WEBVTT

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Up into the cherry tree, who should climb but little me?

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I held the trunk with both my hands and looked abroad on foreign lands.

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I saw the next door garden lie adorned with flowers before my eye, and many pleasant places

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more that I had never seen before.

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I saw the dimpling river pass and be the sky's blue looking glass.

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The dusty roads go up and down with people tramping into town.

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If I can find a higher tree, farther and farther I should see, to where the grown up river

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slips into the sea among the ships, to where the roads on either hand lead onward into fairyland,

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where all the children dine at five and all the playthings come alive.

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Operation Head Start.

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It could be a military campaign or a political campaign, but this is a campaign for children.

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In 1964, Chicago Public Schools conducted a preschool project for 1,150 children as part

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of the Special Summer School Program.

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Through Operation Head Start, which was primarily financed by the Office of Economic Opportunity

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in Washington, it was possible to expand the pre-kindergarten program to provide for 20,733

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Chicago school children in the summer of 1965.

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That certain basic nourishment is essential for physical health is a generally accepted

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fact.

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Head Start offers a particular kind of nourishment.

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It brings to the pre-kindergarten child positive and broadening individual and group experiences,

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which he needs to grow up emotionally.

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Experiences that condition the bedrock of personality and color all future encounters and relationships.

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Experiences that pique natural curiosity and urge forth the riches of inner expression.

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That excite the child through the use of his innate faculties, his mind, and his hands.

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That provide opportunities for the small successes that enhance his self-image and forge confidence

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for the next attempt.

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That guide the impulses and build a sense of relatedness.

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That consider the child's individual needs and build from this a love for school and for learning.

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That interrupts stagnating patterns of negative or limited experience and counter the erosion

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of neglect and defeat with opportunities for enriching awareness, sensibilities, and talents.

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For many children, encouragement is the natural circumstance in which they are reared.

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For others, it is a remote paradise.

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For them, tomorrow is only another stage of apathy, dependency, and antisocial feelings.

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To such as these especially, Head Start directs itself.

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A start toward making a reality of equality of opportunity.

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A boost from the periphery into the mainstream of life.

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Who would question that this is the birthright of every child?

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A healthy society concerns itself with the welfare of its children, for they are its greatest resource,

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its hope, and its future.

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For what will our tomorrow be without the children of today?

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Good morning, little girl, little girl, good morning, little girl, who are you?

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I am Angie.

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All right, let's help Angie. Come on, Angie.

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Will you ask her to stand in Spanish?

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I love Spanish.

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Good morning to you, little girl, little girl, little girl, good morning to you, little girl, who are you?

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Has everybody had a turn?

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I will do it to you.

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Good morning to you, teacher dear, teacher dear, good morning to you, teacher dear, who are you?

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Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.

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Henry, could you come up and show me today?

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See that note.

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Good, and what number will I put up there?

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Number five.

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Number five.

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Number five.

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Oh, I like that number.

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What's this here?

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That is the very Godmother.

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What is this here?

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Purple, purple witch.

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That's a what?

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Purple witch.

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Purple witch?

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Tell us a story about this again.

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Okay.

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This is the man of Godmother.

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Cinderella's very Godmother?

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Uh-huh.

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Is she a nice lady?

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Yeah.

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What kind of a witch is that?

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You were telling me before.

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Is that a nice witch?

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No, she a bad witch.

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She eats people.

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She eats people.

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But this one is a pretty one.

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She don't eat people.

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She likes people.

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Parents are beginning to realize too that art and music is not just a fun thing in school.

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It's there for enjoyment, and it's a basic need of the children.

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But while they're cutting and pasting, they're developing eye-hand coordination,

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which parents didn't realize before.

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But I think through our context curriculum and parent coordinators with the parents,

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they have an understanding of school.

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One of the principal things is that a positive attitude towards schools has been developed.

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Many parents feel like, oh, they just played for too long.

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So we tried to make a point to show them that this was played with a purpose.

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Who does the dishes when you're off?

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My sister.

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Before you come to school?

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And my brother.

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Where's mama?

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She at home.

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What is she doing when you're doing the dishes?

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At noon she goes to work and she helps the people.

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What does she do for the people?

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I don't know.

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Teacher.

