[00:00:01] Speaker 1: Northwestern University in cooperation with the Mutual Broadcasting System presents Transcribed the Reviewing Stand, a program in its 20th year on the air. Today, the Reviewing Stand discusses The Emotional Problems of the Handicapped Child. This program is presented in cooperation with the National Society for Crippled Children and Adults. Now, our moderator, James H McBurney, Dean of the School of Speech, Northwestern University, will introduce participants in today's discussion. Mr. McBurney.

[00:00:31] James H McBurney: Our speakers today are Dr. M David Allweiss, Associate in Medicine at Northwestern University and Associate Attending in Medicine at the Michael Reese Hospital in Chicago. Dr. RL Fawcett consultant in the section of psychiatry at the Mayo Clinic in Rochester, Minnesota. And Dr. Bord-- Boyd R McCandless, Director of the Iowa Child Welfare Research Station at the State University of Iowa. Uh, gentlemen, uh, to open the discussion, let me ask what you mean by a handicapped child. How would you answer that, uh, McCandless?

[00:01:05] Dr. Boyd R McCandless: Oh, a handicapped child I think as far as-as, um, most professional workers in the field, doctors, psychologists, teachers, social workers, is, uh, a child that, um, the majority of people with whom that child comes in contact label as so different as, uh, as to require some sort of special consideration, some sort of special handling, some sort of special regard.

This may be a-a mental intelligence difference, uh, a difference as far as appearance is concerned, a difference as far as-as being crippled is concerned, or any one of a series of things that doesn't, uh, doesn't actually show up like some of the-the, uh, um, disease factors that-that, uh, my MD friends are more able to discuss than I am.

[00:01:51] Mr. McBurney: Do you accept that uh, concept, Dr. Fawcett?

[00:01:54] Dr. RL Fawcett: I only want equivalent a little bit with the use of the phrase handicapped child in the title of our discussion because it seems to me the use of the words in that order tends to put the handicap in front of the child. And it seems to me that our efforts should be directed toward putting the child in front of the handicapped and talking somewhat about the child with a handicap.

[00:02:16] Mr. McBurney: And I anticipate some things we may say later. How-how would you put the, uh, the child in front of the handicapped?

[00:02:23] Dr. Fawcett: By paying attention to the potentialities for growth in the child himself, rather than to hamper his growth by continually thinking and having an attitude which accentuates his disability.

[00:02:38] Mr. McBurney: Or by emphasizing the-the-the differences, I take it. Um, I think most people, when they think of the, uh, uh, the handicapped child, think in terms of youngster who's suffering from some physical disability, wouldn't you think so? Uh, obviously, your-your conception of the handicapped child goes far beyond that.

[00:02:58] Dr. McCandless: Oh, it's a- it's a much broader thing than that. I mean, in a very special sense, in a, uh, family of five brothers who are all football heroes, the sixth brother who isn't a football hero is a handicapped child, but this is a very special sense that I probably we don't wanna concern ourselves with on this panel. Isn't that right?

[00:03:14] Mr. McBurney: I-I would- I would agree with that. Well, now, uh, Dr. uh, Allweiss, would you, uh, would you consider, uh, uh, a youngster suffering from a chronic disease as being a handicapped child?

[00:03:26] Dr. M David Allweiss: Uh, yes, Mr. McBurney. Uh, the child with, uh, say diabetes or the child with rheumatic heart disease.

[00:03:33] Mr. McBurney: Are those the two, uh, diseases most likely to, uh--
[00:03:37] Dr. Allweiss: Well, rheumatic fever, of course, is one of the, uh, is probably the first in, uh, statistics that produces, uh, handicap in, uh, the development of the child.

[00:03:49] Mr. McBurney: And diabise-- diabetes is a- is a close runner-up, is that it?

[00:03:53] Dr. Allweiss: Well, it may not be the close, uh, runner-up, but statistically, I don't know that I could--

[00:03:57] Mr. McBurney: But-but more--

[00:03:57] Dr. Allweiss: [crosstalk] statistics.

[00:03:58] Mr. McBurney: Yeah, I understand. But more important then, in what sense would the- would diabetes be a handicap?

[00:04:03] Dr. Allweiss: Well, the child with diabetes is handicapped in that he's unable to, uh, partake of the, uh, the full normal diet as is-is, uh, as a child without diabetes. And he is also handicapped by the fact that he needs to take a dose of insulin by a hypodermic needle each morning to balance, uh, his dietary intake. Now, these two handicaps, uh, uh, can present themselves in both social spheres and, uh, in physical spheres.

