WEBVTT 1 00:00:25.140 --> 00:00:27.220 Yes, it was stupid. 2 00:00:27.220 --> 00:00:33.880 I mean, what could they do for him except give him quinine? They could leave a supply of quinine with him. That's about all. 3 00:00:35.240 --> 00:00:36.120 Yes, I would have. 4 00:00:36.860 --> 00:00:47.440 I thought of a factor of center because when he left, if they took him with, he might contaminate the rest of the crew, but perhaps they didn't know about this. Maybe the medical science wasn't that advanced. 5 00:00:47.860 --> 00:00:49.520 I like Conrad's style of writing. 6 00:00:49.520 --> 00:01:11.640 I wasn't here from the first part, but I thought it was a pretty good discussion, and I liked the book. And I think you get more out of books like The Shadow Line and Enemy of the People than you would on just reading, maybe on education, or some of those books that just tell you right away. What? Just come right down instead of having you find out for yourself. 7 00:01:11.640 --> 00:01:31.960 Well, I thought this was a good discussion. I thought it was the second best because I did feel The Odyssey was the best one this year. But the only thing I felt was wrong with all our discussions was we never had enough time to really get, we start getting into something and then our time would run out and we'd just have to close it. 8 00:01:31.960 --> 00:01:41.640 When I read The Shadow Line, I didn't know exactly what the author meant and some of the points, and when they were speaking, I understood it better. 9 00:01:42.400 --> 00:01:49.040 But I think the main thing that these four years of great books have brought out in me is the ability to make a harder selection enjoyable. 10 00:01:49.720 --> 00:02:02.580 I'm Barbara Norris from a College of Education in England. I've thoroughly enjoyed this discussion. I think it is obvious that our boys and girls of this age think very much more deeply than sometimes they're given credit for. 11 00:02:19.900 --> 00:02:43.800 Children in a classroom. Each from birth carries the seed of uniqueness, but the seed seeks the soil. Home, school, community, country, the world. Each in different ways and degrees constitutes the soil for growth. 12 00:02:44.800 --> 00:03:02.900 What will flower forth depends largely on the character and quality of its nourishment. Each shares in the responsibility and the rewards of the yield for the consummate gifts of one individual enrich all individuals. 13 00:03:03.760 --> 00:03:12.760 These are manifest in the monuments of human achievement through the space of time to which we are the present heirs. 14 00:03:12.760 --> 00:03:27.680 The world is shaped by the combined efforts of people, by the creations of ingenuity and the sciences, and in the arts, by the visions of men who become the leaders of men. 15 00:03:27.680 --> 00:03:37.640 And it all begins with the child and his environment, of which the classroom is a vital part. 16 00:03:40.020 --> 00:03:54.920 Children in a classroom. Special children. Special classroom. This is a brief glance at the gifted child program as it functions at the elementary level in Chicago schools. 17 00:03:54.920 --> 00:04:11.580 A group of children of unusual promise were selected after considered testing and observation for special programming with the objective of providing them an academic atmosphere of high opportunity and encouragement. 18 00:04:11.580 --> 00:04:29.960 To peruse the particular means for the particular child. To bring discovery to curiosity. Challenge to energy. Inspiration to hard work. Vision to inquiry. 19 00:04:29.960 --> 00:04:49.620 Creation to imagination. Expression to talent. Structure to precociousness. Knowledge to intuition. Cultural enrichment to every day. And joy to learning. 20 00:04:49.620 --> 00:05:13.640 Big objectives. Small program. It is better yet to have a big program with big objectives, encompassing every last child. For what child is without gift? What child is not special? But then this is only the beginning. 