Members of the Johns Hopkins audiology team discuss the interrelationship of hearing, language, and speech, especially in children. Dr. Bordley explains the hearing process using a mock-up of the inner ear and brain. Dr. Pauls discusses children's normal speech development and shows children in this learning process. Dr. Hardy gives examples of how damage to the external or middle ear causes minor hearing problems, but damage to the inner ear causes hearing distortion. Since the hearing mechanism is an information bearing system, children who have problems with loudness, pitch, or both can have decoding issues. However, sight, taste, and smell also contribute to learning, so staff and parents can teach a repetitive, all-sensory form of learning, especially for children with aphasia, who have language problems unrelated to hearing loss. A film shows the observation and evaluation of a child in the clinic to determine whether he has hearing or language problems or a combination of the two. Dr. Hardy concludes that parents' acceptance and guidance is critical in training their hearing-impaired child.

Lynn Poole interviews five students graduating from the Johns Hopkins University this year. He asks pre-med major Rierson and English literature major Seipt about their future plans, how they financed their education, what influenced them to attend Hopkins, and their comments on the university's curriculum. Allison Furst, a Wellesley College graduate, is at Hopkins on a scholarship provided by the Fund for the Advancement of Education for a teacher training program. She did graduate work in her own field while learning teaching methods and participated in a paid internship. Mr. Poole asks her about factors in selecting a position after graduation. Electrical engineering students Lory and Garbis tell Mr. Poole about their interests in this field and about the guidance from and influence of professors William Huggins and Ferdinand Hamburger. They also critique the curriculum and describe their future plans.

Filmed in his Homewood House office, Dr. Milton S. Eisenhower, president of the Johns Hopkins University, discusses current quantitative and qualitative problems in education. Charts of various aged school populations in 1900, 1958, and 1970 show that the number of students in higher education will double by the early 1970s. This increase in quantity threatens to reduce the quality of education. Public institutions will find it easier to receive funds than will private institutions because endowment incomes have not kept pace with rising costs nor does tuition meet all needs. Dr. Eisenhower compares the Russian system of education to that of the United States and suggests that our national security is at risk. Solutions to U. S. education problems include increasing teacher salaries, building more and better facilities, requiring more rigorous training in fundamental courses, providing more challenging programs for the more talented students, and increasing the tempo at universities for students ably prepared in high school.

Lynn Poole interviews dancer/choreographer Ted Shawn, who maintains that dance is universal. "Show me the dancing of any people, and I will tell you what their king is like" is a Chinese proverb claiming that dance reveals the state of a culture. Shawn says the motivation for dance is that it brings satisfaction. The gamut of human emotions is the basis for dance, as evidenced in the Greek theater, which was based on dance. Dance was originally solo and then social. Shawn shows a film of Australian aborigines dancing their stories and film clips of liturgical dance. Dance has long been a form of religious expression and ecstasy. Shawn shows photos and film clips of some of his dances based on religious themes such as the whirling dervish, St. Francis, and Shiva. He discusses turn of the century dance, which used very sterile technical styles. However, Isadora Duncan and Ruth St. Denis initiated the renaissance of dance and the forerunner of modern dance. Film footage shows St. Denis's 1910 "Incense" and Shawn and St. Denis in "Tillers of the Soil." In 1933 Shawn formed an all-male company that danced American themes, shown in photos and film clips. Contemporary ballets are influenced by these American pioneer dancers, which revealed a vital and vigorous culture.

Rear Admiral John Quinn of the U.S. Navy's Bureau of Ordinance substitutes for Lynn Poole as host of this program about the Terrier surface-to-air missile developed by the Applied Physics Lab of Johns Hopkins University for the U.S. Navy. He asks a member of that Lab, Dr. Richard Kershner, to explain how the missile works and how it was developed. Dr. Kershner shows a film of the missile in action, noting that it doesn't actually hit the target but explodes within close proximity of it. On a mock-up he identifies the payload or warhead and the solid fuel rocket engine with booster rocket. The guidance control system allows "beam riding" as the onboard computer corrects the missile's course, and the missile's antennae pick up the intensity of the radar beams' mutations. A transmitter on the ground sends a reference signal to the receiver on the missile, a signature beam that prevents jamming by other radar beams. The electronic information received permits the four hydraulic tail fins to control its flight altitude. Dr. Kershner also explains a model of one of the terrier's control units. The first beam-rider missile was begun in 1947, and its problems were gradually eliminated, as shown in a film shot from a booster section showing "flutter." Development of such complex missiles requires not only a team of specialists in many fields but also systems engineers or specialty generalists to produce an integrated final product. A final film clip from 1952 shows target drones hit by Terrier missiles with warheads.

