Original subtitles

- Ladies and gentlemen,

before we get underway with our

ceremonies here this afternoon

from the world-class speedway,

Alabama International Motor Speedway,

we would like to wish a very happy anniversary to the.

- Say how in Nashville,

they have a school of the blind marching band.

- And The Lynn Ward Military Academy

from Camp Hill, Alabama.

- This is Terry Lasalle

who works with the Racetrack Ministries,

wants to say a few words to us before we start.

- I'd just like to say that

I'm glad to be here this morning.

Glad to get to speak a few minutes to ya.

I'm not gonna take up too much of your time,

I know that you're busy.

Now one thing the Racetrack Ministry is about

is believing that Jesus Christ is for all people.

And whether it's at the racetrack,

or wherever we are,

we believe in honoring the Lord Jesus.

And we believe that as Jesus said,

he is the abundant light.

You know a lot of people look for

a lot of things to find happiness in life.

And a lot of people look for different kind of pleasures

and they say well only if I had something else,

if I had a little more money,

if I had a new car.

But I've come to learn that these things

don't satisfy you for long,

but Christ can no matter who you are

or where you're at in life.

Christ is the one who can fill you

and bring you the happiness that you need.

And fulfillment.

Even as you're blind or whatever,

Christ sees through all that.

And he doesn't look at us as men might look at us,

but he sees our inner heart

and he knows our mind and our thoughts.

And through him we can find true peace and contentment

and happiness and enjoyment.

And I know that I have for my life

and I hope that all of you can consider him

and think about this in your life too.

I'd like to lead us in a prayer now

and I wanna wish you all the best of luck

and just ask that God be with you.

Father in heaven we're thankful for

these people that came out to play today.

Lord, we're thankful for their hearts

that they wanna do this thing, God.

And we're thankful for the talent that they do have, Lord.

I thank you for their leaders

and we just pray a special blessing for them today, Lord.

And just ask you to touch their hearts

and to show them the true light of the world

which is Jesus Christ.

Father, we pray that you be with this race

and just ask that there not be any injuries.

We pray that as these young people perform,

everything will go well.

And we just ask heavenly Father that you continue

to be with us wherever we're at and whatever we do.

In the name of Jesus Christ, amen.

Thank you.

- TRW Evermore becoming more visible

in the racing circles of the world

and Winston NASCAR racing.

TRW Corporation and their car.

And ladies and gentlemen,

Montgomery International Raceway

on Saturday nights at eight,

Montgomery Alabama Capitol Chevrolet.

And of course Miss Montgomery International Raceway

riding on board.

The Joe Rettman show car,

the Quaker state number 26 Buick automobile.

And the Pontiac number 98 lead car.

As those show cars come by us here.

Here's the Winston Pontiac automobile

they're giving away next Sunday

at Atlantic International Raceway

to one of 100,000 fans who have entered.

The Budweiser show car number 12,

Chevrolet of Monte Carlo SS.

The Bush Pole race car,

Pontiac Trans Am race car.

As Bush marches the pole position for each stop

on the Winston Cup NASCAR Tour.

The number nine Coors Ford Thunderbird race car.

And after of course,

the Helen Way number 71.

And that Richard Petty is a man who's taken

a lot of Goody headache powders in his life

and headache tablets.

And Goody's one of the great sponsors

of Winston Cup NASCAR stock car racing,

the official pain reliever of NASCAR.

Ladies and gentlemen,

a very special event before the running

of the Winston 500 today.

Music has always been an important part

of the Alabama School for the Blind

located here in Talladega, Alabama.

The band program of the school was started in 1933

by Mr. Eugene Landreth,

a graduate of the school.

The ASB Band has performed in countless parades

and other special activities in the state

and in the nation over the past half century.

We are proud to present to you

this year's band to perform a concert today.

The band under the direction of Mr. Ray Speakman,

also a graduate of ASB

and one of Mr. Landreth's band standouts.

Ladies and gentlemen,

The Alabama School for the Blind Concert Band.

- One, two, ready, now.

- One, two, three, four.

- One, two, there, four.

- Hey, Louise?

- What?

- Come here.

Who's gonna catch me?

Lou-Anne.

- Yes?

Are you going up on the sliding pole again?

- Yeah.

- Okay.

- You can go up with me.

- No, I can't.

I'm watching.

- Ms. Lou-Anne.

- Okay, nobody's on ya.

Come on.

- I wanna teach you how to go.

- No, no, you can't teach me.

- Come on.

- You can't teach me how, okay?

- Come on, just one time.

Please?

- No.

- Why not?

- No.

- Go.

Go, go.

- There's a fire.

Hurry, get the hose.

Get the hose.

Get the hose.

It's here.

- You ready to go out in the swimming pool?

Okay.

Okay, come this way.

Put that feeler out.

Come on, put that feeler out.

- He's not no feeler.

- He has to use his hands for a guide

so he won't run into something.

Right over here.

- Can I stop myself?

- Yes, you can stop yourself.

- Ms. Thomas, can you stop me?

- See, I knew you could find me.

You feel the sun?

You wanna get in the corner?

Okay get in the corner.

- Ms. Thomas, can I get off?

- Brit, what are you gonna do?

- I'll stop it.

Stop it, Ms. Thomas.

- Okay, let's go.

Don't run into her swing.

Where you going?

You wanna go play on the fire engine?

Okay, you gonna go on the fire engine?

- Yep.

- Okay.

Chris, you wanna go?

Everyone's on the fire engine but you.

You wanna go?

- I think he would like to.

- Right here, let's go.

Follow my voice, okay.

- I wanna go watch them.

- Okay, let's go watch.

We'll stand out in the sun.

Put that feeler out, come on.

You're doing great.

Let's go.

Keep coming.

Put that feeler out.

You're doing fine.

Can you hear them all on the fire engine?

See if you can walk over by yourself

without me telling ya.

Follow their voice, Chris.

- What color is it?

- It's green.

- Now we're going to put the record on

and when we put the record on, you angel,

look at me,

you will stand up when Joseph does

because both of you will stand up on green, okay?

- Okay.

- What color are you gonna stand up?

- On blue.

- On blue, good.

Which color will you stand up?

- I'm gonna be green.

- No, you're gonna be yellow.

- Yellow.

- Yellow.

Can you remember yellow?

- I think.

- And when it says yellow stand up,

you will stand up.

And when it says yellow sit down,

then you will sit down.

James, what color are you going to stand up on?

- Red.

- Red.

What color will you stand up for?

- Red.

- Okay, are you ready?

- Yeah. - Yeah.

- Okay, let's go.

And everyone sing.

♪ This is a song about turtle's colors ♪

♪ You see them all around ♪

♪ There is red on the stop sign ♪

♪ Green on the tree ♪

♪ Blue in the sky and sea ♪

♪ This is a song about colors ♪

♪ Colors ♪

♪ You see them all around ♪

- Sing.

♪ It's about the happiest song in town ♪

♪ All you got to do is stand up and sit down ♪

♪ All you got to do is stand up and sit down ♪

♪ Red stand up ♪

♪ Blue stand up ♪

- Stand up, JJ.

♪ Yellow and green stand up ♪

- Good.

♪ Red sit down ♪

♪ Blue sit down ♪

♪ Yellow and green sit down ♪

♪ Red stand up ♪

♪ Green stand up ♪

♪ Red and green sit down ♪

- Sit down.

♪ Blue stand up ♪

- Good.

♪ Yellow stand up ♪

♪ Blue and yellow sit down ♪

- Sing it now, sing faster.

- The only mistake I see you had

was where you got your takeaway sign.

You put a two, five.

Was it your takeaway sign?

- Three, six.

- That's very good, you got an A.

And I'm putting very good on it.

Would you like to go down and show it to Ms. Williams?

- I can find the way.

- You sure?

- I'm through, Ms. Whitten.

- Are you sure you can go by yourself?

- Yes, ma'am.

See you all later.

- All right.

Hi.

Hi.

- Hi.

- Look.

- Jase is doing terrific.

- Look at that.

Very good, Jason.

That's wonderful.

Good work.

- Where are you bringing the note?

Woops.

- Jason?

Where are you going?

- To Ms. Williams.

- To Ms. Williams?

In the gym?

- Uh-uh.

- Oh, Mrs. Williams.

- Hello.

- Hello, Jason.

- Jason, is he in our class?

- What do you have, sir?

- Hey, Jason.

- My goodness.

Oh, very good.

That's great.

- Hey, coach.

- Hey, come here.

Come here.

Oh, look at that.

I am so proud of you.

That's a good job.

You are growing up.

- Right side.

- Jason, that was great.

