High School (1968) Movie Script
1
SITTING IN THE MORNING SUN
I'LL BE SITTING WHEN THE EVENING COMES
WATCHING THE SHIPS ROLL IN
THEN I'LL WATCH THEM ROLL AWAY AGAIN
YEAH, I'M SITTING ON THE DOCK OF THE BAY
WATCHING THE TIDE ROLL AWAY
OOH, JUST SITTING ON THE DOCK OF THE BAY
WASTING TIME, TIME
I LEFT MY HOME IN GEORGIA
HEADED FOR THE FRISCO BAY
'CAUSE I'VE HAD NOTHING TO LIVE FOR
LOOKS LIKE NOTHING'S GONNA COME MY WAY...
FIRST THING WE WANT TO DO IS GIVE YOU THE DAILY BULLETIN.
YOU'D BE SURPRISED -- A LITTLE NOTICE SOMEWHERE
THAT YOU MIGHT THINK DOESN'T CONCERN YOU
MIGHT CHANGE YOUR WHOLE LIFE,
MIGHT DECIDE ON WHAT COLLEGE YOU'LL GO TO,
OR MIGHT DECIDE ON WHAT ACTIVITY.
AND THEN JOYCE HAS A FEW THINGS TO SAY.
RIGHT, JOYCE?
ALL RIGHT, THE THOUGHT FOR THE DAY --
LIFE IS CAUSE AND EFFECT.
ONE CREATES HIS TOMORROW AT EVERY MOMENBY HIS MOTIVES, THOUGHTS, AND DEEDS OF TODAY.
AND THIS QUESTION OF CAUSE AND EFFECT, YOU KNOW,
AS I SAY, I MIGHT READ SOMETHING THAT MIGHT CHANGE YOUR LIFE.
Anoche concocimos a un filsofo existencialista.
Girl: Anoche conocimos a...
A un...
A un filsofo...
Existencialista.
Existencialista.
Quin puede pronunciar esta palabra?
Existencialista?
Carla? El nombre del hombre?
Frances?
No?
S.
Boy:Sartre.
S, Sartre.
Y el nombre es su apellido -- pero el nombre?
Jean Paul.
Muy bien.
Excellente, Roger.
Y ahora, hmm?
Jean Paul Sartre.
Existencialista.
Students:Existencialista.
Este lado.
Existencialista.
Existencialista.
Este lado.
Existencialista.
A un filsofo.
A un filsofo.
A un filsofo existencialista.
[ TYMPANI ]
Students: 1, 2, 3, 4.
1, 2, 3, 4.
2, 3...
1, 2, 3...
WHAT DO YOU MEAN YOU CAN'T TAKE GYM?
YOU GET DRESSED IN THE MORNING? Boy: YEAH.
DO YOU GET UNDRESSED? YEAH.
WELL, YOU CAN GET INTO A GYM OUTFIT.
I CAN'T TAKE -- YEAH, I KNOW.
ALL RIGHT, WELL, YOU GET INTO A GYM OUTFIT.
I CAN'T TAKE GYM, THOUGH. WE'LL DECIDE THAT.
I HAVE A DOCTOR'S THING.
I AM SICK AND TIRED OF YOU TALKING, YOU JUST --
MY MOTHER WAS IN, THOUGH.
I SPOKE TO YOUR MOTHER.
NOW, LOOK --
I'M GOING TO THE DOCTOR TODAY.
NOW, LOOK --
YOU'D BETTER BE IN A GYM OUTFIT.
YOU'D BETTER BE IN A GYM OUTFIT.
WE'LL DETERMINE WHETHER YOU TAKE EXERCISE OR NOT.
WE'LL DETERMINE THAT.
I CAN'T TAKE GYM.
I CAN HARDLY -- I'M NOT EVER ALLOWED --
WHY DON'T YOU JUST --
I'M NOT EVEN SUPPOSED TO COME TO SCHOOL.
HEY, LOOK.
I'M GOING TO TELL YOU SOMETHING.
DON'T YOU TALK, AND YOU JUST LISTEN.
YOU COME PREPARED IN A GYM OUTFIT WHEN YOU GO TO GYM.
IS THAT CLEAR?
YEAH.
ALL RIGHT.
NOW, DON'T TELL ME YOU WON'T DO ANYTHING.
NOBODY'S GOING TO PUT YOU INTO AN UNCOMPROMISING POSITION.
BUT YOU'LL COME DRESSED IN A GYM OUTFIT.
I SAID I WOULD.
YOU ARE SUSPENDED.
GO ON, WAIT OUTSIDE.
BUT I SAID I WOULD.
GO OUTSIDE.
OH, MAN, I SAID I WOULD.
Man: YOU GOT A BOOK OUT ON THE FIFTH OF JANUARY.
Teacher: Oui, mais avant de manger,
il est ncessaire de --
Girl:Prparer le dner.
Prparer le dner. Ou prparer le djeuner.
Ou prparer le petit --
Girl:Djeuner.
Oui -- mais en France, c'est diffrent.
En Amrique, on mange gnralement dans la cuisine.
Mais en France, ou est-ce-qu'on mange le petit djeuner?
Le djeuner? Le dner? Ou?
Gnralement, naturellement il y a des exceptions --
Mais en France, ou est-ce qu'on mange?
Girl: Dans la salle manger.
Exactement, dans la salle manger.
Chez nous, en Amrique, c'est diffrent.
On mange plutt dans la cuisine --
Oui, il y a des exceptions, naturellement.
Girl:Naturellement.
Mais gnralement, dans la cuisine -- oui?
En France, non.
On prpare dans la cuisine,
on mange dans la salle manger.
NO, NO, NO, NO -- A FLUNKING STUDENT --
NO, NO, A FLUNKING STUDENSHOULDN'T RECEIVE SUCH ACCOLADES AS "FABULOUS."
FABULOUS -- NOW, THAT'S ALL I'M SAYING.
SURE, THEY'RE FLUNKING.
I COULD SEE MAYBE A "C" STUDENT HAVE A "FABULOUS" HERE.
BUT A FLUNKING STUDENT, "FABULOUS."
Man: WHY DON'T YOU PUT IT IN REVERSE?
WHY DON'T YOU SAY, WHY DON'T YOU SAY THAA STUDENT WHO CAN WRITE FABULOUS PAPERS SHOULDN'T FLUNK,
SHOULDN'T DO THINGS WHICH WOULD CAUSE HER TO FLUNK?
YOU SEE --
NO -- IT DEPENDS ON THE LANGUAGE.
YOU KNOW IT'S STRANGE --
I'VE ALWAYS FOUND THAT A MAN WHO USES THE WORD "SYMPATHY"
IS NEVER SYMPATHETIC.
HAVE YOU EVER FOUND THAT, DR. BOODISH?
TELL THE TRUTH.
[ WOMAN GIGGLING ]
AND I HAVE NO REDRESS, ALL RIGHT, NOTHING.
NO REDRESS?
NO REDRESS, NONE.
WHAT DO YOU MEAN?
NO, ALL I WANT YOU TO SAY, THAT AT LEAST I'M RIGHABOUT THESE FEW PAPERS, THAT'S ALL.
WHAT DO YOU WANT ME TO TELL YOU,
THAT YOU ARE RIGHT ABOUT THESE PAPERS?
I WANT YOU TO SAY THAT A GIRL WHO RECEIVES "FABULOUS"
AND ALL THESE MARKS SHOULDN'T FLUNK.
I CAN ONLY SAY THIS --
THAT THE TEACHER, IN READING THESE PAPERS,
THOUGHT THEY WERE FABULOUS,
BUT THE TOTAL MARK INVOLVES MORE THAN JUST THOSE PAPERS.
THAT'S ALL I CAN TELL YOU.
BUT I THINK THIS IS A RATHER UNIQUE SITUATION,
WOULDN'T YOU SAY SO? RATHER UNIQUE?
WELL, WOULD YOU BE HAPPY IF I SAY IT'S UNIQUE?
I'D BE HAPPY.
ALL RIGHT, I WOULD SAY IT'S SOMEWHAT UNIQUE.
IS IT COMPASSIONATE FOR A TEACHER TO WRITE "FABULOUS"?
LET ME GET BACK TO THIS AGAIN.
AND THE GIRL FIGURES SHE IS DOING WELL.
"VERY GOOD, RHONA."
AND ESPECIALLY THIS "FABULOUS."
AND THEN, FINALLY, SHE GETS HER REPORT CARD.
AND THE GIRL IS STUNNED -- IT'S ANOTHER "E."
IS IT ALSO FAIR FOR A GIRL,
AND I THINK MR. SCHUSTER WILL CONCUR,
DOES THIS GIRL CAUSE ANY TROUBLE, HER DEPORTMENT?
IS SHE WILD? TALK A LOT?
WELL, SHE DID GET A SATISFACTORY MARK IN COOPERATION.
WHY DID SHE GET AN "E" THE FIRST TIME?
IT'S COMPLETELY AGAINST HER CHARACTER.
IN BEHAVIOR.
IN BEHAVIOR.
WHY DID SHE GET AN "E" THE FIRST TIME?
COMPLETELY AGAINST HER CHARACTER.
AN "E?"
YES, IN BEHAVIOR? IN BEHAVIOR.
WHAT DID SHE GET IN THERE?
AN "E."
"E" IS A GRADE, IT'S NOT A BEHAVIOR MARK.
DID SHE TELL, WHAT DID SHE SAY?
UH, 4, 3, THE LOWEST YOU CAN GET, I IMAGINE.
WE CANNOT JUDGE RHONA'S MARK
BASED PURELY ON THIS TEACHER'S REMARKS OF THESE PAPERS.
THIS IS ALL I'M SAYING.
RHONA, LIMITED IN MANY WAYS,
KNEW WORLD EVENTS AND THE WORLD AROUND HER.
SHE KNEW THE DIFFERENT FORMS OF GOVERNMENT,
THE DIFFERENT STRUCTURES OF TYPES OF GOVERNMENT.
HERE RHONA FAILED.
BECAUSE SHE FAILED IN ALL THESE TESTS.
WE CAN ONLY JUDGE ON THE BASIS OF PERFORMANCE.
YOU MAY HAVE HIDDEN TALENT IN YOU, SIR,
BUT IF YOU DON'T PERFORM IT, WE DON'T KNOW.
THAT'S TRUE, TRUE.
AND THE WORLD WILL RECOGNIZE YOU ONLY BY YOUR PERFORMANCE.
THAT'S TRUE, THAT'S TRUE.
BUT IF YOU WANT YOUR DAUGHTER
TO BE BASICALLY A WELL-ADJUSTED --
ULTIMATELY, I'LL USE THE WORD "HAPPINESS"
IN A VERY BROAD SENSE, AND I KNOW THAT HAPPINESS
IS NOT THE ULTIMATE THING IN LIFE, BUT IT'S IMPORTANT --
YOU CANNOT IMPOSE
PRECONCEIVED VALUES AND DREAMS
ON AN INDIVIDUAL, INCLUDING A CHILD.
YOU CANNOT DO THAT.
BUT AGAIN, I WANT YOU TO UNDERSTAND
THAT PART OF YOUR JOB IS TO DEAL WITH RHONA
AS A SYMPATHETIC AND UNDERSTANDING FATHER,
BUT RECOGNIZING HER LIMITATIONS
AND THE FACT THAT SHE IS A PERSON IN HER OWN RIGHT,
AND THAT IF YOU IMPOSE TOO MUCH YOUR DESIRES ON HER,
EVEN WITHOUT PUSHING THEM OR FORCING HER,
SHE MAY REACT IN A WAY WHICH MAY BE DAMAGING TO HER, TOO.
MICHAEL, THIS HAS TO DO WITH YOUR CUTTING,
WHAT IS IT, PHYSICAL SCIENCE?
NO, SIR, I NEVER CUT IT.
MRS. GANIN WAS YELLING AT ME AFTER CLASS
AND SHE STARTS GOING OFF.
AND, YOU SEE, SOMEHOW I WAS MAKING NOISE IN THE LUNCH LINE,
AND THE TRUTH IS, MR. ALLEN,
I WAS BEHAVING IN THE BACK OF THE ROOM.
I DIDN'T OPEN MY MOUTH BECAUSE, SEE, THE OTHER KIDS WERE,
AND I DIDN'T FEEL LIKE GOOFING OFF,
AND SHE THOUGHT IT WAS ME.
AND SHE CALLS ME UP AND SHE STARTS YELLING AT ME,
AND I SAY, "IT WASN'T ME."
AND SHE STARTS YELLING, YELLING.
SO I FIGURE, MR. ALLEN --
COULD YOU STAND THERE AND LISTEN TO A LADY YELL?
SO I FIGURE I'D GO OUT AND TALK TO HER LATER
WHEN SHE IS CALMED DOWN.
AND SHE WAS PRETTY WORKED UP.
AND I WENT TO WALK OUT AND SHE GOES, "YOU DON'T LEAVE."
AND I GO, "I'LL SPEAK TO YOU LATER AT A BETTER TIME."
AND I WALKED OUT BECAUSE...
FIRST OF ALL, MICHAEL, YOU SHOWED POOR JUDGMENT.
WHEN YOU ARE BEING ADDRESSED BY SOMEONE OLDER THAN YOU
OR IN A SEAT OF AUTHORITY,
IT'S YOUR JOB TO RESPECT AND LISTEN.
SHE DIDN'T ASK YOU
TO JUMP FROM THE EMPIRE STATE BUILDING --
SHE'S NOT ASKING YOU FOR YOUR BLOOD.
SHE'S ASKING FOR A LITTLE BIT OF TIME,
TO HELP YOU OUT.
NOW, HERE'S THE THING -- WHAT YOU SHOULD HAVE DONE
IS SHOWED SOME CHARACTER BY SAYING,
"OKAY, I WILL GO TO YOUR DETENTION,
"BUT MAY I SPEAK WITH YOU
AND GET THIS MATTER CORRECTED?"
SHE DIDN'T ASSIGN ME DETENTION.
WELL, ACCORDING TO THIS --
"GIVEN THE CHOICE OF A DETENTION AT 7:30 OR AT 1:45,"
AND YOU REFUSED TO TAKE EITHER. NOW, WHAT IS THAT?
THEY SENT ME DOWN TO MR. WALSH,
AND I TRIED TO EXPLAIN IT TO HIM
AND HE STARTED YELLING AT ME, TOO.
WELL, NO ONE IS GOING TO YELL AT YOU, AND --
WELL, I DON'T FEEL I HAVE TO TAKE
ANYBODY SCREAMING AT ME FOR NOTHING.
NO, NO, THERE'S A POINT TO THAT,
BUT IN THE MEANTIME,
IT'S TIME YOU SHOWED A LITTLE CHARACTER ON YOUR OWN, RIGHT?
YES, SIR.
I WOULD TAKE THE DETENTION
AND THEN YOU CAN COME BACK AND SAY,
"NOW, I TOOK THE DETENTION, MAY I SPEAK WITH YOU?"
I CAN'T SPEAK TO THAT MAN...
WELL, YOU CAN TRY.
DO YOU KNOW...
ANOTHER TIME IN THAT CLASS, THIS IS ANOTHER REASON WHY...
SIT DOWN.
THIS IS ANOTHER REASON WHY I WON'T TAKE IT.
WHY?
I WAS GIVEN A -- THESE KIDS TOOK A BOOK
AND THEY WERE GOING TO THROW IT AT ME, RIGHT?
AND THE TEACHER CAUGHT HIM WITH THE BOOK IN HIS HAND,
AND HE TOOK IT OFF THE OTHER KID'S BOOK.
AND THE OTHER KID STOOD UP AND SAID,
"GIVE ME MY DAMN BOOK BACK."
SO MRS. GANIN SAYS, "YOU TWO GET OUT.
"YOU KNOW I DON'T WANT LANGUAGE AROUND HERE,
AND NO USE TO GET UP FOR IT."
DO YOU KNOW THEY BROUGHT ME INTO THE DETENTION ROOM?
THEY BROUGHT ME INTO MR. WALSH'S ROOM,
AND THEY GOT ME DRAGGED IN FOR NOTHING.
AND I TRIED TO EXPLAIN IT TO HIM, AND HE SAID,
"WILL YOU TAKE THE DETENTION?"
WHICH WAS UTTERLY RIDICULOUS.
SEE, WE'RE OUT TO ESTABLISH SOMETHING, AREN'T WE?
YES.
WE'RE OUT TO ESTABLISH THAT YOU CAN BE A MAN
AND YOU CAN TAKE ORDERS.
WE WANT TO PROVE TO THEM THAT YOU CAN TAKE THE ORDERS.
BUT, MR. ALLEN, SEE, IT'S ALL AGAINST MY PRINCIPLES.
YOU HAVE TO STAND FOR SOMETHING.
YES, BUT I THINK YOUR PRINCIPLES
AREN'T INVOLVED HERE.
I THINK IT'S A QUESTION NOW
OF PROVING YOURSELF TO BE A MAN.
IT'S A QUESTION HERE OF HOW,
HOW DO WE FOLLOW RULES AND REGULATIONS?
IF THERE'S A MISTAKE MADE, THERE'S AN APPROACH TO IT.
I THINK YOU DON'T FIGHT WITH A TEACHER.
I THINK YOU ASK PERMISSION TO TALK.
AND ASK THEM TO LISTEN TO YOU.
NOW, THIS ISN'T WHAT YOU DIDN'T DO.
NOW, IF YOU HAD TAKEN YOUR DETENTION...
AND, AFTER ALL, THEY DIDN'T REQUIRE MUCH FROM YOU.
THE TEACHER FELT YOU WERE OUT OF ORDER,
AND IN HER JUDGMENT, YOU DESERVED A DETENTION.
I DON'T SEE ANYTHING WRONG
WITH ASSIGNING YOU A DETENTION.
AND I THINK YOU SHOULD PROVE YOURSELF.
YOU SHOULD SHOW THAT YOU CAN TAKE
THE DETENTION WHEN GIVEN IT.
I SHOULD PROVE THAT I AM A MAN
AND THAT'S WHAT I INTEND TO DO BY DOING WHAT I FEEL,
IN MY OPINION, IS WHAT I, IS DOING WHAT IS RIGHT.
ARE YOU GOING TO TAKE YOUR DETENTION OR AREN'T YOU?
I FEEL THAT YOU SHOULD.
I'LL TAKE IT, BUT UNDER PROTEST.
ALL RIGHT, THEN, YOU TAKE IT UNDER PROTEST.
THAT'S GOOD.
YES, I'D LIKE YOU TO TAKE IT TODAY.
WILL TODAY AFTER SCHOOL BE OKAY?
ALL RIGHT, WHAT ROOM, ROOM 120?
ALL RIGHT.
WHAT ARE YOU DOING HERE?
GOING TO THE LUNCHROOM.
WELL, GO TO THE LUNCHROOM.
GOODBYE.
WHERE ARE YOU GOING?
YOU GOT A PASS?
YEAH.
YOU GOT A PASS? DO YOU HAVE A PASS?
HOW ABOUT YOU?
HANG UP.
LET'S GO.
IT'S FOR EMERGENCIES, LET'S GET ON THE BALL.
I TOLD YOU TO GET OFF OF THERE.
LET'S GO!
EXCUSE ME, MR. MURRAY,
YOU SEE, I'M AT SCHOOL AND A MAN'S YELLING AT ME.
YOU GET A PASS.
ALL RIGHT, ALL RIGHT. BYE.
I HAD TO CALL MY INSURANCE COMPANY.
WELL, YOU GET A PASS.
BUT I HAVE LUNCH NOW, I HAVE LUNCH.
I WAS COMING FROM MY LUNCH.
LUNCH MEANS LUNCH.
IT DOESN'T MEAN MAKE PHONE CALLS.
ALL RIGHT.
YOU GOT A PASS?
OKAY.
AND IT'S SO MUCH FUN
AND IT'S NOT SO VERY HARD TO DO
THE NAME OF THE GAME IS SIMPLE SIMON SAYS
AND I WOULD LIKE FOR YOU TO PLAY IT, TOO
PUT YOUR HANDS IN THE AIR
SIMPLE SIMON SAYS
SHAKE THEM ALL ABOUT
SIMPLE SIMON SAYS
DO IT WHEN SIMON SAYS
SIMPLE SIMON SAYS
AND YOU WILL NEVER BE OUT
SIMPLE SIMON SAYS PUT YOUR HANDS ON YOUR HIPS
AND YOUR BACKBONE SLIPS, SIMON SAYS
SIMPLE SIMON SAYS PUT YOUR HANDS ON YOUR HIPS
AND YOUR BACKBONE SLIPS, SIMON SAYS
PUT YOUR HANDS ON YOUR HEAD
SIMPLE SIMON SAYS
BRING THEM DOWN BY YOUR SIDE
SIMPLE SIMON SAYS
SHAKE THEM TO YOUR LEFT
SIMPLE SIMON SAYS
NOW SHAKE THEM TO YOUR RIGHT
PUT YOUR HANDS ON YOUR HEAD
SIMPLE SIMON SAYS
SWING THEM DOWN BY YOUR SIDE
SIMPLE SIMON SAYS
SHAKE THEM TO YOUR LEFT
SIMPLE SIMON SAYS
NOW SHAKE THEM TO YOUR RIGHT
NOW THAT YOU HAVE LEARNED TO PLAY THIS GAME WITH ME
SEE IT'S NOT SO HARD TO DO
BAH BAH BAH BAH
LET'S TRY IT ONCE AGAIN, THIS TIME MORE CAREFULLY
AND I HOPE THE WINNER WILL BE YOU
CLAP YOUR HANDS IN THE AIR
SIMPLE SIMON SAYS
DO IT DOUBLE TIME
SIMPLE SIMON SAYS
AND WHEN THE DUST HAD LIFTED, THE MEN SAW WHAT HAD OCCURRED,
THERE WAS JIMMY SAFE AT SECOND AND FLYNN A-HUGGING THIRD.
AND FROM 5,000 THROATS AND MORE THERE ROSE THERE A LUSTY YELL,
IT RUMBLED THROUGH THE VALLEY, IT RATTLED IN THE DELL.
IT POUNDED ON THE MOUNTAIN AND RECOILED UPON THE FLAT,
FOR CASEY, MIGHTY CASEY, WAS ADVANCING TO THE BAT.
THERE WAS EASE IN CASEY'S MANNER
AS HE STEPPED INTO HIS PLACE.
THERE WAS PRIDE
IN CASEY'S BEARING AND A SMILE ON CASEY'S FACE.
AND WHEN, RESPONDING TO THE CHEERS,
HE LIGHTLY DOFFED HIS HAT,
NO STRANGER IN THE CROWD COULD DOUB'TWAS CASEY AT THE BAT.
10,000 EYES WERE ON HIM
AS HE RUBBED HIS HANDS WITH DIRT.
5,000 TONGUES APPLAUDED
WHEN HE WIPED THEM ON HIS SHIRT.
THEN WHILE THE WRITHING PITCHER GROUND THE BALL INTO HIS HIP,
DEFIANCE FLASHED IN CASEY'S EYE,
A SNEER CURLED CASEY'S LIP.
AND NOW THE LEATHER-COVERED SPHERE
CAME HURTLING THROUGH THE AIR,
AND CASEY STOOD A-WATCHING IT IN HAUGHTY GRANDEUR THERE.
CLOSE BY THE STURDY BATSMAN THE BALL UNHEEDED SPED --
"THAT AIN'T MY STYLE," SAID CASEY.
"STRIKE ONE," THE UMPIRE SAID.
FROM THE BENCHES BLACK WITH PEOPLE,
THERE WENT UP A MUFFLED ROAR,
LIKE THE BEATING OF THE STORM WAVES
ON A STERN AND DISTANT SHORE.
"KILL HIM! KILL THE UMPIRE!" SHOUTED SOMEONE ON THE STAND.
AND IT'S LIKELY THEY'D HAVE KILLED HIM
HAD NOT CASEY RAISED HIS HAND.
WITH A SMILE OF CHRISTIAN CHARITY,
GREAT CASEY'S VISAGE SHONE,
HE STILLED THE RISING TUMULT, HE BADE THE GAME GO ON.
HE SIGNALED TO THE PITCHER, AND ONCE MORE
THE DUN SPHERE FLEW, BUT CASEY STILL IGNORED IT,
AND THE UMPIRE SAID, "STRIKE TWO."
"FRAUD!" CRIED THE MADDENED THOUSANDS,
AN ECHO ANSWERED, "FRAUD."
BUT ONE SCORNFUL LOOK FROM CASEY
AND THE AUDIENCE WAS AWED.