Lynn Poole sets the scene of Shays' Rebellion in 1787 Massachusetts, and American history professor Charles Barker, with the assistance of costumed actors, fills in the details. This first political protest after the American Revolution was a precursor of Jacksonian democracy and led to the creation of the U.S. Constitution. At issue were the farmers caught between mounting debts and insufficient gold-backed paper currency in circulation. In numerous towns in western Massachusetts, such as Northampton, Worcester, Great Barrington, armed mobs prevented the supreme judicial courts from sitting and sending debtors to prison. They were led by Capt. Daniel Shays, a veteran of the Revolution and farmer from Pelham, MA. Gen. Lincoln's army was sent to suppress the insurrections and protect the judicial courts. On January 25, 1787, Shays' rebels attacked the arsenal at Springfield, MA, but were rebuffed by Gen. Shepard's troops. With the exception of two, the rebels were pardoned after asking forgiveness, and the government made the reforms they sought. Dr. Barker recommends two books about the incident: George Richard Minot's famous "History of the Insurrections in Massachusetts" and the historical fiction "Duke of Stockbridge" by Edward Bellamy.

Lynn Poole summarizes the history of the period in which Chaucer wrote "The Canterbury Tales." Dr. Richard Green, assistant professor of English at Johns Hopkins University, summarizes Chaucer's life and the basic plot of the work, noting that Chaucer was a civil servant primarily rather than a writer but was a satirical observer of human folly. The thirty pilgrims of "The Canterbury Tales" thus represent all types of human beings. Dr. Green maintains that Chaucer was an early popularizer of romantic love and ideal marriage and that the moral purpose in Chaucer's love stories was that man should love God first and all other things only in so far as they lead him to love of God. While costumed actors interpret, Dr. Green reads passages from the Wife of Bath's account of five marriages, the Clerk's tale of Walter and Grisilde, and the Nun's Priest's story of Chauntecleer and Pertelote to show that a wife's submission to her husband is symbolic of reason over passion and of man's love of God, but a domineering woman turns this upside down and causes reason to be governed by passion.

Neurological surgeon Walker explains that the brain is composed of neurons, nerve cells that convey impulses to various parts of the body and store memory of impulses. He shows a diagram of the dendrites and axons of the neurons and explains a cross-section model of a neuron. Lynn Poole lists some of the history of the research on brain functions, including that of the early German phrenologist Franz Joseph Gall. In 1817 it was demonstrated that electrical stimulus applied to the brain produced movement on the opposite side of the brain, giving rise to the existence of motor areas of the brain. Using a brain cross-section diagram related to various parts of the body, Dr. Walker shows how the sensory cortex, or homunculus, is closely correlated with the motor cortex. He also discusses what happens when these areas are injured and how they affect vision, hearing, and speech. The association area of the brain is the temporal lobe. Personality and drive may be located in the frontal lobe as lobotomies in that area produce personality change and induce apathy. Additional research is needed to discover if patterns of pathways between nerve cells are responsible for psychological differences.

Seven Johns Hopkins scholars predict what the audience might expect in 1968 in various fields of science. Dr. Dayton Carritt, assistant director of the Chesapeake Bay Institute, considers the future of earth sciences: rockets will orbit the earth and send back weather information, nuclear power will be developed, and ocean circulation will be studied for possible food production. In the area of life sciences, biology professor William McElroy discusses nutritional requirements to relieve diseases, trapping solar energy, the physiology of space travel, insights on aging, and other possibilities in a "golden age of medicine." Professor of microbiology Thomas B. Turner predicts space medicine, electronic equipment for the handicapped, public protection against radioactivity, better surgical methods for transplants, and the reduction or elimination of heart disease, polio, and cancer. Professor Charles Singleton maintains that the humanities will continue to survive as long as we ask "What is a man?" and "What does it mean to be where we are?" In communications, chemistry professor Donald Hatch predicts the extension of television networks as well as 3-D television programs and programs on demand. Professor of physics Theodore Berlin lists future energy issues such as control of thermonuclear fusion reactions, problems with radioactive wastes, application of atomic energy (but not in homes or vehicles), transformation of devices to control energy, and development of solid fuels and solar energy. According to Francis Clauser, professor of aeronautics, in the realm of space travel, commercial airlines will fly at supersonic speeds; guided missiles and anti-missile devices will be the backbone of defense; the U.S. will enjoy peaceful space travel with the Russians; and a rocket will go to the moon. To reinforce this view, Wernher von Braun, in a taped segment, predicts that the U.S. will launch a man into outer space, he will orbit and return to earth. He says an unmanned rocket will also land on Mars. Milton S. Eisenhower, the president of Johns Hopkins University, sums up their findings by pointing out the importance of education in all these endeavors.

Dr. N. Bryllion Fagin recounts the life of Poe and the circumstances surrounding his death in Baltimore. Poe's obsession with death and the transmigration of souls led him to become a precursor to modern mystery writers. Dr. Fagin analyzes several of Poe's short stories, indicating pattern weaving. Three of Poe's lyrical poems are read in part and analyzed: "The Raven," "The Bells," and "Ulalume." Dr. Fagin also notes Poe's reputation as a literary critic.