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What type of serial could you sug- gest for the radio audience of ages 8 to 12? Realizing what so many children of this age Uike ini the movies and in their reading, we wonder if the pi'oblem does,,not to somne extent anyway reat ini the chiI-. dreni themselves anid their taste. Children have -a way . of ,likùg, what they like which je not always. what we-as parents would like for thernto lie.Mny surveys have. shown that the childreW s favorite programs are rated ve ry lowý on the parents' scale of approval, while programs thb'ought excellent by parents may not be on most children's listening liet at ail. Hene we musgt do more than criti- cize children's radio programs. We must ' tudy our children. If they don't care to listen to a program which ie interesting, suitable and, harmless (as judged from our aduit viewpoint) we must wonder if there is soinething wrong *ith them, as well as with the radio prograns. If 'ke. are 'coneerned with hlistening for entertinmeflt we must consider the chihd's idea of what is "good stuf," remembering always that.it is pos- sible to guide his taste toward better thigs. Cite Case in Point jWe must asic, then, what is a goocl program from the child's point of view? Radio advertisers think * they know and say they have evi- By Louise. vertising targets, cnuadren- may - e quite guhible and later be quite con- fused upon realizing that this, cereal. doesn't taste at al "scrumptious" or that having eaten, this other'one for mronths hestihl isn't on the football team. An immense amoun< of îad- ,vertising, is1 done through children, althoughsomeé firmis are beginning to questioni the ethies ôf certain of its forma, Cluab Idea Effective Tothe younger .child, one of the charms of, radio is its invitation -to corne and be one of a group. Here the advertiser, gets hisecue- and, makes the child feel important, i- viting him to join a club and to write in for some badge of member- ship. Perhaps he may even hear hie name read aven the air. AU of this establishes a rajpp9rt bet'Wye theé èlild and the radio personâlity and this sets the stage for a sym- pathetic reception of the advertising lines. With aider chihdren, the advertising is probably taken very lightly, some having even figured out just when they must tune in a certain serial to get "Just the .story" They reahize that only perhaps eight to nine min- utes of the ftfteen is given oven to sage tnrougn mhe .touse of ±oepre- sentatives of -the main .,choo1s, ap- propriation bill No. 599 by a, vote of 12 9 to 15> and the ,comrpanion dis- tributive bill, IHouse Bill No. .382, by a vote of,103 to'13 to a universal, non-partisan desire and effort for more adequate state assistance, for. public schools. "'Any, person who.proceeds upon the, basis of a belief that present demands for worthy school legisia. tion are teacher demands only is sadly mistaken. Such a person .will presenitlyr awaken to -the- realization that thousands of citizens other than teachers are expectinig the legisia- ture and, state officers to provide constructive legislation for schools. "The educational legisiation pro- gram is a conference program. It is one resulting from the deliber- ations of layàrid professlonal groups in 30 county education lay couneils, 200 teacher organizations, 3 state seminars representmng 27 state-wide organizations, 1600 parent teacher units, homne bureau units, the Amenî- can Legion, women's clubs, labor and farm organizations." any ..sustained corne. improvement A resumé of the program of the Central-Laurel Parent-Tea cher asso- ciation for the, past year reveals the fact that any person who fol- loWed that.program carefully has- had an opportunity to form- a mental impressionof progressive education initerpreted from, several. different angles. Dean Melby of'Northwestern uni- .versity, an educator of teachers-, started our thiniking by, explaining his -ideas about a .parenpt's parti progressive education;, Mr. Beggs, the sprnedn of the school in elmhurst, talked on practical poli- ciés in the educational system, and Mr. North, oiur,hast speaker, gave a layman's poinit-of-view. Mr. Beggs is a. practical n-an who is working', every day in. an educational system simnilar tci our own. He- gave thorough and coàf- cise answers to questions whlch came from our own conferences on policies of progressive educationi. His talk was specific and direct, presented as only, a teacher who has the experience of using and putting theory and practice together> could do. Progréssive Education Our, last talk, ".A Layrnan Looks at Progressive Education" was given by a man of splendid literary reputation, who is not essentially an- are~ quieter, the experiences more Ânjey sometumes niguÉe out for them- les Of kid programs. The sooner the within- the .realm Of possibiity, and selves -that the same or even! a bet- business cornes to gripe with the thère is a very evident infusion just ter article could have been bought at problem the smanten it'hl be." Sug- now of information as' Annie travels their local store for the dme they gesting that perhaps this "yarnmer-, about our country.). sent in and they wouldn't have to ing" o! clubwomen is really finding Shall we, as parents, insist that a keep eatmng that . . . for morning a sympathetie echo in fathers, Va- good juvenile program be profitable after morning at mothêer'sinsistence. riety continues: "If business men in in the sense that it teaches, makes Variety, essentially a trade mag- their alter-ego as parents are con- the listener a better citizen, im- azine, concerned with the merchan- vinced that something Ought to be- proves his physical and mental hab- dising of talent for stage, scneen done about radio programs for chil- its, deve1nns hetter duatonl in ,and radio. and reportfniz radio a- dren. then the hvbroan,prq hntA uwteu weui iegratea ana have ex- presseci a variety o! opinions on this subjeet. Those of us who have heard them ahi feel that we areI better inforrned about progressive education and perhaps are better able to form our own conclusions. A conclusion w hi ch has been reached by -rtrMy parents in our school is that we are fortunate .to have children who are being taught unden the system. in Wilm-ette be- LeS xuMe j Ol on Page 19) emu agenicieg aen to chiu- hold its ýren.