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Do you clean up the kitchen?

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She operates them.

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She operates?

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Oh, where does she work?

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In the hospital.

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Is she a nurse?

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Head start.

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Well, I think this is why Head Start has really served a very good purpose,

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not only for the children, but for teachers.

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Because when they had to recruit, they had to visit homes.

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And this is where the teacher nurse really enjoys most of her work.

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A home visit is the only way I feel that you really get to know the family.

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Because a child will come to school dressed the way the mother wants to project the image of her family and of her way of life.

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But when you go into the home, you actually see what that child has to contend with when he leaves you

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and when he has to go back to this particular environment.

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And this is the thing that denotes whether that child is going to function in school as you want him to or as the way he looks.

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You have to hear it.

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You have to hear it.

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What does it say?

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Walk.

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Right.

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Off you go to walk.

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Good.

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On the way now.

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Come on, instrument.

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Right with the piano.

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All right, fine.

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Now we turn, sweetie.

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You know the piano.

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One minute.

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I know.

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Back and on.

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You see.

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I know.

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You know, I know.

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I got a.

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I got a.

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I got a.

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Put it down.

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My turn.

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My turn.

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My turn.

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My turn.

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How's the baby today?

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Okay.

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Did you wash clothes?

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How many batches of clothes did you wash?

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Two.

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Two batches of clothes?

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I washed my own clothes.

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And I had six or seven or eight or nine or ten batches.

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So many people question, how will these Head Start children make the adjustment to a regular kindergarten in the fall?

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Now you do answer that.

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I do.

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Oh, you're putting it to.

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I do.

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Oh.

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I think, I really think that it'll be easy for them to make the adjustment in this respect because even in Head Start, whether there is relaxed freedom or not, they're following directions, they're establishing good habits, they're establishing patterns of behavior.

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All these teachers that receive them in the regular school year will do is develop these patterns of behavior.

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You don't see any children throwing blocks.

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And this is one of the things that you have.

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They have gone through this stage of knocking down blocks.

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Now they're at the stage of building.

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What don't you think?

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They've built a certain independence too.

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Yes, they have developed responsibilities.

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So that they can play alone or they can go off in a group of four or five and work.

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That was one of the things that one of the parents spoke to me about in the station.

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And I explained to her why it was important for the children to play, particularly with the tricycle and when they rock because then the teacher could identify whether the child could move properly.

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And then when they came to the station and the doctor picked up something, then we could tell the teacher whether this child had some possible difficulty with coordination.

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Many of the children who were brain damaged were picked up this session.

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Many of the children who had some emotional problems, the teachers picked up very easily in the classroom during Head Start.

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So that I think that this particular problem that many of the kindergarten teachers have to contend with children whose muscle coordination is poor, whose eye coordination is poor and can't follow, this should be eliminated by the Head Start program.

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What did you have for breakfast this morning, Cheryl?

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Nothing.

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No wonder you're so hungry.

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Who was up when you got up, Mommy?

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No?

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Who woke you up this morning and dressed you so pretty?

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Your aunt.

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And after you woke up and you were all dressed, didn't you have breakfast?

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No? This is the first milk you've had today?

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Oh, you're mighty hungry. Maybe we can get you two glasses of milk then.

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Let's go to the zoo and see the shiny flags.

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Get everyone up.

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Let's go to the zoo and see the shiny flags.

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See the seals, they're flying around like this.

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This time the seals flap.

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Flap, flap.

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See the seals, they're flying around like this.

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Flap, flap.

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Let's go to the zoo.

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You have blue.

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Let's go to the zoo.

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Now we'll sing about the elephant.

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What color is the elephant?

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Elephant, he's gray.

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Gray. The fig.

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You looking for an elephant?

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Right.

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What's this on the elephant?

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Trunks.

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All right, take the elephant and sit down and we'll sing about the elephant.

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Let's go to the zoo and see the elephant.

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Get everyone up.

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Let's go to the zoo and see the elephant.

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The elephant, he swings his trunk around.

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The elephant, he swings his trunk around.

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Like this.

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Let's go to the zoo.

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Let's go to the zoo.

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I want to sing about the bears.

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The bears?

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Did we see the big bears?

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I like the...

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What bears did we see?

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The little...

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What do we call them?