THEY SAW HIS FACE GROW STERN AND COLD,
THEY SAW HIS MUSCLES STRAIN,
AND THEY KNEW THAT CASEY
WOULDN'T LET THAT BALL GO BY AGAIN.
THE SNEER HAS FLED FROM CASEY'S LIP,
HIS TEETH ARE CLENCHED IN HATE,
HE POUNDS WITH CRUEL VIOLENCE HIS BAT UPON THE PLATE.
AND NOW THE PITCHER HOLDS THE BALL,
AND NOW HE LET'S IT GO,
AND NOW THE AIR IS SHATTERED BY THE FORCE OF CASEY'S BLOW.
OH, SOMEWHERE IN THIS LAND OF OURS
THE SUN IS SHINING BRIGHT,
THE BAND IS PLAYING SOMEWHERE, AND SOMEWHERE HEARTS ARE LIGHT,
AND SOMEWHERE MEN ARE LAUGHING, AND LITTLE CHILDREN SHOUT,
BUT THERE IS NO JOY IN MUDVILLE --
GREAT CASEY HAS STRUCK OUT.
Teacher: WHAT'S THE PROBLEM WITH THE BAKING SODA?
DID YOU USE TOO MUCH?
YOU'VE GOT TO TASTE THE SODA, RIGHT?
AN EVEN MORE EFFICIENT WAY TO USE THAT KNIFE IS THIS.
SEE HERE?
IF YOU PIVOT IT FROM HERE, YOU MAY CUT YOURSELF.
ONE PART GRANULATED SUGAR AND ONE PART BROWN SUGAR.
RIGHT?
NOW YOU NEED ANOTHER MEASURING CUP.
YOU'LL FIND ONE IN THE CLOSET, RIGHT HERE.
Boy: YES, MA'AM.
RIGHT.
AND, GARY, WHAT ABOUT THIS BROWN SUGAR?
HOW IS HE GOING TO MEASURE IT?
Boy: PACKED.
PACKED. ABSOLUTELY RIGHT, OKAY.
WHAT'S YOUR NUMBER, DOLL?
Girl: 11. 11?
[ APPLAUSE ] GREAT! SHE SURE IS, AND ISN'T SHE A BEAUTY?
JUST LOOK AT THAT, SHE IS A VISION FOR SURE.
LET'S HAVE NUMBER 14.
UM, YOU MAY DISAPPEAR.
NOW, WAIT A MINUTE, GIRLS.
WAIT A MINUTE.
I THINK THIS IS A GOOD TIME -- HOLD IT.
IT'S A GOOD TIME TO TALK ABOUT CLOTHES.
A GIRL CAME INTO MY CLASS TODAY IN A CULOTTE COSTUME.
AND IT LOOKED JUST ABOUT, YOU KNOW, AH,
IT LOOKS AS SPORTY AS THIS.
IF IT WERE ON SOMEONE WITH SLIMMER LEGS,
I THINK IT MIGHT LOOK GOOD.
COULD YOU FIND SOMEONE TO MODEL IT FRIDAY
WITH REAL THIN LEGS, HONEY?
AND, GIRLS, DON'T WEAR CULOTTES TO SCHOOL
BECAUSE YOU'LL LOOK JUST LIKE THAT.
YOUR LEGS ARE ALL TOO HEAVY FOR THE STUFF.
DON'T WEAR IT TOO SHORT -- THEY LOOK MISERABLE.
I LOVE YOU. GOODBYE.
OKAY, NEXT... LET'S SEE.
NOW, I THINK IF THIS YOUNG LADY, SHE'S GOT A LEG PROBLEM, TOO.
IF SHE DID SOMETHING ABOUT THOSE STOCKINGS,
SHE MIGHT WELL LOOK BETTER.
COULD YOU GET A MATCHING PINK
OR FLESH-COLORED STOCKING FOR FRIDAY?
YEAH, SOMETHING THAT FITS IN.
SALMON-COLORED, PINK, OR WHITE.
OR WHITE, ALL RIGHT?
WOULD LIKE TO SEE YOU AGAIN ON FRIDAY.
WHAT'S YOUR NUMBER, HONEY?
NUMBER 14 AND YOU WILL TAKE CARE OF THAT.
WE AREN'T EVEN ASKING YOU ABOUT IT, BECAUSE I THINK
SHE'S GOT A PRETTY NICE COLOR HERE, LOOKS GOOD.
AND IT'S THE LEG THING THAT MAKES IT DIFFICULT.
ALL RIGHT, AND LET'S SEE OUR LAST ONE,
AND I THINK THAT THIS YOUNG LADY HAS DONE A LOVELY JOB
OF REALLY PUTTING SOME STYLE INTO THIS PARTICULAR GARMENT.
LET'S SEE HOW SHE LOOKS. SHE'S DONE A NICE JOB.
AND THIS IS A SAMPLE, GIRLS, OF WHAT YOU CAN DO.
THIS GAL, SHE'S GOT A WEIGHT PROBLEM --
SHE KNOWS IT --
SHE'S DONE EVERYTHING SHE CAN TO CUT IT DOWN.
I MEAN, SHE DESIGNED THIS GARMENT HERSELF WITH THE IDEA
OF MAKING IT GRACIOUS AND GRACEFUL,
AND SHE HANDLES IT WELL.
SHE HANDLES HERSELF BEAUTIFULLY, YOU SEE THIS?
OKAY, AND THAT'S WHAT YOU CAN DO WITH FASHION AND DESIGN.
BUT THESE ARE THE IMPORTANT THINGS, GIRLS.
TO WALK WITH YOUR SHOULDERS HIGH AND PROUD.
AND THIS IS ALL THE TIME.
AROUND NORTHEAST HIGH SCHOOL, THIS IS THE FAVORITE WALK.
AND YOU'VE JUST GOT TO DO SOMETHING TO CONQUER IT,
YOU REALLY MUST,
HANDLE YOURSELF BEAUTIFULLY.
WHEN YOU STOP FOR APPLAUSE, AS HERE FOR A TURN,
PUT YOUR FOOT BACK AND PULL YOUR SHOULDERS BACK.
IN OTHER WORDS, "I'M NOT IN A HURRY.
"I'M NOT TRYING TO HIDE IN A CORNER.
I'M BEAUTIFUL -- I HAVE EVERYTHING IN CONTROL."
ALL RIGHT?
Girl: MRS. C., ARE YOU GOING TO HAVE MUSIC PLAYING?
YES, THERE WILL BE MUSIC FRIDAY.
IT'S A VERY SHORT TIME ON FRIDAY.
AND WHEN YOU TURN, THIS IS THE FAVORITE,
THIS IS THE FAVORITE TURN, KIDS, NOW, WATCH IT.
WATCH IT. THIS IS THE WAY THEY GO HERE.
YOU COME ALONG, SEE.
NOW YOU'RE NOT HERE TO SHOW YOUR DERRIERE.
THEREFORE, IF YOU ARE SHOWING YOUR BACKSIDE
ON THE STAGE AT ALL, IT'S MERELY A QUICK TURN
IN THIS FASHION, AND MISS FISHER DID IT, A KIND OF SWING TURN.
ALL RIGHT? AND WATCH THESE FEET.
DON'T EVER END UP WITH YOUR FEET LIKE THIS.
IF YOU WANT TO TEST THIS, GIRLS, IF YOU WANT TO TEST THIS,
LOOK DOWN A LONG CORRIDOR.
RIGHT ACROSS HERE SOMETIMES, FROM ONE END TO ANOTHER,
AND WATCH THE KIDS COME UP THE HALL.
AND THIS IS THE WAY THEY COME, ALL YOU GIRLS.
YOU SEE.
WHEREAS IF YOU GET YOUR FEET, YOU GET YOUR WEIGHRIGHT STRAIGHT OVER YOUR FEET AND WALK,
ONE ALMOST IN FRONT OF THE OTHER,
YOU'RE DOING SOMETHING FOR YOURSELF, OKAY?
COURSE, I STILL LOOK LIKE A FAT LADY,
BUT THE POINT IS THAT YOU LOOK MUCH MORE GRACEFUL,
MUCH MORE BEAUTIFUL IF YOU DON'T DO THIS.
ARE THERE ANY QUESTIONS?
ANY QUESTIONS?
EVERYONE READY?
ANYONE NOT READY?
BEGIN.
[ STUDENTS TYPING ]
STOP TYPING, PLEASE.
ALL RIGHT, AS I READ THE PARAGRAPH FROM THE BOOK,
LET'S FOLLOW ON WHAT WE'VE TYPED.
"THE TWO MEN WENT DOWN WITH ME
DOWN THE LONG ROAD," COMMA, SPACE,
"AND IN NO TIME AT ALL, WE HAD REACHED THE LAKE
AND FOUND THAT PATH UP TO THE SPRING,"
PERIOD, DOUBLE SPACE.
CAPITAL W -- "WE HAD MADE THE HIKE
IN LESS THAN TWO HOURS" -- SEMICOLON, SPACE.
THE DAY WAS FINE FOR IT," COMMA, SPACE,
"MILD AND COOL," COMMA, SPACE,
"AND THE THREE OF US FELT FINE,"
PERIOD, NEW PARAGRAPH, INDENT FIVE.
CAPITAL W.
"WE HAD A SNACK AT THE SPRING AND THEN PICKED UP OUR GUNS
AND WENT ON DOWN THE PATH."
PERIOD, DOUBLE SPACE, CAPITAL W.
"WE LOOKED HIGH AND LOW FOR SIGNS OF GAME,"
COMMA, SPACE,
"BUT THE BIRDS HAD SEEN US AND SCREAMED AT US
ALL THE WHILE," COMMA, SPACE --
"SO THAT WHAT GAME THERE MIGHT HAVE BEEN NEAR THE LAKE
HID FROM US OR TOOK TO ITS HEELS,"
PERIOD, DOUBLE SPACE.
"WE CALLED IT A DAY AND TURNED BACK HOME."
PERIOD, DOUBLE SPACE, CAPITAL W.
"WE HAD NOT FIRED ONE SHOT."
NOW, THERE ARE VARIOUS TYPES OF FAMILIES.
WE HAVE THE FAMILY, FOR INSTANCE,
IN WHICH THE DOMINANT INDIVIDUAL IS THE MOTHER.
NOW, THIS IS A NATURAL SORT OF THING.
YOU CAN SEE IN MANY OF THE NATURAL, UH,
HABITS OF, LET'S SAY, THE LOWER ANIMALS --
THE MOTHER IS DESIGNED,
WITH AN EYE, FIRST OF ALL, OF TAKING CARE OF THE YOUNGSTER
BEFORE IT'S ABLE TO FUNCTION ON THE OUTSIDE.
AND AFTER THE CHILD OR THE OFFSPRING IS BORN,
SHE TAKES CARE OF IT.
NOW, IN SOME CASES, BIRDS,
SOME OF THE ANIMALS MATE FOR LIFE.
BUT FREQUENTLY IT'S A SORT OF SEASONAL THING --
THE FATHER IS FINISHED HIS OBLIGATIONS
MAYBE AFTER HE PROTECTS THE FEMALE,
AND THEY MAY NEVER SEE EACH OTHER.
THEY DON'T TALK MUCH ABOUT WOMEN IN THE BIBLE,
IN THE OLD TESTAMENT.
MOSES WAS THE BIG SHOT,
AND THE VARIOUS OTHER PEOPLE
THAT I'M NOT TOO WELL ACQUAINTED WITH.
ONCE IN A WHILE A WOMAN GETS IN JUST BY ACCIDENT.
NOW, THAT'S NOT TRUE IN THE MODERN JEWISH FAMILY.
YOU KNOW WHO RUNS YOUR HOUSEHOLD PRETTY WELL.
YOUR MOTHER COLLECTS THE MONEY, SHE TAKES CARE OF THE BILLS,
PAYS THEM, SHE DOES THE SHOPPING,
SHE HANDLES ALL THE SORT OF ECONOMICAL SORT OF THINGS.
ONCE IN A WHILE, SHE'S NICE AND ASKS YOUR FATHER
IF HE WOULD LIKE TO LOOK AT A NEW CAR THEY'RE GOING TO BUY.
OR IF SHE'S IN DIFFICULTY WITH YOU,
SHE'LL HAVE YOUR FATHER SPEAK TO YOU.
BUT ORDINARILY, IT TENDS TO BE THAT WAY
IN A GREAT MANY OF OUR FAMILIES.
SO THAT WE GO BACK TO THAT MATRIARCHAL SYSTEM.
SHE SAYS, "WHY, IF A MAN AND A WOMAN LIVE TOGETHER,
DOES SOCIETY THEN SAY YOU'RE MARRIED?"
I THINK THAT'S GREAT, BECAUSE SOCIETY DOES HAVE A WAY
TO TAKE CARE OF REGULAR, RESPONSIBLE, STABLE UNIONS.
I THINK PROMISCUITY
IS WHAT ANY SOCIETY CANNOT TOLERATE.
THAT'S A GOOD POINT.
WHY DO YOU HAVE YOUR MENSTRUATION PERIOD?
YOU KNOW, THERE'S NOT AN AWFULLY GOOD REASON FOR IT.
ONE OF THE INVENTORS OF THE BIRTH CONTROL PILL
UP IN BOSTON, A VERY EMINENT GYNECOLOGIST,
HAS SAID THAT HE DOESN'T --
HE CAN'T THINK OF ANY GOOD REASON WHY WOMEN
HAVE TO CONTINUE TO MENSTRUATE IF THEY DON'T WANT TO.
THAT WITH THE USE OF THE PILL,
WHICH REALLY REGULATES YOUR CYCLE --
THIS IS WHAT THE PILL DOES --
YOU TAKE IT FOR, SAY, 20 DAYS,
AND THEN YOU DON'T TAKE IT FOR A FEW DAYS.
YOU TAKE IT, YOU SEE, ACCORDING TO DOCTOR'S ORDERS.
YOU DON'T JUST POP THESE THINGS IN YOUR MOUTH
AN HOUR BEFORE A DATE.
IT'S A MEDICINE.
[ LAUGHTER ]
IT'S A MEDICINE THAT YOU TAKE
ACCORDING TO A PRESCRIPTION YOU MUST OBTAIN FROM A DOCTOR,
AND YOU TAKE THEM JUST AS YOU DO ANY OTHER MEDICINE,
REGULARLY AND CONTINUOUSLY.
YOU HAVE HAD PRACTICE
IN CONTROLLING YOUR FEELINGS AND IMPULSES
EVER SINCE YOU'VE BEEN A BABY.
BY THE TIME YOU GET TO BE A HIGH-SCHOOL SENIOR,
YOU DON'T EAT ALL THE CHOCOLATE CAKE YOU WANT TO
BECAUSE YOU DON'T WANT TO GET FAT.
YOU DO YOUR HOMEWORK WHETHER YOU WANT TO OR NOT.
YOU TAKE YOUR COLLEGE BOARDS
EVEN IF YOU DON'T FEEL LIKE IT THAT DAY.
YOU DON'T WALK INTO STRAWBRIDGES AND STEAL DRESSES OFF THE RACK.
[ LAUGHTER ]
THERE IS NO BETTER ANSWER --
YOU HAVE LEARNED BY NOW, AS PART OF BEING HUMAN,
THAT YOU CAN'T HAVE WHAT YOU WANT WHEN YOU WANT IT.
THE GIRLS WHO HAVEN'T LEARNED THAT -- AND THE BOYS --
ARE IMPULSIVE AND THEY NEVER CONNECWHAT THEY ARE DOING TODAY WITH WHAT HAPPENS TOMORROW.
NOW, IF THIS BECOMES STYLE FIVE YEARS FROM NOW,
THAT'S SOMETHING ELSE.
BUT RIGHT NOW, FOR FORMAL WEAR, IT IS NOT STYLE.
IT'S STYLE FOR A VERY SMALL PERCENTAGE OF PEOPLE.
AND WE'RE GOING TO DO IN THIS SCHOOL WHAT THE MAJORITY WANTS.
UNTIL THIS KIND OF RULE CHANGES, THIS IS WHAT WE'RE GOING TO DO.
THE MAJORITY WANTS A FORMAL AFFAIR,
WHICH MEANS A LONG GOWN OR A COCKTAIL-LENGTH GOWN.
Boy: THE MAJORITY OF STUDENTS?
THAT'S RIGHT.
Girl: EXCUSE ME, WHAT'S THE COCKTAIL LENGTH?
Counselor: KNEE LENGTH.
Girl: HERE?
Woman: THE KNEE IS NOT ABOVE THE KNEE.
Girl: THIS IS MY KNEE.
Woman: NO, IT ISN'T.
IF YOU FELL ON THAT PART OF YOUR ANATOMY,
YOU WOULD NOT INJURE YOUR UPPER THIGH.
Counselor: WOULDN'T TEAR THE DRESS, ANYWAY.
[ WOMAN LAUGHS ]
Counselor: NO, I THINK THAT IT'S NICE TO BE INDIVIDUALISTIC,
BUT THERE ARE CERTAIN PLACES TO BE INDIVIDUALISTIC.
Girl: I DIDN'T MEAN TO BE INDIVIDUALISTIC.
Counselor: NO, I'M NOT CRITICIZING,
I SAY IT'S NICE TO BE THAT WAY,
BUT THERE ARE CERTAIN TIMES TO BE THAT WAY.
UH, I THINK YOU CAN BE INDIVIDUALISTIC IN YOUR DRESS,
BUT IT DOESN'T HAVE TO BE...
Girl: I HAPPEN TO ENJOY A SHORT GOWN.
I DIDN'T KNOW IT WOULDN'T BE ACCEPTED TO THE PROM.
I DIDN'T DO IT PURPOSELY -- THIS IS WHAT I ENJOY.
Counselor: WHAT DOES FORMAL MEAN?
Girl: WELL, FORMAL MEANS DRESSY. I DIDN'T THINK OF IT AS A GOWN.
Counselor: OH.
Woman: FORMAL MEANS MORE THAN DRESSY.
Counselor: WHEN YOU GET AN INVITATION
TO A FORMAL AFFAIR,
IT SAYS "WHITE TIE OR BLACK TIE."
IT DOESN'T SAY THAT THE GIRLS OR WOMEN WEAR
ANY LENGTH THEY WANT.
IT MEANS A FLOOR-LENGTH GOWN.
YOU GET AN INVITATION TO A COCKTAIL PARTY,
IT DOESN'T MEAN A FLOOR-LENGTH GOWN,
IT MEANS A KNEE-LENGTH GOWN OR A FLOOR-LENGTH.
BUT "FORMAL" MEANS A LONG GOWN FOR A YOUNG LADY,
A MIDDLE-AGED LADY, ELDERLY LADY.
SEE WHAT I MEAN, AND FOR A MAN IT MEANS A TUX,
AND IT'S DETERMINED BY THE TIME OF DAY
WHETHER IT'S WHITE TIE OR BLACK TIE.
THERE ARE NO QUESTIONS.
I DIDN'T KNOW ANY OTHER, REALLY, WHOLE STORY.
I DIDN'T KNOW THAT THEY WEREN'T PERMITTED.
THIS IS WHAT I FELT LIKE WEARING.
Counselor: IT DOESN'T MATTER
IF IT'S NOT PERMITTED, IT'S A MATTER
OF WHAT YOU'RE GOING TO DO IN A SITUATION LIKE THIS.
THIS IS OFFENSIVE TO THE WHOLE CLASS.
Girl: I DIDN'T REALLY MEAN IT TO BE.
Counselor: I KNOW YOU PROBABLY DIDN'T MEAN IT TO BE THIS,
BUT THIS IS WHAT IT IS.
Woman: WE BOUGHT AN ATMOSPHERE
BY RENTING THE SHERATON BALLROOM, WHICH IS VERY FORMAL.
Counselor: WE COULD HAVE HAD THE DANCE IN THE GYM.
Woman: WE COULD HAVE HAD THAT IN THE GYM
AND THEN IT WOULD HAVE BEEN A LITTLE BIT DIFFERENT.
Counselor: MAYBE A COUPLE OF GO-GO GIRLS UP ON THE STAGE
WITH A $50 ORCHESTRA,
AND WE WOULD HAVE HAD A NICE DANCE,
BUT THIS IS NOT JUST A DANCE.
THIS IS THE SENIOR PROM.
THIS IS FORMAL.
IT'S THE ONE TIME IN YOUR LIFE
THAT YOUR CLASS LOOKS SO DIFFERENYOU DON'T RECOGNIZE ANYBODY.
IT'S THE FIRST CHANCE YOU HAVE
TO BE YOUNG LADIES AND YOUNG GENTLEMEN.
Woman: I HAD A BOY ASK, AND I HAD A GIRL COME UP AND SAY,
"CAN MY BOYFRIEND WEAR A DARK SUIT BECAUSE
HE CANNOT AFFORD THE MONEY FOR THE RENTAL OF A TUX?"
I SAID, "NO, HE CAN'T."
BECAUSE THEN MY HUSBAND HAS A RIGHT TO WEAR
THE BEAUTIFUL SUIT HE JUST BOUGHT --
BUT WE HAVE TO PAY, WHAT IS IT, $10 OR $15 TO RENT A TUX.
NOW, MY HUSBAND HAS NOTHING TO DO WITH THE SCHOOL,
BUT HE'S HONORING THE YOUNGSTERS BY COMING DRESSED PROPERLY.
Counselor: AND I WOULDN'T THINK OF COMING WITHOUT WEARING A TUX.
I RENT ONE EVERY YEAR.
Woman: I HAVE TO WEAR A LONG GOWN, I'D LOVE TO --
AND I CAN'T WALK IN IT.
I CAN'T GET INTO THE CAR COMFORTABLY.
Woman: 5, 6, 7, 8, 9.
OH, BOY, WE'RE FEMININE. LET'S GO.
4, 5, 6, 7, 8, 9.
TARZAN.
1, 2...
3, 4, 5...
6, 7, 8, 9, SUPER TARZAN.
1, 2, 3, 4...
5, 6, 7, 8...
THE DARK FELLOW HERE IS PAUL SIMON,
AND THE BLOND IS ART GARFUNKEL.
THE POET IS SIMON.
AND IF YOU DOUBT THAT HE'S A POET NOW,
WAIT UNTIL YOU HEAR SOME OF HIS POETRY.
AND YOU'LL NOTICE ON THE BOARD I HAVE SOME THINGS
THAT YOU'RE FAMILIAR WITH -- IMAGES, SETTING,
FIGURATIVE LANGUAGE, THEMATIC WORDS.
AND WE'LL BE FINDING HOW HE SAYS WHAT HE DOES SAY.
WHAT DO THEY WANT TO SAY ABOUT OUR LIVES AND HOW?
AND I THINK THE BEST WAY TO START IS BY LOOKING
AT ONE OF THE BEST OF THE POEMS, "THE DANGLING CONVERSATION."
THAT'S THE FIRST ONE ON YOUR SHEET.
THE PROCESS WE'LL USE -- FIRST, WE'LL READ THE POEM,
THEN LISTEN TO IT, THEN WE'LL TALK ABOUT IAND SEE HOW ALL THE VARIOUS POETIC DEVICES
REINFORCE THE THEME, AND SEE WHAT YOU THINK ABOUT IT,
AND THEN WE'LL LISTEN TO IT ONCE AGAIN,
AND I'LL BET IT MEANS SOMETHING A LITTLE BIT MORE TO YOU.
"IT'S A STILL-LIFE WATERCOLOR OF THE NOW-LATE AFTERNOON,
"AS THE SUN SHINES THROUGH THE CURTAIN LACE
"AND SHADOWS WASH THE ROOM.
"AND WE SIT AND DRINK OUR COFFEE,
"COUCHED IN OUR INDIFFERENCE,
"LIKE SHELLS UPON THE SHORE,
"YOU CAN HEAR THE OCEAN ROAR,
"IN THE DANGLING CONVERSATION AND THE SUPERFICIAL SIGHS,
"THE BORDERS OF OUR LIVES.
"AND YOU READ YOUR EMILY DICKINSON
"AND I MY ROBERT FROST,
"AND WE NOTE OUR PLACE WITH BOOKMARKERS
"AND MEASURE WHAT WE LOST,
"LIKE A POEM POORLY WRITTEN, WE ARE VERSES OUT OF RHYTHM,
"COUPLETS OUT OF RHYME, IN SYNCOPATED TIME.
"AND THE DANGLING CONVERSATION AND THE SUPERFICIAL SIGHS
"ARE THE BORDERS OF OUR LIVES.
"YES, WE SPEAK THE THINGS THAT MATTER
"WITH WORDS THAT MUST BE SAID --
"CAN ANALYSIS BE WORTHWHILE?
"IS THE THEATER REALLY DEAD?
