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This story is not about every child, yet.

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Just now, it involves 12,000 summer school children in the city of Chicago.

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Someday, it may be the story for all Chicago school children throughout the school year.

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Certainly, it is the concern of every citizen. It is a story with a future.

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In the summer of 1964, the Chicago school system extended a pilot educational program

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conducted under ideal conditions to search out and employ the most dynamic approaches

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for motivating and teaching children in pre-kindergarten through the sixth grade.

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What you see and hear are the sights and sounds of the special summer school program

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of the Chicago Public Schools.

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Oh, glory hallelujah, glory, glory hallelujah, glory, glory hallelujah,

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glory, glory hallelujah, glory, glory hallelujah, glory, glory hallelujah,

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a happy, happy, happy little boss, rolling, rolling up the street and down,

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a happy, happy, happy little boss, rolling, rolling through the town.

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Where we shall shine, how did you wait so soon? You cleared the little stars away and shined away the moon.

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I tried to go to sleep and back before I left my bed. How did you keep way over me and had you come to stay?

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Boys and girls, what is this word? And what is this word?

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Boys!

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If they learn to live in my house, I will make them mop the floor.

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If a lion lives in my house, I will go down south to see my ants.

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Down, and away, back, behind, by, down, far, far, far, here, in, inside, near, off, on, off.

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No matter where we are, if they can realize that no matter what materials anything in the universe is made of,

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the electrons, the protons, and the neutrons are identical.

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This is a great revelation to a youngster when he realizes that in his own body,

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there are the same kinds of electrons and neutrons and protons, they're the same all over in the universe.

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And that within him and within the stars, within the very rockets, within the fuel that's in the bus that he may ride,

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within his lunch, all things in the universe are actually made of the same few building blocks.

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This is a concept. It isn't industrial. It isn't mechanical.

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This is a very beautiful idea that a youngster goes away with when he feels that he too is part of the entire universe

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and that he is made of the same materials, the same processes. He is one with all things in the universe.

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Did you carry your lunch today? What did you have to eat?

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Sandwich with eggs and...

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How about the idea of having to leave Chicago itself?

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Many of them had never been here.

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We're just visiting the loop, or seeing the lake for the first time.

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Or actually walking over to the Fulton Street Market and getting fruits and vegetables and having then tasting parties.

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This wasn't just a tasting party because it was rather exotic or fun.

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It in turn involved nutrition and what was good for one and how you ate these things to build stronger bodies and stronger teeth.

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And then of course the teacher nurse with the health program bringing in how to have regular physical examinations, the proper care of teeth.

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There was just bringing in parents to discuss the nutrition plan, better breakfast, better lunches.

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The day's program is divided into very definite segments with a great deal of choice, flexibility that the teacher can employ in planning her activities.

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40% of the time is to be developed in the language arts skills.

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20% of the time in arithmetic skills and the remaining 40% of the time in integrated unit activities.

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So that actually the child is getting more instruction in language arts and in arithmetic and science and social studies through the integrated unit,

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which emphasizes and strengthens some of these skills.

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But there is definite teaching in the major areas.

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However, the thing that makes it so remarkable are the teachers do not rely on the regular textbooks that the children would be exposed to in the regular school room situation.

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They write their own reading materials.

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In the primary grades the group experience charts are used a great deal for vocabulary development.

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Anything that the teacher can use to develop a skill in the manner that will captivate the interest and motivate the children, this is what she uses.

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They use every kind of manipulative device that they can get their hands on, any kind of illustration or audio visual aid that they can find.

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And this I think is the secret of the program because the program is tailor-made to the individual child.

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Our trip to the newsstand.

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On Thursday afternoon we took a walk to the newspaper stand.

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We bought newspaper that was written in Polish, German, Spanish and American.

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It was a hot day but I enjoyed the trip.

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What's that thing up there for?

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This is a light gun with a concentrated light beam and a red, green and white light in it.

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And it's used to control or give information to airplanes that don't have radio communications with a tower.

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Signal.

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What's that?

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Sting.

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Amelia Earhart.

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She was born in Kansas July 24th, 1898.

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When she was a little girl some of her friends...

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I feel it's important for the child to learn very early how subjects fit into one another.

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For example, writing. We stress that they must have good writing being displayed on the board.

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The fact that their art fits into many of the things that we're trying to do at the time that we're teaching social studies.

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And arithmetic can be made to correlate with the units.

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And so I feel that this helps the child to see how related or interrelated the various subjects are.

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Time.

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Teacher, time!

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No.

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I know, study for us.

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No.

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It's an error.

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Don't shout out the pronounce.

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We might use it again.

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All right.

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Put a man on first.

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Put a white socks player on first.

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All right.

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Minerva, what would you like to try for?

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Come on, Minerva.

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Make up your mind.

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At the last, the very last number that we use in our dividend.

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What do we notice about this problem?

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Last one, please.

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And what digit or what number is there that enables us to fill in this place?

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To hold the place of the tens here.

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The court is called to order.

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The case on hand.

