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Tells the story of the lumber frontier of the Midwest in the region west and south of Lake Superior. Describes the living conditions of the lumberjacks. Explains how the indiscriminate cutting of the forests led to the demise of lumbering in the Midwest.
Discusses Dutch holdings on the Hudson, in the East, and in Brazil. Appraises the Dutch efforts at empire building and governing. Relates Henry Hudson's discovery of the fur-rich Hudson valley in his search for a Northwest passage. (KETC) Kinescope.
Discusses the use of pre-symbolic language in furthering communication. Defines and illustrates the function of social language. Shows how social conversation enlarges the possibility of friendship and communication.
Shows how to choose a job by first knowing one's self as revealed by performance in intelligence, aptitude, and personality tests, by learning the characteristics of different jobs, and by fitting these two together. Illustrates these steps by following a series of counseling sessions between a counselor and a counselee. (KOMU-TV) Kinescope.
Bash Kennett tells some unusual anecdotes about dogs in our history and then visits various places to watch today’s sheep herding dog, a retriever and a pointer. She visits a dog who can spell. Songs include “Old Blue” and “Where, Oh Where Has My Little Dog Gone."
When properly handled in the laboratory, radioactive materials constitute little danger. This program shows the precautions used in working with radiation as well as the research carried on at Argonne to gain more knowledge about handling radiation. “Hot Caves” (a cave is a radiation chamber) using mechanical slave manipulators, caves using the only electronic manipulators in the country, and giant caves using heavy duty manipulators illustrate the safety methods mentioned. Another demonstration outlines the method used to dispose of radioactive waste material. Guests are Stephen Lawroski, director of the Chemical Engineering Division and Coordinator of Engineering Research and Development, and Victor Munnecke, assistant director of the Chemical Engineering Division.
Discusses World Enough and Time by Robert Penn Warren. Outlines the plot, briefly sketches the characters, and appraises the literary form of this novel. Identifies and examines ides embodied in this work and indicates the author's serious concern with them. (Syracuse University) Kinescope.
This is the first lesson on how to write a clear and forceful sentence, whether in a lyric poem or in a technical report. Examples of good sentences are read from Poe, Conrad, Lamb and others.
Discusses five devices for putting power into sentences. Includes (1) arranging words in order of importance, (2) keeping the main idea in the main clause, (3) keeping the minor clause at the beginning, and the major clause at the end, (4) keeping the reader in suspense until the end, and (5) arranging words in an unnatural order. Examples of simple, powerful sentences are read.
Describes and compares the extent and variety of American business with other countries. Appraises the importance of imports to the American economy and of our exports to the economies of other countries. Explains the trade story through the use of blocks.
Dr. Joel Hildebrand discusses the limits of predictability. Illustrates the nature of what is knowable and unknowable with the use of a swinging compound pendulum and an explanation of various properties of electrons. Points out how strict causality has been replaced with the concept of probability. (KQED) Film.
Reviews our use of labels to classify people when these labels actually refer to but one characteristic of a single person. Points out the way in which we tack many other ideas onto these labels and form stereotypes. This is illustrated when several people are brought before a group and the group is asked to make choices concerning their occupations from a list provided them.
Discusses how prejudice might affect our actions, and points out that it is one of the most important of all the false impressions that occur within us. Demonstrates, with a group of students, how prejudice is promoted through "labels" which people attach to certain individuals or groups.
Discusses various levels of understanding of art in terms of visual, historical, and esthetics elements. Explains such terms as abstraction, cubism, futurism, and shows examples of each. Demonstrates the importance of the background of the viewers in his reaction to painting by analyzing the expressed likes and dislikes of five college teachers. (Hofstra College and WOR-TV) Kinescope.
Dr. Maria Piers discusses different ways parents can keep a child's fears of hospitals, doctors and nurses to a minimum. She talks about different coping methods for parents and children while a child goes through hospitalization.
Bach, Johann Sebastian, 1685-1750. Passacaglia, organ, BWV 582, C minor.
