents, could participate in weekly seminars.So could workers in the problems of ethnic groups in the big cities.

V-4 Recognizing the need forin-service eriucationai prcaramcfor elementary A.nd secondaryschool teachers because ofabrupt changes in technicrles lnd actualinformation, the Ohio StateRadio-Telephone nperation began a seriesof broadcasts dealingwith problems that --nr ern &.-1-1,-rsthrouehout Teachers Have SimilarProblems As with the medicalprofession, the problems inreaching teachers are related todistance and availabletime.In the WOSU approach,teachers themselves can select topicsand can have a 40-minuteperiod to ask questions--a procedure notlikely in the normal collegeclassroom. At last report Ohio State wasoperating a radio-telephone programfor nearly 6, 000 teachers andadministrators serving betterthan 230 schools. The concept of two-wayradio education has definitelycaught on in the medical field.On the West Coast, theUniversity of California's San Francisco MedicalCenter uses the facilities ofthe Berkeley Pacifica station, KPFA, and ofKXQR-FM Fresno.In Utah, the MedicalSchool of the University of Utahhas linked seven hospitalsinto postgraduate education through KUERSalt Lake City, of whichit is the licensee. In the South, WUNC ChapelHill is an origination pointfor medical training which uses hospitals in that area.The University of Wisconsin uses telephone lines for two-waypostgraduate medical trainingin X.Ray technology, veterinary science,pharmacy, nursing andhospital admin- istration.This service has grownfrom 19 hospitals andmedical centers in 1965 to 84 hospitalsin 1966.Tapes are also distributed toprofessionals made by WHA Madisonthe station of theWisconsin State Network. Obviously, this use of FM radiomakes it possible for theworking professional to keep abreast ofdevelopments in his field.It has proved that time and distance are nolonger obstacles to acontinuing, perhaps never-ending, educational process.

All Around The World Illustrative of the fact thattime and distance areeasily overcome, the WAMC Albany operationhas arranged three two-wayinternational conferences between it andAustralia.The first medical conferencebetween Albany and Sydney tookplace on October 14,1965.The subject was "New Developments in the Mechanismsand Therapy of CardiacArrhythmias. " Originating in the studios ofWAMC, further broadcast wasmade possible by domestic long-distancetelephone lines and the CompacTrans-Pacific cable between Oakland,Calif., and Sydney.

V-5 In Sydney, three-point participation was established through a conference-call system that allowed telephone circuits to be connected in round-robin fashion while amplifiers and speakers brought in group participations at various points in Australia.The conference was recorded and transmitted later over open-circuit by radio station VL2UV sothat the maximum number of Australian physicians could be reached. Because the costs are relatively low, the further development of two- way radio education could have world-wideimplications, speeding up the learning process in such under-developed areas as sections of Africa, where professionals are truly isolated and sometimes are years behind important discoveries in their fields.

v-6 NON-BROADCAST SERVICES

At this time, an area of largelyneglected opportunity for educational radio is the furnishing of non-broadcastservices. The educational radio station, after all, when properlystaffed and funded, is a vast aural production center where amultitude of public information and materials can be generated.Yet much more is possible. A station canreach out and provide non-broadcast servicesfor professionals, for groups and for students --services which can belistened to in the privacy of the home, in class, in meetings, etc. Some of this is being done.Yet in all too many cases, only thebarest beginnings have been made. TheUniversity of Wisconsin has started, on a modest scale toexploit its production facilities in this manner.It has created a series of 88 five-minutemedical recordings on material of interest to physicians.Called "Telephone Dial Access, " it is anadvisory service for the medical profession.It permits doctors to solicit medical advice via telephone when they are indoubt about a variety of subjectssuch as: "Congestive Heart Failure in Infants, "Marriage on the Rocks, " "Therapy Control in Advanced BreastCancer, " "Management of D. T's, " and "Acute CrushChest Injury. "

Students Can ReplayLectures The University is also recordinglectures given by teachers forreplay by the students. Department ofPsychology lectures are stored inarchives, and Department of Zoologylectures are used in audio tutoriallaboratories. Lectures delivered in the Schoolof Nursing are sent to nurses forhome study so they can improve theirskills. Much of this material has usefar beyond the bounds of theimmediate campus. TheUniversity is working on a project tomake many of these recorded lectures available to NegroColleges in the South, as a supplement to their educational coursesof study.It has already sent tapes of many of its "Wisconsin School ofthe Air" programs to the NorthernNigeria Education Project. These are used bythe children of teachers sent to theproject by the University, and, some,undoubtedly, are used by Nigerianchildren themselves, though not onthe scale possible if moreequipment were available.

VI-1 Public s li.A.I s, stems -iti.. in-schc,i broaicasting aisu pi-J. ide tapes for teachers to play jack in ;lass.This is true of WI\ F... York City, KANH Albuquerque and many other in-school stations. in too many cases, hokever, sufficient quantities of tapes a re not available for all the class-rooms that would like them. The National Tape Repository (NTR) a joint venture of NAEB and the Department of Audio - Visual Instruction (DAVI) of the National Education Association, provides instructional tapes for use in classrooms and otherrelated non-broadcast uses.Again, lack of adequate financing has thus far inhibited its potential for the broadest possible service to American education. Tapes of educational radio programs can be used for a widevariety of purposes.Yet to be developed is a comprehensive service which properly financed would provide community organizations with copies of tapes of programs on important issues in which they are interested. ihe material on these tapes could act as a further stimulus todiscussion. This kind of added dimension of service is not possible generally atthe present time; given the limited financial base of the medium.Within its L.ui rent limitations, the NER Network does offer much of itstaped picgiamming to interested educational users on a non-broadcast basis, but it is admittedly only a beginning.

VI -2 SERVICE TO COMMERCIALSTATIONS

A little-known butsignificant service rendered byeducational radio is the freedistribution of many of its programs tocommercial sta- tions throughout the country.Either the educational stationmakes available tape duplicates of programsit has produced, or itproduc,:s specific public-service programsat the request of commercialstations. Educational siacions periorliiingthis service include, among many: AC Manhattai:, iSan.WUOM Ann Arbor; WDET Detroit;WEAR East. Lansing; WMUK Kalamazoo;WOI Ames, Ia.; WSIU Carbondale,Ill, WBAA Lafayette, Ind.:the Wisconson State Network;WDUQ Pittsburgh; WGUC Cincinnati; WBOECleveland; WUOW Seattle, andKSWC Pullman, Washington. The scope of this sen ice, of course,varies.Several stations distribute their programsto.almost 100 outlets each, or even more. At the other end of thesca1e, some reach only ahandful of commercial stations.Two illustrationsindicate the possibilities ofsuch services: WUOM's programs are usedby 111 of the 118 com- mercial stations in Michigan.The public-service broadcasts of KSAC's tapednetwork reach 95 per cent of all Kansashomes through the use of commer- cial stations. The implications of this service areworth considering.For one it proves that the audiencereach of educational radio, atleast of some programs, is far greaterthan anyone had ever For another, it shows thateducational radio stations can become avast chain of miniatureproduction centers for public radio, the commercialwidespread distribution can add a newdimen- sion to educational radio,giving it an unparalled reachinto the homes and hearts of America. Commercial Use Increasing This is not to say that the programsfurnished by educational stations are played duringpeak listening hours oncommercial sta- tions.Many are broadcast inlate evening and early morning, many may be nothing morethan "filler, " a free wayfor commercial sta- tions to get the public service materials they need to comply with their Federal Communications Commission requirements as licensees. Yet a large number of these programs are given important listening positions on commercial radio. Regardless, since many commercial stations do not have the economic base to produce elaborate public service programs, in the future more millions of listeners can be expected to be added to the total audience of educational radio.The degree of success, however, depends upon a continuing improvement of program qual- ity, and upon fuller utilization of the programming resources of educational radio. The programs furnished to commercial stations by educational radio vary.The KSAC Network offer more than a dozen shows. Here are some titles: "Rural America"..."Report on Agriculture"... "Kansas Afield"..."Children Are People"... "Homemaking Tips"..."Investments." Another station, WSIU Carbondale, offers a different kind of program: 0 "Forum of Unpopular Notions"..."Negro Music in America"..."Page Two News Analysis"..."Business Bulletin" WUOM Michigan includes among its available presentations:

"Conservation Report, " "Medical Report, "".RX For Health" and 21 others, including many specials. A service of smaller dimension is that rendered by WGUC Cincinnati.For many years it has been a programming resource for the commercial stations of its city.They decide what pro- grams they want and the station produces them. Four such pro- grams are now being created.Three are music programs ex- pressly created to take advantage of the faculty and students of the Music Department of the University of Cincinnati, the station owner.The other program is"Science in Everyday Life." An- other of the WGUC programs heard on Cincinnati stations was "Adventure in America, " which painted aural portraits of such legendary figures as Annie Oakley, Mike Fink, Johnny Appleseed and Paul Bunyan.

VII - 2

:

- - One Program ForOne Station On a smaller scale,WBOE Cleveland has beenfurnishing "Project Learning" to WJMO in thatcity.This public service seriesacquaints listeners with adulteducation, child developmentand the School Neigh- borhood Corps. While the concept ofextending the service ofeducational radio through commercialchannels is an exciting one, asyetit is limited in scope.The usual problemsremain: most stationsdo not have sufficient funds andpersonnel to produce programsfor themselves, let alone for others.But even many stationswith programming to offer do not have the moneyto buy reels of tape orthe equipment to duplicate programs. A great newpublic for educationalradio waits the solution of suchproblems. THE NEW FRONTIERS

OF

EDUCATIONAL RADIO

VIII - 1. THE EXPANDING RANGE OF EDUCATIONAL RADIO SERVICE

The air is full of proposals for educational radio. Some are on the verge of fulfillment, some are in theplanning stage; others the majority -- are dependent upon moneyand/or improved facilities.Plans cover the broadest kinds of needs. They are: Professional Services : for doctors, nurses, veterinarians, lawyers, pharmacists: for local and state employees of agencies (welfare, highway, county agents): for farmers. The Disadvanta ed: the elderly, the chronically ill, the poor, the migrants, the retarded, the ethnic and racIal minorities. The Socially Ill: Juvenile delinquents, criminals, drugaddicts, alcoholics. 1.nstruction: for students on branch campuses, for adults, for those taking post--graduate education leading towarddegrees. To illustrate, WBOE Cleveland, the in-school station,hopes towiden considerably the range of its services to its community.It lists the following among proposed publicservices:

(1)a weekly school mwspaper,(2) special broadcasts of speeches given in the community by outstanding authorities in variousfields, (3) daily broadcasts of rational and local news, (4) five-minute talks on young people's health problems, (5) discussions on alcholism and drug addiction by psychiatrists and physicians,(6) a series on personaladjustment by the school system's psychiatrist; featuring dramatizations and interviews, (7) a program onthe Cleveland Play House spring Shakespeare Festivalproduction of "The Tempest, "(8) interviews with local physicians and scientists on current developmentsin medicine, (9) three programs on books and censorship, and (10) interviews with executives fromindustry for vocational planning classes. WIAN, another in-school station, in Indianapolis, wouldlike to create a "Want Ad Job Center of TheAir" for young people.And, in cooperation with its Board of EducationExtended School Service, WFBE Flint, Michigan plans to offer adult education onits in- school station.

VIII- 2 WBUR Boston is buildingcloser ties with the MetroCenter set up by Boston University,the station licensee.Its first project is tofurther adult education. A counselorhas been hired who spendshalf his time developing a new and trulyunique program whichwill actually offer counseling over the air.The adult, in a recreatedinterview, will explain his problems and his pastand be given advice as tohow to continue his education.Extensive publicity andpromotion will be given the program. KUOW Seattle is expandingits community service greatlywith more attention planned forfair housing, employmentopportunities, minority groups, air andwater pollution,transportation, police methodsand problems and consumer protection,and ethical and unethicalbusiness practices. The Universityof Washington, the stationlicensee, is opening one of thebest staffed MentalRetardation Centers in the nation.KUOW will soon be doing regularprogramming from thefacility.It is also working on a new seriesfor the elderly in cooperationwith the Medical School's Division of Geriatrics. Encouraging Hiring Of ThePoor WOUB Athens, Ohio, is preparing a seriesfor Ohio University's Center for EconomicOpportunities, which encouragesindustry to hire people from the poorereconomic areas.The station is also talkingto the University's Institute forRegional Development about aseries.This group's function is to study acommunity's needs and makerecommendations.It might find, for example,that a school system is notmaking the progress it should or is not developingits potential in attracting newindustry. KSAC, Manhattan, Kansasstill hopes to get the funds todo a series on the rehabilitation ofthe young criminal.The station feels thatKansas is uniquely situated for such aneffort with the MenningerFoundation there, as well as headquartersfor the Seventh Step, anorganization of ex-convicts sometimes referred to as"Convicts Anonymous. " KUAC College, Alaska,is planning a program onhomemaking for the bush country.Topics will include thepreparation of fish for canning and skinning and preservingwild game. The stationpoints out that while bush families depend onsuch procedures forsurvival, current practices are inefficientand unsanitary. To assist the growingnumber of Puerto Ricansin the area, the Wisconsin StateNetwork has begun to teachEnglish to the Spanish- speaking population.

VIII-3 Recently, WPLN Nashville wasunable to get funds for a major project which sought to educateilliterates.It involved teams of specialists working closely withthose in need of such education.Despite this setback, the station isconsidering the presentation of a seriesdealing with illiteracy. Reaching The Illiterates InWashington, D.C. More success greeted a proposalby WAMU Washington, D. C.The station was able to get fundsunder Title III of the Elementaryand Secondary Education Act (ESEA) to reachapproximately three percent of thechildren entering the Washington schoolsfrom culturally disadvantaged,low socio- economic communities. Theproject, "Enrichment ThroughRadio, " will reach elementary and secondarystudents, and elementary classroomteachers and language arts and Englishteachers at the elementary andsecondary school levels.It is aimed at counteractinglanguage deficiency and willinclude experimentation to determine the bestpossible combination of techniques, media and programs in the languagearts. S till undecided is the fate of anotherTitle III ESEA project whichwould use, to somedegree, the facilities and expertiseof KANH Albuquerque. The public school system, which isthe licensee of KANH, has appliedfor a grant of $168, 000 to find out"Why Johnny Can't Read. "Thirty-three percent of the school population speaks nativeSpanish and 10 percent various Indiandialects. Were the grant to be made, theradio station would figure prominently;it would present bi-lingualprogramming. The extension of education to anentire region is being discussedby KOAC Corvallis, Oregon, and theNorthwest Regional Laboratory which serves Oregon,Washington, , and Alaska.The KOAC broadcasts would be syndicatedthroughout the other four states. The Spanish-Speaking Illiteratesin Florida An even more ambitious plan,designed to provide a voice for the disadvantaged is that of the PalmBeach County School System inFlorida. The plan is to build an FMstation to serve the Spanish-speakingmigrant workers of Southern Florida.Located at the Hagen Road ElementarySchool in Delray Beach, it would befor the exclusive use of migrants'children. This broadcasting project is seen as apilot program for solving certain communication problems, such as(1) communication with personsunable to read or write in anylanguage, or to talk in a language commonto the community as a whole in a way tomake their needs or desires knownand VIII-4 (2) communicationwith persons inwidely dispersed areas and understood; who have behavior and isolatedhomes and (3)communication with persons attitudes alien to thecommunity, but whosebehavior and patterns and close family life. attitudes in manyrespects contributeto a warm and their For a- varietyof reasons,migrants often do notencourage school. Hence, thestation would seekthe family's aid children to go to the school andits from the infancystage and wouldinvolve parents in program. will contain bothradio tower andstudio.Receivers The school site apartments or housesof of a fixed frequencywill be placedin individual about 300 selectedmigrant families. Spanish. Some of theprogramswould Broadcasts will bein English and These during the schoolday and thenbroadcast at night. be pre-recorded speaking and reading. areexpected to helpmotivate the studentin writing, for adults includeconversational Englishand Spanish, Programs anticipated food prices, newsof rummage sales, household hints forcooking, baby care, work health, farm labor news,weather as it affectsthe worker, programs on delivered in simplelanguage. availability news,and local andworld news all The Negro StationProject in St. Louis effort involves aplan for an FMeducational An unusual anti-poverty income levels. station in St. Louisspecifically directed tothe lowest Negro filed with the FCCin late 1966 bythe An applicationfor the station was of a fund set up St. Louis EducationalAssistance Fund.This is an outgrowth St. Louis, KATZ,which has offeredto pay by a commercialradio station in outlet station Co.cilities,staffing and clericalhelp. The new for constructing enough financialsupport would use KATZ'sstudios and officesuntil it receives from other sources. station service The Fund woulddevelop, amongother programs, a with the Boardsof Education ofSt. Louis and designed in collaboration schools with East St. Louis tomeet the needsof elementaryand secondary Negroes. Such programs,it is said, must"touch the apreponderance of pupil." The Fundbelieves its inner springsof understandingof the Negro follow the pupilfrom the classroominto the home, proposed facility must assistance he may nototherwise stand at the pupil'sshoulder, and provide get. offered Sundaythrough One serviceenvisioned is a"Homewor: Clinic, " The exact formof this tutoringis being studied.One Friday nights. by mail or phone,select those proposal is to accepthomework problems problem to which appear most commonand generalizefrom the particular VIII-5 deepen understanding of the subject as a whole. Another would invite high school students to assist with the answer by telephone. A variation of this plan provides for a panel of students to be on hand at the station. As with the Delray Beach station, the St. Louis operation would help its audience develop a pride in their heritage. One way is coverage "of the ever-increasing presence of the American Negro in the arts." The station would broadcast news of such developments, talks by successful musicians, writers, etc., and performance of music and serious writing.Also, there would be broadcasts of authentic folk music, the source of music popular with both Negroes and Whites today. The station intends to work closely with anti-poverty efforts in its area. As a matter of fact, it wouldlike to make itself the established voice of anti-poverty agencies operating in St. Louis-East St. Louis. Forexample, it's proposed that a daily calendar of 0E0 activities be broadcast. As of this writing, the project has been temporarily halted because of the difficulty of resolving the long-range financing problems. A project still in the exploratory stage is an educational radio station for Watts, the Negro district of Los Angeles which sparked intoflame recently.It would become a communication center for the community. So far, despite the interest the idea has aroused in several influential quarters, nothing concrete has emerged.It is one of the most potentially significant ideas about the new uses of radio this study has uncovered. Instructional Radio There is considerable ferment in instructional radio. Onedevelopment that may bear watching involves the joining together forproduction purposes. An example of one such venture is the combination of WCYS Yorktown and WCWM Williamsburg, both in Virginia. At the level of higher education, KUMD Duluth has broad FM plans contingent on a power increase. These fall into three categories:(1) courses by the University of Minnesota for credit and non-credit,(2) enrichment programs and (3) special programs.Credit courses might be taped or delivered live. Participating students would be tested and trained by facultymembers working through the extension division. Non-credit courses would bemostly of the how-to-do-it variety. Enrichment programs would include lectures, convocations, recitals and plays. Dubbed the "ice cream" of theschedule, the special programs would be "unique shows resembling televisionnetwork specials." An example would be a documentary dealing with economicgrowth of the area since the discovery of taconite.

VIII-6 The Educational SystemsApproach There is a growing tendency amongradio practitioners to thinkof themselves as communicatorsrather than as media specialistsand to see radio as one part of amulti-media approach toeducation. More and more, one hears thatthe time has come to move awayfrom the tunnel vision that causes people todeal with television or radio orprogrammed instruction or computers or, for that matter,the textbook.The educational systemdesign, it is argued, should permitthe use of the technologyand techniques appropriate to the task and should notbe arbitrarily limited to anysingle resource. According to John P.Witherspoon, former director ofThe Educational Communications System projectand currently manager ofKEBS San Diego State College: "The inclusionof these other media do notmake an educational communication system unnecessarilyexpensive. On the contrary,at slight additional expense, the systembecomes enormously moreflexible.With a good research and development program,and with some disciplineagainst the use of television orother high cost media whenother approaches can do the job as well or better, money canbe saved over the life of the systemwhile its educational performanceis improved. Some examples are:

"1.The Iowa mathematics projectis one example of telephone techniques plus theelectrowriter for the transmission of handwrittenequations, formulas, notes, etc.When the task requires onlyvoice plus I blackboard' notations, this technique offersreal promise.It is very inexpensive, and its transmissiondemands only the equivalent of two voice gradetelephone circuits: one for the lecture and one for thewriting.There is no theoretical reason why FMstations properly equipped formultiplexing cannot transmit theblackboard as well as the audiosignal.

"2.There are several speakerphonetechniques which would allow students to joinseminars which take place at remote campuses.The familiar Stephens College experiments provide oneexample.These techniques may be a more practicablevariation of some small school ' travelling scholar' programs,which have sometimes found that scholars are not asportable as they used to be. Quality may be improved, and costsreduced, by using radio except during interaction.

"3.The enormous recentdevelopment of language laboratories once asain calls attention tothe virtues of audio-only systems.

VIII- 7 "4.Research remains to be done on oneof the most promising fields, the combinationof slow-scan television and high quality audio.Slow-scan, still-picturetelevision with reasonably high transmissionrates and accompanied by a good sound track,provides the television equivalent of a slide presentation.It is likely that at leasthalf of the instructional television production nowunderway could be done better with the simplecombination of audio and still pictures, which would forceattention on the subject matter and remove the temptation totake the easy way out by using an expensivetelevision system to watch alecturer talk.This system would also bemuch less expensive thanconventional television.The slow-scan concept is asomewhat more sophisticated version of the oneused by Albany Medical College and its stationWAMC, which is described morefully elsewhere in this report.During a WAMC radio lecture, physicians gather in hospitals towatch a synchronized slide presentation. Whentechnical development iscomplete, it will be possible to transmitthe slide presentation as well as the radiosignal. "5. As we begin to apply computertechnology to a wider variety of education tasks, newmedia combinations will become possible.For example, it may bepossible to attack the broadcasters'old problem, the lack ofimmediate feedback. Already at theconversation stage are projects which would make use ofthe broad dissemination powers of broadcast stationscoupled with feedback to computer centers, probably viapush-button telephone dialing systems. Staff members of AT&Tand researchers of, forexample, San Diego State College, are atwork on this idea. "

Multiplexing Perhaps the most importanttechnological development inradio education is multiplexing,which has opened up almostendless possibilities for service to small,specialized audiences.Indeed, if the hopes of educational broadcasters arerealized, side-band broadcastswill penetrate into every aspect of modernlife. Multiplexing permits one or moresignals (sub-carrier) to becarried "piggy back" on main channeltransmission.It is not a new device buthas had a long and useful historyin telephony and extensivemilitary utilization in situations wheresimultaneous multiple transmissionis needed.

