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Expertise at War: the National Committee on Education by Radio

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Expertise at War: the National Committee on Education by Radio EXPERTISE AT WAR: THE NATIONAL COMMITTEE ON EDUCATION BY RADIO, THE NATIONAL ASSOCIATION OF BROADCASTERS, THE FEDERAL RADIO COMMISSION AND THE BATTLE FOR AMERICAN RADIO David R. Haus Jr. A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2006 Committee: Leigh Ann Wheeler, Advisor Marc V. Simon Graduate Faculty Representative Donald Nieman Liette Gidlow Robert Buffington © 2006 David R. Haus, Jr. All Rights Reserved iii ABSTRACT Leigh Ann Wheeler, Advisor In 1930 a group of educators formed the National Committee on Education by Radio (NCER) to fight for the preservation of non-profit education radio stations while also combating the meteoric rise of commercial radio programs. Between 1930 and 1934 the NCER would do battle with the commercial radio industry and its trade organization, the National Association of Broadcasters, attempting to carve out a safe space for educational, non-profit radio through a mixture of lobbying efforts and grass-roots activism. Ultimately the NCER lost its battle with the passage of the Communications Act of 1934. Other scholars have explored this moment in American history, arguing that the NCER stood little chance for success because of its own ineptitude and a powerful commercial industry. This dissertation attempts to understand its choices and motivations in the struggle for educational radio while examining the broader implications of the NCER’s arguments on our understanding of New Deal politics, associationalism, gender, and consumerism. The NCER waged a principled campaign to protect the home from commercialism and prevent Eastern cultural colonization of the United States by providing a redemptive space on the air. The NCER was an organization steeped in a fusion of humanitarian progressivism and populism that informed and limited its courses of action. It believed that it had valuable, relevant expertise to offer the federal government in deciding the model of American radio. iv I conclude that the NCER was not an inept organization that ultimately failed to achieve its goals. Instead it was a progressive group that watched the very progressive machinery its members once supported quash its campaign for radio reform and alter its conception of democracy, seeing federal regulators devalue its gendered expertise and watching educational radio sacrificed at the altar of the New Deal. However, the NCER posed a greater threat to the commercial industry than previously believed, and could have succeeded under different circumstances. The NCER fought against the conflation of consumerism and democracy while fighting to stave off cultural domination by the East coast, and it compels us to rethink the nature and periodization of progressivism. v For my wife Danielle and everyone who was with me at the start and did not get to see the finish: Herman Haus, Ed Hendrickson, Mickey Hendrickson, Jane Quinn, and Ed Quinn. vi ACKNOWLEDGMENTS This dissertation would not have been possible without help from many people in my life who directly and indirectly contributed to this project and my sanity. First there were a number of people at libraries and archives who provided valuable help during my research. The wonderful staff at the Western Reserve Historical Society was always patient and helpful in helping me locate materials in the archive and provided timely photocopies. The archivists and staff at the Ohio Historical Society Library and the Indiana State Library also provided help tracking down items in their collections. At Bowling Green’s Jerome Library, Colleen Parmer helped me locate a number of government documents important to my research. To them, I give my sincere thanks. Many of my colleagues and friends provided sound advice during my research and writing. Matt Daley always supplied good advice and insight, and our numerous discussions about the Progressive Era during rounds of golf and a long car ride to a conference certainly helped my thinking. Pete Genovese also patiently listened to my ideas and gave me helpful feedback especially during the early stages of my research. Even if he was busy with another project, Pete always made time to read a draft or comment on my ideas. Jim Forse and Steve Beck provided constant support and useful suggestions throughout my research and writing. Jim Buss always gave helpful suggestions and a critical ear. Tina Amos helped me with a number of tasks around the office freeing up time for me to write, and she always did so with a smile and word of encouragement. Finally, my committee gave me wonderful advice, help, and support throughout the entire process and was always willing to help. vii Of course there were also my friends and family who made sure that I remained as sane as possible during this long process. Pete Genovese, Jim Forse, Steve Beck, Jim Buss, Todd Good, Ed Quinn, Joe Genetin-Pilawa, Heath Bowen, Sean Newborn, Chad Gaudet, and Larry Cousineau always kept me laughing and their friendship has enriched my life. Debbie Barscheski’s friendship and faith was an important source of early encouragement that started me on the way. It is always helpful to have the support of your family. My sister, Amy, and her husband, Joe, supported me and made me laugh. They are two of the finest people I will ever know. My grandmother, Joan, sparked my interest in the past and offered her love and encouragement in all of my endeavors. My in-laws, Gayle and Bill, always treated me with love and understanding during this process, and they always believed in me. My parents, Ellen and Dave, encouraged me and supported me through everything, and I could have never completed this project without them. Ellen and Dave did everything they could to provide me with the best education possible and always pushed me to do my best. There are two people without whom my dissertation would not have been possible. I could not have had a better advisor. Leigh Ann Wheeler’s constant advice, guidance, and confidence during my research and writing sustained me. She always listened to me and encouraged me, reading numerous drafts as I developed my ideas. She did all of these things cheerfully and never treated me like a burden when, at times, I know I was. Her support never wavered, having faith in me even when I did not. Her advice extended beyond the dissertation as well. Her suggestions have made me a better teacher and colleague, and any of my future accomplishments will be due in no small part to her. I can only hope that someday I can provide the same kind of guidance that she did. viii Leigh Ann Wheeler always treated me like an equal, but I know of few equal to her. My meager thank you is a poor gratuity for her guidance. My wife, Danielle Haus made this project possible. Danielle has been the center of my life, and, even though I am terrible at showing her this, I could not live without the constant love and support she has given me. She always understood during this process, and uncomplainingly excused me from numerous chores around the house and other responsibilities so that I could write. Whenever I was discouraged, Danielle provided encouragement. There are too many things that Danielle has done for me to enumerate, and I hope she knows that her companionship has been and will always be the best part of my life. ix TABLE OF CONTENTS Page INTRODUCTION ................................................................................................................. 1 CHAPTER I. THE ORIGINS OF REFORM ........................................................................ 29 The October Conference............................................................................................ 32 The National Committee on Education by Radio...................................................... 41 Legislative Activity—The Fess Bill, 1930-1931....................................................... 51 Regulatory Activity—The Service Bureau and the Federal Radio Commission ...... 64 CHAPTER II. “RADIO IS AN EXTENSION OF THE HOME”........................................ 72 Getting the Message Out: Modern Day Muckraking................................................. 73 A Progressive Past?.................................................................................................... 75 Antimonopolism ........................................................................................................ 77 Social Bonds and the Social Nature of People: Fighting New Yorkism ................... 84 CHAPTER III. RESISTANCE ............................................................................................. 103 Other Educators......................................................................................................... 107 The National Association of Broadcasters................................................................. 129 CHAPTER IV. PRESSING CONGRESS ............................................................................. 151 Sir John Reith ............................................................................................................ 153 An Active Congress ................................................................................................... 156 The Information Campaign........................................................................................ 168 The NAB Unity and Standards Campaign................................................................. 179 The S. 129 Findings ..................................................................................................
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