Radio for Schools

Radio Record, Volume II, Issue 33, 1 March 1929, Page 15

Radio for Schools

WE are told by "Le Radieux," Paris, that with all the outery for modern methods in education, radio has been more or less neglected. .In England and in Germany, radio has no longer been banished from the schools, and methods of collaboration have béén evolved. In Germany, for four years, one hour a day has been devoted to the tran nis~ sion of educational matters, and 4,00 schools have profited from this innowetion. The British Broadcasting Coxe poration has commenced upon a simildr enterprise. They have conferred with the educational authorities with a, yew to introducing the subjects most. needes and most useful to the schoo. Gf course, wireless will not be able .replace the ordinary lessons, but re must necessarily conserve their ¢haracter and be merely supplementary: th such subjects as history, mythology, musi*, natural history, languages, geography, and travels. Talks on archiitecture, literature, and painting will he transmitted for the more advanced pupils. _ A recent report states :-"Lessons by radio give the child a relativity of pérception that could not otherwise ‘be given. They incite him to show a visible interest in a large and diversé number of problems. They produce the same lasting impression as do ors dinary lessons. They stimulate zeal, especially among, the more intelligent. They encourage teachers to adopt the latest ideas and pedagogical methods. They interest parents in the work of their children at school." In France, the movement is fast awakening interest among authorities, and already some of the broadcasters have approached the authorities regarding the instigation of broadeast lessons.