VIII- 8 best-known use inbroadcasting has beenin stereo Its widest and device to provide transmission.Most recently ithas been used as a point-to-point communicationscapacity for educational additional private Muzak-type background and commercialbroadcasters."Storecasting, : or the music operation, arewell-known commercial uses.The multiplex signal received only by aspecial multiplexreceiver or adapter(the adapter can be tuning circuits of anFM asdistinguished from thereceiver uses the receiver and its poweramplifier) tuned to oneof several frequencies Authorization from theFederal permitted underSubsidiary Communications CommunicationsCommission. Stations With SCA's At the presenttime, only fifteeneducational stations inthe United SCA (SubsidiaryCommunicationsAuthorization). States hold the necessary KPFK Pacifica They are: KXKXSan FranciscoTheological Seminary; Radio, Los Angeles;WFSU, FloridaState University,Tallahassee; WAMC Albany Medical College,New York; WFCRUniversity ofMassachusetts, University of Missouri,Kansas City, Mo.;WUNC Amherst, Mass. ; KCUR, which are Chapel Hill, NorthCarolina; and thefollowing eight, all of Wisconsin State RadioCouncil: WHSA Brule;WHMR Wausau; members of the WHA Madison; WHLA Holmen; WHKWChilton; WHHIHighland; WHAD Delafield; and WHWC Colfax. Although they do not yethave SCA authorization, manyeducational ahead with plans to usemultiplexing. WSIU broadcasters are going conference in Carbondale, Illinois,is consideringcalling a multiplexing its area to consistof about 100 peoplerepresenting the state,federal government and importantcivic figures.Its objective agencies, the local could would be to definethe three or fourgreatest needswhich multiplexing serve inthe area covered bythe station. Foundation stations--KPFABerkeley; KPFK LosAngeles The Pacifica plans and have SCA and WBAI New YorkCity all havedetailed multiplexing education, c ollegelevel courses and authorization.These include adult is already a major professional refresherseminars.The Berkeley station conferences for doctorsand nurses presentedin 50 link in the medical of hospitals in the SanFrancisco and Fresno areas,and the University California has indicatedits interest inextending these andother services linking the UC branch campuses.Side-band transmission throughout the state by and would permit a greatexpansion of service toinclude pharmaceutical medical lectures, nursinginstruction, seminarsin surgery andveterinary medicine, etc.

VIII-9 An Elaborate Plan For Multiplexin_g_ One of the most detailed and extensive programming plans has been prepared by KUSD (AM), operated by the University of South Dakota.This encompasses both educational TV and FM multiplexing networks. A rundown of some of the proposed services suggests the wide scope of services that multiplexing makes possible. The University's own departments would provide service to parents of retarded children, physicians, laboratory technicians, public school teachers, lawyers, businessmen, municipal government officials, nurses, social workers, and athletic contest officials.Program services from outside statewide groups would involve the South Dakota Society of CPS's, the Alcohol-Narcotics Education Association, three major veterans associations, the Association of Assessing Officers, bankers association, Bar Association, Association of the Blind, the state division of the American Cancer Society, dental association, Volunteer Firemen's Association, the state historical society, the Fair and Exposition Association, two sheriff's associations, and so on. At KSAC Manhattan, Kansas, the service would take into heavy account the economic needs of the area.Multiplexing would be used to continue the education of veterinarians (Kansas State College, the licensee has a veterinary school of medicine) and would also seek to serve feed and seed dealers.Because feed lots are springing up all over Kansas, the station feels livestock interests could also benefit from a specialized programming s ervice. But the pressures for improving the quality and quantity of education also enter the picture.The station would program for the state's junior colleges growing up as a feeder system to the major universities, which cannot handle the great influx of students.Because some of the technical/vocational schools in the state do not have enough competent teachers, the station feels it could fill a gap.Similarly, the state still has many elementary and secondary schools which are small, understaffed and underequipped and which could benefit from a multiplex service.Teacher training is also proposed. One of the more important medical services now being offered--the Albany Medical Network through WAMC Albany, N. Y. --would like to extend its range considerably through side-band broadcasting.It already beams medical instruction to 60 hospitals in a 100,000 square mile area covering the eastern third of New York State, metropolitan New York, northern New Jersey and the New England states (see Section V on Professional Communications for details).It intends to make similar services available to no less than 43 professions allied with medicine, including nursing, anaesthesiology, veterinary science, rehabilitation, etc.

VIII-10 professions, such Exten4on of this concept of postgraduatetraining to other and the stationhas conferredwith the New York as law,is, also proposed State Bar Associationin this connection. Plans for Kansas educational broadcasters,the plans for KCURKansas City, Like many Federal Missouri, depend onallocation and powerdecision by the Commission. As anexample of howstations hope to Communications would program as divide their mainand side channelservices, KCUR follows: channel it proposesprogramswhich "will givecultural On the main of a (network) and intellectualenrichment to allthose within reach signal. " Examples arelectures bydistinguished visitors member station four state colleges, to the various campusesof the Universityof Missouri and education courses,perhaps college-levelcredit courses adult and continuing concerts, proseand poetry for those unableto attendclasses, symphony readings, etc. refresher courses,seminars On two sidechannels there wouldbe short and organizations (primarilymedicine and law), for professionalschools and be lecture repeats andextension courses.There would also language drills, disadvantaged programs forthe less fortunate--notonly the economically patients.The former wouldbe aided by but prisoninmates and hospital would be services supplementingVISTA and UPWARDBOUND, which centers inpoverty-stricken areas.Another possible transmitted to listening enrollees in the PeaceCorps, use is thecreation of materialfor training Job Corps andother such programs. Iowa LegislatureStudying Plans plan for broadcasting nowunder study bythe Under an Iowa state on severallevels. legislature, multiplexingwould come into great use provides for 15 FMradio stationsthrough the state.Multi- The proposal University, thelicensee of WOI(AM) plexing would be usedby Iowa State minimum of five It has created12 extensiondistricts in which a Ames. They will need a greatdeal of continuing specialists are to bestationed. is to work, and in-service training intheir respectivefields, if the plan SCA would beused to transmitit. each with an Iowa has alsoestablished 16 areaschool districts, professional staff.Area communitycolleges for independent board and Schools are freshmen andsophomores and AreaCommunity Vocational need constantin-service training.The to be built.They, too, will to transmitteletype system's multiplexcapacity will alsobe depended upon

VIII-11 information and facsimile reproductions to the state's farmers and toany other groups which require such information.

WBAA Lafayette, Indiana, licensed to Purdue University,sees SCA as having primary use in graduate courses in engineering.The University plans to have a graduate curriculum leading toa masters degree; through multiplex it could be offered to many more people thancan attend classes on campus.It would offer a similar service to consulting engineers who often must otherwise return to the university before they can take the annual tests needed to comply with state requirements. Reaching the Disadvantaged Multiplexing has, of course, great possibilities for reaching the disadvantaged.The proposed Negro educational station in St. Louis referred to earlier would use it to reachmany of the poor in housing projects who complain of a feeling of isolation. WUOM believes it might be valuable as a channel to provide specific services for the elderly,many of whom are congregated in rest homes.It also has great possibilities for in- school stations which can teach specificgroups of children with special problems while still using their main channels for themass school audience. The Commercial Broadcaster Enters The Picture The commercial broadcaster is beginning tosense the possibilities in the combination of FM and multiplexing.The Triangle Broadcasting Co. offers International Corresp ondence School courses via its FM stations-- the company reports it has conducted successful experimentson its station in Philadelphia.The system, called "Educasting," is based ona specially designed FM receiver utilizing the multiplexing principle.The student at home presses buttons on this set in response to the multiple-choice questions he hears on his speaker, and is told via pre-set studio tapes whether he has answered correctly or not. The Problem of Receiver Costs The cost of multiplexing systems bears heavily on their use. A check of three of the companies which manufacture the bulk of the multiplex transmitters reveals a price range from $2,300 to $475 for a single crys- tal -controlled transmitter.The companies queried were: RCA, Collins, Gates.

The price of receivers is an inhibiting cost -factor from the point of view of mass use, at the present time. A true multiplex receiver needing only to be hooked into a

VIII - 12 loudspeaker or containing one rangesfrom $104 to about $200.The small size of the market till now haskept the price at the present highfigure. Estimates of how far costs canbe reduced through volume production vary.This is clearly one of the"breakthrough" areas of challenge con- fronting manufacturers. The many existing plans suggestthat one avenue of developmentmight lead to a small fixed-frequencysingle-channel receiver designed forthe mass market; theexperience of domestic andforeign manufacture of low-cost transistor AM-FM sets indicatesthat a truly low costreceiver of this type is well within therealm of possibility.Yet even with truly unique advantages it tooktelevision many years to carve out a mass market, and no such immediateprospect of strong commercialmotivation to develope the market appearsto exist. The educational broadcasterstherefore, are now being asked toprovide not only transmittersbut receivers.This obviously is beyond theirpresent resources. In the nearfuture, as many universities go tobranch campuses, they may undertake the burden.But only a limited use ofthe medium would be involved. Until unit costs are broughtdown sharply, the uses ofmultiplexing, for the most part will involveprofessional and group listening.Communi- cations to professionals and tostudents will thus develope at aMore rapid rate than the social useswhich excite the imaginationsof educational broadcasters today.It may well be the case that someform of subsidy, such as federal fundingwill be necessary, if multiplexingis ever to fulfill its potential as a channel tothe general public.

Networks Networking is a major key tobroader dissemination ofeducational radio services.It not only providesprogramming to smaller stationslacking the resources tooriginate a full schedule butties together universityand college campuses to enlargeinstructional opportunities. True educational networking --the interconnected variety --is in its infancy.The NER network, thoughconsisting of 150 stations using awide variety of programmingmaterial, still falls in the"tape network" category. A notable instance of anexisting, interconnected groupis the Wisconsin State Radio Network, whose11 stations serve virtually theentire state. There are also, as notedpreviously, special two-waynetworks for such purposes asmedical education. WOSUColumbus, Ohio, for example,which already had medical andeducational networks, started inJanuary a Veterinarians Network, initiallyin eight different locations,the cost being borne by the VeterinariansAssociation and Ohio StateUniversity, the station licensee.There are also occasional sportsnetworks.

VIII- 13 With FM growing in importanceand plans mrlerway withinthe FCC to develop a nationwideFM Allocations Table for thereserved educational FM channels, state andregional networks are on thethreshold of a considerable expansion. Mostof the plans involve theformer but a number of educational radiostations in Michigan,Wisconsin, Indiana, Ohio and Illinois have plans for a"Big Ten" live network.There is already a cooperativeproduction and program exchangeoperation underthe name of the EasternEducational Radio Network and asix-state tape FM network, spearheaded bythe Appalachia RegionalLaboratory may already be underway.

A Rundown of StateNetwork Plans Noteworthy instances ofStatewide planning for educationalradio networks include the following: a.In Colorado, Station KCBLGreeley, is initiating plans for a state-wideeducational radio network.This would in all likelihood includeall four stations in the state.

b.Florida is also consideringplans for a Statewide radio network.It hopes to situate aneducational radio station at the campuses of eachof its 26 junior colleges and to provide live interconnection.The initial station in the network would be located atSt. Petersburg. The State has asked that noncommercialchannels be reserved in each of the specified 26 cities.

c.Iowa,as explainedearlier, has a plan for thedevel- opment and use of radio,television and other communications services.This proposal, a one-phaseplan involving an out- lay of $15 million, will beconsidered by the state legislature during its current sessionand indications are that$3 million will be made available soon. Under this plan, there would be four production centersin major cities in theState, for the 15 interconnectedstations.

d.In Kansas, a proposedState educational radionetwork would embrace seven stations,consisting of four stations now on the airand three other stations tobe built at strategic locations in Kansas. e. In Kentucky, anadvisory committee oneducational radio

VIII- 14 was formed onOctober 20, 1966, toconsider an outline for the State's needs.An allocations studyis also being made connected to theadvisory committee,designed by engineers that within to provideState-wide coverage.It is contemplated the next several yearsKentucky will have aStatewide radio network, linkingaudio channels to theeducational television network. f.In Michigan, theState Department ofEducation has undertaken a study todetermine the feasibilityof conducting embrace a Statewideeducational broadcastnetwork, which may AM-FM stations andinclude subchannelutilization.Existing educational radio stationsin Michigan havebeen linked for off-air networkbroadcasts, and thesestations have also performed essentialfunctions in the State-widedefense network. Minnesota PrivateColleges have endorsed g.In Minnesota,- the with Class a plan toestablish a stateeducational radio network, Moorhead, Collegeville,Minneapolis- C stations at Duluth, Minnesota. St. Paul, Winona,Northfield, St. Peterand Pipestone, The initial operationis the stationassociated with St.John's University ofCollegeville, which beganoperations in December Minneapolis FM 1966.Application has alsobeen filed for the channel. ThisMinnesota PrivateCollege Network also proposes to create a tie tothe EasternEducational RadioNetwork. Empire School of theAir provides more h.In New York, the 200 hours than 300, 000elementary gradestudents with over 2, of instructionalmaterials per year,developed and broadcast by over a dozenstations.The nucleus of aState-wide educational only several years awayin New YorkState.The radio network is in operation State Universityof New York alreadyhas three stations in Buffalo,Geneseo, and Binghamton.In the next three years, approximately nine morestations at various it plans to establish contemplate the campusesaround the State.Future plans also entire group ofstations will belinked into a Statenetwork. University, Columbus, i.In Ohio, StationWOSU, at Ohio State State FM networkfrom its centrallocation, desires to originate a with the and has suggestedthat cooperativeefforts be initiated State EducationalTelevision NetworkCommission. educational networklive and taped, is nowin j.In Oregon, an and Station KOAP in the planningstage.Station KOA.C, Corvallis,

VIII-15 Portland, the twin stationsof the Oregon State System of Higher Education areplanning the formation of a State- wide network by means ofwhich it would be possible to: (1) link population centersaround the State for purposes of educational,cultural and public affairsbroadcasting and; (2) effect general communicationsfunctions between specific towns of a region and draw on an areaof the State heretofore unable to make contributions tothe total programming efforts. The hope is to create additionaltransmitters in: Astoria-Seaside Bend Tillamook Hood River-The Da lles Newport Pendleton Coos Bay -North Bend La Grand Roseburg Baker Grant's Pass Medford-Ashland Lakeview Klamath Falls John Day k. In Pennsylvania, the goals ofproposed plans for a State-wide educational radio network aredesigned to intensify teaching at all school levels,provide special educationalprojects for drop-outs, adults andothers, in-service trainingfor teachers and more culturaland informational programs.The proposed plan envisionsutilization of commercial as well as educationalstations in the State throughthe production of more services on tape, anexpansion of existingeducational facilities, and an interconnectionof stations via land lines, microwave, or a system ofhigh-powered transmitting stations. Present plans propose the useof seven strategically-placed, high-powered 50 kw broadcastingstations with maximum height towers; powerful receiverscould cover the majorityof populated centers by picking upand passing programs "off -the air".

1. In South Carolina, preliminaryconversations haw taken place at the South CarolinaEducational Center and Clemson University, discussing theneed for a State-widenetwork to be tied into the State-wideeducational television network. m. South Dakota hasdrafted preliminary plansfor an FM network, and a multiplexing system,This network would link stations at Vermillion(KUSD) and at South DakotaState University with a proposedstation at Sioux Falls, andthis network could then be extendedto three additionalcities in the State which are nowpart of a State-wideeducational television network.

VIII-16 n.In Tennessee, plans for FMnetworking are still in a preliminary stage.As for the moment, the proposed State-wide plans envisage a networkof eight to ten stations, many of which arealready in being.

. In the State of Washington,the beginnings of a State-wide educational radio network will beestablished this Spring when Station KUOW Seattle, temporarilyinterconnects with Station KWSC for two-way medicalconferences.Plans are being made to expand toPortland, Wenatchee, Ellensburg, and Cheney, if initial plans aresuccessful.

p. In Missouri in January,1967, the first conference of the Missouri Communications Commission washeld to consider problems connected with the stateplan.Educational broad- casters envision a .systemthat would bring radio to 95 per- cent of the homes in the state.The Federal Communications Commission is being asked to setaside channels for Missouri state colleges located atWarensburg, Joplin, St. Joseph, Kirksville, Marysville, Cape Girardeau,Springfield, Columbus, Kansas City and Rolla.The intention is also to ask forradio channels for junior and privatecolleges, local high school systems and other non-profitorganizations.These would be located in such cities in Missouri asNeosho, Hayti, Hillsboro, Jefferson City, Flat River, Sedalia,Poplar Bluffs and Trenton.

q.In Texas the SouthernBaptist General Convention is con- sidering setting up a netwolk.It would initially consistof KHBL, Plainview and KWBU,Waco, licensed to Baylor Uni- versity which would also transmit tostations to be built at Baylor branch campuses in Dallasand Houston.Other sta- tions would be built at the East TexasBaptist College and the University of Corpus Christi.These colleges all belong to the Southern Baptist GeneralConvention.In the distant future the hope is to tie this network intoSouthern Baptist Convention Colleges in Oklahoma and Arkansaswhich are hopeful of get- ting into educational broadcasting. It should be noted that, in some cases,the radio networks are being considered in tandem with televisionfor the economics involved, theaural medium being a hitch-hiker onTV's technical facilities.For the South Dakota FM multiplex plan previouslyreferred to six television towersand building sites will be available for FM gear.The proposed microwave networkwill provide a high grade channel for ster8obroadcasts and an almost unlimited number of high frequency channels.The operating cost of microwaveinter-

VIII - 17 connection is expected to be nominal.Further, with large electrical loads corning to TV sites, rates for FMshould be low. TV operators canmonitor FM equipment and the latter canbe operated remotely when TV operators are gone.Finally, rates for using the FM channels onthe microwave network are expected to benominal, also.The major cost will be for six 10 kw. transmitters and necessary antennae.This is estimated at $60, 000 per station of a total of $360, 000.

VIII - 18 THE POTENTIALSFOR MINNESOTAOF AN FM STATION AND NETWORK

A Statement Bythe University ofMinnesota background of experiencein AM broadcasting,the Uni- With its long of FM. A versity of Minnesotais fully prepared tomake effective use single station wouldprovide coverage ofthe metropolitanMinneapolis- network would bringthese programs tothe major popu- St. Paul area, a the origina- lation area of Minnesotaand also couldprovide studios for tion of programselsewhere in the state. poten- Since any station ornetwork would draw uponthe programming University of Minnesotabut also of manyother educa- tials, not only of the would tional and culturalorganizations in this area,it's potential resources interconnections couldbe made betweenthe be tremendous.In future years states, which educational FM networkin Minnesota andthose of surrounding would provide a stillgreater range of programsources anddistribution. provide the Universityand other TwinCity educa- An FM station would with the tional groups with anevening radio outlet,something impossible facility.The most frequentquestion asked byKUOM University present AM broadcast in the listeners throughoutthe years hasbeen, "Why don't you out above, the sunsetsign-off requirement meansthat evening?" As pointed mid-winter must KUOM can neverbroadcast later than9:00 p.m., and in In addition tolimiting the hoursavailable, therequirement sign-off at 4:30. audiences for programs for irregularsign-off poses thedifficulty of building few months each year.Furthermore, the latesthours available during only a material is not aslarge are in thesummertime, when theaudience for serious as duringthe winter. enrich KUOM'S Additional time wouldmake it possible toboth extend and there are not enoughhours for muchavailable material, services. At present time also would such as lectures,seminars, and concerts.An extension of utilize many fine programsfrom the BritishBroadcast- make it possible to Broadcasters, the ing Corporation,the NationalAssociation of Educational Corporation, theBroadcasting Foundationof America, Canadian Broadcasting which and other local, state,regional, national,and international sources, cannot be used nowdue to timelimitations.

Multiplexing ExpandsService Possibilities however, is the factthat the multiplexing capa- Even more important, the general public bility of FM wouldenable us to servesimultaneously both

VIII - 19 and various special audiences.On its main channel KUOM-FMcould offer significant public affairs, news,special events, fine music, and other pro- grams for generalaudiences, at the same time thatsubcarriers were used for special-interest materials. Broadcasts for in-school use now arelimited to 10 or 12 15-minute per- iods per week.If a could be used forsuch material however, more programscould be presented, and each couldbe repeated several times for the convenience of theclasses concerned.In view of our continu- ing success with in-schoolprogramming since it was begun 3 5 years ago, the potential of a special carrierwould be tremendous. Subchannels could be used forin-service teacher education aswell as for broadcast s designed forchildren and young people.School superin- tendents might wish to broadcast on aregular schedule to their teachers in city systems; scheduled meetingswith school boards of comparable school districts could help membersexplore mutual problems; workshops in specialized materials -- languages,literature, health, music, etc. -- could be conducted for moreteachers; and State Department ofEducation subject matter consultants could reportand advise out-in-state teachers. The number and types of programspresented for in-school student listening could also be greatly expanded.In addition to more regular series, broadcast more often,special programs might includeschool concerts by the MinneapolisSymphony Orchestra; regularlyscheduled programs to supplementthe work of visiting teachers forthe home-bound child; inter-school broadcasts ofband rehearsals, school choirpractices, instrumental sessions, etc., withevaluation by appropriate musicconsult- ants; and all-school convocationsfor children of various levelswith local and national leaders talkingspecifically to the children on suchsubjects as civic responsibility,air pollution, civil rights, andfamily life educa- tion. Expansion In Services For Agriculture Services for agriculture, offeredby University radio since the193 O's could be tremendously expandedwith FM multiplex.Developed from the - resources of theCooperative Extension Service ofthe University's Insti- tute of Agriculture, thesecould include lectures, conferences,and dis- cussions, for general groups aswell as for specialists indifferent types of farming, 4H club groups, andpeople concerned with the business as- pects of agriculture.The county agent organizationcould be utilized not only to plan such programs, butalso to develop audiences forthem and to assure effectiveutilization. The General Extension Divisionof the University hasestablished special services in continuingeducation for women, lawyers,engineers,

VIII - 20 business administrators, pharmacists, dentists,and doctors, among others. The Continuing Education of Women is an example. Manywell-educated wom- en are working in jobsbelow their capacity because of the difficulties they en- counter in returning to work because their skillsand knowledge are outdated. Radio courses might help these women re-enter the labormarket at a higher level, thus benefiting both themselves and society.Four groups of women could particularly benefit from educational FM programs: womenwith small children who find it difficult to attend on-campus classes; women insmall communities some distance from the University who need morespecialized courses than are convenientlyavailable to them; women interested in con- tinuing their education, but who must minimize tuition expendituresin order to favor college attendance by younger members oftheir families; and, wom- en who could be moreeffective in community volunteer activities if they had the broader knowledge available from courses adapted to their needsand in- terests. Continuing Business Education Continuing business education is another promising field.If FM multi- plex broadcast s were combined with telephone talk backs and electro-writ- ers, continuing businesseducation seminars could be offered. Much work also could be done in medical and dental fields. A number ofmedical cen- ters throughout the country utilize FM in post-graduateand continuing ed- ucation, but the absence of FM facilities here has prevented suchdevelop- ments in Minnesota, despite the excellent teaching resourcesof the Medical School at the University and of the Mayo Clinic in Rochester. Broadcast services could be developed not only for general practitioners,but also for hospitals and workers in related areas like public health nursing. Responding to the great demand for better sex education in homes, schools, and churches, the University's General Extension Division has appointed a Coordinator for Parent and Family Life Education to conduct courses for parents, church groups,PTA's, social agencies, educators, and others.In September 1965, the University's first Sex EducationInsti- tute was attended by more than 400 educators, religious educators,social workers, nurses, and parents. Two subsequent institutes have been even more successful, and one experiment wasconducted in which a telephone installation was used for a tele-lecture followed by questions from the au- dience.Multiplex FM, developed first in the Twin Cities and then on an all-state basis, offers many possibilities for Parent and Family Life Edu- cation. Continuing Education In Pharmacy and Law Pharmacy education is another field.The Director of Continuing Phar- macy Education is now in the initial stagesof developing a program for re-