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The Alexander?

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Look at this baby bear.

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What do we call the big building that we walked into when we first got to the farm?

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The chicken house.

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The barn. You forgot.

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Show me the barn in this room.

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Point to it.

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All right, tell us about your book.

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And here's the pig and here's the cow.

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Here's the baby cow.

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What do we call the baby cow?

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The calf.

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Good. A calf. Everybody say calf.

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Calf.

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And what kind of a sound does the baby cow make?

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The calf.

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Moo.

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And how does the mother cow sound?

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Moo.

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Good. All right, do you want to tell us some more?

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And here's a rooster.

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And what kind of a sound does he make?

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Cock-a-doodle-doo.

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Who gets up first in the farm?

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We went on the crib.

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I said, where did you go? You had to go someplace.

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The trees came in. We went to the zoo.

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They went on to name all the animals.

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He could name the animals and everything, but he just said, we went on the crib, I told you.

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Have they been to the zoo before?

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We hadn't been before.

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Must have been quite an experience for them.

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It was. They haven't even been, oh, when they were small, real small, they wouldn't remember what it was like.

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You know, that and the beach looked like.

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Somebody should cry.

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My snapping horses. My snapping horses. My snapping horses.

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Crumpling and crumbling.

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And by day she stalked so round with the crunching, crunching, crunching.

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And what little children so tender to eat, she lured them all with gingerbread sweets.

259
00:18:26.180 --> 00:18:27.840
What was the name of the story?

260
00:18:28.420 --> 00:18:29.180
Hansel and Gretel.

261
00:18:29.520 --> 00:18:30.920
Who were Hansel and Gretel?

262
00:18:31.280 --> 00:18:32.540
A girl and a boy.

263
00:18:32.760 --> 00:18:34.000
And what happened to them?

264
00:18:34.260 --> 00:18:34.800
They got lost.

265
00:18:35.440 --> 00:18:36.800
Why did they get lost?

266
00:18:37.120 --> 00:18:39.480
Because the stepmother made them.

267
00:18:39.960 --> 00:18:41.240
What did the stepmother do?

268
00:18:41.240 --> 00:18:45.520
Made a plan to go with the father to cut some wood.

269
00:18:46.300 --> 00:18:48.960
And she took Hansel and Gretel with her? Why?

270
00:18:49.920 --> 00:18:54.060
To get, because they didn't have any more food, enough food.

271
00:18:54.760 --> 00:18:56.940
Then what happened when they woke up in the morning?

272
00:18:57.200 --> 00:18:59.220
They were so, so hungry.

273
00:18:59.780 --> 00:19:00.620
And what happened?

274
00:19:01.820 --> 00:19:02.920
There was no food.

275
00:19:03.060 --> 00:19:04.480
They had no food.

276
00:19:04.740 --> 00:19:05.980
So did they stay there?

277
00:19:06.460 --> 00:19:07.000
Yeah.

278
00:19:07.460 --> 00:19:08.920
Oh, I don't think so.

279
00:19:08.920 --> 00:19:11.280
What did they start doing, Rosemary?

280
00:19:11.740 --> 00:19:13.820
They went to the witch's house.

281
00:19:14.120 --> 00:19:16.460
And who can tell us what the witch's house looked like?

282
00:19:16.580 --> 00:19:19.060
It looked like a gingerbread house.

283
00:19:19.440 --> 00:19:21.240
Yes, and what was it decorated with?

284
00:19:22.440 --> 00:19:26.640
With stuff, grits, and lollipops, and gingerbread.

285
00:19:26.780 --> 00:19:28.340
And what did they start to do?

286
00:19:29.560 --> 00:19:30.380
They were hungry.

287
00:19:30.920 --> 00:19:30.920


288
00:19:31.340 --> 00:19:32.480
And what did they do?

289
00:19:33.060 --> 00:19:33.760
They were waiting.

290
00:19:34.180 --> 00:19:35.080
What did she do?

291
00:19:36.260 --> 00:19:40.980
Abraham, when your mother wants somebody to come into the house, what does she say?

292
00:19:41.440 --> 00:19:43.560
She say, get out!

293
00:19:44.580 --> 00:19:46.000
Where did we get the cream?

