DEC o 1201? U.S. DEPOSITORY COPY Educational Radio Script and Transcription Exchange Federal Radio Education Committee zY.,- ' U. 3. Office of Education Federal Security Agency Washington September 1943,'éRADIO SCRIPTS FOR VICTORY A CIRCULATING LIBRARY SERVICE REVISED BULLETIN NO. 100-B September 1943 Issued by Educational Radio Script and Transcription Exchange Federal Radio Education Committee U. S. Office of Education Federal Security Agency Washington 25, D. C. C' 0>T T ENTS ‘ Foreword .................... >............................. Instructions for Ordering.................................... Regulations Concerning the Use of the Scripts .............. Suggested Uses of Radio ............................ i ii TR ASRM MILITARY SERVICES A? WAR............... THE NATURE, OF OUR ENSUE ................ AmiCANA .................................. AUERICAN HISTORY .............. ............ TAT® AMERICA .............. NUTRITION AND SETTER HEALTH...... THE CIVILIAN AT EAR........... THE SCHOCUE AT FAR ,..... SCHOOL PUBLIC RELATIONS . .........'........ INDEX OF PROGRAM TITLES ........ • o • • 0 » « • • • a • • o • 1 11 ,17 25 35 39 41 43 EXECUTIVE COMMITTEE MEMBERS of the FEDERAL RADIO EDUCATION COMMITTEE John Vi. Studebaker, U. S. Commissioner of Educat i on, Chairman George P. Adair, Assistant Chief Engineer, Federal Communications Commission Lyman Bryson, 'Director of Education, Columbia Broadcasting System John Elmer, President, Baltimore Broadcasting Corporation vVillard E. Givens, Executive Secretary, National Education Association Ht. Rev. Msgr. George Johnson,.Director, Department of Education, National Catholic Welfare Conference Dabney S. Lancaster, State Sunt, of Public Instruction (Va.) representing National Council of Chief State School Officers Harold B. McCarty, Director, Station WHA, representing National Association of Educational Broadcasters Diller McClintock, President, Mutual Broadcasting System Bruce E. Mahan, Director of Extension Division, State University of Iowa, representing National University Extension Association Neville Miller, President, National Association of Broadcasters H. B. Summers, Manager of Public Service, The Blue N etwork Levering Tyson, President, Muhlenberg College Judith C. Vfaller, Educational Director, Central Division, National Broadcasting Company0 R I’ W 0 R D Since the outbreak of the war, the demand has been principally for scripts which could be used by schools as a direct contribution to the Nation’s wartime program. Scripts of this nature were carefully selected from the original Script Catalog, and together with newly acquired scripts, they were combined into a ’’Radio Scripts for Victory” catalog. This represents the third edition of the Victory catalog. About sixty new scripts have been added. Some of the less popular scripts have been omitted, but most of the old favorites still appear. They have been grouped into certain categories for convenience in selecting programs and an index by program title has been added to the catalog. In listing such current network programs as THIS IS OUR ENEMY, and YOU CAN’T DO BUSINESS WITH HITLER, we feel that we are offering to producing groups a medium for presenting the arguments against totalitarianism. The valiant efforts of our fighting forces are brilliantly dramatized in scripts from the CAVALCADE OE AMERICA and THE FIRST LINE series. The impact of the war on the civilian is clearly pointed up in such series as NEIGHBORHOOD CALI- and CONSUMER THE. Under the section ’’The Schools at War” will be found numerous scripts designed to promote student activities in the war program. Attention is called to a supplemental listing of scripts distributed originally by the Office of Civilian Defense ano now being circulated by FREC. Copies of that catalog will be sent upon request. A new edition of the catalog ’“Radio Transcriptions for Victory” also is now available. These services are again made possible through the cooperative efforts of the Federal Radio Education Committee and the U. S. Office of Education William Bow Eoutwell, Director of Radio, and Assistant to the Chairman Federal Radio Education CommitteeINSTRUCTIFS FOR ORDERING PLEASE READ CAREFULLY BEFORE ORDERING SCRIPTS: The scripts distributed by the Exchange are available to those who are actively interested in educational radio. That is,. the Script Exchange Service Is to assist groups studying radio writing, speaking, acting, sound effects, and program production over the facilities of radio stations or over sound systems, as well as other phases of radio work. The supply of scripts is so limited that they cannot be circulated to those persons who might find them useful merely as textual matter for classroom use, unless their interests may be directly applied to education by radio. There is no charge for our services. All of the scripts distributed by the Exchange are available on a loan basis only. We do not sell scripts. Single copies only of any script may be borrowed; the borrower must dupli cate any additional copies needed. The scripts are checked out through a library system, and should be returned by the date noted in the back of each folder. Our limited supply of scripts makes it necessary to restrict the number of scripts any person or organization may borrow. Not more than 6 single scripts and 2 volumes of scripts may be borrowed at one time. If more than this number are listed, we shall consider those titles listed first as preferred and the rest as alternatives. Please note carefully how the scripts you vrish to order are bound—whether in single folders or volumes or both. This information is included in the descriptions of the scripts. Volumes of scripts may be borrowed for 4 weeks and single scripts for 5 weeks. Volumes of scripts should be ordered by Series Title and Volume Number, if any, e. g., BRAVE NEW WORLD, Volume III. Single scripts should be ordered by Catalog Number and individual title; e. g., No. 57S, Flag Day. Scripts may be returned to the Exchange postage free. Either franked envelopes or franked package labels (depending on the size of the order) are sent out with all scripts.REGULATIONS CONCERNING TEE USE OF THE SCRIPTS 1. The name of the U. S. Office of Education shall not be used in any way in connection with the presentation of the scripts listed in this catalog. Good production often requires changes in the script to meet the needs of each cast and each broadcast; hence, the Office of Educa- ' . tion 'desires that each group or institution assume full responsibility for its broadcasts. ’ ■ , . 2. These scripts are primarily-for the use of educational and other non- commercial organizations wishing to produce good educational programs on the air. <• ■ - ' „ 3. These' scripts shall not be used in any way for commercial purposes. They may be used by-'commercial broadcasters only as sustaining programs . 4. The use of any script, received directly or indirectly through the services of the Script Exchange, is subject to such regulations as may be stipulated by the person or organization making the script available.By teachers, supervisors, and community- . f 1. as samples of effective presentation group leaders............... J 2. as sources of worth-while content ” 1 3, as techniques for dramatizing factual materials W 4 0 cl j. j. ? & P P 0 CL CL b3! 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A p 0 0 0 0 0 s £ p 0 0 o 4 CQ 0 d 3 0 0 3 o 4 tv w !V o 43 Q 4 0 43 if? 0 O ? 0- g- Ï? o TO 4 0 0 o 4 CD 0 0 0 0 4 O 5 § CL VsiTS PJ WHICH EBUCATIŒAL RADIO SCRIPTS ARE BEING USED- V .CAVALCADE OF AMERICA (50-minute) - Individual Scripts A group of dramatic radio programs built around episodes in the lives of our men in the Navy, Army, Marines and Merchant Marine. There is one script on the Army Nurse. These scripts give students the human interest side of a War which is generally studied in terms of large scale battles. They portray the personal effects of the war on the individual as well as describing life in the different services. These programs were originally presented on the "Cavalcade of America" series and are not available for use on the air or for paid performances. They may be used in the classroom or for auditorium teaching only, particularly at the senior high-school level. 815 - Diary on a Pigboat (Ann., 10 m) Story of a submarine on patrol in Japanese waters; of one night when she attacks and blows up a cruiser, is attacked in return by two enemy destroyers; spends hours In the suffocating heat on the'ocean floor while damage made by depth charges - is repaired. The terse, prosaic words of the Captain’s log are contrasted with the actions of the men. 816 - The Flying Tigers (Ann., 14 m, 1 f) A story of the brave band of American aviators who were fighting in China against the Japanese when Pearl Harbor was attacked. The interwoven drama of one Flying Tiger who was fighting for himself and money, until forced down and helped by Chinese who had faith in other values. With meager, equipment, these men defended Rangoon and steeled the spirit of the people of China. 817 - Eagle to Britain (Ann., 4 m) Story' of the flight of^ four .men, . ferrying'a bomber to England, who find two ships In distress. One is saved, the other is not. One of the men finds that his brother is aboard the ill-fated ship. He is filled with bitterness until a Norwegian refugee reminds him of the suffering all over the world and how it can only be stopped by fighting. 818 - The Cook on the P-T Boat Writes Home (Ann., 16 m, 2 f) Dramatiza- tion of a letter from a cook on a P—T boat to his girl back home. It relates their encounter with a Jap cruiser and destroyer. Their boat Is badly crippled and the battle is intense but the cook loses his natural enthusiasm when he finds that the men admire his ability to shoot straight more than they admire his cooking. 819 - Soldiers of the Tide (Ann., 7 m) A swift-moving bit of action.on taking a bridge from the Japs at Guadalcanal. Based on actual incidents, it portrays the thoughts and feelings of a small group of Marines who accepted a dangerous task and fulfilled it. 820 - Torpedo Lane (Ann., 8 m, 2 f) This is the story of the men of■ the Merclxxnt Marine wrho sail the cargo ships and of a young man who, rejected by the Army and Navy, served his country'as an ordinary seaman* When his ship is torpedoed with its attendant loss of life, he realizes the important part the Merchant Marine is playing in this war. ■ *CAVALCADE OF AMERICA (Continued) - Individual. Scripts 821 - Submarine Astern -(Ann., 13 m, 2 f) The crew of a small submarine- chaser tell the story of life in the Coast Guard, climaxed by a battle with a German submarine. Emphasizes importance of Coast Guard. Humorous tenches. 822 - I Was Married on Bataan (Ann., 9 m, 5 'f) An army nurse finds a mom- ent for romance amidst the grim trappings of war in the Phillipines. Taken from the true story of It. Dorothea Daley Engel, U, S. Army Nurse Corps. THE FIRST LINE (30-minute) These are true stories of our Navy on our many fighting fronts. The action is dramatic and personalizes the war. Often the original broadcast let the characters themselves describe the action. For presentation- by schools a certain amount of script revision might be desirable• These programs originally were produced commercially and are not available for use on the air for paid performances. They may be used in the classroom or for auditorium teaching only, at high-school level, unless otherwise indicated. ! ■ 823 - The Scout Bombing Squadron (Ann., 14 m) Told in first persons, this is the story of a squadron of American dive bombers and of how they inflicted about "two-hraiGred million dollars worth of damage on Japanese ships.” 824 - The Lexington (2 Ann., 30 m, 1 m singer) The story of the air- plane carrier Lexington and its last fight with Japanese warplanes. Shows the gallant spirit of our Navy in wartime and personalizes men of the crew. Includes Carl Sandburg’s poem giving tribute to the lost carrier. This is a script that might be done by children in grades four through twelve, 825 - The Fighting Five (Ann., 12 m) Each of the "Fighting Five” tells his story of fighting the Japanese in the air. The script consists of a series of flashbacks, told in first person, of their feats over Guadalcanal. Many human interest stories. 826 - Campaign in North Africa (20 m) When American forces occupied North Africa, carrier-based Navy planes covered the landings of American soldiers and put down resistance around Casablanca. This exciting story tells especially of two Navy men who strafed destroyers and cruisers threatening our landing, one of the men being temporarily captured by the French. 827 - Red Cross and Plasma (Ann., 17 m) Dramatizes how blood plasma, given here in the United States, has saved lives of our fighting men thousands of miles array, Events linked by personality of Lt. G, H. McAteer, medical officer on ill-fated aircraft carrier, Hornet, Recommended for grades four through twelve.Individual Scripts: 813 ~ It Happened in the Service (15 min. - Ann., 8 m) ’Adventures of two Army photographers getting pictures as the Americans advance on Buna. Dramatic action arises from the dangers of the dense jungle and the difficulty of finding the ambushed enemy. 814 - Evening on Corregidor (15 min. - 4 m, 6 f) A tribute in verse, to car Army nurses. The dramatic highlight is provided by the solemn resolve of wounded men to avenge the death of an Army nurse whose patients they were. Illustrates the bravery and kindness of nurses, and emphasizes the importance of the services they perform. 427 - Army and Navy Uniforms (30 min. - Ann., 16 m) The dramatic story of the men who once wore the Army and Navy uniforms now exhibited in the Smithsonian Institution, who return to life to relive their adventures in the Continental Army; in the War of 1812, in the Civil War, and in World War I. They tell interesting anecdotes about the origins of different uniforms. Script Series Available in Volumes: OUR ARMY (15-minute) This is a series of ten scripts which tell the dramatic story of the Army Air Corps - its famous men, the inventions and developments which have improved Army flying, and the opportunities offered to young men. Also tells something of the spirit which prevails in this branch of the Army. The programs were prepared by the W’a-r Department. The complete series is available in one volume. The titles are as follows: DFC Award to Private Raymond Whitney (Ann., 6 m, 1 boy) First Army Pilot and Plane (Ann., 8 m) Aerial Navigation (Ann., 8 m, If) The Automatic landing (Ann., 4 m) Bombardier (Ann., 5m, 2 f) Mariners of the Sky (Ann., 4 m) The Birthday of Aviation (Ann., 4 m, 2 f, 2 b) Air Corps Expansion (Ann., 10 m, 2 f) The American Spirit (Ann., 7 m, lb) Youths1 Potentialities (Ann., 3 m, If)Individual Scripts; 828 - They Burned the Books (50 min.' -Narr., 3 m, If, 1 hoy, Voices) In telling and beautiful, poetry, the author, the late Stephen Vincent Renet, comments on the destruction of liberty and truth which took place in Germany on May 10, 1933. First the voices of the great Geimans, Schiller and Heine, protest against the destruction of theiv culture. Then the scene changes and we watch a schoolboy s lessons become twisted and garbled under the-New-Order. This is follovred by short speeches by Swift, lark Twain and Whitman, all of whose works were, burned by Hitler. Program closes witn a solemn prophecy of the doom of the tyranny which feeds on darkness. 