VIII - 21 gistered pharmacists in the state. A peculiar problem in the post-graduate education of pharmacists is the fact that a pharmacist must be at attendance at all times in a drug store.This means, therefore, that since the audience cannot come to us, we must come to it, and late evening or Sunday morning FM programs would provide the means. The University of Minnesota and the Minnesota State Bar Association are working together to develop a state-wide project in continuing legal edu- cation which could make good use of FM facilities.Through live broadcasts and telephone connections, lectures by outstanding authorities in various fields of law could be brought to members of the bar in all parts of the state, followed by discussions of the points raised during the talks. The World Affairs Center, another department in the General Extension Division, has carried on a very active world affairs education program for some years, organizing many meetings, discussions and seminars for people of all ages. FM could be used to offer in-service training pro- grams to social studies teachers, and lectures and talks to clubs and organ- izations.The large group of organizations which works cooperatively with the Minnesota World Affairs Center could be drawn upon to develop subject matter, plan presentations, and stimulate effective utilization. Courses for credit based upon high school, college, and University sources are the last example to be cited here of the potential uses of an FM multiplex facility. University Prepared to Experiment The University of Minnesota alone, with its thousands of offerings in day school, evening classes, and correspondence study, and drawing upon over twenty-five years experience in broadcasts from its own class rooms, is prepared to experiment extensively in developing credit courses for the general public as well as for special interest groups.These would utilize not only the resources of the General Extension Division, but also of the University's many other divisions and colleges. The University of Minnesota, therefore, urges the Congress to provide funds with which to construct educational FM broadcasting facilities.But for the absence of such funds, the University would have constructed and operated an FM station long before now. But confronted with requests from its many departments to support their varied and extensive activities, the University Administration has been unable to find money for an FM radio station.When support becomes available, however, the University will con- struct and operate a station in the Minneapolis - St. Paul area, drawing upon the extensive resources of the Twin Cities in programming it.Thereafter,

VIII - 22 cooperatively withother educationalinstitutions, the Universitywill work elsewhere in both public andprivate, to constructadditional transmitters together with studiofacilities whererequired.These would Minnesota, educational FM service. be then used indeveloping a statewide

Educational Radio in the United States TABLE A-la FUTURE BUDGET OPERATION College/ Public School/ Other 10 All 41 University1 % Library % Licensees2 No. No. Watts3 % No.Other s % TOTALNo. % RespondentFor those Stations who responded 58No. 100%4 No.14 100%4 1 100%4 21 100%4 52 100%4 73 100%4 onbudgetHigheroperations: future thanbudget present 55 95% 12 86% I 100% 19 91% 49 94% 68 93% budgetSame as present 3 5%. 2 14% 4111 11M111 10111 2 9% 3 6% 5 7% Iola mg, 4111 4111 10.10 .11 11M111 .11 WO IMO Via .111 IMI1 4111 .11 11M1 $1,000 and under 3 5% 2 14% Me IND Ilia INN. 4 19% 1 2% 5 7% OverOver $1,000-5,000 $5,000-10,000 6 10% IWO .11 IMO Ilia IMO NO 6 28% IMO .11 6 8% 43 IncludesIncludes100% state-owned representsstationsprivate non-profitbetween the facilities number 11-19 of watts respondents organizations, religious institutions, foundations in each category T.,:',,v734',A,TVAVRWFX7M9',57MV775WaS7M,77,47, A EducationalFUTURE Radio BUDGET in the OPERATION (Continued) United States ABLE A-lb University1College/ % Public School/ LibraryNo. % Li No.censees2Other No. Watts3 10 No.Others All TOTALNo. % 58 No. 100%4 14 100%4 1 100%4 21 100%4 52 1000 rilIMEN=AIM1 73 100%4 Respondent Stations IRO IMP 11=1. 1 5% 2 4% 3 4% Over $10,000-20,000 , 39 5% 2 14% IM11 OM. 9 43% 2 4% 11 15% Over $20,000-3 000 16% 2% 2 14% *NI MI1 11.1 MI1 3 6% 3 4% OveOver $50,000-100,000 r $35,000-50,000 17 29% 5 37% .11 1 5% 21 6 40%11% 22 6 30% 8% Over $100,000-150,000 5 9% 7% ON MI1 8 15% 8 11% Over $150,000-200,000 12) 1 7% (M. 4 8% 4 6% Over $200,000-300,000 3 5% MO Oa 7% 1 .11 Wel 4 8% 4 6% Over $300,000-500,000 3 5% MI No MI MI 100% RIM RIM 41M. OM, 1 2% 1 1% 1 IncludesOver state-owned $500,000-800,000 facilities 1 2% 243 Question 51: Future Includes100% stationsprivate represents the non-profitbetween organizations, 11-19Budget watts Operation number of respondents in religious institutions, foundations each categoryC= t".= Ci EducationalPRESENT Radio PROGRAM in the PURCHASES United States TABLE A-2 UniversitylCollege/ Public School/ Library % Licensees2 Other % Watts3 10 % Others All % TOTAL % RespondentForwho those reportedStations respondents on present 70No. 100%4 % No.22 100%4 No. 5 100%4 No.28 100%4 No.69 100%4 No.97 100%4 program purchases: 12 NO 060 We IN* 15 54% 17 25% 32 33% Less than $1,000 2018 29% 6 55%27% IMO WI 7 25% 17 25% 24 25% $1,000-2,500 26% 1 4% 11016 OM MI 3 11% 15 21% 18 19% $2,500-5,000$5,000-10,000 1710 24%14% 1 4% 1 20% 1 3% 11 16% 12 5 12% o, None$10,000-20,000 - no purchases 2 3 4%3% 11 5%5% 2 40%40% 2 7% 54 7%6% 6 5%6% 2431 IncludesIncludes100% state-ownedprivate representsstations non-profit the between 11-19 watts numberfacilities of respondents in organizations, religious each category institutions, foundations Question 51: Budget , 5 Educational Radio in the United States TABLE A-3a HOW AND WHERE DOES THE LICENSEE SEEK ADDITICN Public School/ AL FUNDS OtherFOR STATION 10 OPERATION All Respondent Stations University1College/98No. 100%4 % LibraryNo.30 100%4 % Licensees2 No. 7 100%4 % No.30Watts 3 100%4 % 105 No.Other s 100%4 % 135TOTALNo. 100%4 % None - additional funds 135 36% 19 63% lim. lim. 006 lim. 13 43% 41 39% 54 40% notnesses,Donations soughtalumni, serviceor etc. -received local busi- clubs, 25 26% 5 17% 2 29% 10 33% 22 21% 32 24% videsBusinessoutsideservices for groups Serviceslistenersstation pro- -and 11 11% 1 3% 4 57% 2 7% 14 13% 16 12% NationalRadioFoundations Educational 13 9 13% 9% 11 3% IMO IIM 1 lim. ND14% 1 ...- 3% 1410 13%10% 1411 10% 8% 2431 Includes100% state-ownedstationsprivate represents non-profitbetween the numberfacilities of respondents in each category 11-19 wattsorganizations, religious institutions, foundations Educational Radio,N171r-1--hw in the United States 77:777717"5' TABLE A-3b HOW AND WHERE DOES THE LICENSEE SEEK Public School/ ADDITIONAL FUNDS FOR Other STATION OPERATION10 (Continued) All Respondent Stations University1College/98No. 100%4 % LibraryNo.30 100%4 % Licensee? No. 7 100%4 No.30Watts3 100%4 % 105 No.Others 100%4 % 135TOTALNo. 100%4 % mentCollege-Schooldeans of speech,office, Funds depart-etc. - 7 7% 2 7% 1 14% 3 10% 7 7% 10 7% FundsGovernment-Federalof Higher - U.S. Education, Office etc. 6 6% 1 3% OW OW foO 2 7% 5 5% 7 5% Grantsspecific in Aid source - no 3 3% OW OW NO 3 3% 3 2% mentionedBorrowing Iwo 41m 1111 OW OW 3 43% 1=1, 3 3% 3 2% EducationState Department of 2 2% 1 3% Om. 3 3% 3 2% 4231 IncludesIncludes100% state-owned representsstationsprivate non-profitbetween the facilities number of 11-19 wattsorganizations, religious institutions, respondents in each category foundations EducationalHOW AND Radio WHERE in the DOESUnited THE States LICENSEE SEEK ADDITIONAL FUNDS FOR STATION' OPERA.TION (Continued) TABLE A-3c IMMIMMIMI.11.0 Other 10 All 1 Respondent Stations University1College/98No. 100%4 % Public School/ LibraryNo.30 100%4 % Licensee sa No. 7 100%4 % No.30 Watt s 3 100%4 % 105 No.Other s 100%4 % 135TOTALNo. 100%4 % weAny can Source get it - any way 11=111 OM 2 2% 2 1% Don't Know if additional 1 1% 11=111 dm" 11=111 MO WO 1101. 1 3% 11=111 NM 1 1% funds are sought 11=111 11=11 11=111 11=111 IMAM IIMII IIMII Social Events;RaisesDances/ Sponsors Money/ Radio Club II. IIMII Mt 2 7% 2 2% 2 1% 2431 Question 5: How does the licenseeIncludesIncludes100% seek privatestate-owned stationsrepresents additional non-profit between the facilities number 11-19 of watts respondents in organizations, religious institutions, each categoryfunds for the operation of the station? foundations EducationalNUMBER Radio OF inPART the United TIME EMPLOYEESStates TABLE A-4 University1College/No. % Public School/ LibraryNo. % Licensees2 No.Other % No. Watts 3 10 % No.Other s All % TOTALNo. % Respondent Stations 98 6 100%4 6% 30 10 100%4 33% 7 2 100%4 29% 30 7 100%4 23% 105 11 100%4 10% 135 18 100%4 13% 1-3None part time employees 2923 23%30% 10 9 30%33% 2IND Ota 29%NO MO 11 6 37%20% 2828 27%27% 3934 29%25% 4-6More7-10 part partthan time time10 employees employees 19 5 19% 5% -- 1 4% -- 21 29%13% __ 2 __7% 21 5 20% 5% 21 7 16% 5% Number of part time employeesst-t, not.t -- -ifie - d 16 16% OM OM MI 11111 MI OM. MI MIO 4 13% 12 11% 16 12% a431 Question 8: How many paid employeesIncludesIncludes100% privatestate-owned stationsrepresentsare part non-profit betweentime? the facilities number 11-19organizations, of watts respondents in religious institutions, foundations each category Educational Radio in the United States TABLE A-5 PROGRAMMING SERVICES TO SPECIALIZED AUDIENCES 10 University1College/9 8No. % Public School/ LibraryNo. % Licensee s2 No.Other7 % No. Watts3 % No.Other s All % TOTALNo. % RespondentYES Stations 32 1 00%4 33% 30 13 100%4 43% 7 100%4100% 30 5 100%4 17% 105 47 100%4 45% 135 52 100%4 38% NO 63 64% 15 50% OM Om. OW OW 21 70% 57 54% 78 58% NO ANSWER OR NOT APPLICABLE 3 3% 2 7% OM OM IMO OM 4 13% 1 I% 5 4% 1 243 IncludesIncludes100% privatestate-owned representsstations non=profit between the facilities number 11-19organizations, of watts respondents religious institutions,in each categoryfoundations 1, Question 113: Are you now providing programming services to specialized audiences such as shut-ins, the handicapped, physicians, etc. ? = ri -.) riI Educational Radio in the United States TABLE A-6 IS LICENSEE ASKED TO PRODUCE, OR HELP PRODUCE, PROGRAMS BY OUTSIDE 10 ORGANIZATIONS All University1College/98No. 100%4 % Public School/ Library.No.30 100%4 % Licensees? No.Other7 100%4 % No.30 Watts3 100%4 % 105 OtherNo. s 100%4 % 135TOTALNo. 100%4 % RespondentYES - Stationsare asked to pro- i NO - are not asked to duceprogramsorganizations produce(or help by produce)(or help outside 73 74% 13 43% 7 100% 17 57% 76 72% 93 69% byproduce)zations outside programs organi- 25 26% 17 57% MD OM NO =0. 13 43% 29 28% 42 31% Unable to when asked 20 20% 5 17% .1 4.0 =II NO 2 7% 23 22% 25 19% 2431 Question 13: Are you Includes100% state-ownedstationsprivate represents the non-profitbetween organizations, 11-19 wattsasked to produce (ornumber helpfacilities of respondents religious institutions,in each produce)category programs by foundations outside organizations? Educational Radio S., in the United States,Y', ,,, .4.,,V5,4 PlitS,X6Cr7.7 4 y,g,Ar ,470,1±,f 54,61-7,kreVprit 1 fiVr,Rrylif Mg, :7A`t TABLE A-7a DEGREE THAT LICENSEE PARTICIPATES IN DECISIONS OF POLICY ON PROGRAMMING 10 University1College/No. % Public School/ LibraryNo. % Licensee s2 No.Other7 No. Watts3 % No.Other s All % TOTALNo. % RespondentParticipates Stations a great 98 100%4 30 100%4 1 100%4 30 100%4 105 100%4 135 100%4 Participates somewhat deal 473020 48%20%31% 1112 6 40%20%37% 42 29%57%14% 18 5 60%23%17% 433525 41%33%24% 613042 46%22%31% DoesParticipates not participate very little 1 1% 1 3% MO am Ne we I1M we OM 2 1% 4231Question 4: To what degree does theIncludes licensee100% stationsrepresentsstate-ownedprivate participate non-profitbetween the facilitiesin number decisions 11-19 organizations, of watts respondentsof policy religious on in programming? each institutions, category foundations = f I 1 L= ) 1 IT Educational Radio in the United States TABLE A-7b DEGREE THAT LICENSEE PARTICIPATES IN DECISIONS OF POLICY ON PERSONNEL 10 All Respondent Stations University'College/98No. 100%4 % Public School/ Lil_.=No.30 100%4 % Licensees2 No.Other7 100%4 % No.30 Watts3 100%4 % 105 No.Other s 100%4 % 135TOTALNo. 100%4 % Participates a great de al 38 39% 21 70% 1 14% 13 43% 47 45% 60 45% Participates somewhat 4316 44%16% 27 23% 7% 6Oa WO 86% OM Oa 12 5 40%17% 4413 42%12% 5618 41%13% DoesParticipates not participate very little 1 1% ON 11 alb 11 11 Oa Oa Me Oa Oa Owe O. 1 1% 1 1% , 4a31 Question 4: To what degree IncludesIncludedoes100% the s stationsstate- private licenseerepresents owned nor-profitbetween participate thefa cilitie number 11-19 organizations, sin wattsdecisionsof respondents of policy in each on religious categoryinstitutions, foundations personnel? EducationalDEGREE Radio THAT in theLICENSEE United PARTICIPATES IN DECISIONS OFStates POLICY ON EQUIPMENT TABLE A.-7c University1College/ % Public School/ Library % Licensees4 No.Other % No. Watts3 10 % No.Other s All % TOTALNo. % 98No. 100%4 No.30 7 100%4 30 100%4 NINIMINV 105 100%4 135 100%4 RespondentParticipates Stations a great 47% 18 1000 60% 1 14% 14 47% 51 49% 65 48% Participates somewhat deal 4643 8 44% 8% 57 23%17% 51 72%14% 12 4 40%13% 4310 41% 9% 5514 41%10% DoesParticipates not participate very little 1 1% INNON. MOO emeN. NONNI 1% 1 1% 431 Includes100% stationsprivatestate-owned represents non-profitbetween the facilities number 11-19 of organizations, religious institutions, foundationsrespondentswatts in each category Question 4: To what degree does the licensee participate in decisions of policy on equipment? 1117.:.) i=4 lie Educational Radio in the United States TABLE A-7d DEGREE THAT LICENSEE PARTICIPATES IN DECISIONS OF POLICY ON BUDGET 10 University1College/No. % Public School/ LibraryNo. % LicenseesZ No.Other7 % No.30Watts3 100%4 % 105 No.Other s All 100%4 % 135TOTALNo. 100%4 % RespondentParticipates Stations a great 98 66 100%4 67% 30 23 100%4 77% 5 100%4 71% 20 67% 74 70% 94 70% ParticipatesParticipates somewhat very little deal 2111 22%11% 43 10%13% . OW2 29% Oa MO 37 23%10% 1120 19%11% 2714 20%10%

4a31 Question 4: To what Includes100% state-ownedstationsprivate represents non-profitbetween the degree does the licensee numberfacilities of respondents in each 11-19 wattsorganizations, religious participate in decisions categoryinstitutions, foundations of policy on budget? q 4-"A"trwri,v4r7v ,-N ve;f-ar -^ ty., ^ ac,,r," 'TM17,1-N )7,7, T ^",,, rirv,r^...r.,,,eprogr rrYnATFiN(1 fOriTT EducationalDOES LICENSEE Radio in theALTER United OPERATING States SCHEDULE DURING SUMMER MONTHS Respondent Stations University1College/98No, 100%4 Public School/ LibraryNo. % Licensee ? No.Other No.30 Watts3 10 100%4 % No.Other s All % YES: Operating schedule issummer altered monthsduring the 52 53% 26 87% NO: Operating schedule theis not summer altered months during 46 47% 4 13% 7 100% 432 1 Includes100% stationsrepresentsstate-ownedprivate non-profitbetween the facilities number 11-19 organizations, of watts respondents religious in each institutions, category foundations Question 11: Do you alter your operating schedule during the summer months? L=") C= = ET1 r ---1 Educational Radio in the United States TABLE A-9 HOW OFTEN IS OUTSIDE TALENT PAID College/ Public School/FOR APPEARANCES? Other 10 All Respondent Stations Universit11 98No. 100%4 % LibraryNo.30 100%4 % Licensees2 No. 7 100%4 % No.30 Watt s 3 100%4 % 105 NoOther s . 100%4 % 135TOTALNo . 100%4 % Always paid MI MI MI 1 3% MI MI Oa Mb MI MO MI MI 3. 1 % 1 1% Sometimes paid 2768 28%69% 1810 34%60% 6 1 86%14% 26 1 87% 3% 4261 40%58% 4387 632% 4% NoNever answer paid 3 3% 1 3% Oa Mb M. 414 3 10% 1 1% 4 3% 4Z31 Question 49: IncludesIncludes100% state-ownedprivate stationsrepresents non-profit between the facilities number 11-19 organizations, of watts respondents religious in each institutions, category foundations Budget EDUCATIONALCOMMUNICATIONS SYSTEMS(ECS)

The ECS Study wasperformed by the NAEB, under a contract fromthe U.S. Office ofEducation s

study The EducationalCommunications Systemproject is a four-phase that would lead tothe linking ofAmerican colleges anduniversities via The first stepinvolved studying thepresent electronic interconnection. institutions, and deter- state ofinterconnection betweenthe educational cooperation would begiven to an overall"master" mining what kind of 50 colleges and plan.The second stepconsisted of surveying some universities in order tolearn the views ofadministrators and faculty members on the needfor interconnectingthe separate schools. reported here --consisted of designingthree "model" The third step -- institutions. From systems ofelectronically linkingthe various educational be drawn morespecific data on howthe systems would these models could would they pos- be used, who would usethem most often,what deficiencies (The fourth and finalstep of the projectwould consist sess, and so on. Phase III on anexperi- of actuallyestablishing the modelsystems from mental basis. Asof this writing,Phase IV is in theplanning stage. Three models -- orhypothetical systems -- wereestablished in the third phase of theproject.They were: number of institutionsin the 1. Inter-state, whichinvolved linking a Great Lakes regionof the United States.Cooperating were the "Big Ten"universities and theUniversity of Chicago. Intra-state, which involvedlinking a variety ofinstitutions within 2. Education was used one state.The Oregon StateSystem of Higher as themodel. libraries, re- 3. Educational Resources,which involved connecting search facilities,cultural and scientificinstitutions with educa- tional centers of theother two models.

ECS - 1 The ECS system would provide 12 telephone channels,or a large number of teletype circuits, or a broad-band transmission that wouldpermit data to be fed from computer to computer.Broadcast-quality tv pictures could also be fed along the lines. In the Inter-state model, representatives from all majordepartments -- agricultural3economics, psychology, law, etc.-- were included in the university groups. Also included were thosepersons from the administrat- ive areas --registrar offices, business offices, libraries, dataprocessing centers, etc. -- who might benefit by transmitting information toone anoth- er. Queried by mail over a four-month period, faculty members contrib- uted 262 individual "ideas" on how the system might be utilized. Some of the ideas put forth for use of the systemwere: a common video-tape record- ed lecture played locally at each school, followed byan audio discussion over the ECS wires by the viewers at the various colleges; ECS thesis conference between a student at one school anda professor at another; ex- change of teacher-education research materials via teletype; athleticcon- tests played at the different schools, with scores transmitted (as in bowl- ing, track events, etc.) over the ECS wires; transmission of weathermaps for geology students; adcess to and slow-scan tv transmission of math- ematics abstracts; and an administration's admission officer couldconfer with the mentor of a student seeking admission. Dozens of otherideas, and variations on the above, centeredon the retrieval of information from distant libraries and data centers for studentuse, administration, re- search and other uses.

An important part of the Midwest ECS model (Inter-State) would bethe establishment of a "live" radio network.The network, programming about 21 hours each week, would supplement the various stations operated by numerous universities, and the National Education Radio Network-- a tape distribution system of the National Association of Educational Broadcasters which supplies recorded programs tsome 150 affiliates.The network would carry programs from the different schools,use its narrow-band services to aid in data-retreival,serve as an "educational laboratory" and training ground, and form a nucleuson which to build a nationwide educat- ional service. In the Intrastate ECS model, connecting all higher educational insti- tutions in Oregon, (nine, plus the State Capitol), itwas found the system would: permit libraries to exchange material and informationmore rapidly and efficiently; allow administrative offices to be in directcontact with each other; provide for exchange of instructional informationlectures, demonstrations--between schools; include the Capitol to expedite appropriate liaison activities, and, among others, allow individual facultyto transmit and receive a variety of data. ECS - 2 Many of the uses of the Intrastate system, of course, aresimilar to those of the Interstate system; ideally many of the institutionsin a state- wide system could eventually be linked withthose of other states. Members of the institutions participating in the Midwest and Oregon models were asked how they would use a multi-purpose communications system, and it quickly became apparent that notonly the institutions would have to be interconnected, but that they would have to belinked to libraries, research centers and others outside thetraditional academic boundaries. For the time being, interconnecting 10 such centers from NewYork to Iowa was contemplated.Included were the American Institute of Physics, the Educational Testing Service, the Smithsonian Institution, RareEarth Information Center, Pace College,American Museum of Natural History, and Chemical Abstr acts Service, among others.This is the Educational Resources model of ECS. Once Phase IV is a reality, and the three systems are inoperation, users would be queriedperiodically to determine: (a) What did the system enable them to do that they could not do before? (b) Howsatisfactory was the performance of the system? (c) How accessible was thesystem? (d) What is the value of the sytem to those using it extensivelyand those using it minimally? Additionally, it will be necessary to make cost efficiency and operational reliability studies, to see whether demands are being met, andwhether there is a need for expansion. Full details, both engineering and financial, are availablein the Final Report on Project No. 450A, Contract No.OE-5-16-014, of the National Association of Educational Broadcasters.The foregoing is a summation of that report.

