21. Facets of primitivism (29:27)

Date:
1956
Summary:
Explores some of the motivations which gave rise to primitivism and shows many works done by the primitives or having qualities of the primitive. Reviews the preceding eleven motion pictures of the LOOKING AT MODERN ART series, draws some general conclusions, and suggests avenues for further study of modern art. (WQED) Kinescope.

22. Forward up six (08:24)

Date:
1956
Summary:
Demonstrates through animation, slow motion, and natural photography the positions and movements of "forward up six." Opens with a group of eight dancers performing the introduction to the dance. Shows each pair of dancers, identified by a number, demonstrating the different parts of the dance and how each step flows smoothly into the next. Animation is used to show how the dancers move between couples and around each partner to execute the "forward up six" part of the dance. Concludes with the performance of the dance to a record.

23. Fractures of the humerus (25:52)

Date:
1956
Summary:
Demonstrates using live photography and animation the anatomy, physiology, and mechanics involved in various fractures of the humerus.

24. From atoms to organisms (29:14)

Date:
1956
Summary:
Follows the progression from electrons, protons, and neutrons to atoms, molecules, protein molecules, and nucleo-proteins to cells by means of diagrams, models, and drawings. Discusses the question, "Is their a life element?" (KUHT) Film.

25. Getting Johnny ready for school (29:27)

Date:
1956
Summary:
Surveys the difficult year from five and one-half to six and one-half. Discusses physical development, points out the desirability of pre-school visit, and considers tests of readiness, hearing, and vision.

26. Has Europe a future? (30:27)

Date:
1956
Summary:
Forum delegates attempt to define Europeanism as contrasted to Americanism as they launch this challenging topic of discussion. Talk moves naturally into a consideration of a federated Europe and all five delegates agree on the desirability of a united Europe. In considering sacrifices of individual countries in an effort to achieve this unity, the German delegate points out the cynicism of his teachers about politics—the result of having to admit twice that what they had previously taught was false. Italian and French participants both comment on the lack of instruction in contemporary politics in their school systems.

27. How can the U.N. be more effective (30:19)

Date:
1956
Main contributors:
National Educational Television
Summary:
Delegates from India, Korea, Norway and the United Kingdom thrash out the controversial question of U.N. membership for Red China in a lively discussion during this program. "Actually it is not a question of whether we like a country or its government. The fact is that it—the country—should be recognized," Norway says and the Korean delegate comes back with, "Nations that don’t love peace should not be admitted to the U.N." The conversation swings into a second heated discussion on the effectiveness of competition between the United States and Russia to aid underdeveloped countries.

28. How can the United Nations be made more effective? (30:19)

Date:
1956
Summary:
Delegates from India, Korea, Norway and the United Kingdom thrash out the controversial question of U.N. membership for Red China in a lively discussion during this program. "Actually it is not a question of whether we like a country or its government. The fact is that it—the country—should be recognized," Norway says and the Korean delegate comes back with, "Nations that don’t love peace should not be admitted to the U.N." The conversation swings into a second heated discussion on the effectiveness of competition between the United States and Russia to aid underdeveloped countries.

29. How do American schools compare with yours? (30:22)

Date:
1956
Main contributors:
National Educational Television
Summary:
Delegates representing Australia, Guatemala, Norway and Turkey compare their own schools with those they have come to know in America. Girls and boys split over the value of coeducation with the males in favor and the girls opposed. Says the Australian delegate, "Maybe girls are afraid to let boys find out how intelligent they are." The girls also think American girls are too clothes conscious and suggest uniforms for students. Other comments include envy of the American student's freedom to work part time, lack of respect for the teacher, appreciation of the modern equipment in American schools and surprise at the American custom of "going steady."

30. Inland waterways : in the development of American transportation (16:20)

Date:
1956
Summary:
Shows how the early American need for transportation started the use of waterways to move people and goods and, where natural barriers existed, canals were built. Depicts the growth of the waterways until the invention of the steam engine and development of railroads threatened their usefulness. Points out that the waterways regain their importance by being able to transport large amounts of imperishable goods. Follows a flatboat from Pittsburgh, Pennsylvania, to Brownsville, Texas, as it drops off and picks up barges along the way and shows the utilization of radar, radio telephone, and locks in providing safe transportation.

