WEBVTT

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Yes, it was stupid.

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I mean, what could they do for him?

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Except give him quinine.

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They could leave a supply of quinine with him.

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That's about all.

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Would you like quinine?

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Yes, I would have.

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No.

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I like Conrad's style of writing.

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I wasn't here from the first part, but I thought it was a pretty good discussion.

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And I liked the book.

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And I think you get more out of books like The Shadow Line and Enemy of the People than

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you would on just reading, maybe on education, or some of those books that just tell you

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right away, what?

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Just come right down instead of having you find out for yourself.

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Well, I thought this was a good discussion.

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I thought it was the second best because I did feel The Odyssey was the best one this

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year.

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But the only thing I felt was wrong with all our discussions was we never had enough time

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to really get, we start getting into something and then our time would run out and we just

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have to close it.

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When I read The Shadow Line, I didn't know exactly what the author meant and some of

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the points and when they were speaking, I understood it better.

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But I think the main thing that these four years of great books have brought out in me

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is the ability to make a harder selection enjoyable.

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I'm Barbara Norris from a college of education in England.

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I've thoroughly enjoyed this discussion.

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I think it is obvious that our boys and girls of this age think very much more deeply and

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sometimes they're given credit for.

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Wouldn't it be heavenly to know the constellations, scan the skies and recognize their names and

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their locations, though they're only figments of our own imagination.

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Children in a classroom, each from birth carries the seed of uniqueness, but the seed seeks

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the soil, home, school, community, country, the world.

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Each in different ways and degrees constitutes the soil for growth.

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What will flower forth depends largely on the character and quality of its nourishment.

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Each shares in the responsibility and the rewards of the yield for the consummate gifts

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of one individual enrich all individuals.

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These are manifest in the monuments of human achievement through the space of time to which

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we are the present heirs.

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Worlds are shaped by the combined efforts of people, by creations of ingenuity in the

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sciences and in the arts, by the visions of men who become the leaders of men.

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And it all begins with the child and his environment, of which the classroom is a vital part.

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Children in a classroom, special children, special classroom, this is a brief glance

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at the gifted child program as it functions at the elementary level in Chicago schools.

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A group of children of unusual promise were selected after considered testing and observation

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for special programming with the objective of providing them an academic atmosphere of

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high opportunity and encouragement.

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To peruse the particular means for the particular child, to bring discovery to curiosity, challenge

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to energy, inspiration to hard work, vision to inquiry, creation to imagination, expression

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to talent, structure to precociousness, knowledge to intuition, cultural enrichment to every

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day, and joy to learning.

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Big objectives, small program.

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It is better yet to have a big program with big objectives, encompassing every last child.

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For what child is without gift?

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What child is not special?

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But then, this is only the beginning.

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I think as we went along, all these children were trying to get new techniques in presentation.

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And this is very interesting because as we went along, they refined the techniques that

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were already used at the beginning and then they began to get newer and newer ones.

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And then we came out with the booklets, Terrell and the booklets.

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And when Pam Wojcik gave hers and she came out with the puzzle at the end, I think this

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was an attempt to do new things.

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I think it brings out a certain kind of creativity and ingenuity of the child.

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Right, and this is the sharing part of your research.

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And I'd like to see if another time started even earlier, the emphasis on the evaluation.

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Then last year we did this very interesting project on Shakespeare.

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But you see, this year we broke away from that, even that tight a concept about this

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and let the children go on into areas of their own interest without our saying, now you must

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find an area of interest within the confines of this large broad topic.

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I'd like to, I'm, hello, I'm your friendly news reporter from WQRE radio station.

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Now I'd like to tell you about some new interesting facts about a discovery found off the coast

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of England.

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They found some documents uncovering some very important facts about English history.

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I was working on photography and it's a pretty involved subject so I was just working on

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the principles of it.

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And to take a good picture you have to make sure your lens is focused and clean because

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if it's not focused you'll get a blur.

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Now I was wondering about these new cameras that develop the picture itself inside the

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camera.

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How do they do this?

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There's developing bulbs in there and when you pull it apart it pinches the bulb and

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develops your picture.