You found your way real good

and I am so proud of that paper.

You know what I think you get for that?

You get some free time.

What would you like to do?

Go put it in the basket up on my desk.

What would you like to do

for your free time until the bell rings?

You've got about 10 minutes.

You want to play with the bolts and screws or what?

You just go over there and pick out

what you want to do while I check Charlotte's paper, okay?

Okay, you got a 95.

That's a A minus.

Can you put that up in the basket please?

- Can I go show it to Ms. Knot?

- Let me check Sarah's and see what she got

and maybe y'all can go down together.

'cause I really don't believe you could

find your way down quiet yet, okay?

- Okay.

- You don't think you can, do you?

- No.

- Okay.

- But oh when I get that cane,

that cane will take me, won't it?

- No, you'll take the cane.

- When I get a cane I will bump into something with a cane.

- No, you're not

supposed to bump into anything.

Just sit quietly.

Let me check Sarah's and then I'll see what she gets, okay?

- Okay.

If she gets a big fat F,

we can't go.

- No, fraid not.

- What would you do if I got an A plus?

- Let me check it first, okay?

Just stay seated until I check the words

and you may have some free time.

- Yes, ma'am.

- Try and spell that.

- T-H-A-T.

- And what's the real sign.

- T.

- Okay, see.

- S-E-E.

- Bus.

- U-S.

- Boy.

- B-O-Y.

- Were.

- W-E-R-E.

- Okay, and what is the sign for were?

Which dots make the sign?

- Two, three, four.

Wait.

Two, three, five six.

- Okay, that's good.

What's the sign for us.

- U.

- Okay, what you need to do next,

put your brail paper in and using this,

I want you to start.

Look, let me show you.

Listen, you're not doing this.

Just close your eyes.

I want you to start with number one

and number your paper.

And use the sign, were,

and make me a sentence.

Okay?

- Okay.

- And if you're not sure of your sentence,

ask me before you write it.

Okay?

- Hey, Jason.

Let's call yours out.

I wanna know what you did today.

Spell see.

- S-E-E.

- Us.

- S-U-N.

No, S.

No.

- Us.

- U-S.

- And what's the sign?

- U.

- Okay.

That.

- T-H-A-T.

- What's your sign?

- T.

- Boy.

- B-O-Y.

- . Okay. Were.

- W-E-R-E.

- Okay, what's your sign?

No, two, three, five, six.

- Okay.

Can you make sentences by yourself today?

Do you think?

- Ms. Whitten?

- Can you make me a sentence with were?

Tell me a sentence with were before you start.

- You were going to town.

- You were going to town, okay.

Use the sign.

Look, do not write.

- It's wrinkly.

- I know.

Do not write out the word W-E-R-E.

Use your sign, okay?

Okay, Sarah.

That.

Yes, number one.

Did you not number your first sentence?

- Were you going to town?

Okay.

The next one will be number two.

Number it.

Okay, Derek.

Spell that.

Can you think of a sentence with the word?

- This word is not work, it's were.

What about the boys were playing?

Can you do that?

Okay, see if you can write that.

- What comes next?

- Use your sign for was.

Okay, Derek.

Yours is were.

The boys where playing.

We have to finish class soon.

You know how to write capitals.

Tell me the dots.

I can't see from over here.

Tell me which dots.

Which fingers you have.

- That one is mine.

- You got that come from my mama.

Okay, it would be that came from my mother.

You can't say that come from my mama.

Put it back in and write another sentence with boy.

- I'll try, Ms. Whitten.

- Write the number two sentence again.

And then write me a sentence using the word that.

Okay?

- This started hurtin.

- All right, now turn to your left.

Go straight across the hall

and you're gonna go to the door.

You're gonna find the door.

That's it.

Bye-bye.

We'll see you tomorrow.

- Okay.

- What's that?

- It goes to the...

- Put your hand against it.

Slide your hand down the cane

and right where that stops,

what is this?

- A bench.

- A bench?

Now where is this bench sitting?

- In a hallway.

- Which hallway is this bench sitting?

- In, I dunno.

- You don't know?

Well let's go explore.

Maybe we can figure out which hallway we're in.

What's that?

- A door.

- Oh no, that's not a door.

Is it a door?

- The wall.

- Uh-huh.

What's this?

What do you feel?

- A rug.

- A rug.

Where do you usually find these rugs?

- The floor.

- The floor, that's right.

Where do you usually find them on the floor?

- Front of the door.

- That's right.

- We're in the door hallway.

- Okay, we're in the door hallway.

Where does this door go?

Does this door go to a classroom?

- No.

- Where does it go?

- Outside.

- Outside.

And what's across from here?

Do you have any idea?

- Door.

- The door?

You think there's a door over there?

Is this the kind of a door that you have over by the dorms?

- No.

- It's not.

If we walked out this door and went that direction,

to your right right now,

what building will we come to?

- Gym.

- The gym?

Is this the kind of a door that you go out

when you're going to the gym?

- Uh-uh.

- No.

What's the difference between that door and this door?

- I don't know.

- Do you have this kind of a thing?

What is this right here?

- Glass.

- That's glass.

Do you have that on the door that you

go out to the dorm and to the gym?

- No.

- No, what about that big bar that you

usually hit to go out the door,

do you see one of those?

- Sometimes when we go out the back door

I have one of those.

- Oh you do?

Sometimes you go out the back door?

Okay.

Well this isn't the door that goes to the gym

so you wanna make another guess?

- The the big boys dorm.

- To the big boys dorm.

You wanna go out there and see what is out there?

- Yeah.

- Let's go see.

- I've got a cane.

And you still let me have it.

- Yes ma'am.

I certainly will.

Put your back up against the door there and start talking.

Got you going in a straight line.

- That cane is leading me.

- That cane's leading you.

It sure is.

- That cane told me that the door was coming up.

- Sure did.

Now what door is this?

- The school gym.

- Okay, use our cane.

Can't lead you from behind,

it has to lead from the front.

Now what side of the hall do we want to walk on?

- The right side.

- The right side.

- Why do we wanna walk on the right side?

- 'cause we won't get run over.

- That's right.

Cars don't drive on the wrong side of the road, do they?

- What was that?

- Uh oh, there's something in our path, isn't there?

- A bench.

- Let's stand the cane up right against it

and then you can slide your hand right down the cane

and find out right where it is

and tell me what that is.

- A chair.

- A chair.

What's that made out of?

- Wood.

- That's right.

- It's a bench.

- Now we have to let our cane

find us a way around the path.

Find a clear path for us to walk down.

Now what do we come to?

- The laundry room.

- The laundry room?

- Wait.

- Why do you think it's laundry room?

- 'cause it has that thing in it.

- What thing?

- The dryer.

- That dryer.

Okay, so you hear a noise?

- Yeah.

- And what does it sound like?

It sounds like a dryer?

You think that's the dryer?

- Yes.

- and did we just say

we came in the school building though?

- Yes.

- Is there a dryer in the school building?

- Uh-uh.

- No.

Well let's take another guess.

What do you think that noise could be?

- I don't know.

- Oh well, why don't we go see?

- Okay.

- Okay.

Let's go find it.

Can you find that noise?

- I bet I can.

- I bet you can too.

- That cane will tell me where.

- Yeah, we'll just let that cane tell you.

Listen for the noise.

When you hear it,

what happened to the noise?

- It went off.

- It did.

Do you know where it was coming from?

Over there.

- Okay, let's see if you can guess

about where it was coming from.

And if you can't,

I'll help you find it.

- What's that?

- Let's don't get sidetracked.

Let's find our noise first and then I'll come back to that.

Do you have any idea where that noise was coming from?

- Over there.

- Point.

Point.

Okay.

We passed it.

Now let's go across the hall.

And what's this?

- The water fountain.

- The water fountain.

Did you know water fountains make noise sometimes?

Do you know why?

Why does that water fountain make a noise?

- So you can get water.

- Okay, you know what kind of water

comes out of this water fountain?

Hot water, cold water, or warm water?

- Cold water.

- So you have to use a machine

to make the water get cold, right?

- Huh.

- And that's the noise that you heard right there.

- Can you take me to a low water fountain?

- To a low water fountain.

Where is there a low water fountain?

- Upstairs.

- Uh-huh.

Well I'll tell you what,

we'll have to go find the stairs to get there, won't we?

- Yes.

- Okay, let's go find the stairs then.

Look what the cane's gonna do for you right here.

- What?

- It found a bump.

See?

Where yo used to have to walk with your hand up,

that can found that bump for you

and it stopped you so that you could

bring it out and find a clear path.

And you don't have to bump into all those bumps in the wall.

