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Discussion of the manufacturing and production of steel in the United States as well as a brief discussion of other minerals, including zinc and aluminum.
Stresses simple sincerity as the basis of good style in any kind of writing from business letters to short stories. Points out that many people lose their naturalness when they begin to write. Discusses outstanding authors, such as Mark Twain, Somerset Maugham, and Shakespeare, and illustrates their simplicity of style with selected readings from each.
Discusses good style as a portrait of the writer and stresses the importance of developing a style that permits the reader to sense the writer's personality. Considers the personality of five writers as revealed by their styles: Sherwood Anderson, Irwin Shaw, Robert Nathan, Ernest Hemingway, and Mark Twain. (WQED) Kinescope.
Reviews the characteristics and types of operas of various periods and suggests ways of developing more public interest in opera. Points out reasons for public opposition to opera and how opera might be made available to more people. States that because of the small demand for talented youth there is a waste of musical talent in America. (Univ. Calif. Ext.) Film.
Presents the story of Laotzu and his book The Way of Life. Discusses the basic concept of Taoism--creative quietude. Characterizes this belief as one which does not favor competition, but rather allows man to seek his own level with his fellow men and with nature.
It was in the decades of the 1820’s and the 1830’s, often referred to rather broadly as the “Age of Jackson,” that sectional differences began to complicate national life. The Missouri Compromise fight had set the stage. The truce was soon troubled by a series of squabbles over the tariff, which grew to such a degree of intensity that the doctrine of nullification emerged. That storm blew over but it left damage in its wake – the lively discussion over the proposal to annex Texas showed that all was not quiet under the surface and the abolitionists did not exactly throw water on the live embers. During the period the West had a chance to assert itself under Jackson’s leadership and the “common man,” with the frontiers man president as a symbol, began to come into his own. A new political party emerged which for a time seemed likely to unite the states-rights South and the West. Adding to the stress of the time were the distressing economic problems of the Panic of 1837.
Reviews U.S. history from its beginnings, with emphasis on the heritage of freedom and the basic principles of the Declaration of Independence which together account for the nation's greatness. (KETC) Kinescope.
Discusses the early twentieth century change from the laissez-faire attitude in government to one of regulation of big business to help protect the American public. Considers the efforts of reformers and the Progressive party led by Theodore Roosevelt. (KETC) Kinescope.
The USA withdrew and sought to lead its own life. The nation tried to return to “normalcy.” In an unstable world Americans knew amazing prosperity and, while it lasted, lived with carefree abandon. Then came the day of reckoning. The first stages of the Age of the Great Depression were confusing and painful.
A historian and a geographer from the University of Michigan, Professor John W. Hall and Professor George Kish, join Professor Peek and Mr. Ravenholt to discuss the problems of rural Asia. The rural Asiatic situation is summed up simply by saying that in that part of the world there are too many people living on too little land and using primitive methods and equipment. Most of the Asiatic people are living at the subsistence level while many witness starvation yearly. Professor Hall displays pictures he took while in Japan recently to illustrate the primitive buildings that house the Japanese farmer and the outmoded farming methods which these farmers are practicing today. The panel discusses these problems of too little food supply and tremendous population growth. Another problem is the condition of the concentration of land ownership. In the struggle to win this "twilight zone" over to their side, both East and West have social reforms to alleviate this condition. The Soviets offer the idea of collective farming. According to Professor Kish, however, this idea is gradually being replaced by the state ownership plan. The democratic plan, on the other hand, advocates individual ownership of the farm land. In order for this plan to be effective, however, the attitude of the Asiatic farmer must be changed--he must be convinced that he can better himself. Final success, then, depends upon the U.S. exporting skills, techniques and machinery along with financial support to the rural areas of Asia.
September 1939 brought war. American apprehensions increased and neutrality grew less and less tenable. The Japanese military settled the conflict of attitudes in early December, 1941. Americans went to war and this time no one, save possibly the Russians, and with little reason, would dispute awarding them the real victors. But, unfortunately, only two of the totalitarian powers were defeated.
Shows man's first effort to count with symbols, and demonstrates how Egyptian and Babylonian mathematic have contributed to our present number system. Stresses this contribution in terms of the essential elements of a modern numeration system: base, place, symbols, zero, decimal point. Through models, demonstrates and explains certain physical methods of writing and reckoning with numbers. Devices shown are the English tally stick, quipa, abacus, and counting board. From these, such words and ideas are identified as "sock, bank, carry", and "borrow". (University of Michigan Television) Kinescope.