"AND HOW THE ROOM IS SOFTLY FADED,
"AS I ONLY KISS YOUR SHADOW,
"I CANNOT FEEL YOUR HAND,
"YOU'RE A STRANGER NOW UNTO ME, LOST,
"IN THE DANGLING CONVERSATION AND THE SUPERFICIAL SIGHS,
THE BORDERS OF OUR LIVES."
LET'S LISTEN TO IT.
AND NOTICE HOW NOT ONLY THE DEVICES
REINFORCE THE THEME
BUT ALSO THE VERY RHYTHMS, THE MELODIES,
AND HOW THEY USED THEIR TIMING.
NOW, WHEN I TAPED THESE,
THEY WERE FROM A MONAURAL AND STEREO RECORDS.
THE TAPE IS A LITTLE FAST --
IT'S THE DRAMA CLUB TAPE RECORDER,
SO YOU'LL HAVE TO BE A LITTLE PATIENT AT THE VERY BEGINNING.
[ SONG BEGINS ]
IT'S A STILL-LIFE WATERCOLOR
OF A NOW-LATE AFTERNOON
AS THE SUN SHINES THROUGH THE CURTAIN LACE
AND SHADOWS WASH THE ROOM
AND WE SIT AND DRINK OUR COFFEE
COUCHED IN OUR INDIFFERENCE, LIKE SHELLS UPON THE SHORE
YOU CAN HEAR THE OCEAN ROAR
IN THE DANGLING CONVERSATION
AND THE SUPERFICIAL SIGHS
THE BORDERS OF OUR LIVES
AND YOU READ YOUR EMILY DICKINSON
AND I MY ROBERT FROST
AND WE NOTE OUR PLACE WITH BOOKMARKERS
THAT MEASURE WHAT WE'VE LOST
LIKE A POEM POORLY WRITTEN
WE ARE VERSES OUT OF RHYTHM
COUPLETS OUT OF RHYME
IN SYNCOPATED TIME
AND THE DANGLING CONVERSATION
AND THE SUPERFICIAL SIGHS
ARE THE BORDERS OF OUR LIVES
YES, WE SPEAK OF THINGS THAT MATTER
WITH WORDS THAT MUST BE SAID
CAN ANALYSIS BE WORTHWHILE?
IS THE THEATER REALLY DEAD?
AND HOW THE ROOM IS SOFTLY FADED...
HEY, YOU! TURN AROUND, PAL.
SIR.
DON'T "SIR" ME.
DON'T FEED ME THAT "SIR" BUSINESS.
YOU PUNCHED THIS GUY IN THE MOUTH.
ON WHAT BASIS?
SIR, SIR, HE STARTED MOUTHING OFF, STARTED LAUGHING, SO --
Dean: YEAH, THAT DOESN'T GIVE YOU A RIGHT TO HIT HIM.
IF IT WAS A 6' 2", 215-POUND FULLBACK,
YOU WOULDN'T BE SO QUICK TO PUNCH HIM IN THE MOUTH.
P-E-R-G.
Boy: O-L-I-N-O.
WHERE DO YOU COME IN TO HIT THIS GUY?
HE HAS A RIGHT TO ERASE THE BOARD.
Boy: THAT'S NOT WHAT IT WAS OVER.
Dean: JUST AS MUCH AS YOU HAVE A RIGHT TO WRITE ON IT.
YOU DIDN'T ASK PERMISSION
TO WRITE THOSE NAMES ON THE BOARD, DID YOU?
PARDON ME, SIR, BUT THAT WASN'T WHAT IT WAS OVER.
WHAT WAS IT OVER?
SIR, JUST BEFORE CLASS STARTED,
WE HAD AN ARGUMENT, AND I DIDN'T DO NOTHING.
WELL, YOU'RE NOT SUPPOSEDTO DO ANYTHING.
YOU DON'T STRIKE OR HIT ANYBODY.
LEVINE WEARS GLASSES ON TOP OF IT,
YET YOU STILL HIT HIM.
SIR, I WEAR GLASSES, TOO.
Dean: THAT'S WHY YOU ARE GOING TO BE SUSPENDED,
FOR THROWING THE FIRST PUNCH -- YES, SIR.
DON'T GIVE ME THAT "YES, SIR" BUSINESS.
I DON'T LIKE THE "SIR" BUSINESS. YOU KNOW WHY?
BECAUSE THERE'S NO SINCERENESS BEHIND IT.
Female dean: AND HOW ABOUT THE POOR, POOR TEACHER,
WHOEVER IT WAS?
I DON'T KNOW.
Girl: I DON'T EVEN KNOW WHAT SHE SAID THAT WE DID, BUT --
Dean: IT'S A MATTER OF
BEING INHUMAN TO ANOTHER HUMAN BEING.
THAT'S WHAT IT AMOUNTS TO.
Girl: BUT ALL I KNOW IS THAT SHE GOT SUE
IN A LOT OF TROUBLE AND...
Dean: SUE WHO?
Girl: THE OTHER GIRL.
AND SUE DIDN'T -- I DON'T THINK SUE HAD ANY --
SHE TOLD -- SHE SAID THAT WE LOCKED HER IN THE CLOSET.
Dean: YOU MEAN SUE AND YOU?
Girl: I MEAN THE CLASS.
NOBODY LOCKED HER IN THE CLOSET AS FAR AS I KNOW.
LOOK, IF SHE WOULD'VE BEEN LOCKED IN THE CLOSET,
I SURE WOULD HAVE HEARD THAT AND TURNED AROUND AND LOOKED.
Dean: SHE MAY HAVE HAD A LITTLE MORE CONTROL THAN THAT.
THAT MUCH NOISE, IT'S A LITTLE EMBARRASSING TO HER.
SHE WASN'T GOING TO CALL EVERYBODY'S ATTENTION TO IT.
Girl: IT WASN'T FAIR.
SUE WAS JUST MESSING AROUND, JUST AS MUCH AS US.
THE REST OF THE CLASS --
AND NOW SUE'S IN SO MUCH TROUBLE,
JUST BECAUSE OF THAT ONE TEACHER.
AND BECAUSE SUE GOT IN TROUBLE, I BLAME IT A LOT ON THE TEACHER
'CAUSE...
Dean: WELL, LET'S KEEP LOOKING AT THAT BECAUSE, AGAIN,
THIS IS MY CONCERN, EILEEN.
SUE GOT IN TROUBLE BECAUSE OF THE TEACHER.
SUE DID NOTHING TO HELP?
WHOEVER SUE IS, I DON'T KNOW.
I'M GLAD YOU DIDN'T ANSWER WHEN I ASKED YOU HER NAME
BECAUSE IT'S EASIER TO TALK.
Eileen: SHE JUST MESSED AROUND LIKE EVERYBODY ELSE.
Woman: LOOK, CAN YOU TELL ME WHAT "MESSING AROUND" MEANS?
THIS IS WHAT I'VE BEEN TRYING TO FIND OUT FOR MONTHS.
EVERY TIME YOU WOULD SAY "MESSING AROUND."
WHAT DOES IT ACTUALLY CONSIST OF?
Eileen: I DON'T KNOW, WE WERE TALKING, LAUGHING...
WELL, JUST PLAIN TALKING AND LAUGHING ISN'T OFFENSIVE.
Eileen: WELL, WE WERE CATCHING A BOOK OR SOMETHING.
OH, YOU THREW A BOOK AROUND?
Eileen: NOT JUST ME!
BUT WHOEVER WAS INVOLVED.
Eileen: I KNOW I DID A LOT.
LIKE, I DID A LOT. I TALKED BACK A LOT.
DID YOU TALK BACK TO THE TEACHER?
Eileen: YEAH.
AND THIS IS WHAT YOU CALL "MESSING AROUND"?
Eileen: NO, WELL...
ISN'T THAT MORE DISRESPECT?
Eileen: WHAT I DID WAS DISRESPECT, BUT WHAT THE REST --
WHAT EVERYBODY ELSE DID WAS MESSING AROUND.
I DON'T -- I DON'T KNOW.
Dean: YOU SEE, WHAT MOTHER IS SAYING --
AT LEAST WHAT I'M SAYING, I THINK WHAT MOTHER IS SAYING --
IS THAT WE HOPE, EILEEN,
THAT YOU DON'T SET YOUR STANDARDS BY
THE SO-CALLED "EVERYBODY ELSE,"
THAT YOU SET YOUR STANDARDS
ON WHAT YOU KNOW IS THE THING TO DO.
I REPEAT, THERE'S NO DOUBTHE TEACHER WAS NOT HOLDING THE CLASS,
WAS NOT DOING THE JOB YOU THINK SHE SHOULD HAVE DONE,
FROM WHAT YOU SAY, I'LL ACCEPT THAT.
BUT WHO BREAKS THE CIRCLE
WHEN THINGS GO AROUND AND AROUND AND AROUND?
SOMEONE HAS TO BE MATURE ENOUGH
TO MOVE OUT OF THE CIRCLE AND INTO THE STRAIGHT, RIGHT?
SOMEBODY HAS GOT TO BREAK AWAY FROM IT.
YOU'RE INTELLIGENT, YOU'RE MATURE,
YOU HAVE THE BACKGROUND.
YOU CAN BE THE ONE THAT CAN DO IT.
WHY DON'T YOU OFFER THE POSITIVE KIND OF LEADERSHIP THAT YOU CAN,
THAT YOU KNOW YOU HAVE AND THAT I KNOW YOU HAVE,
THAT MOTHER KNOWS YOU HAVE?
YOU CAN BE A REAL FORCE IN ANY GROUP, EILEEN.
CAN'T YOU?
THE KIDS RALLY AROUND YOU A BIT.
Eileen: WELL, NOT REALLY.
I'VE SEEN YOU IN THE LUNCHROOM.
WE'VE GOT US A POTENTIAL LEADER.
Mother: EILEEN CAN.
Dean: IT SHOWS WHEREVER SHE IS.
I'VE SEEN HER ONCE IN A WHILE IN A GROUP.
YOU CAN SEE WHO THE LEADER IS IN A GROUP, AND SHE HAS IT.
EILEEN HAS A VERY SET MIND,
AND IF SHE DECIDES THAT SOMETHING SHOULD BE DONE,
THIS IS WHAT SHE PURSUES, THIS I KNOW ABOUT HER.
Dean: I THINK THAT'S GOOD.
I THINK IT'S EXCELLENT IN MANY WAYS,
BUT I'VE OFTEN SAID TO HER,
"EILEEN, USE YOUR DETERMINATION FOR RIGHT.
AND AS LONG AS YOU DO, YOU'LL BE ALL RIGHT."
AND ONE THING, THIS IS THE ONE THING THAT BOTHERS ME SO MUCH --
THE MAIN THING IN OUR HOME HAS ALWAYS BEEN
RESPECT FOR AN ADULT.
I WAS BROUGHT UP THAT WAY -- MY HUSBAND WAS.
AND WE HAVE BEEN TRYING TO TEACH OUR CHILDREN THE SAME THING.
TO ME, I THINK, ONE OF THE WORST OFFENSES
IS BEING DISRESPECTFUL TO AN OLDER PERSON.
IRREGARDLESS OF WHAT THE CONDITION MAY BE.
YOU CAN SAY THE SAME THING IN A PLEASANT MANNER
THAT YOU CAN IN AN OFFENSIVE WAY.
AND THIS IS ONE THING
THAT'S DISTURBED ME RECENTLY ABOUT EILEEN.
THAT EVEN AT HOME, NOW SHE --
I DON'T SAY THE LANGUAGE THAT SHE USES IS WRONG,
BUT IT'S THE MANNER THAT THE SAME --
THAT A SENTENCE IS BROUGHT FORTH.
AND I TOLD HER, "EVENTUALLY, EILEEN,
THIS IS GOING TO HURT YOU OUTSIDE."
AND FINALLY IT HAS.
AND I THINK YOU WOULD KIND OF HAVE TO DECIDE, ARLEEN,
HOW DO YOU FEEL ABOUT WHERE YOU STOOD IN YOUR COLLEGE CLASS,
WHETHER YOU WOULD RATHER BE IN AN EASIER SCHOOL,
AND TOWARD THE TOP OF THE CLASS,
OR IN A HARDER SCHOOL
AND TOWARD THE BOTTOM OF THE CLASS.
I THINK I WOULD GAIN MORE BY BEING, LIKE,
IN THE MIDDLE OR THE TOP THAN BEING AT THE VERY BOTTOM,
NOT BEING ABLE TO KEEP UP WITH EVERYBODY ELSE.
Counselor: DO YOU WANT A COLLEGE COURSE, THEN, DEAR,
WHERE, AT THE END OF FOUR YEARS, YOU WOULD BE FINISHED
WITH YOUR EDUCATION AND ABLE TO GO OUT AND MAKE A LIVING,
OR DO YOU WANT THE KIND OF COURSE WHERE, AT THE END
OF FOUR YEARS, IT IS LIKELY THAT YOU WOULD BE
GOING ON WITH YOUR EDUCATION?
Arleen: I'M NOT SURE RIGHT NOW.
I THINK I WANT TO GO TO FOUR YEARS OF COLLEGE
AND, MAYBE, IF I BECOME A TEACHER,
STOP, AND THEN I CAN ALWAYS TAKE COURSES AGAIN,
GO HIGHER, GET A HIGHER DEGREE.
OR, I THINK, UH, A SOCIAL WORKER
OR PSYCHOLOGIST HAS TO GO FIVE YEARS.
Counselor: OR SIX YEARS OR SEVEN YEARS.
IT WOULD DEPEND ON WHAT YOU CHOSE AFTER THAT.
I DON'T THINK I WANT TO GO MORE THAN
MAYBE FIVE OR SIX YEARS, OR MORE THAN FIVE.
WELL, I THINK YOU'VE GIVEN ME
A PRETTY COMPREHENSIVE IDEA OF WHAT YOU ARE LOOKING FOR.
AND THEN I WOULD HAVE TO ASK YOU, SIR,
THE HARD, HARD QUESTION OF HOW MUCH
COULD YOU CONTRIBUTE TO YOUR DAUGHTER'S EDUCATION?
Father: WELL, UH, THAT'S A HARD QUESTION
TO SAY BECAUSE, UH, IF SHE LIVES AWAY FROM HOME,
THEN IT'S A DIFFERENT STORY ALTOGETHER.
AND IF SHE IS AT HOME, IT'S ANOTHER STORY.
BUT THE WAY SHE'S TALKING, SHE DOESN'T WANT TO STAY HOME.
SO I WOULD SAY ABOUT $1,000, $1,500 IS ABOUT THE BESI COULD GIVE HER A YEAR TO GO AWAY TO COLLEGE.
MM-HMM.
THEN IT WOULD SEEM TO ME THAT, ARLEEN,
THAT THE MOST REALISTIC WAY TO PLAN IT WOULD BE
TO THINK ABOUT WHERE YOU COULD GO
IF YOUR FATHER COULD GIVE YOU $1,000 TO $1,500,
AND THEN TO TRY FOR SCHOLARSHIP IN SOME OTHER PLACES
THAT MIGHT BE SOMEWHAT MORE EXPENSIVE.
BUT, I THINK YOU KIND OF HAVE TO PLAN
FOR WHERE YOU WOULD GO
IF YOU DIDN'T GET ANY FINANCIAL AID FROM SOMEONE.
I MEAN, YOU ALWAYS HAVE TO -- YOU LOOK AT THE BRIGHTER SIDE
ABOUT WHERE YOU WOULD LIKE TO GO,
YOU CAN HAVE ALL YOUR DREAM SCHOOLS,
BUT AT THE BOTTOM,
YOU OUGHT TO HAVE SOME COLLEGE OF LAST RESORWHERE YOU COULD BE SURE THAT YOU WOULD GO,
IF NONE OF YOUR DREAMS CAME TRUE.
RHONA IS THE RECIPIENT OF A $10,000 HERO SCHOLARSHIP
TO ANY COLLEGE ANYWHERE IN THE COUNTRY SHE WANTS TO GO.
Father: I'M NOT SAYING SHE IS COLLEGE MATERIAL,
BUT AT LEAST SHE CAN HAVE SOME TYPE OF EDUCATION, FOLLOWING...
SHE CAN GO TO ANY COLLEGE
AND DO WHATEVER SHE WANTED.
TELL ME AGAIN,
DO YOU THINK YOU WANT TO GO TO COLLEGE?
YES.
Father: PLEASE, NOW, YOU'RE LYING TO THE MAN --
YOU DON'T WANT TO GO TO COLLEGE.
WELL, I DO, BUT NOT THE KIND OF COLLEGE
THAT YOU WANT ME TO.
WHAT KIND OF COLLEGE DO YOU WANT TO GO TO?
I WANT TO BE A COSMETICIAN.
COSMETICIAN? BUT THAT'S NOT A COLLEGE, IS IT?
WELL, IT'S A BEAUTY CULTURE SCHOOL.
IT'S A BEAUTY CULTURE SCHOOL, IT'S NOT A COLLEGE.
THE REQUIREMENTS FOR THAT ARE DIFFERENT THAN FOR COLLEGE.
YES.
YOU DON'T HAVE ANY FOREIGN LANGUAGE. NO.
YOU DON'T HAVE ANY ALGEBRA,
YOU DON'T HAVE GEOMETRY.
SO THAT ACTUALLY, AS FAR AS GOING TO COLLEGE,
YOU'RE NOT EVEN PREPARED FOR A COLLEGE.
DO YOU FEEL THAT YOU ARE DISAPPOINTING YOUR PARENTS
BY NOT GOING TO COLLEGE?
NOW, TELL ME THE TRUTH.
YES.
YOU FEEL YOUR PARENTS ARE DISAPPOINTED?
MY FATHER.
YOUR FATHER IS?
TELL ME, WOULD YOU FEEL BETTER IF YOU KNEW YOUR FATHER
REALLY ACCEPTED THE FACT THAT YOU DIDN'T GO TO COLLEGE?
YOU FEEL A BIT GUILTY FOR NOT GOING TO COLLEGE?
YES, WHAT DO YOU SAY?
WELL...
THAT YOU ARE DISAPPOINTING YOUR PARENTS?
I'M DISAPPOINTING MY FATHER,
BUT I DON'T THINK I'D FEEL GUILTY ABOUT NOT GOING.
YOU DON'T FEEL GUILTY AT ALL?
NOT GUILTY -- IT'S MY LIFE.
IT'S YOUR LIFE.
I FEEL THAT WHAT I WANT TO BE
IS MORE IMPORTANT THAN WHAT HE DESIRES ME TO BE.
I SEE --
BUT YOU KNOW YOUR PARENTS ARE DISAPPOINTED,
YOUR FATHER IN PARTICULAR? YES.
YOU CAN'T UNDO THE PAST.
EVEN IF SOMEBODY HAS MADE A MISTAKE
AND BEEN WRONG AND UNFAIR, YOU CAN'T UNDO THE PAST.
THE ONLY THING YOU CAN DO IS TRY TO DO BETTER
IN THE PRESENT SO THAT THE FUTURE WILL BE BETTER.
SO WHAT I'M SUGGESTING TO YOU, WORK AS HARD AS YOU CAN,
DO THE BEST YOU CAN,
AND CONFER WITH MR. SCHUSTER ABOUT, ABOUT THIS,
AND LET'S SEE WHAT HAPPENS AT THE END OF THE SEMESTER, OKAY?
YOU GO BACK TO CLASS NOW, OR ARE YOU THROUGH?
NO, I'M THROUGH.
Father: THANKS AGAIN, DR. BOODISH.
YOU'RE WELCOME.
THANK YOU VERY MUCH.
YOU'RE WELCOME. GOODBYE.
OH, INCIDENTALLY, HOW ABOUT GYM?
THIS IS THE STRONGEST CHILD IN THE SCHOOL.
Boodish: WHAT ARE YOU GOING TO DO TO PASS GYM?
WELL, I HAVE TO DO MY MAKE-UPS.
Boodish: THAT'S NECESSARY FOR GRADUATION, YOU KNOW.
IT IS?
IT IS -- SHE HAS TO PASS.
I WISH, DR. BOODISH,
SHE WAS AS SMART AS SHE IS STRONG.
THANK YOU, DOCTOR.
VERY STRONG GIRL.
Boodish: I'M GOING TO ASK YOUR DAUGHTER A QUESTION.
HOW DID YOU FEEL ABOUT THAT REMARK
THAT YOUR FATHER JUST MADE?
I LIKED IT.
YOU LIKED IT? GOOD, OKAY.
Man on Intercom:THERE IS A CAR IN THE STUDENTS' DRIVEWAY
BLOCKING THE EXIT OF TWO OTHER CARS.
BUT I DON'T BELIEVE IN GIVING --
GIVE THEM JOBS.
BUT I DON'T BELIEVE IN GIVING,
LET THEM EARN IT.
THERE'S TOO MUCH RELIEF GOING ON, THAT'S ALL.
WE ARE TOO MUCH TO A POINWHERE THEY ARE GIVING ALL THE TIME.
YOU'RE ALL HUNG UP ON THE PROTESTANT ETHIC.
THERE ARE SO MANY FACETS TO THIS.
I DON'T BELIEVE IN WHAT BILL SAYS.
I DON'T BELIEVE 100%
IN WHAT BILL SAYS ABOUT GIVING THINGS AWAY.
I NEVER THINK THAT ANYBODY APPRECIATES ANYTHING.
LOOK AT YOUR OWN CHILDREN --
WHEN YOU GIVE THEM, DO THEY REALLY APPRECIATE IT?
SOMETIMES IF THEY WORK FOR IT A LITTLE BIT, BILL,
THEY APPRECIATE THESE THINGS MORE.
Man: LOOK AT THIS MONEY
WE ARE GIVING AWAY TO THE WORLD, FOREIGN AID.
THEY'RE LAUGHING AT US.
THEY'RE CRAMMING IT RIGHT DOWN YOUR THROAT.
ACTUALLY, THIS FOREIGN AID BUSINESS --
WE'RE REALLY GIVING MONEY TO THE GUYS
WHO ARE BUYING FROM THE RICH PEOPLE
AND FROM THE MANUFACTURERS OVER HERE.
THAT'S WHERE THE MONEY'S GOING.
IT'S NOT JUST BEING GIVEN TO THEM.
BUT THE THING IS, THERE IS SO MUCH MONEY BEING WASTED.
Girl: W.H. SILVERS.
Teacher: YES, W.H. SILVERS.
NOW, WHAT WAS HE TRYING TO DO, WHAT WAS HIS PURPOSE?
YES, AIDELE?
Aidele: HE WAS TRYING TO ESTABLISH
AN EIGHT-HOUR WORKING DAY FOR LABORERS...
Teacher: YEAH, WELL, HE WANTED HIGHER WAGES --
HE WANTED AN EIGHT-HOUR WORKDAY.
BUT HE TRIED TO UNITE --
THIS IS THE IMPORTANT THING ABOUT THIS --
HE TRIED TO UNITE ALL LABOR UNIONS OF THE COUNTRY
INTO A FEDERATION MEMBERSHIP.
WHAT ON THE HORIZON, OR WHAT EXISTED
THAT FORCED LABOR TO TURN TO COLLECTIVE BARGAINING?
WHAT WAS THERE A LACK OF?
Girl: COMMUNICATIONS.
Teacher: YES, COMMUNICATIONS, LACK OF SECURITY,
CONCERN FOR THE JOB.
THE IMPORTANT THING IS THIS --
LET'S GET TO THE BEGINNINGS.
FIRST OF ALL, THERE WAS THE LACK OF SECURITY.
SECOND OF ALL, THERE WAS A LACK OF COMMUNICATION --
THE ATTITUDE OF THE EMPLOYEES, OR OF THE EMPLOYERS
TOWARDS THE EMPLOYEES,
WITH REGARD TO WORKING CONDITIONS,
WITH REGARD TO LIVING CONDITIONS,
WITH REGARD TO WAGES --
VERY LITTLE COMMUNICATION.
Teacher: ALL RIGHT, WE HAVE EVIDENTLY
A GREAT IMBALANCE IN AMERICAN SOCIETY.
WE HAVE, ON THE ONE HAND, WE HAVE AN AFFLUENT SOCIETY --
AND THAT'S ONE AMERICA -- AND ON THE OTHER HAND,
WE HAVE ANOTHER AMERICA -- AND, BY THE WAY,
THAT'S THE NAME OF A GOOD BOOK BY MICHAEL HARRINGTON
CALLED "THE OTHER AMERICA."
AND WHAT IS THIS OTHER AMERICA?
ANOTHER AMERICA THAT IS NOT --
AMERICA OF POVERTY, AMERICA THAT IS NOT SHARING
IN THE AFFLUENCE OF AMERICAN SOCIETY.
