AV Geeks 16mm Lunch 9-29-2025

Hey everybody, I'm Skip Alzheimer. Welcome to the AV Geeks Lunchtime streaming show where we watch old 16mimeter films. And today, uh, we have surpassed 11,000 films and streaming shows that we've posted on YouTube. Hey everybody, I'm Skip Alzheimer. Welcome to the AB Geeks Lunch. And uh, in spite of all that, I still forget to mute my microphone when I'm doing a live show. So there you go. Uh, all right. Um, so I'm excited. Um, we got that we hit that milestone. Um, and yeah, we uploaded a thousand films since we hit 10,000 earlier this this year. And uh, so we're just going forward and I instead of doing like 24 films a day, I'm doing maybe two or three films a day, of which one is like a daily streaming show. So that seems to be more sane on my end. I have so many films that I want to share, but um I'm scheduling them out. And honestly, uh the best way to see the most films is to watch our streaming show because that's where I show four or five or six films and those then eventually make it make their way individually. So much overhead. All right. Um I so I've been uh not only have we been scanning our own films which uh you can see behind me uh we have a laser graphics laser graphics archavist 60mm scanner but we're also um working with the Pllinger archive and some other archives and uh this film was I found in the Preller archive collection and it's fascinating it's absolutely fascinating Uh, wait a minute. No, not yet. All right. I mislabeled something. All right. This next film, first film that we're going to watch is a bunch of commercials about sports. Enjoy. For a growing number of today's high school students, the keyword in sports is participation. That's because more than 5 million young men and women are taking part in intercolastic athletics. Nearly one half of the student body at many schools now enjoy the thrill and excitement of athletic competition. Obviously, the nation's high schools are expanding athletic programs to fulfill this growing desire for participation. Schools are supporting more sports and sponsoring more levels of teams at each one. And they're doing all this while keeping athletic program spending down to less than 5% of the total school budget. By any measure, intercolastic athletics are an educational bargain and they're a sound investment, one that the National Federation of State High School Associations continues to preserve, protect, and support. We urge you to support intercolastic athletics in your community. [Music] If you're looking for fast, colorful, and exciting sports action, one of the best bets is a high school in your community. There you'll be able to watch some of the more than 2 million varsity athletic contests that will be held this year. You'll be among the 1 billion spectators who will attend. But what you won't see is the large amount of work behind the scenes to make all the action possible. It's the work of coaches who teach sports techniques, of athletic directors who coordinate programs within school districts, of administrators of state high school associations who coordinate athletics on the state level, and of the national federation of state high school associations, which protects the interest of intercolastic athletics throughout the nation. The purpose is to promote athletic programs of sound educational value to every student. Inter Scholastic Athletics are America's most comprehensive sports program. They deserve your support. [Music] No matter what the sport is, the key to safe and fair competition is always the same. Good officiating. That's why such a large number of state high school associations conduct comprehensive programs to train officials using books, audiovisisual aids, and tests prepared by the national federation staff. State associations teach, test, evaluate, and certify athletic officials, and association personnel, crisscross their states to conduct rule interpretation clinics. Even with all this guidance and instruction, the job of an official will never be an easy one. But intercolastic athletic programs could not operate without the thousands of men and women who have accepted the challenge to become officials. And to them, the National Federation of State High School Associations offers its sincere thanks. [Applause] [Music] Hello, I'm Fy Odell. And probably that name doesn't mean very much to you, but if you lived here in Drum, Drum, Oklahoma, I'm sure it would because I have more direct influence over young people than anyone else in town. I'm the high school football coach and each year 50 boys come to me and in their own words say, "Coach, make me a football player and I do that. But I usually do a lot more. I make them better people." You see, there's much more to coaching than X's and O's and blocking and tackling. A good coach is a counselor, sometimes a friend, and maybe even a father or mother. The truth is, coaches spend more time with boys and girls than most parents. So, coaches have to be special people, and most of them are. You can honor these men and women in your community on National Coaches Day, Friday, October the 3rd. October the 3. That's coming up. Um, my experience with uh high school uh football players is most of them I did not like uh in my high school. They were not positive people. They were um yeah, it was not good. Um, anyhow, all right. So, uh, that was from the Pringlinger Archive. This next film is from the Pringlinger Archive. And, uh, this is the film that I was like, whoa, what is this? What a bizarre niche thing. I love watching a film that's meant for a very specific eyeballs and then showing them to eyeballs that are not you're not supposed to see. And uh so this is Interstate Brands. And does Interstate Brands mean anything to you? Interstate Brands Corporation. Um watch this and you'll figure this out. But it's it's fascinating to me. Uh and it there's a lot of still images. This could have been a film strip or a slideshow, but the information is is over the top for me. Um enjoy. [Music] Can a