Traces development in Big Business, supported by the Republican Party, which led to efforts by the farmers and by labor to protect their share of opportunity. Discusses the growth of the Granger movement and the beginning steps toward unionism. (KETC) Kinescope.
Considers the earliest peoples to come to America, namely, Vikings, Chinese, and much earlier, the American Indian. Studies these early civilizations and reviews the relationships between the Indians and their European conquerors. (KETC) Kinescope.
Discusses how the size, shape, and location of the land mass of the United States accounts for our country's growth to a world power. Features a brief travelogue of the United States.
Professor Peek, Mr. Ravenholt, and Charles Davis, professor of geography at the University of Michigan and recently returned from the Far East, discuss the nature of the U. S. military aid in the Far East. Mr. Ravenholt points out that the U.S. is sending more military aid to the Far East than to Europe. This aid is directed primarily at Korea, Japan, Formosa, Siam, Indochina, and the Philippines. These six countries are in the "twilight zone," the zone between the bamboo curtain and the U.S. dominated Pacific. Two worlds are vying for this critical area. Members of the panel use two case studies to describe the aid extended to the Philippines and the aid directed toward Formosa. In the Philippines, U. S. officials made many mistakes such as mismanaging guerilla recognition after the war. After 1950 and the outbreak of the Korean War, however, the U.S. reorganized its methods of aid to the new republic and helped the Philippines in their thorough clean up of the Army. By contrast, Formosa has received more U.S. military aid than the Philippines. Here, however, there has been no attempt to educate the people in a democratic fashion or to help give the military the idea of being loyal to a country and a Constitution rather than to an individual. Here the U.S. has been successful in equipping the Island, but not in giving organizational assistance. The panel agrees, that, if we can send military aid and ideals, it is a cheap price for our boys' lives. The Philippine peoples are friendly toward the U.S. because the U.S. aid has been demonstrated to be in their interest. This is not so in other countries. Many of the Asiatic peoples feel they have no control over the American military aid. Ravenholt concludes the discussion by stressing the need for demonstrating that the U.S. aid is in the interest of the people in order for it to succeed.
Discusses contemporary opera, outlines the movements and more notable productions form various countries since World War I. Identifies the three idiomatic schools of contemporary writing--expressionistic, impressionistic, and neo-classical--and explains why each developed. Presents the story and contemporary work by Foss, JUMPING FROG OF CALAVERAS COUNTY. (University of California Ext.) film.
Points out the American legacy from the English along the seaboard, including the English law, the English language, representative government, land hunger, the regime of "Opportunity Unlimited," self-reliance, and even the acceptance of Negro Slavery, and the attitude of "getting away with it." (KETC) Kinescope.
Professor Peek, Mr. Ravenholt, and Professor John W. Lederle, Director of the Institute of Public Administration at the University of Michigan and recently returned from the Philippines, discuss the questions "How successful has the U.S. been in the Philippines?", "How strategic is the Philippines to the U.S.?", and "What does the future hold for the Philippines?" Since the Islands were ceded by Spain to the U.S. in 1898, the U. S. Government's mission there has been to prepare the people for independence. On July 4, 1946, the 7,150 islands finally became the Philippine Republic, but many problems remain. Lederle explains that the Philippine Government is similar to that of the U.S., but that the central government, with the president in control, is far more powerful than our own Federal Government. This accounts for the weakness at the grassroots level--the apathy of the private citizen toward the government. Mr. Ravenholt points out that the U.S. program to advance the educational system in the Islands has been successful. So, too, the public health program has progressed. However, the economic and social aspects of the situation have not been developed under American guidance. The panel agrees that the Philippine Islands are in a key position in the Far East. Aware of this the U.S. Government has built a large air base and is constructing its largest naval base in the area on Luzon Island. The future potential is great for the Philippines with its undeveloped natural resources, vast timber lands, and some 20 million acres of rich farm land yet to be plowed. It is conceivable that the Philippines could help to feed Japan and India if the Burma rice fields fall under communist control. The Philippines are independent, but the job of the U.S. is not over. New techniques need to be devised to develop the Philippine resources. And Asia is judging America by what happens in the Philippines.