AND KING WAS THERE TO TRY TO UPLIFT THIS OTHER AMERICA.
DO YOU KNOW WHAT THE DEPARTMENT OF LABOR
SAYS SHOULD BE THE COMFORT LEVEL OF A FAMILY OF FOUR --
A MAN, A WIFE, AND TWO CHILDREN?
WHAT THEY SHOULD EARN TO BE COMFORTABLE.
NOT -- MODERATELY COMFORTABLE, NOT AFFLUENT,
BUT JUST MODERATELY COMFORTABLE IN OUR SOCIETY.
KNOW WHAT THE FIGURE IS, ANY IDEA WHAT THE FIGURE IS?
CHRISTINE? HOW MUCH?
Christine: $9,000.
YES, A LITTLE OVER $9,000.
SO YOU CAN IMAGINE --
DO YOU KNOW WHAT PERCENT OF THE AMERICAN POPULATION
EARNS OVER $9,000?
IT'S NOT THE MAJORITY.
LET'S DETERMINE SOME OF THE ATTITUDES IN THIS CLASS
AND SEE HOW WE COME OUT.
ALL RIGHT, HOW MANY OF YOU WOULD BE A MEMBER OF A CLUB
WHERE MINORITY MEMBERS OF THE CLUB WERE NEGRO?
HOW MANY WOULD ACCEPT THAT SITUATION?
YOU WOULD BE A MEMBER OF THE CLUB
IF A MINORITY OF THE MEMBERS WERE NEGRO?
ALL RIGHT.
OKAY, FINE, PUT YOUR HANDS DOWN.
HOW MANY WOULD NOT BE A MEMBER OF THE CLUB?
ALL RIGHT, HOW MANY WOULD BE A MEMBER OF A CLUB
WHERE HALF THE MEMBERS
WERE NEGRO MEMBERS AND THE OTHER HALF WERE WHITE?
ALL RIGHT -- PUT YOUR HANDS DOWN.
HOW MANY WOULD NOT BE A MEMBER OF THAT CLUB?
ALL RIGHT.
REMEMBER, THERE'S NO RIGHT OR WRONG ANSWER --
IT'S JUST, I'M JUST TRYING TO DETERMINE WHAT ATTITUDES ARE.
DO
MI
SOL
FA
MI--
SOL
Teacher: YOU FORGOT SO SOON? THREE, GO!
DO
MI
SOL
LA
SOL
MI
DO
MI
SOL
MI
DO
MI
SOL
MI
DO, SOL, MI
SOL
DO
Boy: BECAUSE NORTHEAST IS SUCH A CLOISTERED,
SECLUDED PLACE.
IT IS.
THE POLICY OF NORTHEASIS TO AVOID CONTROVERSY COMPLETELY.
Woman: ...MISERABLE ATTITUDE.
THERE ARE GOOD POINTS, MARK.
CAN'T YOU FIND ANYTHING GOOD ABOUT THIS SCHOOL?
[ STUDENTS ALL TALKING AT ONCE ]
IT'S GOT LOTS OF ROOM,
EXCEPT NOT FOR AS MANY KIDS AS ARE IN IT.
IT'S VERY NICE, WELL-VENTILATED.
[ STUDENTS LAUGHING ]
I CAN'T SAY ANYTHING ABOUT THE PEOPLE
WHO GO TO IT, THOUGH, REALLY.
WITH VERY FEW EXCEPTIONS.
AND MOST OF THE PEOPLE I COULD MAKE THOSE EXCEPTIONS ABOUARE RIGHT IN THIS ROOM,
WITH MAYBE FIVE OR SIX EXCEPTIONS.
AND THE REST OF THE SCHOOL STINKS, IN MY ESTIMATION.
YOU KNOW, I'M NOT QUALIFIED TO MAKE, YOU KNOW,
GIGANTIC JUDGMENTS ABOUT THE SCHOOL,
BUT I THINK IN ITS ATTITUDE TOWARDS EDUCATION
AND ITS RELATIONS WITH THE WORLD TODAY,
THIS SCHOOL IS MISERABLE.
IT'S CLOISTERED, IT'S SECLUDED,
IT'S COMPLETELY SHELTERED
FROM EVERYTHING THAT'S GOING ON IN THE WORLD.
AND I THINK IT'S WRONG, IT HAS TO BE CHANGED,
AND I THINK THAT'S OUR PURPOSE HERE.
AND NOT TO TALK ABOUT FILMS.
Woman: A LOT OF YOU ARE SO NEGATIVE
THAT I CAN SEE SOMEDAY SOMEBODY COMING OUT AND SAYING,
"YOU KNOW, YOU KIDS JUST DON'T BELONG.
"YOU SPOIL NORTHEAST,
NORTHEAST HIGH WOULD BE A NICE..."
Mark: THAT'S JUST WHAT HAPPENED.
MR. SIMON PULLED ME TO HIS OFFICE AND SAID,
"YOU DON'T LOOK LIKE A NORTHEASTER, SON.
YOU DON'T LOOK LIKE A NORTHEASTER."
Man: I THINK ONE THING THAT HAS TO BE CHANGED AROUND
IS THE FACT THAT YOU HAVE THESE,
SEE, LIKE, YOU HAVE THESE VARIABLES EXISTING
WITHIN THE SCHOOL SYSTEM IN NORTHEAST.
AND THE THING ABOUT IT THAT MAKES IT SO ALIEN,
OR, FEEL TOWARDS US,
IS THE FACT THAT, UM,
YOU HAVE TO LIKE, CONFORM TO THESE IDEAS
WHICH PEOPLE LIKE MR. SIMON, DR. ALLEN...
Woman: WHY DO YOU PICK ON HIM -- ALL RIGHT, HE'S GOT PROBLEMS.
BUT I WOULD ALSO LIKE TO SAY THAT THE SCHOOL --
I LIKE TO THINK THAT HE IS IN A POSITION
WHERE MAYBE YOU'LL FIND SOME OTHERS OF THE SAME OPINION.
THE ONLY DIFFERENCE IS, HE HAS A JOB AS VICE PRINCIPAL
THAT IS IN CONTACT WITH THE STUDENTS.
HE HANDLES THE STUDENT ACTIVITIES.
NOW, I'M NOT SAYING THAT MR. SIMON IS THE ONLY ONE
THAT SAYS THESE THINGS.
THE RULE IS FAIRLY, I THINK YOU'LL AGREE,
CONSISTENT AMONG MANY MEMBERS OF THE FACULTY.
AND DON'T JUST PINPOINT POOR MR. SIMON.
HE MAY BE RIGHT, HE MAY BE WRONG,
BUT HE'S THE ONE VOICING IT ALL THE TIME,
BUT HE'S VOICING IT AS A QUITE COMMON FEELING.
WELL, I'LL SAY SOMETHING GOOD ABOUT THE SCHOOL.
I'LL SAY THAT SCIENTIFICALLY AND TECHNOLOGICALLY,
NORTHEAST IS AN ADVANCED SCHOOL,
APART FROM OTHER HIGH SCHOOLS IN THE COUNTRY.
A COMPLIMENT, I'M GOING TO FAINT.
APART FROM OTHER HIGH SCHOOLS IN THE COUNTRY,
POSSIBLY IN THE WORLD ALSO.
THIS SCHOOL, IN THAT PARTICULAR FIELD,
IS THE LEADER.
AS MARK HAS SAID -- MORALLY, SOCIALLY,
THIS SCHOOL IS A GARBAGE CAN, LET'S FACE THE FACTS.
Woman: MORALLY? COMPLETELY?
YES.
WELL, I VENTURE TO SAY THAT THE MORAL PROBLEMS
YOU HAVE HERE, IN GENERAL,
ARE IN EXISTENCE IN MOST SCHOOLS.
I DON'T THINK IT'S THAT BAD.
NOW, BOYS AND GIRLS, UH, WE HAVE A VERY NEW PLAQUE
OUT IN THE HALL, IF YOU'VE NOTICED,
OUTSIDE THE MAIN OFFICE,
FRAMED, WHICH HAS A SPECIAL THOUGHT FOR THE DAY,
WRITTEN TO ATTRACT YOUR ATTENTION,
AND I THINK IT'S VERY FINE.
BUT, AS ALWAYS, WE HAVE ON OUR BULLETIN
ANOTHER THOUGHT FOR THE DAY,
AND THIS ONE, ESPECIALLY IN MY FIELD, IS VERY IMPORTANT,
BUT IN ANY KIND OF RESEARCH,
TO HAVE THE RIGHT WORD FOR WHAT YOU HAVE TO SAY
IN THESE DAYS TO EXPRESS THINGS
SO THAT PEOPLE DO NOT MISUNDERSTAND YOU.
"THE DICTIONARY IS THE ONLY PLACE
WHERE SUCCESS COMES BEFORE WORK."
FOR THE TENTH- AND ELEVENTH-GRADE BOYS
WHO SIGNED UP FOR FOODS EXPERIENCES FOR BOYS,
YOU MUST GO TO ROOM 130 THIS WEEK
TO VERIFY YOUR REGISTRATION.
THE SPECTATOR CLUB WILL DISCUSS
MARTIN LUTHER KING'S ASSASSINATION
TODAY AT 3:15 IN ROOM 228.
[ WHISTLE BLOWS ]
[ BAND PLAYS ]
[ MUSIC STOPS ]
NORTHEAST MAMBO
OLE, OLE
NORTHEAST MAMBO
OLE, OLE
NORTHEAST MAMBO
OLE, OLE
AND IN GENERAL,
THE MORE A FELLOW GETS INTO BED WITH MORE DIFFERENT GIRLS,
THE MORE INSECURE HE IS.
AND THIS SHOWS UP, ACTUALLY, LATER,
IN ALL THE DIVORCE STATISTICS AND IN THE MARITAL STATISTICS.
THE MORE INTERCOURSE EITHER A BOY OR A GIRL
HAS HAD PRIOR TO MARRIAGE,
THE LESS LIKELY THEY ARE TO MAKE SUCCESSFUL MARRIAGE PARTNERS,
HUSBANDS, WIVES, AND THE GREATER --
IN OTHER WORDS, YOU CAN GRAPH IT RIGHT ON A GRAPH.
THE MORE GIRLS A FELLOW HAS GOTTEN INTO BED WITH,
OR VICE VERSA, THE HIGHER THE DIVORCE RATE,
THE GREATER THE SEXUAL INADEQUACY
AND THE FAILURE OF COMPATIBILITY.
AS WITH ANYTHING ELSE, THE REAL PROS IN THE FIELD
KEEP IT TO THEMSELVES AND AREN'T PROFLIGATE.
"IS IT POSSIBLE TO IMPREGNATE THE GIRL
BY RUBBING THE SURFACE OF THE VAGINA?"
WITH WHAT, YOUR NOSE?
[ LAUGHTER ]
I MIGHT ADD --
THIS BRINGS UP ONE OTHER GOOD POINT NOW.
THIS BRINGS UP ANOTHER DARN GOOD POINT.
VIRGINITY IS A STATE OF MIND.
BY THAT, I HAVE SEEN SEVERAL GIRLS
WHO HAVE BEEN PHYSIOLOGICALLY
OR BY PHYSICAL EXAMINATION, VIRGINS.
THE HYMEN, THE MUCOUS MEMBRANE COVERING,
THE SO-CALLED CHERRY -- IT'S CALLED THE CHERRY
BECAUSE IT PRODUCES RED FLUID WHEN IT'S BUSTED --
[ LAUGHTER ]
IS INTACT.
I HAVE SEEN GIRLS WHOSE HYMENS WERE SO SMALL
THAT I COULDN'T PASS A FINGER THROUGH THEM.
IN FACT, I ONCE SAW A GIRL --
I HAPPEN TO BE A GYNECOLOGIST AND GET PAID TO DO IT.
[ LAUGHTER ]
[ WHISTLING ]
I ONCE SAW A GIRL
WHO HAD RICKETS WHEN SHE WAS A BABY,
WHOSE BONY STRUCTURE WAS SO DEFORMED
THAT I COULD GET MY FINGER IN THIS WAY,
BUT NOT BROAD-WAYS,
WHO HAS SUCCEEDED IN BECOMING PREGNANT.
SPERM HAPPEN TO BE VERY ACTIVELY MOTILE.
THEY HAVE A GOOD ABILITY TO MOVE ON THEIR OWN.
AND MANY A GIRL HAS BECOME PREGNANT THROUGH SPRAY.
IF YOU ARE NOT PREPARED
TO HANDLE THE RESPONSIBILITY
OF THAT GIRL'S BECOMING PREGNANAND HAVING A BABY,
YOU'VE GOT TWO CHOICES --
ONE, MAKE SURE THAT THERE'S ADEQUATE PROTECTION
TO PREVENT HAVING A BABY.
TWO, IF THERE ISN'T, DON'T.
BECAUSE YOU ARE JUST AS MUCH RESPONSIBLE,
IF NOT A LITTLE BIT MORE, THAN THE GIRL
IF A PREGNANCY ENSUES.
NATURE SETS US UP
THAT THE MALE IS THE AGGRESSOR
AND THE FEMALE IS THE PASSIVE IN THIS SET OF CIRCUMSTANCES.
IT TAKES A GIRL LONGER TO GET SEXUALLY AROUSED
THAN IT DOES A BOY.
THIS IS THE NATURE OF THE BEAST.
Narrator: WE CAN GET A BETTER IDEA OF THE RELATIONSHIP
OF THE FALLOPIAN TUBES AND OVARIES
IF WE VIEW THEM FROM THE FRONT.
UNDER NORMAL CONDITIONS, AN OVUM MATURES
IN THE OVARY,
THEN PASSES DOWN THE FALLOPIAN TUBE
ON ITS WAY TO THE UTERUS.
WHEN GONORRHEA SPREADS UPWARD, THE INFECTION CAN CAUSE DAMAGE
WHICH BLOCKS THE FALLOPIAN TUBES,
SOMETIMES CAUSING SEVERE COMPLICATIONS.
AS IN A BOY,
UNTREATED GONORRHEA CAN MAKE A GIRL STERILE,
UNABLE TO BECOME A MOTHER.
HOWEVER, A GIRL WITH GONORRHEA CAN BECOME A MOTHER,
BUT THIS CREATES ANOTHER PROBLEM.
WHEN THE BABY IS READY TO BE BORN,
THERE IS DANGER
THAT SHE MAY TRANSMIT THE DISEASE TO THE CHILD
WHEN IT PASSES OUT OF HER BODY.
YOU DIDN'T GET HIT, HUH?
GOOD, GLAD TO SEE YOU.
YOU HAVE TO GO BACK?
WHEN DO YOU GET OUT?
I GET OUT SEPTEMBER '69.
THAT'S TERRIFIC. SEPTEMBER?
SEPTEMBER '60 --
'69, I GET OUT WITH HALSIE.
IS HALSIE BACK?
YEAH, HE CAME BACK, HE WAS WOUNDED.
I HEARD THAT. I DIDN'T SEE HIM.
I HEARD DAVE WAS WOUNDED ALSO.
SO ARE A LOT OF GUYS. PEPPY GOT HURT.
PEPPY WAS SHOT UP PRETTY BAD.
PEPPY WAS ABOUT,
I GUESS ABOUT 5 YARDS FROM ONE OF THEM MINES
IN ONE OF THOSE LITTLE HOLES THEY DIG,
AND THEY POPPED UP WITH
AN AUTOMATIC RIFLE ON HIM, OPENED UP,
REALLY GOT HIM IN THE FOOPRETTY BAD.
AND HE TURNED AROUND
AND HE KILLED THE GUY.
BUT HE'S DONE FOR SOCCER
OR ANYTHING LIKE THAT FOREVER.
HE CAN NEVER PLAY THAT AGAIN.
YEAH, HE WAS A GOOD SOCCER PLAYER.
HE'S THROUGH WITH THAT.
AND FIRST, THEY THOUGHTHEY MIGHT HAVE TO AMPUTATE.
BUT HE WAS DOWN AT THE NAVAL HOSPITAL
FOR QUITE A LONG TIME,
AND THEN HE CAME UP WEARING,
WITH A CAST AND CRUTCHES,
AND THEN HE CAME UP WITH A CANE
THE NEXT TIME I SAW HIM.
THIS LAST TIME I SAW HIM,
HE WAS WALKING PRETTY WELL,
BUT HE'LL NEVER BE ABLE
TO HIT WITH THAT FOOT OR ANYTHING
BECAUSE THEY ARE REBUILDING IT.
YEAH.
HE WAS PRETTY -- THE FIRST DAY BACK,
HE WAS PRETTY MELANCHOLY-LIKE,
AND NATURALLY SO,
BUT I THINK HE'S GOT HIMSELF ADJUSTED NOW.
HE SEEMS TO BE ALL RIGHT,
I'M GLAD TO SAY.
I'M GLAD YOU DIDN'T GET HIT.
[ WHISTLE BLOWS ]
I GOT IT!
WHERE?
I GOT IT!
YOU'RE ALMOST THERE, JAN, YOU HAVE 19 SECONDS, JAN.
18, 17, 16, 15,
14, 13, 12, 11,
10, 9, 8, 7,
6, 5, 4, 3,
2, 1.
THAT'S IT.
YAY!
Man: JERRY, DISCONNECT AUDIO.
IS THE HATCH CLEAR?
THE HATCH IS CLEAR, YEAH.
ALL RIGHT, PULL.
HOW YOU DOING THERE?
YAY!
[ APPLAUSE ]
HEY, I RECOGNIZE YOU.
I GOT SOMETHING FOR YOU, MAN.
OH, THANKS.
GOOD GOING, MAN.
IT'S GOOD TO BE OUT HERE AGAIN.
HOW DO YOU FEEL?
GREAT.
YOU MADE IT.
WE ARE SO PROUD OF YOU.
GOT THE STRENGTH OF A BULL.
MR. GORDON, GOOD SEEING YOU AGAIN, BOSS.
JAN, OH, YOU LOOK REALLY GOOD.
REAL GRIZZLY, JAN, REAL GRIZZLY.
AND MR. MONTGOMERY, HUG ALL THREE OF THEM NOW.
I'M GOING TO HELP, I'M GOING TO JUSSTART GETTING THIS THING OFF HIM, OKAY?
HEY, KID, I WANT TO SEE THAT BEARD, MAN.
THE BEARD.
READY?
WAIT A MINUTE.
HERE COMES HIS HEAD.
HEY, THE BEARD.
YEAH, BUT I'LL TALK TO YOU LATER.
GOOD JOB, JAN, REAL GOOD.
THANKS A LOT.
JAN.
HOLD ON, HOLD ON.
SCOTT, GOOD JOB.
THANK YOU.
DICK CASEY'S HERE.
HEY, SCOTT, MAN. SCOTT, HOW YOU DOING?
SCOTT.
SCOTT.
WE RECEIVED A TELEGRAM THIS MORNING.
I WANT TO READ IT AT THIS TIME.
"STUDENTS AND FACULTY OF NORTHEAST HIGH SCHOOL,
"ATTENTION: ROBERT MONTGOMERY.
"I SHOULD LIKE TO TAKE THIS OPPORTUNITY TO EXTEND
"MY BEST WISHES TO EACH OF YOU
"FOR YOUR CONTINUED SUCCESS WITH PROJECT SPARC.
"SPECIFICALLY MY HEARTIEST CONGRATULATIONS
"TO ASTRONAUTS JAN GABIN, HARVEY RUBIN, AND SCOTT CHERRY,
UPON COMPLETION OF 193 HOURS OF SIMULATED FLIGHT."
THE TELEGRAM COMES FROM L. GORDON COOPER,
NASA ASTRONAUT.
[ APPLAUSE ]
I'M GOING TO CRY.
I'M ALL MISTY, MAN.
GETTING ALL MISTY.
THIS IS MAN NUMBER ONE,
NUMBER TWO, NUMBER THREE, OKAY?
GET A LITTLE CLOSER.
Woman: HEY, HOW ARE YOU?
Man: GOOD MORNING, HOW ARE YOU?
Boy: RUBIN, HEY.
SCOTT.
DRUMS.
ROLL.
[ DRUMS BEAT ]
[ PLAYING "HEY, LOOK ME OVER" ]
NOW, LET ME READ YOU THIS ONE --
IF I'M ABLE TO GET THROUGH IT.
THIS IS WRITTEN FROM -- AND I MIGHT SAY THATHE LETTER I'M ABOUT TO READ IS FROM BOB WALTERS.
BOB WALTERS, AS FRAN COULD TELL YOU --
SHE COULD WRITE HIS BIOGRAPHY --
WAS A BOY WITHOUT PARENTS WHO MIGHT HAVE BEEN A NOBODY.
HE CERTAINLY WAS NOT A HIGH ACADEMIC STUDENT.
HE WAS MOST AVERAGE OR SUB-AVERAGE IN MANY WAYS.
BUT A FEW TEACHERS WHO CARED...
MADE A GREAT DIFFERENCE IN THIS BOY'S LIFE.
HIS LETTER COMES ON STATIONERY MARKED "USSOKINAWA."
I HOPE I CAN GET THROUGH IT.
IF I DON'T, HY, YOU'LL HAVE TO GO ON.
DEAR DR. HALLER,
I HAVE ONLY A FEW HOURS BEFORE I GO.
TODAY I WILL TAKE A PLANE TRIP FROM THIS SHIP.
I PRAY THAT I'LL MAKE IT BACK,
BUT IT IS ALL IN GOD'S HANDS NOW.
YOU SEE, I AM GOING WITH THREE OTHER MEN.
WE ARE GOING TO BE DROPPED
BEHIND THE DMZ -- THE DEMILITARIZED ZONE.
THE REASON FOR TELLING YOU THIS IS
THAT ALL MY INSURANCE MONEY
WILL BE GIVEN FOR THAT SCHOLARSHIP
I ONCE STARTED BUT NEVER FINISHED
IF I DON'T MAKE IT BACK.
I AM ONLY INSURED FOR $10,000.
MAYBE IT COULD HELP SOMEONE.
I HAVE BEEN TRYING TO BECOME A BIG BROTHER IN VIETNAM,
BUT IT IS VERY HARD TO DO.
I HAVE TO WRITE BACK AND FORTH TO SAN DIEGO, CALIFORNIA,
AND THAT TAKES TIME.
I ONLY HOPE THAT I AM GOOD ENOUGH TO BECOME ONE.
GOD ONLY KNOWS.
I REALLY PRAY THAT THE YOUNG MEN IN YOUR COOKING CLASSES
WILL USE THIS CHANGE OF LEARNING VERY WELL.
THANK YOU, DR. HALLER,
FOR HELPING THESE MEN BECOME GOOD, VERY FINE COOKS.
HE SHOULD HAVE SAID, "THANK YOU, MRS. C."
MY PERSONAL FAMILY USUALLY DOESN'T UNDERSTAND ME.
THEY DON'T UNDERSTAND WHY I HAVE TO DO WHAT I DO DO.
THEY SAY THAT I'M A REAL NUT TO DO SUCH WORK,
BUT...
THUS THEY SAY,
"DON'T YOU VALUE LIFE? ARE YOU CRAZY?"
MY ANSWER IS -- "YES.
"BUT I VALUE ALL THE LIVES OF SOUTH VIETNAM
"AND THE FREE WORLD
SO THAT THEY AND ALL OF US CAN LIVE IN PEACE."
AM I WRONG, DR. HALLER?
IF I DO MY BEST ALL THE TIME AND BELIEVE IN WHAT I DO,
BELIEVE THAT WHAT I DO IS RIGHT,
THAT IS ALL I CAN DO.
DR. HALLER, IF ANYTHING HAPPENS TO ME,
JAMES C. HECKWICKER --
I THINK IT IS --
WILL SEND YOU A TELEGRAM,
AND IN TIME, HE WILL SEND YOU THE MONEY.
PLEASE DON'T SAY ANYTHING TO MRS. C. --
BUT I DID.
SHE WOULD ONLY WORRY OVER ME.
I AM NOT WORTH IT.
I AM ONLY A BODY DOING A JOB.
IN CLOSING, I THANK EVERYONE
FOR WHAT THEY ALL HAVE DONE FOR ME.
YOURS TRULY, BOB WALTERS.
THANK YOU ALL AGAIN VERY MUCH.
PLEASE FORGIVE MY HANDWRITING.
I AM A LITTLE JUMPY.
PLEASE UNDERSTAND.
NOW, WHEN YOU GET A LETTER LIKE THIS,
TO ME, IT MEANS
THAT WE ARE VERY SUCCESSFUL AT NORTHEAST HIGH SCHOOL.
I THINK YOU WILL AGREE WITH ME.