See?

There's another one.

Let's bring the cane out.

That's it.

- What's this?

- That's the handle where I'm holding on.

That's called the crook.

- What's a crook?

- Some canes have crooks.

It's the bent part on top of this cane.

Some canes have crooks and some canes don't.

This one has a crook.

Helps me to guide you with the cane.

- Who's room is that?

- What do you hear?

- Music.

- Well who's room has music in it?

- Mr. Campbell.

- Mr. Campbell's and who else?

- Ms. Reeves.

- That's right.

Where's Ms. Reeves' room?

- Right here.

- Right there, but what's that room called?

- Honor choir.

- That's right.

What are you supposed to do with your fingers now

when you're trailing along?

That's right.

We don't wanna jam knuckles do we?

Now looky here,

what do you hear?

- A water fountain.

- That's right.

- Is it low?

- Is that low?

- Uh-uh.

- No, I guess we're gonna have to go

keep looking then till we find a low one, aren't we?

Where were those stairs at now?

I forgot.

- I don't know.

- You don't know?

What is is we remembered that...

- Door handle.

- What happens when we find this door handle?

- We turn.

- Which way?

- Left.

- That's correct.

Okay, now what you have to do,

we're gonna put our cane up like this,

now we're gonna hold it up as we go up the steps.

And let it hit one step ahead of us

and it's gonna tell you when you get to the very top.

- Is it guiding me up?

- What did it just tell you?

When I went like that.

- To stop.

- That there was

no more steps there, didn't it?

You knew that you were at the very top.

- There's some more steps that cane told me.

- Boy that cane's really neat, isn't it?

- Now we have to go...

- Wait a minute,

we have to change our hand position back now.

That's a girl.

Now where was that water fountain did you tell me?

- Let's go see.

I bet it's this way.

- You think so?

Wow, you found it.

I guess you can have a drink of water then.

Let's try it with your hand flat.

Phew, boy.

Okay.

- I deserved a drink of water for that, didn't I?

- I would say so.

Now what kind of things have we found today?

- Water fountains.

- And how did we find that water fountain long ago?

- It was making the noise.

- That's right.

So you listen for the noise.

What else did you find?

Who's room did you find by some noise?

- Ms. Reeve's.

- What kind of a noise did you hear in Ms. Reeve's room?

- Piano.

- That's right.

And what did you find at that door that we went out?

Remember when we went out the door

and we went outside and walked?

- The library.

- That's right.

And what was different about that door?

- It didn't have the great big bars.

- It didn't have a bar, that's right.

And what else did it have though?

- It had a thing.

- It had those little windows.

- Yeah.

- Yeah, it sure did, didn't it?

Okay, do you remember how to get to my room?

- Yes.

- Okay, let's stay on the right wall now.

What is this right here?

- It's a hallway.

- Where does that hallway go?

- Downstairs.

- Whoa, whoa, whoa.

I want you to walk right up to the edge with both feet.

And just hang both feet straight over the edge.

Woop, don't go down yet.

Hold on.

Now you are straight.

I'm gonna tell you what I'm gonna do.

Both feet.

Now we're gonna put the cane

between your feet and I'm gonna,

no, don't move your feet.

Leave your feet like they were.

Feet on this.

I'm gonna slide the cane and hit your foot with it.

Does that hit your foot in the same place on feet?

- No.

- No, this foot's a little bit further back.

Move it up just a tad there.

This is how you can tell when you're straight

when you're going down the stairs.

'cause you wanna go down the stairs straight, don't ya?

- Yeah.

- How come?

- 'cause I'll fall.

- That's correct.

What we're gonna do now,

see we dropped our cane,

we're gonna slide it out here

till it get to this step.

Then we go down the step.

And as you come down the one foot goes there,

if you hit any.

Remember when you came up the stairs

we let the cane tell us when we go to the top?

It's gonna tell us when we get to the bottom.

- It told me.

- It sure did.

There's no more stairs there, is there?

- It's telling me there's more, ain't it?

- I don't hear it saying that yet.

Let's listen.

No, there's a wall there,

but I haven't heard anything about steps yet.

What did that tell you?

- It told me that there was a noise.

- So we're gonna put it up.

We're gonna put the cane right up against the step

so you can't go past that.

That's your wall.

So use your foot to find right at the edge there.

No, you don't have to feel the cane,

just the step.

That's it.

Okay, can you get straight?

Let me get in position.

Are you ready?

- Yeah.

- Let's go.

- I'm walking with my cane.

- Let's get you a little bit straight here.

It's a little bit harder going down the stairs

than up the stairs, isn't it?

That's it.

Okay, now then.

We're back where we started.

Where is my room?

- Over there.

- Over there.

I'm gonna let you go.

Can you find the table again?

Where's the table?

Ah, your cane even found the table, didn't it?

- Now let's pull the chair out.

And you gotta get in the chair.

Find it?

- Where's my math book?

- Well let's get in the chair first.

- I put you math book up, I'm sorry.

- Okay, we have a problem now.

We have to do something with this cane.

It won't just stand here by itself, will it?

What can we do with it?

- We can put it up.

- Well where can we put it up at?

- Right where it was the first place.

- Where was that?

- In the closet.

- In the closet.

Well, I guess we'll have to get up.

- I've been working with a cane.

- There's the closet.

- Right here.

- Open the door.

- What goes in this closet?

- Look in here.

What is this?

- Things.

- Things?

What kind of things?

- Canes.

- Canes.

Looky here, I have another kind.

You were asking me about the crook,

look at this cane.

That one doesn't have a crook, does it?

What's different?

- It's got a string.

- It has as string instead of a crook, doesn't it?

So see we have different kinds.

If you don't know a phone number,

how do you find out what it is?

- We use...

- Got any idea?

Oh, all right.

How about calling information?

Did you know you could call information

and they will tell you somebody's phone number?

All right.

Let's pick up the phone.

Now if it's somebody here in Talladega,

you dial 1-4-1-1.

It's the name of a tree.

- That's two.

- Let me look at the shapes on the front.

- Yeah she does, spell it.

- T-H.

- H.

- R.

- R.

- E-A.

- E.

So what does that spell?

- I don't know.

- It's a three.

Book three.

- Charlotte, are you about ready

to go back to your next class?

The bell's gonna ring in just about two more minutes,

why don't we start out now before the crowd

so you can do it all by yourself.

- All by yourself today, Charlotte.

- Okay?

- Bye.

- And I'll see if I can't find them.

- Bye-bye.

- Yes?

- Can you come to the phone?

There's a lady from a building instructor

from Florida that's on the line...

- Would you take her?

- Regarding the building instructor.

- All right.

- Marcus, you stay right here, okay?

- You sit here Marcus and me

and Charlotte's gonna go to class.

- Charlotte, I'll see you.

- Okay, there we go.

That's good.

- Let's go.

- Will you try and order a first grade book?

- I will, I'll try to get a book.

- How can I get

in touch with a Mr. Johnson?

- Oh seven, six one, 50, 92.

- Seven, six one.

- 50, 92. Uh huh.

Okay, now let's be sure you trail the wall

till you find the steps, Charlotte.

- Am I going by myself?

- Yeah.

I'm gonna observe,

but you going by yourself, okay?

- Are you gonna watch?

You talking about for real?

- I'm talking about for real.

- I am fast.

- That's good.

- Nice.

That is just a classroom.

Mrs. Williams.

Where's the water fountain?

I have to go around the water fountain.

I'm going.

Sarah, Sarah, Sarah.

- Bye, see ya all later.

Don't run.

- All right, whats' the difference

between a single celled animal and a single animal cell?

Single celled animal like the paramecium

and a single animal cell like you take a cheek cell.

What's the difference?

The main difference between the two.

Who knows that?

- The paramecium is the single cell organism

and animals with many cells have regular many celled organs.

- Okay, let's go back.

The single cell organism like the paramecium

has how many cells?

- One. - One.

- That one cell carry all...

- All life functions.

- And in the single animal cell

it depends upon the other cells in the body.

It cannot function alone, right?

- Right.

- The single celled.

You got it, Danny?

- Got it.

- The single cell animal like paramecium

can carry on all its life function with that one cell.

The single animal cell cannot.

It must depend upon the other cells in the body.

- What's wrong?

- I got that part,

but when it comes to going over,

when it comes to going over I'm...

- You're right.

It's okay.

- Ms. Trap?

Ms. Gunner?

- Did you say Mrs. Trap?

- Yes ma'am.

- Check and see what's coming up.

- Is that the line I'm supposed to be on?

- Uh-huh. Looks good.

Just follow the line.

- Right there.

