Could not complete log in. Possible causes and solutions are:
Cookies are not set, which might happen if you've never visited this website before.
Please open https://media.dlib.indiana.edu/ in a new window, then come back and refresh this page.
An ad blocker is preventing successful login.
Please disable ad blockers for this site then refresh this page.
This is the eighth in the series of “Heritage” series, featuring Dr. T.V. Smith, Maxwell Professor of Poetry, Politics and Philosophy at Syracuse University. In this program Dr. Smith discusses Life’s High Trinity: Truth, Goodness and Beauty.
This is the eighth in the series of “Heritage” series. Featuring Dr. T.V. Smith, Maxwell Professor of Poetry, Politics and Philosophy at Syracuse University. Dr. Smith is host to Dr. M. Graham Netting, director of the Carnegie Museum, Pittsburgh, and
Robert Taylor, chief editorial writer for the Pittsburgh Press. The three of them discuss “Science: The Discipline of Truth,” with attention to historical concepts of science and the implications of science and science education in the world today.
Discusses politics as the discipline of goodness. Emphasizes the principles, interests, and discipline of politicians and politics. Featured host is T.V. Snith, Maxwell Professor of Poetry, Politics, Philosophy, Syracuse University, who relates his experiences to the subject of "goodness." (WQED) Film.
On his PLATFORM programs, Dr. Thomas A. Dooley speaks his mind on the image of America in Southeast Asia. He calls for a renewal of the traditional American approach to under-developed countries --the approach through American individuals and voluntary organizations rather than heavy reliance on government agencies. “The most powerful tool we have is the human personality. Education is the most important thing we have to offer to Asia, and people are the only ones who can bring education. Books and propaganda leaflets cannot do it. The tremendous value that I wish more people in Washington would realize is the value of the individual person. If we would just flood these countries with individual young American men and women we could accomplish a great deal. We need people who will live and work with these people in their villages.” Dr. Dooley points out that the Communists realize that the future of Asia lies in the villages. They are making an intensive effort through local people to identify America with the hated French colonialism. He says the Communists attack the spirit of America and we too often counter with mere boasting about our material achievements. Dr. Dooley also discusses the “Great White Fleet” which he feels is going to cause more harm than good. He believes the term “Great White Fleet” is an unfortunate one since it fails to recognize the Asian distrust of the white man and hatred of colonialism. Fleets were instruments of imperialism in the past and a great aircraft carrier in a harbor of Asia or Africa even if it is loaded with medicine conveys another meaning to the people. His major criticism of the “Great White Fleet” is, however, that it is not a “grass roots” program designed to be an integral long-range part of the underdeveloped countries.
Dr. Parran reviews the growth of international health programs during the past twenty-five years. He discusses the work of the League of Nations, U.S. plans for improving health in South America, relief agencies in Europe following World War II, and public health in the Soviet Union. Presents his views on cooperative assistance programs in underdeveloped countries, technical aid, and training programs.
Dr. Parran discusses the problems involved in setting up a graduate school of public health. After World War II, the AW Mellon Educational and Charitable Trust sought an opportunity to aid public health. The decision was made to form a graduate school of public health at the University of Pittsburgh, containing facilities to train students, a research center, and a free outpatient clinic for welfare cases. Dr. Parran talks of his problems in setting up the school, forming a faculty, settling problems arising from conflicting philosophies, and other facets of establishing the school.
Former US Surgeon General Dr. Thomas Parran discusses his history as a medical doctor working for the United States department of health. Included are stories on his family background, experiences at medical school, and time as a public health worker where he was involved in stopping outbreaks of smallpox, typhus, and syphilis. Dr. Parran is interviewed by Adolph Schmidt, Roger James Crabtree, and Emory Bacon.
Dr. Parran reviews the changes in Public Health Service during his years as United States Surgeon General. He discusses the breakthrough in the control of venereal disease, how the Roosevelt Administration brought a new concept to public healthand the changing ideas of the American people toward health programs. Concludes by pointing out the effect of World War II on public health service.
Discusses the early beginnings of the theater. Explains the techniques of the Greek theater and how playwriting developed. Illustrates the chorus technique with a scene from Oedipus the King.