SITTING IN THE MORNING SUN
I'LL BE SITTING WHEN THE EVENING COMES
WATCHING THE SHIPS ROLL IN
THEN I'LL WATCH THEM ROLL AWAY AGAIN
YEAH, I'M SITTING ON THE DOCK OF THE BAY
WATCHING THE TIDE ROLL AWAY
OOH, JUST SITTING ON THE DOCK OF THE BAY
WASTING TIME, TIME
I LEFT MY HOME IN GEORGIA
HEADED FOR THE FRISCO BAY
'CAUSE I'VE HAD NOTHING TO LIVE FOR
LOOKS LIKE NOTHING'S GONNA COME MY WAY...
FIRST THING WE WANT TO DO IS GIVE YOU THE DAILY BULLETIN.
YOU'D BE SURPRISED -- A LITTLE NOTICE SOMEWHERE
THAT YOU MIGHT THINK DOESN'T CONCERN YOU
MIGHT CHANGE YOUR WHOLE LIFE,
MIGHT DECIDE ON WHAT COLLEGE YOU'LL GO TO,
OR MIGHT DECIDE ON WHAT ACTIVITY.
AND THEN JOYCE HAS A FEW THINGS TO SAY.
RIGHT, JOYCE?
ALL RIGHT, THE THOUGHT FOR THE DAY --
LIFE IS CAUSE AND EFFECT.
ONE CREATES HIS TOMORROW AT EVERY MOMENBY HIS MOTIVES, THOUGHTS, AND DEEDS OF TODAY.
AND THIS QUESTION OF CAUSE AND EFFECT, YOU KNOW,
AS I SAY, I MIGHT READ SOMETHING THAT MIGHT CHANGE YOUR LIFE.
Anoche concocimos a un filsofo existencialista.
Girl: Anoche conocimos a...
A un...
A un filsofo...
Existencialista.
Existencialista.
Quin puede pronunciar esta palabra?
Existencialista?
Carla? El nombre del hombre?
Frances?
No?
S.
Boy:Sartre.
S, Sartre.
Y el nombre es su apellido -- pero el nombre?
Jean Paul.
Muy bien.
Excellente, Roger.
Y ahora, hmm?
Jean Paul Sartre.
Existencialista.
Students:Existencialista.
Este lado.
Existencialista.
Existencialista.
Este lado.
Existencialista.
A un filsofo.
A un filsofo.
A un filsofo existencialista.
[ TYMPANI ]
Students: 1, 2, 3, 4.
1, 2, 3, 4.
2, 3...
1, 2, 3...
WHAT DO YOU MEAN YOU CAN'T TAKE GYM?
YOU GET DRESSED IN THE MORNING? Boy: YEAH.
DO YOU GET UNDRESSED? YEAH.
WELL, YOU CAN GET INTO A GYM OUTFIT.
I CAN'T TAKE -- YEAH, I KNOW.
ALL RIGHT, WELL, YOU GET INTO A GYM OUTFIT.
I CAN'T TAKE GYM, THOUGH. WE'LL DECIDE THAT.
I HAVE A DOCTOR'S THING.
I AM SICK AND TIRED OF YOU TALKING, YOU JUST --
MY MOTHER WAS IN, THOUGH.
I SPOKE TO YOUR MOTHER.
NOW, LOOK --
I'M GOING TO THE DOCTOR TODAY.
NOW, LOOK --
YOU'D BETTER BE IN A GYM OUTFIT.
YOU'D BETTER BE IN A GYM OUTFIT.
WE'LL DETERMINE WHETHER YOU TAKE EXERCISE OR NOT.
WE'LL DETERMINE THAT.
I CAN'T TAKE GYM.
I CAN HARDLY -- I'M NOT EVER ALLOWED --
WHY DON'T YOU JUST --
I'M NOT EVEN SUPPOSED TO COME TO SCHOOL.
HEY, LOOK.
I'M GOING TO TELL YOU SOMETHING.
DON'T YOU TALK, AND YOU JUST LISTEN.
YOU COME PREPARED IN A GYM OUTFIT WHEN YOU GO TO GYM.
IS THAT CLEAR?
YEAH.
ALL RIGHT.
NOW, DON'T TELL ME YOU WON'T DO ANYTHING.
NOBODY'S GOING TO PUT YOU INTO AN UNCOMPROMISING POSITION.
BUT YOU'LL COME DRESSED IN A GYM OUTFIT.
I SAID I WOULD.
YOU ARE SUSPENDED.
GO ON, WAIT OUTSIDE.
BUT I SAID I WOULD.
GO OUTSIDE.
OH, MAN, I SAID I WOULD.
Man: YOU GOT A BOOK OUT ON THE FIFTH OF JANUARY.
Teacher: Oui, mais avant de manger,
il est ncessaire de --
Girl:Prparer le dner.
Prparer le dner. Ou prparer le djeuner.
Ou prparer le petit --
Girl:Djeuner.
Oui -- mais en France, c'est diffrent.
En Amrique, on mange gnralement dans la cuisine.
Mais en France, ou est-ce-qu'on mange le petit djeuner?
Le djeuner? Le dner? Ou?
Gnralement, naturellement il y a des exceptions --
Mais en France, ou est-ce qu'on mange?
Girl: Dans la salle manger.
Exactement, dans la salle manger.
Chez nous, en Amrique, c'est diffrent.
On mange plutt dans la cuisine --
Oui, il y a des exceptions, naturellement.
Girl:Naturellement.
Mais gnralement, dans la cuisine -- oui?
En France, non.
On prpare dans la cuisine,
on mange dans la salle manger.
NO, NO, NO, NO -- A FLUNKING STUDENT --
NO, NO, A FLUNKING STUDENSHOULDN'T RECEIVE SUCH ACCOLADES AS "FABULOUS."
FABULOUS -- NOW, THAT'S ALL I'M SAYING.
SURE, THEY'RE FLUNKING.
I COULD SEE MAYBE A "C" STUDENT HAVE A "FABULOUS" HERE.
BUT A FLUNKING STUDENT, "FABULOUS."
Man: WHY DON'T YOU PUT IT IN REVERSE?
WHY DON'T YOU SAY, WHY DON'T YOU SAY THAA STUDENT WHO CAN WRITE FABULOUS PAPERS SHOULDN'T FLUNK,
SHOULDN'T DO THINGS WHICH WOULD CAUSE HER TO FLUNK?
YOU SEE --
NO -- IT DEPENDS ON THE LANGUAGE.
YOU KNOW IT'S STRANGE --
I'VE ALWAYS FOUND THAT A MAN WHO USES THE WORD "SYMPATHY"
IS NEVER SYMPATHETIC.
HAVE YOU EVER FOUND THAT, DR. BOODISH?
TELL THE TRUTH.
[ WOMAN GIGGLING ]
AND I HAVE NO REDRESS, ALL RIGHT, NOTHING.
NO REDRESS?
NO REDRESS, NONE.
WHAT DO YOU MEAN?
NO, ALL I WANT YOU TO SAY, THAT AT LEAST I'M RIGHABOUT THESE FEW PAPERS, THAT'S ALL.
WHAT DO YOU WANT ME TO TELL YOU,
THAT YOU ARE RIGHT ABOUT THESE PAPERS?
I WANT YOU TO SAY THAT A GIRL WHO RECEIVES "FABULOUS"
AND ALL THESE MARKS SHOULDN'T FLUNK.
I CAN ONLY SAY THIS --
THAT THE TEACHER, IN READING THESE PAPERS,
THOUGHT THEY WERE FABULOUS,
BUT THE TOTAL MARK INVOLVES MORE THAN JUST THOSE PAPERS.
THAT'S ALL I CAN TELL YOU.
BUT I THINK THIS IS A RATHER UNIQUE SITUATION,
WOULDN'T YOU SAY SO? RATHER UNIQUE?
WELL, WOULD YOU BE HAPPY IF I SAY IT'S UNIQUE?
I'D BE HAPPY.
ALL RIGHT, I WOULD SAY IT'S SOMEWHAT UNIQUE.
IS IT COMPASSIONATE FOR A TEACHER TO WRITE "FABULOUS"?
LET ME GET BACK TO THIS AGAIN.
AND THE GIRL FIGURES SHE IS DOING WELL.
"VERY GOOD, RHONA."
AND ESPECIALLY THIS "FABULOUS."
AND THEN, FINALLY, SHE GETS HER REPORT CARD.
AND THE GIRL IS STUNNED -- IT'S ANOTHER "E."
IS IT ALSO FAIR FOR A GIRL,
AND I THINK MR. SCHUSTER WILL CONCUR,
DOES THIS GIRL CAUSE ANY TROUBLE, HER DEPORTMENT?
IS SHE WILD? TALK A LOT?
WELL, SHE DID GET A SATISFACTORY MARK IN COOPERATION.
WHY DID SHE GET AN "E" THE FIRST TIME?
IT'S COMPLETELY AGAINST HER CHARACTER.
IN BEHAVIOR.
IN BEHAVIOR.
WHY DID SHE GET AN "E" THE FIRST TIME?
COMPLETELY AGAINST HER CHARACTER.
AN "E?"
YES, IN BEHAVIOR? IN BEHAVIOR.
WHAT DID SHE GET IN THERE?
AN "E."
"E" IS A GRADE, IT'S NOT A BEHAVIOR MARK.
DID SHE TELL, WHAT DID SHE SAY?
UH, 4, 3, THE LOWEST YOU CAN GET, I IMAGINE.
WE CANNOT JUDGE RHONA'S MARK
BASED PURELY ON THIS TEACHER'S REMARKS OF THESE PAPERS.
THIS IS ALL I'M SAYING.
RHONA, LIMITED IN MANY WAYS,
KNEW WORLD EVENTS AND THE WORLD AROUND HER.
SHE KNEW THE DIFFERENT FORMS OF GOVERNMENT,
THE DIFFERENT STRUCTURES OF TYPES OF GOVERNMENT.
HERE RHONA FAILED.
BECAUSE SHE FAILED IN ALL THESE TESTS.
WE CAN ONLY JUDGE ON THE BASIS OF PERFORMANCE.
YOU MAY HAVE HIDDEN TALENT IN YOU, SIR,
BUT IF YOU DON'T PERFORM IT, WE DON'T KNOW.
THAT'S TRUE, TRUE.
AND THE WORLD WILL RECOGNIZE YOU ONLY BY YOUR PERFORMANCE.
THAT'S TRUE, THAT'S TRUE.
BUT IF YOU WANT YOUR DAUGHTER
TO BE BASICALLY A WELL-ADJUSTED --
ULTIMATELY, I'LL USE THE WORD "HAPPINESS"
IN A VERY BROAD SENSE, AND I KNOW THAT HAPPINESS
IS NOT THE ULTIMATE THING IN LIFE, BUT IT'S IMPORTANT --
YOU CANNOT IMPOSE
PRECONCEIVED VALUES AND DREAMS
ON AN INDIVIDUAL, INCLUDING A CHILD.
YOU CANNOT DO THAT.
BUT AGAIN, I WANT YOU TO UNDERSTAND
THAT PART OF YOUR JOB IS TO DEAL WITH RHONA
AS A SYMPATHETIC AND UNDERSTANDING FATHER,
BUT RECOGNIZING HER LIMITATIONS
AND THE FACT THAT SHE IS A PERSON IN HER OWN RIGHT,
AND THAT IF YOU IMPOSE TOO MUCH YOUR DESIRES ON HER,
EVEN WITHOUT PUSHING THEM OR FORCING HER,
SHE MAY REACT IN A WAY WHICH MAY BE DAMAGING TO HER, TOO.
MICHAEL, THIS HAS TO DO WITH YOUR CUTTING,
WHAT IS IT, PHYSICAL SCIENCE?
NO, SIR, I NEVER CUT IT.
MRS. GANIN WAS YELLING AT ME AFTER CLASS
AND SHE STARTS GOING OFF.
AND, YOU SEE, SOMEHOW I WAS MAKING NOISE IN THE LUNCH LINE,
AND THE TRUTH IS, MR. ALLEN,
I WAS BEHAVING IN THE BACK OF THE ROOM.
I DIDN'T OPEN MY MOUTH BECAUSE, SEE, THE OTHER KIDS WERE,
AND I DIDN'T FEEL LIKE GOOFING OFF,
AND SHE THOUGHT IT WAS ME.
AND SHE CALLS ME UP AND SHE STARTS YELLING AT ME,
AND I SAY, "IT WASN'T ME."
AND SHE STARTS YELLING, YELLING.
SO I FIGURE, MR. ALLEN --
COULD YOU STAND THERE AND LISTEN TO A LADY YELL?
SO I FIGURE I'D GO OUT AND TALK TO HER LATER
WHEN SHE IS CALMED DOWN.
AND SHE WAS PRETTY WORKED UP.
AND I WENT TO WALK OUT AND SHE GOES, "YOU DON'T LEAVE."
AND I GO, "I'LL SPEAK TO YOU LATER AT A BETTER TIME."
AND I WALKED OUT BECAUSE...
FIRST OF ALL, MICHAEL, YOU SHOWED POOR JUDGMENT.
WHEN YOU ARE BEING ADDRESSED BY SOMEONE OLDER THAN YOU
OR IN A SEAT OF AUTHORITY,
IT'S YOUR JOB TO RESPECT AND LISTEN.
SHE DIDN'T ASK YOU
TO JUMP FROM THE EMPIRE STATE BUILDING --
SHE'S NOT ASKING YOU FOR YOUR BLOOD.
SHE'S ASKING FOR A LITTLE BIT OF TIME,
TO HELP YOU OUT.
NOW, HERE'S THE THING -- WHAT YOU SHOULD HAVE DONE
IS SHOWED SOME CHARACTER BY SAYING,
"OKAY, I WILL GO TO YOUR DETENTION,
"BUT MAY I SPEAK WITH YOU
AND GET THIS MATTER CORRECTED?"
SHE DIDN'T ASSIGN ME DETENTION.
WELL, ACCORDING TO THIS --
"GIVEN THE CHOICE OF A DETENTION AT 7:30 OR AT 1:45,"
AND YOU REFUSED TO TAKE EITHER. NOW, WHAT IS THAT?
THEY SENT ME DOWN TO MR. WALSH,
AND I TRIED TO EXPLAIN IT TO HIM
AND HE STARTED YELLING AT ME, TOO.
WELL, NO ONE IS GOING TO YELL AT YOU, AND --
WELL, I DON'T FEEL I HAVE TO TAKE
ANYBODY SCREAMING AT ME FOR NOTHING.
NO, NO, THERE'S A POINT TO THAT,
BUT IN THE MEANTIME,
IT'S TIME YOU SHOWED A LITTLE CHARACTER ON YOUR OWN, RIGHT?
YES, SIR.
I WOULD TAKE THE DETENTION
AND THEN YOU CAN COME BACK AND SAY,
"NOW, I TOOK THE DETENTION, MAY I SPEAK WITH YOU?"
I CAN'T SPEAK TO THAT MAN...
WELL, YOU CAN TRY.
DO YOU KNOW...
ANOTHER TIME IN THAT CLASS, THIS IS ANOTHER REASON WHY...
SIT DOWN.
THIS IS ANOTHER REASON WHY I WON'T TAKE IT.
WHY?
I WAS GIVEN A -- THESE KIDS TOOK A BOOK
AND THEY WERE GOING TO THROW IT AT ME, RIGHT?
AND THE TEACHER CAUGHT HIM WITH THE BOOK IN HIS HAND,
AND HE TOOK IT OFF THE OTHER KID'S BOOK.
AND THE OTHER KID STOOD UP AND SAID,
"GIVE ME MY DAMN BOOK BACK."
SO MRS. GANIN SAYS, "YOU TWO GET OUT.
"YOU KNOW I DON'T WANT LANGUAGE AROUND HERE,
AND NO USE TO GET UP FOR IT."
DO YOU KNOW THEY BROUGHT ME INTO THE DETENTION ROOM?
THEY BROUGHT ME INTO MR. WALSH'S ROOM,
AND THEY GOT ME DRAGGED IN FOR NOTHING.
AND I TRIED TO EXPLAIN IT TO HIM, AND HE SAID,
"WILL YOU TAKE THE DETENTION?"
WHICH WAS UTTERLY RIDICULOUS.
SEE, WE'RE OUT TO ESTABLISH SOMETHING, AREN'T WE?
YES.
WE'RE OUT TO ESTABLISH THAT YOU CAN BE A MAN
AND YOU CAN TAKE ORDERS.
WE WANT TO PROVE TO THEM THAT YOU CAN TAKE THE ORDERS.
BUT, MR. ALLEN, SEE, IT'S ALL AGAINST MY PRINCIPLES.
YOU HAVE TO STAND FOR SOMETHING.
YES, BUT I THINK YOUR PRINCIPLES
AREN'T INVOLVED HERE.
I THINK IT'S A QUESTION NOW
OF PROVING YOURSELF TO BE A MAN.
IT'S A QUESTION HERE OF HOW,
HOW DO WE FOLLOW RULES AND REGULATIONS?
IF THERE'S A MISTAKE MADE, THERE'S AN APPROACH TO IT.
I THINK YOU DON'T FIGHT WITH A TEACHER.
I THINK YOU ASK PERMISSION TO TALK.
AND ASK THEM TO LISTEN TO YOU.
NOW, THIS ISN'T WHAT YOU DIDN'T DO.
NOW, IF YOU HAD TAKEN YOUR DETENTION...
AND, AFTER ALL, THEY DIDN'T REQUIRE MUCH FROM YOU.
THE TEACHER FELT YOU WERE OUT OF ORDER,
AND IN HER JUDGMENT, YOU DESERVED A DETENTION.
I DON'T SEE ANYTHING WRONG
WITH ASSIGNING YOU A DETENTION.
AND I THINK YOU SHOULD PROVE YOURSELF.
YOU SHOULD SHOW THAT YOU CAN TAKE
THE DETENTION WHEN GIVEN IT.
I SHOULD PROVE THAT I AM A MAN
AND THAT'S WHAT I INTEND TO DO BY DOING WHAT I FEEL,
IN MY OPINION, IS WHAT I, IS DOING WHAT IS RIGHT.
ARE YOU GOING TO TAKE YOUR DETENTION OR AREN'T YOU?
I FEEL THAT YOU SHOULD.
I'LL TAKE IT, BUT UNDER PROTEST.
ALL RIGHT, THEN, YOU TAKE IT UNDER PROTEST.
THAT'S GOOD.
YES, I'D LIKE YOU TO TAKE IT TODAY.
WILL TODAY AFTER SCHOOL BE OKAY?
ALL RIGHT, WHAT ROOM, ROOM 120?
ALL RIGHT.
WHAT ARE YOU DOING HERE?
GOING TO THE LUNCHROOM.
WELL, GO TO THE LUNCHROOM.
GOODBYE.
WHERE ARE YOU GOING?
YOU GOT A PASS?
YEAH.
YOU GOT A PASS? DO YOU HAVE A PASS?
HOW ABOUT YOU?
HANG UP.
LET'S GO.
IT'S FOR EMERGENCIES, LET'S GET ON THE BALL.
I TOLD YOU TO GET OFF OF THERE.
LET'S GO!
EXCUSE ME, MR. MURRAY,
YOU SEE, I'M AT SCHOOL AND A MAN'S YELLING AT ME.
YOU GET A PASS.
ALL RIGHT, ALL RIGHT. BYE.
I HAD TO CALL MY INSURANCE COMPANY.
WELL, YOU GET A PASS.
BUT I HAVE LUNCH NOW, I HAVE LUNCH.
I WAS COMING FROM MY LUNCH.
LUNCH MEANS LUNCH.
IT DOESN'T MEAN MAKE PHONE CALLS.
ALL RIGHT.
YOU GOT A PASS?
OKAY.
AND IT'S SO MUCH FUN
AND IT'S NOT SO VERY HARD TO DO
THE NAME OF THE GAME IS SIMPLE SIMON SAYS
AND I WOULD LIKE FOR YOU TO PLAY IT, TOO
PUT YOUR HANDS IN THE AIR
SIMPLE SIMON SAYS
SHAKE THEM ALL ABOUT
SIMPLE SIMON SAYS
DO IT WHEN SIMON SAYS
SIMPLE SIMON SAYS
AND YOU WILL NEVER BE OUT
SIMPLE SIMON SAYS PUT YOUR HANDS ON YOUR HIPS
AND YOUR BACKBONE SLIPS, SIMON SAYS
SIMPLE SIMON SAYS PUT YOUR HANDS ON YOUR HIPS
AND YOUR BACKBONE SLIPS, SIMON SAYS
PUT YOUR HANDS ON YOUR HEAD
SIMPLE SIMON SAYS
BRING THEM DOWN BY YOUR SIDE
SIMPLE SIMON SAYS
SHAKE THEM TO YOUR LEFT
SIMPLE SIMON SAYS
NOW SHAKE THEM TO YOUR RIGHT
PUT YOUR HANDS ON YOUR HEAD
SIMPLE SIMON SAYS
SWING THEM DOWN BY YOUR SIDE
SIMPLE SIMON SAYS
SHAKE THEM TO YOUR LEFT
SIMPLE SIMON SAYS
NOW SHAKE THEM TO YOUR RIGHT
NOW THAT YOU HAVE LEARNED TO PLAY THIS GAME WITH ME
SEE IT'S NOT SO HARD TO DO
BAH BAH BAH BAH
LET'S TRY IT ONCE AGAIN, THIS TIME MORE CAREFULLY
AND I HOPE THE WINNER WILL BE YOU
CLAP YOUR HANDS IN THE AIR
SIMPLE SIMON SAYS
DO IT DOUBLE TIME
SIMPLE SIMON SAYS
AND WHEN THE DUST HAD LIFTED, THE MEN SAW WHAT HAD OCCURRED,
THERE WAS JIMMY SAFE AT SECOND AND FLYNN A-HUGGING THIRD.
AND FROM 5,000 THROATS AND MORE THERE ROSE THERE A LUSTY YELL,
IT RUMBLED THROUGH THE VALLEY, IT RATTLED IN THE DELL.
IT POUNDED ON THE MOUNTAIN AND RECOILED UPON THE FLAT,
FOR CASEY, MIGHTY CASEY, WAS ADVANCING TO THE BAT.
THERE WAS EASE IN CASEY'S MANNER
AS HE STEPPED INTO HIS PLACE.
THERE WAS PRIDE
IN CASEY'S BEARING AND A SMILE ON CASEY'S FACE.
AND WHEN, RESPONDING TO THE CHEERS,
HE LIGHTLY DOFFED HIS HAT,
NO STRANGER IN THE CROWD COULD DOUB'TWAS CASEY AT THE BAT.
10,000 EYES WERE ON HIM
AS HE RUBBED HIS HANDS WITH DIRT.
5,000 TONGUES APPLAUDED
WHEN HE WIPED THEM ON HIS SHIRT.
THEN WHILE THE WRITHING PITCHER GROUND THE BALL INTO HIS HIP,
DEFIANCE FLASHED IN CASEY'S EYE,
A SNEER CURLED CASEY'S LIP.
AND NOW THE LEATHER-COVERED SPHERE
CAME HURTLING THROUGH THE AIR,
AND CASEY STOOD A-WATCHING IT IN HAUGHTY GRANDEUR THERE.
CLOSE BY THE STURDY BATSMAN THE BALL UNHEEDED SPED --
"THAT AIN'T MY STYLE," SAID CASEY.
"STRIKE ONE," THE UMPIRE SAID.
FROM THE BENCHES BLACK WITH PEOPLE,
THERE WENT UP A MUFFLED ROAR,
LIKE THE BEATING OF THE STORM WAVES
ON A STERN AND DISTANT SHORE.
"KILL HIM! KILL THE UMPIRE!" SHOUTED SOMEONE ON THE STAND.
AND IT'S LIKELY THEY'D HAVE KILLED HIM
HAD NOT CASEY RAISED HIS HAND.
WITH A SMILE OF CHRISTIAN CHARITY,
GREAT CASEY'S VISAGE SHONE,
HE STILLED THE RISING TUMULT, HE BADE THE GAME GO ON.
HE SIGNALED TO THE PITCHER, AND ONCE MORE
THE DUN SPHERE FLEW, BUT CASEY STILL IGNORED IT,
AND THE UMPIRE SAID, "STRIKE TWO."
"FRAUD!" CRIED THE MADDENED THOUSANDS,
AN ECHO ANSWERED, "FRAUD."
BUT ONE SCORNFUL LOOK FROM CASEY
AND THE AUDIENCE WAS AWED.