corporation which employs an amateur psychiatrist, a toy piano player, a blockhead, a thumb sucker, and a dog to sell its products find happiness? and success in today's markets. Can this strange array of juveniles increase corporate sales from $167 million to $277 million in just 6 years while setting new highs each year, too? The answer is yes. that the salesman of the Peanuts characters named Charlie Brown, Lucy, Schroeder, Lionus, Snoopy, and the name of the company is Interstate Brands Corporation. With headquarters in Kansas City, Missouri, Interstate Brands is one of the top four wholesale baking companies in the nation and one of the most successful. Interstate ranks among the top 30 producer distributors of quality food products in the nation, serving well over a 100,000 food outlets with distribution in all 50 states. The company is the sales leader or a leading brand in every market it serves. Interstate products are sold in nearly every major regional or national grocery chain. IBC is a member of Fortune's 500 leading industrial companies and is listed on both the New York and Pacific Coast Stock Exchanges with the ticker symbol IBC. The company's bread and cake products are produced in 36 plants at strategic locations across the country. Breads are marketed under a variety of labels. Butternut in the Midwest, Mrs. Carl's in Wisconsin, Milbrook in the east, Harts in the middle south, Sweetheart in the Northern Plains area, and Webers, Blue Seal, and Foress, an institutional brand on the West Coast. IBC is also one of the nation's largest producers of specialty breads, Upside Down, Roman Meal, Hollywood, and Oldworld varieties. Cake products are distributed nationally under the Dolly Madison label, augmented by the Blue Ribbon Cake line in New England. IBC sold more than a quarter of a billion dollars of these products in 1971. Distribution is channeled through more than 380 depots served by a large fleet of over the road transports. Stores are served daily by employee sales drivers who operate a fleet of over 4,000 company-owned delivery trucks. Employees total about 12,000. In 1969, after more than 50 years, the company, which is incorporated in Delaware, changed its name from Interstate Bakeries to Interstate Brands Corporation, adopting a new corporate emblem to reflect a bolder, more contemporary look. and to project IBC's confident thrust toward expansion into new directions. First in IBC's diversification program was the acquisition of the Baker Canning Company, a Wisconsin subsidiary which processes highquality corn, peas, and beans primarily for institutional trade. Baker operates three caneries, six warehouses, and has about 10,000 acres under contract or lease. Sales are about $4 million annually. Interstate Brands takes pride in its significant growth in the highly competitive wholesale baking field. IBC sales have established record highs for 10 consecutive years. In 1971, Interstate posted revenues of over $277 million, representing an increase of 8 and 8/10% over the previous year. In 1971, under complex economic conditions, the company was able to achieve record net earnings of $5.1 million or $2.20 20 cents per share on average shares outstanding compared with $21 per share in 1970. This reflects an improvement of 9.8% on net earnings. Of the 5 million common shares authorized, approximately 2.3 million are issued. During 1971, common shareholders equity increased from $44.7 million to $47.9 million and return on equity for last year amounted to 10.610% continuing a 10-year average. 1971 marked the completion of the 24th year in which Interstate has paid quarterly cash dividends without an eruption or decrease. In May of last year, the common stock dividend was increased 6.7% from 90 cents to 96 cents per share annualized. Working capital increased from $10.2 million to 12.9 million in 1971. A strong believer in building for the future, Interstate has experienced a continuing program of physical growth and capital improvements. 1971 capital expenditures for fleet replacement, modernizations, and plant expansions amounted to $10.3 million with slightly more authorized for 1972. During this past year, the company opened its new $9 million Dolly Madison cake plant, largest of its kind in the nation, at Columbus, Georgia, designed to serve the entire Southeast. In September, the company purchased the Michigan Bakery's bread plant at Grand Rapids, Michigan to replace its much older plant in the same city. In Glendale, California, construction began in February on the $3.5 million addition to Weber's Bakery, which when completed in early 1973 will be one of the nation's most modern high-speed bread production lines. The company is continuing a program of closing older and less efficient plants and consolidating production in more efficient bakeries without losing market distribution. Efficiency of production is a prime corporate objective. Its advertising and marketing expertise has kept IBC a frontr runner in the marketplace. The company through a special long-term contract with United Feature Syndicate extending through 1985 is licensed to use Stoppy and his Peanuts friends in the marketing and advertising of all food products. This powerful advertising vehicle presently is employed to promote both bread and cake. The company also has a companion contract for the production and nationwide telecasting of the highly rated Charlie Brown series of TV specials. For your enjoyment and so you can see how the Peanuts gang works so effectively for us, we thought you might like to watch a few examples of our commercials. >> Charlie Brown. Oh, Charlie Brown. I just want you to know how much I like the princess sandwiches. Huh? >> Prince of sandwiches. Say, do you suppose he knows the Duke of baloney? >> Fresh hail and hearty Weber's bread by special appointment to the prince of sandwiches. Hi. What are you doing? >> Walking. >> No. No. What are you eating? >> Cuckoo. >> What are cuckoo? >> They're chocolate cupcakes. Dolly Madison makes them. >> They