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Is the number zero essential in the number system or shall it be eliminated?

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The plaintiff has been heard.

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The defense witnesses shall now be heard.

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Ladies and gentlemen, Mr. How many?

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Your Honor, zero is a number on equal footing with the counting numbers.

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It designates how many and even if it's empty, it still tells that there is a number.

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There's not any.

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We need a number that does this.

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Zero must be retained.

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Thank you.

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The story that we're going to have today, boys and girls, is about a young man, a very bold young man.

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It takes place on a country road where we see the young man walking.

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Each grade is divided into four achievement levels in reading.

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Two for below average, one for average, and one above average.

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The way a teacher approaches a subject is largely conditioned by the skills, abilities, and interests of a particular group.

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Alright, boys and girls, the name of the story we're going to read today is Jimmy Takes Vanishing Lessons.

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Many of you tell me what you think the word vanishing means or if you've ever had an experience where something seemed to vanish.

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Audrey?

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Vanishing means disappearing.

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You think vanishing means disappearing.

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Have you ever had an experience where something you owned or possessed seemed to vanish?

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Friends, Romans, countrymen, lend me your ears.

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I come to bury Caesar, not to praise him.

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The evil that men do live by.

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Hail Caesar! Hail Caesar!

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Hail Caesar! Hail!

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Well, this was my first experience in teen teaching and I had some ideas and after we discussed them we found some better ways of attacking the particular problem or the project which we were working on.

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And also, it gives you more time with smaller groups of children.

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Yes.

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You take in larger groups of children, the expert in a certain specific field then is able to give a demonstration and everybody learns, the teachers and the children.

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And something too, there's an enthusiasm that starts to build in the momentum.

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That's right.

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One kind of sparks the other in a teen teaching situation.

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And there's an evaluation too.

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One teacher says, well, perhaps I should have done it.

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They enjoy it really.

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They come home and tell me everything.

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I'm really very proud of them because we speak at home different languages.

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I'm very proud to pick this English language so fast up.

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They picked it up and I'm really proud and they enjoy it.

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They like to go in it.

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What is this?

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Coat.

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Coat.

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Coat.

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Can you find the vowel sound on the chart?

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Overage children, the potential dropouts, are met on whatever level their interest can be stimulated and broadened into participation in regular classroom activity.

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Children with special interests are encouraged to express themselves in these areas, stressing the value of their contribution to the classroom.

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And you never know what impression a child gets.

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For example, in asking them what they got out of summer school, one youngster said that what he liked best about summer school was the quiet of his room.

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In the land of Sue, but he don't know just what to do.

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We are at the SMB.

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Come along and sing with me.

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La la la la la, la la la la la, la la la la la la.

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Come on Bob, let's do it.

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You know what I think it was?

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That this was theirs.

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If everyone knew the story, they would have been very happy.

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Everyone had been told the story.

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We had our little group of playwriters, those who were interested in writing the play.

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I sat at the typewriter and they fed me the words.

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They typed, you know, bing bing each key at a time.

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It was too slow.

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We had such a, you know, time.

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We need more time.

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But they made up the words of the play.

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Together with myself and the children, we made up the dance steps.

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It was from the child.

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The costume designs.

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Everything in the whole production.

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So I think that at the final production, they should be.

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It was theirs.

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Why, you can do something that is part of you and is yours.

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The best, can't you?

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Yes, I think so.

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I noticed that some of the children were even making some costumes.

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Oh, they made all their costumes.

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Yes.

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Perhaps that's why.

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Music for Children.

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The class went on a trip to Grand Park.

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I saw men and women dancing on the stage.

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The music said, Dancing for Children.

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I ate a hot dog when I, the dancers and music men took a rest.

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I would like to go again.

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This way he can express himself by seeing.

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Actually seeing.

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Because my daughter has come home and told me quite a bit.

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Maybe I have tried to get her to remember some things she has read.

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But now she can remember a play that she's been in.

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Or she can remember a tour she's been on.

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She can remember almost everything about it.

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But now give her a book and have her to read it.

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And she can't remember maybe two or three lines.

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Because I think it's the entrance that they put in to going and touring and actually seeing.

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I think this is better.

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Study of another culture may involve reading, discussion, trips for direct experience,

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art, music, and even a festive celebration.

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This was another resource person.

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And so the visitor from Nigeria or the visitor from Ghana or the visitor from Laos immediately became a resource person.

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Instead of questioning us, we in turn or the children in turn asked him about his country.

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So he got first-hand information about his country.

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And then he got the experience from these worldwide travelers and foreign dignitaries.

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My name is Mutia Muthembo from East Africa, Kenya.

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Tell us about your educational system.

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We have grades from one up to four.

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And then from five up to eight.

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Another one from nine to twelve.

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Children are tested for achievement levels at the start and close of the summer school.

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Results show an average of a semester gain in reading and almost a semester gain in arithmetic in a six-week period.

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But this is only the measurable improvements.

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The impact on attitudes and motivation is even more dramatic.