Summary:
Introduces four major choreographers--Martha Graham, Doris Humphrey, Charles Weidman, and Hanya Holt--who revolted against the conventions of ballet to produce American modern dance. Employs film clips and still photographs taken in 1934 to show the dancers and their teachers during the beginning days at Mount Bennington College. Each choreographer explains her/his view of the meaning dance should have within the arts. Includes a full production of Doris Humphrey's Passacaglia by the American Dance
Indiana University, Bloomington. Audio-Visual Center
Summary:
Features Allen Ginsberg and Lawrence Ferlingetti, outspoken contemporary poets, and studies their poetic engagement and direct involvement with events in the contemporary world. Depicts the two poets in various settings in San Francisco such as the San Francisco City Lights Bookshop. Offers a reading of poems and excerpts of such poems as "Who to be King to," "From New York to San Fran," "The Guru," "Howl and Other Poems," "Notes for Howl and Other Poems," "Dog," and "The Situation in the West."
Indiana University, Bloomington. Audio-Visual Center
Summary:
Depicts Michael McClure, an experimental poet who has written in many styles, and Brother Antoninus, a Dominican lay brother who is distinguished as a poet because of his unique combination of poetry reading and dramatic encounters with his audiences. Touches upon McClure's use of hallucinogenic drugs for achieving poetry that speaks directly out of the emotions and his experimental system of developing poetry through the use of words printed on cards which are shuffled to create poems at random. Places the viewer in the audience during one of Brother Antoninus' celebrated readings.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Probes the characteristics distinguishing Black Humor from other literature. Explores its historical perspectives and present forms. Illustrates a series of line drawings while a synopsis of Friedman's novel Stern is read.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Opens with an interview involving Nkosi, Soyinka, and featured guest, Achebe. Focuses on the craft and work of Achebe himself and questions whether he deliberately avoids passing moral judgment. Shows Achebe discussing the influences which have shaped his artistic life and recounting experiences from a U. S. visit. Closes with an examination of the traditional novel and a possible new African novel form.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Introduces Claes Oldenburg, his studio, and his reasons for doing what he does. Shows how he works and presents many examples of his works, from plaster and enamel sculptures of food and clothing to his "soft sculptures" of ordinary household objects and furniture in canvas and vinyl. Depicts the opening of his major exhibition at the Sidney Janis Gallery in New York.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Traces the development of American jazz dance, from tap dancing through the stylized theatrical form of the 1900s and orchestrated jazz of the Thirties, to the cool, abstract music of the Sixties. Demonstrates the basic steps of tap dance (sand, shuffle, waltz clog, time step, buck and wing) as performed by Honi Coles. Presents Paula Kelly, Dudley Williams, and William Luther dancing to "Storyville, New Orleans" and the music recorded by Jelly Roll Morton, and Grover Dale and Michel Harty dancing in "Idiom 59" and to recorded music of the same title by Duke Ellington. Presents John Butler's choreography of music by Gunther Schuller (variations on a theme by John Lewis, ("django") danced by John Butler, Mary Hinkson, and Buzz Miller.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Documents the creation of a ballet, "Lovers," by Glen Tetley as well as an exploration of the costumes, music, storyline, choreography, stage sets, and people involved with the production itself. Illustrates what goes into a production of this nature and the integration of the parts into final performance. Shows the people involved during practice, in their studios and homes, and during the final performance on stage.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Examines French African literature and the concept of "negritude," the idea of a unique African collective personality. Visits a classroom in Nyasaland, where the teacher-poet Rubadiri discusses Soyinka's poem "Telephone Conversation." Presents President Senghor of Senegal, also an admired poet, who speaks on the concept of "negritude." Closes with an interview of Dr. Fonlon in Cameroon, who discusses dangers facing African literature.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Introduces the personalities and works of Denise Levertov and Charles Olson through their readings and approaches to poetry. Shows Levertov in her home where she discusses her reasons for becoming a poet, her methods of work, and reads "Life at War," "Losing Track," "The Ache of Marriage," and "Two Angels." Visits Olson in his home where he describes and analyzes his concept of open verse composition and recites several of his poems, including "Letter 27 Maximus to Dogtown," and "The Librarian."
