(8) the rectifying tube, high vacuum and mercury vapor types; (9) the power tube; (10) the screen-grid tube; (11) the grid-glow tube; (12) the cathode ray tube; (13) the performances of the vacuum tube as detector, amplifier, oscillator, modilator; (14) various factors affecting tube performance.

4. Loud-speakers: (1) Dynamic; (2) magnetic.

5. Microphones: (1) Principles; (2) carbon, single and double button; (3) velocity microphone; (4) condenser; (5) lapel; (6) nondirectional and directional; (7) dynamic.

6. Coils: (1) Repeating; (2) loading; (3) transformer; (4) filters.

7. Radio measurements: (1) Calculation and design of inductances and capaci ties; (2) the use of the wavemeter in the deterniination of wave lenth, induction, capacity, high frequency, and radiation resistance measurements; (3) measuring field intensity; (4) measurements of antenna constants.

8. Antennae: (1) Properties of; (2) designs of; (3) directional, methods of accomplishing; (4) radiation, characteristics.

9. Direction finding: (1) Use of radio beacons; (2) the "radio compass."

10. Acoustics: (1) Essentials of sound and acoustics; (2) sound equipment; (3) transmission; (4) speech sounds; (5) resonance; (6) methods of amplifying and reproducing.

11. Power transformers.

12. Resistors, design, types, uses.

13. Audio- and radio-frequency amplifiers.

14. Photoelectric cells.

15. Remote control lines and equipment.

16. Aircraft radio equipment-directional communication.

17. Short wave transmitters and receivers.

18. Radio control of vessels.

19. Radio for amateurs.

20. Government regulations-radio operator's licenses.

21. Television.

B. Extensive laboratory and experimental work is mentioned as being carried on in radio engineering curricula. In addition to laboratory expermentation to clarify the basic principles of radio, practical experience with both sending and receiving equipment is an integral part of the various radio courses.

1. Sending equipment: (1) Assembling equipment for a broadcasting station; (2) installing a transmitter; (3) testing a transmitter; (4) operating a radio station; (5) studio equipment; (6) servicing.

2. Receiving sets: (1) building; (2) assembling; (3) installing; (4) testing; (5) operating; (6) servicing; (7) other items occasionally mentioned as being emphasized includes soldering, calibration, and designing.

3. Station operation: (1) Various systems; (2) apparatus used; (3) practice in sending and receiving radio code; (4) amateur transmission; (5) must secure a United States Government radio poerator's license.

Institutions that offer several radio courses frequently have different courses dealing with different radio subjects such as radio theory, vacuum tubes, station operation, etc. It is not uncommon, however, for a university to offer two or three separate general courses in radio theory and practice. Laboratory and experimental work is required by most institutions. The following catalog description of an evening course in the "Principles of Radio Communication' as offered by Carnegie Institute of Technology at Pittsburgh, Pa., is typical of the content of the better general radio engineering courses.

Principles of radio communication.-Elements of radio circuits, effects of resistance, inductance and capacity, resonance; elementary electricity covering magnetism, resistance, inductance and capacity; methods of transmitting energy; properties of wave motion; theory of production and reception of electromagnetic waves; antennae, wave length and measurements; transmission and reception of damped and undamped waves; vacuum tubes, operating characteristics, uses as detectors, amplifiers and oscillators; radio telephony, method of transmission and reception. Prerequisites: ability to use elementary algebra, and some knowledge of electricity and experience with it.

III. RADIO BROADCASTING COURSES

Approximately one American college or university out of every eighty is offering a course, or courses, in radio broadcasting at the present time. Approximately one college out of every twenty reports that it gives some instruction in the preparation, presentation, use, or evaluation of radio programs in other

ze en itses or to voluntary groups of students. Courses in music, public
dramatics English, journalism, research, and advertising are most
‚ mentioned as inel iding units dealing with radio broadcasting.
crpe Uraversity has established a School of Radio Broadcasting and
a degree to students who complete the course. The University of Denver
#tlevering courses in radio writing and production. Western Reserve
ensity offers three courses in radio singing, speaking, and play production.
vas State College of Agriculture and Applied Science, the University of
ert. California at Los Angeles, and the Municipal University of Omaḥa,
Pas two courses in radio speaking and program building. Á total of 30
slcasting courses are offered by 18 institutions
etaj.os considered in the courses on broadcasting include voice training,
.. rophone technique, radio continuity writing, writing and adapting
**ir ta, announcing, speaking, singing, acting, directing, program building.
times of listener reactions The laboratory work includes practice in
g. voice tests, program building, coaching and broadcasting by
House to house interviews to determine what the listener
reported in one course. The following description of the course in
swaking at the University of Akron will serve to illustrate the nature of
*«inly done in radio broadcasting courses