829 - The Invisible Army (30 min. -6 m, If, 1 girl, 2 children) .Drama- tization in episodes of German oppression and underground resistance by conquered peoples in Poland, Norway, Czechoslovakia, Italy and Germany. p Script Series Available in Volumes: you C.AN’T DO BUSINESS WITH HITLER (15-minute) This series is based Qh the best-seller of the same name written by. Douglas Miller, who for 15 years was commercial attache to the American Embassy in Berlin. The series recreates Miller’s many experiences in the land of the Nazis. The programs were prepared arid.produced by the Office for Emergency Management. The scripts were written by.Elwood Hoffman and Frank IL, Telford. The 14 scripts are available m two series volumes and also in individual folders, as ^ollcws: Volume I: 747 - Heads They Win'-- Tails Ue Lose, (2 Ann., 9 m) Douglas Miller re- lates how American businessmen attempted to do business witn Hit-ler prior to the war, demonstrates there is no.such thing as having purelv business relations with a totalitarian .state. .Actual dramatized cases Illustrating Nazi attempts to inject political, ' military, and propaganda implications Into trade negotiations with America. 748 - Broken Promises (2 Ann., 5 m, 1 f)' A number of dramatizations illustrating how American businessmen discover.thaw a Nazi contract has no more validity than a Hitler non-aggression pact. 749 - Ho American Goods Wanted. (Ann, 9'm, 2 f) Sensational but com- pletely authoritative incidents by widespread Nazi conspiracy uo destroy America’s trade relations with first Europe and eventually the entire world. 750 - Two For Me and One For You., (2 Ann., 8 m) Drawing upon his ence as commercial attache to the American Embassy in Berlin for 15 years, Douglas Killer reveals the true significance of a much mis-understood Nazi-developed trade weapon—barter.YOU CAN’T DO BUSINESS WITH HITLER (Continued) 751 - Mass Murder (2 Ann., 18 m, 2 f) Adolph Hitler said in "Mein Kampf," ”1 have the right to remove millions of an inferior race that breed like vermin.” Miller reveals that organized, systematic, unemotional mass murder and depopulation have been utilized by the Nazis to eliminate captive peoples and purge undesirables from the "New Order”. 752 - The Spoils of Em-ore (2 Ann., 11 m) The story of.the most system- atic looting of Europe in history. Dramatized incidents revealing the Nazi Army' of Occupation stripping the occupied countries' of their raw materials, their gold reserves, their railroad equipment, their factory machinery, and even of their food supplies. 753 - The Thousand Year Reich (2 Ann., 12 m) Hitler envisions a Reich that shall endure for a thousand years. With their usual thoroughness, the Nazis are utilizing education to perpetuate the Thousand Year Reich. All skill, all technical knowledge, all scientific learning, becomes the monopoly of the master race and the "inferior peoples” are educated and indoctrinated for slavery. Volume II: 754 - The Living Dead (2 Ann., 21 m, 1 f) Dramatized incidents of actual occurrences in occupied Europe—incidents that.reveal a pattern of Nazi conquest—incidents utterly convincing America of the grim fact that we must win this war ourselves—that successful revolt-in the occupied countries is completely impossible. 755 - The Anti-Christ (2 Ann., 15m, 1 child) Revealing Hitler’s eight- year campaign to destroy Christianity. Vividly dramatized, completely documented, presenting a surplus of evidence from numerous authorities . 756 - Fagan Gods (2 Ann., 12 m, 2 f, 1 child) Presenting the New Pagan=- ism in which Hitler is deified as a semi—divine and the swastika replaces the cross. Dramatizations of pagan rituals» Says Douglas Miller, "Incredible: Unbelievable’ ‘ Here is the proof—plenty of it.” 757 - Swastikas Over the Equator (2 Ann., 12 mJ Relating Hitler’s over- all plan to conquer South America, with special emphasis on German fifth column activities, and'dramatizations of the Nazi-inspired revolts in Bolivia and Argentina. 758 - Money Talks With a German Accent' (2 Ann., 11 m) Revealing Hitler’s economic attack on South America, the Nazi network of South American airlines, and fantastic Nazi business deals used to intimidate South American businessmen. 759 - Work or Die (2 Ann., 17 m) Dramatizing the complete history of Hitler’s eight-year campaign witirii Germany* to. subjugate.labor and enslave the Gorman worker•THE NATURE OF OUR ENEMY YOU CAN’T DO BUSINESS WITH HITLER (Continued) 760 - The New Slavery (2 Ann., 13 m, 1 f) Says Hitler’s spokesman, Reich-minister of Agriculture, Richard Walther Darre, "We shall destroy Europe, A. new aristocracy of German masters will be created. This aristocracy will have slaves assigned to it. These slaves will consist of landless non-German nationals.” Douglas Miller reveals how the Nazis have already created in the occupied countries of Europe their hew scientific slave-state, a state in which more than three million European workers have been reduced to a status inferior to that of the serfs of feudal times. THIS IS OUR ENEMY (30-minute) This series was written and produced under the supervision of the Office of War Information to provide the people of America with an accurate and realistic interpretation of the Nazi ideology as expressed in the institutions and methodology of the Axis "New Order" both in the German home-land and in the occupied countries of Europe. Each script Is based on the eye-witness accounts by prominent figures -in public life, and all materials have been carefully checked for accuracy against official records and sworn testimony of accredited authorities. The following ten scripts were selected from this series for distribution to the schools on the basis of their general appropriateness for use by educational institutions to explain to students precisely why an Axis victory would mean the end of the democratic institutions to which we Lave always been accustomed in this country. " . 800*— The Hitler Youth (5 m, 3 f, 3 boys) This program explains how Nazi youth are trained to regard the privilege of fighting and dying for Hitler as the highest possible honor. The program is highlighted by the tragic death of a German boy who, suffering an acute attack of appendicitis, chose to endure the pain and continue on a 20-mile hike rather than have his troop leader think him weak. The climax is reached when an older brother reports the grief-stricken mother to the Gestapo. The script, written by Bernard C. Schoenfeld, is based on the eye-witness testimony of Miss Sigrid Schultz, foreign correspondent and radio commentator. «• 801 - Nazi Persecution of Catholics (9 m, 2 f, 2 boys) This program shews the systematic destruction of the Catholic Church in Nazi Germany. The script, written by Bernard C. Schoenfeld, Is based on ’ eye-witness accounts of Dr. Baldwin Schwartz, well—known German pro- fessor of Catholic Philosophy. 802 - Medicine Under the Nazi Regime (7 m, 3 f) This script, written by Bernard C. Schoenfeld, is an intensely dramatic presentation of facts concerning the degeneration of German medical science and practice under the Nazi regime, and is based on the eye-witness testimony of Dr. Martin Gumpert, author of the book, "Heil Hunger."THIS TS OUR THEM (Continued) 805 - Education in an Occupied Country (5 m, If, 2 boys) An intensely gripping dramatization, of.Nazi.methods of indoctrinating youth in the belief in German racial superiority, in which an Alsatian lad first grows to despise his French father, and later betrays him to the Gestapo. The script, written by Elwood Hoffman, is based on the eye-witness testimony of Associated Press Correspondent Alvin Stem— kopf. 804 - Industry T,hder Nazi Occupation (12 m, 3 f) A dramatization showing. the techniques employed by the Nazis in systematically taking over' the industries in conquered European countries. The program shows, first, the methods used to get control of a French factory, then, the methods used to compel labor to operate the plant, and, finally, the lot of the factory workers under Nazi control. The script, written by Elwood Hoffman, 'is based on documentation provided by United Press correspondent Glenn Stadley. 805 - Hostages (10 m, 1 f) A dramatization showing Nazi seizure and exe- cution of hostages as a device for mass intimidation and liquidation of peoples in conquered countries who oppose the ’’Thousand Hear Reich.” The story of a French girl who liappens to witness the slaying of a Nazi soldier, by a member of the Gestapo in a drunken brawl and is subsequently persuaded to sign a confession to the murder on the promise that the lives of a hundred hostages Tai’1 be spared* only to be executed along with the rest. The script, written by Elwood Hoffman, is based cn documentary evidence provided by United Press correspondent Jack Fleischer. 806 - Depopulation (10 m, 1 f) A dramatization explaining.the mass exe- cution of-hostages in conquered countries as deliberate and methodical liquidation of races other than the Nazi "master race." The script, 'written by Elwood Hoffman, is based on the testimony of Pierre Huss, well-*kncwn correspondent and radio commentator, and author of the book "The Foe We Face." 807 - Free Labor (22 m, 1 f) A dramatization depicting the role being played by former enslaved laborers since their escape to England, Russia and China and their devoted efforts to maintain production of materials of war needed by men on the fighting fronts of the United Nations. The script, fully documented, was written by Bernard C. Schoenfeld. 808 - Nazi Persecution of Protestants (10 m, 2 f, 1 boy). A dramatiza- tion of the trial and "protective custody" of the Reverend Martin Niemoller. The script, written by Joel Hammil, is based on factual documentation by Max Brauer, well-known German Protestant authority.THIS IS OUR ENEMY (Continued) 809 - Education for Death (10 m, 8 f) A dramatization portraying the: deadly effectiveness of the Nazi educational system, with its primary emphasis on hate for everybody and everything not German, to- ... gether with the will to die for Hitler. This script, written by Don Agger, is based on the personal observations of Gregor Ziemer, author of "Education for Death," and, for a number of years, Headmaster of the American School in Berlin. 830 - Italy's Amis Partner, Germany (9m, 3 f, 3 boys, crowd) A revealing dramatization which presents an authentic picture of the treatment the Italian people receive at the hands of their alleged "comrades-in-arms," the Nazis. 931 - Nazi Suppression of Religions Freedom (6m, If, 2 boys, crowd) To commemorate the 10th anniversary of the rise in power of the Nazi party, this program dramatizes the Nazi persecution of the Catholic Church as typical of their systematic suppression of religious worship. The story is fully documented, and is built around the treat-* ment of Father Gerhardt by the Nazis. 832 - Nazi Suspension of tho Right of Habeas Corpus (15 m, 6 f) This pro- gram presents the true story of Nazi persecution of Hans Lytton, as related by his one-time friend and colleague, Ernst Frankel, well-known as an ardent Anti-Fascist and former German lawyer, who came to America in 1938. This stirring dramatization pictures the characteristic torture methods employed by the Nazis to break the spirit of those who oppose the Third Reich. 833 - Tale of a City (11 m, 8 f, 1 boy, 1 girl) Based on the authentic Office of War Information bulletin entitled "Tale of a City", this program dramatizes the ruthless war of extermination waged by the Nazis against the civilian population of ’Warsaw* since the time of its occupation in September of 1939. 934 - Slave Labor Inside Nazi Errone (9m, If) A dramatization portraying the heroic but unequal struggle of enslaved laborers in Nazi war industries to slow up production of war materials. 635 - Nazi Terrorism in Occupied Russia (9m, 2 f, 1 boy, crowd) This dramatization, documented from the testimony of Maurice Hindus, noted author and authority on Russia, tells the grim story of the characteristic Nazi treatment of civilians in occupied Russia. 936 - C ounter-Attack (7 m) This program is a radio version of the Broadway play by the same name, picturing the Russian Army as a "people’s army" that Is motivated by the same ideals and love of homeland as our own Army. The time is the autumn of 1942; the scone, an unnamed village near Stalingrad. The action takes place in a basement buried beneath the rubble of bombed buildings. The plot is simple, direct, and intensely gripping. Walter Grcbner, correspondent for Time and Life Magazines, and author of the book, "Round Trip to Russia," makes a brief guest appearance on the program to authenticate its content.THE NATUT-E OF OUR ENEMI THIS IS QUR ENEMY- '(Continued)' 837 - The Japanese "New Order" in Asia (5 m, R f, 1 hoy) This is an in- tensely gripping dramfixation portraying the .systematic looting of occupied China by .the Japanese, and of the methods they employ to enslave the Chinese people and break their spirit. Authenticity of the program content is established by the Chinese Consul General of New York City«, 838 V The. Nazi U-Boat, The TJ-1I1 (13 m)' A realistic dramatisation of the under-sea war of 'the Nazis against our :sv.pply lines to our Allies and to our fighting fronts. (Suitable for high—school and adult audi—. enees, this program may also bo used for its story value'at the upper elementary grade-level. 839 - Axis Propaganda Methods (RR m, ,3 f, 1 boy).' This program explains, through a series of drayiatizations, some of the commoner techniques used by the Axis to destroy publi'e morale in America, and to trick us into .revealing strategically important information. Such propaganda devices as the "Broadcast by Prisoners of War,” the "Neuiral Source" trick, the "Spy” trick, and the "Reverse” trick are explained. (Well suited for study at-, junior and senior high-school levels, .and equally valuable for adult audiences)« 840 - April in Paris , 1915 (17 m, 5 f) This program 'dramatically con- trasts the Paris of pre-war days with Paris as it is today under Nasi domination, and is especially interesting for the series of vivid vignettes of the character of the French people which it presents, (Suitable for junior and senior high-school and adult groups). 