ECS - 3 ORGANIZATIONS SERVED BY EDUCATIONAL RADIOSTATIONS (A Sampling)

During the coming year WOUB Athens, Ohio,has planned programs with the following organizations or groups: Institute for Regional Development Center for Economic Opportunity Appalachia Educational Laboratory Athens County School System Athens Planning Commission Tri-County School System Ohio State Natural Resources Division Athens City Council Athens Fire Department Athens County Welfare Society Athens County Historical Society The Aid for the Aged Boy Scouts of America Soil Conservation 4-H Clubs Ohio County Commissioners Athens Bar Association Athens Business Association Ohio University Extension Division Ohio University Off-Campus Affairs Music Federation of America Athens Hospital Foundation Below is a partial listing of organizationswhich have been given time in the past year on WOSU Columbus,0., and on WNYE New York, the in- school station: Cosi PlanetariumCenter of Science &Industry Meals on Wheels Committee on Employment of the Handicapped Ohio Union Franklin County Society for Crippled Children Neighborhood Services Franklin County Child Welfare Board Kinder Key Kidney Foundation of Central Ohio The Friends Home Columbus Careers Conference Savings Bonds Freedom Heritage Goundation United Appeal TWIGS of Children's Hospital Junior Achievement

OS- 1

- - Columbus Business & ProfessionalWomen Urban League Epilepsy Association of Franklin County Church World Service Parents and Teachers Association Goodwill Industries Columbus Area Council on Alcoholism, Inc. Toys for Tots Listening Post & Coffee House Care Children's Mental Health Center Charity Newsies Columbus Public Library Salvation Army U. S. Navy Recruiters Godman Guild League of Women Voters Arts & Crafts Center People's Poverty Board House of Hope Anti Defamation League Board of Education Volunteers of America Peace Corps Columbus Post Office Girl Scouts Dial-a-Dietician Juvenile Diagnostic Center Columbus Gallery of Arts Public service was rendered byWNYE during 1965-66 in connection with the following organizations and events: Action for Clean Air Committee American Cancer Committee American Heart Association American Public Health Association American Red Cross Associated Blind, Inc. Big Brothers of America Boy Scouts of America Brooklyn Children's Museum Brotherhood Week CARE Career Opportunities for Youngsters City Commission on Human Rights Dental Health Week Epilepsy Association of America Industrial Home for the Blind National Association for the Preventionof Addiction to Narcotics National Safety Council National Tuberculosis Association New York Center for the Five-DayPlan to Stop Smoking New York Diabetes Association New York State Division of Veterans'Affairs New York Police Narcotics Bureau Radio Free Europe Retarded Infants Service UNICEF United Nations Day United States Peace Corps BY EDUCATIONALRADIO COMMERCIALSTATIONS SERVED (A Sampling) commercial stationssupplied withprôgrams by The followingis a list of two edu- Lansing, Michigan,and KWSC,Pullman, Washington, WKAR, East 1966, WKAR, EastLansing distributed cational radiobroadcasters. During and Can-. total of 146stations covering a rangeof 15 states its programs to a in the Northwest. ada, and KWSC,Pullman to 95commercial stations WKAR EastLansing, Michigan

Michi&an WKMIKalamazoo WAAM Ann Arbor WGRDGrand Rapids Rogers City WKNRDearborn WABJAdrian WHAK Saginaw WHDFHoughton WKNX WAGNMenominee WKPRKalamazoo Albion WHFBBenton Harbor WALM Houghton Lake WKY5Caro WAMMFlint WHGR Kalamazoo WHLSPort Huron WKZO WAOPOtsego WLAVGrand Rapids Gaylord WHMIHowell WAT C Alpena WLDMDetroit WATTCadillac WHSB Traverse City WHT CHolland WLDR WATZAlpena WIDGSt. Ignace WLENAdrian WB CHHa sting s WLEWBad Axe Battle Creek WIONIonia WBCK Tawas City WLKMThree Rivers WBCMBay City WIOS E scanaba WITLLansing WLST WBRBMt. Clemens WMAXGrand Rapids Big Rapids WJBKDetroit WBRN Holland WMBNPetoskey WCARDetroit WJBL WJEFGrand Rapids WMDNMidland WCBYCheboygan Iron Mntn. WJFMGrand Rapids WMIQ WCCWTraverse City WMP CLapeer Mt. Pleasant WJIMLansing WCEN Detroit WMPLHancock WCERCharlotte WJLB WJMLPetoskey WMRPFlint WCKDIshpeming Manistee WJMSIronwood WMTE WCRMClare Muskegon WJORSouth Haven WMUS WCSRHillsdale Saginaw WJPDIshpeming WNEM WDMJMarquette WNIL Niles Dowagiac WJPWRockford WDOW WJR Detroit WOAPOwos so WELLBattle Creek Ann Arbor WJUDSt. Johns WOIA WERXWyoming WOMCRoyal Oak Royal Oak WKBZMuskegon WEXL Battle Creek WOODGrand Rapids WFDFFlint WKFR Ann Arbor WKHMJackson WPAG WFJCFlint Muskegon Hgts. WPLBGreenville WFURGrand Rapids WKJR Ferndale WKLALudington WQRS W FY CAlma Monroe CKLWDetroit WQTE WGHNGrand Haven WSAMSaginaw Flint WKLZKalamazoo WGMZ Flint WSGWSaginaw WGONMunising WKMF

ST-1 Y WSHN Fremont WWTV Cadillac- WWGY Schenectady, N. WSJM St. Joseph WWJ Detroit WHO Des Moines, Ia. WSMA Marine City WXOX Grand Rapids WHOF Canton, Ohio WS00 Sault Ste. Marie WXTO Grand Rapids WIBA Madison, Wisc. WSTR Sturgis WXYZ Detroit WIBW Topeka, Kans. WYNZ Ypsilanti WKTY La Crosse,Wisc. WTAC Flint Ok WTAK Garden City WYSI Ypsilanti WKY Oklahoma City, WTCM Traverse City Wvii-L'ffCincinnati, Ohio WLYV 'Fort Wayne, Ind. WTIQ Manistique Out of State Radio Stations 01 WTPS Portage WMAY Springfield, Ill. WTRU Muskegon WAVE Louisville, Ky. WMT Cedar Rapids, Ia. WTRX Flint CBC Toronto, Canada WNAX Yankton, S.D. WTTH Port Huron WCCO Minneapolis, Minn. WOW Omaha, Neb. WTVB Coldwater WCMR Elkhart, Indiana WSM NaEhville, Tenn. WVIC Lansing WGN Chicago, Illinois WTMJ Milwaukee, Wisc. WVOC Battle Creek KGBS Los Angeles, Cal. KWSC Pull/ran, Washington KOZI Chelan KACAProsser KGMI Bellingham nir- KALERichland KGW Portland KPEG Spokane KAPARaymond KGY Olympia KPOR Quincy KAPSMt. Vernon KHIT Walla Walla KPTJG Bellingham KAPYPort Angeles KHQ Spokane KREM Spokane KARIBlaine KIMA Yakima KREW Sunnyside KARYProsser KING Seattle KRKO Everett KASYAuburn KIRO Seattle KRNS Burns, Ore. KAYEPuyallup KIRX Kirksville, Mo. KRPL, Moscow, Idaho KAYOSeattle KISN Portland, Ore. KRSC Othello KBAMLongview KIT Yakima KSEM Moses Lake KBBOYakima KITN Olympia KSPO Spokane KBKWAberdeen KJDY John Day, Ore. KSRV Ontario, Ore. KBLESeattle KJR Seattle KTEL Walla Walla KBRCMount Vernon KLYN Lynden KTNT Tacoma KCLXColfax KLO Ogden, Utah KTOY Tacoma KCVLColville KMAS Shelton KTW Seattle KDNCSpokane KMCS Seattle KUDY Spokane KDUXAberdeen KMO Tacoma KUEN Wenatchee KEDOLongview KNEW Spokane KUJ Walla Walla KELACentralia KOIN Portland,Ore. KTJLE, Ephrata KENEToppenish KOL Seattle KUMA Pendleton, Ore. KOMO Seattle KUTI Yakima KEPRPasco Ida., KE TOSeattle KOMW Omak KVNI Coeur d'Alene, KFDRGrand Coulee KONP Port Angeles KWIQ Moses Lake KFKFBellevue KORD Pasco KWYZ Everett KGEMBoise, Idaho KOZE Lewiston, Idaho KXA Seattle

ST- KXLE Ellensburg KBRO Bremerton KOQT Bellingham KXLY Spokane KGME Centralia KPQ Wenatchee KXRO Aberdeen KHOK Hoquia a, KQOT Yakima KYMN Portland, Ore. KLFF Spokane KVI Seattle KZUN Opportunity KPUL Pullman STATIONS SERVED BYWBAA LAFAYETTE,INDIANA

The following is alist of stations, somecommercial but the large majority educationalin-school, to which WBAALafayette, Indiana licensed to PurdueUniversity, has distributedits "School of theAir" series.

WADM, Joseph S.Klarke 233 N. 2nd Street,Decatur, Indiana46733 History Highlights Folklore of America Creative Thinking:The American Pioneers Our Hoosier Heritage Lady Storyteller News In Focus WAEF-FM, ShirleyFishman 6004 Wiehe Road,Cincinnati, Ohio 45237 History Highlights WBDG-FM, Robert Berry 1200 North Girls School Road, Indianapolis,Indiana 46224 History Highlights Folklore of America Creative Thinking:The American Pioneers Our Hoosier Heritage Words we Use Our Working World -1 Our Working World -II Then and Now Lady Storyteller News in Focus WCNB, Francis Chomel 406 Central Ave.,Connersville, Indiana47331

SS-1 Creative Thinking:The American Pioneers Our HoosierHeritage Our WorkingWorld - T Lady Storyteller News in Focus

C Marshall R.R. # 1, NewCastle, Indiana47362 Creative Thinking:The AmericanPioneers Our HoosierHeritage Our Working World -I Lady Storyteller News in Focus WETL, JerryLimbert 620 Wect Wnqhington,South Bend, Indiana46601 Creative Thinking:The AmericanPioneers Our Hoosier Heritage Words 'vile Use Then and Now Lady Storyteller WGVE-FM, LawrenceVentura 415 West 45thAve.,Gary, Indiana46408 History Highlights Folklore of America Creative Thinking:The AmericanPivii.v.L s Our Hoosier Heritage Words we Use Our Working World -I Lady Storyteller News in Focus

WHBU, John R.Atkinson P. O. Box 610,Anderson, Indiana46015 Hif .ory Highlights Folklore of America Our Hoosier Heritage Cur Working World -I Lady Storyteller WIAN, Nancy Hendricks 3401 North Meridan,Indianapolis, Indiana46207 History Highlights Our Hoosier Heritage Words we Use Lady Storyteller News in Focus W1BC, Jim Darin 2835 North Illinois St. ,Indianapolis, Indiana46208 History Highlights Folklore of America

WIFN, Scott Rid-ener P. O. Box 194, Franklin,Indiana 46131 Creative Thinking:The American Pioneers Our Hoosier Heritage News in Focus WKMO-FM, Hugo J. DiSalvo P. O. Box 732, Kokomo,Indiana 46901 Creative Thinking:The American Pioneers Our Hoosier Heritage Words we Use Lady Storyteller News in Focus WPSR, Claude B. Smith 726 Wedeking Avenue,Evansville, Indiana 47711 Our Hoosier Heritage Lady Storyteller WREY, Karen Carpenter Box 634, New Albany,Indiana 47150 Our Hoosier Heritage WTCA, Roger E. Wellman 208 North Water Street,Plymouth, Indiana46563

SS-3

- . History Highlights Folklore of America Creative Thinking: The American Pioneers Our Hoosier Heritage Words we Use Our Working World- I Our Working World- II Then and Now Lady Storyteller News in Focus WTHI-FM, Wayne Jenkins 918 Ohio Street, Terre Haute, Indiana 47808 Our Hoosier Heritage WTTV-FM, Jack Noel 535 South Walnut Street., Bloomington, Indiana 47401 History Highlights Folklore of America Creative Thinking: The American Pioneers Our Hoosier Heritage Words we Use Our Working World- I Our Working World -II Then and Now Lady Storyteller News in Focus WVSH-FM, Richard A. De Fore John & Guilford Streets, Huntington, Indiana 46750 History Highlights Folklore of America Creative Thinking: The American Pioneers Our Hoosier Heritage Our Working World - I Our Working World - II Then and Now Lady Storyteller WWHI-FM, James F. Bailey 2000 S. Franklin, Muncie, Indiana 47302

SS-4 History Highlights Our Hoosier Heritage Words we Use Then and Now Lady Storyteller News in Focus WSKS, James R.Oliver Wabash High School Wabash, Indiana469992 History Highlights Folklore of America Creative Thinking:The AmericanPioneers Our Hoosier Heritage Words we Use Our Working World -I Our Working World -II Then and Now Lady Storyteller News in Focus WIMS, Mr. JamesWagner Audio-Visual Director Michigan City Schools 609 Lafayette Michigan City, Indiana Folklore of America Our Hoosier Heritage WGCS, Mr. J. F.Swartzendruber Goshen College Goshen, Indiana46526 History Highlights Folklore of America Lady Storyteller News in Focus WLOI, Mr. DanCasear Program Director P. 0. Box 385 La Porte, Indiana46350

SS-5 IN-SCHOOL PROGRAMMING FORSPECIAL GROUPS

by Arnold Hartley

(Arnold Hartley is a veteran commercialbroadcaster who has spent much of his life inethn.ic radio. He has been a writer, a station manager and an owner. He iscurrently the executive vice president of KATZ, St. Louis.The station has created the St. Louis Assistance Fundwhich is sponsoring an effort to get the first all-Negroeducational radio station to be builtin that city). In my view there are anumber of practical steps which couldbe taken to make greater use of existingin-school radio broadcastingfacilities.These are:

1.Utilization by educational FM stationsof time during which they presently do not operate, forthe development of extensive educational programming directed tospecial groups and con- ducted by qualified members ofthese groups.

2.Development of specific programmingfor schools in which a preponderantmajority of pupils is of a special group.Such special programming occasionally crops up nowin educational FM schedules.This suggestion refers to a massive,daily use of such material.

3.Involvement of the students themselvesin programming for their special group.Uninhibited exposition by the students themselves of sociological realities ofthe communities in which they live.The microphone, in short, shouldbe placed in the classroom without censorship.There is perhaps a tendency to excessive formal "production" ineducational programming. Neatness is not a factor here.

4.Organization of Radio Clubs amongstudents in high schools with preponderant specializedenrollment, and utilization of the educational facility by these clubsin the evenings and on week- ends to program for theircontemporaries.

5.Creation of "summer school"broadcasting for special groups rather than shutting the stationdown during the vacation period.

SG-1 6. An experimental "homework clinic" utilizing telephone communication between program and listener, with a panel of pupil and teacher "experts" in the studio, and directly keyed to classwork, for broadcast during the evening.

SG-2 STATION PROFILES

The following profiles aredesigned to illustratethe range and type of educationalradio stations operatingthroughout the country.This cross-sectionhas been chosen by geog- raphy, type of licensee,function, size and natureof service.

THE STATE-WIDENETWORK The Wisconsin StateBroadcastina Service educa- The Wisconsin StateBroadcasting Service,the only state-wide the United States,illustrates how radio canbe used tional radio network in entire by a major university toshare its resourceswith the people of an University of Wisconsin'srole as a land grantinsti- state.It reflects the the total tution whose obligationsextend beyond theenrolled student body to state population. The service consistsof two AM stations,WHA, Madison, andWLBL, Auburndale, plus nine FMstations established overthe years from 1947 to WHA, whose 1965.Together they cover95% of the state.The key station is licensee is the Universityof Wisconsin.The licensees for theother sta- tions in the network arethe State of Wisconsinjointly with the StateRadio Council. created by the 1945Wisconsin legislature The State Radio Council was for the to "plan, constructand develop a state systemof radio broadcasting presentation of educational,informational and publicservice programs." The legal governingbody of the network,the Council consists of represen- tatives from the Universityof Wisconsin, theGovernor's office, theState Instruction, the StateUniversity Board of Regents, Superintendent of Public citizen the Board of Vocational,Technical and AdultEducation, and three members. His A program coordinatoris budgeted withinthe State Radio Council. function is to canvassother agencies andinstitutions, citizens groupsand community leaders concerning useof the network forpublic service.

Weather Report Roundups the same programssimultaneously withoutthe All stations transmit from use of landlines.Programs are relayed bypickup and rebroadcast one station tothe other around theloop, in hops rangingfrom 26 to more

SP-1 than 100 miles. Programs can be fed into the network from any of the transmitter positions.This ability is kept operative by daily weather report roundups from all stations, of particular interest to traveling salesmen, field workers, fliers and other persons who have to move about the state.But except for this weather roundup, and occasional emergencies, all programs originate from the campus studios of WHA, Madison. The Wisconsin State Network provides the state with many hours of radio services.The nine FM stations broadcast 15 1/2 hours on week- days, four hours on Saturdays, and 13 3/4 hours on Sundays.The two AM stations broadcast 10 hours on weekdays, 15 1/2 hours on Saturdays and 13 3/4 on Sundays. Money for operations comes from state general funds, part of which are channeled through the university to runWHA, and the other channeled through the State Radio Council to operate the network.The 1966 payroll for radio broadcasts covered a fully professional staff of 40 full-time and 22 part-time employees. WHA began broadcasting on a scheduled basis as early as 1919 under the designation, 9XM. Broadcasting activities are centered at Radio Hall, which includes four studios, control rooms, shops, recording laboratory, music library, offices and a reception room. Permanent program lines connect WHA with pickup points on the campus, the State Capitol, theU.S. Weather Bureau and other Madison stations. WHA has an advisory board of eight members of the university faculty who meet monthly. Staff Creates Most Programming The largest percentage of programming originates through WHA staff efforts and the talents of University of Wisconsin personnel.Mr. H. B. McCarty, who has been director of radio and television at the university for many years and executive director of the State Radio Council, says: "We've been blessed from the very beginning by the willingness of the faculty to participate and never once has the question of compensation or fee of any kind arisen.I think this may stem from the generally held conviction that we're all working for the State and the good of the people, and the professor who puts that old around himself and serves only the relatively few students who enroll in his courses is not doing his job completely.At present we're broadcasting six 'College of the Air' courses. This means that six professors have permitted us to place our instruments in their classrooms and have put aside the whole idea of the sanctity of the classroom."

SP-2. Wisconsin School of the Air

Since 1931, WHA hasbroadcast the "Wisconsin School ofthe Air, " pre- senting some 13 programs aweek for use in elementary andjunior high school classrooms. According to thenumber of teacher's manuals that arepurchased for these programs, theSchool of the Air is reaching morethan 300, 000 pupils who hear an average of2 1/2 programs per week. "The Wisconsin School of theAir" presented 15 different seriesin 1965 for elementary and juniorhigh school classrooms: a majorfeature was its regional music festival held in fivedifferent towns before a total of4, 250 participants. As part of the series,"Rhythm and Games," a "CarefulClub" was organizedwhich enrolled 5, 000 children inprimary and kindergarten grades. All of the radio school programmingis considered enrichmentrather than direct teaching.It is intended to be supplementedby the classroom teacher both before and after thebroadcast. In addition to the "College ofthe Air" and "School of theAir," the Wis- consin State Network provides a vast arrayof other services such as:home- makers, farm and music programs, newsand special events, politicalbroad- casts, weather information,"Teacher Time, " the substance ofwhich are reports and discussions ofinterest to teachers and parents.The Network's "Political Education Forum" givesfree uncensored time to allqualified pri- mary candidates aswell as those for statewide offices. Program materials for the farm programsoriginate largely with the College of Agriculture, butother agencies such as the StateBoard of Voca- tional and Adult Education, Departmentof Agriculture, the U.S.Soil Con- servation Service and theAgricultural Stabilization andConservation Service also contribute, as well as anumber of farm groups. About 50 hours of fine music arebroadcast each week. Theseconsist of music from WHA's greatlibrary, faculty and student recitalsand those of civic music groups. Multi The network recently installed anSCA (Subsidiary Communication Authorization) system, wherebyhighly specialized programming canbe carried "piggyback" over theregular FM broadcasts.This SCA multiplex system has begun operationswith third-year French andSpanish for high schools in the state that lackthis instruction. SCA opens up awhole new world of specialized servicesfor people with commoninterests.For ex- ample, the university's extensionlaw department last fall presentedtwo courses forWisconsin lawyers, using atelephone network to reach them

SP-3 throughout the state.In the future, this probably will be done through the SCA hookup, which is less costly and allows for feedback from the participants. Such a system also might be used to present college courses for credit -- perhaps help to ease the teacher shortage by a series for women with B.A.'s who would like to work toward their teaching credentials while at home. 10,000 Letters and Cards a Year One of the ways the station determines the needs of its service area is a weekly program of letters from listeners, according to Mr. McCarty. This has been presented for more than 20 years and out of it have come thousands of program suggestions.In the last year, the station received some 10, 000 letters or postcards, 5, 000 telephone calls and 3, 000 visits from listeners. As part of its service to the community, the network has carried pro- grams provided by such organizations as the Wisconsin Chapter of the Association for Better Broadcasts, League of Women Voters, PTA, State Medical Society, Wisconsin division of the American Automobile Associa- tion, plus numerous local, state and federal government agencies.In addi- tion,it carries the programming of the NER Network; over the years it has been one of NERN's principal prograra suppliers.Future plans include an increase in provocative programming designed to motivate more listener participation in public affairs."Listening is not enough," says Mr. McCarty. Controversy - The Hope of the Future In a recent speech at the University of Hawaii, he stated, "Educational radio has moved into fields of conflicting opinions and attitudes, into subject areas of great controversy.This, it seems to me, is a sign of real maturity, and it is this aspect of educational radio -- its courage and daring -- which gives me most hope and assurance about its future."

A LIBRARY STATION WFPK-FM and WFPL-FM, Louisville, Ky. WFPK and WFPL, FM stations, licensed to the Free Public Library of Louisville, Ky., are vivid, current, illustrations of the great social potential of the audiotape repository.In addition to their daily broadcasts over the air, they provide material from their aural archives via closed circuit phone lines.These lines go to 13 branch libraries in the Louisville system, plus the University of Louisville, Belarmine College, Catherine Spalding College, the General Hospital of Louisville, the Kentucky School for the Blind and two local high schools.

SP-4 The library has a listingof 100,000 programs which are ontape and may be put on a closed-circuitwire at the request of any individual,The stations have been gathering tapes since1951, and have amassed one ofthe largest collections in the country.Included are the MetropolitanOpera programs and the CBS documentaryseries, "You Are There." Asking and Receiving There are 30 closed-circuitlines in all, and some institutionstake more than one.The University of Louisville,for example, takes ten lines,half of which are connected withthe university library wherestudents have direct access to them.Students may be assigned programs aspart of their courses. It might be a Carl Sandburgrecord for an English class,tapes of a professor's lecture series, examples of acomposer's work for a musicappreciation class, and so forth.The wires work both ways, sothose who have them can ask questions as well as receiveinformation. Music is the main programmingcategory supplied by wire tothe General Hospital.There is a direct line into thepsychiatric ward to provide musical and recreational therapy.The Kentucky School for theBlind also uses the wire material extensively.The catalogue of tapes hasbeen duplicated in Braille for the children. Individuals not connected withthe subscribing institutions can goto the city's libraries and put onearphones to hear their personalselections via closed-circuit.Children's programs are sent bywire to the libraries to stimulate interest in reading.Among such programs areinterviews with the authors of children'sbooks. Miss Dorothy L. Day, managerof the library stations,estimates that 26,000 children use the wire systemin the libraries.She also estimates that the total closed-circuit systemhas 150,000 listeners. Potential for Job Training The staff of the public library systemis served by the closed-circuit lines with reviews of new books,interviews with authors andother informa- tion.The University of Kentuckyalso has an arrangement withthe libraries whereby professors teach coursesvia closed-circuit to thebranches.The courses usually arein the humanities or socialsciences.At one time the Unitarian Church used thetelephone system to train churchworkers in child guidance.In some cases the tapeshave provided the sound for silent films on the subject. This closed-circuit systemhas great potential for workwith special groups and minorities.All kinds of training couldbe made available in the library branches: for children, parents,the jobless, semi-literates, and so on.

SP-5 Miss Day said the tape collection is so extensive that both former Presi- dents Truman and Eisenhower made use of its materials to get their own presidential archives under way. As an indication of the depth of the col- lection, she aided a professor at the Kentucky School for the Blind who ob- tained a master's degree in literature by listening to the library's aural resources. Miss Day emphasizes, however, that the library system is not primarily concerned with formal education, but in having its resources used by people who have no connection with schools, people who are hungry for information. Two On-Air Services The on-air broadcast service of the two stations also is considerable. WFPL, which has been in operation since 1949, broadcasts from 9:00 a.m. to 10:00 p.m., while WFPK, which started September, 1954, broadcasts from 8:45 a.m. to 11:15 p.m. Both operate seven days a week. On WFPK, "The School of the Air" is broadcast from 9:00 a.m. to 2:00 p.m.,followed by music until closing. WFPL offers music from 9:00 a.m. to 2:00 p.m., and then spoken-word programming until sign-off.However, WFPL also offers a music program from 5:00 to 7:00 p.m. for use by the University of Louis- ville.The music is selected from the stations' 30, 000 commercial records for assigned listening by students in the music history department. All programs presented on both WFPL and WFPK are repeated seven times, either each day within the same week as with talk programs, or once a week in a staggered sequence over a seven-week period. The school programming is planned by the Board of Education of Jefferson County, in which Louisville is situated.It also is used in the seven counties surrounding the city.