294
00:19:46.660 --> 00:19:48.120
Out of the bottle.

295
00:19:48.500 --> 00:19:52.440
We bought it at the store, but where did the storekeeper get it?

296
00:19:52.740 --> 00:19:53.920
Out of the cow.

297
00:19:55.160 --> 00:19:56.120
You know what this is?

298
00:19:56.440 --> 00:19:58.080
A mixer.

299
00:19:58.800 --> 00:20:00.680
What is this, this part?

300
00:20:01.140 --> 00:20:02.160
A wheel.

301
00:20:02.160 --> 00:20:03.900
A wheel, good for you.

302
00:20:03.940 --> 00:20:06.220
And what about this part, Kazmer?

303
00:20:06.860 --> 00:20:08.000
That's a wheel.

304
00:20:08.180 --> 00:20:09.620
Yes, we have two wheels.

305
00:20:09.920 --> 00:20:11.800
Are they going in the same direction?

306
00:20:12.300 --> 00:20:12.900
Yeah.

307
00:20:15.200 --> 00:20:16.740
Have we finished our vegetables?

308
00:20:17.600 --> 00:20:21.560
What can you hear when you chew the celery?

309
00:20:21.760 --> 00:20:23.040
I hear crunch.

310
00:20:23.960 --> 00:20:25.500
Take a piece and pass.

311
00:20:25.980 --> 00:20:30.440
What do you notice about an orange that you didn't notice about your vegetables?

312
00:20:31.560 --> 00:20:34.240
Everybody close your eyes and smell.

313
00:20:35.640 --> 00:20:36.640
Can you smell anything?

314
00:20:37.040 --> 00:20:37.040


315
00:20:37.940 --> 00:20:39.880
I know somebody who likes oranges.

316
00:20:40.400 --> 00:20:42.720
I do, I like them.

317
00:20:43.680 --> 00:20:45.200
What's that over here, what is this?

318
00:20:45.780 --> 00:20:46.380
Lemon.

319
00:20:46.560 --> 00:20:47.840
What color is this?

320
00:20:49.540 --> 00:20:49.680
Yellow.

321
00:20:51.040 --> 00:20:53.440
Yellow, yes, and we talk about...

322
00:20:54.320 --> 00:20:57.260
Now we're going to each keep our own toothbrush.

323
00:20:57.260 --> 00:21:00.880
And I'm going to show you just how to use it.

324
00:21:01.220 --> 00:21:02.440
You watch me carefully.

325
00:21:03.220 --> 00:21:05.720
Now we're going to brush our teeth the way the teeth grow.

326
00:21:06.520 --> 00:21:08.600
Open our mouths and take our toothbrush.

327
00:21:09.080 --> 00:21:13.420
The upper teeth down, down, down.

328
00:21:13.700 --> 00:21:18.200
And the lower teeth up, up, up.

329
00:21:19.260 --> 00:21:24.200
I brush my teeth with every day.

330
00:21:24.200 --> 00:21:28.360
Brush, brush, brush.

331
00:21:28.640 --> 00:21:32.880
The cross-beam teeth do that again.

332
00:21:33.380 --> 00:21:36.020
Brush, brush, brush.

333
00:21:36.240 --> 00:21:40.400
Come from far away, from the other side of the ocean, from Ireland.

334
00:21:41.000 --> 00:21:42.300
Have you ever heard of it?

335
00:21:42.560 --> 00:21:43.080
No.

336
00:21:44.400 --> 00:21:47.840
Would you like to come up here and meet some of our boys and girls?

337
00:21:49.020 --> 00:21:51.760
Do our guests want to see what they're going to be tasting today?

338
00:21:51.760 --> 00:21:55.280
Come on in and look around the room.

339
00:21:55.700 --> 00:21:56.260
Yes.

340
00:21:57.160 --> 00:21:57.900
I'm getting out of here.

341
00:21:58.620 --> 00:22:01.260
I want to stay in school all day.

342
00:22:01.360 --> 00:22:01.760
Deal.

343
00:22:04.360 --> 00:22:06.360
Now we did this with parents too.

344
00:22:06.800 --> 00:22:12.320
We invited them in with the teacher nurse, and we showed them the different fruits.

