AV Geeks 16mm Lunch 11-19-2025

Hello everybody. I'm Skip Alzheimer. Welcome to the AV Geeks Lunchtime streaming show. We are coming from the archive because I am still mopping. That's what I'm doing, sweeping and mopping. That's sometimes what you have to do at a film archive is uh clean up uh dust and debris before we start bringing equipment back in. So that is my and somebody's keeps backing up outside. So that's what's happening out there. Uh [clears throat] so thanks uh to you that came to the show. Yes. Uh last night. I hope that uh you enjoyed it, that we uh showed some great stuff and uh some stuff I've shown on here, but at least one film I have not shown on here that I might show at some point. Um anyways, let's learn about some adaptation of plants. And what's great about this is that this is not the first edition. This is the second edition. They figured out that the first edition was missing some important information and they felt like they had to remake it. So here it is. Beep beep beep. >> [music] >> There are many different kinds of green plants, different in size and shape and in several other ways. These differences are called adaptations. Adaptations help each kind of living thing to survive in its own environment. In order to understand the many different adaptations of plants, we first need to remember one way in which all green plants are alike. All green plants are able to make their own food. That means a green plant is different from a fungus like the mushroom. A fungus is sometimes considered to be a plant, but it can't make food the way a green plant does. Usually, the leaves are where most of the food is made. A green plant combines carbon dioxide gas and water to make a simple sugar. To do that, the plant needs energy, and it gets that energy from light. All green plants make food in the same way. But each type of plant also has other special adaptations. Some adaptations help a plant to grow in a particular place. Some plants are especially adapted to a water environment. Water lilies and some other plants depend on the water to support their weight. A water lily has large leaves adapted for floating on the surface of the water where they can collect the light energy needed to make food. There are many other plants that are adapted for growth in moist places on land. Most of these plants have stems that are strong enough to support their weight. There are some plants like this morning glory that have weak stems, but these stems have an adaptation that helps them find some other kind of support. This action is being speeded [music] up in the camera. The stem moves back and forth until it touches something and then it winds itself around the object and uses it for support. Because each kind of plant has its own special adaptations, it's possible for many different plants to grow in the same surroundings. In a forest, for example, a tall tree has a large stem or trunk, and so the leaves of these trees are raised high above the ground where they can receive plenty of direct sunlight. Some plants are adapted for growth in the shade of the trees. These plants usually have larger, thinner leaves. That's an adaptation that helps them to collect more light energy. Forest plants like these can grow only in places where there is plenty of rainfall. But there are other plants that are adapted to the dry climate of the desert. Most kinds of cactus have no leaves at all and that helps to save water. Large leaves would give up too much water to the air. But even without leaves, a cactus is able to make food. The food is made in the stem. And because the stem is soft and spongy, it can also store a lot of water. These adaptations help a cactus plant to survive for several months without rain. When a rainstorm does come to the desert, it usually doesn't last very long. But a cactus has roots that spread out underground for a long way, even though they don't go very deep. That means the roots can soak up a lot of water in just a short time. So, desert plants like the cactus are adapted to a very dry climate. In the temperate climate region, plants have special adaptations for survival in winter. During autumn, as the hours of daylight grow shorter, many trees form a waterproof seal at the base of each leaf. When that happens, the leaves change color and begin to fall. That's an adaptation that helps this kind of tree to stay alive in winter. Large leaves like this lose a lot of water to the air. And in winter, the tree will need to save all the water it can. Some trees, like this pine, have small, narrow leaves called needles. And these trees can stay green all year long. Because the needles are so narrow, they don't lose much water to the air. So trees like this are able to make food even during the winter. Some other plants like the chrysanthemum have a different adaptation for survival in winter. Parts of the plant, the parts above the ground, will freeze and die when cold weather comes. But the parts underneath the ground will usually stay alive and start to grow again in spring. So plants are adapted in various ways for survival through the winter and gradually the days become longer and warmer. Soon the trees will begin to produce new leaves. But in early spring the leaves are too small to block the sunlight from the ground below. Some plants like the may apple are adapted to begin growing early in spring when they can receive plenty of direct sunlight. As