sure look good. >> Yes, they got a lot of creamy stuff in the middle. >> Can I see them? >> Sure. >> Cuckoo have lots of chocolate frosting. And you get two of them. say, "Want a trade?" >> Well, >> I have this ring. >> I don't know. >> Ah, come on. >> Okay. >> Gee, thanks. They sure look good. >> Yeah. And you had to teach Rzzy's with raspberry coconut frosting at Google's vanilla frosting. Well, see you around. >> Rzies and Googles. >> Was that a real genie? Oh no. What I need is some extra energy to pitch those fast balls. The prince of sandwiches. Well, maybe a noble sandwich made with fresh hail and hearty butternut bread would help. Thank you. I ought to be able to put some zing on the old ball now. I should have asked for a triple decker >> butternut bread. Always fresh, hail, and hearty. Life ain't easy. It's hard to make it through without getting zapped. And some of us seem to get zapped a heck of a lot more than others. But luckily, there are little things that help us get through the zaps. like these zingers, zingy little finger cakes from Dolly Madison, vanilla zingers for the plain vanilla zaps and chocolate frosted chocolate zingers for the double chocolate super zaps. [Applause] All Zingers have a very delicious creamy filling inside and are now enriched with vitamins and iron. So don't let the zaps get you down. Snap pack with Zingers. The cakes with Charlie Brown and Lucy on them. Three in every pack. Zingers. They're good for what zaps you. While the growth of the wholesale baking industry has been steady rather than spectacular, an agricultural industry source book estimates the 1971 value in shipments of bakery products to be $7.4 billion, up 3% over 1970. In 1971, interstate brands performed nearly three times better than the industry average. Recent trends signal outstanding growth opportunities in certain product areas such as snack foods, the lunch cakes, pies, hamburger and hot dog buns which IBC produces and is well equipped to expand to meet future demands. IBC's newly enlarged research laboratory and staff offer accelerating opportunities for new product development and creativity. One of IBC's newest products is a Super Zinger. These vanilla or chocolate cream fil snack cakes come individually wrapped in a newly designed family pack. The West Coast and Midwest markets where they have been introduced, consumer acceptance has been enthusiastic. While Interstate Brands Corporation, a growth company, is not restricted to the wholesale baking field for its future development, it does have a commitment to its basic business and its continued progress. A progress which through the years has earned it recognition as one of the outstanding performers, not only in the baking industry, but within the entire food field. Interstate's commitment to excellence. Excellence in people, excellence in products, excellence in service should keep the company on its profitable course. Its strong and capable management team gives promise of an even more viable role for IBC in the future. [Music] Okay, so yes, that could have been mostly a slideshow, but holy cow, those commercials. Um, not only seeing Charlie Brown and the Peanuts gang uh promoting various bakery products, but Jodie Foster, holy cow. Cuz when I saw you in the comments, you're like, "Jodie Foster, Jodie Foster, Jodie Fost." I was like, "What? really and I missed it. So, I went and I pulled up the video while we were watching and I did a still frame and I kind of saw and sure enough that weird kind of thing that where she's talking kind of out of the side of her mouth, that's her. Totally her. And uh I should say that she was my first celebrity crush. like when she was on the Partridge Family, when she was on um there's a couple of Disney, wonderful world of Disney films, she was very much my uh crush. Of course, by the time that she was on Taxi Driver, I had moved on to uh Deborah Harry from Blondie, but um yeah, there you go. All right. Uh so this next film is from our collection. Uh cuz like I said, we're scanning. We're moving films and we're scanning films. Uh this one is by Etna, uh the insurance company. And Etna was like one of the first big insurance companies that really did a push about uh auto insurance and safety related to driver safety. like they really came up with a lot of things and and so this film is going to talk about educating young people about driving and it's going to show the amazing Etna Drivo Trainer uh and we can talk a little bit more about that uh later but here's toward a generation of safer drivers. Enjoy. Here at this high school in Brooklyn, New York, an experiment of far-reaching educational importance was conducted recently. It was an experiment which may well revolutionize the training given to high school students in one vital subject, not only in New York City, but throughout the entire country. Let's take a closer look at this experiment. Let's go in and see what the newspapers, magazines, and television stations hail as the classroom of tomorrow. What's this? Little model cars. These youngsters are learning to drive right in the classroom. What they learn can well point the way toward the solution of what has been termed the greatest uncontrolled social problem the country faces. What to do about the automobile death and injury toll. More than 1 million people have been cut and crushed to death in wrecks like these. 