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When special problems exist in a child's performance or emotional adaptability,

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the services of a consultant psychologist and the adjustment teacher are made available to parents and child.

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Do you encounter any problems with Randy at home? Any unusual problems?

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Do you feel that he's a youngster with more than usual number of difficulties?

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Or do you feel that his behavior at home is quite normal?

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Well, now I guess it isn't normal because he doesn't go out.

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Let's go back to the in-service morning sessions.

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There were such a variety of presentations.

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We had everything from the del Tato Doman method of creeping and crawling to ensure better neurological approaches to reading.

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There was the new math sessions, the old science sessions, the new science techniques.

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There was the guest speaker from a foreign country or from a new kind of project.

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And then there was the kind of sessions where you all joined together and had your group planning sessions.

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Or if you were an expert in the field of art, you would demonstrate a new technique.

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Or if you did something well in music, you would demonstrate that.

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For the first time, we've seen hundreds of parents streaming through the building.

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They're in all the classrooms.

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And then I've seen them actually working on reading readiness, doing artwork.

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You mentioned it and they've had it.

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They've had tours of the city. They've had spots of interest pointed out to them.

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They've had interesting speakers to address them.

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They've gone to mental institutes. They've gone to pediatric institutions.

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They've become a part of the whole community as well as the school.

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And it's had an impression on the children seeing their parents in school doing the things that they've been doing.

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Well, I think it helps the parents to realize that there is something they can do as a parent to help their child in school.

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Whereas they might not be able to help.

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I think that the different community agencies will find the children that did participate in the school program

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to be better participants in your program because they have learned so many different ways of getting along with people.

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This type of program, which brings out the creativity of the youngster, is remarkable

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and I think would be a pattern for other schools to adopt, a very worthwhile pattern for other schools.

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And it seems to me that if there's any possibility of the program being dropped,

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you certainly would have our cooperation and many, many signatures from our parents

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so that we could help you to keep this program going as it is going.

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I think it's a tremendous thing, just tremendous.

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They can't possibly stop this type of program because we have enjoyed it.

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And I've been trying to figure out how could we keep it going yearly.

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And they talking about stopping it?

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I'd like to add a brief comment here that we have togetherness at Holy Family and Medill

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because it's a shortage of money in both areas.

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I like summer school very much and I wish it would never end.

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And if there was the seventh and eighth grade, I'd go all the time.

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And we've had many special things at the summer school program

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such as we made our puppet theater and we studied Shakespeare

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and we made movies and films

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and we had many opportunities to make bulletin boards.

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I feel that summer school has been very good, but I think I'll miss it when I leave.

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I will hope to come back next year

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and I like the mathematics that we've been doing, the new arithmetic.

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I like the science and the study of the bones and hearts and parts of the body.

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And then I have a son that's 12 years old here, he's just crazy about it.

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He was asking me this morning, mama, you think I'll be able to go again?

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And especially the reading program here was very good for my first grader.

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It was a wonderful experience for both of them.

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Yes, I like the smaller classes.

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Speaking of ideas, I think that it's marvelous the way we trade ideas.

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You find when a person invents something, it's a patent.

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Now teachers invent things and they give it to people, just give it to the people.

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I think one of the greatest thrills I had was when children of a different racial group

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forgot to call me mama.

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That happens all the time, I know.

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I've experienced the same thing.

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Children of other racial groups have held my hands and gotten next to me

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and put their arms around my waist or so.

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Well, a lot of times you think they're your children,

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you don't think anything about it yourself anyway.

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I've been called father, even mother.

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I tell you, you talk about impressions.

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I really feel the other thing that it's going to do for the teacher

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who's returning to the school in the fall

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is that it's going to make this person perhaps a little more self-examining

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insofar as his plans are concerned.

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I think he's going to try to be a more vital person,

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a more dynamic person in the classroom.

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Their eyes are open, they're excited, they're motivated,

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and we just hate to spare them for two weeks now.

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We want to keep them.

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We don't want to have them leave school because the summer has been too short.

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One of the most rewarding things that has come out of the summer school

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has been that many parents have been so inspired by this enrichment program

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that they are determined to go on to some type of further training

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such as evening school, vocational training,

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and then taking courses for their own personal development.

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To me, that is perhaps the greatest reward that one could hope for

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as a result of this program.

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This kind of program is possible because there are 25 pupils in each class.

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There is daily in-service education for teachers

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and there are auxiliary staff members in each school.

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The spontaneous reaction of teachers, parents, pupils, visitors to the program

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tell more about what happened in the special summer school

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than any other means of reporting a program could.

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One of the teachers remarked the other day,

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it's a toss-up who learned more in this summer program,

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the teachers or the pupils.

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The keynote in the program, I believe, is involvement.

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It's involvement of everyone, direct involvement.

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In our quest for quality in education for every child,

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each to the maximum of his potential,

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we shall continue to seek, to discover and develop

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those ideas and conditions which can release, encourage,

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and extend the brilliant minds of students.

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The creativity of teachers and the unusual talents of all individuals.