21 00:05:15.620 --> 00:05:32.440 I think as we went along, all these children were trying to get new techniques in presentation. And this is very interesting because as we went along they refined the techniques that were already used at the beginning and then they began to get newer and newer ones. 22 00:05:32.440 --> 00:05:50.660 And then we came out with the booklets, Carol and the booklets. And when Pam Wojcik gave hers and she came out with the puzzle at the end, I think this was an attempt to do new things. I think it brings out a certain kind of creativity and ingenuity of the child. 23 00:05:50.800 --> 00:05:50.900 Right, right. 24 00:05:50.900 --> 00:05:58.940 And this is the sharing part of your research. And I'd like to see if another time started even earlier, the emphasis on the evaluation. 25 00:05:59.740 --> 00:06:17.700 Then last year we did this very interesting project on Shakespeare. But you see this year we broke out away from that, even that tight a concept about this and let the children go on into areas of their own interest without our saying, now you must find an area of interest within the confines of this large broad topic. 26 00:06:18.660 --> 00:06:37.880 I'd like to, I'm, hello, I'm your friendly news reporter from WQRE radio station. Now I'd like to tell you about some new interesting facts about a discovery found off the coast of England. They found some documents uncovering some very important facts about English history. 27 00:06:37.880 --> 00:06:54.420 I'm working on photography and it's pretty involved subject so I was just working on the principles of it. And to take a good picture, you have to make sure your lens is focused and clean because if it's not focused you'll get a blur. 28 00:06:55.120 --> 00:07:04.900 Now I was wondering about these new cameras that develop the picture itself inside the camera. How do they do this? 29 00:07:05.680 --> 00:07:12.120 There's developing bulbs in there and when you pull it apart it pinches the bulb and develops your picture. 30 00:07:13.240 --> 00:07:37.060 I think one of the reasons that one of our children did have so much success with the science project as Mrs. Griffin told you in bacteriology was because we had the laboratory set up where she had the opportunity to have long benches and a gas burner and an opportunity to use a stove with the pressure cooker in the sink and do all the things herself. 31 00:07:37.060 --> 00:07:45.280 And she was inspired really and worked hours and hours here. 32 00:07:45.340 --> 00:07:48.420 She really spent a lot of time on that project, I think a year. 33 00:07:49.180 --> 00:07:57.620 Right now I'm inoculating a tube with Escherichia coli, a type of bacteria that is found in the intestines of man. 34 00:07:58.220 --> 00:08:09.000 We try to do this as much as possible. We try to set up problem situations where the children can learn by discovery and by solving problems and in different ways to solve problems. 35 00:08:09.100 --> 00:08:24.700 In other words, there's not always one path to the goal. I think this is very important for children to learn in science. There are many ways that you can get an answer and also that the answer is an answer for the time being in science perhaps but not for always. 36 00:08:24.700 --> 00:08:27.200 And even failure is an answer. 37 00:08:27.440 --> 00:08:31.000 I think this is an important thing that has to be brought out in science. 38 00:08:31.380 --> 00:08:41.460 We have a favorable aspect in both math and science that when you don't succeed you've got to find another way of doing things. 39 00:08:41.980 --> 00:08:48.300 This is very valuable. I think failure is not always as bad as the word seems to be. 40 00:08:49.200 --> 00:08:51.500 No room, no room. 41 00:08:52.720 --> 00:08:54.360 No room, no room. 42 00:08:54.380 --> 00:08:55.920 There's plenty of room. 43 00:08:58.440 --> 00:08:59.720 Have some wine. 44 00:09:00.440 --> 00:09:02.020 I don't see any wine. 45 00:09:02.100 --> 00:09:03.300 There isn't any. 46 00:09:04.240 --> 00:09:08.120 Imagination expended in teaching comes back in pupil performance. 47 00:09:09.020 --> 00:09:10.760 In a poem written by the child. 48 00:09:11.520 --> 00:09:13.360 In a way to tackle a science problem. 49 00:09:14.660 --> 00:09:17.040 In the presentation of a social science theme. 50 00:09:18.300 --> 00:09:20.100 In a dramatic performance. 51 00:09:21.280 --> 00:09:23.680 Who fell? Did you fall from there? 