A METROPOLITAN AREA STATION

WRVR New York In October, 1966, WRVR, a six-year old FM station licensed to the Riverside Church in the Morningside Heights area of Manhattan, undertook an ambitious experiment in international understanding.For a full month, they aired one complete day's schedule of the broadcasting heard in another foreign country each day.It is with such imaginative programming that WRVR has achieved an unusual amount of national attention.In 1965 it received a George Foster Peabody Award, the first Peabody Award ever given to a radio station as a station.

SP-6

- jazz recordings alongwith the entire repertoireof Listeners may hear civil Arturo Toscanini'sperformances, actuality reportsfrom scenes of rights strife, aprecedent-shattering series onhomosexuality, and a wide range of lecturesand discussions about art,politics, science andtopics These, of couise, are inaddition to concerts ofsacred of general interest. of music and churchservices, both of which accountfor only nine per cent the total schedule. 7:00 a.m. To cover the broadcommunity canvas, WRVRis on the air from to just after midnightfive days a week, and afew hours more onweekends. WRVR has remoteequipment which it usesfor coverage of newsand cultural events throughoutthe New York area,and sizeable studiofacilities (the largest can seat 800for a full symphonyconcert) which enable itto air and tape much of its"live" schedule withrelative ease.Studios at The Riverside Church last yearheld four 90-minutediscussions on disarmament, American Nun,!I an hourexamination of a "Harper's"magazine article on "The for children.The remote facilities cameinto play and 13 two-hour programs director, for a two-hourdiscussion of "Marat/Sade,"taped with the cast, producer and members ofthe audience at the St.Mark Playhouse,and for broadcasting a huge varietyof after-dinner speeches,presentations and the like. As an integral part of aliving and active community,WRVR calls upon its neighbors -- ColumbiaUniversity, JuilliardSchool of Music,Jewish Theological Seminary orAmerica, and others, for programcontributions. from major educationalinstitutions in the UnitedStates. It airs programs In turn, the NER Network andfrom organizationsthroughout the world. WRVR programs havebeen heard on morethan 200 stations inthe United States and abroad, onthe Voice of America,the Armed Forces RadioService, and eight foreignnetworks. the station reportsthat it receives about 25,000 pieces In a year's time, Audience of mail and 20, 000phone calls pertaining toits program choices. reaction is themanagement's chief guide tofuture programmingdecisions. During the ten weeksthat WRVR broadcastits series onhomosexuality (non-sensational interviews anddiscussions), it receivedonly a few letters, but almost all werefavorable.Additionally, a number ofdoctors and individuals requested tapes of someof the programs. From the reaction tothis series, managementconcluded that WRVR's audiences "generally reactfavorably to broadcastsin any content area, pro- presentation goes beyondthe usual glib surfacelevels, vided the method of all avoids tabloidsensationalism, excludespseudo-authorities, and affords minorities the best availablespokesmen to representtheir opinions." Mail and phone responseis used to gaugethe characteristics ofthe Those WRVR audience (sizeof the audience is not aprimary concern).

SP-7 characteristics indicate the station is cutting across the educational, age and income groups that make up the residents of nearly any large city to-

Twice in the last few years, the station has suddenly found itself with an "image." The first instance took place when it began running a six-part documentary on the civil rights flare-up in Birmingham. The series was turned out by a three-man team, largely on the scene in the Alabama city. So powerful was the documentary that the station was quickly recognized as "the integration station of the nation." Again, during an International Con- vocation on World Peace in New York, WRVR cancelled all regular pro- gramming for four days and carried the sessions of the Convocation live. Listeners tuning in during the period might readily have assumed the sta- tion had turned solely to the fostering of world peace.

A REGIONAL AM DAYTIME STATION KSAC Kansas State University, Manhattan, Kansas When dozens of commercial radio stations use an educational outlet's programming the reach and value of that programming is multiplied many times. Such is the case with KSAC, licensed to the Kansas State University of Agriculture and Applied Science in Manhattan, Kansas.Taped programs produced at KSAC are rebroadcast by approximately 60 other stations through- out the area.The majority of these stations are commercial. Just how extensive is the part played by KSAC in the program schedules of other stations is revealed in the fact that the Kansas State University out- let distributed 50, 000 separate tapes last year.Five years ago, when the station began expanding its tape service, the annual total was about 6, 500 tapes.Some 19 weekly series are produced, with the number of episodes ranging from one to five per week, and the length of each show ranging from two-three minutes to a half-hour.(One series, "Homemaker's Memos, " consists of 20-second and 60-second spot announcements highlighting items of interest to homemakers.)

"This Week in Agriculture, " a five-minute report, and "Farm Talks,II two or three-minute talks on timely topics, are regularly used by 35-40 stations. An outdoor sports program, "Kansas Afield," is used by about 30 stations to fill 12 1/2 minutes of airtime each week.Another 20 stations subscribe to the KSAC "Special of the Week" series, in which topics such as water and air pollution, and a variety of current events, are covered.

SP-8

- A station rebroadcasting everythingoffered in a week by KSAC would be able to fill two- and-a-half hours of timeaccording to station manager Jack Burke. One series, play-by-play from KSUfootball and basketball games, is sold to other stations "at cost" to pay forline charges.If the network has a surplus at year-end, stations receive a rebate.In addition to the popular agricultural shows many other series areavailable to stations: investment discussions, tips on grooming, ahalf-hour music program that features performing talent on the KSU campus,five-minute tips on raising children, etc. Occasionally, commercial stations will supply KSACwith data on spe- cific projects in their communities--a charitydrive, centennial celebration, and the like--and the KSAC staff will turn the rawmaterial into a program. The program is then returned to the originalstation that requested it, and may be duplicated for useby other stations."What we're accomplishing, " says Mr. Burke, "is theextension, just that much further, of the university and the knowledge we have to offer the state." Preparation of the tape shows occupies about 30 per cent ofthe total effort of the small staff.(The university does not use students as unpaid part-time help by way of giving them credit in broadcastingcourses.) Be- cause it shares time with acommercial station KSAC is only on the air from 12:30 to 5:15 p.m., Monday-Friday, and a few hours onSaturday afternoon. Thus, the staff can concentrate on programming ofinterest to the community, without relying on recorded music material to round out a long broadcast day. A daily classical music program offers90 minutes of re- corded performances interspersed with livebroadcasts of the Kansas State University Resident String Quartet and similar groups. Besides numerous university organizations whichparticipate in pro- gramming, the local library association, civictheatre, garden club, Rotary, and a dozen other groups were involved in theproduction of programs last year.State and government officials, along with representativesof other nations, are interviewed on the weekly half-hour"Perspective, " which dis- cusses Viet Nam andfamily planning at one time and whether schoolsshould limit the wearing of "granny dress" at another. The station relies heavily on listener response informulating its pro- gram plans, but also keeps"in tune" with population and educational trends, as well as regular contactwith community leaders. Some 2500 letters re- ceived last year contained 700 comments on programs, saysMr. Burke, almost all of which were favorable. As an example of a programchanged to appeal to today's listeners the station managernoted that until a few years ago, the daily homemaker's program was ahalf-hour devoted to recipe and household hints.Today, the housewife is known to have widerinterests.

SP-9 The program was split into two parts: the first deals with running a house- hold to include estate planning, economics, thrifty shopping, etc.; the sec- ond consists of 15-minute interviews with experts in psychology, aiding the handicapped, school problems, and so on. The station feels its role in the community and the state is particularly vital in that Kansas has no in-school stations or educational television.It plans to increase its service with multiplexing that would enable it to expand its agricultural efforts with programs of interest to veterinarians, feed dealers, livestock suppliers and others with special interests. Another area of future expansion, says Mr. Burke, is in social welfare programs, self-help series that would aid people in bettering themselves, their fam- ilies' and their neighbors' lives.

A PUBLIC SCHOOL STATION

KBPS-AM Portland, Oregon Any business that had to face a 75 per cent turnover in its labor force each year certainly would find itself in difficulty, but radio station KBPS Portland, Oregon, faces that situation regularly and still manages to pro- vide remarkable service to its community. The reason for the turnover is that the bulk of the station's staff is made up of students in the city's public schools system.The station had its beginning in 1923 when the Benson Polytechnic High School bought a station to train pupils in radio; 44 years later the facility has grown from a training ground to a vital edu- cational force. On the air from 9 a.m. to 9 p. m. each school day, KBPS airs in- school programs for both elementary and high schools, and then fills the afternoon and evening with adult fare and special programs for school- teachers. Because so much of its staff is made up of students (the station has a full-time staff of four, plus three secretaries), KBPSis uniquely suited to know what is of interest to the young at all times.Representatives from all 107 Portand schools participate in the programming schedule, acting as reporters on "Hi News and Music, " a nightly quarter-hour of news from the high schools, or serving as sports announcers, furnishing ideas on music programs, etc. The in-school schedule of KBPS currently consists of 68 different

SP-10 series for all grades.Everything from books tomusic, news toscience, and many more aretopics covered in15-minute broad- geography to history, evening programs run casts throughtthe school day.Late afternoon and hour) and appeal toolder children andadults.For longer (a half-hour or "Opportunity with- them KBPS carriessuch series as "Atthe Art Museum," out Taxation"and "OregonShakespearean Festival." than creating One of the mostdemanding tasks thatfaces KBPS, other the largest part ofits 12 hours ofdaily programming,is that of coordina- with that of schoolsand teachersthroughout the area. ting its schedule supplying Mimeograph machinesand telephones arecontinually in use, each school with data onupcoming programs. radio-TV coordinators at hurried to "Flash" words mustbe provided onspecial programs that are the air in order totie in with importantlocal events.Once a year, the coordinators are called to ameeting to evaluatethe station'sprogramming services, and tofurnish ideas for futurebroadcasts. Everyone Plats aPart The daily in-schoolseries are plannedby teachers andsupervisors, people and communityleaders, as well aslocal civic but professional of groups aidin planning theafter-school programs.A recent series broadcasts on "TheChallenging Years" wasdeveloped to meet the area's senior citizens,and student reportersarmed listening needs of the sound-stories that willprovide with tape recorders roamthe city to uncover programming.But, aware that aworld outside intriguing and informative from Portland exists, KBPScarries various seriesfrom NER ("Report "The Prospect forSoutheast Asia, " etc.), aswell, as Mainland China, " outlets elsewhere. from the commercialstations in the cityand educational Understaffed (thefull-time staff is onhand much of the12-hour broadcast day, runningthe station as well asinstructing the student engineers, announcers,etc.), and operating on asmall budget, KBPS has been forced tofunction without a newsroomand other necessities. history alone is atestament to thevalue of its services, Still, its 44-year those services over and the stationhopes to increaseits power to spread a wider area.

SP-11

, di LISTENER SUPPORTED RADIO

The Pacifica Stations KPFK San Francisco, KPFA Los Angeles, WBAI, New York

Well known because of their controversial nature, the Pacifica stations KPFA Berkeley, California, KPFK Los Angeles, and WBAI New York are uncommon for several reasons:together they cover about one-eighth of the country; their entire operation is listener-supported; and they provide a quality of service of unusual depth and range. Pacifica has the largest audience potential of any educational radio station operation in the country.In California there are 4,405, 795 people in the KPFA coverage area, and 8, 953, 589 in the KPFK coverage area--- a total of 13, 359,384 in a state with a population of 15,717,204. In the New York metropolitan its coverage area embraces an estimated 14, 114, 927. Average estimated FM set penetration in these areas is between 50 and 60%. The , an educational non-profit corporation, does not provide funds for operations. The listeners do. Money is raised in each area by annual$15 subscriptions to program guides, supplemented by contributions above these subscriptions, and by occasional bequests and grants. Money for capital expenditures has been difficult to obtain, and in 1966 borrowing for capital purposes was necessary. Pacifica finds part of its mission that of giving time to little-known and, in many instances, unpopular causes. To illustrate, "Why I Am An Atheist", an anti-war rally in Oakland, "Reminiscencesof a Rebel", and a program titled "The Censors Close Down the 'Beard". It has broadcast programs about such esoteric subjects as Little Magazines, psychotherapy for the middle classes, and amateur radio.Controversial playwrights have been given a platform, and all the arts have been reviewed, and discussed. Its commentator series consists of a quarter-hour program, following the news, which gives spokesmen for popular or unpopular causes a chance to present their views. They can be from the John Birch Society, or the Maoist of the Communists. Often it seems as if controversy is the breath of life to Pacifica. Speakers with strong viewpoints are not always balanced by one-to-one their opposites.Pacifica's bulletinexplains: Sometimes a desirable (for example, aninterview is differentfrom balance is not even opponent An idea does notalways derriand itsopposite. When an a debate). broadcast one withoutthe other. is desired butcannot be found, wewill usually of the longest dailyschedules of servicesin These stations offer one and on WBAI educational radiotoday---on the WestCoast 16 hours daily produce an enormousnumber of locally New York,19-1/2 hours. They KPFA alone has originated publicaffairs and communityservice programs. list of the tapes inits archives of programsit originated(and an 118 page literature programsfor which anadditional these do not includeits drama and archive list, list is to beprepared). The other twostations do not have an but each collectsthe tapes of all programsit originates. for the One of Pacifica'sgoals is to establish acentral archive system archives housed in a morefireproof building andwith three stations, with staff adequate staff toservice them.Most of the timethere is not clerical enough to put the currentprograms oncard index. available, communityservice programmingcould be If more money were together with expanded by developmentof sub-carriers atKPFA and KPFK, These sub-carrierscould be used forin-service a linkstation mid-state. of the Universityof training (for example,the continuingeducation program California MedicalCenter). far aimed broadcaststo in-schoolservice.If it is Pacifica has not thus logically serve highschools. able to do so withSCA in the future,it would most Pacifica news iscompiled KPFA, KPFK andWBAI all emphasize news. national newspapersand many other from AP wire (longversion), local and affairs emphasis is oninternational, national,science, human sources. The women's world,farm, news, but not"human interest",accidents, gossip, sports or fashion news. determined by requestsfrom Needs of thestations' service areas are for use of thefacilities of thestations to reachthe public, and the community who ask forthem'. Ly questionnairesto subscribersand other listeners of minorities.Among It is Pacifica'spolicy to be sensitiveto the needs sized minority groupsin the stations'service areas are the significantly ricans (especiallyin Los Angeles), Negroes (in all threeareas) Mexican-Arne currently airs programs and Puerto Ricans(especially in NewYork). WBAI in French for the large French-speakingaudience in New York. Each station publishes its program schedule in advance in afolio that goes to subscribers and toothers on *request.The number of subscribers to each station is: KPFA, 8,000; KPFK, 9,000; WBAI,10,000. KPFA mails 3,000 folios in addition to non-subscribers; KPFK,4,000, and WBAI, 4,000. The stations conduct no surveys on size of audience, but onthe rare occasions they offer scripts on some popular program, approximatelyhalf the people requesting copies are not subscribers.

THE POPULAR REGIONAL STATION KWSC Pullman, WashiVon

An educational radio station that draws more listenersthan the commercial stations serving its own area is a rarity, but the BarrElectronic Survey for November 1966 showed that KWSC in Pullman, Washington, wasdoing so in the 7 a.m. - noon period and the 6-10 p.m. period. Licensed toWashington State University, this AM station has obviously found the programmingformat that meets the needs of a large proportion of area residents. Theselisteners are concentrated in the cities ofPullman, Washington, and Moscow, Idaho, with combined populations of about 30,000 and three other citiesthat have another 30,000 residents. Another half-dozen towns have about2-3,000 people each, and the remainder of the listeners are rural-orfarm-based. Programming is a careful blending of material designed to serve the interests of university students and faculty, the urban dwellerswho are part- icularly interested in events occurring in their cities, and theconsiderable agricultural population. The farmers are generally prosperous, hold large acreages, and have heavy investmentsin equipment. Most are college-educated. Since the Pullman -Moscow area is geographically isolated -- Spokane is 78 miles away and canyons, narrow roads, etc., separate the population centers-- cultural events from "outside" are seldom accessible. KWSC therefore concentrates much effort on broadcasting all available concerts,lectures and guest-artist appearances at both Washington State University and the University of Idaho.Additionally, recorded programming from such sources as the NER Network, the BBC,Canadian Broadcasting Corporation, French Cultural Services, etc, brings concerts, drama, documentaries and other

SP-14 cultural events tolisteners. of material, KWSCfrequently draws uponthe As yet another source associations, the local Pullman CommunityTheatre, community concert public schools andlibraries, summer playfestivals and so forth.Such organizations thus receive anopportunity to deliver their waresto a large audience, and to bolsterattendance at their "live"performances or functions. Basing its programmingefforts directly on theaudience it -serves, and on the assetsand deficiencies ofits area, the stationpinpoints its news programming on a severedeficiency, according toits manager, BurtHarrison: the facts that twodaily papers have limitedcirculation outside their metro- politan areas and thatthe five commercialradio stations do littlelocal news and confine theirgeneral newscasts tobrief summaries. TheKWSC news staff has a full-time newsand public-affairsdirector, a part-timeweather editor, and 12-16part-time reporter-editorswho are advancedstudents in the station'sprofessional broadcastingtraining sequence. The sizeable staff,backed by AP and UPIwires, portable tape gear, 26 phone circuits, etc., prepareseight 15-minute newscasts perday (two of which are devoted tolocal and regionalhappenings).Additionally, numerous special newseventspolitical meetings, fires,legislative reports, year-end reviews--are carried orreported as they occur. plus A special four-manstaff prepares nineweekly farm broadcasts, conservation meetings,district fairs, andlectures on special coverage of soil has formed the college campus.Since KWSC came on theair 46 years ago, it a vitalcommunications link betweenthe agricultural divisionsof Washington State University (a leadingcenter of farmresearch) and farmers inthe area. usually Whenever managementspots a void that thestation can fill, KWSC tries to fill it. A smallexample is a 15-minutedaily morning series"Barter and swap- shop items.(Scarcity of newspapers Bureau", providing want-ad calls a week. dictated the format.)The series averages65 letters and phone Another "service" programwhich is "flooded" withrequests is "Luncheon Date", a daily quarter-hourreport on the doingsof civic and social groups throughout the 11-county area."Civic leaders are notbashful about making their wants and desiresknown to us", says Mr.Harrison. "They'vebeen encouraged to do so for46 years." Filling some 17 hours ofairtime dai ly--witheverything from wake-upmusic to the MetropolitanOpera broadcasts, from aJapanese press review to children's "The StoryLady"--calls for a largestaff.Full-time professional management and supervisorypersonnel number nine(although more persons than that are actually utilized by thestation, but also devote part of their time to the Washington State University TV station, KWSC-TV, andthe university itself.) About 30 part-time employees work an averageof 10 - 12 hours per week at a minimum pay-scale; these are primarily radio-television students enrolled in the university, and are used as announcers and members of a junior executivestaff. A dozen other students work without pay as Class "C" announcers, and 15 - 25 news editors and copywriters work for the station as part of their laboratory assignments in broadcast news/copywriting classes. Aware that in a real world "you can't please everybody all of the time", KWSC notes that about 85 per cent of 7, 000 letters and phone calls received during the past year were favorable toward its efforts. Management is in almost daily contact with the mayor and other officials of Pullman and Moscow, and in weekly or frequent contact with social and civic leaders in most ofthe smaller towns it serves.Nearly 3,000 copies of a monthly programlisting are distributed toofficials, civic organizations, schooland listeners requesting it. KWSC's programs are used by more than 100 other stations, both commer- cial and educational, in an area reaching from Spokane to Salt Lake City and Reno, Nevada. To broaden its coverage, the station plans to move its transmitter site and install a new transmitter and tower thi s summer. Long-range plans include the addition of FM with multiplexing and possible FM satellites to match TV satellites in Walla Walla, Yakima and other rra rkets. More newsroom space is needed to relieve overcrowding, says Mr. Harrison, and an expansion of his professional staff would enable the station to realize its goals even more effectively than it does now. Those goals were outlined by the station's first director in 1922: "To give informing, interesting, educative and timely broadcasts to the people; to facilitate research, invention and technical progress; to convey to the Northwest the knowledge and intellectual service of a faculty whose literary, scientific, technical and philosophical interests comprehend the entire field of learning; to train young people in the use, operation and human service of radio." A COMMUNITY-MINDEDSTATION

WBFO Buffalo,_ NewYork

and then A station whichbelieves in "overextendingits capabilities trying to catch up,"WBFO Buffalo, N.Y., licensed to theState University of New York is notedfor the emphasisgiven to communityaffairs, espe- minority problems.Last year WBFO airedfive major cially Negro and its productions which displayits interest inreaching out and embracing total community. A Negro, ""Discriminating onDiscrimination, " These include "To Be "Focus "Buffalo Urban League:Report, " NationWithin A Nation," and broadcast the UniversityConvocation lectures on Foods."The station has from which have dealt withcivil rights and mentalhealth issues arising In the "BuffaloCommunity Report" timehas been given urban pressures. and the Citizens to the NegroAdoption Agency, theCommunity Action Agency for Better Education. This station is oneof the few to doresearch among minority groups its "Focus onFoods," produced incooperation with in the community. For went into the American DairyCouncil, William H.Siemering, the manager, belt" of Buffalo toconduct a "porch-to-porch"survey. the low-income "fruit of the He spoke to 60 Negroes.This 1964 surveydisclosed that 57 per cent respondents had FM setsand that 32 per centlistened to WBFO. Ofthe interested in a program onhealth information, and group, 95 per cent were On Foods,I I 70 per cent on how tospend money wisely.Unfortunately, "Focus which was directed to womenwho wished to preparenutritious low-budget meals, did not fullysucceed, perhaps becauseit was not promotedwell enough, according to Mr.Siemering. WBFO also broadcastthe proceedings ofthe city's "Model CityConfer- days to cover a widevariety of issuesrelating to urban ence" which took two experimented with new matters.Along much differentlines, the station has aural concepts, such asits "Radiovision."Reproductions of studentpaint- ings appear on the coverof the station's programguide.Professors and students at the Universityof Buffalo discussthe paintings on theair.

7 The station's audiencecontinues to grow.It has a circulation of5,500 each month, and newrequests come indaily. 4 program guides I

SP-17 WBFO also produces "The State ofthe University, " which is syndicated to 56 stations throughout the state, mostof them commercial outlets.

A MIDWESTERN CULTURAL FORCE

WUOM Ann Arbor, Michigan

That an education radio station can become a vital cultural forcein the life of the region it serves is demonstrated by WUOM-FM AnnArbor, which with its satellite in Grand Rapids, WVGR-FM, are licensed to theUniversity of Michigan. The stations broadcast from noon until 11 p. m. sevendays a week.Filling more than 75 hours of airtime weekly calls for the help of local civic organizations, officials and schools -- in addition to a large full- time professional staff (about two dozen persons) and16 part-time workers. For this major midwestern institution of higher education, WUOM and WVGR mean a great deal more than a "classical juke-box".Significant com- munity issues, both local and regional, aswell as the whole range of national and international events, have become an increasingly important partof the service rendered to Michigan's citizens in recent years. Weeklyairings of City Council meetings, live coverage of urban renewal publichearings, regu- lar program series involving the decision-makers in educationthroughout the community, daily short-wave broadcasts from many capitals aroundthe world, special documentaries touching on various aspects of Americanlife, and full length productions of classical dra.ma, are all representative of themulti- faceted philosophy of this midwestern "cultural force". Under a grant-in-aid from the National Educational Televisionand Radio Center, in cooperation with the National Association ofEducational Broadcasters, WUOM produced a full classical drama series--sixfull- length radio productions of Greek and Roman plays in modern English trans- lation, with original music especially composed for the series. Each program was introduced by a noted classical scholar.The pro- grams vary in air time from onehour to nearly two and a half hours. The dramas included:"Iphigenia at Tauris" and "Orestes, " by Euripides;"The Brothers" by Terence; "The Birds" by Aristophanes;"Philoctetes" by Sophocles, and "Seven Against Thebes" by Aeschylus. More than 55 per cent of the programming time ofWUOM is filled with the sound of music. As the university has one of thelargest schools of music in the country, the station broadcasts numerouslive performances in addition to recorded concerts and music-instruction programs.But others, beyond university students and faculty, are sought out inthe effort to make the sta- tions truly a part of their coverage area.