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I think one of the reasons that one of our children did have so much success with the

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science project as Mrs. Griffin told you in bacteriology was because we had the laboratory

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set up where she had the opportunity to have long benches and a gas burner and an opportunity

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to use a stove with the pressure cooker in the sink and do all the things herself.

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And she worked, she was inspired really and worked hours and hours here.

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She really spent a lot of time on that project, I think a year.

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Right now I'm inoculating a tube with Escherichia coli, a type of bacteria that is found in

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the intestines of man.

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We try to do this as much as possible.

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We try to set up problem situations where the children can learn by discovering and

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by solving problems and in different ways to solve problems.

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In other words there's not always one path to the goal.

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I think this is very important for children to learn in science that there are many ways

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that you can get an answer and also that the answer is an answer for the time being in

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science perhaps but not for always.

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And even failure is an answer.

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I think this is an important thing that has to be brought out in science.

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We have a favorable aspect in both math and science that when you don't succeed you've

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got to find another way of doing things.

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This is very valuable.

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I think failure is not always as bad as the word seems to be.

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No room!

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No room!

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No room!

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No room!

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No room!

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There's plenty of room!

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Have some wine!

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I don't see any wine.

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There isn't any!

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Imagination expended in teaching comes back in pupil performance, in a poem written by

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the child in a way to tackle a science problem, in the presentation of a social science theme,

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in a dramatic performance.

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Who fell?

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Did you fall from there?

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Oh Annie, when she was outside, did Annie fall?

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Did Annie fall?

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Well tell me, Annie?

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Fell!

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Fell!

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Yes, Annie fell.

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Down!

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Down!

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Down!

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Stop!

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Stop!

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Move!

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Move!

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Move!

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Big boy!

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Big boy!

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Come!

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Come!

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Push!

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Cry!

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Be quiet!

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Bad boy!

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Bad boy!

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Do you want to sit here and be the teacher and we'll get the face and put on the nose

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and the mouth?

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Do you want to do that and you be the teacher?

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You want to be the teacher?

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Yes.

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Okay.

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The handicapped child.

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Blind.

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Partially sighted.

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Deaf.

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Or hard of hearing.

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Yet gifted with exceptional aptitude.

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At Bell School, these children constitute 40% of the gifted child enrollment, starting

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at nursery school level.

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What are some of the questions you're going to answer to the group?

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Well, what I had in mind was that I was going to ask some questions that I have here.

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I read some of them for you.

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Well, one of the questions is, who would you...

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Another came to me on parent interview day and she said, I don't know what you people are

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doing to Ava, but she's finally made up her mind what she wants to do.

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I said, well, a lot of children don't know what they want to do, even when they're in

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college.

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She said, but Ava thinks she already knows.

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She would like to be a math teacher for the deaf.

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Well, you see, and for Ava, this is quite a step because I remember in the hard of hearing

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class before she was integrated, how shy she was in the beginning, and I've been able

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to see her.

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I found Nigeria good for you.

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Now, where is it?

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It's far off the coast of Africa.

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All right.

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What coast?

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The West Coast.

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Donald is one of those children that does have the ability in music.

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He could just be an excellent beetle.

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And now he's really inspired about the fact that he could do these research projects.

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He can do this.

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He likes that.

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He learns as well.

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He's fascinated by the things that have been said and done.

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And then he's pure ham.

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He has a not a lot of poison.

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The blind child has Braille books, maps, and other tactile aids at his disposal.

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But even more, he receives warmth and appreciation for his contributions to the classroom.

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Children with sight and hearing problems are integrated with children who are not handicapped

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and participate whenever feasible in full group activity.

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Exposure to the special needs of handicapped children develops an empathetic awareness

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in the others.

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Bueno, ahora empiecen.

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Mario, has Visto Enrique?

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No vino a la escuela ni vendrá por algún tiempo.

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Por qué dice eso?

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Porque tiene una pierna quebrada.

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No hombre, cómo se la quebró?

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Se cayó esquiando el sábado pasado.

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This is one interesting thing about the special projects because the children get no grades for this work.

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And it does not affect their grades in any of their other subjects.