Indiana University, Bloomington. Audio-Visual Center
Summary:
Demonstrates how the campus industrial recruiting at the University of Connecticut resulted in confrontation between student activists and the University president. Uses two camera crews working independently to show simultaneously the philosophies and strategies of both sides. Depicts how the students' attempt at a peaceful protest was met by police who read the riot act and made arrests. Shows the president conversing with other administrators, and questions whether the use of force was appropriate.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Provides an opportunity for the viewer to compare the personality of Dorothea Lange, photographer-artist, with her work. Many of her photographs are presented; these cover various periods, such as the depression, World War II, and the growth of the urban sprawl in contemporary California. Lange is shown in her home as she states she is convinced the world is not being truly photographed at all today. To the present generation of photographers, she proposes a new photographic project with the cities of America as the subject--to be done on a scale comparable to that of the Farm Security Administration Photographic Project of the thirties.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Provides a close view of Dorothea Lange and her photographs, enabling the viewer to share her deep involvement in her work and her philosophy as a photographer. Looks in on Lange as she prepares for a one-woman exhibition of her work covering the past fifty years and comments on the reasons and emotions that have moved her to photograph particular scenes. Represents, with her death in October, 1965, a memorial to her and to the despair and hope which she captured so well in her documentary photographs.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Presents an interview with exiled South African essayist and short story writer, Mphahlele, who discusses the advantages and disadvantages of a writer in exile. Reveals that he feels he has absorbed both the European and African traditional ways of life but shows he remains gloomy about creative writing in a divided society. Discusses the author's autobiography and the impact of emerging African literature.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Introduces the personalities and works of Frank O'Hara and Ed Sanders through their readings, environments, and approaches to their medium. Presents O'Hara reading "To the Film Industry in Crisis," "The Day Lady Dies," "Song," and "Having a Coke with You." Visits O'Hara's bookstore while he discusses his pacifism, literary rock-and-roll, his interest in filmmaking, and the content of some of his poetry. Shows Sanders in the Lower East Side neighborhood of New York where he lives, in his bookstore. Describes an experience of his and the poem "Cemetery Hill" which came out of this experience.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Depicts Frank Stella and Larry Poons, two young New Abstractionists, in their studios painting and discussing their work.Concludes that these artists have instituted an innovation by exploiting repetition, emptiness, and monotony to produce their abstract works. Describes Stella's productions as high geometric polygons and Poon's current work as a counterpoint of dots on canvas.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Examines the recent political and economic developments in Guyana, South America, where a system of cooperatives has been initiated by the government. Explains that after winning independence in 1966, Guyana nationalized the bauxite industry, hoping to make the cooperative the dominant sector of the economy. Includes interviews with Prime Minister Forbes Burnam who describes such repercussions encoutered during the nationalization as alleged equipment sabotage by ALCAN and trade sanctions by its sister company, ALCOA.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Attempts to reveal the personality of Hart Crane through his books and papers, and through interviews with his friends and associates. Presents the views of Malcolm Cowley, Waldo Frank, Gorham Munson, and Peggy Baird. Presents readings of several of Hart Crane's poems by actor Gary Merrill.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Introduces the abstract expressionism of Jack Tworkov and his feelings about the meaningfulness of his work, along with a description of the events which led him to become an artist. Presents him working on a painting, discussing his interest in producing what he calls organic form or shape by using a straight line and changing its contour while keeping its origin and end points the same. Shows several examples of his long-stroke abstract paintings which established him as one of America's major contemporary painters.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Presents the pop artist Jasper Johns in an interview in which he discusses his ideas about art; interspersed with scenes in which he is working on various works. Shows some of the flag paintings which anticipated the pop art movement of which he is one of the fathers. Includes examples of his subject matter--targets, flags, numbers, words, and maps. Depicts him working with encaustic medium in which the pigments are mixed with molten wax.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Introduces Jim Dine discussing his works and explains how they represent his life through the things familiar to him. Traces his artistic development through various periods: his "tie" period, his "cool" period, his "bathroom" period, and his "child's room" period, his "palette" period, and his "sculpture" period with his furniture-sculptures. Presents Dine in a short "happening" during which he explains that happenings developed out of the artist's need to speak more directly with the viewer.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Discusses the beliefs, concepts, and attitudes which have influenced the novels of John Updike. Presents several selections from short stories read by the author and accompanied by scenes which depict the narration.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Uses interviews with prisoners, students, defense attorneys, and others to examine black justice in American courts and prisons. Presents the views of prisoners in San Quentin and Soledad on the racist and dehumanizing conditions within both prisons. Emphasizes the cases of Angela Davis and the Soledad Brothers.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Documents the economic and educational plight of the Negro tenant farmers in the southern United States. Shows that in spite of hard work in the fields, the tenant farmer, who earns on the average less than $1,000 a year, can provide his family with only the most meager existence. Demonstrates that he is constantly in debt to the white land-owner, his children cannot escape because the schools for them are hopelessly inadequate, and that the Negro tenant farmer's only hope is the recently obtained right to vote.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Interviews objectivist poet Louis Zukofsky as to the form and philosophy underlying his poetry, the circumstances under which his first poem was published, and several unique aspects of his poetry. Points out that while Zukofsky is not widely known, his poems and writings about poetry have had an important influence on his own and later generations. Includes readings of several of his works, such as "The," "Section Nine of 'A'," and "Bottom on Shakespeare."