the days pass, the leaves of the trees grow larger and they cast their shadows on the ground. Now, many other plants have appeared. Plants adapted for growth without as much direct sunlight. We've seen several ways in which different plants are adapted for growth in a specific place and a specific climate. There are other kinds of adaptations that help to protect plants from animals, especially from insects. Without this protection, plant life could easily be destroyed entirely by planteing insects. Some plants like the milkweed produce chemicals that are poisonous to most animals. Only a few kinds of insects are able to feed safely on milkweed leaves. This monarch butterfly caterpillar has an adaptation that protects it from the poison, but most other animals avoid the milkweed plant, and so the plant is able to survive. Plants like cabbage also make a chemical that's poisonous to most insects. Of course, people can eat cabbage without getting sick. That's because we don't have the same body chemistry as an insect. A cactus plant has another kind of adaptation for protection. Its sharp spines help to prevent most animals from eating the cactus. Some other plants like roses have thorns that help to protect the plant from animals. The mimosa plant has thorns and it also has another adaptation for protection. Watch what happens when something touches a leaf. This adaptation helps to bring the leaves closer to the thorns. Any animal that tried to eat the leaf would run into the thorns. Grass plants provide food for many animals, but usually those animals don't do any permanent harm to the grass plant. That's because grass has an adaptation that helps to keep the most important parts from being destroyed. The growing part of a grass blade is down very close to the ground where it won't be eaten by most grazing animals. So even though most of the grass blade is eaten, the growing part is protected and it can replace the parts that are lost. So some adaptations help to prevent plants from being destroyed by animals. There are other adaptations that help plants to reproduce themselves. [music] We're watching the seed of a pine tree beginning to grow with the action speeded up in the camera. Most plants grow from seeds. That's a form of sexual reproduction. The reproductive parts of a pine tree are in the cones that hang from the branches. There are two kinds of cones. These cones are male and they produce pollen which contains the male sex cell. The pollen is a loose powder that can be carried by the wind to the female pine cones. When that happens, the female cones produce seeds. There are several kinds of trees that make seeds in cones, but most plants don't have cones. Most plants have flowers instead, and the flowers are where the reproductive parts are located. Some plants, like this rice plant, have small flowers that aren't very colorful. This kind of plant depends on the wind to carry its pollen. But many plants have large, beautiful flowers. This action is being speeded up in the camera. [music] The color and shape of the flower are important adaptations that help the plant to reproduce itself. Plants like this depend on certain kinds of animals to carry their pollen and their flowers can be seen easily by insects or birds. The flowers also produce a sweet liquid called nectar. Nectar is used as food by some birds, including the hummingbird. And some insects also feed on nectar. These flowers make a pollen that is very sticky. When an insect or bird comes looking for nectar, the pollen will stick to the body of the animal. Then when the animal visits another flower of the same kind, some of the pollen will rub off and the plant will be able to make seeds. Some flowers, like the veetch, are adapted to take advantage of the body shape or habits of a certain insect or bird. A bee usually lands on the lowest petals of a flower. And when those petals are pressed down, the veg flower releases pollen. Some of the pollen sticks to the bee and will be carried away to another flower of the same kind. The shape of an iris flower helps to make sure that its pollen will be carried away. A bee has to crawl deep into the flower in order to get the nectar. This means that the bee is sure to rub against the parts of the flower that make pollen. The flowers of a plant last for only a short time. When the plant is ready to make seeds, parts of the flower wilt and fall off. The part that's left will grow into the fruit of the plant. Inside the fruit are the seeds that can grow into a new plant. Some plants produce their flowers only in spring, some only in summer, and some only in autumn. That means that all of the plants are not competing at the same time for the attention of the animals that carry their pollen. And so we've seen several different adaptations of plants. Adaptations that help a plant to reproduce itself. Adaptations that help to protect plants from being destroyed by animals. And adaptations that make it possible for a plant to grow in a certain kind of place. Many different kinds of plants can live together in the same surroundings because each kind has its own adaptations that help it to survive in its own special way. >> [music] >> Thanks, Cornet. Uh, and this is during uh the time that Coronet was owned by Simon and Schustster, the um uh publishing company, and then I guess they got spun off again. Okay, what do we got? Uh yeah. All right. Uh so we've been working with