52 00:09:24.880 --> 00:09:27.300 Oh Annie, when she was outside, did Annie fall? 53 00:09:28.460 --> 00:09:30.600 Did Annie fall? Well tell me Annie. 54 00:09:31.920 --> 00:09:31.920 55 00:09:32.680 --> 00:09:34.060 Yes, Annie fell. 56 00:09:35.620 --> 00:09:36.320 Down. 57 00:09:37.540 --> 00:09:38.180 Back. 58 00:09:39.600 --> 00:09:40.140 Sit. 59 00:09:42.140 --> 00:09:42.300 Move. 60 00:09:44.860 --> 00:09:45.860 Big boy. 61 00:09:47.580 --> 00:09:48.040 Come. 62 00:09:49.700 --> 00:09:50.160 Push. 63 00:09:51.820 --> 00:09:52.220 Cry. 64 00:09:54.040 --> 00:09:54.960 Be quiet. 65 00:09:56.600 --> 00:09:57.320 Bad boy. 66 00:09:57.780 --> 00:09:58.260 Bad boy. 67 00:09:59.160 --> 00:10:06.000 Do you want to sit here and be the teacher and we'll get the face and put on the nose and the mouth? 68 00:10:06.040 --> 00:10:07.960 Do you want to do that and you be the teacher? 69 00:10:08.400 --> 00:10:08.400 70 00:10:08.780 --> 00:10:09.880 Do you want to be the teacher? 71 00:10:09.900 --> 00:10:10.300 Yes. 72 00:10:10.480 --> 00:10:10.940 Okay. 73 00:10:12.080 --> 00:10:14.200 The handicapped child. 74 00:10:14.660 --> 00:10:15.180 Blind. 75 00:10:16.660 --> 00:10:17.860 Partially sighted. 76 00:10:18.140 --> 00:10:18.560 Deaf. 77 00:10:19.480 --> 00:10:20.420 Or hard of hearing. 78 00:10:21.320 --> 00:10:23.640 Yet gifted with exceptional aptitude. 79 00:10:24.580 --> 00:10:29.940 At Bell School, these children constitute 40% of the gifted child enrollment. 80 00:10:30.480 --> 00:10:32.120 Starting at nursery school level. 81 00:10:33.060 --> 00:10:35.180 What asked them the questions you're going to answer the group? 82 00:10:35.800 --> 00:10:40.180 Well what I had in mind was that I was going to ask them questions that I have here. 83 00:10:40.180 --> 00:10:42.040 Like read some of them for me. 84 00:10:42.240 --> 00:10:44.860 Well one of the questions is who would you... 85 00:10:44.860 --> 00:10:49.700 A mother came to me on parent interview day and she said I don't know what you people are doing to Ava, 86 00:10:49.740 --> 00:10:52.060 but she's finally made up her mind what she wants to do. 87 00:10:52.180 --> 00:10:55.660 I said well a lot of children don't know what they want to do even when they're in college. 88 00:10:56.060 --> 00:10:57.860 She said but Ava thinks she already knows. 89 00:10:58.180 --> 00:11:00.540 She would like to be a math teacher for the deaf. 90 00:11:01.440 --> 00:11:08.460 Well you see and for Ava this is quite a step because I remember in the hard of hearing class before she was integrated 91 00:11:08.460 --> 00:11:12.840 how shy she was in the beginning and I've been able to see her. 92 00:11:12.860 --> 00:11:14.240 I found Nigeria. 93 00:11:14.460 --> 00:11:15.740 Good for you. Now where is it? 94 00:11:17.200 --> 00:11:19.920 It's far off the coast of Africa. 95 00:11:20.720 --> 00:11:21.620 Alright, what coast? 96 00:11:22.320 --> 00:11:23.880 The west coast. 97 00:11:24.760 --> 00:11:28.400 Donald is one of those children that does have the ability in music. 98 00:11:28.400 --> 00:11:30.940 He could just be an excellent beetle. 99 00:11:30.940 --> 00:11:38.760 And now he's really inspired about the fact that he could do these research projects. 100 00:11:39.020 --> 00:11:47.500 He can do this. He likes that. He's fascinated by the things that have been said and done. 101 00:11:48.180 --> 00:11:50.580 And then he's pure ham. 102 00:11:51.140 --> 00:11:52.840 He has a lot of life. 103 00:11:54.320 --> 00:11:59.440 The blind child has braille books, maps and other tactile aids at his disposal. 104 00:11:59.440 --> 00:12:05.820 But even more, he receives warmth and appreciation for his contributions to the classroom. 105 00:12:07.440 --> 00:12:12.400 Children with sight and hearing problems are integrated with children who are not handicapped 106 00:12:12.400 --> 00:12:16.080 and participate whenever feasible in full group activity. 107 00:12:17.720 --> 00:12:23.920 Exposure to the special needs of handicapped children develops an empathetic awareness in the others. 108 00:12:24.920 --> 00:12:27.720 Well, now begin. Mario? 109 00:12:27.900 --> 00:12:29.660 Mario, have you seen Enrique? 110 00:12:30.600 --> 00:12:33.920 He hasn't come to school or will come for a while. 