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And it's surprising the amount of work which they do just because they want to do it

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and because they have teachers who will help them.

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And they're not working in this case for a grade.

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We found that children will work hard on something that they're interested in.

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And while they're working on something they think they're interested in,

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they're learning many other things.

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How to read better, how to write better, how to talk better.

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As you recall children, when we visited famous buildings downtown of the Chicago school,

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built in the 1880s, and visiting some modern buildings,

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we learned some basic things about the history of modern architecture.

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One of the things we learned that the basic difference between what we call old architecture and modern

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is in the way it's constructed.

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One where the wall is doing all the work, carrying the load of the floors.

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And on the other one where the skeleton, the outside structure of the building, carries the load of the floors.

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Most of all I think it has opened their eyes to a greater number of things than would have otherwise been possible.

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I think their appreciation of the arts, appreciation of history, and of literature certainly has increased.

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And most of all I think that maybe we are approaching something here that we talk about a lot in education.

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I think I highlight to believe that they are learning how to think critically.

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And in these times and the times that I see in the future, I think this is the most important thing we can do.

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Have them know how to participate in a group, be true to their own ideals,

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evaluate other people's ideas and not argue from emotion but from fact.

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All these things I feel will make them worthwhile citizens.

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And if these are accelerated bright youngsters, then these must be the ones who have all these opportunities to be trained in leadership and become good leaders.

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Last year I know that I enjoyed the trips to the Art Institute, but this year I found the trips more rewarding and educational.

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Before I used to look at a painting and see what was there on the canvas,

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but now I've learned that there's more to the picture than meets your eye.

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You have to think about the artist and about how he was feeling when he did his painting and what was going on at the time.

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It really, one painting has a lot of background behind it.

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These trips weren't really just educational. I found them really enjoying.

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We see the same thing, but our ideas of what we see are interpreted differently.

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Each year in our Great Books program, we read books that range from the pre-Christian time into the 20th century.

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After we finished reading the selection by Kant, Education, a report was given on German music.

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And when we read Dewey's How We Think, we discovered that at that time the country people were singing...

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...from California to the New York island, from the Redwood forest to the Gulf of Greenwater, it's done what makes me what you and me.

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I think we have two purposes. One, to learn the library facilities and get acquainted with them.

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And two, to learn miscellaneous information which we gain from the topics which we make reports on.

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I think that way the library program has a double advantage.

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We've learned how to find new sources of information. We've learned how to use the Reader's Guide to Periodical Literature...

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...to find recent articles and magazines about our topic.

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And we know how to find certain books and use other reference books.

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And when we went to the downtown library, we learned how to use the microfilm machine.

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When I did my Peace Corps report with Susie, we sent in to Washington, D.C., and we got a lot on the Peace Corps.

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Well, after the report is given, we have a question period. And after the questions, we have an evaluation period.

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Who evaluates the report?

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The children.

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The development of critical listening and the development of respect for the idea of a peer, although that idea may be radically different from yours.

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I think it was summed up beautifully by a 12-year-old girl when she was asked by a visitor, what have you gained from being in this program?

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And Michelle said, well, before I was in the program, she said, and I met someone whose ideas were different from mine.

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And I used to just dismiss him as a cook.

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And she said, now, when I meet someone, I try to think what experiences has he had, which leads him to his conclusion as opposed to the experiences I've had, which leads me to mine.

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And I think that's it.

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The woman who has closed the grain, who has nourished the cow, who has sung the lullaby, who has woken the priest, whose day is erased,

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who has married the boy, a man and a woman, who has embraced the girl, everything is broken, who has cut the cow,

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who has eaten the cow, who has found himself in the house that Jacques built.

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I think it's a rich program because it does enrich the personal life of all the participants, including the teachers.

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They certainly have had a marvelous opportunity to gain the insights of youngsters, which are so fresh and so penetrating.

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I feel that we must do more to extend some of the things we've learned through the Demonstration Center program to all youngsters.

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We started that this year at the fourth, fifth, and sixth grade level.

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And it all begins with the child and the classroom and with people who are concerned.

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The march is over.

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The march is over.

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The march is over.