- Janelle, look at you.

Straight line. - Straight line.

- Like that.

- Uh-huh.

- What do I do here?

- Just follow it with

your finger and keep it straight.

- Seemed like it didn't wanna go through, didn't it?

- Right there.

- Okay, put your thumb on it.

Now that's exactly where.

- There.

- Not quite.

Run your finger right down the thread

and when you get to the canvas stop right there.

See where your thumb is?

- Now you have got off just a little bit.

- Now go ahead,

don't move your thumb,

just go ahead and stitch there.

All right?

Look.

There, see next to the canvas?

- Yes ma'am.

- Okay, then go right next to it.

Okay?

Okay.

Put it flat on the table.

Now.

Uh-oh, guess what we just did?

- Looped.

- Now go all the way down,

find your thumb.

Don't move your thumb.

Here, feel.

Can you feel that?

- Yes, ma'am.

- Okay, now.

- Try and move in a straight line

is what you need to do.

You having trouble, Minnie?

- Yes, ma'am.

- Okay feel and see

how much shorter your stitches are.

See how short they are?

- Yes, ma'am.

- Feel all these others,

see how long?

- Cool.

- See, you're doing better now.

Find where your thread's coming out.

- That's what I have.

This is where I'm trying to get it right here.

- All right, put your needle where your thread's coming out.

Find the hole it came out.

Go over to the right.

See if you get on the right line.

- And go over here?

- You're moving to the right this time, uh-huh.

- Right here?

- Uh-huh.

- Okay.

- And now go over.

- Now, uh-huh.

That's all you got to do on this one.

- Uh-oh.

See you're supposed to come over and I'm right here.

Here's the hole, right?

- Uh-huh.

- And I want to go over,

but look what I find.

- Okay, you're going back in that row

where the other stitches are, okay?

So you're having two stitches in the same hole, Minnie.

Don't you remember you going back

in this line that you've already made here?

- Oh, go back through here.

- Uh-huh, that's right.

- Oh, okay.

- You're right.

You was doing it right,

you had just forgot.

- Yeah, I did.

- Now you're ready to move to the right this stitch.

- Okay.

- You need to try to minimize the time

you take at the beginning of the period

to get what you need and get in your seat.

You're wasting our good, valuable time.

People were waiting.

You were to do exercise one and in that exercise?

- Uh-huh.

You had 20 sentences.

Wendy, you may have done it in class.

20 sentences.

Some of them were sentence fragments

and some of them were complete sentences.

When you had a complete sentence,

you were to write the letter S

and go to the next number.

When you had a sentence that was a fragment,

you were to make it into a complete sentence.

Okay.

Kim, number one.

Tomorrow or the next day was what

was written for number one.

Is that a sentence or is that a fragment?

- That's a fragment.

- All right, will you tell us how you

made it into a sentence?

- Okay, I put I will go home tomorrow or the next day.

- Good sentence.

Number two, Kippy.

Obviously fishing for compliments,

that was the one that gave a lot of people trouble.

How did you change is that a sentence or is that a fragment?

- Uh, it's a fragment.

- What did you put on number two, David?

- He spoke carefully,

obviously fishing for compliments.

- Okay, that's all right.

Number four, Wendy.

The driver of the other car.

Is that a sentence or is that a fragment?

- It's a fragment.

- All right, how did you

change it to a complete sentence?

- The driver of the other car ran off the road.

- I mean bad accident,

but good sentence.

A car painted orange and white,

is that a sentence or is that a fragment, Noah?

- Fragment.

- And a sentence.

- A car painted orange and white passed our house.

- Okay, good sentence.

And Kippy, number 20.

Clouds floating across the moon,

is that a sentence or a fragment?

- It's fragment.

No wait.

- Make it a sentence.

- Okay, the clouds were floating across the moon.

- A big animal does not necessarily have a big brain.

Louise, what is the subject in that sentence?

- Animal.

- Okay. Animal.

Number five, Bobby.

This remnant from an earlier period of time

is actually a pitiful creature.

What is the subject there?

- This remnant.

- Okay.

Jutting from his upper lip is a large, heavy horn.

What is the subject?

- I put horn.

- What is the complete subject, Wendy?

- Could it be his lip?

- Large, heavy horn. - Large, heavy horn.

- Not is, is would be part of the verb.

Large, heavy horn.

- Start again on measure 14.

- this one dog.

- H-G-E-C-A.

Right there.

Okay, right there.

Okay, go to it.

That's it.

one, two, three, one, two, three.

One, two three, one, two, three.

Okay.

This is the last line where we repeat.

One, two, three.

One, two, three.

One.

Good.

Good.

Very good.

And end it with...

One, two, three.

Okay, now let's continue with the new part

that we started studying today, okay?

- Okay.

- Ready? Go.

- No.

- One, two, three.

One, two, three.

One, two, three.

One, two, three.

You made me as happy as I can be.

That was great.

- The past two weeks you've been

stopping me a lot in the hall

and asking when you could come talk to me.

And awhile ago when you came over after lunch

and we set up this time,

you said you wanted to talk to me about your daddy.

Said your folks are divorced now?

- Yes, sir.

- Okay, why don't you just start

and tell me about what happened there.

- They got divorced because he never stayed home,

he just always out in the bar drinking

and that's the reason they got divorced after 11 years.

Me and my brother's his son,

and my mom's got two other children by another man

she was married to before him.

And he's done remarried twice since

they've been divorced in the last three or four years.

And they still aren't doing too much better.

His wife now has another son,

his name's Travis.

And me and my brother go over there every two weeks

and stay for that weekend.

He won't bring me back up here

and he won't come pick me up when it's his weekend.

He don't pay enough child support.

He only pays 75 a week.

- How do you feel about your father, Jamie?

You just described him and some of the things that he does

and how things have been since the divorce.

- Well, he's doing a lot better since they got divorced.

He's a little better to his wife

and he don't go drink as much.

He's about 48 and he smokes.

And I think he's got cancer.

I'm not sure.

- You sound like you're

a little worried about him, maybe?

- I am.

- What would you like to see happen here?

- I'd like for him to straighten up

and for him to get back together.

- Get back together with your mother?

- Yes, sir.

- You think that's a real possibility?

- No, sir.

- But you'd still like to see it anyhow?

- Yes, sir.

- Does this bother you a lot that your father

doesn't live at home anymore?

- Well I was pretty well used to it when they got divorced,

because like I said,

he wasn't never home.

I was pretty well used to not being around him.

So that didn't create too much of a problem.

- How do you feel about your father

being married several times?

- Well it didn't really bother me that bad.

- But it does bother you some?

- Some, but not too much.

- What bothers you about it?

- That the fact like we went over there

to his house one time when he lived with his other wife

and they had a apartment and we stayed with the babysitter

while they went to see her son.

And when they got back they told us

that they was going out for awhile,

that they'd be back later.

And when they did get back,

daddy came to get us and she had done left with the car.

So we went and got his truck

and went to the motor home at the shop where he worked.

And then we came back the next week

and they weren't even together.

That went on for awhile,

then they finally got divorced.

And he's married again now.

He was cheatin on her when he was married to her

with the one he's married to now.

- How do you feel about that?

- It don't bother me.

- Kinda get used to it?

- Yes, sir.

- May I have the hearts, please?

All right.

The first thing you have to do

is realize that you can do it.

You can walk on the tightrope,

because you have your balance.

Now hold your hearts out and your head up.

And use your feet and walk.

And walk.

You're walking.

Let's walk this way.

You're walking,

pull it tight.

You're walking away,

get your foot on there.

Feel it with your feet.

Feel it.

Good, hold it up.

It's easier for him if you hold it up.

Rico.

And feel it with your feet.

Hold your head up high.

Hold your head up high and feel it with your feet.

Good boy. Good boy.

Good boy.

Don't forget to hold your heart out.

Hold your heart out and walk.

And walk,

way above the crowd.

And then you're at the end now.

Can you turn around and jump toward me?

Jump again.

Yay.

- That's not a boy,

that's a girl.

- Are you a girl?

- Yeah.

- You know I made that mistake all the time.

Sometimes I don't know if I'm a boy or a girl either.

All these new hairdos.

All right, would you like to try this?

Or would you rather wait?

- I'd rather try it.

- I'll try.

- You'd rather try it.

I'd rather you would try it.

- I'll try in a minute.

- Could I ask you to do me a big favor please?

Would you hold this so Ms. Bryce can help me a minute?

Okay, you must hold it very tight

and hold it high enough.

If you'll get one side,

I'll get the other.

Now, here's your heart.

Your magic heart.

Can you feel that?

- Mm-hmm.