[00:04:34] Dr. Fawcett: Would it be safe to say when a child is handicapped when his difference is perceived by the significant adults around him or by a significant contemporary, his playmates, his own agemates, as well as by the significant adults in his environment?

[00:04:51] Mr. McBurney: Well, uh, the, uh, I don't know the answer I-- that was essentially what, uh, what, uh, uh, McCandless said in opening here. But why do you make a perception of the handicap in a part of somebody else the-the criterion? Uh, a-a man with, uh, with one leg has a- has a-a handicap quite apart from somebody else perceiving it. He can't do things that a man with two legs can do.

[00:05:15] Dr. McCandless: I think actually most of us, uh, agree that people's opinions of themselves, their perceptions of themselves to use Dr. Fawcett's term, are learned from others in their environment. Now, uh, this little boy who's the family-- who's in the family of the football heroes, may appear perfectly, uh, without handicaps of any sort, even as a superior child, to his schoolmates, to his teachers, to, uh, other people.
And that he probably we would wanna exclude from-from our particular discussion, don't we wanna concentrate on the one the sort of child that just any given group of people would say is different from other children, if, one, he either knew his medical case history as in the case of the rheumatic heart child or the diabetic child? I could tell this by looking at him, as in the case of a cerebral palsy or cripple child, or a blind child talking to him, a deaf child, or a, uh, an intellectually, uh, retarded child.

[00:06:08] Dr. Fawcett: You mean then, uh, Dr. McCandless, that you want to exclude those where there are specific certain values in a family which tend to handicap the child in that family because of their value?

[00:06:20] Dr. McCandless: Not exclude them from-from some sort of general attention, I think these children need help from other people. Um, exclude them as far as being the very obvious problem that I can see ourselves as being, uh, concerned with here. Isn't this right, uh--

[00:06:34] Mr. McBurney: I think so. And I wanted- I wanted to ask, uh, what kind of an emotional environment this handicapped child, uh, faces? How-how do other people, uh, react toward him anyway?

[00:06:46] Dr. Fawcett: I noticed, Mr. McBurney, that you are continuing to use the phrase, handicapped child.

[00:06:50] Mr. McBurney: The child with a handicap. What kind of, uh-- how-how do people react to him anyway?

[00:06:57] Dr. McCandless: Well, uh, the-the first thing, I think we can split this off into very, uh, into many, many very specific sorts of reactions is to react to him as though he were different. I have a feeling that one of the-the most basic things that any human being wants is to be, uh, securely like a number of people whom he admires and with whom he interacts. So that your first big, broad, basic problem is this awareness of extreme difference. Now, uh, Dr. Fawcett and Dr. Allweiss, I think, can split these up perhaps better than I can.

[00:07:30] Mr. McBurney: Mm. Take the child with diabetes. Um, when he first becomes aware that he can't partake of, uh, let's say, the high gratification foods cake and candy and pie and ice cream when he's invited to the birthday parties of his friends, or when he gets a little bit older, uh, when he would like to stay overnight with his friends or let's say the Boy Scouts, if he wants to make an overnight trip with them, uh, he has to, uh, perhaps expose himself to, uh, the injection of insulin with a hypodermic needle in the presence of his friends.

Now, that is not un-- all uncommon to find these children with diabetes refusing to, uh, partake in many of the pleasurable things that children enjoy, uh, because of their handicap, the handicap of not being able to eat what his other, uh, friends eat and to have to expose himself to injection of the needle.

[00:08:22] Dr. McCandless: I think this withdrawal is specific withdrawal from other people, from competition and whatnot is one of the most frequent things, certainly with intellectually and educationally retarded youngsters with whom I have worked the most. You get a-a sort of general hopelessness with-- which causes these children actually not to try to do any of the things, many of which they actually could very well do, but they simply have learned not to try in a certain special [crosstalk]

[00:08:50] Mr. McBurney: What I'm trying to get at is how-how others react to this youngster. Is this hopelessness that you described, uh, developed because of, uh, of unfortunate reactions to his disability on the part of others?