Indiana University, Bloomington. Audio-Visual Center
Summary:
Records the history of the late Dr. Martin Luther King's "Poor Peoples March." Shows him conferring with aides, traveling to solicit support, and developing the operational details of the March. Ends documentary earlier than planned because of slaying of Dr. King.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Introduces Kenneth Noland and Morris Louis, known as color-field painters among the New Abstractionists. Discusses their attitudes toward their works, and the factors and people influencing them. Shows examples of their works and those of Helen Frankenthaler.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Presents a discussion between Philip Roth, novelist and professor of English at the University of Pennsylvania, and Jerre Manginne concerning Roth's stories and plays. Illustrates the relationship of his work to that of Saul Bellow, and discusses his reactions to critics' reviews.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Presents a discussion between Philip Roth, novelist and professor of English at the University of Pennsylvania, and Jerre Manginne concerning Roth's stories and plays. Illustrates the relationship of his work to that of Saul Bellow, and discusses his reactions to critics' reviews.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Interviews Richard Wilbur and Robert Lowell (Pulitzer Prize winners) and explores their interests in poetic expression, and the origins of the ideas in their respective poems. Presents Wilbur reading "On the Marginal Way," "Love Calls Us to the Things of This World," and "Advice to a Prophet." Shows Lowell reading "Water," "Soft Wood," "A Flaw," "Fall, 1961," and "The Opposite House."
Indiana University, Bloomington. Audio-Visual Center
Summary:
Provides a candid view of poet Robert Creeley in his home and introduces his poetry. Presents him describing the influences of other literary figures on his works and explaining his own method of working. Includes readings of several of his poems, such as "La Noche," "The First Time," "The Place," and "Someplace."
Indiana University, Bloomington. Audio-Visual Center
Summary:
Studies the return of romanticism to contemporary poetry through the poetry of Robert Duncan and John Wieners. Presents Duncan reading several poems, including "The Architecture," and excerpts from "A Biographical Note" and "A Statement on Poetics." Shows Wieners, a student of Duncan, reading "A Poem for Painters," "Cocaine," and an excerpt from an unpublished prose work.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Examines several of Robert Rauschenberg's works, including "Oracle," a piece of "radio-sculpture," scenes from his theatrical works "Spring Training" and "Pelican," and a painting called "Barge." Discusses why, at the peak of his fame as a painter, Rauschenberg stopped painting altogether and how he feels about his art. Includes a discussion by Leo Castelli, an art dealer and friend of Rauschenberg, about the artist as a person and the significance of his works.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Introduces the humorist S.J. Perelman and his opinions on a wide variety of subjects. Discusses the authors who have influenced him and the reasons why a writer must imitate somebody. Concludes with a talk about reading, F. Scott Fitzgerald, travel, and Nathanael West.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Provides a close look at the work and creative philosophy of Sam "Lightnin" Hopkins, who has been singing and playing the blues for over fifty years. Recreates through the many songs he sings, a picture of "Lightnin's" life. Includes segments of his on-campus performances at the University of Houston and Notre Dame.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Interviews noted Indian film maker, Satyajit Ray, whose films have been analyzed as containing themes of conflict between the old and the new India. Explains that Ray sees Western societies as mechanized cultures in which people are not their own masters. Shows that his main objective is to make his audiences see and think about issues such as poverty and politics.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Presents a view of a Louisiana cooperative operated entirely by blacks. Explains that the Southern Consumers' Cooperative, organized originally as a farming enterprise, now includes a shrimp boat, a loan company and a gas station, and has expanded into a manufaturing role of producing candy for large chains.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Examines Richard Lippold's approach to the relationship between the artist's experience and the way in which he shapes it into its own organic form. Presents Lippod, a musician as well as sculptor, in his studio at the organ, and continues with some of his sculpture, including "The Sun." Shows shots of the sun and light in objects, people, animals, birds, and the sea as the types of experience providing inspiration to Lippold in creating "The Sun."