1 million people in a little over 50 years. In a half century, the automobile has claimed more lives than all the American fighting men who have been lost since the Battle of Lexington on April 19th, 1775. injuries, 35 million of them, more than the combined populations of the states of Minnesota, Iowa, North Dakota, South Dakota, Nebraska, Kansas, Missouri, Illinois, Wyoming, Montana, Colorado, Wisconsin, Indiana, and Kentucky. Why is this such a familiar scene in our highways? Payne's taking investigation shows that nine out of every 10 smashups are caused by the human factor, the driver himself. If we're going to reduce the highway toll, we've got to have better drivers. It's just as simple as that. There are about 65 million licensed drivers in the country. A great many of these people are fairly good drivers. Others are poor drivers. Some are downright dangerous. Almost all of these people picked up what they know about driving. They had little or no formal training. Their habits are set. Some of these habits are good, a lot are bad, as you can see from the accident records. To help the average driver to greater safety, we build better roads. Enact and enforce reasonable traffic regulatory laws. Make available a wide variety of educational materials through stricter licensing procedures. try to keep the unsafe driver off the highways. All these activities are necessary and beneficial, and were it not for them, our traffic toll would be much worse than it is. But our best and brightest hope for the solution to the highway accident problem lies in youngsters like these. Train them in high school now to drive safely, says an impressive array of authorities. Here is the picture today. Only three million out of our 65 million licensed drivers have had driving instruction in high school. As old age and death reduce the number of presently licensed drivers, we could in a generation put 40 million more safety trained drivers on our highways if all high schools offered such a course. Would this help the situation? Educators and safety officials answer with a resounding yes. If you can train boys and girls to be good and conscientious citizens, you can train them to be careful and considerate drivers, they say. And no one can deny that youth needs this training. Accident statistics from all sections of the country show that the driver under 25 has more than his share of accidents. But before we blame our youngsters too much, shouldn't we ask ourselves this? Is their poor driving record their fault or ours? Limited surveys show that given proper training, their driving record improves immeasurably. No one knows exactly how much our accident hole would drop if all high school youngsters received driver education and training, but there are some straws in the wind. In Vermont, those who had not taken driver education courses had almost three and one half times as many accidents in a 4-year period as those who had taken the course. Untrained drivers had almost six times as many convictions for driving violations as the trained drivers. A Delaware study of 800 untrained versus 800 trained drivers showed this. In Pennsylvania, a three-year study was made of 250 untrained and 250 trained drivers. The untrained group reported 13 accidents and 11 injuries. Nine of the drivers were held responsible for these accidents. The train drivers had five accidents in that period. No injuries were involved and none of the drivers were declared at fault. Four out of 10. That is typical of the driver education situation throughout the country. Only four out of every 10 students have a chance to take even a classroom course. As for behind the wheel training, the situation is even worse. Only one school student out of every six gets the opportunity to take classroom and behind the wheel training, which educators agree is the ideal combination. But many school systems have been reluctant to undertake it because of cost. In an effort to help schools meet the cost of providing behindthe- wheel instruction, many automobile dealers have generously donated or offered to donate cars to their local school systems. But even though the cars cost nothing, many school boards have not seen their way clear to establish behind the wheel training programs. Their reluctance has been based on the cost of providing teachers. Here, a teacher takes care of a typical academic class, 25 to 35 pupils. But on the road, one teacher can only handle four pupils at most, the one who is driving and the three who are riding as observers. So, six or seven additional teachers would be needed for the same class that one instructor could handle in the classroom. Conscious of the need of schools to make more efficient use of teacher time if behind the wheel driving was to spread, officials of the Etna Casualty Insurance Company, together with their technical consultants held a series of conferences with representatives of the New York City Board of Education and the Greater New York Safety Council. Here, superintendent of schools William Jansen studies plans for equipment designed to bring behindthe-wheel training into the classroom. The product of those conferences was the driver trainer, a multiplace classroom and training device that enables one instructor to supervise behind the wheel instruction for an entire class. The first experimental unit financed as a public service by Vietna and loaned without cost to the New York Board of Education may provide an inexpensive key to training a generation of safer drivers. Although the machine is offered for sale to other boards of education by its manufacturers, the Etna has no commercial interest in its sale. The unit this young lady is driving has all of the controls and most of the instruments found in your car and mine. She drives according to instruction given her by the teacher or what she sees on the motion picture screen at the front of the classroom which represents the view she would get through the windshield of a real car. Everything she does and everything the other pupils do is automatically recorded for the instructor on their scorecard. He can tell at a glance which pupils have absorbed today's lesson and which have not. Let's take a closer look at the little car our pretty young friend was driving. It has a steering wheel, a horn, a directional signal, and a standard gear shift lever. An ignition key and a starter button. Under the hood, an electric motor is started and realistically simulates the noise of a real car. There's a handbrake, standard clutch, accelerator, and brake pedals. Yes, even a high and low beam switch button for the headlights. Under the hood, an ingenious maze of wires, gears, electric