111 00:12:34.800 --> 00:12:36.380 Why do you say that? 112 00:12:37.200 --> 00:12:39.580 Because he has a broken leg. 113 00:12:40.580 --> 00:12:42.660 No man, how did he break it? 114 00:12:43.740 --> 00:12:46.260 He fell skiing last Saturday. 115 00:12:47.040 --> 00:12:52.320 This is one interesting thing about the special projects because the children get no grades for this work. 116 00:12:52.320 --> 00:12:56.480 And it does not affect their grades in any of their other subjects. 117 00:12:56.660 --> 00:13:01.900 And it's surprising the amount of work which they do just because they want to do it 118 00:13:01.900 --> 00:13:04.440 and because they have teachers who will help them. 119 00:13:04.580 --> 00:13:07.380 And they're not working in this case for a grade. 120 00:13:07.640 --> 00:13:11.700 We found that children will work hard on something that they're interested in. 121 00:13:11.700 --> 00:13:14.800 And while they're working on something they think they're interested in, 122 00:13:14.900 --> 00:13:16.520 they're learning many other things. 123 00:13:16.780 --> 00:13:20.240 How to read better, how to write better, how to talk better. 124 00:13:20.240 --> 00:13:28.540 As you recall children, when we visited famous buildings downtown of the Chicago School, 125 00:13:28.920 --> 00:13:33.540 built in the 1880s, and visiting some modern buildings, 126 00:13:34.180 --> 00:13:38.000 we learned some basic things about the history of modern architecture. 127 00:13:38.800 --> 00:13:44.660 One of the things we learned that the basic difference between what we call old architecture and modern 128 00:13:44.660 --> 00:13:46.780 is in the way it's constructed. 129 00:13:46.780 --> 00:13:53.580 One where the wall is doing all the work, carrying the load of the floors. 130 00:13:54.020 --> 00:14:01.100 And then the other one where the skeleton, the outside structure of the building, carries the load of the floors. 131 00:14:01.620 --> 00:14:08.920 Most of all I think it has opened their eyes to a greater number of things than would have otherwise been possible. 132 00:14:09.500 --> 00:14:15.800 I think their appreciation of the arts, appreciation of history and of literature certainly has increased. 133 00:14:15.800 --> 00:14:24.620 And most of all I think that maybe we are approaching something here that we talk about a lot in education. 134 00:14:25.260 --> 00:14:30.620 I think I highlight to believe that they are learning how to think critically. 135 00:14:31.840 --> 00:14:37.600 And in these times and the times that I see in the future, I think this is the most important thing we can do. 136 00:14:38.040 --> 00:14:41.520 Have them know how to participate in a group, be true to their own ideals, 137 00:14:41.520 --> 00:14:48.620 evaluate other people's ideas and not argue from emotion but from fact. 138 00:14:49.380 --> 00:14:53.940 All these things I feel will make them worthwhile citizens. 139 00:14:54.660 --> 00:15:00.620 And if these are accelerated bright youngsters, then these must be the ones who have all these opportunities 140 00:15:00.620 --> 00:15:04.040 to be trained in leadership and become good leaders. 141 00:15:05.560 --> 00:15:10.340 Last year I know that I enjoyed the trips to the Art Institute, 142 00:15:10.480 --> 00:15:16.540 but this year I found the trips more rewarding and educational. 143 00:15:17.200 --> 00:15:21.680 Before I used to look at a painting and see what was there on the canvas, 144 00:15:21.780 --> 00:15:25.840 but now I've learned that there's more to the picture than meets your eye. 145 00:15:25.940 --> 00:15:31.660 You have to think about the artist and about how he was feeling when he did his painting 146 00:15:31.660 --> 00:15:33.960 and what was going on at the time. 147 00:15:34.760 --> 00:15:38.080 And really one painting has a lot of background behind it. 148 00:15:39.040 --> 00:15:43.680 These trips weren't really just educational. I found them really enjoying. 149 00:15:44.360 --> 00:15:51.680 We see the same thing, but our ideas of what we see are interpreted differently. 150 00:15:53.580 --> 00:15:59.720 Each year in our Great Books program, we read books that range from the pre-Christian time into the 20th century. 