This program addresses westward expansion. The first westward movement took the pioneers across the Appalachians into Kentucky and Tennessee, then to the Ohio country. Gradually, several new states in the Old Northwest were built. Here, two important pieces of national legislation were put on trial: the Land Ordinance of 1785 became the basis for federal land policies for decades, and the Northwest Ordinance of 1787 set the pattern by which new territories could move through progressive stages to statehood.
During the first thirty-odd-years of the young nation’s independent existence, despite the fact that it had political freedom, the USA found itself most unpleasantly and generally quite inextricably involved in Old World affairs. The Young USA was snubbed first and then bullied by England; it was treated patronizingly and then double crossed by France; for a time it was pushed around by Spain and even bedeviled by the tiny Barbary states of North Africa. These were painful, exasperating, humiliating years. More and more it became painfully evident to the Young USA that there are times in international life when war becomes the only alternative to national dishonor and humiliation. The choice of the adversary, which might have been France quite as much as Britain, was in large measure resolved by pressures from the West. The “war hawks” wanted to fight England in order to have a chance to settle old scores and justification for taking Canada. The War of 1812 was not exactly a glorious venture. Poorly prepared and her armies badly led, the young nation was lucky to come out of it unscathed. Nothing was lost, but nothing was really settled.
Reviews early sixteenth century efforts to cross or circumvent the American land masses. Reveals the change in attitude towards the Americas after the exploits of Cortes and Pizarro among the Aztecs and Incas. Discusses later Spanish attempts to find "another Mexico" and their plans to hold both continents for themselves. (KETC) Kinescope.
Presents the story of the rise of totalitarianism and the failure of the democracies to produce effective answers to world problems. Discusses the American attitudes towards Fascism, Nazism, and Communism. Appraises the validity of these attitudes. (KETC) Kinescope.
There was an overwhelming decision in November 1932 to change leadership. Early New Deal legislation sought to accomplish the first two R’s, Relief and Recovery. The later years of the New Deal were pointed toward the third, Reform. An English historian of the modern American scene has offered a sound theme for this part of the story: “One many not agree with the answers which he gave, but one must admit that FDR asked the right questions.”
Imperialism was in the air as the nineteenth century ran toward its close. The USA proved not to be immune. A new “manifest destiny” took hold of American minds; expansion beyond continental limits had its attractions. The early twentieth century saw the USA taking its part in world affairs as a solid full-grown member of the family of nations.
This program addresses the Civil War; even before Lincoln took office, the retreat from the Union had begun. He did not want war but was determined that, if the preservation of the Union demanded it, he would not refuse the challenge. Fort Sumter was bombarded and on April 13th its garrison surrendered. The next four years would be bloody, painful, unfortunate ones in the American story.
The skirmishes at Lexington and Concord and even the more determined fighting around Boston were only meant to show the mother country that the colonials were serious in their demand to be treated fairly as Englishmen. But then events moved rapidly. In July, 1776, the die was cast and the challenge thrown in the face of the British. The next years were full of heartbreaks and setbacks. Almost to the end, the outcome of the struggle was in serious doubt. While the war was on, the new nation often found distressing troubles of an internal nature. The independence for which the fight was being waged at times seemed to be anything but that sweet thing glimpsed in the dreams of freedom. But in the end, victory came to the Americans. In 1783 Great Britain officially recognized the United States of North America. The introductory chapters of the American story were concluded. The main chapters were to follow.
By means of maps and diagrams, enumerates the various means of transportation made possible by the topography of our land. States that one of our country's major strengths is the comparative ease and speed with which we can move people and goods across our continent. (WOI-TV) Kinescope.
Dr. Sumner explains how land surface is considered the most precious of all natural resources since it and climate together produce soil and determine the nature of vegetation. As an example of uncultivated plants which are a rich natural resource, Dr. Sumner cites our nation’s timber supplies. He points out that recent progress in reforestation has not equalized our consumption and growth of timber.
Presents a background of Verdi's life and discusses his early operatic productions, including Rigoletto. Discusses the characteristics of the Italian opera, describes Verdi's love for and his contribution to his country, and tells of his awakening interest in Shakespeare which later influenced some of his compositions.
Here was a man whose music was often misinterpreted, says Dr. Popper as he discusses the life and works of operatic composer Verdi. He tells how Verdi was influenced by Shakespeare and talks of his master work, “Rigoletto.” The program also features demonstrations of Verdi’s music.
Dr. Popper bares the life and works of another great composer, Wagner, as he continues on his journey through opera for the layman. Several vocal illustrations are included, and Dr. Popper again spends much of his time at the piano.