Discusses the Shakespearean theater and neo-classic drama. Tells of realism, not only in plays, but in the theater itself. Demonstrates early realism with a scene from Hedda Gabler.
Theodore Kautzky demonstrates techniques in drawing a scene with pencil. Emphasizes the following points: general design, thumbnail sketching, preparation of the pencil point, drawing sharp lines, making broad masses, and achieving textures of wood, brick, shingles, stone, and foliage.
Theodore Kautzky demonstrates techniques in drawing a scene with pencil. Emphasizes the following points: general design, thumbnail sketching, preparation of the pencil point, drawing sharp lines, making broad masses, and achieving textures of wood, brick, shingles, stone, and foliage.
Technique of drilling and tapping blind holes in cast steel on a radial drill. A drill jig with loose bushings is used for locating the holes. Setting up the work on the table of the machine, setting the jig on the piece to the layout lines. Calculating the size of the tap drill and the method used when setting the machine to drill a number of holes to the same depth. A wizard drill chuck is used in the drilling operation, and a standard friction chuck for holding the tap. The action of a tap in a hole is shown in animation and the reason why a tap binds in the hole and must be reversed frequently when tapping in tough metals.
Discusses the benefits and problems involved in using tranquilizing drugs with the mentally ill. Shows how drug therapy is being utilized. Includes views of a tour through a research laboratory where work is conducted on the effects of drugs. Features Dr. Douglas Goldman.
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.
Discusses the life of Durer and the pivotal point he represented in connecting the artistic development of Italy and Northern Europe. Presents examples of his work that show his passage from the Middle Ages to the Renaissance. Develops the idea that through a study of his work the fusing of his Gothic inheritance and the organic Renaissance can be observed.
Ellis Katzman, Elbert C. Weaver, John A. Skarulis, William H. Pasfield, Ross Lowell, Herman J. Engel, Robert Braverman, Peter Robinson, Geraldine Lerner, Max J. Rosenberg, Fisher Scientific Company
Summary:
Demonstrates the differences between saturated, unsaturated, and supersaturated solutions; that solutions are dynamic, not static in character; and also shows suspensions and colloidal dispersions. Presents characteristics of solutions and explains insolubility, solutions without chemical reactions, mixtures, suspensions, and the Tyndall effect in colloidal dispersions.
The program describes the kinds of housing the early settlers built, from the earliest lean-to type, hastily thrown together to protest the people as soon as they landed on these shores, on through the way they learned to make thatched roofs, then later cut logs for building. The use of handmade bricks, and the change of ways in making fireplaces from the original stick-covered-with-mud ones to brick ones follows in the story. The various ways of building sturdy walls by notching of logs in various patterns and cuts is shown. Songs include “The Tailor and the Mouse,” “Little Mohee,” and “Cockels and Mussels.”
The story of money is one of a way of life, says Bash in this program. Money was not always coin or paper notes. There were many things which early pioneers could use to buy things. In Virginia, they used tobacco; in South Carolina, rice; Indians used shells and beads; trappers of the North could buy a gun with furs, and the man of New England used fish or timber for payment. Songs include “Sixpence,” “When I Was Single” and “Ribbon Bow.”
Discusses the early steps in the nominating process. Explains and illustrates the makeup of the national committee, the role of the national chairman, the importance of selecting a favorable convention site, apportionment of delegates, and state, county, and precinct organizations. Discusses a cartoon of the county chairman. (Dynamic Films) Film.
Tells the story of the need for and construction of the Cumberland Road in the early 1800's. Points out how it unified the East and West, promoted trade, led to the establishment of many modern cities, enhanced nationalism and gave impetus to overland travel to western frontiers.
