1701. A breeder in the desert (1:00:56)

Date:
1964
Summary:
The desert plains of central Idaho bore silent witness to many events in history – the coming of the Oregon Trail, the wars between the whites and the Indians, the events of the Old West, Today they are witnessing a change that is far more important – the coming of atomic power. On the lava plains of central Idaho is the National Reactor Testing Station, famous for “firsts” in nuclear energy. Here electricity was first generated from atomic energy and atomic power first was used to light a town. Principles of nuclear submarine propulsion were worked out in “a ship on the desert” in Idaho. “Challenge” visits the National Reactor Testing Station to look at a power plant of the future, a reactor that makes more nuclear fuel than it consumes. The principle is not perpetual motion. This reactor takes the part of uranium that is not fissionable fuel (more than 99 per cent of the total) and converts it into plutonium, a man made element that is a good nuclear fuel. Because the reactor “breeds” plutonium it is called a “breeder” reactor – Experimental Breeder Reactor-II. How this breeding is accomplished, and how fuel for EBR-II is fabricated by remote control, is explained in this program.

1702. Testing for tomorrow (59:54)

Date:
1964
Summary:
Precision and perfection are the watchwords of today’s Space and Atomic Age. Nothing can be overlooked everything must be checked and rechecked before the “go” signal can be given. A crack in a missile’s fuel line, invisible to the human eye, can be disastrous. A defect in an atomic reactor, while not disastrous, can mean costly and time-consuming repairs. This program examines “non-destructive testing”, a new-comer, yet one of the most important engineering techniques. Non-destructive testing is simply a method of examining an object for defects without destroying it in the process. It is unlike other testing methods such as automobile test, for example, in which the vehicle is pushed to its maximum performance before it ends up on the junk pile. The television cameras are at the Metallurgy Division of the United States Atomic Energy Commission’s Argonne National Laboratory, where scientists are using such non-destructive testing techniques as X-rays, gamma rays, and neutron radiography. At Argonne, neutronradiography is an invaluable aid to pinpoint what happens to uranium or plutonium fuel that sustains a chain reaction in an atomic reactor. The knowledge gained through this technique is important in designing the atomic power plants of today and tomorrow. Also shown are the ultrasonic testing methods used to detect imperfections by “bouncing” sound waves through objects that are being tested. One of these methods converts sound waves into electronic signals to show television pictures of hidden defects. The value of these non-destructive testing methods becomes increasingly more important as the tolerances become smaller and smaller for the new atomic reactors, space vehicles, and aircraft engines that are being constructed.

1703. David Rubadiri (29:25)

Date:
1964
Summary:
Presents Mr. Nkosi interviewing poet and educator David Rubardiri of Nyasaland and Kenyan poet Joseph Kariuki. Discusses Rubardiri's personal struggle as a creative writer in an emerging nation and the general state of contemporary African literature. Describes native oral tradition involved in African writing, discusses possible future forms, and examines how African literature is taught in the schools.

1705. Canada in crisis (53:19)

Date:
1964
Summary:
Examines the French-Anglo Canadian controversy and French-Canadian dissatisfaction with the Anglo-Canadian controlled country, and describes the economic, educational, social, and traditional factors that have ignited the conflict.

1706. The future of democracy abroad (59:55)

Date:
1960
Summary:
Mrs. Eleanor Roosevelt hosts this program and discusses solutions to the Congo crisis with several guests including Adlai Stevenson, US Ambassador to the United Nation and G. Mennen Williams, Assistant Secretary of State for Affrican Affairs.

1707. Tonality and modulation (29:42)

Date:
1960
Summary:
In this program Professor Woodworth explains the concepts of tonality (the musical key) and modulation (a shift in key) and their place in composing music. The relations between keys, and the use a composer makes of these relations is an element which must be understood if the symphony is to be fully appreciated. The program ends with a comparison of Haydn and Mozart, showing how their musical styles developed, and giving examples of the work of each.

1708. Classical orchestra : complete (29:39)

Date:
1960
Summary:
A continuation of the discussion of sonority, in which a full orchestra—strings, wind instruments and tympani—displays the musical effects which can be produced by various instruments. The Cambridge Festival Orchestra performs portions of Haydn's First and 80th Symphonies, and Mozart's 33rd and 34th Symphonies, demonstrating not onlytechniques of performance but also how the instruments themselves contribute to the composer's musical structure.

