Educational Broadcasts Must Stir the Imagination

Radio Record, Volume VIII, Issue 39, 5 April 1935, Page 6

Educational Broadcasts Must Stir the Imagination

"Vd rather talk on what broadcasting means to the children at my school -and at. hundreds of other schools all ever the country," said Mr. O. A. -Banner head master of the Lyall Bay School, Wellington, to a ‘Radio’ Reeord" representative who approached him for his opinion. on broadcasting. Mr. Banner was a member of the com-mittee-set up to advise the Broadcasting Board on the merits and. demerits of school broadcasts, and he has made a close study of the whole system.

"When broadcasting to schools was -first introduced the talks -were too difficult and sometimes too dull. If children can become active participants in the broadcast — or if their imaginations are stirred. the broadcast will be ‘more successful. . Abstract subjects have no power to hold a class of youngsters, but if something novel can be introduced they will be all attention. For instance, a geopraphy lesson entitled ‘An Aeroplane Trip Over the South Island’ was made alive and vivid

to the children by being introduced with a record giving the sounds of an aeroplane. Similarly, a most successful talk on the Wellington Zoo was interspersed with records giving the roaring of animals. ‘Music always appeals to children and 1 find the classical hour from two to three in the afternoon can help children to cultivate an appreciation for good music. 1 don’t mean that I: sit them down and make them listen to it for an hour They are given handwork and the music is used as a background. By this means a love of real music -is being born, unconsciously, in a child. Nine of the rooms at-the Lyall Bay School are equipped for reception and we have also five portable speakers.

{t is possible for us to listen in with perfect ease to Wellington, Chirstchurch and the new Auckland station, a variety that means giving something interesting to practically every class. Different elasses have become interested indifferent speakers, and they watch eagerly for their appearance at the microphone. "Yes, there is a tremendous future in educational broadcasts, and, with the N.Z. scheme beyond the experimental stage, the importance of the ‘unseen teacher’ is being fully recognised by the educational authorities.’’