Albuquerque morning journal., 1922-12-03
CAREY OUTLINES
USES OF RADIO
IN AN ADDRESS
Social and Educational Pos
sibiIities, Hitherto Envi-
stoned by No Other Me-
dunn, Come Into View

(The following paper, Radio as
an Educational Medium" was read
by Prof. c. y. Carey, Of the Uni
versity OF New Mexico, before the
New Mexico Association for Sci
ence, November 2S).
II is the purpose OF school life TO
impart knowledge in such a way
that the student, responding to its
inspiration, shall discover in him
self constructive power quicken
ing into action. Such productive
knowledge is the result of the sys-
tematic awakening Of tho various
latent capabilities Of the youth.
Distinctive among which are such
attributes as the sense OF self dlree-
ton, self reliance and personal
sense of duty, which once awah-
ened prepares the student Tor lie s
responsibilities.
Education is not the accumulat-
ing of a vast multitude Of fact and
ideas. They arc merely the back
ground for constructive education.
Real education is the development
of the ability to think clearly, logt-
cally and with q singleness of pur-
pose. This implies a thorough
knowledge OF the facts, assump-
tions and theories involved in the
problems and the ability to dis
tinguish between them.
Education is a mental discipline.
Every educator has realized that
1t is not so important what he
teaches as how he teaches it, and
that success in teaching depends,
primarily, upon two psychologist.
factors-live interest and well di-
rected conscious effort on the part
of the student. The real problem
OF the educator is to inspire this
interest and effort. SO vital and
essential are these factors to the
success OF teaching that every
means available should be used to
bring them into action.
There are many mediums avail
able at this time which the educa-
tor may commander for this pur-
pose, but of all ther', radio stands
alone as the one which possesses
the greatest potential possibilities.
the greatest potential possibilities.
about radio which will develop a
lively interest in every true Ameri-
can boy or girl. This interest is
followed by a desire and conscious
effort to solve these mysteries, SO
that at the very beginning you have
the youth at work educating and
developing himself in order that
he may be able TO answer some of
the questions which arise in his
mind concerning radio. Since 1t is
a simple matter to interest the
youth in radio the real problem
which remains for the educator is
to direct that interest and effort
to serve a purpose.
The study Of radio involves q
knowledge Of mathematics, physics,
mechanics, chemistry, electricity
and law. Even at the very begin
ming of the study such fundament-
ais as wave motions, the electro
magnetic theory, the electron the
ory, ETC., are encountered. Such
fundamentals are the foundation Of
a scientific knowledge. Teach the
student to think for himself, with
these fundamental concepts as his
basis of reasoning and the educa-
Every one OF us remembers the
effort required to master some OF
the famous theories, particularly
the atomic theory or the electronic
theory. Radio has made these the
ories such common knowledge
among the radio amateurs that you
may often hear a lad in his teens
eXpounding them to his friends.
Radio may not only be used as an
inspiration in the study of the phys
icaI sciences but it will serve as an
inspiration in the industrial and
legal fields as well for there are
many legal and industrial problems
involved in present day radio.
Radio is not only medium
which may be used to develop 1.-Two
interest and conscious effort but it
may be used in even a broader field
than that. "Sit in" with me any
evening and listen to some great
statesman or scientist, in some dis
tant city addressing his great un-
seen radio audience on some i'm
portant economic, industrial or sci
entific problem of the day. Or per-
haps you would prefer to listen to
some great artist, some symphony
orchestra or even, for that matter,
TO some entire opera as it is broad
cast in some city, perhaps, across
the continent.
With the spread Of radio to even