151 00:15:59.720 --> 00:16:06.540 After we finished reading the selection by Kant, Education, a report was given on German music. 152 00:16:24.760 --> 00:16:30.540 And when we read Dewey's How We Think, we discovered that at that time the country people were singing... 153 00:16:37.140 --> 00:16:45.800 ...from California to the New York island, from the Redwood forest to the Gulf Stream water. 154 00:16:46.560 --> 00:16:49.120 It's done what makes me you and me. 155 00:16:50.660 --> 00:16:57.400 I think we have two purposes. One, to learn the library facilities and get acquainted with them. 156 00:16:58.100 --> 00:17:06.020 And two, to learn miscellaneous information, which we gain from the topics which we make reports on. 157 00:17:06.020 --> 00:17:10.400 I think that way the library program has a double advantage. 158 00:17:10.840 --> 00:17:13.800 Well, we've learned how to find new sources of information. 159 00:17:13.960 --> 00:17:21.400 We've learned how to use the Reader's Guide to Periodical Literature to find recent articles and magazines about our topic. 160 00:17:22.020 --> 00:17:29.100 And we know how to find certain books and use other reference books. 161 00:17:29.540 --> 00:17:33.820 And when we went to the downtown library, we learned how to use the microfilm machine. 162 00:17:34.760 --> 00:17:42.920 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. 163 00:17:43.600 --> 00:17:50.800 Well, after the report is given, we have a question period. And after the questions, we have an evaluation period. 164 00:17:50.960 --> 00:17:52.480 Who evaluates the report? 165 00:17:52.480 --> 00:17:52.980 The children. 166 00:17:52.980 --> 00:18:03.440 The development of critical listening and the development of respect for the idea of a peer, 167 00:18:03.640 --> 00:18:06.060 although that idea may be radically different from yours. 168 00:18:06.140 --> 00:18:10.180 I think it was summed up beautifully by a 12-year-old girl when she was asked by a visitor, 169 00:18:11.680 --> 00:18:14.300 what have you gained from being in this program? 170 00:18:15.300 --> 00:18:22.560 And Michelle said, well, before I was in the program, she said, and I met someone whose ideas were different from mine. 171 00:18:22.560 --> 00:18:25.080 And I used to just dismiss him as a kook. 172 00:18:25.680 --> 00:18:32.300 And she said, now, when I meet someone, I try to think what experiences has he had, 173 00:18:32.800 --> 00:18:37.620 which leads him to his conclusion as opposed to the experiences I've had, which leads me to mine. 174 00:18:38.100 --> 00:18:39.360 And I think that's it. 175 00:18:39.360 --> 00:18:45.480 The woman who has closed the grain, who has nourished the cow, 176 00:18:45.720 --> 00:18:49.940 who has sung the lullaby, who has woken the priest, who has washed your day, 177 00:18:50.460 --> 00:18:56.080 who has married the boy, a man and a woman, who has embraced the girl, 178 00:18:56.560 --> 00:19:01.600 all is broken, who has cut the cow with the rotten horn, 179 00:19:02.280 --> 00:19:06.920 who has thrown the cat, who has tormented the cat, 180 00:19:06.920 --> 00:19:10.420 who has killed the rat, who has eaten the dead, 181 00:19:10.660 --> 00:19:15.360 who was in the house that Jacques built. 182 00:19:16.280 --> 00:19:23.560 I think it's a rich program because it does enrich the personal life of all the participants, including the teachers. 183 00:19:24.080 --> 00:19:29.260 They certainly have had a marvelous opportunity to gain the insights of youngsters, 184 00:19:29.320 --> 00:19:31.300 which are so fresh and so penetrating. 185 00:19:31.300 --> 00:19:41.120 I feel that we must do more to extend some of the things we've learned through the demonstration center program to all youngsters. 186 00:19:41.480 --> 00:19:45.300 We started that this year at the fourth, fifth, and sixth grade level. 187 00:19:46.860 --> 00:19:53.800 And it all begins with the child and the classroom and with people who are concerned. 188 00:20:01.740 --> 00:20:08.700 The rat, the rat from the grommash, the rat from the grommash, 189 00:20:09.200 --> 00:20:17.240 the rat from the grommash, the grommash, yes, they sure, 190 00:20:17.860 --> 00:20:23.360 the grommash, yes, they sure, the rat from the grommash, yes, they sure.