motors, resistors, and relays simulates the operation of a real car and transmits a record of the students every action to the instructor. She let the clutch up too fast, installed her drive a trainer car. The machine can be set so that a predetermined test can be given the students and the results recorded automatically. or by means of these push buttons the teacher can test at will for the correct performance of as many as 40 separate driving actions. Here's a typical scorecard. Each of the vertical rows represents one student. Each horizontal row the driver action being tested. The absence of a mark in these squares shows that the student did not perform the correct action at the proper time. In this case, the teacher was testing to see whether the student slowed down for another car which had the right of way. 22 motion pictures representing the first effort to put a complete behind-the-wheel driver education course on film were written and produced through the close cooperation of the ETNA and the New York City Board of Education. Note that the films are arranged for continuous projection so that the instructor can rerun a film without having to rethread the projector. If the scorecards show him a class has not grasped the lesson, he can repeat the film immediately. Let's take a look at one or two scenes from these driver trainer films. First, the students are instructed in elementary skills. They see someone demonstrate how to shift gears. Then, by means of film, they're taken out on the road and given the opportunity to put their knowledge into practice. The same is true of steering. They're taught to observe traffic signs and lights. They're trained in good attitudes. They get used to heavy traffic. and they're trained in meeting emergency situations. Educators say that this training, which cannot be given in real cars because of the hazards involved, is one of the outstanding features of the driver trainer. Even backing can be taught. This mirror, which reflects the screen, represents the view this girl would have out of the rear window of her car as she backs up. They learn how to pass safely. how to turn their cars around, diagonal and parallel parking. For 24 periods, the students are drilled in basic driving skills and good attitude building procedures. And at the conclusion of the driver trainer course, they take a rugged 27minute final examination on film, which officials of the New York Board of Education believe is unmatched in scope and severity by any driver licensing examination. Periodically, they are taken out on the road in real cars to be sure that they can apply what they have learned in the driver trainer to actual driving situations. No one expects the driver trainer to eliminate actual road training entirely, but it can substantially reduce expensive on the road time. Although final data is not yet available, early indications are that two pupils can be taught to drive in the driver trainer and in real cars for the cost of training one pupil with the old-fashioned car only method. Should this ratio of savings of two for one be maintained and even improved upon, as is very likely, the driver trainer could be the means of putting behind the wheel instruction within the economic reach of virtually every high school in the country. Scientific studies of the records of hundreds of students are continuing in New York to work out the most economical and effective blend of driver trainer and on the road experience. Better drivers, safer drivers at less expense to the taxpayer. That is the goal. The next few years will tell the final story. But in this high school, there may well have been found through the cooperation of a forward-looking board of education and a public-spirited business organization the most promising answer yet to a pressing national problem. The finding of an economical and practical way to train our youngsters to drive and live. I was looking to see if I have uh access because I have a couple of DVO trainer films. Um, and they're fascinating because they are um they're meant to be put through a lens that makes them more um not 16 by9, but it's anamorphic. So it when you look at them normally everything's all squished but it it projects out wider um to kind of simulate a wider uh point of view. But uh fascinating films really fascinating. Um and I never had an experience with a DVO trainer. We had one at my high school and it was just kind of set up. It wasn't even set up. It was just in a corner gathering dust. Uh, and what we did is we basically uh got in the car with uh the baseball coach and uh he had a break on his side and uh we just went out. Um, my regret is that I did not learn how to parallel park and because we were in a rural part of North Carolina, that wasn't really the big thing was teaching us how to do a three-point turn because we knew that that was going to be on the test on the actual driver's test. Um, and uh nowadays, man, uh I don't know how it is in other states, but North Carolina's DMV has been under a steady attack over the last 20 years and now is underfunded and under staffed. And so now it's really hard um to get your license um because of all that, because of constant uh defunding. All right. Uh this next film is uh we're going to do a quick shift in a completely different direction. Uh and I have a couple of films uh about on this topic which is about stuttering and stammering. Um and so I have one called the iceberg of stuttering. Uh and it's basically trying to come up with different ways to help people who have a stammer or have a stutter. And um this is a report on Donald. Enjoy. [Music] Heat. [Music] This is a summary report on Donald Carter, who attended the University of Minnesota Speech Clinic from September 30th to December 11th. Carter came to the university in the spring of the year and had hoped to enter the college of science, literature, and the arts. His grade of 93 in the entrance examinations indicated that he was ready to begin his college work. As do all incoming