841 -Nazi Slave Labor (13 m) This program dramatizes the story of the four million foreign workers who have been transported into Germany from the Nazi-occupied countries to man the Nazi war industries. Working up to ’72'hours per week under conditions which amount to actual slavery, these workers systematically exploited by their Nazi "Masters". Of particular interest is the explanation of the so-called "blood hierarchy" of the Nazi Party. (Suitable for high-school and adult audiences). 84R - March to the Gallows (RR m, 5 f, 1 boy, crowd) This program is a . fantasy depicting the post-war reckoning of humanity with the Quis- lings who have- betrayed their fellow countrymen int-o the hands of the Axis. (Well suited for high-school and ’College social studies and » political-science classes and for adult audiences), ** 843 - The Black Market (10 m, 1. f, crowd) A thought provoking dramatiza-, • tion about -our enemy "the black market" and how it aids the Axis by demoralizing the home front.Most- of the scripts described below have a distinct patriotic flavor which makes them suitable for classroom study, for morale building programs, and for broadcasts commemorating such traditional American events as Thanksgiving, Flag Day, Arbor Day, aid the anniversaries of some of our great National heroes. .... 814 - A Pledge to America (15-min. -Narr., 4m, 3 f) This script tells how, when and why the Pledge of Allegiance to the Flag was written. It brings out what the pledge means and why every American should do everything possible to preserve all that it stands for. This program conveys a message which should have particular significance at this time. ;:y 845 - Voice of Liberty (15-min. - 2 Narr., 10 m, 2 f, 1 -girl, voices) A historical dramatization of several .of the legends surrounding the building and the hanging of the Liberty Bell in Philadelphia, with a review of the momentous occasions.when it was rung, first in salute to King George of England, later to proclaim the Declaration of Independence, and finally to toll out the death of Chief Justice ■ ' John Marshall. Closing scene presents the concept of liberty today for all peoples of the world struggling to bo freed from the tyranny of the aggressors. 846 - The Flag Speaks (15-min. - 5 m, 2 f, voices) A fine script.in which the flag of the United States is the leading character. On its birthday, the flag recalls many memories such as the day it was bom, later when it was being carried into battles, flying over new possessions, its changing appearance as new stars were added, and .how today at the age of 166 years, it remains the symbol of honor, of truth, of peace and freedom. Produced originally by the Cincinnati Public Schools for Flag Day. Requires only slight revision. 573 - Flag Da?/ (15-min. - Ann., 2 m, 1 f) A dramatization of the story of the American flag and what it stands for. The script was prepared for the American Legion of Indianapolis, Indiana, by J. W. •-Magnus son. 448 - Growth of the American Flag (30-min. - /inn.,-' 35 m, 3 f) Many interesting facts about our flag are dramatically revealed in this script. The program was originally broadcast by NBC in the series, THE WORLD IS YOURS. Script by Irve-Tunick. 761 - An American Prayer (30-min. - Ann., 36 m, 6 f, Chorus) While this script was originally broadcast as a special Thanksgiving Day program, it might also bo used in other ways. It sums up In colorful and dramatic form the many blessings we Americans, as a Nation, enjoy. Experienced production is required. The program was originally presented by the TJ. S. Department of the Interior over the Mutual Broadcasting System. Script by Louis J, Hazam.Individual Scripts: 811 - A Time to Reap (.15 min. - Ann., Narr., 20 m, 4 f, children) An exceptionally forceful dramatization which presents an over-all picture of the contributions of American Agriculture Vo the winning of the present war and the peace that is to follow. The style is simple and unassuming,’ and the total effect- is -one of directness and sincerity. This script was written by Stephen Vin-~cent Benet for broadcast over the Columbia Network, November 26, 1942, under the sponsorship of the U. S. Department of Agriculture. Experienced producing groups. In farming areas, might well undertake •the production of this script as a morale-building service. 812 - The Rising Tide (15 min. - Ann., 9 m, 3 f> A gripping dramatiza- tion, written by Walter Hogan, and based on the second chapter of "Education of Free Men in American Democracy." /The story of two young men, sons of German-bom parents (naturalized American citizens),- one of whom.has fallen under the persuasion of a Nasi undercover organization in this, .country. Climax does.not show the difficulties of the family as solved, but leaves room for hope. This script should be especially useful for broadcast for listener- .. discussion groups, .since the problem of replacing the Nazi Royalties of the wayward- son with a faith in Democracy should prove a stimulating topic for discussion. 847 - Beyond the Call of Duty (15 min. - Ann.,'Narr., 8 m, 3 f) The heroic efforts of Negro citizens to do their part to preserve liberty in the present struggle is dramatized in this script, written especially for Race Relations Sunday, February 14, 1943,- by Adele Nathan and'-Blevins Davis, and presented over Station WOR in coopera tion with the National Council of” the MICA.- •■ Original program. ..starred Frederic March, famed-Hollywood actor, as narrator, and . Dorothy Maynor, Negro concert singer and Canada Lee, . Negro actor. Their parts can be taken by high school or college radio workshop students-; ■ - 843 - A Flay Without a Name (15 min. -5m, 2 f) This is a dramatization designed to show the struggle which man has to reconcile the .fact of war with his faith in God. Theme is interpret ted through an army chaplain suffering from shell shock in conversation with a mother who has lost her son at war. Responsibility for war - it develops - rests with man alone and peace can be attained only by his determination to find ways to live harmoniously with his fellow men. 775 - We Hold These Truths (60-minute) This outstanding radio program was originally broadcast in commemoration of the 150th anniversary of the Bill of Rights, December 15, 1941 by the four networks. The program featured man;/ radio and motion picture artists and closed with a message from President Roosevelt. The script was written by Norman Corwin.Individual Scripts; 526 - First in War—First in Peace y, (15-min. - Ann., 7 m, 2 f) This script contains two dramatic episodes; ’Washington’s soldiers prepare the first public celebration qT ,hus -birthday; Washington decides to reenter public life and join ..the deliberations of the Constitutional Convention. It was prepared for the American Legion of Indianapolis, Indiana, by Harold Gilmore Calhoun and Dorothy Donnell Calhoun. 7 - Prophet Without Honor . (3Q-mih».~ - Ann., 13 m, 1 f) The story of . Thomas Paine, patriot and apostle of freedom. Paine, the English- ” man, meets Benjamin Franklin in London and is persuaded to come to ' America... He rouses the C.olonists to revolt with his writings, and breathes courage into Washington's hungry army with his famous speech "which starts, ’’These are the times that try men’s souls.” "The .program was. originally produced by the-Radio Workshop of the "Ohio School of the Air under the direction of Meredith Page and broadcast over the NBC network. 44 - Paul Revere, Versatile Citizen (15-min. - Ann., 12 m, 5 f) The story of Paul Revere, silversmith, engraver, and leader of the Sons of Liberty. The program was originally broadcast by the Department of Education, Baltimore., Md. 422 - Independence Hall (30-min. - Ann., 22 m, 2 f) Mrs. Cadwallader, . the wife of the Mayor of Oakville, a typical American town with . its melting pot population, coaches a group of foreign-born citizens in preparation for a pageant to be presented on Independence Day. The frequent interruptions of the players,, which try the patience of Mrs. ..Cadwallader, show an amazing understanding of the principles of the Declaration and the spirit of the ‘pageant. This is one*of THE WORLD IS TOURS series, and was written by Bernard C. Schoenfeld. 412 - The Lincoli Legend (30-min. - Ann*, 12 m, 4 f) The intensely human story of Lincoln, the man—-his'home life in Indiana; his clerking days in Illinois; his love for Ann Rutledge; his entrance into politics; his closeness to the people; his great gift as a teller of tales; his election to the Presidency and his untimely death. The script was written for THE WORLD IS TOURS series by Peter J. Harkins. 777 - Toward the Century of the Common Man (45-min. - 3 Ann., 22 m, 4 f) Originally produced over the National Broadcasting Company Network on United Nations’ Day, June 14, 1942, this program is a dramatization of the major steps of conquest that, led to the present world conflict, especially emphasizing the issues involved and the broad war aims of the United Nations. The script was written by George Faulkner, with an interlude by Stephen Vincent Benet. Although too difficult for production by amateur groups, the script should prove ■ valuable for study purposes.individual Scripts: 849 - Day of Thanks (15-min. - 3 m, 3 f) A delightful Thanksgiving story about old Josephy Guthrie who insisted he had nothing to be thankful for and belittled the efforts of his townspeople to properly celebrate the feast. In a dream many blessings are revealed to him and like Old Scrooge, he makes amends.- Written originally and produced over Station WHA, University of Wisconsin. 850 — The Stevens Family Prepares for Thanksgiving (30-min. -2 m, 3 f) A fine example of a dramatic program concerned with the simple, everyday problems of real people, humanly and humorously presented, Program recognizes and deals with the fact that all families do not have equal incomes when planning their annual Thanksgiving feasts. Program originally was produced by the University of Wisconsin and received a first award in the Fifth American Exhibition of Recordings at the Institute for Education by Radio at Ohio State University in 1941. .851 - Trees (15-min. -Narr., 2 m, 1 boy, 1 girl) A fine Arbor Day script stressing the importance of conservation and including a reading of' the poem, ’’Trees", by Joyce Kilmer, the beloved religious poet, who lived and died in the service of his country. Ending requires slight revision fox' local adaptation. 852 - Apples in-the Orchard (x5--min. - Narr., 8 m, 1 f, 4 children) This is the legend of Johnny Apple-seed who "worked with might and main, • and took ripe apples in pay for chores, carefully cut from them all the cores, filled a bag full, then wandered away, and the boys who followed him round soon.found, that he put them into the ground." A charming script produced originally by the Cincinnati Public Schools. Suitable for any time but particularly good for an Arbor Day program. Script Series Available in -Volumes: WE’VE GOT SOMETHING HERE ('15-minute) In this series of six scripts some everyday Americans talk over the basic advantages to be found in a democracy. In so doing, they com- . pare the American viewpoint with that of a dictatorship on such sub- jects as labor, efficiency, unemployment, wealth, etc. The scripts furnish subject matter and outline, but must be edited and adapted * by the producing groups. Series was prepared especially for local radio groups by Adele Nathan. ‘ THE RIGHTS OF W (15-minute) Two highly dramatic programs portraying conditions existing in the world today which deny man his rights. Both programs sound- a warning to those peoples who are still free to protect their civil liberties. The two scripts are bound in one volume. They aré titled: The Exile (Ann., 6 m, 3 f, child) - Cultural Freedom (Ann., 2 m, 3 f)LEAGUESBORO-CN -THE-AIR ( 15-minute ) Prepared by the New Jersey League of Women Voters. A series of radio dramatizations present'] ng various community prootems, and the solutions worked out by the citizens oi Ls. i.pyestoroo Primarily to promote good citizenship generaIIy-rriivJ.izn defense work]; when it appears, being - treated as' one phase of good citizenship. The major characters run throughout the series, but each script is a complete show and may be used separately, 762 - Rumor- (Ann., 5 f, 1 boy) Rumors in wartime—how they rise and spread—the trouble they can make. 763 - This_^reec.pm (Ann., 1 m, 4 f, 1 boy, 1 girl) The bill of rights must stall be fought for, cherished, and. protected. 764 - A Town is Bom (Ann., 2 m, 5 f) Background of the town of Leagues- boro.- 765 - When Prices Go Up (Ann,, 1 m, 6 f) Good and bad buying habits— their relation to inflation. 766 - Milk (Ann9, 1 m, 7 f, 1 boy) Leaguesboro women get behind the penny-milk-fcr -schools program. 767 A Place to .Live (Ann., 2 m, 4 f) Decent housing for low income • families is a practical as well as a sentimental notion. 768 - It’s a Free Country (Ann., 2 f, 1 boy, 1 girl) Freedom of speech is still with us, but in wartime it’s only wise to modify our habits of criticizing our government and our allies. 769 - Not a Gent for Tribute (Ann., 3 f, 2 boys) How unnecessary spend- ing speeds inflation—and helps Hitler. 770 - Dental Health (Ann., 2m, 4 f, 1 girl) A plea for public support of a program to provide dental care for children. 771 - The Job He Likes (Ann., 4 f, 2 boys, 1 girl) The need for train- ing to suit the aptitudes and abilities of the young people who are being taught. 772 - Trained for the Job. (Ann-., 1 m, 4 f) More on the need for voca- tional education. A continuation of script No. 771—but either of those scripts may be used separately. 773 - Overtime (Ann., 3 f, 1 boy) On the need for an understanding of the problems of management of labor, and for cooperation between the two groups. 774 - They Give Their Blood (Ann., Narr., 1 m, 5 f) Promotion for the Blood Bank, and how the Blood Donor Service works.americana LEAGUES BORO-ON -THE-AIR (Continued) 853 - TThen Do We Get Tough? (Ann., 3 m, 2 f) Tells the reactions pf a small American town to war, when a peace-loving American family l ccnfronted by a pro-Nazi family, and both children and parents find that we are fighting a ruthless enemy. 