Discusses the later works of Wagner and the conditions under which various of his operas were written. Describes the process of writing the Ring, ending with four complete works--Das Rheingold, Die Walkure, Siegfried, and Die Gotterdammerung. Demonstrates with piano and voice, portions of Wagner's two shorter works, Tristan and Isolde, and Die Meistersinger.
The problem of co-existence between rival nations is pin-pointed as a student from Israel takes issue with his counterpart from Egypt on the situation in the Middle East. The two appear with students from Iceland and Norway on the panel. The solution of the Israel-Arab problem, according to Per Friis Rusten of Norway, lies in education that will provide the peoples of the world with an international mind and spirit. "That's the hardest part - understanding another point of view, " adds Icelander Miss Gudrun Erlendsdottir.
"I want to tell American students how lucky they are," states Nakchung Paik of Korea. "Education is a privilege in my country. Here, it is a right." The other three participants, from Brazil, Britain, and Japan, agree in the panel discussion that American students have many advantages not equaled by students in their homelands. Choice in selecting subjects and sports are cited by the panel as beneficial factors in education here.
Explains the ways in which rumors develop, and presents typical errors people make when telling their experiences to others. Illustrates the transmission of information by using a verbal chain demonstration in reporting a familiar situation and a pantomine demonstration in reporting an unfamiliar situation. Outlines the ways in which the reporting of an incident is accomplished from person to person and the changes that take place during the transmission.
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 Hiett Waller, World Youth Forum Director, with a maximum of encouragement to free expression. In this program from 1955, students from Australia, Singapore, Italy, and India discuss the proper purpose of a high school education.
The Friendly Giant reads the book, Where's the Bunny?, by Ruth Carroll, published by the Oxford University Press. The Kittens, Me-ow and Me-ow Too, and Rusty the rooster play a game of tag. (WHA-TV) Kinescope.
This program stresses two main points: The internal problems of Japan and Japan’s position in the Far East as it affects the United States. A film segment suggests highlights of the history of Japan since World War II, and a second film clip illustrates the conditions of life in Japan, pointing up the great difficulty of such a small country in providing enough food for such an enormous population. It is agreed that the key issue of American policy is how to convert a defeated, completely demilitarized enemy into a strong ally against Communism.
A Swiss student declares that he would be willing to have his country give up its traditional neutrality, if it would help to unify Europe, during this discussion. He cautions, however, that the purpose of this unification is to help each other and, if Europe is unified against Russia, that purpose will be defeated. The four other countries represented on the panel are Germany, France, Belgium and Yugoslavia.
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.
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.
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.
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
Presents two- and three-year-old children in their daily activities at a nursery school. Shows them imitating adults in their play, expressing hostility, responding to rhythm, learning to wash and dress themselves, eating, and taking an afternoon nap. Reveals how they learn about nature and life in the spring by discovering and examining living things. Points out that by the time they are four they become more social and begin to play in groups.
Follows the activities of two- and three-year-old children through the nursery-school day and through the seasons of the year. Shows ways in which teachers offer help, by setting limits and by giving support and encouragement; and indicates in playroom and playground scenes the variety and suitability of play equipment for natural and constructive activity.
Presents the spontaneous activities of four- and five-year-old children and what they find interesting in their world. Shows the four-year-olds mastering their familiar world through vigorous group play, sensory pleasure, make-believe, and use of materials and words. Presents five-year-olds as entering the more formalized, enlarging world of older children--playing games with simple rules, seeking facts, wondering, and using letters and numbers. Points out that teachers should follow the lead of the child's curiosity and should provide the child with activities that will prepare him for later instruction.
Summarizes discussions in previous UNDERSTANDING THE CHILD films dealing with patterns and measurements of growth in children. Indicates the need for scientific knowledge in child rearing practices and how this knowledge is constantly changing. Discusses how changing attitudes toward habit training are affecting the approach to learning in the schools. (University of Michigan Television) 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.
William J. Thiele, William Bruckner, Jack Chertok, Lee Van Cleef, Kenneth Tobey, Henry Morgan, Keith Richards, Lyle Talbot, Peter Hanson, Teaching Film Custodians
Summary:
Teaching Film Custodians abridged classroom version of an episode of the Cavalcade of America television series, "Duel at the OK Corral" (season 2, episode 20), which originally aired March 9th, 1954 on ABC-TV. This film highlights the efforts of Marshall Wyatt Earp to free the West of dangerous armed gunmen. Earp's activities in Dodge City, Kansas, in Deadwood, South Dakota, and in Tombstone, Arizona are featured.