- That is a soft, wonderful, red heart.

You hold one in that hand,

you hold one here.

And I'm gonna take your foot.

Can you rest on my shoulder a minute?

- Yeah.

- I'm gonna take this foot

and can you feel right there?

- Yeah.

- I want you to feel that.

And I'm gonna take this foot,

let me have your other foot.

Let me lift your other foot.

- That's right, let's put that foot forward.

- Now, there you.

- That's good.

Now pull it tight.

Are you ready?

- Yeah.

- We're gonna walk.

And walk right on the tightrope.

Walk. Walk.

You're going.

You can do it.

You're doing it.

- Now a little bit further when you step.

- There you go.

Can you feel it?

- Yeah.

- Can you feel it with your feet?

- Yeah.

- And walk.

And hold your head up, darling.

There you go.

There you go.

- Find it again.

- Good girl.

I'll let you go 'cause you can do it on your own.

You're doing it on your own.

- You wanna go back?

- When she gets to the end,

let's see if she can give us a big jump.

Can you turn around and a big jump?

Yay.

- Okay, good.

As follow up to our conversation the other day,

when we last talked we talked about the fact

that as a result of catching William

last week with the key and having gone

into the house parent's room,

we felt like we're gonna have to make

a change in his program.

As I told you at that time,

EH Gentry would not accept him.

I believe I had told you that on Wednesday when we talked.

And we met Mr. Stowall, our psychologist,

and Mr. Dunaway, director of campus life,

and his supervising teacher, Mr. Worth,

and I met on Wednesday afternoon

and feel like that as result of this

continual tendency that William has

to sort of break and enter

and take things that don't belong to him,

that we're going to have to exclude him from school.

Now I've talked with Gentry,

and they will admit him to Gentry after a period of 90 days

provided that we don't expel him from school.

And what I need to do as result of that

is to get to send you some information

and let you sign the withdrawal form.

And then William go through that waiting period

and then he can be admitted there

for full-time vocational training.

But as many times as we've caught William in this problem,

we just simply not going to be able to,

for the sake of the rest of the student body,

allow him to not be punished for it.

And I regret it.

William and I have always been close.

I coached him on wrestling for many years.

And he paid a pretty big price for it last year

in missing the state wrestling tournament,

but evidently he didn't learn a very good lesson.

It's gonna be real important

that you sign this document.

I'll put a mark where to sign it

and if you send it back.

And then I'll try to give you a call

around the first of the year

to make arrangements for William

to be enrolled in Gentry full-time

if that's still what he wants to do.

Well, not until he's been home for awhile.

Right.

I think we can handle his

and that they will accept him there

around the first of the year.

But they're not willing for a student

to just be excluded or expelled from our school,

for that kind of a problem,

and just automatically enter their program.

And I certainly understand that.

And it's gonna be real important

that when William comes there,

that he not have another one of these incidents.

Because it'll surely result in termination there early on.

You think William can not have any problems at home

in terms of this time period

and not be involved in that sort of thing?

Well, I do too.

And I appreciate you're understanding

and I want you to know it's not

something that I enjoy doing,

but it's something I think that's in

the school's best interest as well as William

has to realize that there is some punishment.

And of course if he doesn't change that habit,

he's gonna get some real hard punishment

on down the road, I'm afraid.

Pam?

- Hmm?

- How bout doing this letter to William Lee's mother

and get one of those withdrawal forms?

- Okay.

- And send it and put a self-addressed

stamped envelope in there.

I've got some stamps in my desk

to ensure that she send it back to us.

- Okay.

When do you want to delete him?

Today?

- Effective today we withdraw him.

No, wait a minute.

We better withdraw him when we receive

that signed form back from his mother.

Just fill it out and put an X spot

where she needs to sign.

And we withdraw him effective the receipt of that form.

Would be the best way to do it.

I'm gonna be out of the building for a little while.

- Ms. Parker's having trouble with Dallas.

He's back with Jim.

- What happened in class?

- This morning every time I missed a word

I did my paper like that.

- You rattled your paper on the desk?

Well didn't you know that you were doing wrong at that time?

Haven't we talked to you about rattling papers

and kicking and disturbing the class?

Where are your glasses?

- They got them.

- Keep you from breaking them, you think?

- I had them on my face and he hold me

where Ms. Parker get my glasses.

She got them.

- You think they took your glasses

because that tendency you have

to take them off and break them?

- I thought.

- What do you think we're going

to do about this kind of behavior?

How much longer do you think we can go on?

We've got your teacher,

Mr. Stowall,

Ms. Parker and myself,

and three, four, half a dozen more folks

that are just doing everything we know

how to do to try to get you to behave.

When is the Shelby's pizza trip?

- Tomorrow.

- When?

- Tomorrow.

And I believe they promised ya

that you could go if you would behave.

Do you think you've behaved enough to get to go?

- I don't know.

- You don't know.

Come over here where I am.

Do you like, Dallas,

do you like all this bad attention that you get?

- No, sir.

- Do you see the other boys and girls in your class,

or in this school that just almost every day

have a misbehavior type incident

where they have to be taken out of the classroom?

Well how much longer you think we can go on with it?

- Not long.

- Well, why do you do it?

- Don't know.

- You really don't know why you do it?

Do you think at the time it happens

that you know what you're doing at that time?

You just sit in your desk and say

well I'm gonna start rattling this paper

till Ms. Roberts has to say something to me

and I'll be in trouble?

Or do you just do it and you're not conscious of it?

What do you think?

Do you know when you're doing it?

- Yes.

- Do you think Mr. Stowall cares for ya?

Don't you like to come up to me

in the afternoons when we're out on the playground

and say are you my friend

and I always tell you that I am your friend?

Would you like me to say Dallas no,

you're not my friend because you won't behave?

Do you think whenever you're punished

or when you're paddled or when you're excluded

that people enjoy doing that?

You think it won't hurt Mr. Dunaway tomorrow

to say no Dallas,

you can't go on the Shelby's pizza trip

because you weren't good?

You think we want to deprive ya?

It's not us that deprive ya, it's you.

It's Dallas Robinson that deprives himself

of those kinds of fun experiences.

Do you think your mother loves you?

Well don't you think that she wants you to behave?

Well I just don't know what we're going to do

if you can't start come Monday,

when you go back out of this room today,

that somehow you don't find something inside you

that says I've got to do better.

You're totally disrupting your education.

We've already talked to you about the fact

that you're currently not passing the third grade,

because you don't do enough of your work to pass.

You're disrupting the rest of the class

and they're good students.

Angela Shean wants to learn.

William Maury wants to learn.

And the rest of your class wants to learn.

They wanna do their work.

They wanna get those check marks every day.

And we've done everything that we can do

to try to help your behavior.

- He's becoming much more aggressive in his behavior.

- They told me you had Dallas,

but I didn't know you were asking him to come.

What set him off this morning, Jan?

- We sat there at the table,

we were doing worksheets,

and he sat there and rolled his pencil around.

And I laid his pencil aside.

So he started rattling his paper.

So I just picked up both and laid them on the next table

and told him when he was ready to do

what the rest of us were doing and write his

answers on his worksheet,

then I would give it back to him.

And he never asked for it back

and he started rubbing his hand along the table

making a noise on the table.

At that point I warned him once with that.

Then took recess away and said if you keep making the noise,

you'll get a timeout.

And so he kept making the noise.

- He did the same thing yesterday.

He would look over to see if

we were observing what he was doing

and he would start rocking the chair.

And if that didn't draw attention,

then he would kick the table.

And next he went to slinging the books across the desk.

And he would get continuously louder

and his last step was to continue muttering.

And finally just out loud I'm not gonna do that and so on.

And at that point we brought him back down

to the timeout room and let him sit for about 30 minutes.

- Whatever it takes to disrupt.

He'll start with something little like a pencil

and whatever it takes to disrupt the class

and to get some kind of feedback,

be it negative feedback.

- Jim, you think he's making any progress

at all with his behavior?

Or it's as bad as it was or worse?

- He had a pretty good week last week.

Course he seemed well with his mother

calling up here and that sort of thing.

But he seems like he's bound and determined

that he's gonna create a disturbance in class.

- Be the Billy bad guy.

- And even his brother talks about

that's what he wants to do,

he's gonna do it.

But everywhere else on campus,

he's just totally the opposite.

He's sweet,

he'll do what you ask him to do.

Like I asked him to do something yesterday,

I was in the snack room with him yesterday afternoon,

ninth period, fine.

No problem.

- Yes, because that one on one attention.

When he's with me by himself it's that sweetness.

I'm so sorry I misbehaved,

I'm gonna do better for you.