854 - The.Next Town (Ann., 3 m, 3 f) Story of two American families as they reacted to the Revolution, the Civil War and the xirst World W r. Furnish examples of different approaches to today1s problems on the-home front. 855 - Fair Exchange (Ann., Z m, 3 f) An editorial writer’s attitudes.on Reciprocal Trade Agreements have been suppressed by.an isolationis who controls the paper. Problem is solved by applying it locally and showing advantages of cooperation with neighboring town. I’M AN AMERICAN (15-minute) This is a series of 12 interviews with preeminent naturalized citizens to promote a deeper consciousness of the privileges and responsibilities o citumship and Bore tolerance for fellow-taericans of all birthplaces. The'programs were originally broadcast by the Immigro.bion eu 3. p. -tion Service of the U. S. Department of Justice over the facilities.of the National Broadcasting Company. The scripts are available only in one volume containing the 12 inteih-ieivs. The persons interviewed are as follows: Hans Klndler Louise Rainer Anton Lang Charles Fergler Thomas Mann Attilio Piccirilli WHY DEMOCRACY ( 15-minute) Albert Einstein Peter Yolles• Joseph Pasternak Irving Berlin Raoul d’Eca ' ' " Igor Sikorsky A* series of eight interview type scripts in which "doubters" present the charges made by the totalitarian states against the American-Way These accusations are discussed and refuted by well-known Americans. The programs were prepared and originally produced by the Council For Democracy. The complete series is bound m one voiume. ihe persons who defend democracy in the eight programs are as follows: Newbold Morris Charles Evans Hughes v/. Jr, Everett R. Clinch?/- Dorothy Thompson Frank Klngdon Charles Roletti __ Roger N. Baldwin. G. D. JacksonScript Series Available in Vol urnes : AMERICANS ALL—IMMIGRANTS ALL (30-minute) A series of dramatisations presenting the story of the contributions of various cultural groups to the social, economic and political development of the United States. Each program tells the story of a different nationality group, why these people left their homes to come uo America, their welding into the American pattern of life, and their contributions to the heritage as well as to the development of our Nation . ’’Americans All—Immigrants All,” the major radio series of the.U. S. Office of Education tor 1908-39, was designated ’’the most original .and infoimiative radio program of the year” by the Women’s National Radio Committee. The scripts were written by Gilbert Seldes and broadcast over the Columbia Broadcasting System, with the cooperation of tne Service Bureau for Inter—cultural Education, and with the assisoance of the Work Projects Administration. The casts are large and production . rather difficult. The 23 scripts are bound in 4 series volumes. Each script is also available in an individual folder. Volume Is 104 - Opening Frontiers (2 Ann., 2 Harr., reader, 20 m., 3 f) A swiftly moving dramatic portrayal of'that great surge of peoples across the sea, then across the land to still another sea; peoples, who came to America* to build our great and as yet unfinished country, the •United States of America. 105 - Our English Heritage (2 Ann., 2 Narr., 21 m, 1 f) The story of our English ancestors is told. The English were the first to settle a numbei’ of successful colonies along the northern Atlantic seaboard. Thus, they impressed, with both their numbers and their experiences In self-government, a large part of their culture upon our colonies. Especially, they laid the foundations for certain civil liberties upon which others built. 106 - Our Hispanic Heritage (Ann., 2 Narr., 55 m) States, rivers, mount- ains, cities, and towns of our Southwest bear Spanish names. Spanish architecture, modified by contact with Indian building methods, is still conspicuous there. The cattle industry began with the early Spanish settlers. - The American cowboy inherited his horse, his outfit, his vocabulary from Spanish America. 107 - Scotch, Scotch-Irish and Welsh in the United States (Ann., 2 Narr., 39 m, 6 f, and children) Scotch-Irish and Scots settled our frontiers and played important parts In the development of our democracy and . ' of our schools. The Welsh, lovers of song, worked our mines and . shared in the industrial development of our country. This script dramatizes the history of these peoples in the development of our Nation. AMERICAN HISTORY AMERICANS ALL—GRANTS ALL (Continued) 108 - Winning Freedom (2 Ann., 2 Narr., 34 m, 6 f) Hany groups contribut- ed to the winning of our freedom, both through numbers and leaoers. The story of the cooperation of these many peoples to win freedom is told in this broadcast.. 109 - The Negro in the United States (3 Ann., 2 Narr., Reader, 22 m, 10.f, childT" The Negro has been called America’s ’’tenth man," because his numbers ccmpose one—tenth of our population. This program shows that he, like most of the other ethnic groups, has been with us from the beginning. It also shows the large part which he has played in our artistic, as vie 11 as our economic life. 110 - French-Speaking Peoples and the Netherlanders in the U., S. (2 Ann•, 2 Narr., 11 m, 10 f, child) Huguenots, Belgians, French-speaking Swiss and French Canadians came to America. The Huguenots came for religious freedom. They settled in many places and contributed outstanding individuals to the early life of the country. I he French, added much to the culture and foundations of law of our Mississippi Valley. Volume II: ' HI - Upsurge of Democracy (2 Ann., 2 Narr., 24 m, 3 f) The^trans-Alleghany communities developed democracy on the frontier. The interaction of newcomers and pioneers brought about the decline of aristocracy. Eastern wage-earners marched in the ranks of the new democracy. 112 - Irish in the United States (Ann., 2 Narr., 35 m, 5 f, 2 children) The Irish, driven by the great famine in Ireland, and drawn by the industrial needs of the United States, came in large numbers. This broadcast dramatizes the part they played In the Revolution and in the building of our country. They contributed labor, song, humor, literature, and other gifts. 114 - Scandinavlans (Ann., 2 Narr., 32 m, 5 f) Here is told the little- known story of the gifts brought to us by the Scandinavian peoples— Danes, Norwegians and Swedes. They came in the 19th century and settled in our North Central States, playing a great part in the conquest of the new wilderness. They brought with them their well-developed cooperative movements, their social consciousness, their dairying methods, gymnastics, and folk high schools. 115 - Closing Frontiers (Ann., 2 Narr., 2 Readers, 57 m, 9 f) This epi- sode tells of the important events of the period of the 1890’s when the last of our good land was exhausted and our immigrants were forced to crowd Into our industrial cities. 116 — Jews in the United States (Ann., 2 Narr., Reaaer, -25 m, 10 f) marly beginnings of American social welfare and labor movements are dramatized in this program. Stirring episodes tell how Jews helped George Washington win in the struggle for our freedom, of their.heroic participation in . the War Between the States and the World War, and of their contributions in the fields of science and the arts.AMERICANS ALL—IWGRANTS ALL .(Continued) Volume HI: 117 - Slavs in the United States-X (Ann., 2 Naur., 20 m, 1 f) Hcrw the wastelands of America were.transformed into productive soi}. is one of the highlights of this program; also, the contributions of Russians, Ukrainians, and Jugo-Slavs to heavy industry, engineering, and art. 118 - Slavs in the United States-!! (Ann., 2 Narr., 18 m, 6 f) The story of the Poles and Slovaks who came to work in the mines and mills, and of.the Czechs, who broke acre after acre of prairie land and turned it into rich farms. 121 - Near Eastern Peoples (Ann., 2 Harr., 25 m, 5 f) The Near Eastern peoples came to the New World bringing their philosophy, poetry, manual skills, and their unique artistic sense. This program dramatizes the contributions- of these peoples, chiefly the Greeks, Turks, Armenians, Syrians, and Arabians. 122 - Othe?c Groups (Ann., 2 Narr*, 23 m, 1 f) Through the centuries, other groups came to America adding their culture—Hungarians, Ru- „ manians, Portuguese, Mexicans, Lithuanians, Latvians, Finns, and Estonians. Many came as fishermen, farmers, laborers; but they, as Americans, became doctors, scientists, and leaders in the arts. 123 - Contributions in Industry (Arm,, 2 Narr., 32 m, 7 f) The story of -American inventions, transportation, communication, and manufacturing in terms of group contributions is told in this, broadcast. All groups contributed labor, and each group was helped by the work of the group that preceded it. Thus, is the drama of American industrial development unfolded. Volume IV: 124 - Contributions in Science: (Arm,, 2 Narr., Reader, 26 m, 5 f) This script dramatizes the interworkings of groups in the fields of science and inventions. It shows that all nationalities contributed to America’s scientific development, and that these inventions were dependent upon previous knowledge of men of science. This is a panorama of American achievements in agriculture, medicine, explore ti on, an d phys i c s, 125 - Arts and Crafts (Ann., 2 Narr,, 3 Readers, 20' m, If) All groups from earliest times have contributed something of artistry to American life, beginning with-the Indian craftsmen and the Colonial pilgrims, with their furniture, quilts, rag rugs, samplers, and other handiwork. So today, each group brings its artistic gifts to our doors, gifts that may enrich our cultui’al life if we accept them, or which may die from lack of appreciation if we reject them.AMERICANS ALL--IMMIGRANTS ALL (Continued) 126 - Social Progress (Ann., 2 Narr., 40 m, 6 f) Through England much of our social progress has been handed on to us, though the roots lay back of England on the continent and in Asia. Concepts of social welfare, government and politics, philanthropy, religion, and education, have thus come to us. Here is dramatized how these ideas of law and liberty, which were brought from other countries, were adapted to meet the changing needs of the United States. 127 - A New England Town (Ann., 2 Narr., 59 m, 10 f) Cultural integra- tion has taken place much the same in one part of the country as in another, and the same for one group as for another. This broadcast dramatises the life in,one New England town as an example. Here the English came, as early settlers. Then, through the years, came Germans, French-Canadians, Irish and Poles, adding their cultures in the creation of Americans. 128 - An Industrial City (Ann., 2 Narr., 56 m, 8 f) This script drama- tizes the emergence of an American way c-f living out of the many folkways of foreign people who crowded into our cities. It shows the changing industrial development in American communities, following the pattern of the previous script. 129 - Grand Finale (Ann., 2 Narr., Reader, 16 m, 1 f) -This program summarises and recapitulates the significant contributions of the various cultural groups to our American way of life. GALLANT AMI CAN WOMEN (30-minute) These programs tell'the dramatic story of how women have helped to develop the American way of life—the part women have played in other critical times. They were written against a rich background of American history by Jane Ashman under the supervision of Eva vB Hansl, and were originally presented in 195S-40 by the U. S. Office of Education over the NBC-Blue network. Each script is available in an individual folder. 715 - These Freedoms (Ann., 5 Narr., 16 m, 12 f) What women have done to establish and preserve, our civil liberties, not only for themselves but for all Americans. 716 - Women and Peace (.Ann., 5 Narr., 11 m, 15 f, Voices) 717 - Women on the Land (Ann., 3 Narr., 15 m, 13 f) 718 - Women the Providers (Ann., 3 Narr., 6m, 22 f, 3 girls, 4 boys) 719 - Refugee Women (Ann., 3 Narr., 19 m, 14 f, 1 girl) The contribu- tions of women who came as religious or political refugees from persecution in other lands. 732 - Women in Medicine (Ann., 3 Narr., 11 m, 16 f, 1 boy) 734 - Women in Nursing (Ann., 3 larr., 8m, 11 f, 5 girls, 2 boys,Voices) 736 - Women in Science (Ann., 5 Narr., 19 m, 8 f3 1 girl, 1 boy, Voices) 739 - Women with Wings (Ann., 3 Narr., 11 m, 3 f, 1 girl, 1 boy, Voices) Twentieth century pioneers in aviation. 743 - Wives of Great Americans (Ann., 5 Narr.,9 m, 8 f, 1 girl, 2 boys)AMERICAN YESTERDAYS (15-minute) In this historical series important events in the lives of several outstanding figures in American history are brought to life. An accurate background and as many actual quotations as possible make these playlets authentic. They are especially adaptable for production by high school students. They were originally prepared and featured as the "Historical Playlet Series" by the Pittsburgh High Schools over Station WWSW in 1935, and were edited by Dorothy Donnell Calhoun for the Script Exchange. The six scripts are bound in one volume $ each script is also available in an. individual folder. 130 - George Washington, the Farmer (Ann., 10 m, 5 f) This script tells-,-,-ths intensely human story of George Washington, the scientific farmer, who supervises the cultivation of his fields at Mt. Vernon, and discusses with his neighbors such problems as soil erosion, rotation of crops, soil fertility, disinfection of seeds, and the designing of far implements and buildings. 131 - Braddock’s Defeat (Ann., 8 m) The thrilling story of the defeat of Braddock’s army in 1755, when he tried to take Port Duquesne from the French. A parallel can be drawn with present-day battles which have resulted in defeat for the side which could not adapt its tactics to the circumstances. 132. - The Declaration of independence (Ann., 14 m, 3 f) In Philadelphia on July 4, 1776, the delegates to the Continental Congress' convened to discuss the adoption of the Declaration of Independence. A message from New York that King George hired foreigners to fight the Colonies leads to the unanimous adoption of the Declaration. The crowds outside cheer to the ringing of the Liberty Bell. 133 - Wm, Penn and the Founding of Pennsylvania (Ann,, 7 m, 3 f) The story of an English school boy who courageously stands by his religious convictions despite the will of his parents. He becomes the founder of the great State of Pennsylvania and establishes a government base on friendship, liberty, and peace. 134 - The Winning of Ohio (Ann., 9 m, 1 f) After St. Clair fails to gain Ohio by treaty with the Indians, George Washington appoints the impetuous Anthony Wayne Commander of the United States. Army-.' In a stirring battle, Wayne defeats the Indians and forces them to sign the Treaty of Greenville, July 20, 1795. 