some getting some new uh Prolinger stuff uploaded. Uh that first home movie was from that. Uh this film, these next two films actually are also from this uh stuff we've recently uploaded. Uh this one is uh I feel like this is part of that uh series that AIT series um that we've shown something from, but it's a little bit different. Um this one's called Choice. Enjoy. What happens when you make a choice? Choosing one thing often means giving up something else. Watch for the choices made in this program and watch for what is given up. The Canadian Foundation for Economic Education and the Joint Council on Economic Education present Tradeoffs. [music] [music] Morning. [music] [music] [music] >> [music] >> Stupid, stupid, stupid car. Hey. Uh, why'd you kick your tire like that? >> Because I like kicking my tire, if that's all right with you. >> Uh, can I kick it, too? >> Nah, I'm the only one that can kick my tire. Look, the car is in park and the brakes on, so get inside and rev it up. Okay. >> Okay. Murf says he's changed his mind and now you guys are going to take me with you to the game on Friday. >> No he didn't. >> Oh yes he did. He told me. He said he didn't want to be a crummy brother and not take me to the game. >> Sure. >> Come on, Rick. Why can't I go with you guys? I'm not going to do anything. My favorite player is pitching. >> Because I told you. >> Because why? >> Because there's not enough room in the car. The car only sits two people. Now look, when I wave my hand, you rev it up. Okay. >> Okay. >> [music] [music] [music] >> Game set match Drake Black on >> [music] [music] >> trophies, aren't they? They're terrific. Hey kids, come on in. Listen, I want to thank all of you. You did a great job this week. Hot weather and all. You really hustled, moved the tournament along terrifically. I got a big surprise for you. All the people at the club are going to send each and every one of you on a free trip to Kings Dominion Park. How's that? >> How about that? >> Oh, wow. Isn't that great? Each one of you is going to receive tickets worth $6. And all you have to do is go home and tell your folks about it and get their permission and then have them call me sometime very soon. Okay? The next day or two, no later. And then the trip will be on Friday. Okay? >> So, Kings Dominion it is. And it's just our way of saying thanks for all your help. We really appreciate it. >> Let's go in and get something to eat before the club guy gets here to pick us up. >> We just have three turtle. >> That was over 5 minutes ago. Hi Rick. I thought you were going to the game this afternoon. >> I am little brother and this is your lucky day cuz you can go too. >> I thought you were going with Murf. >> Murf has to work. So you can go along and see your favorite picture after all. >> Hello men. >> Don't you ever stop eating? >> Only when I sleep. >> Let's go. Gordon, >> what am I going to do? >> Here, have a donut. What's the trouble? >> Well, we're supposed to go to the King's Dominion today. All the kids who worked at the tennis tournament are going. >> That's tough. >> What's tough? >> Remember where I wanted to go to the game today, but Murf and Rick wouldn't take me. Well, now Murf has to work, and Rick says he'll take me. >> But if you go to the game, you're not going to have to give up going to the amusement park. >> Maybe I can do both some way. >> King's Dominion's a long way from here. You don't have time. >> But if I go to King's Dominion, I'm going to miss the game. Well, what are you going to do? >> Come on, let's go. We've got donuts in here, Harold. >> Here they are, Harold. [crying] >> Come on, Golden. >> King's Dominion or the ball game. I have to make a choice. [music] Here we go. We're here. >> [music] >> Okay. >> Okay. Let me get you the tickets. >> Wait for me. I've got the tickets. Okay. Everybody gets six bucks worth of tickets. Right. >> You can only spend tickets once you get inside the park. >> For food, too? [music] >> Yes, Harold. For food. Now, listen. If you brought any of your own money that you want to spend, >> Loretta, if you have any of your own money that [music] you want to spend for extra things, you come back out to the main ticket booth and you purchase your tickets. Okay, they're 20 cents a piece. [music] Got it. >> Listen, I'll meet you back here at 7 o'clock. Then we're going to take our group picture [music] for the club newsletter. All right. >> I think it's a good idea that the people that paid for this trip see what a terrific time you had. Okay. >> Yeah. >> All right. Have a good time. >> Wow. Wow. Hey, wait up a sec. >> Let's get some taffy apples, >> Harold. >> Oh, come on, Harold. We've used up four tickets on popcorn and cotton candy. We just got in here. >> But I'm beginning to feel laded. I need a taffy apple. >> Go ahead, Harold. We'll wait for you. >> No, we won't. You can't eat like a horse and go on all the rides with that. You don't have enough tickets. >> Yeah, that's right. We're not going to wait for you all day long. teach your dumb candy apple. >> Come on, Harold. You can make it. >> I want a tappy apple, but they won't wait for me. I'll have to make a choice. [music] Up and over, skipper. How's that, ladies and gentlemen? Let's give them a big hand. And now Skipper and Dolly want to meet one of you. My assistant will bring someone from the audience. Yes, you. >> Go ahead. >> Go on. Go on. >> Don't be afraid, young lady. Skipper loves