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.
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.
Uses scenes of the geyser area of Yellowstone National Park to portray today's remnents of the earth's activities during formation. Introduces the theme that man has arrived too late to see more than this and presents the various geysers in play as the soundtrack provides an orchestral interpretation.
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.
The question of the future of Europe is discussed by students from Germany, Switzerland, Italy, France, and Belgium. Each of the participants has a good knowledge of European history and culture, and each contributes some very interesting ideas. The role of West Germany in a united Europe is closely examined, particularly the advisability of re-armament and re-industrialization. Much attention is devoted to the economic aspects of European recovery, particularly relaxation of tariff barriers, and the close relationship of Europe's economy to that of the United States. In this connection, some attention is given to the export-import policies of the United States. While much of the discussion centers on these economic and political problems, the consensus of the group seems to be that certain cultural problems must be solved before any lasting solution to these practical problems can be evolved. The tendency of Europe to live in its past is critically examined, and all of the group seemed more or less to agree that before Europe can fully recover, it must learn to look forward. Also, there is an attempt to evaluate nationalism, and possibly to evolve a new concept of nationalism. They all feel that the strength of Europe lies in its young people, and thus are anxious for opportunities to know one another. This is a most mature and thoughtful discussion. There seems to be little rancor, even between the student from Germany and the one from France. While all are aware of the great problems confronting them, they are anxious to solve them intelligently and fairly.
Discusses the concepts of maturation and nurture, and examines their relation to physical, intellectual, social, and emotional growth. Two girls, ages 5 and 8, are used to demonstrate intellectual achievement.
Emphasizes the vastness of space and the extremely large numbers of stars in known galaxies. Uses drawings and photographs to compare the sizes of the sun and planets and to discuss the distance of the nearest star, the shape of our galaxy, and the millions of stars within it.
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.
Discusses intelligence and achievement and the methods of testing intelligence. Points out the necessity for appreciating the difference between intelligence and achievement. Four children help in demonstrating the testing for a particular kind of intelligence. (University of Michigan Television) Kinescope.
Discusses the physical growth of children, emphasizing that parents should realize that each child grows at his own rate. Also deals with appetite, sleep, communicable diseases, and accident prevention. (University of Michigan television) Kinescope.
Discusses how growth can be looked upon as a process which enables the infant to move away from the home. Emphasizes the importance of encouraging this kind of growth which takes him from the crib to his whole house, to the neighborhood, to the town, and to the world. (University of Michigan Television) Kinescope.
Students representing Spain, Burma, Denmark, France and Egypt evaluate their visit to the United States. Most of the discussion is concerned with the students' reaction to life in the United States. The students contrast the American culture with their own, emphasizing the fact that each of their cultures is comparatively ancient, and thus, there seems no need consciously to "be'' a member of that culture, while they sense the need of American youngsters to "be" consciously American. The problem of segregation is also considered. "Teamwork," and the way in which competition and cooperation are treated in American schools are quite interestingly examined, as is the question of conformity and individualism. One student was particularly intrigued with what American youngsters mean by "personality," and why such a premium is placed on it.
Discusses the importance of measuring a child's capabilities by his organismic age rather than his calender age. Explains how organismic age is figured. (University of Michigan Television) Kinescope.
Teaching Film Custodians abridged classroom version of a Cavalcade of America television episode, "The Great Gamble" (season 3, episode 1), which first aired October 12th, 1954 on ABC-TV. Presents the work of Cyrus W. Field in organizing and directing the project to establish a system of rapid communications between Europe and America by means of the Trans Atlantic Cable, and his courageous perseverance to succeed in spite of several unsuccessful attempts.
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.
A second-grader's experiences during a day without numbers cause him to want to study arithmetic and to realize the value of numbers in his everyday living. All the class but Bob enjoy arithmetic. When a puppet with magic powers offers Bob a day without numbers, he gladly leaves the classroom with the puppet. A series of frustrating experiences caused by the magical disappearance of numbers, such as the disruption of an exciting baseball game, results in Bob's gladly returning to the classroom and the study of arithmetic.