135 - When Lincoln, Came to Pittsburgh . (Ann., 8 rii, 2 f) An intimate glimpse of President-elect Lincoln in 1361$ his kindness to children captivates his fellow citizens.FREEDOM ON THE MARCH (30-m.inute) A series of 14 dramatisations telling the story of the settlement of the Northwest Territory, a period in the history of the United States when Freedom blazed new trails across the mountains to guarantee the settlers of the Northwest their civil liberties. Each script is complete in itself and may be used separately. The programs were written by Dorothy Donnell Calhoun for the Northwest .Territory Celebration Commission. They were presented over WLW’s 'National School of the Air" in 1957. They are adaptable for school and stage dramatizations, as well as for radio broadcasting. The casts are fairly large, but many of the characters may be doubled. The 14 scripts are bound in Z series volumes. They are also available in single folders. Volume I: 164 - Trails of Freedom (Ann., 43 m, 3 f) The beginning of the fight for freedom and self-government beyond the Alleghenies holds out a promise > of hope to the impoverished soldiers of Washington's army; the framing of the Pickering Petition and the Ordinance of 1787 which embody our fundamental civil liberties; the first pioneers cross the Alleghenies to settle the Northwest Territory. 165 - An Army of Peace (Ann., 31 m, 2 f) The development of the Pickering' Petition and events leading up to and including the Ordinance of 1787; the ideals of the Ordinance and the establishment of the "Old Northwest." 166 - Education on the liarch (Ann., 27 m, 10 f) The story of the develop- ment of free schools and public education in the Colonies, and the effect of tho Ordinance of 1787 on the growth of public education. 167 -'Religious Freedom on the March (Ann., 31 m, 9 f) Attitudes toward religion as they grew in the American Nation; the story of Roger Williams; Jonathan Edwards' struggle to free religion from State control; the effect of the Ordinance of 1787 on the growth of religious freedom. 168 - Every Man a King (Ann., 25 m, 7 f) The story of tho old law of primo- geniture and the abolition of it in America; the Bible story of Jacob and Esau; Mistress Gardiner gets justice for her youngest son; the : story of the Evremcndes in France; Thomas Jefferson continues the fight against the law of primogeniture. 169 - The Land of. the Free (Ann., 35 m, 4 f) The prohibition of slavery in the Ordinance of 1787; the development of this idea and its effect upon the history of the United States. 170 - Parceling Out the West, (Ann., 21 m, 3 f) The story of the division of the land beyond the Appalacliian Mountains; the fight for squatters1 rights; Thomas Jefferson is Land Ordinance and the fight against eastern speculators.AMERICAN HISTORY Volume II: 171 - The Coming of the haw (Ann., 32 m, 4 f) Hot; law was brought across the mountains into the Northwest Territory; the circuit riders; the Regulators; frontier justice; the establishment of courts; Abe Lin-doln defends a client accused of murder; western concepts of justice 172 - You Have the Body (Ann., 33 m, 3 f) An interpretation of "habeas corpus” and the other fundamental principles of humane law, which were incorporated in the Ordinance of 1787 before they were written into the Constitution; the "lettre de cachet!’ in France; the fight for the right of "habeas corpus" in the Colonies; Lincoln suspends the right during the Civil War. 173 - A Deal’s a Deal (Ann., 23 m, 3 f) The right of private contract is written into the Ordinance of 1787; heroic attempts in the Northwest to protect property rights. 174 - Everybody’s Business (Ann., 22 m, 4 f) The beginning of the ideas of social security, as evidenced by the first settlers of the Northwest, through their fraternal lodges and benefit organizations. 175 - New Stars Are Born (Ann., 21 m,, 3‘f) Despite foreign and internal intrigues, the'Northwest retains the principles of a democracy and maintains its union with the States east of the Alleghenies; the entrance of the new States of the Northwest into the Union and the fight over the slavery issue« 176 - Eight Day Wonder (Ann., 14 m,, 3 f) The story of Manassah Cutler’s fight for the passage of the Ordinance of 1787 by the Continental Congress; a splendid study in the psychology of legislation. 177 - The Melting Pot (Ann., 19 m, 7f) The story of the potpourri of nationalities and civilizations, which first found common cause in the Old Northwest Territory, and formed the amalgam for our American civilization; the life of Carl Schurz, political refugee from Prussia, and how it typifies the story of the Melting Pot, i I AMERICAN HISTORY ' Script Serie? Available in Vo3-umes; LET FREEDOM RING (30-minute) ' A series of 13 programs which dramatize the courage3 the struggle and the triumph of men and women who fought to win and safeguard the civil liberties expressed in the Bill of Rights... These scriptsuvere written by Dorothy Donnell Calhoun and Harold Gilmore Calhoun, arid were originally presented by the U. S. Office of Education in cooperation with the Columbia Broadcasting System and the Work Projects Administration. The 13 scripts are bound in one volume. Each script is also available .. in an individual folder. 178 - Bill of Eights (Ann., 11m, 5 Voices) 179 - Trial by Yiry (Ann., 20 m, 1 f, 6 V) 130 - Freedom of Speech (Ann., 14 m,. 3 V) 181 - Freedom of the Press (Ann., 15 m, 2 f, 1 child, 4 V) 182 - Freedom of Worship (Ann., 3.2 m, 3 f, I child, 6 V) 183 - Right of Petition (Ann., 17 m, 3 V) 184 - Freedom of Assembly (Ann., 13 m, 2 f, 1 child, 5 V) 135 -'Right of Suffrage (Ann., 12 m, 2 f, 5 V) 186 - Women *s and Children^ Rights (Ann., 15 m, 5 f, '5 V) - 187 - Right to Patent (Ann., 23 m, 4 f,- 5' V) 188 - Right to Habeas Corpus (Arm., 12 m, 2 f, 1 child, 5 V) 189 - Right of Freedom in the Home (Ann., 18 m, 1 f, 2 children, 5 V) 190 - Right of Racial Equality (Ann., 9 m, 2 f, 5 V) Note; The complete series of 13 scripts bound in a single volume, as well as a manual suggesting practical school and community uses for these scripts may be purchased from the U. S. Government Printing Office, Washington, D.C. Each script is accompanied by Lesson Aids and Production Notes, The price of Bulletin 1937, No. 32, Let Freedom Ring (Scripts) is 60 cents: that of Bulletin 1937, No. 33, Let Freedom Ring (Manual) is 20 cents. Mail these orders directly to the Superintendent of Documents, U. 3. Government Printing Office, Washington, D. C. These are not sold through the Exchange,Script Series Available, in Volumes ? BRAVE N EW WORLD (30-minutq) A series of* dramatic radio broadcasts in whicn the vast sweep of the history" of Latin America is developed around the lives of its great leaders, statesmen, educators, poets and artists» The programs •'■■ere originally presented by the U. S. Office of Education over the Columbia Broadcasting System during 1937-38, in cooperation with tne ran-Anerican Union and the Work irejects Administration» Lney were written by Bernard C. Schoenfeld. Two of the programs in this series received honors at tne Second xuneii— can ExhibitiorTof Recordings of Educational Radio Programs, at the Ninth Institute for Education by Radio, Ohio State University, Columbus, Ohio, in 1938. The Litblc Indian of Mexico was awarded first prize among dramatizations, and Christ, of the Andes was given honorable mention.' The 26 programs are bound in 4 volumes. Each script is also available an an Individual folder. Volume I: • 226 - Conquerors of a New World (Ann., 33 m, If) The story of canto Domingo, the ’’cradle of America,” where American nations are erecting a Memorial Lighthouse to Columbus. Life in early days when adventurers from Spain crowded into Santo Domingo; Cortez,. Pizarro, Balboa and other Conquistadores leave Santo Domingo to conquer the mainland modern Santo'Domingo; Columbus’ ideals are betrayed by his. gold—crazed followers, but his dying wish is to be buried in hispani— ola. 227 — The Inca Empire (Ann., 19 m, 6 f) The story of an advanced civili- zation where the common good prevailed under the benevolent rule of the Inca and of its ruthless destruction by Pizarro. 228 - The Magnificent Mayans (Ann., 20 m, 5 f) The.story of the advanced civilization of the ancient Mayans—their architecture, calendar, agriculture, religion; the conquest ox the Mayans and uhe destruction of their civilization. 229 - Voices in the Wilderness (Ann,, 26 m, If) The story of men who wished, to raise the face of the Indian to the sun. Padre Las Casas, protector of the Indians, argues before the Spanish throne and continues working'in America to uplift the aborigines; modern friends of the Indians, such as Roger Casement and Rondon of Brazil; the work of Zapata .and other modern reformers. 230 - The Damon and Pythias of the Revolution (Ann., 13 m, I f) The story of Andres Beilo of Venezuela and Jose Olmedo of Ecuador, two poets, who in their own ways fought with Bolivar to liberate their countries from a foreign yoke. Their activities in Europe and their return to South America to participate in the Revolution; their contributions to the onward march of education and literature in tne struggling South American Republics.BRAVE NEW WORLD (Continued) 231 - The Secret Interview (Ann,, 26 m, 5 f) Simon Bolivar and Jose San Martin, two of South America’s greatest liberators, meet to discuss the destiny of a continent in one of history’s most famous secret interviews; San Martin, advocator of a limited monarchy, yields to Bolivar and the ideals of a republic so that South America may remain united and independent, 232 - The Dream of Simon Bolivar (Ann,, 29 m, 1 f) Simon Bolivar dreams of an American League of Nations; the Panama Congress of 1826«—expectations and disappointmentsj attitude of the United States to the Congress. Volume II: 233 - Christ of the Andes (Ann,, 2? m,.5 f) This is the story of the build- ing of a peace monument, a statue of Christ, high on a peak of the . Andes by the people of Argentina and Chile, It is a strong and im- ' pressive drama, and is suitable for a peace program on Armistice Day, Christmas or Easter, 234 - The Schoolmaster President (Inn., 13 m, 1 f) The story of'Domingo Sarmiento of Argentina, the fighting schoolmaster president, who brought the methods of modem education to South America with the help of teachers from the United States; his activities as a member of Congress, director of education, and the author of two-score books, 235 - The Beloved Ruler of Brazil (Ann., 27 m, 6 f) The story of Dorn Fed*» ro II of Brasil, His wise rule; his role as patron of the arts and sciences; Brazil in the middle of the 19th century, 236 - The Little Indian of Mexico (Ann,, 31 m, 4 f) The story of Benito Juarez, the Indian lad of Oaxica who became president of Mexico; how he conquered Maximilian, the puppet emperor placed on the throne by Napoleon III, and reorganized his nation, 237 - The Twilight of Spain (Ann,, 30 m, 4 f) The story of the decline of Spanish rule in the New World, of Isabella’s attempts to regain some of Spain’s lost colonies, of Admiral Pinzón’s attempt to occupy the Chincha Islands of Peru, of Chile’s interference and Isabella’s failure, 238 - The Story of Four Latin-American Poets (Ann,, 20 m, 9 f) A compari- son in’cultural attitudes of the people in Latin America and the United States;'young Juana Ines de la Cruz, Mexican poetess of the sixteenth century, amazes the intelligentsia of Mexico City with her knowledge; she renounces love, and enters a convent so that she may devote the rest of her life to contemplation and poetry; the writings and tráv-' els of Amado Ñervo and Ruben Dario, modernist poets, in the Americas, Paris and Madrid; the story of Gabriela Mistral, school teacher and poetBRAVE NEW WORLD (Continued) Volume III;- 239 - Highlights in a Century of Ian Americanism (Ann«, 39 m,. If) The story of the struggle of four great Secretaries of State for Pan American unity—Henry Clay, James G. Blaine, Elihu Root and Cordell Hull. 240 - Temples to Friendship (Ann*, 42 m, 10 f) Institutions in the United States which are cementing the friendship of the United States with our Latin-American neighbors and the services they offer; The Pan American Union and the Latin-American embassies in Washington, D. C.; the Hispanic Museum in New York; consulates and commercial houses, universities, associations -of teachers of Spanish, etc. 241 - Breakfast From Below the Rio Grande (Ann., 35'm, 5 f) The romantic stories of some of the products we see daily on our breakfast table that come from Latin America—coffee, bananas, sugar, cocoa; also the stories of quinine and the nitrates. 242 - A Caribbean Cruise (Ann., 13 m) Mr. Jones is taken on an imSTgarTary -Caribbean'cruise In which the guidebook and the tourist resorts are" forgotten; the places he visits came alive with the warmth and color of the natives and the romance of their historic heritages. Havana, closest to our modem civilization; Santo Domingo, cradle of the historic beginnings of the New World; the Republic of Haiti, symbol of mystery and the tropical jungle, with its relics of the greatness and cruelty of King Christophe who freed Haiti from foreign rule. 243.- South American Journey (Ann., 4 m, 6 f) Catherine and Helen, two middle-aged office workers,- visit Latin America with a guidebook. This Is the story of the color and beauty they might have seen in Santos, coffee center of the world, Rio de Janeiro, Montevideo, Buenos Aires, the Andes, Santiago, and Quito. 244 - Down the Pan American Highway (Ann., 19 m, 2 f) The Foster Family takes a motor trip and follows the Pan American Highway from Laredo, Texas, to Mexico City. A visit to Monterey, a representative city ’ of the new industrial Mexico; the pyramids built by the Toltecs in Teotihuacan; a fiesta in Guadalupe; the House of the Indian Student, the National Museum and the Bull Fights of Mexico City. 245 - The Story of Ariel (Ann., 35 m, 3 f) The story of Rodo and his book "Ariel”; Senator Baltasar Brum, student of Rodo and one-time leader of the Student Federation, goes out among the people to'find what social legislation is needed in Uruguay; the intellectual, social and economic life in South America and the struggle of its youth to"choose between idealism and materialism; the modern student movement, ~BRAVE NW WORLD (Continued) Volume IV; 246 - Music of Latin America (Ann., 4 m, orchestra, 4 solo musicians) Indian and Negro influences on Latin-American music; selections from folk music and love songs; Latin-American "art" music—piano selections, traditional dances, symphonies. 