1709. Brahms (29:42)

Date:
1960
Summary:
A return to classical traditions may be considered the hallmark of Brahms' music, declares Professor Woodworth. Brahms himself is reputed to have said that music is a drama in which the only players are musical themes. To implement this, he reintroduced the use of counterpoint, strict construction and an intellectual orchestration based on something more than desire for sonority. These changes, says Professor Woodworth, are apparent in works such as his Third Symphony, which is used as a musical example for this program. Not only is this a new effort in musical composition, it is also an interesting use of a nationalistic spirit in music.

1710. Schubert and Mendelssohn (29:28)

Date:
1960
Summary:
Moving deeply into the German romanticism of the 19th Century, the symphony grew as composers experimented with new methods of orchestration, and an increased expression of feeling and mood. Professor Woodworth illustrates this change as he plays recordings of Schubert's Symphony Number 7, and Mendelssohn's Symphony Number 35. The need to express intense subjectivity in music lead to structural changes in the composition of Mendelssohn's symphonies. This need is one of the key characteristics of German romantic music.

1711. The union man (31:53)

Date:
1965
Summary:
Examines trade unionism in Australia, England, and the United States and pursues in its comparative study what trade unionism has come to mean to Australins.

1712. Nationalism and the symphony (29:37)

Date:
1960
Summary:
As the 19th Century progressed and the spirit of nationalism increased, this new emotion began to affect music as much as other activities. Here Professor Woodworth shows the effect of this spirit on the music of four composers: Dvorak, Mahler, Tchaikovsky and Sibelius. While they adhered to the standard forms of musical construction, they drew their thematic materials from sources such as folk songs and religious music to give their compositions a specifically national flavor.

1713. New possibilities for co-existence (58:51)

Date:
1959
Summary:
The group will examine in depth the implications of coexistence between the Communist and the non-Communist worlds. What are the possibilities for lifting the Iron Curtain, increased trade? How irreconcilable are long term Soviet objectives with free world objectives?

1714. Three men (27:26)

Date:
1965
Summary:
Focuses on the United Nations' three Secretary Generals: Norwegian Trygve Lie, Sweden's Dag Hammarskjold and U Thant of Burma. Interspersed with film excerpts, photos, and commentary, the show also includes an interview with General U Thant and Andrew Cordiers, Dean of Columbia University's school of international affairs.

1716. The classical first movement (29:38)

Date:
1960
Summary:
To begin a series on the symphony, states Professor Woodworth, one must start at the beginning, with the first movement of the piece. In the classical symphony, the first movement introduces all the musical elements which will be present throughout the four movements of the work. Using the first movement of Mozart's 34th Symphony as an example, Professor Woodworth explains the musical concepts of exposition, recapitulation and coda. He ends by remarking, "A symphony is a structure of sounds in motion in time. It conveys no specific ideas other than musical ideas."

1717. Walter Piston, Symphony no. 3 (29:39)

Date:
1960
Summary:
A third kind of American musical composition is the subject of this program. Contrasted with the strongly emotional and nationalistic music of Harris, or the attempts at a resolution of the national-universal conflict in the music of Copland, is the music of Walter Piston, which, the composer explains, is "not intended to convey other than musical ideas." Professor Woodworth uses Piston's comment as a key to understanding his music, and shows by the use of visual aids and recordings how Piston has contrived to write a classical symphony in modern idiom. The use of orchestration, tonality and rhythm supports his efforts to write vital and dramatic music devoid of representational elements, says Professor Woodworth, and he demonstrates these points by examples drawn from Piston's Third Symphony.

1718. Roy Harris : Symphony no. 3 (29:43)

Date:
1960
Summary:
In this program the new developments in American music are introduced through a study of Roy Harris' Symphony Number 3. Professor Woodworth interprets this music in terms of a growing American nationalism which express such American problems as the will to succeed, the desire for spiritual assurance, and the materialistic conflict in musical terms. Harris’ rejection of the techniques of Stravinsky, and his return to Baroque musical forms influences all of his music, and particularly this Symphony. Professor Woodworth plays recorded portions of this work to demonstrate some of the unique characteristics of this form of American music.

1719. Introduction to the 20th century (29:37)

Date:
1960
Summary:
As the 20th Century opened, symphonic composers faced, among other things, a conflict between nationalism and internationalism. Still nationalist in orientation, says Professor Woodworth, are composers such as Vaughan Williams, while partaking of the new spirit of internationalism is the work of the composer Honegger. But despite this new spirit, the basic construction of the modern symphony remains the same as it was originally conceived in the middle of the 18th Century.