to meet people. Skipper's going to come out of the water. >> There he is. Don't be afraid. >> Shot that. >> You should take her picture. I am. >> How much film you got left? Only one shot. >> Do you have any more film? I used it all and they'll sell my kind here. You take a picture of Julia, you won't have any more film left for the picture of all the kids. A picture of Julie' be just as good. >> But when they said it'd be nice to have a picture of all the kids who went to King's Dominion. >> The act's almost over. >> Tell him to go back. >> Tell Skipper to go back in the water. >> Oh no. What should I do? I can't get any more films and I only have one shot left. I'll have to make a choice. [music] [music] I still have 15 tickets. I'm going to take [music] this ride again. After this ride, I'll only have 12 tickets [music] left. >> [music] >> Gee, only 10 tickets left. [music] [music] >> Woo, >> that was a lot of fun. [music] >> Yeah, I'd like to do that again. Maybe. So, I've only got six tickets left. Me, too. >> Yeah. Wish we could get some more tickets. >> Mhm. It'd be real nice. I shouldn't have gone in to see the fat lady. That was three tickets. >> What's she look like anyway? >> Like she'd been pumped up with an air hose. Got any more money? >> Some. Then go buy some more tickets and we'll meet you at the water sled. >> But this is my allowance. I was going to use it to go see the movies. >> If you go to the movies, you won't be able to ride on the water sled. >> I could buy one ticket for 20 cents and still have enough money for the movies. >> The water sled costs two tickets. >> What are you going to do? >> I hate to spend my money, but I did want to ride the water sled. >> Come on, Sammy. We're wasting time. >> I can't go on the water sled and still have enough for the movies. I'll have to make a choice. >> That wasn't scary at all. >> That's because you had your eyes closed. >> Hey you guys, >> did you ride through Lion Country yet? It's really neat. >> Yeah, that was really fun. But it's 6:00. You think that we could ride this before Wendy comes back to pick us up? >> Why not? We got enough time. >> Okay, let's go. Come on. >> Let's go. Hey, let's get some hot dogs when we get down. >> Are you still hungry? >> I can't help it if I never get full. You don't have enough tickets. >> I have two. >> But the dodging cars cost two. You buy another hot dog, you won't be able to go. >> I could buy two hot dogs. >> Haven't we been through this before? >> Look, if I go in the dodging cars without a hot dog, I may starve before I get off. >> I don't care anymore. Buy a million hot dogs. >> Yeah, we'll see. Hey, you don't understand. This is a hard decision. >> They're all going on another ride. I'll have to hurry up and make a choice. [music] Gordon had to make a choice. Harold had to make a choice. Loretta had to make a choice. Why did they each have to make a choice? Gordon had to make a choice because he had only so much time. Harold because he had only so many tickets. And Loretta because she had only so much film. If Gordon used his time to go to the ball game, he couldn't use this time for anything else. If Gordon went to the ball game, he had to give up the opportunity to go to the amusement park. If he used his time to go to the amusement park, he had to give up the opportunity to go to the ball game. Gordon chose the amusement park. Missing the ball game was the opportunity cost of going to the amusement park. Harold had to make a choice to use his tickets for food or for rides. He didn't have enough tickets for all of the food and all of the rides he wanted. If he chose food, not taking the rides would have been his opportunity cost. If Harold chose the rides, what would have been his opportunity cost? Loretta had to make a choice to use her last shot to take a picture of Julia with the dolphin or to take a group picture for the tennis club. If she chose a picture of Julia, not having a picture for the tennis club would have been her opportunity cost. If she chose to take a group picture for the tennis club, what would have been her opportunity cost? All choices have an opportunity cost. Remember, Sammy had to decide whether to use her allowance to go to the movies or buy more tickets for the water sled. If she chose the water sled, what would have been her opportunity cost? If she chose to go to the movies, what would have been her opportunity cost? Not all choices involve time, tickets, film, or money. Watch. [music] >> I'm getting hungry watching you. >> So stop. >> Come on, Har. It's cheering time. What do you guys think they're building on our old ball field? >> Come on, Harold. Go try and change the subject. Are you going to give us a donut or not? >> They're not donuts. >> What are they? >> They're donut holes. I told you I gave up eating donuts. [music] >> Gordon, catch. >> Joe, look. >> Hey, give me those. >> Never. >> Hey, hey, hey, hold it. What's it all about, fellas? >> We're sharing some donuts with our friend Harold. >> He's very generous. >> Sure. Want some? >> Yeah, why not? M. They look good. Thanks. Thanks, Harold. I'll take one, too. Here. The rest are yours. >> Show up the build donut factory. >> What are they building in there? >> Take a look and see for yourself. >> Give me a look. Get out of the way. Come on. Let me in. I got to see this. >> Hey, there's no belt yet. Hey, I'm still looking. >> Oh, yeah. You've had a turn. >> Just a lot of