345
00:22:12.780 --> 00:22:15.740
And said how good it would be if their lunches included some of that,

346
00:22:15.780 --> 00:22:18.840
because it built strong bodies and better teeth.

347
00:22:19.520 --> 00:22:21.280
We invite the mothers in.

348
00:22:21.480 --> 00:22:25.680
They have taken trips to the city and know about the museums and the concerts,

349
00:22:25.700 --> 00:22:27.280
and those are free to everyone.

350
00:22:28.020 --> 00:22:31.620
We're just helping the parents enjoy those things that the city offers

351
00:22:31.620 --> 00:22:33.720
and enjoy them with their children.

352
00:22:41.700 --> 00:22:45.600
Teacher consultants, cooperating teachers, will go from room to room,

353
00:22:45.600 --> 00:22:50.480
offering assistance, holding meetings in which teachers exchange ideas.

354
00:22:51.000 --> 00:22:53.500
I think it's wonderful to see all the space all around the room.

355
00:22:53.920 --> 00:22:57.260
The space to display what the children are doing and what they've made.

356
00:22:57.400 --> 00:22:58.040
I think it's wonderful.

357
00:22:58.480 --> 00:23:06.340
This equipment, the money for it, the large trucks, the motor vehicles, the tricycles,

358
00:23:06.760 --> 00:23:09.380
this money was given to us by the federal government.

359
00:23:09.500 --> 00:23:11.420
This is a funded project.

360
00:23:12.060 --> 00:23:14.180
How does it differ from the system which now exists?

361
00:23:14.180 --> 00:23:19.340
Well, as it now exists, we perhaps have 30 youngsters to one teacher.

362
00:23:19.740 --> 00:23:22.040
Here we have 15 to three adults.

363
00:23:22.340 --> 00:23:27.120
Still one teacher, one aide to the teacher, and one children's assistant.

364
00:23:27.480 --> 00:23:30.020
So you have that one-to-one relationship.

365
00:23:30.100 --> 00:23:35.080
You have the intimacy of, and also a great number of mothers are coming in,

366
00:23:35.400 --> 00:23:37.240
other volunteers are serving.

367
00:23:37.740 --> 00:23:43.320
So that you have, for the first time, youngsters getting the individual attention.

368
00:23:43.320 --> 00:23:46.520
Many of them come from families where there are six or seven children,

369
00:23:46.580 --> 00:23:47.880
and they're kind of ignored.

370
00:23:48.800 --> 00:23:50.960
Well, they're no longer ignored. They're a person here.

371
00:24:13.860 --> 00:24:18.980
What do you hope to achieve at the end, say, of a number of these with children?

372
00:24:19.060 --> 00:24:24.520
Well, these are youngsters who, many of them, have been deprived of the things we take for granted,

373
00:24:24.760 --> 00:24:29.540
like having a story read to them, or a little rosetti poem about what is pink.

374
00:24:30.220 --> 00:24:32.840
A rose is pink. They haven't heard it. They haven't heard music.

375
00:24:33.360 --> 00:24:37.100
They haven't seen the city. They haven't visited places.

376
00:24:37.160 --> 00:24:41.360
They haven't had the experiences that your children and mine would have.

377
00:24:41.360 --> 00:24:47.600
They have had a rather deprived sort of cultural background.

378
00:24:48.280 --> 00:24:50.960
Many of them have never been to a doctor or a dentist.

379
00:24:51.280 --> 00:24:54.860
Their mothers and fathers love them, but perhaps don't know differently, too.

380
00:24:55.380 --> 00:25:00.120
And this is an education for the parents and for the youngsters socially.

381
00:25:01.820 --> 00:25:02.760
Do I do not school?

382
00:25:03.940 --> 00:25:06.920
We're not trying to teach them how to read. We'll get them ready for that.

383
00:25:06.920 --> 00:25:13.260
We're just getting them ready to become one of us and to want to come to school

384
00:25:13.260 --> 00:25:16.980
and want to have that feeling and love for it. And I think you see that they do have it.

385
00:25:18.280 --> 00:25:19.980
Do all these plants have leaves?

386
00:25:20.140 --> 00:25:20.600
Yes.

387
00:25:21.180 --> 00:25:22.560
Do all these plants have roots?

388
00:25:23.000 --> 00:25:23.480
Yes.

