In this program the United States Naval Academy gymnastics team performs at the Johns Hopkins University gymnasium. Friedrich Jahn, the father of gymnastics, developed the sport in Germany in 1910. Head gymnastics coach Chet Phillips says that gymnastics requires coordination, form, and grace and that fluidity or elegance, without breaks, is critical. A Naval Academy team member demonstrates a routine on the side horse, the least hazardous of the apparatus. Assistant coach John Rammacher describes the swings, releases and catches, somersaults, and holds required in a routine on the parallel bars, the easiest piece of equipment to start. Members of the gymnastics team demonstrate swings, vaults, and somersaults on the high bar, the most dangerous event, and Mr. Phillips explains the importance of chalking hands to perform well. Tumbling team members demonstrate the variations of somersaults, including roundoffs, required for a routine in this event.

Biologist George Schwartz explains how the microprojector microscope, which he developed, displays the microcosm in a drop of water on a television monitor. He shows slides of the shells of diatoms, the basic food source in fresh and salt water; amoeba, which move by protoplasmic flow; blepharisma, a one-celled organism; rotifers, multi-celled organisms; and euglena, used in anemia research because of their sensitivity to vitamin B-12. Mr. Schwartz discusses producers (such as diatoms), consumers (animals), and reducers (bacteria, fungi, mold) and shows a diagram of a food pyramid of the producers and consumers in Antarctic waters. A film of a microdissection apparatus introduces new ways to research microscopic life.

Using charts and photos, Edward McClain, of the Radio Astronomy branch of the U.S. Naval Research Lab, and Bernard Burke, of the Carnegie Institute of Washington, DC, discuss the "radio window," a larger wavelength band than the optical one for making earth-based observations of space. In 1932, Karl Jansky, from Bell Labs, discovered radio noise from space. Five years later Grote Reber built the first antenna for astronomical observations. The sun was discovered to be a source of radiation and radio waves, as were the Milky Way and Crab Nebula. Later J. G. Bolton and J. G. Stanley discovered a variable source of cosmic radio frequency radiation in the constellation Cygnus. That plus Cassiopeia are the most intense radio sources in the heavens. Additional research resulted in Martin Ryle's development of interferometric techniques, A. E. Lilly's observation of the spiral structure of the universe, and J. H. Oort's mapping of our own galaxy. In 1944, H. Van de Hulst predicted that a hydrogen cloud produces radiation in the radio range of 21cm wavelength. E. Purcell and H. Ewen confirmed this theory, detecting a 21cm cosmic gas emission from neutral hydrogen in the Milky Way in 1951. Ohio University's John Kraus was instrumental in detecting the Milky Way's radio transmissions. In 1955, the Mills Cross Array, a simple radio antenna built by Australian B. Mills, was used to record the radio noise produced by the planet Jupiter. The antenna most commonly used is the paraboloidal reflector with a diameter of 80-90 ft. The largest steerable radio reflector is at Jodrell Bank in the UK. Plans for the National Radio Astronomical Observatory at Green Bank, West Virginia are underway at the time of this program. Increasing research will help to explain whether the explosion theory or the continuous creation theory of the universe is more valid.

Lynn Poole gives a brief history of this "fastest game on two feet," which the Indians called Baggataway and the French lacrosse. Former player and member of the U.S. Intercollegiate Lacrosse Association, William Morrill, describes how the game's equipment and rules have changed and explains today's field layout, rules, players, and equipment. Robert Scott, head coach, and Wilson Fewster, assistant coach of the Johns Hopkins University lacrosse team, the Blue Jays, explain skills such as passing and cradling, personal and technical fouls, stick work, dodges, and face off strategies while team members demonstrate. The coaches give a play-by-play commentary of film footage from the 1957 Navy/Hopkins lacrosse game. Coach Scott interviews Hopkins's All-American player Mickey Webster, who explains why he enjoys lacrosse, its appeal to fans, and its difference from football. Lynn Poole lists other schools fielding lacrosse teams, describes the qualities lacrosse instills in players, and mentions that Hopkins is the current holder of the Wingate Trophy, named for Baltimore sports writer W. Wilson Wingate, and emblematic of the intercollegiate lacrosse championship.

Lynn Poole gives a brief history of aviation propulsion. Dr. William Avery, of Johns Hopkins University's Applied Physics Lab, describes how techniques of flight have changed from the Chinese rocket of 1232 AD to the ramjet. Isaac Newton's equal and opposite principle was the basis for jet propulsion, and its first use was in jet-assisted takeoffs, which allowed shorter runways. Dr. Avery shows a diagram of a solid fuel rocket consisting of propellant grain, nozzle, and warhead and contrasts it with a liquid propellant rocket consisting of rocket fuel and oxidizer tanks, combustion chamber, warhead, and valves and pumps. He notes that liquid fuel rockets are more subject to failure than solid fuel ones. Dr. Avery briefly describes the work of rocket pioneers Tsiolkovskiy, Goddard, and Oberth. Further research in the field resulted in the air-breathing engine during World War II, pulse jet engine (loud and limited in speed), turbojet engine by Briton Frank Whittle, and ramjet engine, first proposed by Rene Lorin in 1910 but requiring supersonic speed. Dr. Avery describes the key components of the ramjet: the diffuser, fuel system, and combustor. He then explains graphs comparing the ramjet and turbojet in four areas of performance and limitations: thrust per unit frontal area, specific fuel impulse, thrust per unit weight, and speed and altitude limits, proving ramjet the more economical to use. In concluding, Dr. Avery shows how a 1970 airliner with both turbojet and ramjet engines will look and operate.

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.