This film demonstrates the many ways in which Indiana University is a home away from home for the thousands of students that attend each year. The introduction to IU begins with informational pamphlets and brochures that students receive at home, and continues as soon as they set foot on campus to explore all that IU student life has to offer.
Illustrates the need of pets for adequate care, urges children to care for their city pets and shows by example how such care is administered. Portrays the kinds of pets that are conveniently kept in city apartments as Jimmy and his dog take a walk in the park and visit a pet shop. Encourages pupils to tell and write stories about the pets that are shown.
Encyclopaedia Britannica Films, O. W. Eshbach, Warren P. Everote
Summary:
Develops the law of falling bodies and credits Galileo for his work in this area. Shows by experiment and slow motion photography that all bodies fall at the same rate of speed and uses the inclined plane to determine speed, acceleration, and distance traveled in given times. Derives the formulas S=10t(2), S=1/2at(2), and S=1/2gt(2).
Illustrates the detrimental effects of rumors through the experience of Jean, a newcomer in a high school, who becomes the victim of a malicious rumor started by Jack, her first date. After suffering considerable unhappiness, she is again accepted by her friends when her parents and the principal get Jack to confess and to tell the facts.
Story of "Smokey," the bear cub found clinging to a charred tree after a forest fire in New Mexico and later taken to the National Zoo in Washington, D.C. Stresses the importance of forest prevention.
Shows the Leonardo da Vinci drawings in the Windsor collection and includes such subjects as man, animals, architecture, machines for waging war, water in motion, and a sketch for "The Last Supper." Integrates translation of some of the artist's own notes with an interpretive commentary spoken by Sir Laurence Olivier.
Uses a classroom scene to define and exemplify the golden rule. Shows through animation its origination by Confucius and Christ, and analyzes the rule in terms of three parts. Uses everyday situations to exemplify the application of the golden rule, and encourages children to enter imaginary Thoughtland in order to discover how they would want to be treated as well as how to treat others.
Encyclopaedia Britannica Films, Alexander A. Nikolsky, Hal Kopel
Summary:
Describes the unique contribution of the helicopter to transportation; explains how the helicopter flies and how it can be controlled; compares the helicopter with the conventional plane. Demonstrates the operation of many types of helicopters which are being flown today and points out the potentialities of the helicopter for reshaping the pattern of transportation.
Teaching Film Custodians abridged classroom version of a Cavalcade of America television episode, "The Last Will of Daniel Webster" (season 2, episode 8), which first aired November 14th, 1953 on ABC-TV. The film is a re-enactment of Webster's political career, as it influenced and was influenced by the slavery issue from 1830 until his death in 1852. It presents his relationships with Senators William Seward and Henry Clay and provides a basis for assessing his motivation in supporting Clay's Compromise of 1850. The film begins with an 1830 meeting between Webster, the presidential hopeful, and a newspaper publisher who offers support if Webster compromises in order to unite factions; Webster refuses. The film later presents Webster's conflicting stands on slavery before, after, and as communicated in, his controversial speech of March 7, 1850 that supported Senator Clay's compromise bill.
Encyclopaedia Britannica Films, Marvin J. Johnson, Milan Herzog
Summary:
Shows the importance of antibiotics in combating certain diseases, and defines antibiotics. Animation illustrates the ways in which bacteria are killed by antibiotics. Pictures their use in accelerating the growth of chickens and hogs. Then emphasizes the research which remains to be done in the field of antibiotics.
Shows many fish-eating birds and indicates how the characteristics of each, although different, enable them to catch and eat fish. Emphasizes such characteristics as the long neck, a strong bill, long legs, toes that are sometimes webbed, and the ability to swim and dive underwater.
A third-grade class decides who will be the week's host, shows one youngsters pretending she is a visitor while another acts out the part of the host. Pictures children making introductions, and using "magic-words" such as thank you, excuse me, and please.
United Productions of America, Howard T. Batchelder
Summary:
Through animation, the film compares and contrasts the "assembly line" kind of educational process with one that is tailored to meet young people's needs. Shows how in the former little or no consideration is given to individual needs, whereas in the latter a decentralized educational system can fit the curriculum to local community setups.
Queenie, a cat, tells the story of her life in Mary's house. Mary first finds Queenie and takes her home to meet her family and another cat, Tom. When she is one year old Queenie has four kittens which she raises for six weeks. Mary then takes them to new homes nearby, where Queenie can visit them regularly.