SP-18 For example, WUOM recentlycarried 13 one-hour programs that featured music organizations representing as manyhigh schools in the area.Heard in the series were the schools'bands, glee clubs, orchestras, student soloists, choruses, vocal groupsand small ensembles. Some 3, 000 high school musicians participated in the programs,which were carefully chosen to present a cross-section ofcommunities of various size and music- instruction activity.The participating schools were furnished tapesof their performances for library and study purposes. Another music project of the stations certainlyworthy of note is "Festival of Song," a half-hour twice-weeklyseries that has been broad- cast for 16 years, and isutilized in over 200 elementary schools through- out the state as a regular courseof instrucion in vocal music, folkdancing, part-singing and music appreciation. Forthe teacher in each school, the University of Michigan Broadcast Serviceprovides an instruction manual. The teacher is given lesson plans keyed tothe individual broadcasts, and is instructed in the use of simpleinstruments, dance steps and so on.At the end of the "semester, " the stationssend the six-member production staff (the "teacher, " announcer and quartetof advanced music students) on a 2, 300-mile tour ofthe state.Purpose of the tour is to meet some of the 80, 000 children who have listened to theradio series face-to-face.In 12 cities throughout Michigan, live"Festivals" are conducted in which the youngsters demonstrate to the radiostaff, their parents and their friends what they have learned.Participating in each live Festival are chorusesof children that can number anywhere from 500 to2, 500.The WUOM original broadcasts are carried on 25 other stations, sovirtually every school in the state is within range of the series. As important as music--ranging fromjazz to classical,"musica antiqua" to folk--is in the WUOM schedule,other university departments are also called onfrequently.Edwin G. Burrows, station manager,stresses the station programs the kind ofradio it can do best."On our campus, " he says,"we have one of the major medical schools and oneof the major law schools in the country; therefore, we do aconsiderable amount of program- ming in those areas." Specialists on the station's staff are the newsand sports editors and the music director. Where many commercialradio stations carry news in capsule form, WUOM has long airedone-hour newscasts at both noon and 5 p.m. The sports director is kept busycovering general sports activities, and the numerous athletic events atthe university itself. The university faculty is z.alled on regularlyfor panel discussions and interviews, with topics ranging from politics to art,history to disarmament,

SP-19 etc.From the Department of Speech come adult plays and children's stories.Behind all the programming effort, of course, is the desire to give a great many listeners something that is not provided by the com- mercial stations in the immediate area (and in Detroit, 50 miles away). The total number of potential listeners in the area comes to more than six million, of which 10 per cent are Negro; about five per cent are Canadians living in the U. S.These minority audiences are also considered in WUOM program plans, as with "New Sounds from the South" a series taped in , dealing with changing attitudes on civil rights.Of 3, 000 pieces of mail and 750 phone calls received annually about programming, reports Mr. Burrows, virtually 99 per cent are complimentary. Approx- imately 14, 000 program schedules are distributed each month. Occasional II voluntary"surveys printed in the guides provide management with audience reaction. Audience approval is always welcome, of course, but the station makes no deliberate effort to appeal to the widest possible audience; rather seeks to make something available of value to every segment of the total.Thus, the listener who doesn't care for "Law in the News" may care for "Human Nature in City Planning" or "Folk Music of the Americas. " The serious student will listen willingly to 30 classroom lectures on "Modern South- east Asia" by a history professor, while teen-age basketball fans will tune in an hour documentary, "The Cassie Russell Era." Many other stations, both commercial and educational, carry WUOM programs.Last year 65 NER stations carried a 13-part series celebrat- ing the Sibelius Centennial; 80 stations carried 52 "Special of the Week" ] productions; 50 carried 52 episodes of "Business Review" etc.These stations were located throughout the country.Within the state of Michigan, 100 stations were furnished with a total of 300 tapes each week on such ] series as "Medical Report, ""University Organ, " "Rx for Health, " "Conservation Report" and 20 others.Additionally, anywhere from two to 25 stations often join in regional networks to carry football, basketball, I concerts, etc., fed by WUOM. Not all programming, of course, is developed on-campus. The station works with the Civic Theatre, Humane Society, Greek Theatre, Optimists and other local civic organizations for various productions. The Michigan Heart Association and the Voice of America were just two of the regional and national groups that were involved in WUOM programs last year. WUOM looks toward a future in which it can expand its broadcast day and widen the variety of programming offered.In its plans are stereo equipment and addition of personnel to specialize in different kinds of pro- gramming and the development of services to specialized audiences through multiplexing.

SP-20 PROFILES IN BRIEF

A Ten-Watter WMKY Morehead,Kentucky

Located in the foothillsof the CumberlandValley, the low-powered divides its attentionbetween the studentsof More- WMKY Morehead, Ky. There is only head State Universityand residents ofthe lumber town. university-owned stationhas onecommercial station in town;the 10 watt commercial outlet byproviding it with coverageof cooperated with the To the ground-breakingceremonies for the newCave Run Reservoir. the problem, WMKYbroadcast a documentary onthe alert the community to debates; faculty water shortage.Among other specialfeatures: student's research projects;foreign relationsdiscussions with reports on their including some leading governmentfigures participating,and concerts, from the MetropolitanOpera. Looking toward thefuture, WMKY hopes tobecome more involved particular concern tothe Appalachianregion.One such in matters of where the people remote programwould go to a smallvalley community the unemploymentproblem by starting asmall can- have tried to solve doing with their ning operation.This program wouldshow how they are self-help projects.Another prospectiveseries will followcommodity agents and tapeinterviews with them asthey make theirrounds.

A Diversified CornanurityService -- WSIUCarbondale, Illinois

schedule of WSIU, theFM outlet of SouthernIllinois The variegated the Met- University at Carbondale,programseverything from jazz, to community forum for"unpopular notions."The basic ropolitan Opera to a broadcasters, idea:to give listenersservices not providedby other area commercial oreducational. only from one In the news area,where there isnighttime competition - : to City Hall,the mayor's .1 commercial AM station,WSIU sends reporters meetings, and expectsthem to come backwith the , office and to community "Monitor, " mixesquality full story."The Morning Show," modeled after information, interviewsand news. Throughthe broad- . popular music with lure listeners to cast day,popular and concertmusic are used to "Negro Music InAmerica, " with TonyLuecken- for more substanti-refare. stations. On bach introducing rarerecordings, is serviced ontape to other 1 credit courses inthe American noveland in music ap- , the planning boards: Also under consideration --a special programto give WSIU's r, preciation. would like it todo. listeners an opportunityto tell thestation what they

SP-21 A High School Station -- WNAS New Albany, Indiana

High school students operate WNAS New Albany, Indiana, which is li- censed to the New Albany-Floyd County Consolidated School Corp. Three candy machines in the New Albany Senior High School help support this sta- tion, which also serves the more populous area of Louisville, Kentucky. The station cuts back to a twice-weekly nighttime schedule during the sum- mer months when the children are on vacation. Broad public service with emphasis on news is the aim. Special atten- tion is given to the activities of the city government. There are discussion programs on major local issues. A beeper phone allows listeners to call in and talk to featured guests."Community Chronicle" covers social events and civic activities. From 1 to 3 p.m., the service turns instructional, with courses for first to sixth graders."Spell-Around, " a half-hour spelling contest, takes advantage of the youngsters' competitive spirit. A geography series won a Golden Mike Award from the American Legion in a competition that included commercial stations. WNAS has such an acceptance in the community that last year Senator Birch Bayh agreed to let a student news- man accompany him and report on his travels throughout Indiana.

A Cultural Resource for A Re.ion -- WUOT Knoxville, Tennessee

WUOT Knoxville, concentrates on providing listeners with the kind of cultural, informative programming that, for the most part, is not available to them on the 25 area commercial stations. Major attention is given to classical music. Programs of records are selected and annotated by a University of Tennessee music professor.Li- brary of Congress tapes are aired, as are tapes of the New York Philharmonic Orchestra concerts. The Metropolitan Opera is broadcast live.Also on the schedule: contemporary jazz and Broadway show music. The University of Tennessee station offers serious dramas from out- side sources; an array of lecturers; analyses of state and national problems by faculty experts; commentary on domestic and foreign affairs by outsiders; news on scientific developments; foreign press reviews from Israel, France, Japan, England, Germany and Canada, and French lessons. This 17-year-old station has sought to establish itself with listeners as the spot on the dial where they can get fine music, great drama or ideas beyond the range of the commonplace.

SP-22 A Municipally-OwnedStation -- WNYC New York, NewYork

An educational station with adistinguished history, themunicipally- licensed WNYC-AM and FM inNew York City got its start41 years ago. In its long and eventful career, amongmany fine programs, onein particular still stands out foruniqueness and for sheer humanity:Mayor Fiore llo La Guardia readingthe comics in his highalmost quavering voice to the children ofNew York City d uring the newspaperstrike of 1945. Today, the AM station presents awide blending of programs;the FM stations offer primarilymusic.It is interesting to notethat "The Masterwork Hour, " long amodel for classical music programsstill continues on the AM stationbecause of requests of the AMaudience. WNYC-AM still concerns itselfheavily with community services. Its news programs featureneighborhood events from manylocalities in the metropolitan area,and editorials from 12different local newspapers in New York City."Listen To Nutrition" offers thelatest information on the prices of food, withspecific attention to thoseproducts which are less expensive because they arein great supply. TheN.Y.C. Department of Health discusses "Youand Your Health". Youngtalent from the Police Athletic League is heard on"Pals of the P. A. L. "Weather reports are aireddirectly from the municipalweather service. The director of RadioCommunications, Seymour N.Siegel, is working on two futureprojects in which his stations maybe involved. He is hoping to do a programabout pre-natal care for expectantmothers which would be broadcast tolaundromats, particularly inlow-income areas of the city;and to produce a monthlystaff meeting of the NewYork City Welfare Departmentadministrators which would bebeamed to its 20, 000 employees in welfareoffices.Both would have to be done through multiplexing. The municipally-licensedradio operation is alsowell-known for the complete coverageit gives UN affairs. EDUCATIONAL RADIO STATIONS IN THEUNITED STATES Call State City Licensee Letters

Alaska College University of Alaska KUAC(FM) Arizona Phoenix Phoenix College KFCA(FM) Arkansas Conway Board of Trustees, Arkansas KASC(FM) State Teachers College California Arcata Humbolt State College KHSC(FM) California Berkeley Pacifica Foundation KPFA(FM) California Claremont Pomona College KSPC(FM) California La Canada La Canada Unified School KUNF(FM) District California La Sierra La Sierra College Broad- KSDA(FM) casting Company California Loma Linda Loma Linda Educational KEMR(FM) Broadcasting Corp. California Long Beach Board of Education, Long KLON(FM) Beach Unified School Dist. California Los Altos HillsFoothill College Dist. KFJC(FM) California Los Angeles Pacifica Foundation KPFK(FM) California Los Angeles University of Southern KUSC(FM) California California Los Ange le s Loyola University of 10CLU(FM) Los Angeles California Northridg e San Fernando Valley KEDC(FM) State College California Pas adena Pasadena Junior KPCS(FM) College District California Redlands University of Redlands KUOR(FM) California Riverside University of California KUCR(FM) Board of Trustees California Sacramento State of California, KERS(FM) Sacramento State College California San BernardinoSan Bernardino Valley KVCR(FM) Union Junior College District California San Diego San Diego State College KEBS(FM) California San Diego San Diego Unified School KSDS(FM) District California San Francisco San Francisco Unified KALW(FM) School District California San Francisco Simpson Bible College KCMA(FM) California San Francisco San Francisco Theological KX KX (FM) Seminary

SL- 1 Call State City Licensee Letters California San Jose State of California KSJS(FM) California San Mateo San Mateo Junior College KCSM(FM) District California Santa Barbara Regents of the University KCSB(FM) of California California Santa Monica Santa Monica Unified KCRW(FM) Schools California Stanford Leland Stanford Junior U. KZSU(FM) California Stockton University of the Pacific KUOP(FM) California Torrance Torrance United School KNTHS(FM) District Colorado Colorado Colorado College KRCC(FM) Springs Colorado Colorado Colorado Springs Public KSHS(FM) Springs Schools Colorado Fort Collins State Board of Agriculture KCSU(FM) Colorado Greeley Executive Officers KCBL(FM) "Ng and Judicial Board of Associated Students of Colorado State College Bridgeport University of Bridgeport WPKN(FM) Board of Directors Connecticut Fairfield Sacred Heart University WSHU(FM) Connecticut Hartford Trinity College WRTC(FM) Connecticut Middletown WESU(FM) Connecticut Storrs University of Connecticut WHUS(FM) District of Columbia The American University WAMU(FM) District of Columbia GE orgetown Univer sity WGTB(FM) Florida Gainesville University of Florida WRUF(FM)8E(AM) Florida Dade County Public WTHS(FM) Schools Florida Tallahassee Board of Regents of the WFSU(FM) State of Florida Florida Tampa Florida State Board of WUSF(FM) Regents Florida Winter Park WPRK(FM) Atlanta Board of Education of the WABE(FM) City of Atlanta Hawaii Honolulu The Kamehamela Schools KVOK(FM) Idaho Lewiston Independent School District #1 KLHS(FM) Idaho Moscow The Regents of the University KUID(FM) of Idaho Idaho Pocatello Idaho State University KBGL(FM) Illinois Carbondale Southern Illinois University WSIU(FM) Illinois Chicago Board of Education WBEZ(FM) City of Chicago

a SL-2 Call Letters State City Licensee WMBI (AM) Illinois Chicago Moody Bible Institute of Chicago WMBI (FM) Illinois Chicago Moody Bible Institute of Chicago WNIC (FM) Deka lb Northern IllinoisUniversity Illinois WEPS (FM) Illinois Elgin Board of EducationSchool District U-46 WRSE (FM) Illinois Elmhurst Board of Trustees Elmhurst College WNUR (FM) Illinois Evanston Northwestern University Flossmoor Community High School WHFH (FM) Illinois District No. 233 Galesburg Knox College WVKC (FM) Illinois Educa- WGRN (FM) Illinois Greenville Greenville College tional BroadcastingFoun- dation, Inc. WWKS (FM) Illinois Macomb Western Illinois University Illinois State University WGLT (FM) Illinois Normal WRHS (FM) Illinois Park Forest Rich Township HighSchool East Campus of EMTH (FM) Illinois Park Ridge Township Board Education Augustana College WVIK (FM) Illinois Rock Island WILL (AM) Illinois Urbana University of Illinois Board of Trustees WILL (FM) Illinois Urbana University of Illinois Board of Trustees WETN (FM) Wheaton Trustees of WheatonCollege Illinois Twp. WNTH (FM) Illinois Winnetka Board of Education, High School District-203 (New Tier Twp. H. S. ) WFIU (FM) Indiana Bloomington Board of Trustees Carmel, Clay Schools WHJE (FM) Indiana Carmel WPSR (FM) Indiana Evansville Evansville- Vanderburgh School Corp. Evansville Evansville College WEVC (FM) Indiana Indiana WFCI (FM) Indiana Franklin Franklin College of School City of Gary WGVE (FM) Indiana Gary WGCS (FM) Indiana Goshen Goshen CollegeBroadcasting Corp. WGRE (FM) Indiana Greencastle WHCI (FM) Indiana Hartford City School City of Hartford City WVSH (FM) Indiana Huntington Huntington County Community School Corporation

SL- 3 Call State City Licensee Letters Indiana Indianapolis Board of School Commis- WIAN (FM) sioners of the City of Indianapolis Indiana Indianapolis Butler University WAJC (FM) Indiana Indianapolis Metropolitan School District WBGD (FM) of Wayne Township Indiana Indianapolis Indiana Central University WICR (FM) Indiana Muncie WBST (FM) Indiana Muncie Wilson Jr. High School, MuncieWWHI (FM) Community Schools ; Indiana New Albany New Albany-Floyd County Con-WNAS (FM) i solidated School Corp. Indiana Notre Dame The University of Notre WSND (FM) Dame DuLac Indiana Richmond Earlham College WECI (FM) Board of Trustees Indiana South Bend South Bend Community WETL (FM) School Corp. Indiana Terre Haute WISU (FM) Board of Trustees Indiana Valparaiso Valparaiso University WVUR (FM) Indiana Wabash School City of Wabash WSKS (FM) Indiana West Lafayette Purdue University WBAA (AM) Iowa Ames Iowa State University WOI (AM) Iowa Ames Iowa State University WOI (FM) 11 Iowa Boone Boone Biblical College KFGQ (AM) & (FM) Iowa Cedar Falls State College of Iowa KTCF (FM) Iowa Decorah Luther College KWCL (AM) Iowa Des Moines Des Moines Independent Community School District Iowa Iowa City University of Iowa WSUI (AM) Iowa Iowa City University of Iowa KSUI (FM) Iowa Mount Vernon Cornell College KRNL (FM) Iowa Pella Central College KCUI (FM) Iowa Waterloo Norhwestern College KNWS (AM) Iowa Waterloo Northwestern College KNWS (FM) Iowa Waverly Wartburg College KWAR (FM) Kansas Baldwin Baker University KNBU (FM) Kansas Emporia Kansas State Teachers KSTE (FM) College Kansas Lawrence University of Kansas KFKU (AM) Kansas Lawrence University of Kansas KANU (FM) Kansas Manhattan Kansas State University KSAC (AM) Kansas Manhattan Kansas State University KSDB (FM)

SL-4 Call Letters State City Licensee KTJO (FM) Ottawa University Kansas Parsons juniorCollege KPPS (FM) Kansas Parsons KMUW (FM) Wichita Wichita StateUniversity Kansas Georgetown College WRVG (FM) Kentucky Georgetown WBKY (FM) Lexington Board of Trustees,Univer- Kentucky sity of Kentucky WFPK (FM) Louisville Louisville Free PublicLibrary Kentucky Louisville Free PublicLibraryWFPL(FM) Kentucky Louisville WMKY (FM) Mor ehead Morehead StateCollege Kentucky Univ. S. LouisianaStudent Cor.KRVS(FM) Lafayette WBOR(FM) Brunswick Bowdoin College Maine of Bates WRJR (FM) Maine Lewiston Pres. & Trustees College WMEB (FM) Orono University of Maine Maine Baltimore JuniorCollege WBJC (FM) Maryland Baltimore WGTS (FM) Takoma Park Columbia UnionCollege Maryland Trustees ofAmherst College WAMF (FM) Mas sachus ettsAmherst WFCR (FM) Amherst WGBH EducationalFoundation Massachusetts University ofMassachusetts WMUA (FM) Mas sachusettsAmherst WPAA (FM) Andover Trustees of PhillipsAcademy Ma s sachusetts Trustees, BostonUniversity WBUR (FM) Mas sachusettsBoston WERS (FM) Ma s sachusettsBoston Emerson College WGBH EducationalFoundationWGBH (FM) Mas sachusettsBoston WTBS (FM) Cambridge WTBS Foundation,Inc. Mas sachus etts College, Board WMHC (FM) Mas sachusettsS. Hadley Mt. Holyoke of Trustees of Spring- WSCB (FM) Mas sachusettsSpringfield Pres. & Trustees field College WAIC (FM) Springfield Amer. InternationalCollege Mas sachusetts of Williams WMS (AM) Mas sachusettsWilliamstown Pres. & Trustees College of WilliamsWCFM (FM) MassachusettsWilliamstown Pres. & Trustees College Winchester SchoolDept. WHSR (FM) Mas sachusettsWinchester WUOM (FM) Ann Arbor The University ofMichigan Michigan of Detroit WDTR (FM) Michigan Detroit Bd. of Education Wayne StateUniversity WDET (FM) Michigan Detroit WKAR (AM) E. Lansing Bd. of Trustees,Mich. State Michigan University WKAR (FM) E. Lansing Bd. of Trustees,Mich. State Michigan University WFBE (FM) Flint Flint Bd. ofEducation, Flint Michigan Community Schools University of Michigan WVGR (FM) Michigan Grand Rapids

SL-5 Call State City Licensee Letters

Michigan Highland Park School District of the City of WHPR -FM Highland Park Michigan Interlochen Nat'l Music Campe, Interlochen WIAA-FM Arts Academy Michigan Kalamazoo Western Michigan University WMUK-FM Michigan Marquette University WNMR-FM Michigan Mt. Pleasant University WCMU-FM Michigan Royal Oak School District of the City of WOAK-FM Royal Oak Michigan Spring Arbor Spring Arbor College WSAE-FM Michigan Warren Warren Consolidated Schools WPHS-FM Michigan Ypsilanti Eastern Michigan University WEMU-FM Minnesota Collegeville Order of St. Benedict Inc. con-KSJR-AM ducting St. John's University Minnesota Duluth Board of Regents, University KUMD-FM of Minnesota Minnesota Mankato Mankato State College KMSU-FM Minnesota Minneapolis-St.University of Minnesota KUOM-AM Paul Minnesota Northfield St. Olaf College WCAL-AM Missouri Buffalo School District No.1 Co.KBFL-FM Missouri Columbia Stephens College KWWE-FM Missouri Kansas City Bd. of Curators of the Univer-KCUR-FM sity of Missouri Missouri Kansas City Nazarene Theological Semi- KSOZ-FM nary Radio Corp. Missouri Point Lookout School of the Ozarks KSOZ-FM Missouri Rolla University of Missouri SystemWMSM-FM Mis souri St. Louis St. Louis Board of Education KSLH-FM Missouri Warrensburg Bd. of Regents, Central KOMW-FM Missouri State College Montana Missoula University of Montana KUFM-FM Nevada Reno University of Nevada KUNR -FM Durham Trustees of University of WUNH-FM New Hampshire New Hampshire Exeter Trustees of Phillips Exeter WPEA-FM Academy New Jersey East Orange WFMU-FM New Jersey Franklin LakesRamapo Regional High School,WRRH-FM District Bd. of Education New Jersey Glassboro Glassboro State College WGLS-FM New Jersey Hackettstown Centenary College for Women WNTI-FM New Jersey Hanover Bd.WHPH-FM of Education

