Use of Radio in Education

Radio Record, Volume II, Issue 8, 7 September 1928, Page 10

Use of Radio in Education

The Broadcasting Company’s Plan Covers Great Possibilities

VV ILE the provision of recreation ’ and entertainment has been, still is, and will continue to be, one of the main functions of broadcasting, the informative aspect will grow rapidly in importance, The means of commuunicating by what is known as radio broadcasting is such a wonderful thing that it is rapidly becoming so important a part of national and international life that, unless its place is taken by some new invention, it is likely to become one of the most powerful forces in the modern world in regard to both recreation and entertainment as well as in the dissemination of information. There is a growing tendency among adults to look to the Broadcasting Company as the purveyor of news and information on a variety of subjects. In this respect a great deal is done by the company, but it is realised that there is as yet a vast untouched field in the

renlm of education for adults as well as for children. In respect to children, the juvenile sessions at the various stations are a judicious mixture of entertainment and education, but the amount that is done in this direction only serves to suggest what could be done in other ways if broadeasting were more fully utilised in edueation, especially for children. HE Broadcasting Company has lonz realised that the same principle which makes the entertainment aspect of its service so greatly valued applies with equal force to the educational as-pect-the voice of a great artist at the microphone in the studio can be heard by thousands of people. Literally, the people cannot come hundreds of miles to the studio to hear the artist, so the artist's voice is taken to them. It would therefore appear that this principle might be applied in regard to the teaching of school children, especially of those in the country districts, where it is not to be expected that the pupils have the same opportunities for learning as those in the city schools have. There are some subjects which could be admirably handled by expert lecturers speaking from the broadcasting stations, co-operating with whom would be the teachers in the individual schools. The idea is not a new one, but as it would be a revolutionary one and enuse the remodelling of the whole school system in New Zealand, there is a natural hesitancy on the part of the authorities t embark upon it. That the authorities are interested it is almost unnecessary to say. The fact that a test was made from 2YA last December is sufficient proof. There are, of course, difficulties in the ray, one of the principal being the cost of equipping the schools with receiving sets. The Broadeasting Company is energetically pushing the _ proposal. It has advanced a proposition by whieh each of its four stations will broadeast a lecture or — on of half an hour four days cich week, from 2.30 till 3 p.m. There is little need to dwell on the advantages which would result from the broadcasting of such lessons. The small schools throughout the country, from the city suburbs to the far backblocks, would be able to have delivered to them by the best tutors available some of the sume lessons as are given to the pupils of the largest and best city schools. The provision of daily lectures of this nature would give opportunities to country children which are now available only to the pupils of the city schools. The country school pupils, many of whom might be the foremost scholars in the Dominion if they had the opportunity, are entitled. to all the educational aids it is possible for the Government to give them.