THEY SAW HIS FACE GROW STERN AND COLD,
THEY SAW HIS MUSCLES STRAIN,
AND THEY KNEW THAT CASEY
WOULDN'T LET THAT BALL GO BY AGAIN.
THE SNEER HAS FLED FROM CASEY'S LIP,
HIS TEETH ARE CLENCHED IN HATE,
HE POUNDS WITH CRUEL VIOLENCE HIS BAT UPON THE PLATE.
AND NOW THE PITCHER HOLDS THE BALL,
AND NOW HE LET'S IT GO,
AND NOW THE AIR IS SHATTERED BY THE FORCE OF CASEY'S BLOW.
OH, SOMEWHERE IN THIS LAND OF OURS
THE SUN IS SHINING BRIGHT,
THE BAND IS PLAYING SOMEWHERE, AND SOMEWHERE HEARTS ARE LIGHT,
AND SOMEWHERE MEN ARE LAUGHING, AND LITTLE CHILDREN SHOUT,
BUT THERE IS NO JOY IN MUDVILLE --
GREAT CASEY HAS STRUCK OUT.
Teacher: WHAT'S THE PROBLEM WITH THE BAKING SODA?
DID YOU USE TOO MUCH?
YOU'VE GOT TO TASTE THE SODA, RIGHT?
AN EVEN MORE EFFICIENT WAY TO USE THAT KNIFE IS THIS.
SEE HERE?
IF YOU PIVOT IT FROM HERE, YOU MAY CUT YOURSELF.
ONE PART GRANULATED SUGAR AND ONE PART BROWN SUGAR.
RIGHT?
NOW YOU NEED ANOTHER MEASURING CUP.
YOU'LL FIND ONE IN THE CLOSET, RIGHT HERE.
Boy: YES, MA'AM.
RIGHT.
AND, GARY, WHAT ABOUT THIS BROWN SUGAR?
HOW IS HE GOING TO MEASURE IT?
Boy: PACKED.
PACKED. ABSOLUTELY RIGHT, OKAY.
WHAT'S YOUR NUMBER, DOLL?
Girl: 11. 11?
[ APPLAUSE ] GREAT! SHE SURE IS, AND ISN'T SHE A BEAUTY?
JUST LOOK AT THAT, SHE IS A VISION FOR SURE.
LET'S HAVE NUMBER 14.
UM, YOU MAY DISAPPEAR.
NOW, WAIT A MINUTE, GIRLS.
WAIT A MINUTE.
I THINK THIS IS A GOOD TIME -- HOLD IT.
IT'S A GOOD TIME TO TALK ABOUT CLOTHES.
A GIRL CAME INTO MY CLASS TODAY IN A CULOTTE COSTUME.
AND IT LOOKED JUST ABOUT, YOU KNOW, AH,
IT LOOKS AS SPORTY AS THIS.
IF IT WERE ON SOMEONE WITH SLIMMER LEGS,
I THINK IT MIGHT LOOK GOOD.
COULD YOU FIND SOMEONE TO MODEL IT FRIDAY
WITH REAL THIN LEGS, HONEY?
AND, GIRLS, DON'T WEAR CULOTTES TO SCHOOL
BECAUSE YOU'LL LOOK JUST LIKE THAT.
YOUR LEGS ARE ALL TOO HEAVY FOR THE STUFF.
DON'T WEAR IT TOO SHORT -- THEY LOOK MISERABLE.
I LOVE YOU. GOODBYE.
OKAY, NEXT... LET'S SEE.
NOW, I THINK IF THIS YOUNG LADY, SHE'S GOT A LEG PROBLEM, TOO.
IF SHE DID SOMETHING ABOUT THOSE STOCKINGS,
SHE MIGHT WELL LOOK BETTER.
COULD YOU GET A MATCHING PINK
OR FLESH-COLORED STOCKING FOR FRIDAY?
YEAH, SOMETHING THAT FITS IN.
SALMON-COLORED, PINK, OR WHITE.
OR WHITE, ALL RIGHT?
WOULD LIKE TO SEE YOU AGAIN ON FRIDAY.
WHAT'S YOUR NUMBER, HONEY?
NUMBER 14 AND YOU WILL TAKE CARE OF THAT.
WE AREN'T EVEN ASKING YOU ABOUT IT, BECAUSE I THINK
SHE'S GOT A PRETTY NICE COLOR HERE, LOOKS GOOD.
AND IT'S THE LEG THING THAT MAKES IT DIFFICULT.
ALL RIGHT, AND LET'S SEE OUR LAST ONE,
AND I THINK THAT THIS YOUNG LADY HAS DONE A LOVELY JOB
OF REALLY PUTTING SOME STYLE INTO THIS PARTICULAR GARMENT.
LET'S SEE HOW SHE LOOKS. SHE'S DONE A NICE JOB.
AND THIS IS A SAMPLE, GIRLS, OF WHAT YOU CAN DO.
THIS GAL, SHE'S GOT A WEIGHT PROBLEM --
SHE KNOWS IT --
SHE'S DONE EVERYTHING SHE CAN TO CUT IT DOWN.
I MEAN, SHE DESIGNED THIS GARMENT HERSELF WITH THE IDEA
OF MAKING IT GRACIOUS AND GRACEFUL,
AND SHE HANDLES IT WELL.
SHE HANDLES HERSELF BEAUTIFULLY, YOU SEE THIS?
OKAY, AND THAT'S WHAT YOU CAN DO WITH FASHION AND DESIGN.
BUT THESE ARE THE IMPORTANT THINGS, GIRLS.
TO WALK WITH YOUR SHOULDERS HIGH AND PROUD.
AND THIS IS ALL THE TIME.
AROUND NORTHEAST HIGH SCHOOL, THIS IS THE FAVORITE WALK.
AND YOU'VE JUST GOT TO DO SOMETHING TO CONQUER IT,
YOU REALLY MUST,
HANDLE YOURSELF BEAUTIFULLY.
WHEN YOU STOP FOR APPLAUSE, AS HERE FOR A TURN,
PUT YOUR FOOT BACK AND PULL YOUR SHOULDERS BACK.
IN OTHER WORDS, "I'M NOT IN A HURRY.
"I'M NOT TRYING TO HIDE IN A CORNER.
I'M BEAUTIFUL -- I HAVE EVERYTHING IN CONTROL."
ALL RIGHT?
Girl: MRS. C., ARE YOU GOING TO HAVE MUSIC PLAYING?
YES, THERE WILL BE MUSIC FRIDAY.
IT'S A VERY SHORT TIME ON FRIDAY.
AND WHEN YOU TURN, THIS IS THE FAVORITE,
THIS IS THE FAVORITE TURN, KIDS, NOW, WATCH IT.
WATCH IT. THIS IS THE WAY THEY GO HERE.
YOU COME ALONG, SEE.
NOW YOU'RE NOT HERE TO SHOW YOUR DERRIERE.
THEREFORE, IF YOU ARE SHOWING YOUR BACKSIDE
ON THE STAGE AT ALL, IT'S MERELY A QUICK TURN
IN THIS FASHION, AND MISS FISHER DID IT, A KIND OF SWING TURN.
ALL RIGHT? AND WATCH THESE FEET.
DON'T EVER END UP WITH YOUR FEET LIKE THIS.
IF YOU WANT TO TEST THIS, GIRLS, IF YOU WANT TO TEST THIS,
LOOK DOWN A LONG CORRIDOR.
RIGHT ACROSS HERE SOMETIMES, FROM ONE END TO ANOTHER,
AND WATCH THE KIDS COME UP THE HALL.
AND THIS IS THE WAY THEY COME, ALL YOU GIRLS.
YOU SEE.
WHEREAS IF YOU GET YOUR FEET, YOU GET YOUR WEIGHRIGHT STRAIGHT OVER YOUR FEET AND WALK,
ONE ALMOST IN FRONT OF THE OTHER,
YOU'RE DOING SOMETHING FOR YOURSELF, OKAY?
COURSE, I STILL LOOK LIKE A FAT LADY,
BUT THE POINT IS THAT YOU LOOK MUCH MORE GRACEFUL,
MUCH MORE BEAUTIFUL IF YOU DON'T DO THIS.
ARE THERE ANY QUESTIONS?
ANY QUESTIONS?
EVERYONE READY?
ANYONE NOT READY?
BEGIN.
[ STUDENTS TYPING ]
STOP TYPING, PLEASE.
ALL RIGHT, AS I READ THE PARAGRAPH FROM THE BOOK,
LET'S FOLLOW ON WHAT WE'VE TYPED.
"THE TWO MEN WENT DOWN WITH ME
DOWN THE LONG ROAD," COMMA, SPACE,
"AND IN NO TIME AT ALL, WE HAD REACHED THE LAKE
AND FOUND THAT PATH UP TO THE SPRING,"
PERIOD, DOUBLE SPACE.
CAPITAL W -- "WE HAD MADE THE HIKE
IN LESS THAN TWO HOURS" -- SEMICOLON, SPACE.
THE DAY WAS FINE FOR IT," COMMA, SPACE,
"MILD AND COOL," COMMA, SPACE,
"AND THE THREE OF US FELT FINE,"
PERIOD, NEW PARAGRAPH, INDENT FIVE.
CAPITAL W.
"WE HAD A SNACK AT THE SPRING AND THEN PICKED UP OUR GUNS
AND WENT ON DOWN THE PATH."
PERIOD, DOUBLE SPACE, CAPITAL W.
"WE LOOKED HIGH AND LOW FOR SIGNS OF GAME,"
COMMA, SPACE,
"BUT THE BIRDS HAD SEEN US AND SCREAMED AT US
ALL THE WHILE," COMMA, SPACE --
"SO THAT WHAT GAME THERE MIGHT HAVE BEEN NEAR THE LAKE
HID FROM US OR TOOK TO ITS HEELS,"
PERIOD, DOUBLE SPACE.
"WE CALLED IT A DAY AND TURNED BACK HOME."
PERIOD, DOUBLE SPACE, CAPITAL W.
"WE HAD NOT FIRED ONE SHOT."
NOW, THERE ARE VARIOUS TYPES OF FAMILIES.
WE HAVE THE FAMILY, FOR INSTANCE,
IN WHICH THE DOMINANT INDIVIDUAL IS THE MOTHER.
NOW, THIS IS A NATURAL SORT OF THING.
YOU CAN SEE IN MANY OF THE NATURAL, UH,
HABITS OF, LET'S SAY, THE LOWER ANIMALS --
THE MOTHER IS DESIGNED,
WITH AN EYE, FIRST OF ALL, OF TAKING CARE OF THE YOUNGSTER
BEFORE IT'S ABLE TO FUNCTION ON THE OUTSIDE.
AND AFTER THE CHILD OR THE OFFSPRING IS BORN,
SHE TAKES CARE OF IT.
NOW, IN SOME CASES, BIRDS,
SOME OF THE ANIMALS MATE FOR LIFE.
BUT FREQUENTLY IT'S A SORT OF SEASONAL THING --
THE FATHER IS FINISHED HIS OBLIGATIONS
MAYBE AFTER HE PROTECTS THE FEMALE,
AND THEY MAY NEVER SEE EACH OTHER.
THEY DON'T TALK MUCH ABOUT WOMEN IN THE BIBLE,
IN THE OLD TESTAMENT.
MOSES WAS THE BIG SHOT,
AND THE VARIOUS OTHER PEOPLE
THAT I'M NOT TOO WELL ACQUAINTED WITH.
ONCE IN A WHILE A WOMAN GETS IN JUST BY ACCIDENT.
NOW, THAT'S NOT TRUE IN THE MODERN JEWISH FAMILY.
YOU KNOW WHO RUNS YOUR HOUSEHOLD PRETTY WELL.
YOUR MOTHER COLLECTS THE MONEY, SHE TAKES CARE OF THE BILLS,
PAYS THEM, SHE DOES THE SHOPPING,
SHE HANDLES ALL THE SORT OF ECONOMICAL SORT OF THINGS.
ONCE IN A WHILE, SHE'S NICE AND ASKS YOUR FATHER
IF HE WOULD LIKE TO LOOK AT A NEW CAR THEY'RE GOING TO BUY.
OR IF SHE'S IN DIFFICULTY WITH YOU,
SHE'LL HAVE YOUR FATHER SPEAK TO YOU.
BUT ORDINARILY, IT TENDS TO BE THAT WAY
IN A GREAT MANY OF OUR FAMILIES.
SO THAT WE GO BACK TO THAT MATRIARCHAL SYSTEM.
SHE SAYS, "WHY, IF A MAN AND A WOMAN LIVE TOGETHER,
DOES SOCIETY THEN SAY YOU'RE MARRIED?"
I THINK THAT'S GREAT, BECAUSE SOCIETY DOES HAVE A WAY
TO TAKE CARE OF REGULAR, RESPONSIBLE, STABLE UNIONS.
I THINK PROMISCUITY
IS WHAT ANY SOCIETY CANNOT TOLERATE.
THAT'S A GOOD POINT.
WHY DO YOU HAVE YOUR MENSTRUATION PERIOD?
YOU KNOW, THERE'S NOT AN AWFULLY GOOD REASON FOR IT.
ONE OF THE INVENTORS OF THE BIRTH CONTROL PILL
UP IN BOSTON, A VERY EMINENT GYNECOLOGIST,
HAS SAID THAT HE DOESN'T --
HE CAN'T THINK OF ANY GOOD REASON WHY WOMEN
HAVE TO CONTINUE TO MENSTRUATE IF THEY DON'T WANT TO.
THAT WITH THE USE OF THE PILL,
WHICH REALLY REGULATES YOUR CYCLE --
THIS IS WHAT THE PILL DOES --
YOU TAKE IT FOR, SAY, 20 DAYS,
AND THEN YOU DON'T TAKE IT FOR A FEW DAYS.
YOU TAKE IT, YOU SEE, ACCORDING TO DOCTOR'S ORDERS.
YOU DON'T JUST POP THESE THINGS IN YOUR MOUTH
AN HOUR BEFORE A DATE.
IT'S A MEDICINE.
[ LAUGHTER ]
IT'S A MEDICINE THAT YOU TAKE
ACCORDING TO A PRESCRIPTION YOU MUST OBTAIN FROM A DOCTOR,
AND YOU TAKE THEM JUST AS YOU DO ANY OTHER MEDICINE,
REGULARLY AND CONTINUOUSLY.
YOU HAVE HAD PRACTICE
IN CONTROLLING YOUR FEELINGS AND IMPULSES
EVER SINCE YOU'VE BEEN A BABY.
BY THE TIME YOU GET TO BE A HIGH-SCHOOL SENIOR,
YOU DON'T EAT ALL THE CHOCOLATE CAKE YOU WANT TO
BECAUSE YOU DON'T WANT TO GET FAT.
YOU DO YOUR HOMEWORK WHETHER YOU WANT TO OR NOT.
YOU TAKE YOUR COLLEGE BOARDS
EVEN IF YOU DON'T FEEL LIKE IT THAT DAY.
YOU DON'T WALK INTO STRAWBRIDGES AND STEAL DRESSES OFF THE RACK.
[ LAUGHTER ]
THERE IS NO BETTER ANSWER --
YOU HAVE LEARNED BY NOW, AS PART OF BEING HUMAN,
THAT YOU CAN'T HAVE WHAT YOU WANT WHEN YOU WANT IT.
THE GIRLS WHO HAVEN'T LEARNED THAT -- AND THE BOYS --
ARE IMPULSIVE AND THEY NEVER CONNECWHAT THEY ARE DOING TODAY WITH WHAT HAPPENS TOMORROW.
NOW, IF THIS BECOMES STYLE FIVE YEARS FROM NOW,
THAT'S SOMETHING ELSE.
BUT RIGHT NOW, FOR FORMAL WEAR, IT IS NOT STYLE.
IT'S STYLE FOR A VERY SMALL PERCENTAGE OF PEOPLE.
AND WE'RE GOING TO DO IN THIS SCHOOL WHAT THE MAJORITY WANTS.
UNTIL THIS KIND OF RULE CHANGES, THIS IS WHAT WE'RE GOING TO DO.
THE MAJORITY WANTS A FORMAL AFFAIR,
WHICH MEANS A LONG GOWN OR A COCKTAIL-LENGTH GOWN.
Boy: THE MAJORITY OF STUDENTS?
THAT'S RIGHT.
Girl: EXCUSE ME, WHAT'S THE COCKTAIL LENGTH?
Counselor: KNEE LENGTH.
Girl: HERE?
Woman: THE KNEE IS NOT ABOVE THE KNEE.
Girl: THIS IS MY KNEE.
Woman: NO, IT ISN'T.
IF YOU FELL ON THAT PART OF YOUR ANATOMY,
YOU WOULD NOT INJURE YOUR UPPER THIGH.
Counselor: WOULDN'T TEAR THE DRESS, ANYWAY.
[ WOMAN LAUGHS ]
Counselor: NO, I THINK THAT IT'S NICE TO BE INDIVIDUALISTIC,
BUT THERE ARE CERTAIN PLACES TO BE INDIVIDUALISTIC.
Girl: I DIDN'T MEAN TO BE INDIVIDUALISTIC.
Counselor: NO, I'M NOT CRITICIZING,
I SAY IT'S NICE TO BE THAT WAY,
BUT THERE ARE CERTAIN TIMES TO BE THAT WAY.
UH, I THINK YOU CAN BE INDIVIDUALISTIC IN YOUR DRESS,
BUT IT DOESN'T HAVE TO BE...
Girl: I HAPPEN TO ENJOY A SHORT GOWN.
I DIDN'T KNOW IT WOULDN'T BE ACCEPTED TO THE PROM.
I DIDN'T DO IT PURPOSELY -- THIS IS WHAT I ENJOY.
Counselor: WHAT DOES FORMAL MEAN?
Girl: WELL, FORMAL MEANS DRESSY. I DIDN'T THINK OF IT AS A GOWN.
Counselor: OH.
Woman: FORMAL MEANS MORE THAN DRESSY.
Counselor: WHEN YOU GET AN INVITATION
TO A FORMAL AFFAIR,
IT SAYS "WHITE TIE OR BLACK TIE."
IT DOESN'T SAY THAT THE GIRLS OR WOMEN WEAR
ANY LENGTH THEY WANT.
IT MEANS A FLOOR-LENGTH GOWN.
YOU GET AN INVITATION TO A COCKTAIL PARTY,
IT DOESN'T MEAN A FLOOR-LENGTH GOWN,
IT MEANS A KNEE-LENGTH GOWN OR A FLOOR-LENGTH.
BUT "FORMAL" MEANS A LONG GOWN FOR A YOUNG LADY,
A MIDDLE-AGED LADY, ELDERLY LADY.
SEE WHAT I MEAN, AND FOR A MAN IT MEANS A TUX,
AND IT'S DETERMINED BY THE TIME OF DAY
WHETHER IT'S WHITE TIE OR BLACK TIE.
THERE ARE NO QUESTIONS.
I DIDN'T KNOW ANY OTHER, REALLY, WHOLE STORY.
I DIDN'T KNOW THAT THEY WEREN'T PERMITTED.
THIS IS WHAT I FELT LIKE WEARING.
Counselor: IT DOESN'T MATTER
IF IT'S NOT PERMITTED, IT'S A MATTER
OF WHAT YOU'RE GOING TO DO IN A SITUATION LIKE THIS.
THIS IS OFFENSIVE TO THE WHOLE CLASS.
Girl: I DIDN'T REALLY MEAN IT TO BE.
Counselor: I KNOW YOU PROBABLY DIDN'T MEAN IT TO BE THIS,
BUT THIS IS WHAT IT IS.
Woman: WE BOUGHT AN ATMOSPHERE
BY RENTING THE SHERATON BALLROOM, WHICH IS VERY FORMAL.
Counselor: WE COULD HAVE HAD THE DANCE IN THE GYM.
Woman: WE COULD HAVE HAD THAT IN THE GYM
AND THEN IT WOULD HAVE BEEN A LITTLE BIT DIFFERENT.
Counselor: MAYBE A COUPLE OF GO-GO GIRLS UP ON THE STAGE
WITH A $50 ORCHESTRA,
AND WE WOULD HAVE HAD A NICE DANCE,
BUT THIS IS NOT JUST A DANCE.
THIS IS THE SENIOR PROM.
THIS IS FORMAL.
IT'S THE ONE TIME IN YOUR LIFE
THAT YOUR CLASS LOOKS SO DIFFERENYOU DON'T RECOGNIZE ANYBODY.
IT'S THE FIRST CHANCE YOU HAVE
TO BE YOUNG LADIES AND YOUNG GENTLEMEN.
Woman: I HAD A BOY ASK, AND I HAD A GIRL COME UP AND SAY,
"CAN MY BOYFRIEND WEAR A DARK SUIT BECAUSE
HE CANNOT AFFORD THE MONEY FOR THE RENTAL OF A TUX?"
I SAID, "NO, HE CAN'T."
BECAUSE THEN MY HUSBAND HAS A RIGHT TO WEAR
THE BEAUTIFUL SUIT HE JUST BOUGHT --
BUT WE HAVE TO PAY, WHAT IS IT, $10 OR $15 TO RENT A TUX.
NOW, MY HUSBAND HAS NOTHING TO DO WITH THE SCHOOL,
BUT HE'S HONORING THE YOUNGSTERS BY COMING DRESSED PROPERLY.
Counselor: AND I WOULDN'T THINK OF COMING WITHOUT WEARING A TUX.
I RENT ONE EVERY YEAR.
Woman: I HAVE TO WEAR A LONG GOWN, I'D LOVE TO --
AND I CAN'T WALK IN IT.
I CAN'T GET INTO THE CAR COMFORTABLY.
Woman: 5, 6, 7, 8, 9.
OH, BOY, WE'RE FEMININE. LET'S GO.
4, 5, 6, 7, 8, 9.
TARZAN.
1, 2...
3, 4, 5...
6, 7, 8, 9, SUPER TARZAN.
1, 2, 3, 4...
5, 6, 7, 8...
THE DARK FELLOW HERE IS PAUL SIMON,
AND THE BLOND IS ART GARFUNKEL.
THE POET IS SIMON.
AND IF YOU DOUBT THAT HE'S A POET NOW,
WAIT UNTIL YOU HEAR SOME OF HIS POETRY.
AND YOU'LL NOTICE ON THE BOARD I HAVE SOME THINGS
THAT YOU'RE FAMILIAR WITH -- IMAGES, SETTING,
FIGURATIVE LANGUAGE, THEMATIC WORDS.
AND WE'LL BE FINDING HOW HE SAYS WHAT HE DOES SAY.
WHAT DO THEY WANT TO SAY ABOUT OUR LIVES AND HOW?
AND I THINK THE BEST WAY TO START IS BY LOOKING
AT ONE OF THE BEST OF THE POEMS, "THE DANGLING CONVERSATION."
THAT'S THE FIRST ONE ON YOUR SHEET.
THE PROCESS WE'LL USE -- FIRST, WE'LL READ THE POEM,
THEN LISTEN TO IT, THEN WE'LL TALK ABOUT IAND SEE HOW ALL THE VARIOUS POETIC DEVICES
REINFORCE THE THEME, AND SEE WHAT YOU THINK ABOUT IT,
AND THEN WE'LL LISTEN TO IT ONCE AGAIN,
AND I'LL BET IT MEANS SOMETHING A LITTLE BIT MORE TO YOU.
"IT'S A STILL-LIFE WATERCOLOR OF THE NOW-LATE AFTERNOON,
"AS THE SUN SHINES THROUGH THE CURTAIN LACE
"AND SHADOWS WASH THE ROOM.
"AND WE SIT AND DRINK OUR COFFEE,
"COUCHED IN OUR INDIFFERENCE,
"LIKE SHELLS UPON THE SHORE,
"YOU CAN HEAR THE OCEAN ROAR,
"IN THE DANGLING CONVERSATION AND THE SUPERFICIAL SIGHS,
"THE BORDERS OF OUR LIVES.
"AND YOU READ YOUR EMILY DICKINSON
"AND I MY ROBERT FROST,
"AND WE NOTE OUR PLACE WITH BOOKMARKERS
"AND MEASURE WHAT WE LOST,
"LIKE A POEM POORLY WRITTEN, WE ARE VERSES OUT OF RHYTHM,
"COUPLETS OUT OF RHYME, IN SYNCOPATED TIME.
"AND THE DANGLING CONVERSATION AND THE SUPERFICIAL SIGHS
"ARE THE BORDERS OF OUR LIVES.
"YES, WE SPEAK THE THINGS THAT MATTER
"WITH WORDS THAT MUST BE SAID --
"CAN ANALYSIS BE WORTHWHILE?
"IS THE THEATER REALLY DEAD?