Indiana University, Bloomington. Audio-Visual Center
Summary:
Examines a number of opinions of Negro leaders as to the way the Negro should operate in his search for equality. Includes interviews with Elijah Muhammed of the Black Muslims; Daniel Watts, editor of Liberator magazine; Jimmy Garrett from the Congress of Racial Equality; Fannie Lou Hamer, one of the founders of the Mississippi Freedom Democratic Party; John Lewis, the co-founder, and Julian Bond of the Student Non-Violent Coordinating Committee; Andrew Young of the Southern Christian Leadership Conference; and Bill Epton, candidate from the Progressive Labor Party.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Illustrates discrimination against blacks both on and off U.S. military bases. Emphasizes that prior to the Vietnam War, there were no blacks in Saigon, but now a black man often is labelled "nigger." Points out that white soldiers can wear cowboy clothes and listen to country and western music, but dashikis are illegal for blacks and soul music can start a barracks brawl. Includes on-location interviews with black servicemen and Pentagon officials.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Illustrates Edward Weston's philosophy of photography and life through his writings, which he called "Daybooks." Relates the feelings of the photographer as photographs are presented from Weston's soft-focus period, his abstract photographs, and his work done in Mexico. Evaluates Weston as an artist through discussions by two of his sons, his second wife, and one of his former students.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Illustrates Edward Weston's philosophy of photography through his photographs. Includes photographs from his study of Point Lobos, California; his record of California and the western United States; portraits of his cats; and samples from his satirical series and his civil defense series.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Discusses the Standing Committee, functions of the Committee system, and the role of the majority and minority leaders in congress. Presents opinions on seniority and the selection of committee members and officers. Features Dr. John T. Dempsey, Professor of Political Science, University of Detroit, and members of Congress. (WYES-TV) Film and kinescope.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Brings together four prominent Negro leaders who discuss American Negroes' movement for racial and social equality, and their own motivations, doctrines, methods and goals. Features Negro leaders James Baldwin, Malcolm X, Martin Luther King, and Dr. Kenneth Clark as host.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Investigates some of the ways in which man is influenced and changed by society. Demonstrates the effect of group pressure to conform and shows the consequences of publicly stating ideas contrary to one's private beliefs.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Presents several interviews with Vladimir Nabokov, during which he talks freely about his life and work, his feelings about what the literary masterpieces of this country are, and what he thinks of American writing. Discusses the way he writes, and his past. Shows him informally walking about the village of Montreux, Switzerland, collecting butterflies and playing soccer and chess. Closes with a discussion, by Nabokov concerning his forthcoming novel.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Presents Nkosi and Soyinka in Accra interviewing Professor Abraham, philosopher and author of The Mind of Africa. Focuses in detail on the function of the writer in Africa.
Indiana University, Bloomington. Audio-Visual Center
Summary:
Documents the life and work of William Carlos Williams, poet, Pulitzer Prize winner, and physician. Illustrates his work with selected readings from letters, poems, and the autobiography of the poet. Shows still photographs of the poet as a young man and in his later years with his son, also a physician, practicing medicine in the local hospital.
The last meeting of the Herald Tribune Youth Forum was a meeting of the complete group at the U.N. General Assembly hall. Episode nine deals more or less with world problems. The role of the U. N. in world affairs is considered, particularly the problem of colonialism and the U. N.s ability to regulate trusteeships and mandates. The problem of "power politics", and the necessity to align with one side or the other, is presented by Vangala Ram, the delegate from India: "The only real moment of strangeness I recall was during a conversation about world politics. The participants seemed to think that the only powers worth considering in today's world are the U.S.A. and the U.S.S.R." Peter Hudson of the United Kingdom later countered this, saying: "Today neutral countries are not the strong countries. They use neutrality to justify their weakness, either because they don't want to be strong or because they are too small to be strong."