1720. The grand plan (29:40)

Date:
1960
Summary:
"The understanding of music consists in the responding to music in its own terms." This quotation from music critic Thomas Serret is the keynote not only to this program but also to the whole series. At this point, Professor Woodworth gives a careful and complete analysis of the first movement of Beethoven's Second Symphony. The separate parts of the movement --introduction, exposition, development, recapitulation and coda --are present in almost all first movements of almost all symphonies. Though the idioms or specific ideas may vary, this musical plan has survived for some two hundred years thanks to its symmetry, unity, variety and beauty, explains Professor Woodworth.

1721. This question of color (55:07)

Date:
1965
Summary:
Talks about a new anti-discrimation bill going before Parliament. This episode is seen through the eyes, experiences and observations of Sha Jahan, 23 of Pakistan and Rudy Kizerman, a young British subject from Barbados. Discusses hostility towards many Indian, Pakistani and African immigrants and social aspects of race in the country.

1722. The wind band in the classical orchestra (29:39)

Date:
1960
Summary:
Professor Woodworth demonstrates the importance to the composer of the various kinds of sounds made by different musical instruments. He uses the wind instruments as examples, drawing on members of the Cambridge Festival Orchestra who perform passages from works including Haydn's Military Symphony, three pieces by Beethoven including a passage from his Sixth Symphony, and Mozart's Symphony Number 41. The arrangement of instruments, the uses to which they can be put, and the varied effects of solo and group performance are elements in a study of sonority which is the subject of this program.

1723. Beethoven : Eroica and Pastoral (29:45)

Date:
1960
Summary:
Professor Woodworth begins the program by declaring that Beethoven's "Eroica” and "Pastoral" Symphonies are examples of Whitman's line, "It is not the sounds alone that move, but their exquisite meaning." The French Revolution, liberation from tyranny, equality, fraternity, heroism—these, says Professor Woodworth, were present in Beethoven's mind when he wrote the Third Symphony and named it "Eroica." Yet it—like the Sixth or "Pastoral" Symphony which took its theme from a holiday in the country—follows strict musical and compositional forms and can be understood even without an acquaintance with the pictorial or poetic background which influenced them.

1724. The development of musical ideas (29:39)

Date:
1960
Summary:
Professor Woodworth uses this program to introduce some general principles of musical composition, illustrating his remarks by examples from Haydn's Symphony Number 102. He explains how musical ideas are developed, how they are used and recognized in composition, and how they can be transformed and manipulated within the structure of the movement. Diagrams, and rear-screen projections of the score are used in this program.

1725. Finale (29:42)

Date:
1960
Summary:
In this last program Professor Woodworth summarizes the points he has made in the course of the series. Then, as a climax to the study of the symphonic form, Professor Woodworth conducts the Cambridge Festival Orchestra in a performance of the final movement of Mozart's Symphony Number 38, and then in a complete performance of Prokofiev's Classical Symphony, showing the transition from the 18th Century to modern music.

1726. The classical achievement (29:38)

Date:
1960
Summary:
This program is a summation of the first development of the symphony as conceived by Haydn, Mozart and the early Beethoven. The examples used to show this development include the Minuet and Trio of Mozart's 39th Symphony, and the finales of Haydn's Symphony Number 102, Mozart's Symphony Number 41, and Beethoven's Symphony Number 1. Musical ideas and their development are explored in terms of a consistent classical pattern.

1727. The orchestra expanded (29:46)

Date:
1960
Summary:
The Cambridge Festival Orchestra joins Professor Woodworth in a consideration of the romantic expansion of the orchestra. The brass choir in Beethoven's hands developed tremendously, and this was picked up and carried on by Mendelssohn, Brahms, Mahler and Tchaikovsky. Woodwinds and percussion instruments were also increasingly used to obtain special effects. Examples of this development are played, and at the end Professor Woodworth and the orchestra perform portions of two contrasting 20th Century Symphonies—Sibelius' Symphony Number 5 and Piston's Symphony Number 3—both of which used instrumentation to convey special moods.

1728. Crime and delinquency (1:29:19)

Date:
1959
Summary:
Huston Smith interviews Dr. Bertram Beck and Dr. Margaret Mead at the American Museum of Natural History, on the subject of our country’s alarming rise in violence and deviant behavior. Are other countries witnessing comparable increases in crime? What are the causes of the rise in America, and what can be done about the situation? Special attention is given to the new problem of suburban delinquency.

1729. The cerebral palsied child (1:00:45)

Date:
1959
Summary:
Discusses the special problems faced by the child with cerebral palsy and explains how physical disability, psychological problems, mental subnormality, and the great number of clinical types adds to the complexity of this affliction. Uses filmed sequences to show the problems faced by many parents whose children are afflicted, and stresses the importance of cooperative teamwork by psychologists, physicians, therapists, social workers, teachers, and parents. Features Dr. William Cruickshank of Syracuse University.