389
00:25:23.600 --> 00:25:25.020
Do all of them have seeds?

390
00:25:25.460 --> 00:25:25.940
Yes.

391
00:25:26.520 --> 00:25:28.300
And yet do they look alike, though?

392
00:25:28.700 --> 00:25:29.180
No.

393
00:25:29.400 --> 00:25:35.220
No. They all have the same kinds of parts, but they all look different.

394
00:25:35.220 --> 00:25:40.160
So when we go out for a walk, let's see if we can find what kind of leaves?

395
00:25:40.620 --> 00:25:41.180
Roots.

396
00:25:41.620 --> 00:25:42.700
Bat leaves.

397
00:25:42.760 --> 00:25:43.580
What kind of leaves?

398
00:25:44.000 --> 00:25:44.800
Bat leaves.

399
00:25:45.780 --> 00:25:45.780


400
00:25:45.780 --> 00:25:46.980
And big leaves.

401
00:25:46.980 --> 00:25:47.980
Big leaves.

402
00:25:49.320 --> 00:25:50.760
And skinny leaves.

403
00:25:51.120 --> 00:25:52.820
I know what they are.

404
00:25:53.560 --> 00:25:54.720
And tiny leaves.

405
00:25:54.720 --> 00:25:54.920
And tiny leaves.

406
00:25:55.060 --> 00:25:56.360
I know what they are.

407
00:25:56.360 --> 00:25:58.300
I want to ask you one last question.

408
00:25:58.480 --> 00:26:01.880
Will any of you be able to see these roots for this plant?

409
00:26:02.000 --> 00:26:02.360
Yes.

410
00:26:02.780 --> 00:26:03.120
Uh-huh.

411
00:26:03.260 --> 00:26:03.820
Will you?

412
00:26:03.820 --> 00:26:05.440
I know what they are.

413
00:26:05.500 --> 00:26:05.760
No.

414
00:26:06.000 --> 00:26:07.480
I can't see it.

415
00:26:07.580 --> 00:26:08.700
Why won't you see the roots?

416
00:26:08.800 --> 00:26:09.640
They're on the ground.

417
00:26:09.920 --> 00:26:11.840
That's right. They're on the ground.

418
00:26:11.840 --> 00:26:11.840


419
00:26:15.260 --> 00:26:18.840
Oh, and I see the kind we saw in the room.

420
00:26:19.360 --> 00:26:20.740
What did we call that?

421
00:26:21.020 --> 00:26:21.740
Bat leaves.

422
00:26:21.940 --> 00:26:23.740
That's a bat leaf plant.

423
00:26:23.840 --> 00:26:24.700
Where's Abraham?

424
00:26:24.920 --> 00:26:28.260
Oh, Abraham, you have the whole plant. Isn't that lovely?

425
00:26:28.320 --> 00:26:28.740
Very.

426
00:26:28.920 --> 00:26:30.040
Oh, isn't that nice?

427
00:26:30.040 --> 00:26:30.420
Very.

428
00:26:30.420 --> 00:26:34.360
A root and a stem and a leaf and seed.

429
00:26:34.820 --> 00:26:37.280
I think you can carry it. That's a nice one.

430
00:26:37.780 --> 00:26:39.640
Sure has a whole plant also.

431
00:26:40.300 --> 00:26:41.680
We got a whole plant too.

432
00:26:42.140 --> 00:26:43.380
I can pull different kinds.

433
00:26:43.580 --> 00:26:45.520
Oh, two different kinds.

434
00:26:45.740 --> 00:26:51.000
Let's see if we can find the tree that makes those pods that had the beans we looked at yesterday.

435
00:26:51.400 --> 00:26:52.520
Let's look very...

436
00:26:52.520 --> 00:26:57.140
I wonder who lives at the end of the field where shadows of summer quiver.

437
00:26:57.140 --> 00:27:01.900
I wonder who lives at the end of the path on the bank of the Autumn River.

438
00:27:02.360 --> 00:27:09.040
And I wonder, I wonder who lives in the sky on a star or a planet a million miles high.

439
00:27:09.280 --> 00:27:14.980
And if I will ever get up there to see if they wonder much about people like me.

440
00:27:57.140 --> 00:27:58.420
.