"AND HOW THE ROOM IS SOFTLY FADED,
"AS I ONLY KISS YOUR SHADOW,
"I CANNOT FEEL YOUR HAND,
"YOU'RE A STRANGER NOW UNTO ME, LOST,
"IN THE DANGLING CONVERSATION AND THE SUPERFICIAL SIGHS,
THE BORDERS OF OUR LIVES."
LET'S LISTEN TO IT.
AND NOTICE HOW NOT ONLY THE DEVICES
REINFORCE THE THEME
BUT ALSO THE VERY RHYTHMS, THE MELODIES,
AND HOW THEY USED THEIR TIMING.
NOW, WHEN I TAPED THESE,
THEY WERE FROM A MONAURAL AND STEREO RECORDS.
THE TAPE IS A LITTLE FAST --
IT'S THE DRAMA CLUB TAPE RECORDER,
SO YOU'LL HAVE TO BE A LITTLE PATIENT AT THE VERY BEGINNING.
[ SONG BEGINS ]
IT'S A STILL-LIFE WATERCOLOR
OF A NOW-LATE AFTERNOON
AS THE SUN SHINES THROUGH THE CURTAIN LACE
AND SHADOWS WASH THE ROOM
AND WE SIT AND DRINK OUR COFFEE
COUCHED IN OUR INDIFFERENCE, LIKE SHELLS UPON THE SHORE
YOU CAN HEAR THE OCEAN ROAR
IN THE DANGLING CONVERSATION
AND THE SUPERFICIAL SIGHS
THE BORDERS OF OUR LIVES
AND YOU READ YOUR EMILY DICKINSON
AND I MY ROBERT FROST
AND WE NOTE OUR PLACE WITH BOOKMARKERS
THAT MEASURE WHAT WE'VE LOST
LIKE A POEM POORLY WRITTEN
WE ARE VERSES OUT OF RHYTHM
COUPLETS OUT OF RHYME
IN SYNCOPATED TIME
AND THE DANGLING CONVERSATION
AND THE SUPERFICIAL SIGHS
ARE THE BORDERS OF OUR LIVES
YES, WE SPEAK OF THINGS THAT MATTER
WITH WORDS THAT MUST BE SAID
CAN ANALYSIS BE WORTHWHILE?
IS THE THEATER REALLY DEAD?
AND HOW THE ROOM IS SOFTLY FADED...
HEY, YOU! TURN AROUND, PAL.
SIR.
DON'T "SIR" ME.
DON'T FEED ME THAT "SIR" BUSINESS.
YOU PUNCHED THIS GUY IN THE MOUTH.
ON WHAT BASIS?
SIR, SIR, HE STARTED MOUTHING OFF, STARTED LAUGHING, SO --
Dean: YEAH, THAT DOESN'T GIVE YOU A RIGHT TO HIT HIM.
IF IT WAS A 6' 2", 215-POUND FULLBACK,
YOU WOULDN'T BE SO QUICK TO PUNCH HIM IN THE MOUTH.
P-E-R-G.
Boy: O-L-I-N-O.
WHERE DO YOU COME IN TO HIT THIS GUY?
HE HAS A RIGHT TO ERASE THE BOARD.
Boy: THAT'S NOT WHAT IT WAS OVER.
Dean: JUST AS MUCH AS YOU HAVE A RIGHT TO WRITE ON IT.
YOU DIDN'T ASK PERMISSION
TO WRITE THOSE NAMES ON THE BOARD, DID YOU?
PARDON ME, SIR, BUT THAT WASN'T WHAT IT WAS OVER.
WHAT WAS IT OVER?
SIR, JUST BEFORE CLASS STARTED,
WE HAD AN ARGUMENT, AND I DIDN'T DO NOTHING.
WELL, YOU'RE NOT SUPPOSEDTO DO ANYTHING.
YOU DON'T STRIKE OR HIT ANYBODY.
LEVINE WEARS GLASSES ON TOP OF IT,
YET YOU STILL HIT HIM.
SIR, I WEAR GLASSES, TOO.
Dean: THAT'S WHY YOU ARE GOING TO BE SUSPENDED,
FOR THROWING THE FIRST PUNCH -- YES, SIR.
DON'T GIVE ME THAT "YES, SIR" BUSINESS.
I DON'T LIKE THE "SIR" BUSINESS. YOU KNOW WHY?
BECAUSE THERE'S NO SINCERENESS BEHIND IT.
Female dean: AND HOW ABOUT THE POOR, POOR TEACHER,
WHOEVER IT WAS?
I DON'T KNOW.
Girl: I DON'T EVEN KNOW WHAT SHE SAID THAT WE DID, BUT --
Dean: IT'S A MATTER OF
BEING INHUMAN TO ANOTHER HUMAN BEING.
THAT'S WHAT IT AMOUNTS TO.
Girl: BUT ALL I KNOW IS THAT SHE GOT SUE
IN A LOT OF TROUBLE AND...
Dean: SUE WHO?
Girl: THE OTHER GIRL.
AND SUE DIDN'T -- I DON'T THINK SUE HAD ANY --
SHE TOLD -- SHE SAID THAT WE LOCKED HER IN THE CLOSET.
Dean: YOU MEAN SUE AND YOU?
Girl: I MEAN THE CLASS.
NOBODY LOCKED HER IN THE CLOSET AS FAR AS I KNOW.
LOOK, IF SHE WOULD'VE BEEN LOCKED IN THE CLOSET,
I SURE WOULD HAVE HEARD THAT AND TURNED AROUND AND LOOKED.
Dean: SHE MAY HAVE HAD A LITTLE MORE CONTROL THAN THAT.
THAT MUCH NOISE, IT'S A LITTLE EMBARRASSING TO HER.
SHE WASN'T GOING TO CALL EVERYBODY'S ATTENTION TO IT.
Girl: IT WASN'T FAIR.
SUE WAS JUST MESSING AROUND, JUST AS MUCH AS US.
THE REST OF THE CLASS --
AND NOW SUE'S IN SO MUCH TROUBLE,
JUST BECAUSE OF THAT ONE TEACHER.
AND BECAUSE SUE GOT IN TROUBLE, I BLAME IT A LOT ON THE TEACHER
'CAUSE...
Dean: WELL, LET'S KEEP LOOKING AT THAT BECAUSE, AGAIN,
THIS IS MY CONCERN, EILEEN.
SUE GOT IN TROUBLE BECAUSE OF THE TEACHER.
SUE DID NOTHING TO HELP?
WHOEVER SUE IS, I DON'T KNOW.
I'M GLAD YOU DIDN'T ANSWER WHEN I ASKED YOU HER NAME
BECAUSE IT'S EASIER TO TALK.
Eileen: SHE JUST MESSED AROUND LIKE EVERYBODY ELSE.
Woman: LOOK, CAN YOU TELL ME WHAT "MESSING AROUND" MEANS?
THIS IS WHAT I'VE BEEN TRYING TO FIND OUT FOR MONTHS.
EVERY TIME YOU WOULD SAY "MESSING AROUND."
WHAT DOES IT ACTUALLY CONSIST OF?
Eileen: I DON'T KNOW, WE WERE TALKING, LAUGHING...
WELL, JUST PLAIN TALKING AND LAUGHING ISN'T OFFENSIVE.
Eileen: WELL, WE WERE CATCHING A BOOK OR SOMETHING.
OH, YOU THREW A BOOK AROUND?
Eileen: NOT JUST ME!
BUT WHOEVER WAS INVOLVED.
Eileen: I KNOW I DID A LOT.
LIKE, I DID A LOT. I TALKED BACK A LOT.
DID YOU TALK BACK TO THE TEACHER?
Eileen: YEAH.
AND THIS IS WHAT YOU CALL "MESSING AROUND"?
Eileen: NO, WELL...
ISN'T THAT MORE DISRESPECT?
Eileen: WHAT I DID WAS DISRESPECT, BUT WHAT THE REST --
WHAT EVERYBODY ELSE DID WAS MESSING AROUND.
I DON'T -- I DON'T KNOW.
Dean: YOU SEE, WHAT MOTHER IS SAYING --
AT LEAST WHAT I'M SAYING, I THINK WHAT MOTHER IS SAYING --
IS THAT WE HOPE, EILEEN,
THAT YOU DON'T SET YOUR STANDARDS BY
THE SO-CALLED "EVERYBODY ELSE,"
THAT YOU SET YOUR STANDARDS
ON WHAT YOU KNOW IS THE THING TO DO.
I REPEAT, THERE'S NO DOUBTHE TEACHER WAS NOT HOLDING THE CLASS,
WAS NOT DOING THE JOB YOU THINK SHE SHOULD HAVE DONE,
FROM WHAT YOU SAY, I'LL ACCEPT THAT.
BUT WHO BREAKS THE CIRCLE
WHEN THINGS GO AROUND AND AROUND AND AROUND?
SOMEONE HAS TO BE MATURE ENOUGH
TO MOVE OUT OF THE CIRCLE AND INTO THE STRAIGHT, RIGHT?
SOMEBODY HAS GOT TO BREAK AWAY FROM IT.
YOU'RE INTELLIGENT, YOU'RE MATURE,
YOU HAVE THE BACKGROUND.
YOU CAN BE THE ONE THAT CAN DO IT.
WHY DON'T YOU OFFER THE POSITIVE KIND OF LEADERSHIP THAT YOU CAN,
THAT YOU KNOW YOU HAVE AND THAT I KNOW YOU HAVE,
THAT MOTHER KNOWS YOU HAVE?
YOU CAN BE A REAL FORCE IN ANY GROUP, EILEEN.
CAN'T YOU?
THE KIDS RALLY AROUND YOU A BIT.
Eileen: WELL, NOT REALLY.
I'VE SEEN YOU IN THE LUNCHROOM.
WE'VE GOT US A POTENTIAL LEADER.
Mother: EILEEN CAN.
Dean: IT SHOWS WHEREVER SHE IS.
I'VE SEEN HER ONCE IN A WHILE IN A GROUP.
YOU CAN SEE WHO THE LEADER IS IN A GROUP, AND SHE HAS IT.
EILEEN HAS A VERY SET MIND,
AND IF SHE DECIDES THAT SOMETHING SHOULD BE DONE,
THIS IS WHAT SHE PURSUES, THIS I KNOW ABOUT HER.
Dean: I THINK THAT'S GOOD.
I THINK IT'S EXCELLENT IN MANY WAYS,
BUT I'VE OFTEN SAID TO HER,
"EILEEN, USE YOUR DETERMINATION FOR RIGHT.
AND AS LONG AS YOU DO, YOU'LL BE ALL RIGHT."
AND ONE THING, THIS IS THE ONE THING THAT BOTHERS ME SO MUCH --
THE MAIN THING IN OUR HOME HAS ALWAYS BEEN
RESPECT FOR AN ADULT.
I WAS BROUGHT UP THAT WAY -- MY HUSBAND WAS.
AND WE HAVE BEEN TRYING TO TEACH OUR CHILDREN THE SAME THING.
TO ME, I THINK, ONE OF THE WORST OFFENSES
IS BEING DISRESPECTFUL TO AN OLDER PERSON.
IRREGARDLESS OF WHAT THE CONDITION MAY BE.
YOU CAN SAY THE SAME THING IN A PLEASANT MANNER
THAT YOU CAN IN AN OFFENSIVE WAY.
AND THIS IS ONE THING
THAT'S DISTURBED ME RECENTLY ABOUT EILEEN.
THAT EVEN AT HOME, NOW SHE --
I DON'T SAY THE LANGUAGE THAT SHE USES IS WRONG,
BUT IT'S THE MANNER THAT THE SAME --
THAT A SENTENCE IS BROUGHT FORTH.
AND I TOLD HER, "EVENTUALLY, EILEEN,
THIS IS GOING TO HURT YOU OUTSIDE."
AND FINALLY IT HAS.
AND I THINK YOU WOULD KIND OF HAVE TO DECIDE, ARLEEN,
HOW DO YOU FEEL ABOUT WHERE YOU STOOD IN YOUR COLLEGE CLASS,
WHETHER YOU WOULD RATHER BE IN AN EASIER SCHOOL,
AND TOWARD THE TOP OF THE CLASS,
OR IN A HARDER SCHOOL
AND TOWARD THE BOTTOM OF THE CLASS.
I THINK I WOULD GAIN MORE BY BEING, LIKE,
IN THE MIDDLE OR THE TOP THAN BEING AT THE VERY BOTTOM,
NOT BEING ABLE TO KEEP UP WITH EVERYBODY ELSE.
Counselor: DO YOU WANT A COLLEGE COURSE, THEN, DEAR,
WHERE, AT THE END OF FOUR YEARS, YOU WOULD BE FINISHED
WITH YOUR EDUCATION AND ABLE TO GO OUT AND MAKE A LIVING,
OR DO YOU WANT THE KIND OF COURSE WHERE, AT THE END
OF FOUR YEARS, IT IS LIKELY THAT YOU WOULD BE
GOING ON WITH YOUR EDUCATION?
Arleen: I'M NOT SURE RIGHT NOW.
I THINK I WANT TO GO TO FOUR YEARS OF COLLEGE
AND, MAYBE, IF I BECOME A TEACHER,
STOP, AND THEN I CAN ALWAYS TAKE COURSES AGAIN,
GO HIGHER, GET A HIGHER DEGREE.
OR, I THINK, UH, A SOCIAL WORKER
OR PSYCHOLOGIST HAS TO GO FIVE YEARS.
Counselor: OR SIX YEARS OR SEVEN YEARS.
IT WOULD DEPEND ON WHAT YOU CHOSE AFTER THAT.
I DON'T THINK I WANT TO GO MORE THAN
MAYBE FIVE OR SIX YEARS, OR MORE THAN FIVE.
WELL, I THINK YOU'VE GIVEN ME
A PRETTY COMPREHENSIVE IDEA OF WHAT YOU ARE LOOKING FOR.
AND THEN I WOULD HAVE TO ASK YOU, SIR,
THE HARD, HARD QUESTION OF HOW MUCH
COULD YOU CONTRIBUTE TO YOUR DAUGHTER'S EDUCATION?
Father: WELL, UH, THAT'S A HARD QUESTION
TO SAY BECAUSE, UH, IF SHE LIVES AWAY FROM HOME,
THEN IT'S A DIFFERENT STORY ALTOGETHER.
AND IF SHE IS AT HOME, IT'S ANOTHER STORY.
BUT THE WAY SHE'S TALKING, SHE DOESN'T WANT TO STAY HOME.
SO I WOULD SAY ABOUT $1,000, $1,500 IS ABOUT THE BESI COULD GIVE HER A YEAR TO GO AWAY TO COLLEGE.
MM-HMM.
THEN IT WOULD SEEM TO ME THAT, ARLEEN,
THAT THE MOST REALISTIC WAY TO PLAN IT WOULD BE
TO THINK ABOUT WHERE YOU COULD GO
IF YOUR FATHER COULD GIVE YOU $1,000 TO $1,500,
AND THEN TO TRY FOR SCHOLARSHIP IN SOME OTHER PLACES
THAT MIGHT BE SOMEWHAT MORE EXPENSIVE.
BUT, I THINK YOU KIND OF HAVE TO PLAN
FOR WHERE YOU WOULD GO
IF YOU DIDN'T GET ANY FINANCIAL AID FROM SOMEONE.
I MEAN, YOU ALWAYS HAVE TO -- YOU LOOK AT THE BRIGHTER SIDE
ABOUT WHERE YOU WOULD LIKE TO GO,
YOU CAN HAVE ALL YOUR DREAM SCHOOLS,
BUT AT THE BOTTOM,
YOU OUGHT TO HAVE SOME COLLEGE OF LAST RESORWHERE YOU COULD BE SURE THAT YOU WOULD GO,
IF NONE OF YOUR DREAMS CAME TRUE.
RHONA IS THE RECIPIENT OF A $10,000 HERO SCHOLARSHIP
TO ANY COLLEGE ANYWHERE IN THE COUNTRY SHE WANTS TO GO.
Father: I'M NOT SAYING SHE IS COLLEGE MATERIAL,
BUT AT LEAST SHE CAN HAVE SOME TYPE OF EDUCATION, FOLLOWING...
SHE CAN GO TO ANY COLLEGE
AND DO WHATEVER SHE WANTED.
TELL ME AGAIN,
DO YOU THINK YOU WANT TO GO TO COLLEGE?
YES.
Father: PLEASE, NOW, YOU'RE LYING TO THE MAN --
YOU DON'T WANT TO GO TO COLLEGE.
WELL, I DO, BUT NOT THE KIND OF COLLEGE
THAT YOU WANT ME TO.
WHAT KIND OF COLLEGE DO YOU WANT TO GO TO?
I WANT TO BE A COSMETICIAN.
COSMETICIAN? BUT THAT'S NOT A COLLEGE, IS IT?
WELL, IT'S A BEAUTY CULTURE SCHOOL.
IT'S A BEAUTY CULTURE SCHOOL, IT'S NOT A COLLEGE.
THE REQUIREMENTS FOR THAT ARE DIFFERENT THAN FOR COLLEGE.
YES.
YOU DON'T HAVE ANY FOREIGN LANGUAGE. NO.
YOU DON'T HAVE ANY ALGEBRA,
YOU DON'T HAVE GEOMETRY.
SO THAT ACTUALLY, AS FAR AS GOING TO COLLEGE,
YOU'RE NOT EVEN PREPARED FOR A COLLEGE.
DO YOU FEEL THAT YOU ARE DISAPPOINTING YOUR PARENTS
BY NOT GOING TO COLLEGE?
NOW, TELL ME THE TRUTH.
YES.
YOU FEEL YOUR PARENTS ARE DISAPPOINTED?
MY FATHER.
YOUR FATHER IS?
TELL ME, WOULD YOU FEEL BETTER IF YOU KNEW YOUR FATHER
REALLY ACCEPTED THE FACT THAT YOU DIDN'T GO TO COLLEGE?
YOU FEEL A BIT GUILTY FOR NOT GOING TO COLLEGE?
YES, WHAT DO YOU SAY?
WELL...
THAT YOU ARE DISAPPOINTING YOUR PARENTS?
I'M DISAPPOINTING MY FATHER,
BUT I DON'T THINK I'D FEEL GUILTY ABOUT NOT GOING.
YOU DON'T FEEL GUILTY AT ALL?
NOT GUILTY -- IT'S MY LIFE.
IT'S YOUR LIFE.
I FEEL THAT WHAT I WANT TO BE
IS MORE IMPORTANT THAN WHAT HE DESIRES ME TO BE.
I SEE --
BUT YOU KNOW YOUR PARENTS ARE DISAPPOINTED,
YOUR FATHER IN PARTICULAR? YES.
YOU CAN'T UNDO THE PAST.
EVEN IF SOMEBODY HAS MADE A MISTAKE
AND BEEN WRONG AND UNFAIR, YOU CAN'T UNDO THE PAST.
THE ONLY THING YOU CAN DO IS TRY TO DO BETTER
IN THE PRESENT SO THAT THE FUTURE WILL BE BETTER.
SO WHAT I'M SUGGESTING TO YOU, WORK AS HARD AS YOU CAN,
DO THE BEST YOU CAN,
AND CONFER WITH MR. SCHUSTER ABOUT, ABOUT THIS,
AND LET'S SEE WHAT HAPPENS AT THE END OF THE SEMESTER, OKAY?
YOU GO BACK TO CLASS NOW, OR ARE YOU THROUGH?
NO, I'M THROUGH.
Father: THANKS AGAIN, DR. BOODISH.
YOU'RE WELCOME.
THANK YOU VERY MUCH.
YOU'RE WELCOME. GOODBYE.
OH, INCIDENTALLY, HOW ABOUT GYM?
THIS IS THE STRONGEST CHILD IN THE SCHOOL.
Boodish: WHAT ARE YOU GOING TO DO TO PASS GYM?
WELL, I HAVE TO DO MY MAKE-UPS.
Boodish: THAT'S NECESSARY FOR GRADUATION, YOU KNOW.
IT IS?
IT IS -- SHE HAS TO PASS.
I WISH, DR. BOODISH,
SHE WAS AS SMART AS SHE IS STRONG.
THANK YOU, DOCTOR.
VERY STRONG GIRL.
Boodish: I'M GOING TO ASK YOUR DAUGHTER A QUESTION.
HOW DID YOU FEEL ABOUT THAT REMARK
THAT YOUR FATHER JUST MADE?
I LIKED IT.
YOU LIKED IT? GOOD, OKAY.
Man on Intercom:THERE IS A CAR IN THE STUDENTS' DRIVEWAY
BLOCKING THE EXIT OF TWO OTHER CARS.
BUT I DON'T BELIEVE IN GIVING --
GIVE THEM JOBS.
BUT I DON'T BELIEVE IN GIVING,
LET THEM EARN IT.
THERE'S TOO MUCH RELIEF GOING ON, THAT'S ALL.
WE ARE TOO MUCH TO A POINWHERE THEY ARE GIVING ALL THE TIME.
YOU'RE ALL HUNG UP ON THE PROTESTANT ETHIC.
THERE ARE SO MANY FACETS TO THIS.
I DON'T BELIEVE IN WHAT BILL SAYS.
I DON'T BELIEVE 100%
IN WHAT BILL SAYS ABOUT GIVING THINGS AWAY.
I NEVER THINK THAT ANYBODY APPRECIATES ANYTHING.
LOOK AT YOUR OWN CHILDREN --
WHEN YOU GIVE THEM, DO THEY REALLY APPRECIATE IT?
SOMETIMES IF THEY WORK FOR IT A LITTLE BIT, BILL,
THEY APPRECIATE THESE THINGS MORE.
Man: LOOK AT THIS MONEY
WE ARE GIVING AWAY TO THE WORLD, FOREIGN AID.
THEY'RE LAUGHING AT US.
THEY'RE CRAMMING IT RIGHT DOWN YOUR THROAT.
ACTUALLY, THIS FOREIGN AID BUSINESS --
WE'RE REALLY GIVING MONEY TO THE GUYS
WHO ARE BUYING FROM THE RICH PEOPLE
AND FROM THE MANUFACTURERS OVER HERE.
THAT'S WHERE THE MONEY'S GOING.
IT'S NOT JUST BEING GIVEN TO THEM.
BUT THE THING IS, THERE IS SO MUCH MONEY BEING WASTED.
Girl: W.H. SILVERS.
Teacher: YES, W.H. SILVERS.
NOW, WHAT WAS HE TRYING TO DO, WHAT WAS HIS PURPOSE?
YES, AIDELE?
Aidele: HE WAS TRYING TO ESTABLISH
AN EIGHT-HOUR WORKING DAY FOR LABORERS...
Teacher: YEAH, WELL, HE WANTED HIGHER WAGES --
HE WANTED AN EIGHT-HOUR WORKDAY.
BUT HE TRIED TO UNITE --
THIS IS THE IMPORTANT THING ABOUT THIS --
HE TRIED TO UNITE ALL LABOR UNIONS OF THE COUNTRY
INTO A FEDERATION MEMBERSHIP.
WHAT ON THE HORIZON, OR WHAT EXISTED
THAT FORCED LABOR TO TURN TO COLLECTIVE BARGAINING?
WHAT WAS THERE A LACK OF?
Girl: COMMUNICATIONS.
Teacher: YES, COMMUNICATIONS, LACK OF SECURITY,
CONCERN FOR THE JOB.
THE IMPORTANT THING IS THIS --
LET'S GET TO THE BEGINNINGS.
FIRST OF ALL, THERE WAS THE LACK OF SECURITY.
SECOND OF ALL, THERE WAS A LACK OF COMMUNICATION --
THE ATTITUDE OF THE EMPLOYEES, OR OF THE EMPLOYERS
TOWARDS THE EMPLOYEES,
WITH REGARD TO WORKING CONDITIONS,
WITH REGARD TO LIVING CONDITIONS,
WITH REGARD TO WAGES --
VERY LITTLE COMMUNICATION.
Teacher: ALL RIGHT, WE HAVE EVIDENTLY
A GREAT IMBALANCE IN AMERICAN SOCIETY.
WE HAVE, ON THE ONE HAND, WE HAVE AN AFFLUENT SOCIETY --
AND THAT'S ONE AMERICA -- AND ON THE OTHER HAND,
WE HAVE ANOTHER AMERICA -- AND, BY THE WAY,
THAT'S THE NAME OF A GOOD BOOK BY MICHAEL HARRINGTON
CALLED "THE OTHER AMERICA."
AND WHAT IS THIS OTHER AMERICA?
ANOTHER AMERICA THAT IS NOT --
AMERICA OF POVERTY, AMERICA THAT IS NOT SHARING
IN THE AFFLUENCE OF AMERICAN SOCIETY.