247 - Latin-American Art (2 Ann,, 23 m-)» Symbolic art of the Mayans of Yucatan, Guatemala and Honduras carved in native limestone- In honor of their deities; the ceramic art of the Incas; the white colonists of the 16th and 17th centuries are oblivious to the natives’ arts, and paint according to European tradition; the awakening of paint- .ers and sculptors to the richness and beauty of their native lands; Rivera and the Mexican Revolution. 248 - Latin-American Science. (2 Ann,, 29 m) A few examples of Latin America’s contribution tomyorld science. Father Bartholomew, a Brazilian priest, designs an airship as early as 1709; Dr. Alfonso Caso, archeologist, explores the ruins which provide evidence of the amazing cultore of the Mixtecs and Zapotecs; Vital Brasil organizes a laboratory for preparing anti-venom serum to combat the tropical scourge of snake—bite; Daniel A. Carrion’s dramatic fight against verrugas; the story of Dr, Carlos Finley and the con Quest of yellow fever in Cuba. 249 - The Struggle for Learning (Ann,, 35 m, 3 f) Highlights in ^he de-■* velopment of education in Latin America from the first university in Lima, 1551, to the last rural school in Mexico; early restrictions on education; Domingo Sarmiento destroys dictatorship in ■Argentina, becomes president and an active leader in the struggle for progressive education in Latin'America; the work of Dr, and Kirs. Stearns of the United States in carrying our Sarmiento’s program. 250 - Inter-American. Commerce (Ann., 53 m, 4 f) Early trade between the Dutch colony of New Amsterdam and the Portuguese colony in Brazil; Cotton Mather prepares a religious book in Spanish to sell in Spanish America; modem nations bid for Latin-American trade; the background and significance of the Hull Reciprocal Trade Treaties. 251 - The Book Is Closed (Ann., 54 m, 3 f) Highlights of the preceding scripts of the lives of men and women who fought to bring freedom to Latin America and understanding between the Americas.r—- '—— Í LATIN AMERICA PAN AMERICA CALLING (15-minute) This is a series of dramatizations on the history, geography, natural resources, industries and culture of our Latin-American neighbors. The programs were written by Albert M, Hill and presented by the Radio Division of the Federal Theater Project over Station KECA in Los Angeles, California. They were sponsored by the United States Department of Commerce and the Los Angeles City Board of Education. The 16 scripts are bound in 2 series volumes; each script is also available in an individual folder. Volume I: 252 - Columbia (Ann., 8m, 2. f)) A visit to Columbia and her principal cities; Bogota, the "Athens of South America"; Cartagena, where we learn something of the history of the country, about her national heroes, geography, industries, population and other Interesting incidents. 253 - Ecuador (Ann., 4 m, 1 f) In this broadcast, we visit the Galapagos Islands, which belong to Ecuador, and are named alter the large turtles that abide there. We learn about the fishing industry of the Islands which many Californians participate in; then we go to Guayaquil, Ecuador’s principal seaport, where stands the Statue of Liberty with its giant condors, and learn how the'country’s wealth is dependent on its commerce. Quito, the capital of Ecuador, is one of the oldest cities of the New World. 254 - Peru (Ann., 15 m, 5 f) . In historic Peru we learn of the Yungas, supposedly the first Americans, who lived here in 4500 B.C., and of the Inca civilization‘and Pizarro’s capture of King Atahualpa after his people, had given a room full of gold for his ransom. Pizarro founds the city of Lima in 1555 and rules over South America. In Peru aré found some of the highest peaks of the Andes, which accounts for her cool climate. The story of how California got her pepper trees is also told. _ . - 255 - Bolivia (Ann., 9m, 2 f) Bolivia, the third largest South American country, and the most sparsely settled, is noted for its vast mountain platéau, with an averagé height of 12,000 feet above sea level. Ta, Paz, one of the principal cities, and Lake Titicaca are situated high among clouds where one may go sailing. Once a part of Peru, Bolivia is named for its liberator, General Simon Bolivar. 256 - Chile (Ann.,.9 m, 3 f) This broadcast dramatized the winning of freedom for'Chile and Peru in 1818 from the Spanish. General Don Jose De San Martin organized the Army of the Andes. Chileans were spurred to action by their countrymen, Bernardo 0’Higgins and Friar Luis Beltran. We also visit Santiago, founded by the Spanish conquistador, Pedro de. Valdivia, in 1541, and learn other interesting facts about the country.PAN AMERICA CALLING (Continued) 257 - Argentina (Ann,, 8 m, 2 f) An airplane trip over Argentina, the sec- ond largest South American country, reveals that it is chiefly an agricultural country, exporting cereals, linseed, flour, cotton, quebracho and wool, On the "Pampas" the cattle and sheep industries are carried on. Tie also see the "Christ of the Andes" statue on the borders of'Chile and Argentina and hear the story of how it came to be erected, 258 - Uruguay (Ann., 5 m, 1 f) Gn this trip we go to Montevideo, on the Rio de la Plata, which is said to be one of the world’s most beautiful cities. The name was given because of?a mountain near the city. Vie see the Plaza Independencia with a statue to General Jose Artigas, the Solis Theatre, where many great artists appear, and other public buildings j also, the unique Parque Urbano, with its many beautiful flowers and the zoo. We learn that cattle, sheep, and wool, are its main industries. Uruguay is closely linked vzith Argentina In its early history. 259 - Paraguay. (Ann., 9 m, 1 f) The Jesuit priests were largely responsible for the development of Paraguay, They encouraged the natives in their art and agricultural pursuits, and today Nanduti lace is well-known throughout the world. Paraguay also exports yerba mate, cattle quebracho extract and tea. Asuncion, the capital and one of the world’s oldest cities, was founded by the Spaniards, in 1556. 260 - Brazil (Ann., 10 m, 2 f) Brazil, the largest of the South American countries, is larger than the United States. It was discovered by the Portuguese and remained under this dominion until it became the Kingdom of Brazil, during the Napoleonic era. In 1889, it became a Republic, with its constitution patterned after that of the United States. Brasil has the world’s largest river, the Amazon, with large parts of its basin unexplored. Its cities, Rio de Janeiro, Santos, the world’s greatest coffee port, and Sao Paulo are among the largest in South America. Coffee, rubber, lumber and diamonds are its principal products. 261 - French Guiana (Ann., 7 m, 2 f) From-a seaplane, we visit French Guiana, and see famous Devil’s Island, the French prison. Here was imprisoned Captain Dreyfus, immortalized by the French author, Emile Zola. In the early history of the country, African slaves were brought here and today, the colonists consist largely of "Bush" Negroes, ■ Indians, and prisoners from Devil’s Island, who have been freed. Mining is the chief industry with forest products running second. Among these are rosewood, hardwoods and the balata gum, 262 - Netherlands Guiana (Ann,, 7 m, 2 f) The Netherlands Guiana and the Curacao Islands resemble French Guiana in population and products. The Peace of Brenda gave Great Britain New Amsterdam of North America and restored these countries to the Netherlands, Here Peter Stuy-vesant ruled, as once he had New York.. The cassava plants, from which vze get tapioca, beauxite ore, sugar, coffee, rice, rum and placer gold are some of the products»• LIT IN AMERICA i---------------- PAN AMERICA CALLING (Continued) 263 - British Guiana (Ann., 6 m, 3 f) Like the other Guianas, British Guiana has a similarity in make-up of population and natural resources, Of her 300,000 population, 130,000 are East Indians, 125,000 Negroes, 3,000 Europeans, and the rest are mixed races. The beautiful Kaiteur Falls, which fall 000 feet, are larger and higher than our Niagra Falls, In British«Guiana are found orchids, cabinet woods, water lilies and many other tropical products, 264 - Venezuela. (Ann., 8 m, 2 f) This country derives its. name from the fact that when Alonzo de Ojeda' first sailed into Lake Maracaibo from the Caribbean Sea, he saw’houses built upon stilts over the lake and called the town ’’Venezuela” or ”Little Venice,” The country is well—In own for its famous pearl fisheries, found off the coast of the Caribbean Islands, and because it produces more oil.;than .any-other country in the’.world. It is rich In timber, gold, diamonds, coffee, cocoa beans, cattle and hides, and tonka beans. 265 - Guatemala (Ann., 9 m, 2 f) Guatemala with its beautiful highlands, volcanoes, cool climate and ruins of ancient cities attracts many tourists. Here the Maya civilization once'thrived. In the days of Cortez, the Cakichiqueles tribes bargained writh him to send an army, under Captain Pedro de Alvarado, to help conquer the Quiches Indians. As a result the Guatemalans became the vassals of the King of Spain. The principal ports are Puerto Barrios on the Caribbean Sea and San Jose on the Pacific, From here are shipped bananas, cattle, coffee, hardwood timbers and chicle, from the sapodilla tree, from which we make chewing gum. 266 - El Salvador (Ann., 6 m, 1 f) In El Salvador, smallest of our.Cen- tral American neighbors, visitors may see Mount Izalco, an active volcano which was formed in the great earthquake of 1770, and new serves as a lighthouse near the Port of Acajutla. From this country we import the balsam of Peru, which comes from the Sonsonate region, resins indigoes, coffee, henequen or hemp, sugar, hides, hats, cotton, honey, wood, gums, live animals and birds. 267 - Honduras and British Honduras (Ann., 6 m, 3 f) Honduras is the third largest Central American country; Tegucigalpa, or "Silver Hill,” is the capital and has no railroad. Amapla is the principal commercial port. In this broadcast we visit the mahogany forests, for which the Honduras are famous. The trade hi hardwoods is the principal industry other exports are gum, agricultural products as sugar, cocoanuts^ bananas, and coffee.■-'Individual Scripts; 776 - Brazil—Land of Gems '{30-min. - Ann., 16 m)' This script tells of the jewel wealth of Brazil, particularly giving the history of_the Vargas diamond. This• program was. originally broadcast in THE WORLD IS'TOURS series, and was written by Irve Tuniqk'. . _ / ..V 658- - Mexico—-Land of Silver (30-min. - Ann., 22 men, Chorus) The urama-‘ ' tic story of Mexico’s great resource, silver, from the days c£ Cor- tez to recent times is told in -this script. Also one of TEm VOulD : IS TOURS series, and written by Irve .Trinick, 574 - This New World of Peace (30-min. - Ann,, 43 m, 7 f) A.dramatic '"program commemorating the 50th anniversary of the rounding of uhe Pan American Union—the contributions of statesmen of Norin and Soutn America toward the realization of a cooperative place in the Americas The script was written by Allan Wilson, and presented by the U. S. ’' Office of Education In collaboration with the.Pan American Union and the National Broadcasting Company.NUTRITION AND BETTER HEALTH Individual Scripts: 856 - The Conquest of Fate (30-min, - Narr., 3 m, 3 f) .This script is the absorbing story of the personal and family life of Edward Livingston Trudeau so inextricably involved with the dread disease, tuberculosis. Out of his own suffering, Dr. Trudeau emerged to build the first American cottage sanatorium for middle-class tubercular victims, to start a laboratory solely devoted to the study of the disease, and to become the first president of the National . Tuberculosis Association. His methods for control and attempted cure are still used. - Food for Victory (15-min. - Ann., Narr», 10 m, 7 f, 1 child) Here is a record of the part which food is playing as a weapon of war. In dramatic form, the first "battleground” is pictured on an Ameri- 778 can farm where food is produced. From there it follows through the various stages of processing, distribution and rationing and eventually to the soldier on the fighting front. Simple to produce as a good morale-building program. - St0X7/ of Vitamins (30-min. - Ann., 29 m) A dramatization about the men who discovered and developed the great medical weapon, vitamins. The use of vitamins in combatting the four diseases—scurvy, beriberi, pelagra, ano rickets is discussed, This script was originally broadcast in THE TCORi-D 1S YOURS series, and was written by Irve Tunick. Available In an individual folder. 779 - Hair/ Meets the Vitamins (15-min. - 1 f, 7 boys, 1 girl) A radio script dramatizing the role of vitamins in promoting vigorous health and growth. This script is simply written and easy to produce, and the style and plot make it especially suitable for primary and lower-intermediate grade audiences, With the current emphasis on nutrition as a war-time necessity, this script is especially timely. CONSUL® THE (15-minute) —For Reference only. This series - the oldest Government network program - is produced weekly by the U, S, Department of Agriculture and broadcast by the National Broadcasting Company. A selected number of scripts are available. These scripts are "dated” In such a way as to make them unsuitable for broadcasting without certain revisions, but they furnish excellent material from an authentic source, and adaptations should be quite simple to make. Home Economics teachers should find these scripts particularly useful in building radio programs. 858 - Vitamins (6m, 4 f) This program offers good source material for a script. It describes the importance of vitamins in the daily diet and suggests the food items in which they can be found most abundantly»NLTR1TICN AND BETTER HEALTH CCNSWR TILES (Continued) 859 - Edible Greens (5 m, 3 f, 1 girl) Another good script for course material on vitamins. Contains dramatized scenes which might easily be adapted. 860 - Gardens In Storage (4 m, 5 f) A description of the method of food preservation by dehydration, - its advantages over other methods under certain circumstances, and suggestions for procedure. 861 - Stop Before You Shop (9 m, 2 f) Contains an interesting dramatiza- tion of the discovery by Governor Gifford Pinchot of a solution of the ’’hunger and thirst” problem of shipwrecked men adrift at sea. Script also contains helpful suggestions for doing the family marketing. THE CIVILIAN "AT ViAR Script Series Available in Volumes: NEIGHBORHOOD CALL (15-minute) A series of scripts written by Will McMorrow of the Division of Information of the Office of Emergency Management to explain the urgent need for Government action to prevent inflation. The following seven scripts of this series have been selected for circulation through the Script Exchange because of their general timeliness and their appropriateness for production by local school groups. 