students, Donald took the freshman speech examination, and because of his severe stuttering, decided to devote all of the first quarter and more if necessary to the speech clinic. I saw him first when he came to my office for his in I'm Dr. Boyd. Won't you sit down? [Music] >> Thank you, sir. >> Tell me, when were you first aware of your stuttering? >> How about the [Music] third grade. And then did it become worse? Yes, it did. in in high school. I hated to recite. >> Did you ever fail any courses or have difficulty with examinations? Well, I did it have some trouble. Donald then told me of the difficulties he'd encountered because of his stuttering. In the classroom, Donald, like many stutterers, did everything he could to avoid oral recitation. for example, in a written examination, he gave correctly the capital city of Argentina. But when called upon by an unsympathetic teacher to answer the identical question orally, he feared he might stutter and be ridiculed by his fellow students. Therefore, rather than attempt to give the answer he knew, he said simply, "I don't know." This teacher, who lacked insight into Donald's stuttering, accused him of being lazy and perfectly able to answer if he only wanted to. The same lack of insight was evident in the actions of his fellow students. Such a failure of others to understand the problems of a stutterer only served to convince Donald that he was not one of the group. For this reason, he became isolated from his classmates. He felt his speech defect very keenly. He was torn between the desire to join the group and not join it. He was so conscious of his stuttering that others began unconsciously to agree with him. He was different. Then as time went on, Donald began to avoid speaking to others as much as possible, especially to talkative persons who were likely to ask many questions. He even tried to escape from speaking to such people by crossing the street when he saw them approaching. When shopping, he would go to a store where he wasn't recognized and where clerks were too busy for conversation. He also found it easier to write notes to hand to the clerk, thus avoiding entirely the necessity of speaking to them. Because of his fear of stuttering, Don tended more and more to avoid social contacts, retreating into a world of books. He even refused to answer the telephone. It was at this point, when he was generally discouraged and dissatisfied with himself, that Dawn first came to the clinic. Well, Don, I think we can help you. What do you say we take a look around the clinic and meet some of the people you're going to be working with? >> Fine. >> I think you'll find it interesting to learn something about these speech disorders because you'll be meeting these people from time to time. Let's stop here for just a minute now and look at this chart which shows the organization of the speech clinic. This is the group I was telling you about. For example, we have cleft pilot cases, foreign accent cases, and here's the aphasia group which we're going to visit first. There are many forms of aphasia. It is generally caused by damage to the brain as a result of a lesion or a cerebral hemorrhage. This frequently results in a partial or complete inability to speak or to understand spoken language. Let us now observe a clinician working with a student who has a cleft pallet. Cleft pallet is a congenital failure of the roof of the mouth to form properly resulting in defective speech with a marked nasal quality. Speech training begins only when the medical specialist has achieved the best possible closure between nose and mouth cavities. >> Once there was a young rat named Arthur who can never make up his frighting mind. Whenever his small friends used to ask him to go out play with him, he would only answer. >> In contrast to students with actual speech defects, many foreign students on the university campus come to the speech clinic for help in improving their pronunciation. This Chinese student has particular difficulty with the L and R sounds. >> Where shall I go to buy where oil? We know that Ella will appear today. The lion is alive. They are easily buildable. >> My chief difficulty seems to be in the quality of my voice. The throat specialist told me that my vocal bands do not quite come together. This gives my voice a harsh quality. He seemed to feel though that if I would work in the speech clinic, my voice might be improved. A very important phase of the work in the speech clinic is the training of students who are planning to become speech clinicians. The two student clinicians at the right are not only able to observe clinical therapy as in this case with a cerebral palied student but will later get experience in working with people who have various types of speech disorders under the supervision of staff clinicians. A person with cerebopal paly frequently has an associated speech defect. In most cases this person is born with a brain injury that causes a state of muscular incoordination in some parts of the body. This lack of coordination is frequently evident in the speech mechanism. >> Imaging popcorn and very move how many >> the speech personality groups are made up of students with no obvious speech defects. However, they feel extremely inadequate in speaking situations and may have stage fright or feelings of self-consciousness. They come in for group psychotherapy. In the speech clinic, hearing difficulties are detected and measured with the audiometer and speech amplifying equipment. Many veterans who experience loud explosions and gunfire have received damage to their hearing mechanism. In the general population, approximately one person in 10 shows a marked hearing loss. Chronic loss of hearing often affects individual speech. So that training is necessary to preserve as nearly as possible the normal speech patterns. If a hearing aid is recommended, the individual is fitted with a suitable instrument chosen from several kinds available and he is then referred to that company's representative for