steel and cement mixers. I'm working on stuff. Sure doesn't look like our ball field anymore. >> What is it? >> Let me look. >> It could be anything. >> Anything? No, not anything now. There's just so much land and steel and cement back there. >> Yeah, with all the stuff they got, they could build a lot of different things. >> I can't tell either. They haven't done enough to tell. >> I told you, you dummies. You just can't tell. There's just a lot of steel and cement mixers and things like that. >> H. They're really making progress though. >> Progress? Progress on what? >> What do you think? >> Well, if I had to make a choice, I'd say it should be a new movie theater. Then we could go to the movies more often because it would be so close. We hardly get to go at all now because we have to take a 50 cent bus trip across town. But then if it was a movie theater, it couldn't be a donut factory like Harold wanted or a gym like I'd like. But that's the way things work. There's not always enough land and materials to build all the things we'd like to see built. You can use it in a lot of ways, but you always end up having to choose which way. It's not easy. >> I don't think it's so hard. We need a new fire station. This neighbor doesn't even have one. >> My friend's house burnt halfway down. The fireman had to come from so far away. They didn't get there fast enough. We had our own fire station. It'd be safer. [screaming] I'd even give up a new doughnut factory for a new fire station. Fires are too scary. >> Hey Dave, if we had a new fire station, we'd have to be giving up getting a new office building. There aren't many around here now. And if this was going to be one, my mom could move her office. It wouldn't take her as long to get to work. She'd be saving a lot of time. And you get home earlier, too. A >> fire station's much more important than an office building. Being safe is much more important than saving a little bit of time. >> Wait a minute. Wait a minute. Now, no matter what they build in there, they can't fill the things that we'd all like to see built. As important as they may seem to us. >> If we build an office building, it's just going to cost us a fire station. That's all. Or a new movie theater. >> Or my gym. >> It's already cost us a bullfield. Well, now the people who bought this land and provided all the steel and concrete had a particular purpose in mind. They can't make things everybody wants, right? So, if you were deciding, how would you make the choice? [music] >> [music] >> The content of tradeoffs was developed entirely with funds [music] from a consortium of 46 state and provincial [music] education agencies. Other funds for tradeoffs were provided by these foundations [music] and corporations. >> [music] >> This program was produced by EFC, Educational Film Center, [music] Northern Virginia Educational Telecommunications Association. Animated segments produced by Goldshaw and Associates under the [music] supervision of AIT, the Agency for Instructional Television. Oh wow. Kings Minion. Um I think the last time we went there was two years before CO. Um and so I took my nephew and my uh assistant and we went and rolled rode roller coasters all day. I love roller coasters. And uh there is one particular roller coaster at King's Minion that I love which basically shoots you out of the um cone of a volcano. Um and it's old. It's an old roller coaster, but it is still still has long lines and is still a lot of fun. And I haven't really found a roller coaster that matches how much I love that one. Um [clears throat] but I haven't gone back. Uh I have ridden roller coasters since uh Dollywood uh last year, but at some point I'll go back. Um but yeah, big fan of King's Minion and I don't know why does why they wasted tickets watching that marine uh show like that that doesn't exist there anymore. There is a water park there uh which has some uh water slides. It's it's not as good as uh ones that are their own entity, but anyways. Yeah. so much more information than you need to know. But Kings Minion, yes, I have taken um people on my team there for uh a field trip, okay? Because it's it's only like three and a half hours away, I think. It's not that far. Um Carowinds is too far. Uh and it's it's not as good. All right. Uh one last film. Uh this is part one of a film called Elementary School. And I think this is also from Virginia just coincidentally. Uh and this is from the Prelier collection. Enjoy. [music] >> [music] [music] [bell] [music] [bell] [bell] >> In rural area, village and city, children go to the elementary schools. [music] Half a million children to the elementary schools of Virginia. [music] >> [music] >> Each building is different. [music] Each influences the type of program that is offered. And well planned buildings with adequate equipment [music] help create a good environment for learning. >> [music] >> Inside the school building, the quality of living reflects the plant and [music] the use which is made of the plant. With adequate storage space, it is easy for teacher and children to [music] practice orderliness and good housekeeping. Note the provision for the storage and handling of heavy materials. [music] This teacher uses a built-in desk which has sufficient space for supplies. Movable furniture makes [music] for flexibility and enables children to rearrange their room and adapt it to various kinds of activities. Gathering around a