The delegates tell about their reactions to their visit, and discuss the attitudes that they have formed while here. The students represent Switzerland, Japan, Thailand, Jordan, and Norway
This series, aired from 1954 through 1958, is built around the annual New York Herald Tribune World Youth Forum, which hosts approximately thirty foreign high school students from around the world in the US. The World Youth Forum features the high school students discussing problems of concern to America and the world. Discussions are presided over by Mrs. Helen Hiet Waller, World Youth Forum Director, with a maximum of encouragement to free expression. In this program from 1957, students from the United Kingdom, Union of South Africa, India, and Lebanon discuss the influence of American comics, films, and be-bop; the contribution of American education throughout the Arab world; the relative merits of British and American school systems; the relative impact of Britain vs U.S. influence in the world; and whether Britain or the U.S. has the truer democracy.
Drive-in movies, bow ties, ready-made clothes and convertible cars are commented upon by the high school students from thirty-four countries. In answer to questions from viewers of the series, the students give their impressions of the United States and its way of life. A chorus of "No!" greets the question, "If you had your choice, would you stay in the United States?" Only two boys who have ambitions to be physicians say they would like to remain here to study. Most of the others declare they feel a duty to return home and help improve the status of their own countries.
This series, aired from 1954 through 1958, is built around the annual New York Herald Tribune World Youth Forum, which hosts approximately thirty foreign high school students from around the world in the US. The World Youth Forum features the high school students discussing problems of concern to America and the world. Discussions are presided over by Mrs. Helen Hiet Waller, World Youth Forum Director, with a maximum of encouragement to free expression. In this program from 1957, students from Brazil, Finland, Japan, Jordan, and Singapore discuss the question of universal misunderstanding of teenagers. Although they are divided on the seriousness of the problem, they indicate that the misunderstanding between parents and teenagers does exist in their countries.
This series, aired from 1954 through 1958, is built around the annual New York Herald Tribune World Youth Forum, which hosts approximately thirty foreign high school students from around the world in the US. The World Youth Forum features the high school students discussing problems of concern to America and the world. Discussions are presided over by Mrs. Helen Hiet Waller, World Youth Forum Director, with a maximum of encouragement to free expression. In this program from 1955, students from Pakistan, Vietnam, South Korea, Nigeria, and South Africa discuss the cultural differences and similarities between their countries and the USA. Contemporary high school students may have to disobey their parents in order to push new ideals ahead, though disagreeing with one's parents is a difficult thing to do. The student panelists point out that they have had to adjust to more changes in these past seventeen years than our ancestors did in the last 700.
Teenagers from Pakistan, Vietnam, Germany, and Yugoslavia discuss socialism in Yugoslavia and Russian Communism. Questions the definition of the word "freedom." Analyzes the prospects of reunification for Germany and Vietnam. (WOR-TV) Kinescope.
In discussing communism as an internal problem, students from Britain, Norway, India and the Philippines deal in a rather inclusive manner with this difficult issue. In a most lively discussion, the panelists examine the topic from numerous angles, but stress particularly how we can at the same time control communism and protect civil liberties. Whether politicians should deal with internal communism, and whether it would be advisable to outlaw the communist party are also considered. In this connection several related problems are brought to light: Would the party be more difficult to control if it were forced completely underground; would there be danger of confusing liberals and other nonconformists with communists? An attempt is also made to define subversion, and several opinions are presented. Whether or not congressional committees are operating fairly and successfully is also discussed. One student expresses the fear that men may be unnecessarily hurt because of the fact that a committee may publicly suggest that he is guilty of some act, and yet is not empowered actually to establish that guilt or innocence. While much of the discussion centers, around the problem in the United States, several of the students describe what is being done in their own country about the problem, and the point is made that the solution for one country may not necessarily be the answer for another.
This series, aired from 1954 through 1958, is built around the annual New York Herald Tribune World Youth Forum, which hosts approximately thirty foreign high school students from around the world in the US. The World Youth Forum features the high school students discussing problems of concern to America and the world. Discussions are presided over by Mrs. Helen Hiet Waller, World Youth Forum Director, with a maximum of encouragement to free expression. In this program from 1956, students from Finland, Nigeria, Pakistan, and Vietnam discuss whether American children have too much freedom.