purchase. Auditory training and lip reading instruction are also provided for heart of hearing cases. Using a special glass partition between two rooms, the clinician is able to speak naturally and still not be heard by the students attempting to read his lips. Training in these skills is valuable either in place of hearing aids or as a supplement to them. The speech clinic has a mobile unit financed by the Minnesota Association for Crippled Children. These clinicians are conducting a statewide survey of the speech and hearing needs of Minnesota school children, testing many thousands of children during a year's time. Findings are made available to parents, to school authorities, and interested professional groups. From our little tour of the clinic, you will see that quite a variety of cases are handled here. Now, uh before we join the stuttering group, are there any questions you have about your own problem? Well, uh what causes [Music] me to stutter? Well, Don, the best scientific minds in the world can't answer that question entirely. However, there are many things known which would tend to cause stuttering. Do you cure people? Most of our stutters become much more fluent. However, in your case, as with all of our stutters, what we want to do is to make you a more acceptable stutter. That means dropping out all the facial contortions and the long blocks that you have. Now, I think that if we can do that, he can help you help yourself make a better social adjustment. >> Donald began his work in the clinic by meeting the staff clinician in charge of the stuttering group. He was then asked to introduce himself to the other stutterers with whom he would be working. The fact that there were others here with the same problem gave him some comfort. He experienced relief to be able to admit he stuttered, although it was difficult at first. The first few days of the course were devoted to the identification of stuttering spasms. This was partly accomplished by working before large mirrors, so that for the first time, Don watched himself stutter. In addition to observing himself, he checked the facial contortions and other mannerisms called secondaries of a fellow stutterer. This student was asked to stand before the group and describe to the class what he did when he stuttered. When I stutter, I always squint my eyes. The mirror sessions help the stutter to recognize the characteristics of his stuttering patterns and thus know what he must learn to eliminate. Stutterers also learn something of how these contortions develop by exploring their earlier experiences to find out what they did to avoid stuttering. Don, for example, remembered that when he was a young boy and was just becoming aware of his stuttering, his mother was worried about his speech and tried to help him. When she heard him stutter, she would tell him to lick his lips in order to avoid the block. She had heard somewhere that this helps to cure stuttering. She might have spread herself on the boy much anguish in months to come, had she sought out a qualified speech correctionist for advice. In any case, Don began licking his lips when he had speech blocks, and it actually did help for a while. But as time went on, the lip licking seemed to lose its effectiveness, and so he almost unconsciously began to use other tricks to get out of the stuttering spasms. Unfortunately, as these devices wore out, he was left with wellestablished facial contortions and breathing disturbances, which were much more noticeable than the original stuttering. What started out as easy sound repetitions developed into severe blocks involving many muscles of the body. Other stutterers were also able to remember well-intentioned advice given by their parents. One, for instance, recalled how his mother told him to speak very slowly in order to avoid stuttering. Again, this method helped for a time, but as in Don's case, it only produced more serious results later. I don't think it has helped me to to to talk slower. Don and other members of the group were given various tests to determine their native-handedness, among them the angle board test. He learned that one probable cause of stuttering arises when the usual control of the speech mechanism doesn't develop in one side of the brain. This may result when the left-handed child is taught to be right-handed. The effects of the shifting frequently manifesting itself in stuttering. For those stutterers who are shifted back to the native side, practice in such activities as writing and playing pingpong is given. Part of our job with Donald was to help him gain a healthy attitude toward his stuttering. He learned to admit his speech problem and found his fear of stuttering before strangers diminishing. This was achieved in part by sending him and his fellow stutterers on numerous daily outside speaking situations where they were required to approach strangers and ask various questions. Later in the day, Dawn would be asked to report on his own reactions in the situation as well as those of the person stopped. Dawn and another stutterer checked each other in their performance and situations. Here, Don successfully completed his question even when a word was supplied by a listener. Excuse me. Uh I'm aer from the speech clinic. Uh do do you think that uh uttering need to be a handicap in getting a job? >> A job. >> And if you do get one, uh how long do you think that you would be able to keep it? >> Another part of the therapy program which helped Don to learn more about himself was the so-called eye openener session. Here, as a means of gaining personal objectivity, Don had the opportunity to hear from other stutterers and clinicians their impressions of his adequate and inadequate personality traits as they saw them. For instance, someone might say, "I don't like that smug look you often have." Then Don would list this and all other favorable and unfavorable points and in the discussion period which followed he could agree or disagree with the various items explaining his reaction to the