The program -- and the series -- is introduced by explanation of the cage in the title of the series. The cage symbolizes the restraints, chains, cells and prisons in which the mentally ill were kept by societies ignorant and afraid of the true nature of insanity. It also represents the progress man has made in freeing the mentally ill from these restraints as more has been learned about this problem. This program outlines the history of the treatment of insanity from earliest times through the end of the middle ages. The narrator, Mr. Stephen Palmer, describes some of the misapprehensions about insanity, some of the ways the ancient Greeks and Romans treated it, and what happened to classical thought on the subject after the fall of the Roman Empire. The influence of the rise of the Roman Catholic Church, the belief in angels, devils and magic, the methods used by the Holy Inquisition to cure madness are presented in the narration: pictures, statues, and old engravings are all used.
The program begins with the days following the Civil War, when men first drove cattle westward to the range lands of the southwest, where only the buffalo had grazed before. The importance of meat to the country is shown, and the development of great herds, which roamed the open unfenced country until it was later settled and fenced. The life of the cowboy, the reason for his wearing his particular costume, chaps, kerchief, sombrero, is explained. Bash tells tales of the cowboy’s job herding, branding, and also driving the cattle on the long trek up the trails to market and shipping centers. Songs include “Cowboy’s Dreams,” “The Chisholm Trail,” and a lively dance is done to “Cindy” when the cowboys reach town.
Discusses the earth from the standpoint of an object in space. Reviews briefly the make-up of the solar system. Uses charts, models, photographs, and film clips to explain and show the earth's movements in space, physical make-up, atmosphere, and seasonal changes, and tells us how these characteristics affect the earth's inhabitants. Features James S. Pickering of the American Museum-Hayden Planetarium.
Presents an investigative report on the political, economic, and social development in Kenya and Tanzania, including an extensive interview with Tanzanian President Julius K. Nyerere. Observes that under Kenya's President Kenyatta the capitalistic system of business and trade is largely controlled by foreign investors which has led to increased unemployment and poverty. Explains that in Tanzania people are working together toward socialism as outlined by the Arusha Declaration and foreign investors must invest their profits in Tanzania so that Tanzanians may benefit.
Uses Demonstrations to explain echoes and how the ear functions. Tells how sound can bounce to produce an echo. Stresses ear care. Discusses how and why animals ears are shaped as they are. Shows how to make a harp out of rubber bands. (WCET) Kinescope.
Traces the development of American jazz dance, from tap dancing through the stylized theatrical form of the 1900's 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.
Presents a discussion of economic growth as a national goal. Reviews the causes and effects of inflation, unemployment, and rate of growth. Points out the effect of education on new employment patterns. Compares American and Soviet rates of expansion. Discusses problems of automation, standards of living, and the individual initiative in our economic position.
Discusses the use of western capital for the industrial development of the under-developed areas of the world. Presents an analysis of long range foreign aid policy to help secure peace. Features Dr. Harlan Cleveland, Dean, Syracuse University, John E. Hull, General, United States Army (retired), and host Dr. Huston Smith. (KETC) Kinescope.
Examines the potentiality of education on the sub-verbal level. Discusses the training of the special senses such as vision and the autonomic nervous system. Points out the need for research and application of training on the sub-verbal level in order for man to attain a higher capacity for thought. Features Aldous Huxley, author and lecturer. (KETC) Kinescope.
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.
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.
Presents a look at world illiteracy. Suggests the use of an already proven method of combating illiteracy in order to help the people of underdeveloped areas. Emphasizes that people are on the move and must be helped. Features Dr. Frank Laubach, missionary, educator, and author. (KETC) Kinescope.
Comments on the importance of a disciplined mind and outlines the methods of obtaining intellectual discipline in a democratic society. Answers objections and comments on a filmed illustration. Featured personality is Arthur Bestor, professor of history at the University of Illinois.
Indicates that we need education that deliberately tries to cultivate the following three freedoms: "freedom from"--the condition of being free from constraint; "freedom of"--freedom of thought, of religion, of speech, and of press; and "freedom to"--the opportunity to make choices and to act on those choices. Featured personality, R. Freeman Butts, is a William F. Russell Professor in the Foundation of Education at Teachers College, Columbia University.
States that educational conservatives look for guidance to wise men as Edmund Burke, Samuel Taylor Coleridge, and John Henry Newman in England, and Irving Babbit and Paul E. More in America. The cultural conservative contends that liberal education necessarily is traditional, and that it is intended to conserve the heritage of our civilization. Featured personality is Russell Kirk, research professor of political science at C. W. Post College, Long Island University.