A high school boy who is having trouble understanding poetry learns that he should find out about the poet's background, discover what experience the poet is sharing, and watch for such devices as rhythm, rhyme, and alliteration. Includes examples from many poets' works.
Shows silk screen printing from the choice of design to the application of dyes to the cloth. Demonstrates the making of a stencil with silk over a wooden frame, and explains that there is one stencil for each color to be applied. Pictures the making of the trial print, and finally, shows the actual application of the colors to the fabric.
Presents Saki's story of an impoverished husband and wife who sacrifice their most prized possessions to provide Christmas gifts for each other. Introductory remarks are made by John Steinbeck. Excerpt from O. Henry's Full House.
Surveys Chinese art from its unknown beginning to modern times, and shows how it was affected by Asiatic and European influences. Uses art objects, animated maps, and graphs to show China's contribution to world civilization.
Tells the story of a typical American family, and how they use Thanksgiving Day as the occasion to review the freedoms and privileges which they enjoy in their everyday living under the American way of life. Shows how they come to remember that they have much more to be thankful for than just the usual symbols associated with Thanksgiving Day.
Harold Otwell, Karl Martz, Robert Gobrecht, George Fleetwood, Indiana University Audio-Visual Center
Summary:
Shows a skilled ceramist applying designs on several ceramic pieces prior to final firing. He uses the clay itself, a comb, a piece of burlap, or clay stamps to create textured designs. Other decoration methods illustrated include colored glazes, clay slip, "Mishima," sgraffito, and wax resist. Shows samples of representative pieces after decoration and firing.
Traces the development of the Good Neighbor Policy, the Rio Treaty against aggression, and the Organization of American States set up at Bogota. Describes the importance to the Western Hemisphere of NATO and the U.N. military action in Korea. Stresses the economic interdependence of the American countries and the responsibility of the United States in the Western Hemisphere.
Sixth in the "Are You Ready for Service?" series. Shows the emotional stresses that must be faced in military service because of homesickness, having to take orders and responsibilities, and having to learn to kill. Advises young men to prepare for the new experiences by taking school assignments as orders, doing jobs well without arguing, taking temporary jobs away from home, and going to church.
Seventh in the "Are You Ready for Service?" series. Compares the experiences and moral behavior of two young men in the Navy. One was prepared for necessary decisions, while the other had no clear picture of himself. The latter becomes one of a group of irresponsible men, eventually becomes disgusted, seeks the help of a steadier acquaintance, and straightens out his problems. Recommends that young men get ready to make any decisions they might meet in new surroundings.
Fifth in the "Are You Ready for Service?" series. Illustrates the great demands on physical strength and endurance in the service, and recommends that young men in high school consider how much time they have to get ready. Suggests a complete physical examination, having defects remedied if possible, taking tests of physical performance, and planning toward physical fitness with a program of activities.
Illustrates the procedure of administering the Rorschach ink-blot psychological test through a sample interview between a subject and an examiner. Shows the ink-blot first in its true form, then structures the pattern through animation to fit the concept as seen by the subject. Concludes with review questions concerning the administration of such a test.
It's Christmas Eve and Santa hasn't come yet, so Buffalo Bob Smith, Howdy, and Clarabell The Clown (Bob Keeshan soon-to-be "Captain Kangaroo") decide to take the Rocket Doodle as transportation and head for the North Pole to see what's happened to Santa. When they get there they find out that "Ugly Sam" (Dayton Allen later of "The Steve Allen Show") thinks that Santa is the "Bearded Bandit" and has captured him. So, it's up to Howdy and the Crew to prove differently.
A young couple expects their first child. Shows onset of labor, the trip to the hospital, call to doctor, admission to maternity ward, routine preparations for delivery including instructions to mother, and normal birth of child. Stresses the assumption that fear stems from lack of knowledge.
Shows the contest between Fred and Judy for a position on the safety patrol. During the contest they learn not to play in the street, not to run into the street from between parked cars, and how to cross streets safely.
Tells the story of Marty, a high school boy who feels self-conscious when he has to make a speech. When he learns that other people also feel self-conscious when attention is turned toward them, he makes an effort to consider the whole situation rather than himself alone. He conquers his self-consciousness after much practice.
Uses drawings and real photography to depict the origin and nature of the Hawaiian Islands. Shows a recent eruption of Mauna Loa Volcano and indicates how rain, wind, and the ocean have transformed the islands into fertile regions over the centuries.