characteristic mentioned. Don found that the inadequate personality traits lost their unh wholesome quality when he and the others could call attention to them, find humor in them, and even choose a nickname to describe them. As a means of testing himself to see how his clinical work held up in difficult situations, Don had the opportunity to stand before classroom groups and talk about various phases of stuttering. He also found it to be an excellent means of advertising his stuttering. Before coming to the clinic, Don had come to avoid using the telephone entirely because of his great fear of stuttering. Now he was required to make several calls daily to strangers in order that he might lose the fear of speaking on the telephone. What began as a dreaded assignment gradually became a much easier one. Another opportunity for analysis of his stuttering spasms came by means of the frequent recordings Don made of his voice. This self-criticism of his recorded speech helped him in evaluating his success in controlling his severe blocks. Don and the other stutters were frequently asked to speak before university classes. To his surprise, he found that as these situations were repeated, he actually began to enjoy talking and was able to go through a stuttering block without the great shame and fear he had formerly experienced. He found too that people can adjust themselves to his stuttering if his own attitude toward his speech is an unemotional and an objective one. But by consciously changing the pattern of his blocks, Dawn was gradually able to eliminate such habits as tongue and lip protrusions. As the 10-week period passed, Donald made a conscientious effort to carry out the many assignments given him and to understand the reasoning behind them, as explained in frequent conferences with his clinician, and he was happy to observe that he was gaining increasingly fluent speech. The progressively more difficult assignments, the innumerable speaking situations, his own attention to handling techniques had paid off. As a matter of fact, when I saw him at the end of the session, most of his stuttering spasms had been eliminated. Come in. Oh, hello, Don. Come in and sit down. >> No, thank you, Dr. Gourd. I just wanted to see you before I left the clinic. You've really helped me a lot. >> Yes. Between you and the clinic, your speech has been greatly improved. You've got to remember the techniques that have been given you. That means putting them into practice every day. I'll remember and thanks again. >> So Donald completed his work at the speech clinic and registered in his chosen college at the university. He had overcome his dread of meeting people and now looked forward to attending university classes. After registering, he went to see his adviser and told him he had stuttered. As a practice situation for himself, Don was careful to stutter consciously once in a while, or fake stuttering, as it is called. He knew that one of the shest ways to control speech blocks is to be able to pretend to stutter, which gives him a feeling of mastery over his speech. He was cautioned about the great tendency to become lax and slip back into his old habits if he fails to maintain his objectivity toward his speech. Don's social life has also taken a decided change for the better. Now he is able to mingle with fellow students as part of the group and takes an active part in social events on campus. When he first came to the clinic, Don asked if we cure stuttering. Well, he now knows the answer to that question. Although he has not affected a so-called cure, he has laid the groundwork for fluent speech through a better integrated speech mechanism and adequate personal adjustment. We can close the speech clinic file on Donald Carter, marking it prognosis favorable. [Music] Uh I don't know if you noticed that crazy dictaphone. That was awesome. Um and also I feel like uh one of the patients uh was using a wire recorder. So there's a lot of early uh audio recording tech uh in this film that was was kind of cool. Um and it's fascinating really really fascinating tricking your brain. Um and uh you know that and that's the thing and it's also we think about what is a post voice world like and communicating uh we communicate with each other on this um in this comments uh via typing and uh it's uh really interesting. I don't know uh if any of you have any type of speech impediment. you you know if I do you know when I stammer you know when I um my tongue is very thick in my mouth uh all that but I don't know about you but we're all communicating and having a great time. So uh yeah it's you know here we are interacting socially but without hearing each other. Um so anyways uh thanks for tuning in today. Very much appreciate it. this uh again celebrating the fact that we have uh 11,000 films online on our YouTube channel. Uh things are going pretty well. Uh we're getting a lot of people watching things that are not the rabies film or story of lead. U there's farm family in winter is doing really well. It somehow has gotten viral as viral as my films get. And um it's not just people thinking that it's the uh wrestler. I think that YouTube is now suggesting it to people and people are watching it and just thinking about uh when they grew up on a farm. Uh there's a lot of people sharing in the comments about that. So, hooray. But, uh if you like what you saw and you like what we do, hit the thumbs up, hit the like button. Uh all those things are great ways to support us. Um you can also donate via the superthanks button. that money will go towards purchasing artist tape or splicing tape or hard drives or pay rent on the the seven storage units that we have. All those things um are great ways to support us. But just being here is is is great for me. So, thanks so much. We will be here tomorrow watching more films. I some of the films I'm scanning right now. Um, all right everybody, take care. Have a great rest of your Monday. Stay dry if you're on the East Coast because it's gross outside. Take care. Bye.