All language subtitles for Blind.1986.1080p.WEB-DL.x264

- 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.