1730. The overthrow of social democracy (30:04)

Date:
1961
Summary:
Immediately after the overthrow of the Czar in 1917 the Kerensky government was formed, the short-lived and only democratic national government Russia has ever known. Dr. Sworakowski provides a detailed and carefully analyzed description of the reasons why Kerensky’s government fell so quickly. He also reads a letter from an eye-witness of the overthrow. Again, dramatic episodes alternate with commentary and narration over photographs and documents, as a picture of Lenin’s strategy and attack in the November Revolution is built up.

1731. The new colonialism : the Soviet Union (29:20)

Date:
1960
Summary:
In this program, Stoessinger points out the continuity of imperialism from Czarist Russia to Russia today, Russia’s attitude toward nationalism being that it should be ruthlessly crushed. The Soviet’s techniques of empire building are several including playing nationalistic groups against each other and exploiting anti-fascist resistance to its own gain. In the past, nationalism has caused many blocks to Communism and they have constantly had to change their techniques. A former Albanian freedom fighter is interviewed.

1732. An Honest Day's Work for an Honest Day's Pay (29:19)

Date:
0000
Main contributors:
See Other Contributors
Summary:
Discusses business and labor in terms of the formulation of public policy. Considers the questions of denomination of the two parties by either of these interest groups. (KETC) Kinescope.

1733. African nationalism and prejudice (29:25)

Date:
1959
Summary:
This program concentrates chiefly on racial prejudice as exhibited in South African and the United States. The panelists consider topics which include: How does race prejudice begin? Can it be justified? Are apartheid and other forms of racial segregation defensible? What role does education play in removing the causes of prejudice? What are the prospects for the end of prejudice, and how do individuals from different parts of the world view the current situations? Participants: Nii Tettah Quao, Ghana; Constantinos Fliakos, Greece; Marita Wessels, Union of South Africa; Cora Brooks, United States.

1734. Education (27:11)

Date:
1954
Summary:
Delegates from Australia, the Union of South Africa, and the Gold Coast discuss the problems of education both in the United States and abroad. Each of the delegates to the forum was the guest of a school during his twelve-week stay, and during that time, each had a good opportunity to gain first-hand knowledge of the American school system. One of the students attended a private school here, while the other two attended public schools. Like the blind men who "see" the elephant with their hands, and then attempt to describe it, each of the three has a somewhat different impression of school life here. However, each of the schools which they have attended seems rather typical of one trend or another in American education. In discussing education in this country, they deal with, among other problems, the question of objective as opposed to essay-type examinations, private and public schools, and the differences between the standards in wealthy and less prosperous communities. Both of the delegates from Africa seemed to feel that, while American students are fairly well-versed on the history and problems of Europe, they seem to know comparatively little about other sections of the world. The exchanges between the delegates from the Union of South Africa and the Gold Coast concerning segregation are interesting. Since two of the participants are from the English Commonwealth, it was inevitable that there should be examination of the educational problems growing out of colonial rule.

1735. The black soldier (26:54)

Date:
1968
Summary:
Traces the history of the black American's participation in the armed forces of the United States, from the Revolutionary War to the war in Vietnam. Reveals little known facts about blacks such as segregation in the military prior to 1947, the first soldier to fall in the Revolutionary War was black, black soldiers were the first to receive the Croix de Guerre in World War I, and over 1,000,000 Negroes served in World War II. Points out that black soldiers have served in the American wars, whether they were accepted socially or not.

1736. The white South : two views (59:51)

Date:
1963
Summary:
During this hour-long program, NET continues its examination of the civil rights issue by presenting two separately produced half-hour segments which probe the attitudes of white southerners whose views on segregation are at opposite ends of a spectrum. Part I "The Southern Conservative," offers interviews with a cross-section of pro-segregationists, while Part II, "The Southern Liberal," features interviews with a number of southerners who favor integration.

1737. Breaking Habits (29:28)

Date:
1956
Summary:
Discusses and illustrates some principles that can be applied in the breaking of habits with specific application to smoking and alcoholism. Points out that to break a habit, one must know what needs the habit satisfies, must have a strong urge to break it, and must practice the new ways of satisfying the needs formerly satisfied by the habit. (KOMU-TV) Kinescope.

1738. The Kachi-Kachi Mountain (29:48)

Date:
1959
Summary:
This is a fairy tale about a mischievous badger who plays tricks upon a friendly rabbit. We learn how he was taught a lesson and never again played pranks. Mr. Mikami illustrates this tale with brush painting of a rabbit and badger.