Presents members of the New York Herald Tribune World Forum and forum director Helen Hiett Waller. Reveals that the Indian and the Yugoslav forum members oppose any type of international military pact, while Norwegian delegate defend the North Atlantic Treaty organization. The Iranian delegate appraises the pros and cons of the argument.
A prediction that the white South Africans will suffer if they do not adapt themselves to the "changing times" by eliminating segregation is made by Lebricht Hesse, Gold Coast delegate, in this discussion on racial problems. Other panelists represent the Union of South Africa, Denmark and Indonesia. The Union of South Africa delegate contends that the white South African government will give the Negro his freedom as soon as he has been "educated and civilized". Concluding the discussion, Erik Jorgensen of Denmark said that "you can't separate black and white and work for a peaceful world.”
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.
Teenagers from Korea, Norway, Sudan, and the United Kingdom explain their views on American high school students after visiting American school rooms. Compares education in the United States with that of other countries. (WOR-TV) Kinescope. 1958
Teenagers from France, Ghana, India, and Israel discuss the pros and cons of Americans education. Questions whether or not American education is challenging. (WOR-TV) Kinescope.
Teenage delegates to the New York Herald Tribune Forum discuss the objectives and faults of American education. Comments are made on the place of the bright student, freedom of choice, size of schools, emphasis applied to subject matter, and how well education challenges the student.
The members of the third panel in discussing "The World We Want," talk about how Americans take criticism and then branch out to comment on the policies of the West in Asia and in Western Europe. The question of American economic aid in Southeastern Asia is examined and there is a lively give-and-take on the true purpose of the North Atlantic Treaty Organization --is it a purely defensive alliance or is it planned just to fight Communism
Students from Switzerland, Thailand, Pakistan, and India discuss the habits and customs of their countries. The individual flavor of each of their cultures is shown in their often strongly divergent points of view. While the discussion begins with a brief description by each of the students of his religion, in a rather relaxed manner, the topics which are aired later in the program produce a lively give-and-take discussion. The student from Pakistan describes Islam as a faith which stresses the belief in one God and the equality of all men, while the student from India speaks of Hinduism as emphasizing transmigration -- the attainment of oneness with reality -- with God as a means to that end. Thailand's representative characterizes Buddhism as being closely related to Hinduism, particularly in the belief in transmigration, but she goes on to point out the qualities of passivity and contentedness which Buddhism encourages. The most significant aspect of Christianity is seen as its sense of "nearness to God" by the student from Switzerland. Some discussion of the desirability or feasibility of a single world religion seems to show that each was loathe to sacrifice his own way of life, despite the fact that they all felt they had much in common. The role of religion in education is also discussed. United States foreign policies come in for some scrutiny, particularly the question of military versus economic aid. While the discussion does not always seem to stick to the topic too closely, this is most welcome, since, as the participants become more involved, they become less inhibited. This shows very clearly how much each has been influenced by his country's culture, and this presents a lively picture of that culture in action.
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.
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."
The problem of communist aggression is discussed by representatives of India, the Philippines, Korea, and Norway. This discussion concerns itself mostly with the situation in the East, since three of the four panelists come from that region. Much of the discussion involves the recent emergence of strong nationalist tendencies in the far East. The delegate from the Philippines explains how the leaders of these young countries, only recently having gained their independence, are loathe to consider regional federation out of a fear that they will once again sacrifice that independence. Some of the problems facing Korea in her attempts to reunite are also discussed at some length. The problem of admitting Red China into the United Nations is also examined, and the possibility of using that admission as a bargaining point to curtail further aggression, or to obtain some workable solution to the Korean problem. Whether or not Japan should be re-armed, and under whose auspices, is another question the group considers. This raised several interesting viewpoints, particularly the fact that there is still considerable suspicion of Japan by other peoples in that area. There is also much consideration of the role of the United Nations in curtailing aggression, and of whether or not the organization could act more efficiently if more of the Red bloc, such as China, were members.