[00:09:01] Dr. McCandless: People have poked fun at him. People have expected him to succeed, and he hasn't succeeded. People have been disappointed with him. People have been ashamed of him. I'm speaking again now, more of his intellectual education [crosstalk]

[00:09:12] Mr. McBurney: Well, then is a question of the pity that this child can't have those things. Let's say, the diabetic child can't have the same things as the other, and the pity that he has to inject himself, uh, and stick a needle under his skin every day, and this question of pity, uh, can, uh, be carried over into many other facets of the child's life so that, uh, he feels, uh, that he doesn't belong and can't enter into the same, uh, growing up as his friends.

[00:09:39] Dr. Fawcett: I think that, uh, we have to bring out that the visibility of the child's handicap has a great deal to do with how people react and assume that, uh, crippled children and cerebral palsy children and all of those, uh, diseases which are quite apparent to others, are liable to cause a much more, uh, withdrawing kind of feeling on the people who see him than are the, uh, illnesses which are not quite so apparent as he just walks down the street.

[00:10:11] Dr. McCandless: Or speech defects can do this. I mean, people just don't wanna bother with the trouble of communicating with someone with a severe speech defect. So they, in a sense, just leave him alone.

[00:10:20] Mr. McBurney: Well, I would expect under those circumstances that this child with a disability would try to develop the- would develop defense, uh, mechanisms of one kind or another, and, uh, attempt compensations of one kind or another. These compensations then are withdrawing from, uh, the-the little society that, uh, the child should normally grow up in. And these withdrawal tendencies can carry on over into his adult type of-of adjustments and adult type of behavior. And, uh, the job should be to, uh, see that these children are not permitted to withdraw.

Now, I suppose that the parents more than anyone else, are, uh, responsible for the kind of environment that this, uh, child experiences, uh, and more than anyone else, uh, responsible for, uh, the, uh, the, uh, kinds of problems he faces and whether or not these emotional disturbances are likely to develop. Would that be fair?

[00:11:21] Dr. Fawcett: Well, certainly, I think you have to pay some attention to the age in which this handicap appeared because certainly, a child of preschool age is learning, uh, the techniques of interpersonal relationships and the ways of getting along with other people, by and large in family relationships. So certainly, it would be more crucial in that area than it is in the older school aid child who then begins to have the reactions of his contemporaries and peers to contend with, at least as much, if not even more than those that are in, uh, his own family circle.
So I should think that the age at which the disability appears has something to do with who is the most significant in his relationships.

[00:12:07] Mr. McBurney: Yes. I-I would think that would be the-the case.

[00:12:10] Dr. McCandless: I think parents very often actually see, um, other children with whom the child is playing with, uh, who are having supervision over him, uh, possibly pitting him, uh, maybe mildly disliking him, may be ignoring him. And one of the most frequent attitudes that you get with parents is overs solicitousness, which encourages the chi- encourages the child then to come home to mama, in a sense, and papa for every one of his whole lifetime of-of problem solutions, which means a hopelessly dependent individual eventually, who can't-- just can't cope out in society.

[00:12:43] Mr. McBurney: You think that's a fairly typical pattern?

[00:12:45] Dr. Fawcett: Certainly, this, uh, happens very frequently, and certainly, this kind of dependent, withdrawn kind of social relationship blocks this child from ever entering into any meaningful, mature relationship with his contemporaries.

[00:13:01] Mr. McBurney: Uh, might not a-a child in a- in a- in a family, whether two, three, four more youngsters, uh-uh, notice his-his, from the very early age, notice his-his disability. These other youngsters suffer no such, uh, disability. Might that not present special, uh, problems to-to him?

[00:13:22] Dr. Fawcett: I don't know whether--

[00:13:24] Mr. McBurney: Let's take the attitude- the attitude of, uh, a one diabetic child growing up in a family where there are no other diabetic children. Uh, the way, for instance, the other brothers and sisters will react to the handicap in this child will make a very great difference in how this child will make his adjustments to, uh, his friends, uh, outside of his home.

Then, uh, we can say that the primary reactions and the primary growth of the personality of the child with his handicap begins in the home and the relationships of his parents, the relation of his parents to the beginning of this disability at the onset of the disability and the reactions of all the people that come in contact with him, the brothers and sisters as playmates and so forth. Dr. Fawcett.

[00:14:09] Dr. Fawcett: I'd like to just add to that the opinion that, uh, when these, uh, disabilities become apparent to the child, the likelihood is that they are apparent to someone else. And, uh, just emphasize a little, the need for early diagnosis and medical evaluation of the problem, rather than letting the child go through a period of his educational career, be it, uh, in the family group before school or in the school group, uh, handicapped with some kind of a disability, uh, which has not been recognized thoroughly, the future of which has not been explicitly stated, where everyone is somewhat puzzled about what the future holds for this child.