32. Is there an alternative to war? (30:35)

Date:
1956
Main contributors:
National Educational Television
Summary:
Is fear the main element preventing war at the present time? Is fear an adequate basis on which to build a lasting peace? Is the UN the answer? These are some of the thought-provoking questions which four forum delegates consider in this second program. The teen agers compare their own war experiences, which range from the Italian invasion of Ethiopia to the German occupation of Norway. An ironic coincidence is revealed as the Australian delegate tells how her father was held prisoner in Germany and the German student, in turn, relates his father's imprisonment in Australia.

33. Life today in the Middle East (30:20)

Date:
1956
Main contributors:
National Educational Television
Summary:
The tension between Arabs and Jews in the Middle East is expressed in very personal terms as delegates from Israel, Jordan and Lebanon discuss how the political situation affects their own lives. The young delegate from Israel explains that even the women and girls in her country must know how to handle a gun in case of a full-scale outbreak of hostility between the one and a half million Jews and forty-five million Arabs. However, the unrehearsed discussion also brings out the many problems which Israel and the Arab countries must face in common such as illiteracy, low standards of living and lack of water. The young people express fear of another devastating war arising out of the still tense situation.

34. My image of America (30:36)

Date:
1956
Main contributors:
National Educational Television
Summary:
With frankness and sincerity, the young delegates describe their initial picture of America and the American way of life. They offer opinions formed before arriving in this country for the forum. The Italian delegate criticizes America's "Reader's Digest" mind and the Malayan girl speaks of her disappointment at seeing no flowers or green trees or birds and of her discomfort in the January cold. Drawing upon his knowledge of US soldiers stationed in his country, the Korean describes his impression of America. Although this program does not have the pace and spontaneity of the remainder of the series, the students offer some penetrating criticism of American folkways.

35. New developments in formerly dependent areas (30:26)

Date:
1956
Main contributors:
National Educational Television
Summary:
Of the five delegates represented here, four are from these areas—India, Mexico, the Gold Coast, and the Philippines—while the fifth is the French delegate. Important development activities in the four countries are listed as mass education, village development programs, industrialization and improved agriculture. Delegates also discuss the direct effect of recent important changes in their countries on their own lives. These include independence and free elections in India; World War II and the post-war victory over the Huks in the Philippines: the breaking up of tribal systems and the growing demand for independence in the Gold Coast, and the expropriation of US oil holdings in Mexico.

36. Preparing the home for the baby (29:09)

Date:
1956
Summary:
Introduces and outlines the twelve-program series AT HOME WITH YOUR CHILD. Discusses the baby's need for space in the home and suggests and shows furnishings for the nursery area. Describes some of the uses of various pieces of equipment in the nursery. (WQED)

37. Sibling relations and personality (21:41)

Date:
1956
Summary:
Presents a number of family situations to show that behavior of a child depends on his age and how the development of an individual's personality is affected by many family factors. Portrays examples of children as their behavior is influenced by such factors as the age of the child, illness of a parent, proximity of ages between children, native differences, and attitude of grandparents.

38. Talking sense : do you know how to make a statement of fact? (29:18)

Date:
1956
Main contributors:
Irving Lee, Ed Weiss
Summary:
Distinguishes between statements of inference and statements of fact and discusses the consequences of confusing the two. Illustrates the manner in which most people make declarative statements that are mistakenly assumed to be statements of fact. Shows how behavior is affected when people tend to misunderstand each other and fail to assess situations realistically.

39. Talking sense : the man who knows it all (29:26)

Date:
1956
Main contributors:
Irving Lee, Ed Weiss
Summary:
Considers the consequences of the "disease of allness", an attitude present in the person who implies or believes that what he knows or says about a thing is all that can be said. When "allness" exists, learning is hindered, and tension is likely to develop in human relations. The world of change in which we live makes it impossible to say all there is to say about anything. Failure to recognize this leads to bigotry. (WOI-TV) Kinescope.

40. Talking sense : what is a good observer? (27:41)

Date:
1956
Main contributors:
Irving Lee, Ed Weiss, Ed Wegener
Summary:
Considers the differences between a good and a bad observer and relates these differences to talking sense. Points out that the use of conclusions based on observation of similarities alone results in a limitation of our awareness of the world, while the use of conclusions grounded on observation that also considers differences is a mark of the mature mind.