- He knows what's gonna be punished

with a spanking or timeout.

And it seems like he's starting to skip

the things that you're gonna ignore

and move on up to the worse things.

- Right to the good stuff.

- Right.

- At the beginning when we first heard the problem,

I told him the first day like this

there's gonna be something it's gonna be taken away.

And then the second step will be timeout

and then a paddling.

So yeah, he's aware of what's he's doing

when he's doing it.

- I just had a five, six, seven minute conversation

with him down there in the office wing.

And he's aware,

he told me what got him in trouble

that he was rattling a piece of paper.

Understands that it's serious,

says he's going to do better.

Same kinds of responses we get from him

time after time after time.

Even admitted that he had not been good enough

since yesterday to bargain on Shelby's pizza,

that he didn't deserve to go.

- He's missing out on a trip after lunch today.

Promised him at the end of the week

we would do something special

and we're going for an ice cream sundae.

But he knew when he came back after his two days absence

that he only had to make the checks

for the two days that he was here.

- That's reasonably obtainable for him.

- And yet the very first period of the day

was the worst period for him.

He just refused to make that progress.

- After he had his little fit yesterday he was fine.

We had four decent periods.

- What are we gonna do now, Jim?

Is he to code step three today?

- Yeah, he's got a spanking coming to him.

Technically, he should have already gotten it earlier.

But you weren't available,

Ms. Parker wasn't available,

once it got to that point.

So I talked to him,

he knows it's definitely coming to him.

Course he's calmed down now and everything.

I was gonna talk to you, Jan,

about how do you feel about spanking him in class?

- I knew that that had been discussed.

I really don't want to.

I feel like that he's been spanked all of his life

and that it has not done any good.

And I feel like it may take some

more time doing it this other way,

but I'm willing to take that time

and to put up with him during that time if y'all are.

That's just the way I feel about it.

- The isolation,

in-school suspension type punishment,

would not be very effective in that he would not

do the work without direct supervision.

But it's something we could try.

When he's in the timeout room and we leave the doors open

and it's used as a study room,

he is constantly asking me to come check a problem for him

to tell him if that's the right way to do it.

- When he knows he's right.

- When he knows it's the right word,

because he's already done 20 of them.

- That's the same what he does to me.

He just wants the attention.

- He will not do it by himself.

- But in the classroom he can have that.

I'll come by with each problem with him

if that'll get him to do the problems.

Then he'll do that for awhile,

but on some occasions even with that he won't do it.

I'll sit there with him and watch him

put his name on his paper and sometimes

we don't even get a name on the paper.

- It's having a very disruptive

influence on the other students an that's my concern.

- I'm very concerned about that also.

- Well mine too.

I think you've got the other five kids in there

that are good students and willing to learn.

And there's no question that it's gonna take

its toll on their classroom time

and we're devoting as much time almost daily.

- And last week when he had a fairly good week,

they just almost rallied around him.

They were so excited he got to go to McDonald's Friday.

It was discussed all day that Dallas was gonna get to go.

I'm so glad Dallas is going with us from the other students.

- These kids, they've been with Dallas

for this is their fourth year,

most of them.

So they've been dealing with Dallas' tantrums

and acting out for several years now.

- Tears your insides out trying to

fight for kids and want them to behave

so to get the rewards.

And he's just the one that's not willing to do it.

- I'm afraid he's going to continue

to get more aggressive and that sort of thing.

- He had to be physically moved today.

Mr. Stowall had to pick him up an put him in the office.

- He's a small child,

he's easy to manage.

- Don't you start weight training him

So you can handle him when he gets older.

But maybe we're gonna make some

progress with him in the next...

- You know Jan may be right,

it may just take several more weeks

'cause this is really only

the second full week of the program.

- And he's gonna have to reach a stopping point

with that physical behavior soon.

- We can draw a line,

but we don't let him go beyond that.

I hate to think we get to the point

where he starts breaking out windows

or throwing things at people and stuff like that.

That would be much more serious.

- He moved chairs around in your office this morning,

but he will not pick it up and throw it.

He'll kick it against the wall

or shove it against the wall,

but he's never actually thrown anything yet.

- Well, let's go on down there

and try to start Monday fresh,

hope the third week's the charm.

- Another thing we might wanna look at

is the things that they when you take away that first step,

I've been noticing he gets the most value

out of these afternoon things after school.

We may wanna start using restriction more.

That restriction from...

- The recreation program.

- Not necessarily the rec class,

but that free time activity.

Restricting him to the dorm during free time

'cause I think that would probably

bother him more than losing his recess

or something like that.

The last few afternoons I've been out around the kids

and he really enjoys that time.

- Now are both of you still supportive

about ignoring non-compliant behaviors

long as it's not disruptive. - long as it's not disruptive.

- Long as it's not disruptive.

- He's getting very little work done

and his grades will reflect it.

Okay.

- But if he becomes noisy then it becomes disruptive.

We have to look at that then.

- Jan, I think you're going to need

to consider this spanking.

I know that's a tough decision for you,

but I'm afraid we're heading toward the vain

of he's not gonna really consider

that there's any tough punishment

coming till after he gets away from you

and you're the front line where you

have to deal with the problem.

If he gets to the point

to where he feels like he hadn't really got to worry

about anything till he leaves your classroom,

then he's not likely to change

his behavior much in there.

- His first grade and second grade teachers spanked

and he had the same.

And to hear them describe it,

worse behavior problems those two years

than has happened this year.

And they both spanked him.

- I don't agree necessarily that they were worse.

I know that I didn't spend a couple hours

a week myself personally a week dealing with it.

I dunno, he's really working us.

- The same kinds of problems,

much more frequent this year.

- Yeah, I'd say the disruptive behavior

when it occurred was probably more severe,

but it was not as frequent.

- He was kicking at his teachers.

That kind of thing then,

where he is not now.

- He hadn't got overly aggressive

towards you yet, has he?

- No, or with the other children.

He's not throwing anything in the room.

He's just done that in timeout.

He's slammed his books,

but he's not literally thrown anything.

- Well Jim, let's go ahead and attend to that.

- So even though your admission,

admission to the museum was free,

you were helping to pay for the upkeep

of the museum and for my salary

whenever you brought something that had

a city sales tax on it or whenever you went to the movies.

- Then Donna whispered to Joy,

to Joy that her feet were getting tired.

So Joy thanked the guard and took Donna

to the museum cafeteria.

She sat down,

she sat down while Joy went up to the counter

to counter and dog,

hot dogs and chocolate

malts.

- Malteds.

- Malteds.

While they were eating,

Donna said, "I'm having a wonderful time, Joy.

Thanks a lot for asking me."

Joy felt relieved.

His first date with Donna was a success.

- Okay, let's go to the first

set of exercises in Your Town.

Okay, the first one.

Do you have any museums in your town?

Name them and tell what kinds of museums they are.

Go ahead.

- It's the Birmingham City Museum.

It's a art museum.

One day they had a art exhibit

and they made shirts and painted them

all different kinds of colors

and gave them out free to the children.

- Okay, does anybody else have

anything to add about their town?

Any museums in their town?

- Me.

- Eddy?

- There's an Anniston Museum of Natural History.

I don't know if it's in Anniston though,

but they got real good Indian exhibits,

wildlife exhibit,

and a caveman exhibit.

And the last time I went there

I enjoyed the nature films that they showed.

- Who can name some other interesting indoor public places

in your town that you can visit free of charge?

James?

- The public library.

- Good.

Mary?

- The Y.

- The Y.

Who has some others to add?

- Ms. Brown?

- Yes, ma'am.

- What do you call those places

when they have music,

sometimes they have music outdoor?

- An outdoor concert.

They have quite a few of those in Birmingham

that are free to the public, you're right.

That's a good one.

When you go home on Friday,

I want you to ask and see what in your town,

or in your area,

is free for you to go that won't cost you any money,

that you can entertain yourself with.

Of all the interesting indoor places that you listed,

which one if your favorite?

Who has a favorite?

Garelle?

- I have the public library.

And the reason why is because I like to read

and they have nice people there.

- I would've guessed that would

have been your favorite.

Mary, what was your favorite?

- The Y.

- The Y?

- Yeah.

- 'cause you like to be pretty active.

James, what was your favorite?

- Mine is Showbiz,

'cause they got a lot of games in there.

- Okay, but that's not free.

The games are not free.

Now I know that.

You may be able to go in there sometimes for free,

but we're talking about things

that you can do that don't cost you any money.

Eddy, what was your favorite?

- Go down to the shopping center and look around all day.

- Okay, doesn't cost you anything to browse.

