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Hove, Arthur (ed.) / Wisconsin alumnus
Volume 62, Number 8 (Dec. 1960)

McCarty, H. B.
WHA student training ground,   pp. 24-25

Page 25

interrupted this experimentation at 9XM; he joined the
United States Navy and was promptly assigned to radio
duty on the Great Lakes. From there he was able to ex-
change messages with the University station in Madison.
  When Hanson returned to the University of Wisconsin
after the war he again immediately became involved in
broadcasting. This time, in addition to the technical opera-
tion of the transmitter, he arranged programs for the
station. He had absorbed Professor Terry's confidence
that radio was destined to play a prominent role in edu-
cation. He persuaded many faculty members to prepare
talks for the "wireless," and put them before the micro-
phone. By 1919 a regular schedule of broadcasts had been
established, including features of particular interest to
rural people who were then generally out of close contact
with news and information sources.
  Malcolm Hanson, after leaving Wisconsin, went on to
become well-known for his work in aircraft transmitter
design for the Navy. He lost his life in the line of duty in a
plane crash in the Aleutians-thus cutting short a prom-
ising career.
  Prominent among the early 9XM engineers who suc-
ceeded is C. M. Jansky, Jr., senior member of Jansky and
Bailey, consulting engineers in Washington, D. C. Mr.
Jansky has represented the United States in numerous
international radio conferences, and is an authority in the
field of electronic communications. Other students of
that early group have achieved fame in -business, industry,
and educational circles.
Some Distinguished WHA Alumni
  The early 'thirties saw a surge of interest in the pro-
gram  aspects of broadcasting. Producing, writing, an-
nouncing, and acting opportunities attracted students.
They supplemented course instruction with extra-curricu-
lar participation in WHA operations to gain practical
experience and proficiency. This led many to the places
of prominence they now hold in commercial and educa-
tional broadcasting circles.
   A leader in that group was Gerald A. Bartell, a talented
student with natural ability for acting and producing. He
quickly earned an assignment on the student staff and
upon graduation became a regular staff member. He drew
other students into participation, and the "WHA Play-
ers" resulted. He is now president of Bartell Broadcasters,
Inc., with six radio stations in the United States and
television interests in the Caribbean area.
  Others who got their feet on the commercial broad-
casting ladder through training and experience at WHA
include, Melvin Bartell, Alan Beaumont, Bill Carlson,
Giraud Chester, George Comte, Bob Davy, Howard
Emich, Bill Erin, Ken Peters Fagerlin, Jim and Ed Flem-
ing, Lou Freizer, Al Gilbert, Bill Gumm, Bob Hale, Bob
Howard, Tom Kammer, Richard Kepler, Mert Koplin,
Bill Lazar, Tom Lueders, Roger Micheln, DeAlton Neher,
Fred Niles, Henry Norton, Ben Park, Victor Perrin, Cliff
Roberts, Gene Seehafer, Ralph Schroeder, Don Stanley,
Rod Synnes, Gordon Thomas, Mort Wagner, Willard
Waterman, Fred Weiss, Art Whitfield, Art Lewis Zapel,
Wisconsin Alumnus, December, 1960
E. W. Ziebarth, and doubtless many others who have
found places in this expanding industry.
  Still others who started at WHA have continued in non-
commercial broadcasting. Most of the present WHA pro-
fessional staff came up "through the ranks". Others, across
the country, include Lee Dreyfus (Wayne State Univer-
sity), William G. Harley (on leave from WHA as president
of the National Association of Educational Broadcasters),
Erling Jorgenson (Montana State), Walter Krulevitch
Kingson (UCLA), and James Robertson (National Educa-
tional Television and Radio Center).
  Formal instruction leading to careers in broadcasting or
to the development of abilities in that field related to other
pursuits is available through courses grouped in the Division
of Radio-Television Education. These courses are offered
in commerce, education, engineering, journalism, music, and
spcech. The degree is earned in one of these fields, with
emphasis on broadcasting. Such courses, totaling more than
twenty-five hours, are available to undergraduates.
  The attainment of proficiency in broadcasting, whether it
be in program preparation, or on-the-air appearances, requires
individual supervision and guidance. Many students, and
faculty members as well, avail themselves of the opportunity
to learn through participation in WHA programs.
A Major Communications Device
  A major service function of WHA, of course, is that of
adapting the resources of the University and state to the
particular requirements of radio. To know a subject is not
enough. It is necessary to be able to convey it interestingly
to listeners. The success achieved in this direction is reflected
in the many popular programs which take the University to
the people. Teachers and professors have become real "radio
personalities" and are well-known throughout the state.
  Radio serves as a pipe-line between the University and
the people. The institution is, actually, wired for sound.
From the broadcasting center in Radio Hall a network of
lines reaches into locations in all parts of the campus.
Classes, lectures, concerts and special events are being
taped for broadcasting. Listeners throughout the state are
able in this way to share directly in the cultural oppor-
tunities offered by their University.
  Radio and television on the campus are thought of,
basically, as modern devices of communication. They are
tools which help make a reality of the slogan "the bound-
aries of the campus are the boundaries of the state."
   Students trained in broadcasting at the University and
going into employment in commercial stations carry with
them not only professional skills, but ideals and standards
as well. This rebounds to the benefit of the industry and the
listening public.
  Though progress has been made at Wisconsin in the
student training and public service phases of broadcasting,
a tremendous challenge still remains. Radio and television
-as most modern mass communications devices-are
destined to play an increasingly important role in educa-
tion. Communications is basic to education. Without it
there will be no learning. Effectively used it can revolu-
tionize education.

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