fireplace for a story hour creates a homelike atmosphere and [music] gives little children a feeling of security. In an old building, a teacher puts a once popular speaking platform to constructive use. She uses it to extend working space so that she can work with small groups for [music] special purposes. The teacher of this primary class has arranged her room to provide for many different interests. And here [music] is a primary room which shows another arrangement for good living and learning. Children's individual interests and abilities are being challenged through opportunities for quiet study, art, expression, construction, and exploration. The arrangement of this upper grade room is also flexible and provides a similar variety of activities. Friendliness, independent [music] work, and cooperation characterize a good classroom. In the good school, teachers know their children as [music] individuals. Teachers learn about children through working with them in the classroom and through participating in their play [music] activities. This teacher uses an additional means of learning about her pupils. She confers with the children's [music] former teacher to learn about their previous school experiences. Records give her a picture of each child's growth and progress. Home visits are important in building understanding [music] between the classroom teacher and parents. Special days are set aside in this school [music] for parents to visit and confer with the teacher about the progress their children have made. Each child shows his parent his own [music] work and the teacher moves from group to group discussing individual problems. Later in a private conference, parent, [music] teacher and child review the progress made up to the present and decide on the next steps which [music] should be emphasized for the particular child. Social relations play an [music] important role in the school environment. Children act as hosts and welcome parents when they visit the school. Parents are frequent guests in this cafeteria and help make the lunch hour an enjoyable experience. Parents also help with school activities. Here, a parent who has had library training is assisting the school librarian by working with students in the processing of books. Parents go along when children take a field trip. Interested parents meet with the supervisor and members of the school staff to discuss problems of mutual interest. And in this school, the entire staff, instructional and non-instructional, plans together on problems that are of concern to all. This [music] principle arranges a place where the teachers can meet informally before the children arrive. In some schools, a teacher with special abilities, such as the shop instructor, instructs other teachers so that they in turn can guide children in a greater variety of learning experiences. Facilities and time are provided for teachers to relax and get to know each other. The relationship between this principal and her pupils is friendly and warm. The principal's office is a pleasant place where children feel at ease. Good relationships among all persons in the school make for an environment that aids learning. Day in day out, children go to the elementary schools. Each is an individual. [music] Each must be helped to grow to intelligent adulthood. And the school environment contributes to this growth. When the environment includes adequate plant and understanding of children and [music] good relationships, it serves as a background for effective learning. [music] In the good school, recognition [music] is given to the close relationship between children's physical condition and their ability and desire to learn. Here, the children participate in keeping records and taking measurements as part of a periodic classroom checkup. When physical defects are discovered, a definite procedure is carried out in the notification of parents and the followup of cases. The school, the home, and health personnel cooperate in planning for the health of the child. Testing the hearing of all pupils is another type of physical inspection. A classroom teacher who has been trained in the use of a group audiometer is administering one kind of screening test designed to reveal hearing loss. >> Write the numbers that you hear in the first column on your paper. Forward two 3 2 1 8 5 8 As a result of further individual testing and continuous observation The teacher changes the seating arrangement to accommodate children with hearing losses. A pure tone audiometer test and a medical followup showed this boy's hearing deficiency to be so extensive that a hearing aid was prescribed. In this instance, the nurse helps him follow through on the instructions for using the new hearing instrument. The boy now is able to take a more active part in class activities and experience greater success in his schoolwork. School is for all children from every part of the city. Children who are physically handicapped come to this school where special facilities and services are provided for them. A teacher under medical supervision continues the home physical conditioning program. The children are able to go on with their schooling and are getting the satisfaction that comes with physical independence. In this classroom, some of the activities are designed to help children with muscular difficulties develop those skills necessary for meeting their daily needs. Life takes on tone and color for