So that would be something you could do one day

that wouldn't cost you anything.

- I spent three hours in a bookstore

just looking at the different books they had.

- Mm-hmm, bookstores are interesting.

- And I didn't get home till about 11 o'clock at night.

'cause I had to walk home and it was about

10 when they closed.

Took me about an hour to get home.

- Well, that was

a long evening of entertainment.

- There are seven images on the table.

Look at them.

Got them in your mind?

Close your eyes.

Both of you.

Close your eyes.

Now I want you to tell me what's missing.

- There was a little peach.

- There was a peach missing.

- All right,

the peach is missing.

All right, very good.

You did really good on your first try.

Same thing.

Look at them again.

Close your eyes,

both of them.

No cheating.

- The little caboose and the...

- What else is missing?

Two.

- Oh yeah, that cherry.

- See how your visual memory needs improving?

- Yeah.

We might try this again next time.

- That's because we're not paying attention

to what we see, are we?

- I knew it was missing,

just didn't think of what it was called.

- I'm not very, very good at that game either.

Don't worry about it.

All right, we'll see you next week.

- Who's gonna be first to tell us

what it is to be an American?

Okay Alfonzi, you're gonna go first.

- Might as well.

America, land of the free,

home of the brave.

For me,

for me that phrase is what the America system is based on.

Land of the free means free speech,

press, religion, and elections.

Where else in the world you can have these privileges,

but in America.

In the Soviet Union the power belongs to the government,

it controls education, jobs, religion, press, and speech.

Here, we have the right to voice our opinion

about what we want the government to do.

You cannot do that in Russia.

The government tells you what to do.

The schools are dominated by the government.

Religion is practically prohibited.

Here, you have a right to choose

your own church denomination.

No, no elections are held in Russia,

but here you chose who you need in office.

So, let's keep America a democracy.

This is what,

this is what America means to me.

I hope to you it means the same.

- The American way of life is indeed a special one.

A person,

a person if he has the potential,

can reach any goal he desires.

This pertains to any sphere a person

wishes to apply himself or herself to.

There are many reasons why this is possible.

One of which is the fact that

we are not limited educationally.

Pride, honor, glory, and many other things

are what helps to make up this great country of ours.

On the whole,

an American can do or say anything they wish.

This is the only country in the world

where we allow such freedoms.

There are many,

there are many more responsibilities which I didn't mention.

Many a man have died in wars

to make American what it is today.

In a sense,

we owe all of them a tremendous debt.

This can be repaid by being the best citizens possible.

- Okay.

Anybody have any questions on her?

Okay, let's say that you're a parent.

I just pushed you into 1990 or something like that, okay?

You're a parent.

You're a parent,

what would be some of the things

that you would teach your child to be a better American?

- First I would teach it some manners.

- What kind of manners?

- Such as how to act in public.

How to eat.

- And such as what?

Like what?

- Eat correctly at the table.

- Why is that important?

- You don't wanna take your child

to a restaurant when they're eatin like a slob.

And embarrass you.

- Why not?

- Okay, like you got your kids, right?

- Yes, I have my kids.

- Say they ate with their fingers.

Everything they ate...

- Well they eat their French fries all the time

at McDonald's with their fingers.

- Well you know that's different.

- I was talking about in a fancy type restaurant.

- Something like Quint's.

- Oh, a fancy type restaurant.

Okay, I got you.

- We're rich people now.

- Back to capitalism here.

- You can work you're way out of this, Michelle.

- You take your children to this fancy restaurant

and you all just decide to go out to eat that night.

- So I wanna teach them manners,

how to eat properly.

What else do I wanna teach them?

- Okay, first of all you'd do that at home.

- Oh, make up your mind.

Either we're gonna do it at home

or I'm gonna do it in the restaurant.

- Okay, you would do it at home.

First of all before you even think about going out to eat.

- So you're saying that I should be

teaching my child at home.

- Right.

- And then there's certain things

that you're gonna teach your child in 1990,

but you're gonna teach them at home first.

- That's right.

- Okay, manners is one of those things.

What is another thing?

- Yeah, respecting elderly people.

- Respecting the elderly.

That's interesting.

What else do you wanna respect?

What you talking?

- Anybody old enough to be his mom or daddy.

- So how do they apply the knowledge

to respect themselves then?

- Huh?

- Maybe because their

sense of self-worth and self-value.

And I shouldn't have opened my mouth okay.

- Sure you should,

I wanna hear everything you have to say.

- I don't know about that.

- They should be taught certain values.

Such as?

- I knew it.

- Come on people,

you have got to learn what it means...

- Such as learn how to

address yourself properly.

- Wait a minute.

They should be given the assurance to know

that people are equal to them,

but not better than they are.

But they should not go around thinking

that they are...

- They're gifted, Chelsea?

- No...

- They're better than anybody else.

- Okay, so we got that covered.

We don't want snobbish kids.

What else?

- But they should have enough pride in themselves.

- But where they gonna get pride?

You're telling me that baby is born with pride?

- Yeah, I was.

- But we have this great silence

over here in the corner who has already told us

that those things are learned behavior.

So isn't that what you're really saying

about being an American then?

That you have freedom of choice.

Isn't that the difference?

Out of all the things that everybody's read,

that is really the difference, isn't it?

- Right.

- And isn't that the real advantage to being an American,

because you have that choice?

- That's right. - Yes.

- Supposed to hit this note and this one at the same time,

wait on this one,

and then hit this and then play this again,

just like that?

- That's it.

- Okay.

- Take your time.

We want you to count it the first time,

we'll just play notes, okay?

All right, play whenever you're ready.

- I'm ready.

One, two, three, four.

- Let's try again.

- Okay, I've gotta go down the scale.

- Okay, but what are your notes?

Stop and tell me those notes real quick.

- That is C-B-A-G.

C-B-A-G.

That's another E right there.

- Okay, let's just see what we can do with it.

You ready?

- Okay.

- Anytime.

- One, two, three.

- Where's good?

- B is right here.

- And A?

G-F.

- Okay, let's try it again.

Ready?

- I hit the wrong one.

- You did that good.

Sit up straight so you can get a good start on this one.

One, two, ready go.

One, two, okay.

And we're at 12.

- I'm stuck at that B,

it should be a C.

- That's right.

Why don't you just stop just a minute

and let us play just with you left hand

and leave your right hand off there.

Play just the C-B-A-G.

Ready? Play.

Okay, see that's no problem, is it?

- Good.

Keep working to your right.

Work it on down.

Now turn and come clean twice at the table.

This way.

Now come up on this end up here.

Uh oh, girls.

Bad deal.

You know what you did?

- What?

- You turned the oven on broil instead of bake.

Bad deal.

- Hey, I outta be able

to take mine out, Ms. Campbell.

I put mine in.

- Now turn right.

Now come on.

Pull them light just to look at them.

All right.

Now then take your hand

and lift them on top of the stove.

Set them on top the stove.

Close your door 'cause we got

some more in there that's cooking.

When you test to see if they're done,

now if you didn't have anybody

who could see in your kitchen with you,

you could take a toothpick and stick that in there.

But if they spring back when you touch them very slightly,

that means they're done,

which they are.

I'm telling you 'cause you if didn't

have anyone in your kitchen if your timer goes off,

then you could get your toothpick

and stick it in there and then feel

if there was any on the toothpick,

that means it's not done.

But if it was clean,

they'd be done.

- Okay.

- And we have to let the brownies cool

about five minutes before we can pull them up.

Job well done.

- 90.

- Seven, eight, nine.

- $9, $10, $11.

Hold on, hold on.

- What are you looking for?

- Looking for what's called a $10 bill.

We do not succeed,

yeah we do, 20.

- 20, there you go.

- Knew I did something wrong.

- Fabulous, Charles.

- Least I caught myself in time enough.

- That's right.

- The next one is,

let's see if I can red elliot.

There's seven, no 9.33.

34, 35.

Got some dimes probably here that I need to get to.

Excuses me there.

And what did I say, 35?

- Uh-huh.

- 75

and $8.

That's a one I outta believe,

yeah it is.

- What's it gonna be, nine?

- These bills are kinda wrinkled up.

That's 10, ain't it?

- Yep.

- 10, then what's that?

Oh no, 10, that's be 20.

- That's a one.

- 20 dollars.

- Here's a 10.

- That was a one that I give you?

- That was a one.

- This bill, is this,

I dunno.

- Here's a 10.

- There we go.

Then 20.

- I just sent you a copy of I believe that's last weeks,

'cause this week's was so dim I could hardly see it.

- The big things this week,

well I supposed yesterday with the golf tournament.

It was very good.