1739. Jewish philosophy of education (29:47)

Date:
1961
Summary:
Explains that the Jewish view of education is based on the Jewish view of man. Man may be limited and small, but he can grow toward God because something in him corresponds to God. Answers objections and comments on a Friday night scene in a Jewish home. Featured personality is Eugene B. Borowitz, national director for the Union of American Hebrew Congregations.

1740. Industry (29:25)

Date:
1958
Summary:
Discusses practical applications of nuclear energy in industry. Stresses the use of radioactivity in determining the age of the solar system, the age of an ancient site in Texas, and in solving the sewage disposal problem in Los Angeles.

1741. The smoke-filled room and Mr. Throttlebottom (29:17)

Date:
1956
Summary:
Discusses the national party convention as a nominating device. Considers control of the convention, the convention as a "sane" method for choosing candidates, and the nomination of the vice-presidential candidates. (KETC) Kinescope.

1742. Paul J. Tillich : religion and psychotherapy (29:19)

Date:
1961
Summary:
This program provides the viewer with some highly interesting comparisons between psychology – in particular, Freudian psychology – and Tillich’s interpretation of man’s nature. The major point developed is the difference between Freud’s and Tillich’s definitions of anxiety. Freud, says Tillich, believed that anxiety can be eradicated, whereas I (Tillich) believe anxiety is an inescapable part of man’s nature. Although psychoanalysis is helpful to a man seeking to understand his own personality, it does not help him to come closer to an understanding of the nature of God. This latter is rather the province of religion, and man’s understanding of God is a direct result of his having faith. As the conversations ends, Dr. Tillich explains that many mental illnesses are caused by uncertainty about the meaning of life. To understand one’s existence, he says, one must have faith. This, in turn, is achieved by constant inquiry, doubt and anxiety about one’s basic beliefs.

1743. Rank and file (17:09)

Date:
unknown/unknown
Summary:
Segment from episode 20 of Black Journal. Points out that discrimination within labor unions restricts minority membership, thus perpetuating the existing power structure. Notes that minorities in the New York local of the Transport Workers Union are trying to overcome discrimination by forming their own union. Indicates that although the TWU organizes on Transit Authority property, other groups are not allowed to do so.

1744. China : shadow on the summit (59:26)

Date:
1960
Summary:
Charles O. Porter, Blair Fraser, Zbigniew Brzezinski, and Saville Davis and Eleanor Roosevelt consider the inclusion of China in disarmament talks, the future of Chinese-Soviet relations, and possible changes in the United States' foreign policy on China.

1745. The Happiest Snowman Ever (15:00)

Date:
1958
Summary:
Dora teaches the audience about how snowflakes grow in size as they fall through the sky. Shows how to make a snoman puppet out of a paper bag and how to cut out various shapes of snowflakes.

1746. At the bottom of the pond (15:03)

Date:
1958
Summary:
Fignewton Frog (puppet) and Dora (person) tell the story of the Caddis Fly using a "Make - Do Theatre" style, which requires the storyteller to construct the puppets before telling the story. Features the following books: "Let's Read About Insects", "The Pond World: Adventures in Seeing", and "The Adventure Book of Insects".

1747. Beatrice Bat and the Beautiful Necklace (15:06)

Date:
1959
Summary:
Fignewton Frog (puppet) and Dora (person) tell a story about a bat named Beatrice who buys a beautiful necklace but gets sick due to trying to sleep right-side-up so as to keep the necklace on. Gives basic information about bats and enforces the idea that sleep is important.

1748. The "Nest Beautiful" Contest (15:10)

Date:
1958
Summary:
Fignewton Frog (puppet) and Dora (person) tell a story about a contest put on by the fictional magazine "Nest Beautiful" for the best picture of a bird's nest. They then recommend books about birds for children that can be found at the library. Includes drawings by Robert Robison.

1749. Percival Leads the Parade (15:14)

Date:
1958
Summary:
Dora shows how to make a penguin puppet out of a clothespin. The Make Do Theatre production tells the story of Percival Penguin who always lands on his head when coming out of the water. He has a special hat he wears and to keep it dry, keeps his head above water and in doing so lands on his feet.

1750. The Long, Long Trip (15:16)

Date:
1958
Summary:
Some birds do not spend the winter in their northern homes. Dora shows how to make a simple bird puppet and then she and Fignewton Frog use the make-do theatre to tell the story of the bird who was too lazy to fly south and how he bought a fur coat to stay warm through the winter.