[00:14:50] Mr. McBurney: What you're saying is that good accurate knowledge and a realistic evaluation of a handicap, but in a sense, putting a constructive emphasis on what the child can do rather than this-this hindering retarding, what he can't do is, uh, sort of an ideal pattern or at least a helpful pattern for a child with handicaps in a family. Is this right?

[00:15:11] Dr. Fawcett: It seems to me that the first step in solving a problem or arriving at any knowledge of what to do about solving a problem consists in deriving whatever knowledge is available in regard to what the problem is. That one cannot do very much problem se- solving until the problem itself is defined. And it seems to me that this is the function of diagnosis and, uh, the function of the medical profession.

[00:15:40] Mr. McBurney: Are you saying that these, uh, you want these, uh, these, uh, children to face their problems very, uh, very realistically, that they should know precisely what their handicap is and how far it, uh, how far it-- what it's gonna mean to them in future life?

[00:15:55] Dr. Fawcett: No, I don't mean to indicate, uh, that at all, but certainly in our concept of who is responsible for children and what kind of responsibilities children take and what kind of responsibilities parents take, that in our society, it is important for the adults who are responsible for this child's care to have a realistic evaluation of what the situation is. That does not necessarily imply that there should be a full-scale, uh, discussion with the child about the nature of his disability. And the first step is to have the responsible adult understand.

[00:16:30] Dr. Allweiss: Uh, the-the beginning then should be that the parent have a thorough understanding both, uh, from, uh-uh, actual needs of this child at this moment and be prepared to meet the growing needs of the child as the child matures and makes, uh, other adjustments in society.

[00:16:50] Dr. McCandless: Well, I think also the growing understanding of the child, I mean, you'd say when she, Dr. Fawcett, that as the child becomes able to understand what his handicap is, that he should eventually, um, understand it as thoroughly as it's- as it's humanly possible to understand it with all of its implications in order to be able to handle it most realistically.

[00:17:08] Dr. Fawcett: Well, certainly this kind of, uh, knowledge, uh, given to children is just like any other kind of education. You provide them with it when they have grown enough in understanding an accumulation of knowledge to be able to put to use whatever you're providing them with. It is of little value to discuss with a three-year-old, uh, what the meaning of diabetes is. Would you not agree to that, Dr. Allweiss?

[00:17:30] Dr. Allweiss: Yes, I would agree. And, uh, may I add to that, that, uh, as, uh, we don't quite accept, uh, the growing up child as much as we should. These children, in my experience, are very much better able to handle the problem of their diabetes if we give them the responsibility of it as quickly as they are able to take it. And when they, uh, accept this responsibility, we find that they do very much better with their illness

[00:18:01] Dr. Fawcett: In regard to this acceptance of responsibility by the child of his illness, it seems to me that the prerequisite to that is the acceptance of the reality of the situation by the parents. It's a little difficult for me to conceive how a child can make a realistic estimate of his own situation if his parents are unable to do the same.

[00:18:23] Dr. Allweiss: I will agree with that wholeheartedly. And at the beginning of the child's disability, the beginning of the education of the child with his disability should begin with the education of the parent. And there, the job should begin with the thorough diagnosis and the explanation of the diagnosis and what is to be expected by the physician who, uh, will give to the mother or the father of this child, uh, a pattern, a picture of what is to be expected and how they should best react to it.
And if the-the parent has some problems associated with the illness of the child, it is wise that the parent be able to express the difficulties that they feel with the physician whom they should feel, uh, a close relationship.

[00:19:09] Mr. McBurney: Well, now we are-- we're concerned here today, specifically with the emotional problems of the- of the handicapped, uh, child. At the risk of some repetition, I'm gonna ask you, Dr. McCandless to tell us what these emotional problems are.

[00:19:25] Dr. McCandless: Well, first, I think, as I said earlier, is this tremendous feeling of difference. I think, uh, a needing to feel like another group of people is fundamental for every child. When you feel thoroughly different from other individuals, one, you may withdraw. I think we've had sort of a consensus here that certain types of withdrawal reactions are perhaps the most frequent. Certainly, they are with speech handicaps. Uh, Dr. Allweiss has pointed out that they are with di-diabetic children. Other children may withdraw unrealistically sometimes and attack at-at other times, be very aggressive, very destructive.
Actually, we-we, uh, certainly know many instances of delinquent, uh, destructive towards society, destructive towards equipment behavior, which has come from some sort of feeling of handicap. Uh, we call it, technically speaking, sort of an overcompensation, I suppose, for handicap. There are many others.