SL-6 State City Licensee Call Letters New Jersey Newark Newark Bd. of Education WBGO-FM New Jer sey S. Orange Seton Hall College WSOU-FM New Jersey Trenton Trenton State College WTSR -FM Albuquerque The Regents of the University KUNM-AM of New Mexico New Mexico Albuquerque Board of Education KANW-FM New Mexico Las Cruces New Mexico State University KRWG-FM New York Albany Albany Medical College of WAMC-FM Union University New York Binghamton State University of New York WHRW-FM at Binghamton New York Buffalo State University of New York WBFO-FM at Buffalo New York Canton The St. Lawrence University WSLU-FM New York Central Square Central Square Central SchoolsWCSQ-FM New York Clinton The Trustees of Hamilton WHCL-FM College New York Elmira Elmira College WECW-FM New York Floral Park Bd. of Education, Sewanhaka WSHS -FM High School New York Geneseo State University of New York WGSU-FM New York Hempstead, L. I.Hofstra University WVHC-FM New York Ithaca Cornell University WHCU-AM New York Ithaca Cornell University WHCU-FM New York Ithaca Ithaca College WICB-FM New York Loudonville St. Bernardine of Siena CollegeWVCR -FM New York New York Pacifica Foundation WBAI-FM New York New York City of N. Y. Municipal Broad-WNYC-AM casting System New York New York City of N. Y. Municipal Broad-WNYC-FM casting System New York New York Bd. of Education, City of N. Y.WNYE-FM New York New York WFUV-FM New York New York Trustees of Columbia Univer- WKCR -FM sity in the City of N.Y. New York New York The Riverside Church in the WR VR -FM City of New York New York Pottsdam Thomas S. Clarkson MemorialWTSC-FM College of Technology New York Rochester Bd. of Education Central WIRQ-FM School District New York Rochester University of Rochester Broad-WR UR -FM casting Corp. New York Springville Board of Education WSPE-FM

SL-7 State City Licensee Call Letters

New York Syracuse Syracuse University WAER-FM New York Troy Rensselaer Polytechnic Instit. WHAZ -AM New York Troy Rensselaer Polytechnic Instit. WRPI-FM North CarolinaChapel Hill University of North Carolina WUNC-FM North CarolinaGreensboro The University of North WUAG-FM Carolina at Greensboro North CarolinaGreenville East Carolina College WWWS-FM North CarolinaHigh Point Bd. of School Commissioners WHPS-FM of High Point North CarolinaRaleigh N. Carolina State TJniversity WKNC-FM at Raleigh North CarolinaWinston-Salem Trustees of Wake Forest WFDD-FM College North Dakota Fargo N. Dakota State University KDSU-FM North Dakota Grand Forks The University of N. Dakota KFJM-AM of Agri. ; Applied Science Ohio Akron Akron Bd. of Education WAPS-FM Ohio Akron The University of Akron WAUP-FM Ohio Athens Ohio University WOUB-AM Ohio Athens Ohio University WOUB-FM Ohio Berea Baldwin-Wallace College WBWC-FM Ohio Bowling Green _sowling Green State UniversityWBGU-FM Ohio Cedarville Cedarville College WCDR -FM Ohio Cincinnati University of Cincinnati WGUC-FM Ohio Cleveland Bd. of Education, Cleveland WBOE-FM City School District Ohio Columbus Bd. of Education of the City WCBE-FM School District of Columbus Ohio Columbus The Ohio State University WOSU-AM Ohio Columbus The Ohio State University WOSU-FM Ohio Delaware The Trustees of the Ohio WSLN-FM Wesleyan University WSLN-FM Ohio Granville Denison University WDTJB-FM Ohio Kent Kent State University WKSU-FM Ohio Marietta The Trustees of Marietta WCMO-FM College Ohio New Concord Muskingum College WMCO-FM Ohio Oberlin The Oberlin College Student WOBC-FM Network, Inc, Ohio Oxford The Pres. & Bd. of Trustees WMUB-FM of the Miami University Ohio Springfield Bd. of Directors of WittenbergWUSO-FM University Ohio Struthers Bd. of Education, Struthers WKTL-FM City School District

SL- 8 tall Letters State City Licensee Westerville Otterbein College WOBN-FM Ohio WCSU-FM Ohio Wilberfor ce Central State University Yellow Springs Antioch College WYSO -FM Ohio KCSC-FM Edmond Central State College Oklahoma WNAD-FM Oklahoma Norman University of Oklahoma Oklahoma City Independent SchoolDistrict 1-89KOKH-FM Oklahoma UniversityKOSU-FM Oklahoma Stillwater The Oklahoma State Tulsa University of Tulsa KWGS-FM Oklahoma Acting By and KOAC-AM Or egon Corvallis State of Oregon Through The StateBoard of Higher Education of HigherKBVR -FM Oregon Corvallis Oregon State System Education Lane KR VM-FM Oregon Eugene School District Four, County KWAX-FM Oregon Eugene State Bd. of HigherEducation State of Oregon By and KTEC-FM Oregon Klamath Falls State of Oregon Acting Through State Bd. ofHigher Education School forKBPS-AM Oregon Portland Benson Polytechnic Portland Public Schools By and KOAP-FM Oregon Portland State of Oregon Acting Through State Bd. ofHigher Education Portland The Reed Institute KRRC-FM Or egon WMUH-FM Pennsylvania Allentown Miihlenberg College Beaver Falls -Bd.of TrusteesWVBU-FM Pennsylvania WJRH-FM Pennsylvania Easton Grove City WSAJ -AM Pennsylvania WHHS- FM Pennsylvania Havertown School District ofHaverford Township Lewisburg Bucknell University WVBU -AM Pennsylvania WAR C-FM Meadville Allegheny Rs.adioCommittee Pennsylvania WPWT-FM Pennsylvania Philadelphia Philadelphia Wireless Tech- nical Institute Philadelphia WR TI- FM Pennsylvania WUHY-FM Pennsylvania Philadelphia WHYY, INC. University of Pennsylvania WXPN-FM Pennsylvania Philadelphia WDUQ-FM Pennsylvania Pitt s bur gh Executive Committee, Duquesne University WXAC-FM Pennsylvania Reading ofEvangel- ical United BrethrenChurch WUSV-FM Pennsylvania Scranton

SL- 9 State City Licensee Call Letters Pennsylvania Univer sity ParkThe Pennsylvania State WDFM-F Univer sity Rhode Island Kingston Bd. of Trustees of State WRIU-FM Colleges of the State of Rhode Island Rhode Island Providence Providence College WDOM-FM Rhode Island Warwick Bishop Hendricken High SchoolWBHS-FM South CarolinaClemson Clemson University WSBF-FM South Car olinaColumbia U. of S. Carolina, Ext. Div. WUSC-FM South Car olinaGreenville Bob Jones University WMUU-AM South Car olinaGreenville Bob Jones University WMUU-AM & F South Dakota Vermillion University of S. Dakota KUSD-AM South Dakota Sioux Falls Northwestern College KNWC-FM Tennes see Collegedale Southern Missionary College WSMC-FM Tennes see Knoxville Fulton High School, Knoxville WKCS-FM City Schools-Bd. of Educ. Tennessee Knoxville The University of Tennessee WUOT-FM Tennessee Nashville Public Library of Nashville WPLN-FM and Davidson County Texas Austin Bd. of Trustees, CapitolBroad-KMFA-FM casting Association, Inc. Texas Austin Bd. of Regents for Higher Ed-KUT-FM ucation-The State of Texas Texas Brownwood Howard Payne College KHPC-FM Texas Dallas Texas Trade School KVTT-FM Texas El Paso Texas Western College of the KVOF-FM University of Texas Texas Ft. Worth Texas Christian University KTCU-FM Texas Houston University of Houston KUHF- FM Texas Lubbock Texas Technological College KTXT-FM Texas Odessa Odessa College KOCV-FM Texas Plainview Wayland Baptist College KHBL-FM Texas San Antonio College Bd. of -FM Trustees Texas Waco Baylor University KWBU-FM Utah Cedar City College of Southern Utah KCDR-FM Utah Logan Utah State University of Agr ic.KUSU-FM and Applied Science Utah Ogden Weber State College (Bd. of KW CR -FM Trustees) Utah Provo Brigham Young University KBYU-FM Utah Salt Lake City University of Utah KUER-FM Vermont Bur lingt on The University of Vermont WR UV-FM Virginia CharlottesvilleUniversity of Virginia WTJU-FM Virginia Chesapeake Chesapeake School Board WFOS-FM

SL-I0 Call Letters State City Licensee WHOV-FM Virginia Hampton Hampton Institute Eastern MennoniteCollege WEMC -FM Virginia Harrisonburg WMTI-FM Norfolk Old DominicanCollege Virginia Seminary WRFK-FM Virginia Richmond Union Theological in Virginia College of Williamand Mary WCWM-FM Virginia Williamsburg WCYS-FM Yorktown York County SchoolBoard Virginia State KEWC-FM Washington Cheney Eastern Washington College Walla KGTS-FM Washington College Place Bd. of Trustees, Walla College State KCWS-FM Washington Ellensburg Central Washington College University KWSC-FM Washington Pullman Washington State The University ofWashington KUOW-FM Washington Seattle District KCPS-FM Washington Tacoma Clover Park School Tacoma SchoolDistrict # 10 KTOY-FM Washington Tacoma KPLU-FM Tacoma Pacific LutheranUniversity Washington Board of Trustees WVBC-FM West VirginiaBethany Bethany College Marshall University WMUL-FM West VirginiaHuntington WLFM-FM Appleton Lawrence University Wisconsin State WLBL-AM Wisconsin Auburndale State of Wisconsin, Radio Council WB CR -FM Belcit Beloit College Wisconsin State WHSA-FM Wisconsin Brule State of Wisconsin, Radio Council State WHKW-FM Wisconsin Chilton State of Wisconsin, Radio Council State WHWC -FM Wisconsin Colfax State of Wisconsin, Radio Council State WHAD-FM Wisconsin Delafield State of Wisconsin, Radio Council State WHHI-FM Wisconsin Highland State of Wisconsin, Radio Council State WHLA-FM Wis cons in Holman State of Wisconsin, Radio Council Univ. of WHA-AM Wis cons in Madison State of Wisconsin, Wisconsin Univ. of WHA-FM Wis cons in Madison State of Wisconsin, Wisconsin State WHMD-FM Wis cons in Marinette State of Wisconsin, Radio Council Wisconsin WUWM-FM Wis cons in Milwaukee Regents, Univ. of

SL-11 State City Licensee Call Letters

Wisconsin Oshkosh Wisconsin State University WRST-FM Wisconsin Platteville Wisconsin State University WSUP-FM Wis cons in Ripon Ripon College (Bd. of Trustees) WRPN-FM Wisconsin Superior Wisconsin State University WSSU-FM Wisconsin Wausaw State of Wisconsin, State WHRM-FM Radio Council Wisconsin Whitewater Wisconsin State University WSUW-FM Laramie University of Wyoming Bd. KUWR-FM of Trustees

CONSTRUCTION PERMITS

California Berkeley University of California KLAX(FM) Idaho Nampa Northwest Nazarene College KCRH(FM) Iowa Sioux Center Dordt College KDCR(FM) Kentucky Somerset Somerset Community College WSCC(FM) Michigan Adri.an Adrian College WVAC(FM) New Mexico Las Cruces New Mexico State University KRWG(FM) Ohio Ashland Ashland College WRDL(F1VI) Ohio Cleveland Board of Directors, Western WRUW(FM) Reserve University Oregon Eugene Lane Community College KPNW(F1VI) Pennsylvania Yorktown York County School Board (FM) South Dakota Brookings South Dakota State University KESD(FM) Tennessee Memphis Christian Brothers College WCBD(FM) Corporation Tennessee Nashville Trevecca Nazarene College WNAZ(FM) Virginia Lexington Washington and Lee 'Univer- WLIJR(FM) sity Board of Trustees Pennsylvania Telford United Educational Broad- WBMR(FM) casting, Inc. Iowa Davenport Board of Trustees, St. (FM) Ambrose College Tennessee Henderson Freed-Hardemann College (FM) West VirginiaBuckhannon Wesleyan College (FM)

APPLICATIONS PENDING California Berkeley University of California Colorado Denver Pillar of Fire Corporation Illinois Chicago University of Chicago Illinois Napierville North Central College Kentucky Richmond Eastern Kentucky University

SL-12 Minnesota New Brighton Order of St. Benedict Minnesota St. Cloud St. Cloud State College Nebraska Kearney Kearney State College New Jersey Allendale Northern Regional HighSchool District New Jersey Teaneck Fairleigh DickinsonUniversity New York New York New York University Portland Jackstraw MemorialFoundation Oregon of Evangelical Pennsylvania Selinsgrove Lutheran Church South Dakota Vermillion University of South Dakota Texas Dallas Christian ServiceAssociation California Davis University of California Lowell Lowell TechnicalInstitute of Massachusetts Ma s sachus etts Education Ohio De Graff Riverside Local Board of Mis souri St. Charles Lindenwood Female College INDIVIDUALS INTERVIEWED FOPSTUDY

Seymour N. Siegel, Directorof Radio CommunicationsWNYC, New York City Mrs. Cecil Suffern,Assistant Director ofProgramming, WNYE, New York City Marie Scanlon, Supervisor,Radio/Television, WBGO, Newark,New Jersey Martin Busch, Director,KUSD, Vermillion, SouthDakota Myron Curry, Director,KFJM, Grand Forks,North Dakota James Davis, AssociateGeneral Manager, WOI,Ames, Iowa Elwyn Basquin, ProgramDirector, KDPS, Des Moines,Iowa Carl Menzer, Director,WSUI, KSUI-FM, IowaCity, Iowa Alfred Fredette, Manager,WAMC, Albany, New York Archie Greer, Directorof Radio, WOUB, WOUB-FM,Athens, Ohio Otto Steis, General Manager,WOSU, WOSU-FM, Columbus,Ohio Albert N. Hulsen, Manager,WFCR, Amherst,Massachusetts E. G. Burrows,Manager, WUOM, AnnArbor; WVGR, Grand Rapids, Michigan Richard Estell, Manager,WKAR, WKAR-FM, EastLansing, Michigan Dan Logan, Director ofRadio, WDET, Detroit Burton Paulu, Director,Department of Radio/TV,KUOM, Minneapolis- St. Paul, Minnesota Paul Yeazell. OperationsManager, WMUB, Oxford,Ohio Fred Crirninger,Operations Manager, WSIU,Carbondale, Illinois John Regnell, ProgramDirector, WILL, WILL-FM,Urbana, Illinois Donald Ickes, Audio-VisualDirector, WNTH, Winnetka,Illinois Don Wheeler, ProgramDirector, WBKY,Lexington, Kentucky Jerry Weaver, Director,WNAS, New Albany, Indiana Will Lewis, Directorof Broadcasting, WBUR,Boston, Massachusetts Dorothy Day, Station Manager,WFPK and WFPL,Louisville, Kentucky

Station Contacts

Donald Holloway,Station Manager, WMKY,Morehead, Kentucky Jack Burke, Manager,KASC, Manhattan, Kansas B. C. Dickerson,WCYS, Yorktown, Virginia WHA: The WisconsinState Network Harry McCarty, Director Karl Schmidt, ProgramDirector and ProductionManager James Kelleher,Director of Taping

IN- l WBAA, Lafayette,Indiana il John De Camp,Station Manager Richard Forsythe,Director of Operations Warren Siebert,Director of InstructionalMedia Research WGUC, Cincinnati,Ohio Joseph Sagmaster,Director of Broadcasting Jean Mosier,Assistant Manager William Burns, ProgramManager John Abel, ProgramDirector, KDSU, Fargo,North Dakota Keith Kantine, organizerof Sioux City, SouthDakota station Gene King, Directorof Radio Communications,State University of New York Wright, Director, WUOT,Knoxville, Tennessee Dr. Kenneth D. Texas J. S. McElhaney,Director, Radio/TVFilm, KWBU, Waco, KUER, Salt LakeCity, Utah Rex Campbell,Director, Radio, TV u Gene Pack, ProductionManager

Mrs. George Probst,Broadcasting Foundation ofAmerica

IN-2 RESPONDENTS TO NERQUESTIONNAIRE

BY CATEGORY COLLEGES AND UNIVERSITIESCity - INCLUDING STATE-OWNED FACILITIES Call AlaskaCalifornia State SacramentoPasadenaCollege StatePasadenaUniversity of California, Junior of Alaska College Sacramento District State Licensee KERS(FM)KPCS(FM)KUAC(FM) Letters Frequency104.9 mc88.989.3 mc Power2.7kw370w lOw CalifornfaCalifornia San DiegoMateoBernardino San DiegoBernadinoMateo State Junior Valley College College UnionCollege District Junior District KCSM(FM)KEBS(FM)KVCR(FM) 89.591.9 mc 780w375w810w DistrictColorado of Columbia Greeley ExecutiveThe American Officers University and StateJudicialof Associated College Board Students of Colorado KCBL(FM)WAMU(FM) 91.390.988.5 mc mc 13.5kw 16w IllinoisFlorida NormalDekaTallahasseeTampa lb IllinoisNorthernFloridaBoard of State RegentsIllinois UniversityBoard Universityof ofthe Regents State of Florida WGLT(FM)WNIC(FM)WUSF(FM)WFSU(FM) 91.791.589.7 mc mc 2.5kw19.3w 3kwlkw IllinoisIndiana MuncieUrbanaBloomington IndiansUniversityBall State University ofUniversity Illinois Board Board of ofTrustees Trustees WBST(FM)WFIU(FM)WILL(FM)WILL(AM) 103.7 mc90.790.9 mc 580 kc 300kw 75kw lOw5kw IowaIndiana WestIowaAmeAmes Lafayettes City IowaPurdueUniversityIowa State State University University ofUniversity Iowa WBAA(AM)WSUI(AM)WOI(FM)WOI(AM) 90.1 mc640920910 kc kc kc 16kw.5kw5kw5kw Call KansasIowa State PellaIowaLawrence City City UniversityUniversityCentral College of of Iowa Kansas Licensee KCUI(FM)KSUI(FM)KFKU(AM)Letters Frequency91.789.11250 mc mc kc 17.5kwPower 8kwlOw KentuckyKansas ManhattanLawrenceLexington KansasKansasUniversityBoard State Stateof ofTrustees, University UniversityKansas UniversityKentucky of KSAC(AM)KANU(FM)WBKY(FM)KSDB(FM) 91.591.388.1 mc mc580 kc Z.6kw108kw 5kwlOw MaineKentuckyMassachusetts MoreheadSpringfieldLewiston MoreheadPresidentPresident State and and TrusteesCollege Trustees of Collegeof Bates Springfield WRJR(FIAWMKY(FM)WSCB(FM) 91.591.189.9 mc mc lOwlOw MichiganMichigan EastAnn ArborLansing BoardTheBoard University of of Trustees, Trustees, of Michigan Michigan MichiganUniversity State State WKAR(AM)WUOM(FM)WKAR(FM) 91.790.5 mc mc 870 kc 230kwl25kw 5kw Michigan GrandKalamazooMarquette Rapids NorthernWesternThe University Michigan Michigan of Michigan University UniversityUniversity KSJR(FM)WNMR(FM)WMUK(FMWVGR(FM) 102.1104.1 mc90.1 mc 37.2kwa: 108kw344w39kw MinnesotaMinnesotaMinnesota Minneapolis/DuluthCollegeville BoardOrderUniversity of St.Regents, Benedict of Minnesota University St.Inc.nesota John's conducting of UniversityMin- KUMD(FM)KUOM(AM) 90.189.1 mc mc 770 kc 250w 5kw Mis souri Kansas City St. Paul Board of Curators of theMissouri University of RL- 3 KCUR(FM) 89.3 mc 40.098 kw Montana State Mis soula City University of Montana rIvi.reNTPT,f1N1-117:T1757,3 Licensee KUFM(FM) Letter s Call Frequency88.1 mc Power28.5w NewNew MexicoHampshire York .AlbuquerqueDurhamBuffalo StateTrusteesThe UniversityRegents of University of ofthe New University ofMexico Yorkshire New at Hamp- of Buffalo New WUNH(FM)WBFO(FM)KUNM(FM) 90.190.388.7 mc mc 3.5kw 770w lOw NewNew York York GeneseoElmiraHempstead,Canton L. I. St.HofstraStateElmira Lawrence University College University University of New York WECW(FM)WSLU(FM)WVHC(FM)WGSU(FM) 88.788.189.3 mc 8.5kw 320w lOw 8w NorthNew York Carolina Winston-SalemRaleighSyracuse NorthSyracuseTrustees Carolina University of Wake State Forest UniversityRaleigh College at WFDD(FM)WKNC(FM)WAER(FM) 88.388.1 mc mc 3.5kw 10wlOw OhioNorthOhio Dakota GrandAthensFargoAthens Forks NorthOhioTheOhio University DakotaUniversity University State of NorthUniversity Dakota KDSU(FM)WOUB(FM)WOUB(AM)KFJM(AM) 91.591.913401370 mc kc 1.26kw 250w lOwlkw OhioOhio ColumbusCincinnatiBowlingColumbus Green UniversityBowlingThe Ohio Green ofState Cincinnati State University University WOSU(FM)WOSU(AM)WGUC(FM)WBGU(FM) 88.189.790.9 mc mc mc820 kc 1.35kw 5. .3kw 14kw kw OhioOhio MariettaKentOxfordOberlin KentTheThe StateTrustees OberlinPresident University Collegeof andMarietta Board Studentthe College Miamiof Network,Trustees University of Inc. WOBC(FM) WKSU(FM)WCMO(FM)WMUB(FM) 89.389.788.588.7 mc mc mc 7.5kw830w lOw14w Call OklahomaOklahoma State StillwaterTulsa City StateOralThe Oklahoma Robertsof Oregon University State Acting University By and Through Licensee KORU(FM)KOSU(KOAC(AM) FM)Letters 103.3Frequency mc91.7 mc 550 kc 100kw 219wPower5kw PennsylvaniaOregon PittsburghPortlandCorvallis StateExecutive of Oregon Committee, Acting TheBy DuquesneversityThe and State State Through Board BoardUni- of of Higher Higher Education Education KOAP(FM)WDUQ(FM) 91.591. 5mc mc 2.75kw 57kw PennsylvaniaPennsylvania ReadingUniversity Park AlbrightThe Pennsylvania College of StateEvangelicalBrethren University United Church WDFM(FM)WXAC(FM)KUSD(AM) 91.391. 1mc mc 500w lkw16w SouthTexasTennesseeTexas Dakota KnoxvilleVermillionHoustonEl Paso TexasTheUniversityUniversity University Western of of South Houston Collegeof Tennessee Dakotaof of Texas the University KVOF(WUOT(FM)KUHF(FM) FM) 91.991.388.5 mc mc 690 kc 9. 8kw 68kw lOw TexasVermontUtahTexas SaltPlainviewOdessaBurlington Lake City WaylandOdessaTheUniversity University College Baptist of Utah Collegeof Vermont KUER(FM)KOCV(FM)WRUV(FM)KHBL(FM) 90.91.390.88.1 1 1mc mc 1. lkw 5kwlOwlOw WashingtonVirginiaWashington EllensburgWilliamsburgPullman WashingtonCentralCollegeThe University Washingtonof WilliamState ofUniversity Washingtonand State Mary College KWSC(AM)KCWS(WCWM(FM)KUOW(FM) FM) 1,250 kc91.589.94.9 1 mc mc 86kw 5kw12wlOw WashingtonWestWashington Virginia SeattleTacomaBethany PacificBethany Lutheran College UniversityTrustees Board of RL-5 KPLU(FM)WVBC(FM) 88.588.1 mc mc lOw lw State City W.WpW07 Licensee Letters Call Frequency Power WisWisWisconsin con consin sin AuburndaleAppletonChiltonBrule StateLawrence of Wisconsin, University State Radio Council WHKW(FM)WHSA(FM)WLBL(AM)WLFM(FM) 91.189.389.9 mc mc930 kc 51.7kw37.8kw10.5kw 5kw Wis conconsin sin HolmanHighlandDelafieldColfax StateState of of Wisconsin, Wisconsin, State State Radio Radio Council Council WHWC(FM)WHLA(FM)WHHI(FM)WHAD(FM) 90,391.390.788.3 mc 42.8kw38.3kw74. akw 50kw WisWis consin conconsin sin MadisonMarinetteMadison State of Wisconsin, StateUniversityWisconsin Radio ofCouncil WHA(AM)WHMD(FM)WHA(FM) 91.588.7 mc970 kc 1.9kw 72kw 5kw WyomingWis conconsin sin SuperiorOshkoshLaramieWausaw StateWisconsinUniversity of Wisconsin, State of Wyoming University State BoardRadio Councilof Trustees KUWR(FM)WHRM(FM)WSSU(FM)WRST(FM) 91.388.191.591.9 mc mc 74.8kw 320w lOw15w RL- 6 C=I; voz;) ttp-oiwi 16131 iambi pvt, PUBLIC SCHOOLS AND LIBRARIES 71,971TrrrPE;77, Call IdahoCalifornia State Long Beach City Board of Education, LongSchool Beach District Unified Licensee 1 of KLHKLON(FM) 5( FM)Letters Frequency88.1 mc 1.2kwPower IllinoisIllinois ParkElginLewiston Ridge MaineIndependentBoard Township of Education School Board District School Nezof Education PerceNo. District County U-46 Idaho WPSR(WMTH(FM)WEPS(FM) FM) 88.590.989. 1 mc 11.1w 364w 16w Indiana GaryIndianapolisHartfordEvansville City SchoolEvansville-VanderburghBoard Cityof School of GaryHartford Commissioners City School Corp. of the WIAN(FM)WHCI(WGVE(FM) FM) '90.191.988.790.7 mc mc mc 4.5kw 1 Okw295w lOw Indiana MuncieIndianapolis WilsonMetropolitan Jr. High School School, DistrictmunityTownshipCity Muncie of of Schools Indianapolis Wayne Corn- WBDG(FM)WWHI( FM) 91.590.9 mc lOw IndianaIowaIndiana DesSouthNew Moines Albany Bend SouthNewDes Albany-Floyd MoinesBend Community Independent County SchoolSchool Community Consolidated CorporationCorp. KDPS(WNAS(FM)WETL(FM) FM) 91.988.1 mc 5. akw 290w800w MichiganKentucky Louisville Louisville Free PublicSchool Library District WDTR(FM)WFPL(FM)WFPK(FM) 89.391.988.1 mc 250w17kw 3kw Michigan FlintDetroit FlintBoard Board of Education of Eduication, of munityDetroit Flint Schools Corn- RL-7 WFBE(FM) 95.190.9 mc 3.7kw N.,,,-,,,,..,,,,,,wwq,M7NOW, rrtNS.6,7,17,1,07.,,^40.0N,W.S.,MCV,,V,,WPW07,,,,ririg.WAVRyfari",E17,147,3171,771? y Michigan State Royal Oak City School District of the City of Royal Oak Licensee WOAK(FM)Letters Call Frequency89.3 mc PowerlOw NewMis souri MexicoYorkJersey AlbuquerqueNewarkSt. Louis NewarkSt.Board Louis ofBoard Board Education of of Education Education KANW(FM)WCSO.(FM)WBGO(FM)KSLH(FM) 89.191.588.3 mc mc 12.5kw 350w20kw NewOhio York NewColumbusClevelandCentral York Square BoardCentral of Square EducationEducation, Central of CitySchoolCleveland the Schools of City NewDistrict School City York WCBE(FM)WBOE(FM)WNYE(FM) 90.590.391.589.3 mc 10.5kw 1.5kw 20kw15kw OregonOhio EugeneStruther s SchoolStruthers District High Four, School, LaneDistrict Struthers CountyCity of ColumbusSchool District KBPS(AM)KRVM(FM)WKTL(FM) 91.990.7 mc 320w328w WashingtonTennessee TacomaNashvillePortland PublicBensonClover Library Polytechnic Park ofSchool Nashville School DistrictDavidsonland Publicand for CountyPort- Schools KCPS(FM)WPLN(FM) 1,450 kc90.990.3 mc 550w15kw250w RL- 8 C=) KAMP.. C= State OTHER - INCLUDING City PRIVATE NON-PROFIT Licensee ORGANIZATIONS, RELIGIOUS Letter s Call INSTITUTIONS, FOUNDATIONS Frequency Power MaCaliforniaCalifornia s sachusetts AmherLosBerkeley Angeles st PacificaWGBHWGBH FoundationEducational Educational Foundation Foundation KPFA(FM)KPFK(FM)WGWF CR(BH( FM) 90.794,189.788.5 mc mc 34. 4kw 110kw 50kw59kw MaNewPennsylvania s sachu York sett s NewBostonNewPhiladelphia York York PacificaTheWHYY, Riverside Foundation Inc. ChurchNew in the York City of WRVR(FM)WBAI(FM)WUHY(FM) 106.7 mc99.90. 5 mc 9 mc 20kw50kw19kw