815 - Price Control in Relation to Consumer Goods (Ann., Narr., 5 m, 2 f) This script introduces, in simple dialog form, the general problem, of rising prices and inflation, and emphasizes the need for stabilizing living costs. 816 - Price Control on Services and Rents (Ann., Narr., 8m, 2 f) This script explains, in dialog form, the need for stabilizing rents, and the charges for services having to do with commodities. 818 - How Rent Control Operates (Ann., Narr., 11 m, 4 f) This script is a simple but stirring dramatization which explains the principal factors responsible for rising rental costs, and what Rent Control Boards are doing to protect tenants against exploitation. 817 - Rationing (Ann,, Narr., 9 m, 2 f) This script is a simple dramatiza- tion explaining the need for rationing of essential consumer goods in order to insure that existing reserves are fairly and equitably divided among those who need them. Tire rationing is especially eim-phasized. 862 - The Local rationing Board (Ann., Narr., 5 m, 4 f) This script explains how the local ration board is organized and how it operates. An appeal is made for cooperation with the volunteer ration board ■workers who make up over 90 percent of the total staff of these boards. 865 - What Rationing Has Accomplished (Ann., Narr., 3 m, 1 f) This script reviews the popular complaints against price rationing and answers these criticisms by citing the savings in living costs which have been accomplished through rationing. 864 - Hoarding (Ann., Narr., 3 m, 2 f, children's voices) This program explains the evils which result from hoarding. Point rationing is explained as a device for distributing consumer demand in such a way as to reduce the threat of acute shortages in particular Items and to insure the fairest possible distribution of available stocks of essential food stuffs.Individual Scripts: 786 - Vvhy Fuel-Oil Rationing (15-minute) This script, written in simple interview style, lias been made available by the Office of Price Administration for circulation to schools and loca?_ community service organizations, to explain the reasons for the rationing of fuel-oil. The program depicts an interview between a radio station announcer and a member of a local War Price and Rationing Board, in which the facts which make fuel-oil rationing necessary are presented in a straightforward manner. Schools in areas now faced v/ith a fuel-oil shortage might well undertake the production of this script as a community service to promote the war effort. 787 - How to Get the Most Heat From Your Fuel-Oil Ration (15—minute) This script, written in simple dialog form, lias been made available by the Office of Price Administration for circulation to schools and local community service organizations to promote the conservation of fuel-oil. The program depicts an interview between a radio station announcer, a member of the local War Price and Rationing Board, and a typical citizen, in which a number of practicable suggestions are presented for getting the greatest possible amount of usable heat from oil-burning heating plants. Schools in areas now faced with a fuel-oil shortage might well undertake the production of this script as a community service to promote the war effort. CONSUMER TIL'S (15-minute) —-For reference only— These scripts are "dated” in such a way as to make them unsuitable for broadcasting but they furnish excellent script material from an authentic source and adaptations should be quite simple to make. Teachers should find these scripts particularly useful for reference in -writing radio programs. 8^5 - Food Conservation (5m, 2 f, 1 boy) Points up the extravagance of the average American housewife in food purchasing and preparation. Suggests importance of food conservation and includes an illustration of the value of food as a war weapon in a description of a group of hostile captive soldiers who quickly surrendered their arms when a carload of food was shown to them. 866 - Guard Your Garden (5m, 5 f) Contains helpful information regarding the care of a garden, from the correct handling of the soil to the destruction of pests. 867 - Moth Control in Wartime (7 m, 4 f) The secrets of the deadly mis- chief performed by moths on woolens, furs and feathers are revealed in a dramatization between two moths.THE CIVILIAN AT WAR Individual Scripts: 780 - Doing Our Part (10 min, - Ann., 4 f) This script, written in chat- ty, dialog form, treats conversationally, various things housewives can do to promote the war effort in the home. The script is easily adaptable to the particular needs of any particular locality by inserting additional conversation sequences emphasizing immediate ■ local problems. 781 - Is Yours a V-Home? (10 min. - Ann., 4 f) This script, in dialog form, treats conversationally, various things housewives can do, in terms of home management, to promote the war effort. Additional conversation sequences can easily be inserted to emphasize problems immediate to any given locality. 782 - Wanted - The Womanpow&r of America (8 minir - Ann., 4 f) This script in dialog form, treats, conversationally, various civilian jobs in the home community which women might undertake to relieve the critical manpower shortage. In the latter portion of the script, conversation turns naturally to a discussion of the things we are fighting to preserve. Local groups producing this script might well include additional conversation sequences dealing with Jobs in the immediate community. 783 - Waste (10 min, - Ann., 9 m, 5 f) A simple dramatisation, written by Romance Koopman for the Wisconsin School of the Air, which emphasizes the importance of salvage to the Nation’s war effort. 784 - Black-Out (10 min, - Ann., Narr,, 3 m) A simple narrative script, written by Helen Hanford for the Wisconsin School of the Air. which traces the steps of Axis conquest which led to our entry into the present world war. 735 - Wake Up, America—»It1 s Intel (10 min..- Ann., 4 m, 1 f) A simple dramatization, written by Romance Koopman for the Wisconsin School of the Air, which stresses the immediate necessity of going all out for victory, 810 - Forests and the War (30 min. - Ann., 11 m, 2 Voices) This program develops in dramatic form the premise that "to be without wood in time of war is almost as bad as being without bread.” It was originally broadcast in THE WORLD IS YOURS, and was written by Irve Tunick. Available in an individual folder.1Individual S cripts: 308 - Education for Free Men (15 min.'- Ann., Harr., 5 m, 1 f, 1 boy, 1 girl) This script written and produced by the Cincinnati Public Schools, is excellent material for a PTA program and can easily be revised, for local application. Attempts to picture what "education for free men" means to boys and girls by dramatizing some of their daily classroom experiences and demonstrating hew these experiences guide them increasingly to greater loyalty toward more effective citizenship. 869 - There Are Ho Little Things. (30 min. - Ann., 4 m, 5 f) A poor highschool girl is confronted with the problem of buying her xirst formal gown with money she has earned so that she can go to the highschool prom, or of buying a war bond in the high—school drive, how she decides that the bond will help more people and be the better buy is the essence of the stoiyz. It was written by Vivien Fletcher for the Education Section, War Savings Staff, U. S. Treasury Department and is an especially good program for students of junior highschool age. 790 — America Is Parching (8 min. - Narr., 8 m, 5 boys) A dramatization, written by Donald R. Group, Instructor in Physical Education, at Gladstone Junior High School, Pittsburgh, Pennsylvania, showing the value of high-school gymnastics in preparing boys for the armed services. Liberal use of music and sound effects permits program to be expended as desired. Physical fitness activities of any given school can be substituted for concluding sequences in the script. Script Series Available in Volumes: THE HIGH SCHOOL MIJTEM (10-minute) A series of five 10-minute scripts adapted from a similar series presented by the Cleveland Public Schools over Radio Station WGAR, to promote the sale of War Savings bonds and stamps, together with practicable suggestions to local school producing groups. Each script develops a different aspect of the general problem, so the five programs actually represent successive steps in a single promotion appeal. Hence the scripts are available only as a single volume. T,he scripts are sufficiently flexible to permit their being adapted readily to fit conditions in other schools.They are equally suited for broadcast over school sound systems or for broadcast over local stations. With a few minor adaptations, they can also be used for school auditorium programs.THE SCHOOLS AT WAR WAR SAVINGS HANDBOOK A handbook containing five school assembly programs, especially chosen for a wide grade-range* Designed to help promote the - sale of War Stamps and Bonds, the message is interpreted for the youngest children through the words of nickels, pennies and dimes in a script called "We Will Do Our Share." "Message from Bataan" is a moving drama done in the manner of Thorton Wilder’s "Our Town." Especially suitable for musical groups is one entitled "Star for a Day," while junior-high-school groups will enjoy "You Can Count On Us," and "For the Duration," Lists of other patriotic plays and Government materials and services add to the value of this very comprehensive handbook. While not designed for radio production, the plays, - in most instances -could quite easily be adapted to radio, * . THE VICTORY CORLS IN ACTION - (15-minute) A series of five dramatic scripts written especially for Victory Corps units. Part of the job of the Victory Corps is to tell the youth of America just what the boys and girls of our secondary'schools, marching under the "V" Banner of the High School Victory Corps, are doing to help preserve their American heritage. Scripts were written by Irve Tunick. LUCKY (15-minute - 5 boys, 3 girls) The story of the underground movement in Nazi-occupied countries and the heroism of school boys and girls in promoting it. Excellent for promotion of war stamp and bond sales. Z 1Script Series Available in Volumes: DEMOCRACY'S WORKSHOP (15-minute) Originally broadcast over the "Western Division of the Columbia Network, this series of six scripts was written by Chet Huntley for explaining to the public what the schools of Los Angeles County and City are doing to prepare students for effective participation, as citizens, in the cultural and economic life of present-day society. Throughout the series, the importance of providing students with opportunities for actual experience in the industries and professions of the immediate West-Coast region is emphasized above the acquisition of academic skills. Still more significant, the Los Angeles Schools are shown as a coordinated system of workshops wherein students acquire broad social understandings and the socially-approved techniques and processes through which Democracy operates by actually applying them in determining policies and resolving problems in relation to student activities. Inasmuch as the present war is of immediate concern to every student, the programs especially stress the work of the schools in explaining conflicting ideologies that are involved, in encouraging student participation in war activities of the home community, and in preparing students for active service in defense industries and the armed services. Since these six scripts were intended to explain the work of the Los Angeles Schools to their immediate community, it is fairly obvious that they would not be appropriate for similar use in other communities, except in cases where the educational emphasis happens to be closely similar. However, they have two possible uses which make them of interest to other schools. First, they can be used by any school system desirous of expanding its local educational program to promote popular interest in examining its existing educational offerings in the light of newer responsibilities which are coming generally to be expected of public education. Second, the scripts can be adapted, in many cases, to meet local conditions, thus providing a practicable school public-relations technique which has proved highly effective. Although each of the scripts has a slightly different orientation, the six programs develop their central theme through a series of six successive dramatized expositions, and, in consequence should be conr-. sidered as constituting a single unit, rather than as being individual programs. Hence, the six scripts are available as a single volume, and are'not circulated individually. 791 - (Ann., Narr., 5 m, 4 f, 5 boys, 4 girls) This script attempts to give a general picture of work of the schools as an Integral part of the entire community pattern. 792 - (Ann., 5 m) This program explains the vocational education of the schools as an attempt to prepare students for effective participation in the professional and occupational pattern of the community. 793 - (Ann., 4 m, 1 f, 3 boys, 2 girls) This program explains how the fundamental "tool” subjects, reading, wanting, and arithmetic, are handled in the modem curriculum.SCHOOL'PUBLIC RELATIONS DEMOCRACY’S WORKSHOP (Continued) 794 - (Ann., 2 m, 4 boys, 3 girls) This program emphasizes the role of the ,schools in wartime services in the home community, 795 - (Ann., 6 m, 1 f, 4 boys, 4 girls) This program explains the work of the schools in developing broad social understandings, and in helping students understand the ideological issues behind the present war. , - 796 - (Ann., 5 m, 1 f) This, the final program of the series, shows the schools as a laboratory where students learn practicable Democracy by living it. REPORT TO THE TAXPAYERS (30-minute) A series of three programs produced by the Board of Education at Ithaca, N. Y., and dramatizing a personal inspection tour of the entire Ithaca Public School System, visiting various classes, interviewing teachers and school officials. One gains the impression that here is a progressive school system, offering rich activity programs for the all-round development of individual pupils. Although the scripts are concerned with specific schools, they would be useful for any school system wanting to make clear to questioning adults Just what goes on in schools today. Scripts were written by Joseph Short, Production Manager of Station WHCU, Ithaca, and were produced with the cooperation of W. R. Farnsworth, Director of Radio of the Ithaca Public Schools. One deals with the elementary schools, another with junior high schools, and a third with the senior high school. They are available in one volume.INDEX OP PROGRAM TITLES Aerial Navigation .......................................... Air Corps Expansion................... ................................ America Is Marching ...................................................♦ American Prayer. An.................................................... American Spirit, The ........♦......................,.................. 3 39 11 « Anti-Christ, The ....................................................... 6 App3.es in the Orchard.................................................... 14 April in Paris, 1913 ........*...................................10 Argentina ,5............................................................ 50 Army and Navy Uniforms.........................................♦ •..... Army of Peace, An.................................................♦«• Arts and Crafts ...................................................... Automatic Landing, The ............................................... Axis Propaganda Methods ................................................ ---------(B)----------- Baldwin, Roger N. .................... ............................... Beloved Ruler of Brazil, The ......................................... Berlin, Irving .......................................... Beyond the Call of Duty ................................................ Bill of Rights ....................................................... Birthday of Aviation, The ................................ Black Market, The..............................................♦...... Blackout .........................................................*. • • Bolivia ................................................................ Bombardier ............................................................ 22 19 3 10 16 26 16 12 21 3 10 37 29 3 Book Is Closed, The ............................................... 28 Braddock’s Defeat...................................................... 21 Brazil.............................................................. 30 Brazil - Land of Gems ................................................ 32 Breakfast From Below the Rio Grande ................................... 27 British Guiana ................................................. 31 Broken Promises ...................................................... 5 ---------~(c4--------- Campaign in N orth Africa ................... *........................ 2 Caribbean Cruise, A .................................................... 27 Chile ................................................................. 29 Christ of the Andes ................................................... 26 Clinchy, Everett R...................................................... 16Closing Frontiers .....*..... Columbia....................... i........ Coming of the Law ....................... Conquerors of the. MeW World............. Conquest' of. Fate, The .......... Contributions in Industry.............. / Contributions•in Science ................ Cook on thé p,-T *Boat Writes‘Home, The .. Counter-Attack......... ................. Cultural Freedom- ...........,*.......... ----------(D). Damon and Pythia-s of the Revolution, The Day of Thanks ........................... Deal’s A Deal, A ............... d’Eca, Raoul................. Declaration of Independence .............. Democracy’s Workshop .................... Dental Health............................ Depopulation ........................... DFC Award to Private Raymond Whitney , .7 Diary on a Pigboat ....................... .. 18 .. 29 .. 23 .. 25 .. 33 ,. 1.9 .. 19 .. 1 9 .. 14- . 25 . 14 : " 16 -. 21 . 41 . 15 8 . 3 .. 1 Doing Our Part ...............................;...........37 Down the Pan American Highway ..............-.......’....... .. 27 Dream of Simon Bolivar ...........*......................... 26 —--------(E)—^------- • h-'; Eagle to Britain .........-.......... Kr ...................... 1 Ecuador....................ïW.......’........................... 29 Edible Greens ............r.......................’.................. 34 Education for Death.................................... W........... 9 Education for Free Men ................................... .«.V. ...... ; 3.9 Education in an Occupied Country ............... i.............. ' 8. Education on the March........................................22 Eight-Day'Wonder ....................A......... .»>........ ‘..... ... • 23 Einstein, Albert .................................................... 16 El Salvador ...........................' .*. ................... 31 Evening on Corregidor ................ Every Man A King .................. Everybody’s Business .............. Exile, The ........................ 22 23---------(F —------------ Fair Exchange ................................................. lb Fighting Five, The *................................................ First Army Pilot and Plane ......................................... 3 First In War—First in Peace......................................... 13 Flag Day............................................................ 41 Flag Speaks, The ................................................... 44 Flying Tigers, The ................................................. Food Conservation.................................................. 36 Food for Victory ................................................ 33 Forests and the War ................................................ 37 Free Labor ......................................................... Freedom of Assembly ............................................. 24 Freedom of the Press ............................................. 24 Freedom of Speech................................................ 24 Freedom of Worship................................................. French Guiana ..................................................... 30 French-Speaking Peoples and the Netherlanders in the U. S.......... 18 Gardens in Storage ................................................ 34 Grand Finale .....................................r................ 20 Growth of the American Flag ................................. 11 Guard Your Garden ............................................... 36 Guatemala .......................................................... ♦ 31 -----------(H)------------ Heads They Win-Tails We Lose ..................................... Highlights in a Century of Pan Americanism..................... 27 Highschool .Minutemen, The .................................•.......* 39 Hitler Youth, The ....'........................................... .... Hoarding ........................................................... 35 Honduras and British Honduras ...................................... 31 ■ Hostages ............................................................ How Rent Control Operates...................'....................... 35 How To Get the Most Heat From Your Fuel-Oil Ration .................. 36 Hughes, Charles Evaris, ¿r. ........................................ 16 Inca Empire, The ................................................... 25 Independence Hall .............................................. 13 Industrial City, An ................................................. • 20 Industry Under Nazi Occupation ...................................... Inter-American Commerce ............................................ 28(I - Continued) Invisible Army,* -The ...,......................................5 Irish in the-United States ................................ 13 Is Yours A-V-Home?- ......................................... 37 Italy’s Axis- Partner} Germany .................................... • It Happened- in the-Service .................... „3 It’s a Free, Country ... I Was Married on Bataan 15 2 (J)...... Jackson, C. D..........................................................16 Japanese ”Ne> Order” in Asia, The ...............................10 Jews in the -United States ............................... • . ......... IS Job He Likes, The ...............................-..................... 15 — - - ........—-----------(K)------- Kindler, Hans ...........................................16 Kingdon, Frank ..........................................16 -------w.( L)_,------ .. land of the Free .......................................................22 Lang, Anton,,... k. ... .... .......... ........ ............ .............. 16 Latin-Americap. Art. •... •... • ..................... 28 Latin-American o.cience • .T., *.**.*,*.*> * • •..• * * • * * • • 23 Lexington, The,........................................................ 2 Lincoln Legend, The ......... Little Indian of Mexico, The Living Bead, The ............ Local Rationing .Board, The , Lucky .......... . 13 . 26 . 6 . 35 . 40 Magnificent Mayans, The ............................................. 25 Mann, Tnomas. ■. *■ • * *...». • •• • •- •...... •. •... • • • • • • ♦ • • ♦ • • • • * • • • • 16 March to the Gallows ...............................................10 Mariners of -the S.ky............ . ................................. 3 Mary Meets the -Vitamins ................•.......................... 33' Mass Murder......................................................... 6 Medicine Under the Nazi Regime...................................... 7 Melting Pot, The ................................................... 23 Mexico - Land of Silver ....................... ................. 32 Milk »»• • ...••»•» Io • •, •. • <.6 16 Money Talks With a German Accent ............................ Morris, Newbold ..........................................». Moth Control in Wartime- ..................................... • ♦ • 56 Music of Latin-America .............................................. Z8 * t a.--.,.a_. ,(H ).- Nazi Persecution of Catholics Nazi Persecution of Protestants. ' ' ' 7 ............................... 8 Nazi Slave Labor •............................................... 10 Nazi Suppression of Religious Freedom ................................ Nazi Suspension of the Right of -Habeas .Corpus ................... Nazi Terrorism in Occupied Russia Nazi U-Eoat, the U-lll ..< *...... Near Eastern Peoples ............ Negro in the United States, The ............................... 9 .............................. 10 ..................t............. 19 ................................ 18 N etherlands Guiana ................................................ 50 New England Tbvti, A ................................................. BO New Slavery, The................q...................................... J New Stars Are Born ............................•........ B3 Next Tpmi, The ...................................................... 16 N o American. Goods Wanted .......................................... 8 Not a Cent for Tribute' .............................. ............♦ • 15 (0)-~......................................Tropen ing, "Frontiers ........................-.................... 17 Other Groups ‘ ................................. 19 Our English Heritage .......... t................................... 17 Our Hispanic Heritage............................................. 17 Overtime ........................................................... 15 -(P)- Pagan Gods ..................... ....................... Paraguay ...........*...................................... Parcelling Out the West •....,................................. Pasternak, Joseph ........................... ................... Penn, William, and the Founding of Pennsylvania .............. 6 30 22 16 21 16 29 Pergler, Charles ..............................................- •.. Peru ............................................ Piccirilli, Attilio................................................... 16 Place to Live, k .................................................. . 15 Play Without a Name, A .......................................... IB Pledge to America, A ............ «........... .....»................. H Poletti, Charles .,.. *..................♦................. *........16 Price Control in Relation to Consumer Goods ....................... 35 Price Control On Services and Rents' ............................... 35 Prophet ’Without Honor .............................................. 13Rainer}- Louise ................ Rati-on-ing .............♦. Red Cross and Plasma ........... Refugee Komen *......... Religious -Freedom on the Karch o 16 35 2 20 22 / Report to the Taxpayers Revere', Paul -* Versatile Citizen Right of Freedom in the Home •.. Right to Habeas Corpus ......... Right to Patent ................ 42 13 24 24 24 Right of Petition ......................................*............... Right 'Of Racial -Equality ............................................. Right of Suffrage ...........«.......................................... Rising Tide, The ................... Rumor ...;.......................................................-...... ----------(S)----------- S candinaVians .. r............... ......•.............................. Schoolmaster President .........................•....................... Scotch, -Scotch-Irish and VJelsh-in the United.States .................. Scout'-‘Bombing Squadron, The .......... ............................... Secret Interview, The .................................................. 24 24 24 12 15 18 26 17 2 26 Sikorsky, Igor ................... — .................................... Slave' 'Labor - Inside Nazi Europe ......................* < *........... Slavs-in the United-States■- Part-I ................................. Slavs 'in the United States - Part II ............................... Social Progress .................................................... 16 o 19 19 20 Soldiers of the Tide ................................ South American Journey............................... Spoils 'of Europe, The .............................. Stevens-Family Prepares for Thanksgiving, The-....... Stop Before "Ybur Shop -........... *...............• Story of Ariel, The ................................. Story of Four Latin-American Poets, The Stoy>y of Vitamins *. <,.... ........................ Struggle fo.t' learning ..................... Subifiarine Astern .................................. Swastikas Over the Equator..................... -----------(?)------------ o 9 9 e • 9 • • t 1 27 o 14 34 . .. 27 ... 26 ... 33 ... 28 2 6 I < Tale of a City...........•..............•».............•....... Temples to Friendship •........................................ There Ar 3 N