[00:20:18] Dr. Fawcett: I'd like to just point out too that this kind of a reaction to the handicap, in a sense, cuts off the child from an opportunity to develop his own potentialities in his own group because this either antagonizes them so much or gets him so far out of their group that he has no opportunity to experiment with or find out the positive potentialities about things which he might be able to contribute to the group that he has, uh, no opportunity to find out what good things there are about him.

[00:20:50] Mr. McBurney: Are there- are there circumstances in which, uh, an apparent handicap might actually be an asset?

[00:20:57] Dr. Fawcett: Well, certainly, in the past few years, a great deal of experimentation has been going on by the rehabilitation experts. And I think one excellent example of that is the use of blind people in, uh, x-ray developing rooms where it's well noted now that they're able to perform a great deal more work than the person who sees since they don't have to take time for the accommodation of their eyes when they go into a dark room, and in a sense, they're handicapped in a proper vocational placement has become an asset.

[00:21:31] Mr. McBurney: Before we went on the air, I know, uh, Dr. McCandless was telling about this article in Life Magazine, which, uh, depicted I take it, uh, Billy Talbert, am I right in that? Who was a diabetic? Now, I suspect that's no, uh, no example of a- of a case in which, uh, the handicap was an asset, but it certainly is an example of a- of a situation in which the boy over-overcame that, uh, that handicap.

[00:21:54] Dr. Allweiss: Uh, Billy Talbert has, uh, certainly been, uh, an idol for the children with diabetes because he has, uh, overcome his handicap to the point where he has become a national tennis star. And he's a very gracious person and spends a lot of time going around to the diabetic camps and, uh, telling the children with diabetes. Uh, and these camps, incidentally, are-- there are many of them in the United States, and one of them is in the Chicago area sponsored by the Chicago Diabetes Association for these children, where he will come out to the camp and show them how he takes his injection of insulin every day.

And it's done openly. And he shows no, uh, emotional problem associated with the injection. The children just go along, uh, with it. He has really become an idol to, uh, many, many, uh, young boys.

[00:22:43] Mr. McBurney: Now, I-I wanna return to your analysis, Dr. McCandless. You were talking about the-these emotional problems, and you mentioned these withdrawal tendencies on the part of some youngsters and these very aggressive, uh, reactions on the- on the part of-of-of others. Um, of course, you have those in, uh, in children without, uh, disabilities, those same reactions, don't you? Uh, am I-- are we to conclude here that-that, uh, the handicapped child is likely to face a larger, uh, emotional problem and a different emotional problem?

[00:23:15] Dr. McCandless: I think so. I mean, just in the process of growing up, uh, if you think of growing up, like, uh, running the a hundred-yard dash, it's- it's simply harder to run a-a prize-winning a hundred-yard dash carrying a 20-pound sack of sand under your arm. This-this is the official title of a handicap. And, um, there is just one more factor of difference of-of trouble which these-these children with handicaps have, which make the whole life problem, uh, tougher for them.

[00:23:43] Dr. Fawcett: [clears throat] I wouldn't like to have the impression left though that, uh, any kind of emotional distortion is inevitable if there is a handicap in the picture because I think certainly that with the proper kind of acceptance and the proper kind of dealing with, uh, the growth and development of the child, that he can incorporate his handicap into his general activity and learn to live with it. Just as a sense, uh, that the vocational adjustment can be made to become an asset.

[00:24:12] Dr. McCandless: Well, I think, as a matter of fact, many of us, the-the normal well-adjusted person, is perhaps most stimulated when he has a problem to solve. And if a handicapped child can see that this is a problem with a solution, you may add a degree of motivation, which makes him as-as our friend, the tennis player is, an even greater person than he might have been without the handicap because of this extra sort of motivational striving factor.

[00:24:37] Mr. McBurney: I wonder if you'd spell out a bit what you, uh, what you mean by withdrawal?

[00:24:43] Dr. McCandless: Withdrawal is, um, sort of giving up in a sense, sort of living within oneself, sort of, uh, stopping, uh, the competition, which is a part of our society, and, uh, maybe running back into the shelter of the home or running back into an attitude of I can't do it, so the use of trying.