RL-9 PLEASE RETURN TO: National Educational Radio (Addres s) INDICATE Name (Call Letters) of Station, Institution, Address, Name & Title of Person Submitting Questionnaire

L STATION MANAGEMENT

A.The Organization of the Station

1. Who is the legal licensee of the Station?(If the title is not self-explanatory, please give a description of the organization or individual.)

2. Does the licensee have other broadcasting interests? Yes. No. (If Yes, explain)

3. How active is the licensee in the operation of your station? Indicate by check mark...Daily supervision? Reported to weekly? Reported to monthly or less?

4. To what degree does the licensee participate in decisions of policy on: Programming; Personnel; Equipment; Budget (Indicate "A Great Deal"; "Somewhat", "Very Little". )

5. If additional funds, funds outside those regularly provided by the licensee for the operation of the station, are sought out; where and how are they sought? (Answer should provide information on additional operating funds, capital funds, and program acquisition funds.)

6. Please furnish, on a separate sheet of paper, a rough table of organization of your station, starting with the licensee and including all fulltime and parttime paid employees, as well as students. On a separate sheet, please provide job descriptions and the approximate weekly salary paid to each.If you already have a printed table of organizationand/or job description sheet, please label as relating to this question and attach. The salary figures should relate (as do all dollar and program questions) to the week of November 14-20, 1966.

Q-1 7. Is the Station Manager (orProgram Director; regardlessof title), the person whoreports to the licensee: Full-time? Part-time?

8. In the case of all paid employeeswho are parttime, please indicate below, whichones. What are their other functions (teaching, housewife, etc.)?How much time do theydevote to each function?Category breakdown: "Position","Other Function", "Weekly HoursDevoted to Station"- Other Function". 9. Are your facilities usedby students forcourse work in training for broadcasting? Pleasespecify courses and, whenapplicable those that relate to educationalbroadcasting. 10. What was the operating scheduleof your station during the week of November 14-20.(Chart entitled "Operating Schedule", indicating days ofthe week M-Sun for theAM and FM outlets.)

11. Other than changes in localsunset (if you are licensed to operate daytimes only), doyou alter your operating schedule during thesummer months (school vacation time)? Yes.No.If Yes, In what way?

B. The Station and the Community

'Community' or 'service area'for purposes of this questionnaire, refers to primarycoverage area; that area on whichyou concentrate your main efforts.The best definition wouldbe the 5mvm contouras it appears onyour coverage map.If for any reasonyou are defining your service area otherwise, please explain.If your primary service area is a local school system pleaseso identify. 12. Do you carry programs providedby local, state,or national community organizations (PTA,Library, Veterans' organiz- ations, etc.)?Yes.No.If Yes- Please list the organization, type of program, (suchas interviews, discussions, drama, etc.) when heard (daily, weekly,biweekly, etc.). Chart provided indicatingcategories: "Organization","Type of Program", "RegularlyScheduled".

Q-2 by 13. Are you asked to produce(or help produce) programs outside organizations?Yes. No. Unable to whenasked. If you check both "Yes"and "Unable" pleaseexplain why "unable" in a short statement onthe other side of this page or attachedsheet. If "Yes", please listthese organizationsunder the proper headings below (pleasebe complete -- use separatesheet if necessary.(Categories provided: "LocalOrganizations"; "State and RegionalOrganizations"; "National andInter- national Organizations".) station 14. Please list the communityorganizations to which your personnel, either full orpart-time, belong.(Categories provided: "Staff Member(title); "Organization";"Organization Title Held (if any)".) members of your 15. Which professionalorganizations do you or staff belong to(NAEB-NER, IRTS, APBE,IBS, etc.)? (Categories provided:"Staff Member (title)";"Organization" "Category of NAEB-NERMembership (withbreakdown)".) what locally 16. During the year endingNovember 30, 1966, originated public affairs orcommunity service programs (or series) did you put onthe air? Pleasedescribe on separate sheets indetail covering purpose,content and treatment, scheduling,and any indications ofimpact and audience reaction.(Categories indicated:"Program(s)"; "Subject Matter". ) service programs in 17. What plans do youhave for community the future? Are anyof them contingent onfactors outside your control?Please be specific. service area? 18. In what way do youdetermine the needs of your (Please be specific.) personal 19. Approximately how manyletters (or post cards, visits, or telephonecalls -- please indicateby category) did your stationreceive during the yearending November30, 1966? (Your bestestimate.) Attach copies ofletters representative of each typeplease. Mail.Calls.Visits. Comments on Programs;Requests for ProgramInformation; (including course guides);General FavorableComments; General UnfavorableComments. 20. Please enclose several samples of representative press comment your station has received during the year ending November 30, 1966.

21. Do you maintain formal contact or correspondence with community leaders? Yes. No.If Yes, with what types of leaders, in what communities, and what kind of contact? (Categories provided: "Place"; "Person or Group"; "Type of Communication"; "Frequency of Communication".)

22. Do these contacts influence your program planning?If so, in what way?

23. Does your station have an Advisory Board or Committee? Yes. No. If Yes, please attach sheet giving the organizational affiliations and titles of the members of it.How often does this group meet?

C. The Area Served

24. (a) What is the population of your ? 1960 Census (if available) Other (identify)

(b) What is the population of your service area? 1960 Census (if available) Other (identify)

25. What are the cities or towns over 2,500 population in the counties of your station area? Place.Population.

26. How much population is in places under 2,500?

27. If applicable to your service area, please estimate: How many people live on Farms? How many Farms in your area? Average Size of Farm. TotalFarm Income-$.

28. How many FM homes are in your area? (Estimate) (Source) If possible, please estimate percentage of FM set penetration in your area.

29. Approximately how many children are enrolled in Elementary Schools in your area. Number of Students. Number of Schools.

Q-4 30. How many are enrolled in HighSchools? Number of Students. Number of Schools.

31. How many of High School age(14-18 years) ar e not enrolled in High Schools?

32, Are there any significantly sizedminority groups -- national, racial, religious -- in yourarea? Yes. No. If Yes, identify and give size.(Categories provided: "Group"; "Number".)

33. Are there any other EducationalRadio stations serving any significant parts of your area?Yes. No.If Yes, Which Ones? Where are they located?

34. Are there any conimercial stationsin your area devoting any significant amount of time to culturalprogramming? Yes. No.If Yes (Categories provided:"Station"; "Location"; "Kind of Cultural Programming".)

35. Are there any Educational TVstations serving any significant parts of your area? Yes.No.If Yes, Which Ones? Where are they located?

D. Research

36. (a) Do you conduct studies .. onsize of student audience? 'composition of audience? programeffectiveness? other? (if yes, please specify.) Please attach representative copyof such research.

(b) What other evidence do you havebesides mail of audience response to yourstation -- such as audience surveys made by disinterested groupsand rating services? If you have such surveys,please attach representative copy.

E. Promoting the Station

37. Do you publish the details of your programsin advance in any form?Yes. No.If Yes, In what form? (Pleaseenclose sample)

Q-5 38. To whom is this program listing distributed?

39. How many copies?

40. In how many newspapers in your station area are your program listingspublished in full or in part?

41. What is the approximate total circulation of thesenewspapers? Dailies.Weeklies.

42. What other means of publicizing your programschedules do you use? Describe.

43. Do you maintain mailing lists of personsinfluential in the various communities to whom you addressreleases about your station'sactivities?Yes. No.If Yes, What kinds of persons? How many on the list?

44. How many people are assigned to the promotionfunction? Full Time. Part Time. F. Operation of the Station

45. Other than budget, are there any restrictions on yourright to hire and fire?(Civil Service, Unions, student employ- ment, etc.)

46. Again within the limits of your budget, are yourdecisions on matters of personnel, equipment andpolicy subject to any prior approval by the legal licensee(or the person or group to whom you are directly responsible?)Yes. No.If Yes, What types of decisions and who must giveapproval?

47. Who actually pays bills incurred by your station.Title?

G. The Budget

48. How far in advance of your fiscal yearis the upcoming budget prepared?

49. If teachers, lecturers, or other outsidetalent are used for programs, are theypaid? Always. Sometimes. Never.If paid, by whom? The Station? The SchoolBoard of College? Philanthropic Funds? Government Agencies?Other (describe).

Q- 6 question in theaffirmative, 50. If you have answeredthe previous then what is the rangeand average ofsuch fees paidfor pro- grams on yourstation?(Categories provided:"Type of Talent"; "Number ofBroadcasts"; "FeePaid" -- on each info requested is"highest"; "lowest";"average". ) station budget.Plea 51. Listed below are themajor items of a fill in the firstcolumn with thefigures which applyto your current operation(fiscal or calendaryear) -- Future (from College,School Board, Present FUNDS: Education, etc. ) Budget Budget State Board of (Question #116) (from sources such asFoundations, Federal or StateAgencies, etc.) (from rental ofequipment and personnel or programand ser- vices provided toothers)

(Other) TOTAL REVENUES Present Future OPERATING COSTS: Budget Budget (Question #116) Total EmployeeSalaries (including part-time) Program Purchases Talent Fees Equipment Engineering Research Promotion Rent, Heat, Light(if applicable) Depreciation &Amortization (ifapplicable) Other TOTAL EXPENSE

have? 52. How large acontingency fund do you for items notspecified in 53. What action is necessaryto provide the currentbudget?

Q-7 II.PROGRAMMING

A.Scheduling

54. On your program guide, or log, or separate sheets, please classify all programs scheduled on your station during the week of November 14-20, 1966, using the following designations:

IS In-School Programming AH At-Home Instruction (formal, for credit) FPFarm Programming PM Popular Music SM Serious Music OM Other Music (folk, jazz) N News NA News Analysis W Weather R Religious CA Community Affairs (local events) PAPublic Affairs SH Self-Help (homemaking, gardening, consumer guidance, etc.) SA Special Audiences (ethnic, religious, racial, etc.) SS Specialized Services (medical, literacy, poverty, etc.)

55. Please enclose a copy of your Program Schedule for the week of November 1420, 1966, with each program identified as follows:

LS Live Origination (Studio) LR Live Origination (REMOTE) LPD Locally Produced Documentary TS Taped - Studio TR Taped - Remote TE Taped - Exchanges with Other Stations TN Taped - NER Program TOS Taped - Other Domestic Station (BFA, IBS,etc.) TF Tape - Foreign, as BBC, CBC, Radio Nederland, etc. FRDisc Recordings - Foreign R Recordings (Disc)

Q- 8

- - _ 56. With how many schools in your areado you have arrangements for instructional programming?(Where are they located? How many students areinvolved in this instruction?)Week of November 14-20, 1966.) Indicate"Location","Number of Schools", "Number of Classes","Number of Students", in the following categoiies: Home Cityand County; Other Cities in Area; Large Towns in Area;Small, Rural Communities in Area.

57. Do you feel that the numberof students involved in Radio In-School programming in the lastfive years has: Increased faster than School Enrollments?Kept pace with School Enrollments? Fallen behind SchoolEnrollments?

58. Are there any formal advisers onprogramming outside your staff, either individuals or groups,who assist in planning in-school programs? Yes. No.If Yes, please describe.

59. In your opinion, how couldthe volume of in-school partici- pants be most readilyincreased?

60. What would you do, if funds wereavailable, to improve the calibre of your presentin-school programs?

61. How much do you estimatethis would cost per year?

62. How many programs did youexchange with other stations during the year endingNovember 30, 1966? Number.Hours.

63. With which stations did youexchange programs?

64. In addition to those stationswith which you exchanged programs, please list all educational orcommercial stations (separate lists, please for educationaland commercial and includecall letters) to which you supplied programsin the year ending November 30, 1966.

65. If you have supplied programsto commercial stations,do you have any evidence(surveys, letters, comments) onthe use and effectiveness of these programs?If so, please enclose copies.

Q-9

- 66. Roughly how many hours of programming did you schedule in that same year from such outside sources as NER, BFA, CBC, BBC, commercial networks and stations, etc.? Source. Number of Hours. Total percentage of Total Hours on Air? Please list programs and sources on separatesheet.

67. Do you loan or sell program material on.tape to local organizations -- PTAs, Civic Groups, Schools, etc. ? Yes. No.If yes, what groups?

B.proval.amir_Ig_Qtafmf

68. Are any membets of your staff taking courses for credit? Yes. No.If Yes, What are their functions and how many hours do they work at the station, at what salary, if any? (Categories provided in chart: "Function"; "Hours per Week at Station"; "Approximate Weekly Salary"; "Field of Study".)

69. What is the number of years of experience in Radio represented by the members of your staff? Position and years experience of: General Manager, Program Director, Chief Engineer, Promotion Director, Music Director, News Director, Other Enginee-_-s, Other.

70. Do any of your program staff serve in any other station function? Yes. No.If yes, in what capacities do they serve? Staff Title...Also Works As

71. Are there any functions at your station (excluding engineers) which are not adequately staffed? Yes. No.If yes, which functions? Who is needed at what salary? (Categories provided: "Title"; "Per son Needed"; "Salary". )

72. Have you received grants for programming purposes? Yes. No.If Yes, what sources, what purpose? (Furnish "Amount", "When?")

C.Equipment

73. Where are your studios located? (Own building, shared with transmitter, space in school, etc.)

74. How large a musical aggregation (choir, chorus, orchestra) can your largest studio accommodate?

Q-10 75. Is the station equippedwith basic musicalinstruments, as grand piano, electric organ?Yes. No.If No, what instruments are lacking?

76. Have you facilities -- studio area,enough microphones, sound effects, etc -- toproduce dramatic shows?Yes. No. If no, what do you lack?

77. Have your News Roomadequate facilities -- space,desks, typewriters, file capacity, etc.?Yes. No.If No, what do you lack?

78. Have you sufficient remoteequipment -- taperecorders, microphones, amplifiers, etc. --to cover more than one remote event at a time.Yes. No.If no, what equipment do you lack?

III. THE STATIONFACILITIES

A.General Hgt. (FM Only) 79. Frequency. Power(FM-ERP) (AM). Antenna

80. Transmitter Site.

81. How close is this tothe principal populationcenter served? Miles.

82. Make, model and age ofTransmitter.

/M1 83. Transmitter Power Output building with 84. Is the Transmitterin:its own building? same studios and offices of thestation? Other (describe).

85. What class telephonelines connect the studiosand transmitter?

86. What microwavefacilities do you use?

87. Do any of thesestudios have facilitiesfor a live audience? Yes. No.If Yes, how many canbe accommodated?

Q-11 88. How many control rooms have you?

89. What are the most frequent technical causes ofinterruptions to broadcasting or recording at your station?(Answers might range from power failure, arc overs, tube blowouts, to peculiar weather conditions).

90. If personnel failure (unscheduled coffee-breaks, failure to heed the end of a record, etc.) is a major factor; please specify in what way.

91. Do you encounter any serious interference to yoursignal? Yes.No.If Yes, what kind of interference?

B. If FM Station

92. Are you broadcasting in Stereo?Yes.No.

93. Do you hold an SCA (Subsidiary CommunicationsAuthorization)? Yes.No.

94. How many channels are you using?(If more than one) For what purposes are the additional channels used?

95. Have you plans for acquiring an SCA? Yes.No.If Yes, for what purposes?

96. Do you use other than multiplex channels(short-wave)? Yes.No.If Yes, for what purposes?

97. What equipment do you use fo'r studio recording andplayback of audio tape?(Please describe.)

98. What equipment do you use specifically for tapeduplication? (Please describe.)

99. Do you regularly maintain broadcast loops between your studios and any other location?Yes.No.If Yes, please describe.

100. Do you have facilities for monitoring police, aircraftand emergency facilities?Yes.No.

Q-12 for monitoring overseas 101. Do you haveshort-wave equipment broadcasts? Yes.No. comm.unications equip- 102. Do you maintain anymobile two-way ment? Yes. No.If Yes, pleasedescribe. of your broadcastingequipment -- transmitter 103. Are any elements describe. or studio --automated? Yes.No.If Yes, please technical facilities? 104. How would yougrade your present Excellent.Good.Fair.Poor. equipment, or fundsfor equipment,available from 105. Do you have budget? Yes. any sourcesother than theregular station No.If Yes, pleasedegcribe.

106. Please attach a coveragemap.

C. The EngineeringStaff have on your staffduring the weekof 107. How many did you Time and November 14-20,1966? (Indicatenumber of Full Part Time atTransmitter, and atStudios.) staff hold licenses?What Class? 108. How many on your the Class (Indicate how manyFull Time andPart Time, and of License.) consider your presentstaff adequatein numbers 109. If you do not to be of experience,what do you believewould be necessary added? At whatapproximate weeklysalaries?

D. The Future ofthe Station engineer, what do youfeel would 110. From thestandpoint of an useful changes oradditions in yourdepartment be the most multi- and facilities(new transmitter,stereo capability, plexing, mobileequipment)?

IV. THE FUTURE of EducationalRadio Stations 111. Do you nowbelong to a network in your generalarea? Yes.No. Describe.

Q-13

- 112. Regardless of your answer to the preceding, have you plans to: Join?Originate such a Network? Please specify.

113. (a)Are you now providing programming services to special- ized audiences, such as: children or adults unable to attend 3 school, old people, parents of retarded children, the blind, the handicapped, physicians, teachers, other professionals, city and state departments, etc. ?Yes.No.

(b)If yes, please provide detailed information on separate sheet.

(c)If yes, are you providing these services via:Main channel.Multiplex (SCA)

(d)If yes, do you plan to increase the number and rangeof such services? Please answer in detail.

(e)If no, are you planning to begin such services?Yes.No. What kind and when? Please answer in detail.

(f)Do your future plans to serve specializedaudiences en- vision use of multiplex or other new technologicalmethods? Yes.No.Please specify. (g) How much do you estimate it would cost toprovide such new services?Technical $ (please specify if SCA) Staff . Other Programming costs

114. What plans do you have for such auxiliaryservices? When will they be in effect?

115. If money, personnel, and equipment were notfactors, what such plans would you like to institute in yourarea? What are the factors holding back (please be specific)implementation of your ideas?

116. Based on what you have just said above inquestion 113, please zo back to the Budgetcluestion and fill in opposite current figures (Question #51) what you believewould be needed to realize your goals for your station, if youhad the funds available.

Q-14 it has net been 117. Please make sure that wehave, even though specifically requested as anindividual question,all available information aboutthe following:Multiple Transmitters: Same licensee --Separate licensee.Please explain. Interconnections betweenstations? Pleaseexplain any and all interconnects. the same Do you duplicateAM and FMprogramming when licenses for both?If you don'tplease see to licensee holds inform- it that we haveadequate programand other applicable ation on thedifference. Have you any plansfor acquisitionof additionaltransmitters? Repeater s ? If so, wherewill these belocated vis-a-visthe physical location of theoriginal facility?(Please take as much additional space as youneed to completethis question.)

points unique to yourstation cr Undoubtedly, wehave failed totouch on some and your staff.Please use the reverseside of this views exclusive to you complete the pictureof page (and as manymore sheets asyou need) to Educational Radio wehave tried toelicit here. Many thanks.

PLEASE RETURNTHIS QUESTIONNAIRETO: , National EducationalRadio 1346 ConnecticutAvenue, N. W. Washington, D. C. 20036

Q-15 NOTE RE QUESTIONNAIRE:

In coding and tabulatingreplies to the questionson programming (Page Q-8, Questions 54 and 55),it becamenecessary to add the follow- ing unlisted categories: Sports The Arts General Information General Instruction