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Any duplication, reproduction, or modification of this material without express written consent from Asbury Theological Seminary and/or the original publisher is prohibited. Contact B.L. Fisher Library Asbury Theological Seminary 204 N. Lexington Ave. Wilmore, KY 40390 B.L. Fisher Library’s Digital Content place.asburyseminary.edu Asbury Theological Seminary 205 North Lexington Avenue 800.2ASBURY Wilmore, Kentucky 40390 asburyseminary.edu RADIO AS AN AGENCY IN RSLIGIOUS BDUCATIOH A Thesis Presented to the Faculty of the Department of Religious Education Afflbury Theological Seminary In Partial Fulfillment of the Requii eraents for the Degree Maator of Keligloua Education by Mary Heine Boothby May 1952 TABLE OP C0HTENT3 CEAPT3R PAGE I. THE PROBLJSM AND DMPIHITIOHS OP TEBM USSD .... 1 Ihe problem ��,��,,. 2 Statement of the problem 2 Importance of the study 2 Definitions of terms used 3 Religious education broadcasts 3 Organiseation of the thesis I4. II. REASOHS FOR HAVIMO RELIGIOUS EDUCATION BROADCASTS 6 The people in the Christian community � � . � 6 lHae hospitalised 6 The shut'-in �..*.���...,�... 6 The blind 7 iGrie unschooled or Illiterate 7 Those who are isolated ������.��.� 7 Rural or country people ? , . 7 The poor 6 The Sunday worker .������.��... 8 The Sunday traveler 9 The man indifferent to the gospel ..... 9 The serviceman ��...����� 9 The loyal churchman 10 The Jew and Catholic .�......�.�� 10 Ill CHAPTER PACJl fi� people reached on foreign soil ���.�� 10 The world may be reached now ,�����.� 11 III. THE RADIO AND O-miSR AUDIO AIDS . 13 The rise of radio 13 The history of radio 13 The history of radio education ....... Id The history of radio in religion and religious education � � * � 19 Othejp audio aids � 21 The different kinds 21 Television �.�.���.� � 21 phonograph ����� 22 Still and motion pictures with sound . � . � 22 Amplifying system � 23 IV. PHOaRAM BUILDIHa Zk Attitudes �� 2k Equipment �������,.���.�.��� Sl^. fhe script �..�.��. .�..�����. Radio lesson planning . 26 Radio speech techniques 27 V. THE QUSSTIONNAIHS ^SULTS . 30 Survey of Seventy-two religious programs ... 31 Aims .���.���..��.��.���� 31 Kvaliuition 31 !? CHAPTER PAGE Followoup plana ����.�..������ 32 Type of broadcast 33 paxNeentage of time 33 Publicity 33 Script 33 preparation � � � � � 3^4* Kvaluatlon by listening 3i|> Hiimber on the staff .*�........� 35 Sxperleme of staff members 35 Spetaker*8 experience ��.�........ 35 Cost � � . � . 35 Origin of broadcast �.....�.,�.. 35 Equipment .���.*�.��� 35 Hours on the air .�������...��� 36 0ays of the week 36 Do resulta justify efforts? , 36 Fourteen teaching broadcasts 36 Criteria for selection ........... 36 Difference in alms ............. 33 Difference in presentation 39 Difference in programs ,....* 39 Difference in experience � . � � 39 Difference in sise of staff ��.����� IfO Equipment 1).0 V CHAPTER PAGE Do results justify efforts? 40 Length of broadcast .��.,. 4-1 Comparison of the two groups suggest improvements 1^.1 Denominations represented ..���.��� if2 Stations and program locations i|2 Conclusion *�� ii.2 SumsDwiry of programs covered in survey � � � � l0 Programs grouped � 1^3 Denominations represented �������.� kk Radio stations owned by religious institutions 1)5 VI. SUMIARY AND COHGLUSION kl summary kl 6onclusio� ^1 BIBLIOGRAPHY 53 APPENDIX ? 56 CHAPTiSR I HBK PROBLEM AND DSFHITIOHS OF TERM USED Many roliglous broadcast a havo been severely criticized because they lacked the better techniques of radio. Poor singing and preaching, unpolished instrumental playing, aiMi faulty equipment have caused the Christian message to sound shallow and cheap. Purthermoi�e, even among the better programs of a religious nature few direct themselves wholly or in part to a definite program of Christian education. Churches draw large crowds into their evangelistic services by means of radio. It is possible also to reach large numbers by extending class ro<�B instruction or Christian education by radio and thus to extend the Sunday school. Everett G. *' Parker, writing on ^Radio in Television and Religious Sducatlon, says* Via radio we can extend Uxe program of Christian education beyond the walls of the ehurch|� bringing it on a friendly and informal basis into the home - which is exactly where every christian educator wants it to be^ but ii^ere it seldom gaines entry by means of books, pamphlets, or informal home teaching* We cannot overemphasise the need to get into the homes of America with educational radio programs of a religious nature, 1 ^ Everett C. Parker, "Radio in Television and Religious Education," Orientation to Religious Education (Henry C. Lotz, editor Hew J York: Abingdon-CokesWry Press, if^O) , p. l61f. 2 I. THK PROBLEM Statement of the problem. It was tbe purpose of this study to discover radio programs which are effective as agencies of Christian education and how such programs may be made more profitable to religious education. Importance of the study. One writing in the christian Century has said that* The religious program too often impresses the critical listener as being a cheap show, with too much sentimen tality, too little artistry, and a too crude appeal for contributions. ^ Programs have shown lack of care and effort in preparation, program building, and spiritual attitude in the past, but today there are a number of excellent religious broadcasts. If the best techniques of these few can be incorporated into more religious programs, they will compare favorably with professional secular programs. Broadcasts of superior quality have more influence and should have larger audiences, !|here is a definite place for Christian teaching over the radio as is shown by successful programs such as the Radio Bible Class of M. R. and Richard Be Haan of Grand Rapids, Michigan, This field of teaching over the 2 "Religious Radio Programs Need Much Improvement," Christian Century, 6lsl97, February l6, l^h^. 3 air holds vast possibilltias and should b� presented to young people as a Christian vocation* John L. Meredith, executive secretary of the Family Bible league of Chicago says that: There is need for a finished product on radio. Cheap, noisy, clattery programs with poor singing and poor preaching, has brought radio Into disrepute in many places, but the trend today Is toward better preparation, better prograsasing, more professional type of speakers with � training in enunciation, etc* � � Ihere is abundant room for Christian young people to take training in presenting radio messages, acting out part* to the glory of the Lord and giving a program that will take its place mon$ the best the world can produce.^ II. DEFimTlOm OF TEM USED Religious education broadeasts� A multitude of programs might be generally classified under the category of religious education, but for purposes of clarification three groups of programs were listed in this study. Religious education broadcasts are (1) in the narrowest sense those in which the Sunday school lesson is taughtj those in which Bible teaching is central with lesson outlines sometimes in the hands of listeners^ (2) in a broader sense broadcasts consisting of Bible reading, Bible quizzes (with either panel discussions, studio answers, or xaail and phone answers), news related to the Bible, dramatic Bible series or sketches. 3 personal Correspondence of the Author, letter from John L. Meredith, p. 2, April 29* 1952� 4 mlsalonary Information, information on chiirch institutions, church history, Communisin�s evils, leadership education, or church school techniques; and (3) in the broadest sense those which are full church services, or radio worship services with Biblical information. This study characteri ze s as religious education programs those devoted explicitly to teaching as such. III. ORGANIZATIOH OF THE THESIS For various reasons many people are unable to attend church or Sunday school. For them radio can be an effective teaching agency. In Chapter II is shown the need of radio Bible teaching for the hospitalized, the shut-in, the blind, the unschooled or illiterate, those who are isolated, rural or country people, the poor, the Sunday worker, the Sunday traveler, the man indifferent to the gospel, the serviceman, the loyal churchman, the Jew and Catholic, those kept from the church by their vacation, and the millions in heathen or pagan lands. Chapter III is divided into two parts In order to show not only the development of radio but also the use of other audio aids in religious education. The first part of this chapter discusses the rise of radio, how school systems