AND KING WAS THERE TO TRY TO UPLIFT THIS OTHER AMERICA.
DO YOU KNOW WHAT THE DEPARTMENT OF LABOR
SAYS SHOULD BE THE COMFORT LEVEL OF A FAMILY OF FOUR --
A MAN, A WIFE, AND TWO CHILDREN?
WHAT THEY SHOULD EARN TO BE COMFORTABLE.
NOT -- MODERATELY COMFORTABLE, NOT AFFLUENT,
BUT JUST MODERATELY COMFORTABLE IN OUR SOCIETY.
KNOW WHAT THE FIGURE IS, ANY IDEA WHAT THE FIGURE IS?
CHRISTINE? HOW MUCH?
Christine: $9,000.
YES, A LITTLE OVER $9,000.
SO YOU CAN IMAGINE --
DO YOU KNOW WHAT PERCENT OF THE AMERICAN POPULATION
EARNS OVER $9,000?
IT'S NOT THE MAJORITY.
LET'S DETERMINE SOME OF THE ATTITUDES IN THIS CLASS
AND SEE HOW WE COME OUT.
ALL RIGHT, HOW MANY OF YOU WOULD BE A MEMBER OF A CLUB
WHERE MINORITY MEMBERS OF THE CLUB WERE NEGRO?
HOW MANY WOULD ACCEPT THAT SITUATION?
YOU WOULD BE A MEMBER OF THE CLUB
IF A MINORITY OF THE MEMBERS WERE NEGRO?
ALL RIGHT.
OKAY, FINE, PUT YOUR HANDS DOWN.
HOW MANY WOULD NOT BE A MEMBER OF THE CLUB?
ALL RIGHT, HOW MANY WOULD BE A MEMBER OF A CLUB
WHERE HALF THE MEMBERS
WERE NEGRO MEMBERS AND THE OTHER HALF WERE WHITE?
ALL RIGHT -- PUT YOUR HANDS DOWN.
HOW MANY WOULD NOT BE A MEMBER OF THAT CLUB?
ALL RIGHT.
REMEMBER, THERE'S NO RIGHT OR WRONG ANSWER --
IT'S JUST, I'M JUST TRYING TO DETERMINE WHAT ATTITUDES ARE.
DO
MI
SOL
FA
MI--
SOL
Teacher: YOU FORGOT SO SOON? THREE, GO!
DO
MI
SOL
LA
SOL
MI
DO
MI
SOL
MI
DO
MI
SOL
MI
DO, SOL, MI
SOL
DO
Boy: BECAUSE NORTHEAST IS SUCH A CLOISTERED,
SECLUDED PLACE.
IT IS.
THE POLICY OF NORTHEASIS TO AVOID CONTROVERSY COMPLETELY.
Woman: ...MISERABLE ATTITUDE.
THERE ARE GOOD POINTS, MARK.
CAN'T YOU FIND ANYTHING GOOD ABOUT THIS SCHOOL?
[ STUDENTS ALL TALKING AT ONCE ]
IT'S GOT LOTS OF ROOM,
EXCEPT NOT FOR AS MANY KIDS AS ARE IN IT.
IT'S VERY NICE, WELL-VENTILATED.
[ STUDENTS LAUGHING ]
I CAN'T SAY ANYTHING ABOUT THE PEOPLE
WHO GO TO IT, THOUGH, REALLY.
WITH VERY FEW EXCEPTIONS.
AND MOST OF THE PEOPLE I COULD MAKE THOSE EXCEPTIONS ABOUARE RIGHT IN THIS ROOM,
WITH MAYBE FIVE OR SIX EXCEPTIONS.
AND THE REST OF THE SCHOOL STINKS, IN MY ESTIMATION.
YOU KNOW, I'M NOT QUALIFIED TO MAKE, YOU KNOW,
GIGANTIC JUDGMENTS ABOUT THE SCHOOL,
BUT I THINK IN ITS ATTITUDE TOWARDS EDUCATION
AND ITS RELATIONS WITH THE WORLD TODAY,
THIS SCHOOL IS MISERABLE.
IT'S CLOISTERED, IT'S SECLUDED,
IT'S COMPLETELY SHELTERED
FROM EVERYTHING THAT'S GOING ON IN THE WORLD.
AND I THINK IT'S WRONG, IT HAS TO BE CHANGED,
AND I THINK THAT'S OUR PURPOSE HERE.
AND NOT TO TALK ABOUT FILMS.
Woman: A LOT OF YOU ARE SO NEGATIVE
THAT I CAN SEE SOMEDAY SOMEBODY COMING OUT AND SAYING,
"YOU KNOW, YOU KIDS JUST DON'T BELONG.
"YOU SPOIL NORTHEAST,
NORTHEAST HIGH WOULD BE A NICE..."
Mark: THAT'S JUST WHAT HAPPENED.
MR. SIMON PULLED ME TO HIS OFFICE AND SAID,
"YOU DON'T LOOK LIKE A NORTHEASTER, SON.
YOU DON'T LOOK LIKE A NORTHEASTER."
Man: I THINK ONE THING THAT HAS TO BE CHANGED AROUND
IS THE FACT THAT YOU HAVE THESE,
SEE, LIKE, YOU HAVE THESE VARIABLES EXISTING
WITHIN THE SCHOOL SYSTEM IN NORTHEAST.
AND THE THING ABOUT IT THAT MAKES IT SO ALIEN,
OR, FEEL TOWARDS US,
IS THE FACT THAT, UM,
YOU HAVE TO LIKE, CONFORM TO THESE IDEAS
WHICH PEOPLE LIKE MR. SIMON, DR. ALLEN...
Woman: WHY DO YOU PICK ON HIM -- ALL RIGHT, HE'S GOT PROBLEMS.
BUT I WOULD ALSO LIKE TO SAY THAT THE SCHOOL --
I LIKE TO THINK THAT HE IS IN A POSITION
WHERE MAYBE YOU'LL FIND SOME OTHERS OF THE SAME OPINION.
THE ONLY DIFFERENCE IS, HE HAS A JOB AS VICE PRINCIPAL
THAT IS IN CONTACT WITH THE STUDENTS.
HE HANDLES THE STUDENT ACTIVITIES.
NOW, I'M NOT SAYING THAT MR. SIMON IS THE ONLY ONE
THAT SAYS THESE THINGS.
THE RULE IS FAIRLY, I THINK YOU'LL AGREE,
CONSISTENT AMONG MANY MEMBERS OF THE FACULTY.
AND DON'T JUST PINPOINT POOR MR. SIMON.
HE MAY BE RIGHT, HE MAY BE WRONG,
BUT HE'S THE ONE VOICING IT ALL THE TIME,
BUT HE'S VOICING IT AS A QUITE COMMON FEELING.
WELL, I'LL SAY SOMETHING GOOD ABOUT THE SCHOOL.
I'LL SAY THAT SCIENTIFICALLY AND TECHNOLOGICALLY,
NORTHEAST IS AN ADVANCED SCHOOL,
APART FROM OTHER HIGH SCHOOLS IN THE COUNTRY.
A COMPLIMENT, I'M GOING TO FAINT.
APART FROM OTHER HIGH SCHOOLS IN THE COUNTRY,
POSSIBLY IN THE WORLD ALSO.
THIS SCHOOL, IN THAT PARTICULAR FIELD,
IS THE LEADER.
AS MARK HAS SAID -- MORALLY, SOCIALLY,
THIS SCHOOL IS A GARBAGE CAN, LET'S FACE THE FACTS.
Woman: MORALLY? COMPLETELY?
YES.
WELL, I VENTURE TO SAY THAT THE MORAL PROBLEMS
YOU HAVE HERE, IN GENERAL,
ARE IN EXISTENCE IN MOST SCHOOLS.
I DON'T THINK IT'S THAT BAD.
NOW, BOYS AND GIRLS, UH, WE HAVE A VERY NEW PLAQUE
OUT IN THE HALL, IF YOU'VE NOTICED,
OUTSIDE THE MAIN OFFICE,
FRAMED, WHICH HAS A SPECIAL THOUGHT FOR THE DAY,
WRITTEN TO ATTRACT YOUR ATTENTION,
AND I THINK IT'S VERY FINE.
BUT, AS ALWAYS, WE HAVE ON OUR BULLETIN
ANOTHER THOUGHT FOR THE DAY,
AND THIS ONE, ESPECIALLY IN MY FIELD, IS VERY IMPORTANT,
BUT IN ANY KIND OF RESEARCH,
TO HAVE THE RIGHT WORD FOR WHAT YOU HAVE TO SAY
IN THESE DAYS TO EXPRESS THINGS
SO THAT PEOPLE DO NOT MISUNDERSTAND YOU.
"THE DICTIONARY IS THE ONLY PLACE
WHERE SUCCESS COMES BEFORE WORK."
FOR THE TENTH- AND ELEVENTH-GRADE BOYS
WHO SIGNED UP FOR FOODS EXPERIENCES FOR BOYS,
YOU MUST GO TO ROOM 130 THIS WEEK
TO VERIFY YOUR REGISTRATION.
THE SPECTATOR CLUB WILL DISCUSS
MARTIN LUTHER KING'S ASSASSINATION
TODAY AT 3:15 IN ROOM 228.
[ WHISTLE BLOWS ]
[ BAND PLAYS ]
[ MUSIC STOPS ]
NORTHEAST MAMBO
OLE, OLE
NORTHEAST MAMBO
OLE, OLE
NORTHEAST MAMBO
OLE, OLE
AND IN GENERAL,
THE MORE A FELLOW GETS INTO BED WITH MORE DIFFERENT GIRLS,
THE MORE INSECURE HE IS.
AND THIS SHOWS UP, ACTUALLY, LATER,
IN ALL THE DIVORCE STATISTICS AND IN THE MARITAL STATISTICS.
THE MORE INTERCOURSE EITHER A BOY OR A GIRL
HAS HAD PRIOR TO MARRIAGE,
THE LESS LIKELY THEY ARE TO MAKE SUCCESSFUL MARRIAGE PARTNERS,
HUSBANDS, WIVES, AND THE GREATER --
IN OTHER WORDS, YOU CAN GRAPH IT RIGHT ON A GRAPH.
THE MORE GIRLS A FELLOW HAS GOTTEN INTO BED WITH,
OR VICE VERSA, THE HIGHER THE DIVORCE RATE,
THE GREATER THE SEXUAL INADEQUACY
AND THE FAILURE OF COMPATIBILITY.
AS WITH ANYTHING ELSE, THE REAL PROS IN THE FIELD
KEEP IT TO THEMSELVES AND AREN'T PROFLIGATE.
"IS IT POSSIBLE TO IMPREGNATE THE GIRL
BY RUBBING THE SURFACE OF THE VAGINA?"
WITH WHAT, YOUR NOSE?
[ LAUGHTER ]
I MIGHT ADD --
THIS BRINGS UP ONE OTHER GOOD POINT NOW.
THIS BRINGS UP ANOTHER DARN GOOD POINT.
VIRGINITY IS A STATE OF MIND.
BY THAT, I HAVE SEEN SEVERAL GIRLS
WHO HAVE BEEN PHYSIOLOGICALLY
OR BY PHYSICAL EXAMINATION, VIRGINS.
THE HYMEN, THE MUCOUS MEMBRANE COVERING,
THE SO-CALLED CHERRY -- IT'S CALLED THE CHERRY
BECAUSE IT PRODUCES RED FLUID WHEN IT'S BUSTED --
[ LAUGHTER ]
IS INTACT.
I HAVE SEEN GIRLS WHOSE HYMENS WERE SO SMALL
THAT I COULDN'T PASS A FINGER THROUGH THEM.
IN FACT, I ONCE SAW A GIRL --
I HAPPEN TO BE A GYNECOLOGIST AND GET PAID TO DO IT.
[ LAUGHTER ]
[ WHISTLING ]
I ONCE SAW A GIRL
WHO HAD RICKETS WHEN SHE WAS A BABY,
WHOSE BONY STRUCTURE WAS SO DEFORMED
THAT I COULD GET MY FINGER IN THIS WAY,
BUT NOT BROAD-WAYS,
WHO HAS SUCCEEDED IN BECOMING PREGNANT.
SPERM HAPPEN TO BE VERY ACTIVELY MOTILE.
THEY HAVE A GOOD ABILITY TO MOVE ON THEIR OWN.
AND MANY A GIRL HAS BECOME PREGNANT THROUGH SPRAY.
IF YOU ARE NOT PREPARED
TO HANDLE THE RESPONSIBILITY
OF THAT GIRL'S BECOMING PREGNANAND HAVING A BABY,
YOU'VE GOT TWO CHOICES --
ONE, MAKE SURE THAT THERE'S ADEQUATE PROTECTION
TO PREVENT HAVING A BABY.
TWO, IF THERE ISN'T, DON'T.
BECAUSE YOU ARE JUST AS MUCH RESPONSIBLE,
IF NOT A LITTLE BIT MORE, THAN THE GIRL
IF A PREGNANCY ENSUES.
NATURE SETS US UP
THAT THE MALE IS THE AGGRESSOR
AND THE FEMALE IS THE PASSIVE IN THIS SET OF CIRCUMSTANCES.
IT TAKES A GIRL LONGER TO GET SEXUALLY AROUSED
THAN IT DOES A BOY.
THIS IS THE NATURE OF THE BEAST.
Narrator: WE CAN GET A BETTER IDEA OF THE RELATIONSHIP
OF THE FALLOPIAN TUBES AND OVARIES
IF WE VIEW THEM FROM THE FRONT.
UNDER NORMAL CONDITIONS, AN OVUM MATURES
IN THE OVARY,
THEN PASSES DOWN THE FALLOPIAN TUBE
ON ITS WAY TO THE UTERUS.
WHEN GONORRHEA SPREADS UPWARD, THE INFECTION CAN CAUSE DAMAGE
WHICH BLOCKS THE FALLOPIAN TUBES,
SOMETIMES CAUSING SEVERE COMPLICATIONS.
AS IN A BOY,
UNTREATED GONORRHEA CAN MAKE A GIRL STERILE,
UNABLE TO BECOME A MOTHER.
HOWEVER, A GIRL WITH GONORRHEA CAN BECOME A MOTHER,
BUT THIS CREATES ANOTHER PROBLEM.
WHEN THE BABY IS READY TO BE BORN,
THERE IS DANGER
THAT SHE MAY TRANSMIT THE DISEASE TO THE CHILD
WHEN IT PASSES OUT OF HER BODY.
YOU DIDN'T GET HIT, HUH?
GOOD, GLAD TO SEE YOU.
YOU HAVE TO GO BACK?
WHEN DO YOU GET OUT?
I GET OUT SEPTEMBER '69.
THAT'S TERRIFIC. SEPTEMBER?
SEPTEMBER '60 --
'69, I GET OUT WITH HALSIE.
IS HALSIE BACK?
YEAH, HE CAME BACK, HE WAS WOUNDED.
I HEARD THAT. I DIDN'T SEE HIM.
I HEARD DAVE WAS WOUNDED ALSO.
SO ARE A LOT OF GUYS. PEPPY GOT HURT.
PEPPY WAS SHOT UP PRETTY BAD.
PEPPY WAS ABOUT,
I GUESS ABOUT 5 YARDS FROM ONE OF THEM MINES
IN ONE OF THOSE LITTLE HOLES THEY DIG,
AND THEY POPPED UP WITH
AN AUTOMATIC RIFLE ON HIM, OPENED UP,
REALLY GOT HIM IN THE FOOPRETTY BAD.
AND HE TURNED AROUND
AND HE KILLED THE GUY.
BUT HE'S DONE FOR SOCCER
OR ANYTHING LIKE THAT FOREVER.
HE CAN NEVER PLAY THAT AGAIN.
YEAH, HE WAS A GOOD SOCCER PLAYER.
HE'S THROUGH WITH THAT.
AND FIRST, THEY THOUGHTHEY MIGHT HAVE TO AMPUTATE.
BUT HE WAS DOWN AT THE NAVAL HOSPITAL
FOR QUITE A LONG TIME,
AND THEN HE CAME UP WEARING,
WITH A CAST AND CRUTCHES,
AND THEN HE CAME UP WITH A CANE
THE NEXT TIME I SAW HIM.
THIS LAST TIME I SAW HIM,
HE WAS WALKING PRETTY WELL,
BUT HE'LL NEVER BE ABLE
TO HIT WITH THAT FOOT OR ANYTHING
BECAUSE THEY ARE REBUILDING IT.
YEAH.
HE WAS PRETTY -- THE FIRST DAY BACK,
HE WAS PRETTY MELANCHOLY-LIKE,
AND NATURALLY SO,
BUT I THINK HE'S GOT HIMSELF ADJUSTED NOW.
HE SEEMS TO BE ALL RIGHT,
I'M GLAD TO SAY.
I'M GLAD YOU DIDN'T GET HIT.
[ WHISTLE BLOWS ]
I GOT IT!
WHERE?
I GOT IT!
YOU'RE ALMOST THERE, JAN, YOU HAVE 19 SECONDS, JAN.
18, 17, 16, 15,
14, 13, 12, 11,
10, 9, 8, 7,
6, 5, 4, 3,
2, 1.
THAT'S IT.
YAY!
Man: JERRY, DISCONNECT AUDIO.
IS THE HATCH CLEAR?
THE HATCH IS CLEAR, YEAH.
ALL RIGHT, PULL.
HOW YOU DOING THERE?
YAY!
[ APPLAUSE ]
HEY, I RECOGNIZE YOU.
I GOT SOMETHING FOR YOU, MAN.
OH, THANKS.
GOOD GOING, MAN.
IT'S GOOD TO BE OUT HERE AGAIN.
HOW DO YOU FEEL?
GREAT.
YOU MADE IT.
WE ARE SO PROUD OF YOU.
GOT THE STRENGTH OF A BULL.
MR. GORDON, GOOD SEEING YOU AGAIN, BOSS.
JAN, OH, YOU LOOK REALLY GOOD.
REAL GRIZZLY, JAN, REAL GRIZZLY.
AND MR. MONTGOMERY, HUG ALL THREE OF THEM NOW.
I'M GOING TO HELP, I'M GOING TO JUSSTART GETTING THIS THING OFF HIM, OKAY?
HEY, KID, I WANT TO SEE THAT BEARD, MAN.
THE BEARD.
READY?
WAIT A MINUTE.
HERE COMES HIS HEAD.
HEY, THE BEARD.
YEAH, BUT I'LL TALK TO YOU LATER.
GOOD JOB, JAN, REAL GOOD.
THANKS A LOT.
JAN.
HOLD ON, HOLD ON.
SCOTT, GOOD JOB.
THANK YOU.
DICK CASEY'S HERE.
HEY, SCOTT, MAN. SCOTT, HOW YOU DOING?
SCOTT.
SCOTT.
WE RECEIVED A TELEGRAM THIS MORNING.
I WANT TO READ IT AT THIS TIME.
"STUDENTS AND FACULTY OF NORTHEAST HIGH SCHOOL,
"ATTENTION: ROBERT MONTGOMERY.
"I SHOULD LIKE TO TAKE THIS OPPORTUNITY TO EXTEND
"MY BEST WISHES TO EACH OF YOU
"FOR YOUR CONTINUED SUCCESS WITH PROJECT SPARC.
"SPECIFICALLY MY HEARTIEST CONGRATULATIONS
"TO ASTRONAUTS JAN GABIN, HARVEY RUBIN, AND SCOTT CHERRY,
UPON COMPLETION OF 193 HOURS OF SIMULATED FLIGHT."
THE TELEGRAM COMES FROM L. GORDON COOPER,
NASA ASTRONAUT.
[ APPLAUSE ]
I'M GOING TO CRY.
I'M ALL MISTY, MAN.
GETTING ALL MISTY.
THIS IS MAN NUMBER ONE,
NUMBER TWO, NUMBER THREE, OKAY?
GET A LITTLE CLOSER.
Woman: HEY, HOW ARE YOU?
Man: GOOD MORNING, HOW ARE YOU?
Boy: RUBIN, HEY.
SCOTT.
DRUMS.
ROLL.
[ DRUMS BEAT ]
[ PLAYING "HEY, LOOK ME OVER" ]
NOW, LET ME READ YOU THIS ONE --
IF I'M ABLE TO GET THROUGH IT.
THIS IS WRITTEN FROM -- AND I MIGHT SAY THATHE LETTER I'M ABOUT TO READ IS FROM BOB WALTERS.
BOB WALTERS, AS FRAN COULD TELL YOU --
SHE COULD WRITE HIS BIOGRAPHY --
WAS A BOY WITHOUT PARENTS WHO MIGHT HAVE BEEN A NOBODY.
HE CERTAINLY WAS NOT A HIGH ACADEMIC STUDENT.
HE WAS MOST AVERAGE OR SUB-AVERAGE IN MANY WAYS.
BUT A FEW TEACHERS WHO CARED...
MADE A GREAT DIFFERENCE IN THIS BOY'S LIFE.
HIS LETTER COMES ON STATIONERY MARKED "USSOKINAWA."
I HOPE I CAN GET THROUGH IT.
IF I DON'T, HY, YOU'LL HAVE TO GO ON.
DEAR DR. HALLER,
I HAVE ONLY A FEW HOURS BEFORE I GO.
TODAY I WILL TAKE A PLANE TRIP FROM THIS SHIP.
I PRAY THAT I'LL MAKE IT BACK,
BUT IT IS ALL IN GOD'S HANDS NOW.
YOU SEE, I AM GOING WITH THREE OTHER MEN.
WE ARE GOING TO BE DROPPED
BEHIND THE DMZ -- THE DEMILITARIZED ZONE.
THE REASON FOR TELLING YOU THIS IS
THAT ALL MY INSURANCE MONEY
WILL BE GIVEN FOR THAT SCHOLARSHIP
I ONCE STARTED BUT NEVER FINISHED
IF I DON'T MAKE IT BACK.
I AM ONLY INSURED FOR $10,000.
MAYBE IT COULD HELP SOMEONE.
I HAVE BEEN TRYING TO BECOME A BIG BROTHER IN VIETNAM,
BUT IT IS VERY HARD TO DO.
I HAVE TO WRITE BACK AND FORTH TO SAN DIEGO, CALIFORNIA,
AND THAT TAKES TIME.
I ONLY HOPE THAT I AM GOOD ENOUGH TO BECOME ONE.
GOD ONLY KNOWS.
I REALLY PRAY THAT THE YOUNG MEN IN YOUR COOKING CLASSES
WILL USE THIS CHANGE OF LEARNING VERY WELL.
THANK YOU, DR. HALLER,
FOR HELPING THESE MEN BECOME GOOD, VERY FINE COOKS.
HE SHOULD HAVE SAID, "THANK YOU, MRS. C."
MY PERSONAL FAMILY USUALLY DOESN'T UNDERSTAND ME.
THEY DON'T UNDERSTAND WHY I HAVE TO DO WHAT I DO DO.
THEY SAY THAT I'M A REAL NUT TO DO SUCH WORK,
BUT...
THUS THEY SAY,
"DON'T YOU VALUE LIFE? ARE YOU CRAZY?"
MY ANSWER IS -- "YES.
"BUT I VALUE ALL THE LIVES OF SOUTH VIETNAM
"AND THE FREE WORLD
SO THAT THEY AND ALL OF US CAN LIVE IN PEACE."
AM I WRONG, DR. HALLER?
IF I DO MY BEST ALL THE TIME AND BELIEVE IN WHAT I DO,
BELIEVE THAT WHAT I DO IS RIGHT,
THAT IS ALL I CAN DO.
DR. HALLER, IF ANYTHING HAPPENS TO ME,
JAMES C. HECKWICKER --
I THINK IT IS --
WILL SEND YOU A TELEGRAM,
AND IN TIME, HE WILL SEND YOU THE MONEY.
PLEASE DON'T SAY ANYTHING TO MRS. C. --
BUT I DID.
SHE WOULD ONLY WORRY OVER ME.
I AM NOT WORTH IT.
I AM ONLY A BODY DOING A JOB.
IN CLOSING, I THANK EVERYONE
FOR WHAT THEY ALL HAVE DONE FOR ME.
YOURS TRULY, BOB WALTERS.
THANK YOU ALL AGAIN VERY MUCH.
PLEASE FORGIVE MY HANDWRITING.
I AM A LITTLE JUMPY.
PLEASE UNDERSTAND.
NOW, WHEN YOU GET A LETTER LIKE THIS,
TO ME, IT MEANS
THAT WE ARE VERY SUCCESSFUL AT NORTHEAST HIGH SCHOOL.
I THINK YOU WILL AGREE WITH ME.