- Yeah, went out there

and watched that a little bit.

- And this weekend we have a trip with

our immediate boys and girls going to Oxford Lake for lunch.

And then they're going shopping at Quintard Mall

and then they'll go to Lake Chinnabee

for a cookout and fishing.

And that's real popular.

- I was over to the golf tournament

and went over and engaged with a little boy some.

I noticed it look we're getting

kinda low on toys and we probably need

to get somebody down to Woolworth

and pick out a couple $300 worth of trucks

and cars and stuff and get that through.

And I talked to William Lee's mother this morning,

we're getting a letter out to her

requesting that she withdraw him

so that they'll receive him at Gentry

in approximately 90 days.

David Childer's folks are on the way to pick him up.

- Did Mr. Worth talk to you about that?

- He was going to contact the parents,

see if he could talk them into going along

with enrolling him at Gentry.

I don't know if he did or what he found out.

I hadn't gotten back to him.

- He said something about that yesterday

and I thought he might wanna talk with you about it.

He was very much concerned about

David being out of the program.

- I think we all are,

but he was gonna call the mother

and try to bring her up to date

on the kind of progress he was making.

- He's done real well.

I saw the progress reports yesterday.

- He went over them with me and we just have to

let that parent make that decision.

And I got a letter out this morning

that you'll be getting a copy of on these folks

that are visaged in keep Knight against the parents wishes.

- Is that right?

- That's family that's kinda assumed him

as one of their own and talked with DPS on that

and I think we'll be bringing that to a halt.

How about the house parent that's in the hospital,

have you been to see her yet?

- I'm going today.

- What time do you plan on going?

- Right after lunch I hope.

Do you wanna go?

- Yeah, if I'm not tied up,

then I'd like to go with you.

I got to go today,

have to leave at 2:30.

I got to go to a funeral,

if I'm not tied up right after lunch I'll ride up there.

Ride up there with you.

- We did it.

We had it.

We had it.

Hop in.

We're gonna go flying down that hill.

- That's Mr. Garrett.

Okay, I know I better do it now.

Okay.

I staggered, y'all notice?

- Foot forward.

And when he makes that mistake,

I'll make that snatch out here.

Wham. Bam.

And get deep up under here.

See how I got it?

I'm right here.

Come here.

- What he's done is now just look,

he's got the upper arm,

this is Robert,

he's come around,

got behind the elbow.

- Yeah.

- Okay?

The other leg he shot through

and he's hooking right behind the knee.

All right, look.

Come here.

And she shot through with his left leg.

Now I want you to steal the position he's in.

He's right here,

his knee's down on the floor.

I'll know where to get that position on me.

Get Kippy right there,

get the same.

Get into position.

All right, go.

Go ahead, get down.

Just go ahead and get down.

All right, go, go.

- Oh, bring this foot through.

- Yeah, on the knee.

On the knee.

Get on the knee.

Have you shot through?

- Oh okay, bring that arm up.

- Control,

control right there.

Now, you got this leg,

you got this leg.

That's wrong,

to the inside leg.

This knee is down.

- Oh okay.

So this leg's up like that.

- Now okay.

All right.

- Stay down there, Jerry.

Stay down there.

- When I use the position,

you're gonna roll back.

You're gonna have to roll on this here,

your hip.

Your right hip,

the leg that you're in here on,

you're gonna roll across this hip

and you're gonna bring the man across this way.

So I'm gonna sit back...

- Good job on the eye side, Jerry.

- Back up, Donald.

Donald, back up.

- Yeah, go up some.

- I'm gonna be like this here,

I'm gonna sit back,

I'm gonna roll across this hip and take him over.

See?

You sit back,

you roll,

wham.

You come up right there.

- He should have,

wait a minute,

no, that's right.

All right.

Do you understand, Jake?

you're gonna roll back.

- All right, Jake,

no.

You're gonna sit back and roll on this side.

- Oh, okay.

- Sit back on this.

You're gonna sit back.

Sit back and roll.

Sit back and roll.

There you go,

there you go.

And bring it out,

bring it out.

Now as soon as he hits,

you automatically come up top.

- Yeah, okay.

I got it.

- All right.

Did anybody have any questions?

Any questions?

All right, get your partner.

We're gonna get you set up right now.

All I want you to,

do when I say shoot,

I want you to take it.

Is everybody in position?

- Hustle, jog.

- Disco lunge.

Hustle, jog.

Jog three, kick.

Two more.

Break four in circles.

Wind up left arm.

Wind up right arm.

Swinging stance, do four.

Break four in circles.

Disco lunge.

Hustle jog.

- I want you to think about feeling the air around you.

I want you to think about being pleased.

I want you to think about pleasant things.

And I want you to let the music go all inside of you

and fill you up.

- I wanna do it.

- All right, you feel that?

Think about how much you can feel.

Think about how strong you are.

Think about how good it feels

after you've had a hot bath.

Let the music...

- Ms. Reeves?

- go all through you.

- Mr. Garett wanted to know

if you could stop by and see him

for just a few minutes if you have time.

- I will.

- Okay, thank you.

- Think about what wonderful, strong body you have.

You're very lucky you know,

'cause you can move any way you like.

As the music goes way down inside of you,

I want you to think about

the most pleasant thing in your life.

As the music goes inside,

I want you to feel very comfortable and very happy.

Now I'm going to come and touch you.

- Yikes.

- When I touch you,

I want you to take this fabric in your own hands,

hold the fabric in your hands,

and I'd like for you to stand up.

Stand up.

Hold the fabric between your hands.

Would you stand up please?

Hold the fabric.

Oh, how lovely that feels.

I can feel the breeze from that

all the way over here.

Can you move your fabric?

Any way you like.

However you feel about the music.

- Sometimes your best ideas are those

that have already been thought of.

- And one thing about interacting with maybe

public schools student government associations

is because a lot of public schools,

when they hear the word blind school

or deaf school or Helen Keller,

they think oh my goodness,

what am I running into?

These kids, they don't know how to do anything

just 'cause they're blind,

'cause they're deaf,

because they're both.

But I think that the interacting of public schools

and some of our schools,

would be good for the students of our schools

as well as for the students of public schools.

- I agree.

- 'cause that gives them an idea to know that hey,

just because we can't see very well,

or just because we're can't hear,

doesn't mean that our brains don't work right

and that we don't have feelings

as far as the students go.

And I think that that would help.

Not only with the Student Government Association as a whole,

but also with the students and the student body

of both public schools and our schools.

- Well I'll be supportive in any way

that you need for me to be supportive

And I wish you well.

And I do look forward to your initial campaign

and to the culmination of it in the spring.

Just let me know what I can do to be of help to you.

- Come on, let's go.

- Let's go people.

All right, lookin good.

Lookin good.

Out on the floor, boys.

- Hi, Dana.

- Hey James, whatchya doin?

- Now I lay me.

- Now I lay me. - Now I lay me.

- Down to sleep.

- Down to sleep. - Down to sleep.

- I pray the lord.

- I pray the lord. - I pray the lord.

- My soul to keep.

- My soul to keep. - My soul to keep.

- God bless mommy.

- God bless mommy. - Bod bless mommy.

- And daddy.

- And daddy. - And daddy.

- May all God's children.

- May all God's children. - May all God's children.

- Be honest and true.

- Be honest and true. - Be honest and true.

- Amen.

- Amen. - Amen.

- Night, night.

I love you.

I love you.

- I love you.

- Night, night.

I still gonna be sleepin?

- Yeah.

No, no William.

Night, night.

Night, night.

I love you.

Just got to sleep, you hear?

Time to go to sleep.

Okay?

Jason, have you said your prayer?

Let's say our prayer.

Jamie Cook,

let's say our prayer.

Put your hands under your chin.

Now I lay me.

- Now I lay me. - Now I lay me.

- Down to sleep.

- Down to sleep. - Down to sleep.

- I pray the lord.

- I pray the lord. - I pray the lord.

- My soul to take.

- Soul to take. - My soul to take.

- God bless mommy.

- God bless mommy. - God bless mommy.

- And daddy.

- And daddy. - And daddy.

- And sisters and brothers.

- And sisters and brothers. - Sisters and brothers.

- May all God's children.

- Bless all God's children. - May all God's children.

- Be honest and true.

- Be honest and true. - Be honest and true.

- Amen.

- Amen. - Amen.

- I love you.

- I want you to clip my toenail.

- Clip your toenails?

Well let me see.

Can you wait till tomorrow,

let me get the toenail clippers?

- Not really.

- You want them tonight?

- Yes, please.

- He wants me to clip his toenails.

Let me go get my clippers.