[00:25:02] Mr. McBurney: Do you find, uh-- Excuse me.

[00:25:03] Dr. Fawcett: I'd just like to say that, uh, it wouldn't do to get the idea that withdrawal is always a quiet process because I think we could subsume under that term also the violent reactions and all the rest, which in a sense are the withdrawal of the true emotional feelings of the child-

[00:25:20] Mr. McBurney: I think that, too.

[00:25:21] Dr. Fawcett: -and an expression of the reaction against this feeling of hopelessness. But it-

[00:25:25] Mr. McBurney: Mm-hmm.

[00:25:25] Dr. Fawcett: -it still is, in a sense, a kind of withdrawal, although it's not always quiet and easy.

[00:25:30] Mr. McBurney: And you also-- then you mentioned this, uh, this, uh-- well, I took, I took to be an opposite reaction. The-the aggressiveness it develops in some of these young--

[00:25:39] Dr. McCandless: Well, I think Dr. Fawcett has pointed out that-that in a sense, this may be part of-of a-a withdrawal function. Uh, a child will, um, all withdraw from any attempt to do well in school, for instance, speaking of-of educationally retarded youngsters, but will advance partly because of that withdrawal into being very aggressive, uh, very destructive, uh, possibly concentrating everything on athletics, nothing on his studies. I mean, uh, usually withdrawal in one area means going forward in another.

[00:26:09] Mr. McBurney: Uh, doctor-- uh, I spoke to-- what, uh, what would you-you, this is a difficult question, but how-how-how would you answer, would you-- would you recommend that these, uh, these handicapped children, uh-uh, be kept at home? That-that, uh, that as far as possible, they attend, uh, public schools that they associate with children who do not have such disabilities? What is the-the, uh, direction of therapy so far as the direction matter is concerned?

[00:26:38] Dr. Allweiss: The direction of therapy should be to let this child live as normal a life as is humanly possible, and that these child- these children not be placed in special schools unless there is a specific reason for it. Uh, when, let's take the diabetic camp for the moment. Uh, there we have a camp with maybe 70, 80 diabetic children in, where they learn to, uh, live, uh, how-- the other children have lived with their handicaps, and they can compare their notes and see how other children have, uh, made their adjustments.

But the camp is only a stepping stone for these, uh, children to then go out and be in camps where, uh, where the children do not have diabetes.
[00:27:23] Mr. McBurney: Do-do you think, uh, Dr. Fawcett, that sound advice for people with other disabilities, I'm thinking of deaf children, of blind?

[00:27:30] Dr. Fawcett: It seems to me that all children will profit by finding that they are not alone in this trouble and that there are other people, uh, in the world with the same kind of difficulties. But I would sure wholeheartedly agree with the idea that we should not quarantine these children, but we should give them an opportunity to be excluded into society in general rather than to be included out because of their handicaps.

[00:27:52] Mr. McBurney: You go along with that?

[00:27:53] Dr. McCandless: Oh, I'd go along with that completely. There's certain extremely severe handicaps, of course, where you just like real low-grade metal deficiency. It-it's no possible goal, but where it's humanly possible, these children should be a constructive, ongoing part of society.

[00:28:09] Dick: I'm sorry, gentlemen, but our time is up. You've been listening to a Northwestern University Reviewing Stand Discussion, the Emotional Problem of the Handicapped Child. We want to thank our guests for today, Dr. M David Allweiss, associate in medicine at the Northwestern University Medical School and associate attending in the Department of Medicine, Michael Reese Hospital. Dr. RL Faucet, consultant in the Department of Neuropsychiatry of the Mayo Clinic, and Boyd R McCandless, director and research professor, Iowa Child Welfare Research Station, University of Iowa.

Next week, the reviewing stand will discuss The Impact of Radio and Television on Music. Our guest will be Anthony Donato, professor of Theory and Composition in the School of Music Northwestern University. Harrison Keller, director of the New England Conservatory of Music and President of the National Association of Schools of Music. Raymond Kendall, director of the School of Music, University of Southern California, and Joseph Rosenstock, director of the New York City Center of Music and Drama and director of the New York City Opera Company.

We hope that you'll join us next week for our discussion, The Impact of Radio and Television on Music. The Northwestern University Reviewing Stand is broadcast coast to coast every week as a public service feature of Mutual. Your announcer, Dick [unintelligible 00:29:37]. Today's program came to you transcribed. This is the Mutual Broadcasting System.

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