them as they gain a feeling of accomplishment. This boy is confined to a wheelchair, but he participates in many of the activities of his regular sixth grade class. Handicapped children are encouraged to engage in those school activities approved by their physicians. [music] In schools where attention is given to the use of appropriate health facilities, children practice healthful living in natural ways. In this classroom, cleaning up after the completion of a job is an accepted procedure. With a fountain in the classroom, a child can get a drink of water whenever he needs to. A toilet. Opening off the classroom makes it easier to develop good health habits. A normal situation is provided for the use of toilet and handwashing facilities. In a school that has no plumbing, a running water system has been improvised. Handwashing at lunchtime becomes a cooperative undertaking. This school has a room where a sick child may lie down until he is able to return to his classroom or until arrangements can be made to take him home. Under teacher supervision, children learn how to care for simple injuries. And these upper grade girls are getting instruction in first aid and the principles of bandaging. A variety of supervised planned by teacher and pupils helps children grow strong and achieve muscular coordination. Individual exercises without equipment such as this develop efficient body mechanics. Here children are engaged in individual activities by means of which they acquire balance, agility and endurance. These upper grade boys are perfecting skills appropriate to their age level. And these upper grade girls are developing skills suitable for them through a game. Many developmental and social values are learned through games. In games like this, children learn to judge distances, move with speed, catch and throw. They learn to observe the rules of the game. In this relay, the children learn the importance of cooperation. Activities of this type develop team spirit. One person alone can't win the game. A feeling for rhythm can begin with such simple activities [music] as swaying, hopping, and running. Children interpret the music and respond with their entire bodies. >> [music] >> These children also are responding [music] to rhythm but in the form of a dance. [music] Learning about nutrition and acquiring [music] good food habits are a part of every good school program. Here children are analyzing foods for starch and protein. It is a part of a class study of food selection in relation to health. A midm morning lunch [music] is an important factor in the physical development of many young children. The children in charge of serving are sharing a responsibility of group living. [music] This school has a kitchen but no central serving area. So lunch is prepared in the kitchen and brought to the individual [music] classrooms. [music] Upper grade children share in the responsibilities [music] of this school cafeteria and at the same time they have an opportunity to learn food combinations which contribute to an adequate diet. >> [music] >> Lunch provides an opportunity [music] to establish good eating habits and social courtesy. Lunchtime is get acquainted time. The attractiveness of the cafeteria [music] plays an important role in determining behavior. Relaxation is important for all children. These youngsters relax after lunch by enjoying their story hour. [music] >> [music] >> Now the children prepare for their nap. Note that each child has his own individual storage space for the blanket when it is not in use. [music] >> [music] >> Older children need rest also, [music] and these upper grade pupils relax by resting their heads on the desks and where facilities permit some schools have cotss. The good school is concerned with all factors that influence a child's physical fitness for it is recognized that the child's whole life picture is closely identified with his health. I know that's from the 50s, but I don't know specifics beyond that. And I think somebody ided uh Ron Oak, Virginia, which is uh in the mountains. It's western Virginia. And uh yes, in incredibly segregated schools we saw there. And that was the way it was in Virginia and the way it was in North Carolina. Um and uh in Raleigh, I would say until probably the early 70s. like they had really fought integration in this city. Um, and there has been a long you can see it in the city like there's there's definitely areas that have been redlined. There are areas that were predominantly uh black um like there's a you know predominantly black library like that was different than the main library um etc. So I think it's going to take a long time to get away from that and there unfortunately forces at work that try to reinforce that. So we're trying to deal with that. Uh Raleigh is actually uh is being occupied right now by a bunch of thugs and uh so it has been very frustrating and anxietyprovoking and it is it runs counter to every single film that I have in my collection that I have shown on this channel. So that's all I'm going to say about that. Anyways, thanks for joining us. Uh if you happen to be in Raleigh, uh we are doing a screening at DHL Library tonight at 6:30, uh which is right off of Hillsboro Street in the Fishbowl and we're showing films about finance. So, um join us, see us live, it's free. Um yeah, and I will see you tomorrow everybody. Take care. Love you guys very much. Um and we will see you soon. Bye.