A panel of high school students representing Germany, the Philippines, Israel, Ceylon and Iran are divided in opinion as to whether or not US aid acts as a war curb. The panel agrees that aid is necessary to the economic development of their countries, but two of the speakers point out that American aid has a detrimental side as well. The delegate from Iran states that, in his opinion, American economic aid to Iran has not worked and has pointed up class differences by providing big salaries for some while leaving the unemployment problem unsolved. The Israel delegate answers, however, by saying that his country is using American aid to "great benefit… This serves the cause of peace."
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.
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.
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.
Continues the discussion of nationalism as a constructive force in world affairs. Teenagers from Indonesia, Japan, Lebanon, and the United Kingdom present their views on colonialism and Western foreign policy in the Middle East. (WOR-TV) Kinescope.
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.
Teenagers from Malaya, Philippines, Greece, Iceland, Thailand, and Turkey discuss prejudices within their own countries and toward others. Criticism is made of the American soldier and tourist as representatives of the United States. Presents comments on Russia as a current problem source and the effect of tradition and war in stimulating prejudice. (WOR-TV) Kinescope.
Teenagers from the United Kingdom, Pakistan, the Philippines, and Indian discuss prejudices against Britain and her policies. They further discuss their preconceived notions about America and indicate how their visit has changed these ideas. (WOR-TV) Kinescope.
Herald Tribune Forum delegates from Israel, France, Turkey, and Lebanon discuss their prejudices against other forum delegates and their countries. They indicate that some of their prejudices have been removed through acquaintances made in the U.S. (WOR-TV) Kinescope.
Herald Tribune Forum members from the Gold Coast, the Union of South Africa, Ethiopia, and Nigeria discuss American prejudices towards Africans and towards African-Americans. (WOR-TV) Kinescope.
Four high school students representing Norway, Australia, Korea, and the Philippines will debate the subject: Resolved that the United Nations must have universal membership to be effective. This is the first of fourteen programs presenting thirty-four students from thirty-four countries who are in the United States as delegates to the 1955 Herald Tribune Forum for High Schools. The delegates, on a three month visit in the US, were selected to take part in this Forum through competitive examinations in their individual countries.
All 33 of the Herald Tribune High School Forum delegates appear in their native costumes and talk of their experiences and impressions after their three month stay in four different American homes and schools. 1957 (WOR-TV) Kinescope.
Teenage delegates to the New York Herald Tribune Forum discuss their visit to America. Presents their views on what they have seen, learned, and experienced. 1958 (WOR-TV) Kinescope.
All thirty-three forum delegates gather for this concluding program to summarize and compare reactions to the three months spent in this country. All of the delegates have radically changed their initial views of America, mostly for the better. In high good humor and a festive mood, the delegates scramble their national signs just before the program goes on the air much to the confusion of moderator Mrs. Helen Waller. However, she concludes this is the most spontaneous demonstration of the delegates' new understanding that race and nationality are not barriers to friendship.
Teenage delegates to the New York Herald Tribune Forum tell how their prejudices toward each other were conquered during their stay in America. (WOR-TV) Kinescope.
The reactions of the countries of the free world to American foreign policy along with the reactions of the panelists to the American people are discussed on this program. Taking part are students from Great Britain, the Philippines, Israel, and the United States. The student from the Philippines raises many interesting points regarding the Asian attitude toward US foreign policy. Although he makes quite clear the fact that these are not his own views, he feels that many people in that part of the world exhibit a distrust of US policy because of a fear that there are "strings attached.” He goes on to show how this fear grows out of Asia's bitter experiences with colonialism, and her identification of the United States with that policy. Some of the problems growing out of America's desire for European and Asian Federation are also examined by the group, such as the fear of the smaller nations that they will be dominated by the larger ones, and Britain's fear of losing her Asian holdings. A comparison by the students of the situation in Asia as compared to that in Europe, showed a strong feeling that each faced many different problems in achieving federation. The inability of many people in the United States to distinguish between communism and socialism is strongly criticized by the delegate from Britain, who points out that he, after all, "comes from a welfare state." Some very alert discussion centers around the reactions of foreign students to the attitudes of American youngsters, and what is described as their "fear of solitude. The American student offers as explanation the necessity to stress citizenship, teamwork, and a sense of "American-ness" in order to bring together all of the varying cultures that make up America.