This course is taught four times during the year. It is a a. Care in the field of radio. Included in it is a study of and then microLe practice of announcing, advertising, public speaking, acting, program g continuity writing; voice training and interpretation, education, and gor cutting and adapting of radio drama. The class broadcasts a te play cael, week over WADC, local station. Regular school year. e courses in broadcasting are being planned to meet the rather widede mard for instruction in broadcasting and program building Many de at idents are interested in entering broadcastir g occupations. Maltitudes or peonie, beth old and young, are potential broadcasters since they may tie mir occasiotally Teachers also want to acquaint themselves with tque of broadcasting that they in turn may give their papiis instruction rew bed if the broadcasting classes actuaily prepare and present sover Ue sir, it appears that the students derive the additional Fenefit fensive eď rt required to build the broadcasts and that the exege • benefit of stronger public relations. Tras it appears that the c leges Her courses in radio broadcasting or treat broadcasting in other courses are utu n'g the rather general interest in the wil jeet to vitalize instruction and eted Le services of t e institution.

IV. RADIO LAW COURSES

* Siversitas in te United States offer courses in ra ito law. Tree of the National University Law School, Cathole University of America, and the 8 m.?. University School of Law --are located in Washington, D. C. Northe mentem Driversity is the only institution of higher learni, g in the United States ven two co irms in radi law. Marquette University and the University of

t

ern California are the other institutions offery g radio law courses. Lits O law are taken up sometimes in ot, er law courses examination of the catalog descriptions indicates that the following topics dered in the radio law courses

‚ development of the local regulations of wireless telegraphy and telepi ɔnv; Þderal Radio Act of 1927 and its amendments; a study of the Federni Radio alism, on and its general orders; procedure at d practice before the commission; aw of crimes, torts and cor: tract applicable to rad. », licet,ses, and copyrumt; ** and habities at Wireless operators and Gover, ment regulations of their vities, rights and labinties of other persons affected by such, activities; State 3 m inicipal regulations of radio; and international a„reements and international ần x-te of radio for tril

The methods of instruction usually foil we i include lect ires, case assig' mits, ... i imi studies, and simit ar discussions

V TELEVISION

A considerable number of ra ho engineeri ag courses take up television, but only tre universities report that they give television courses The courses treat

subjects as the theory of television and several accepted methods; photo

electric cells, amplifiers, neon tubes, scanning, and synchronizing methods. Laboratory exercises in sending and receiving picture impulses, and special research problems in television are usually included in the courses.

VI. RADIO IN EDUCATION

Two summer school courses are offered in the educational uses of radio. Schools of the air; the selection, utilization, and evaluation of radio programs in classroom instruction; supplementary materials; the responsibility of supervision; and the use of public address equipment in school are among the topics treated.

VII. RADIO ADVERTISING

The College of the City of New York is the only institution reporting a course in radio advertising. The fourth dimension of advertising, obtaining the audience, commercial credits, fitting the advertising program to the product, resale of broadcast advertising through other media, and the value of broadcast advertising are some of the topics considered.

In the following table, the columns bearing the roman numerals II, III, IV, V, and VI are explained in sections of the report that bear the same numerals. The symbols in the table should be interpreted as follows:

*Has an engineering school or department.

1 The university or college owns a radio broadcasting station.

2 The university or college is located in a city or town where there is a radio broadcasting station.

3 The College of the City of New York offers a course in radio advertising. # Massachusetts State Department of Education conducts these courses in cooperation with various universities and colleges.

Mr. SIROVICH. Could not these training schools to which we have referred in this bill, and which many States now have, as the distinguished gentleman representing the State of Pennsylvania stated this morning, develop a department like that?

Mr. HADDOCK. For training seamen?

Mr. SIROVICH. Yes, sir.

Mr. HADDOCK. They surely could.

Mr. SIROVICH. Why should they not be abreast of the times?
Mr. HADDOCK. They should.

Mr. SIROVICH. Ninety years ago when this Pennsylvania institution was founded, they knew nothing about radio and wireless communication. I think in order to be abreast of the times, these wonderful schools that we have through the country should add an additional department which would train the youth of our country in that particular aspect of communication.

The CHAIRMAN. Do you mean those schools you refer to are training radio operators?

Mr. HADDOCK. The majority of them I am referring to are radio operators, yes; because that is what I am most familiar with.

Mr. SIROVICH. What would be your opinion, if we could have these schools that are training the youth of our Nation, as to having this additional course put in for those who would like to develop themselves along the line of radio and wireless communication?

Mr. HADDOCK. We have always favored the proper training of radio personnel. I may add that in some schools we have been quite successful in having them adopt a proper procedure in training their personnel.

Mr. SIROVICH. Do you not think that the finest training you could give to a radio operator who goes to your school only to learn wire