States that reconstructionism is, above all, a goal-centered, future-oriented philosophy of education. It is one of the fundamental assumptions of reconstructionists that education has unprecedented tasks that would not exist in a more normal, less revolutionary, or less dangerous time. Featured personality is Theodore Brameld, professor of educational philosophy at Boston University.
The two essential elements of life adjustments education: 1)to help develop the skills, knowledge and attitudes for dealing with immediate situations of everyday life; 2) to develop an understanding of persistent aspects of situations recurring through life. Features Professor Florence Stratemeyer of Teachers College, Columbia University. Kinescope.
The quotation from George E. Partridge's Genetic Philosophy of Education, "All education is moral, for the end of all teaching is to complete the moral growth of the child, and to impart to him the moral ideals of the race," provides the theme for this program. Suggests that the key to strong character is to define for young people what is the right thing to do and to challenge them to build moral and spiritual strength with a positive approach. Featured personality is Ernest M. Ligon, professor of psychology at Union College in Schenectady, New York.
Emphasizes the fact that our national strength depends more on high level of educational achievement than on any other factor. Indicates that we must come to realize this, and that we must be willing to spend a larger proportion of our national income on education, provide an educational challenge for our young people, and discover the best talent and see to it that this talent is developed to the highest possible degree. Featured personality is Harold W. Stokes, president of Queens College in New York City.
Those who believe in education for psychological maturity draw heavily on the insights of modern depth psychology – stemming from Freud, Jung, Adler, Sullivan, and others – about how the human mind develops and why people behave as they do. A quote from one of Dr. Jersild’s book, When Teachers Face Themselves, sets the tone of this program: “Education should help children and adults to know themselves and to develop healthy attitudes of self-acceptance.” Dr. Jersild proposes that efforts to promote self-understanding should be incorporated into the nation’s total educational program. He also answers objections and comments upon a filmed illustration.
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.
Herald Tribune Forum delegates from Lebanon, France, India, United Kingdom, Indonesia, Korea, Philippines, Germany, and the Union of South Africa compare education in the U.S. with that of their countries. Includes comments on teaching methods, classroom procedures, and co-education. (WOR-TV) Kinescope. 1957
The first program deals largely with Steichen’s life and his development as a photographer. He comments on the first camera he use (a Kodak), the years before he came to New York City, his “romantic” period in the 1890’s, his work with photography for advertising, his stay in France when he was for a while very active as a painter, his reactions to modern art, and his feelings about the influence of painting on his photography. Steichen’s photographs are used throughout the program to complement his description of life and work, and he often gives detailed analysis of these photographs.
The first part of the program is devoted to Steichen’s memorable and world-famous exhibit, “The Family of Man.” Steichen explains his preoccupation with the forms and development of human life; the exhibit, and many of the photographs shown during the course of the program, emphasize the preoccupation. Steichen and Rene d’Harnoncourt also discuss his association with the fashion magazine Vanity Fair, his ideas on journalistic photography, and his work in Hollywood and in advertising, his photographic experiments, his experiences during World War I, his exhibitions and the ideas governing them, his work now in progress, and his plans for future exhibitions.
The third program consists of a detailed analysis of photographs. Steichen and a young photographer move from picture to picture while Steichen explains the mechanical and technical problems they presented and the ideas or interests that prompted his focusing on one or another subject. They also examine pictures taken by such noted photographers as Lewis Hines and Edward Weston. Of particular interest are Steichen’s comments on symbolist photography and his reasons for abandoning experiments he began in this area. At the program’s end, Steichen speaks generally about the future of photography, and of the things we have to learn about and from our fellow man.
The format of this final program is different from that of the preceding three. On the sound track is a pre-recorded conversation with Steichen, and on the screen is a series of Steichen’s own photographs, and those of other photographers, from the “Family of Man” collection. Steichen’s remarks form a commentary explaining and describing some general principles of photography, and the details of completing this particular exhibit.The basic element, says Steichen, is love: love of life and of mankind.