10x02 - Mister Rogers Goes to School

[bunniefuu]

[THEME MUSIC]

THEME SONG: It's a beautiful
day in this neighborhood,

a beautiful day for a neighbor.

Would you be mine?

Could you be mine?

It's a neighborly day
in this beautywood,

a neighborly day for a beauty.

Would you be mine?

Could you be mine?

I have always wanted to have
a neighbor just like you.

I've always wanted to live
in a neighborhood with you,

so let's make the most
of this beautiful day.

Since we're together, we might
as well say, would you be mine?

Could you be mine?

Won't you be my neighbor?

Won't you, please?

Won't you, please?

Please, won't you
be my neighbor?

-Hi, neighbor.

Glad we're back
together again today.

I just stopped by the
neighborhood grocery store

and bought two bananas
and two oranges.

I'll show them to you.

Two bananas-- one, two.

And two oranges.

There they are.

You know that song
we sometimes sing

called "One and One Are Two."

[MUSIC PLAYING]

[SINGING] One and one are two.

Two and two are four.

Four and four are eight.

And eight and two are ten.

-Do you know that song?

You can use your fingers
to sing that song.

And I'll show you how
I do it sometimes.

[MUSIC PLAYING]

[SINGING] One and one are two.

Two and two are four.

Four and four are eight.

And eight and two are ten.

One, two, three, four, five,
six, seven, eight, nine, ten.

-That's a song that
some people could

sing in school-- easily sure.

You know, not long ago, I asked
some different people what they

thought of their
first days of school.

I'd like you to see them
and hear what they said.

-It was really fun because
it was first day of school,

and we had to find
our name on the table

to find out where
we have to sit.

And that was fun.

MISTER ROGERS: Were you
able to find your school?

-Yeah.

-When I came in the school, we
got mixed up with the teachers.

MISTER ROGERS: How do you mean?

-Well, you see,
my name is Wilson.

MISTER ROGERS: Valerie Wilson.

-Right.

So, Mrs. White had my
name, and my real teacher--

it was something like Tilson
or something like that.

They got the name mixed up.

And so we had to figure that
out on the first day of school.

MISTER ROGERS: I know you're
a principal of a school.

And I just wondered
if you could tell me

if you have any early
memories of when

you started to school yourself.

-Yes.

I remember my mother
taking me to school.

And we walked down
and met the teacher.

And the first thing I noticed
was that one of my friends

was wearing short pants, and
this really frightened me

because then it wasn't usual
for boys to wear short pants.

And I thought if I went to
school that I have to wear

short pants, and this is
something I didn't want to do.

-Well, it was kind
of boring at first.

We didn't do nothing.

We just had to
sit-- get acquainted

with all the teachers.

We had to look all
around the school.

We had to visit all the teams
so we'd know what team and class

we'll be in.

I forget what class I'm
going to be in next year.

MISTER ROGERS: Well,
was it scary at first

to come to school?

-Boring.

MISTER ROGERS: It was
more boring, you said.

-Because you didn't
really do nothing.

You just sat and got acquainted.

-I wanted to come to school--
to kindergarten at first.

And then I told
my mother to take

me home, because I was scared.

MISTER ROGERS: Do you remember
what you were scared of?

-I was scared of
just being there.

MISTER ROGERS: And
did she take you home?

-No, she told me to go
in and just do my best.

MISTER ROGERS:
Well, sometimes it

is scary to be away
from home for a while

like that with a
lot of new people.

-But--

MISTER ROGERS: How did
it turn out for you?

-After a while,
you get to know--

and it seems more
like you're at home.

MISTER ROGERS: Mhm.

-And I can remember--
um, an embarrassing kind

of a situation that
happened to me.

The-- I had cousins in
the same room with me.

And because Daddy was a teacher,
they expected me to be just so.

And I kept running to the
teacher to show her this

and show her that, and she said,
now, the next time you do this,

you're going to follow me
around this room all day.

And that really was a
very embarrassing kind

of a thing for me.

And, uh, so now, I sort of
relate to this kind of a thing

when I realize children
do keep running to me

and say, look at this
and look at that.

And I can think
back and think how

embarrassing that was for me.

It makes it a little easier
for me to deal with whenever

those things happen to
me in the classroom.

MISTER ROGERS: So,
as being a teacher,

you're able to remember
how you felt as a student.

-Yes, right.

MISTER ROGERS: And
what did you do

when you first came to school?

-Well, I met a lot of
other girls and boys there,

and I asked a lot of
questions to the teacher.

MISTER ROGERS: You did?

Did the teacher like it when
you asked them questions?

-Mhm.

They like to get to know you.

-The teachers are
very nice, and you

learn things-- a lot of things.

And you get to-- you
learn to color better.

Or if you can't color,
you learn to color.

And start to do puzzles--
they're easy puzzles.

And you start to
learn your alphabet.

And then you learn pretty
much in kindergarten.

And it's a nice place to be.

-We had music time every morning
after we said the pledge.

And that was one
of the fun things,

too-- sing the pledge,
because one of the kids

got to hold the flag.

MISTER ROGERS: Oh, I see.

Did a different kid get
to hold the flag each day?

-Yeah.

MISTER ROGERS: Do you
remember the pledge?

-Yeah.

We still say it.

MISTER ROGERS: Would
you say it for me?

-I pledge allegiance to the flag
of the United States of America

and to the Republic for which
it stands, one nation under God,

indivisible, with liberty
and justice for all.

MISTER ROGERS: Steven,
that's just wonderful.

-People have many different
memories and feelings

about their school
days, don't they?

[KNOCKING]

There's somebody at the door.

Let's see who it is.

Oh, it's Mr. McFeely.

Come in, Mr. McFeely.

-Good day to you.

Good day.

-Glad to see you.

What do you have there?

-Well, uh, I'll show you--

-What is this?

-That is a surprise--
sort of a surprise--

I'll show you later on
this week, all right?

-That's a fancy box.

Is it a tape recorder?

-Nope, not a tape recorder.

Not a tape recorder.

But right here, I have what
you call Walkie Talkies.

And Negri's music
shop has a sale today,

and I thought I'd bring them
over and show them to you.

I'm thinking of buying them.

Now, that's one of them.

And this is the other.

You talk into these.

And to make them operate,
you turn the volume button

and raise the antenna like this.

-One and one are two.

-There you go.

Now, let's see.

I'll turn this volume on.

And to talk, you just press
this lever right there.

-Hello?

-Why don't you go to
the center of the floor

there, and I'll send a
message to you, all righty?

-All right.
Fine.

-Let me try this here.

All right, here it goes.

-I'm listening.

-Good day and speedy
deliver to you.

-Well, thank you, Mr. McFeely.

I'm glad to hear your voice.

Why would you want
these Walkie Talkies?

-Well, I thought I'd
buy the Walkie Talkies.

That way, I wouldn't have to
go home between each delivery.

I could just Walkie
Talkie my messages in.

-I see.

Well, I like hearing your
voice on this Walkie Talkie,

but I also like hearing
right over these.

Roger.

-McFeely.

[LAUGHING]

-You see?

So I was thinking of
making a purchase.

I'm not too sure.

But just turn the
battery off there.

There we go.

-Thank you for showing us that.

-Just thought you'd
like to see them.

-Certainly would.

Would you like something?

-I certainly would.

-One orange for Mr. McFeely.

-Oh, well, thank you.

I'll eat it during
my deliveries today.

-Fine.

I wish you well.

-Good day to you.

Speedy delivery.

Bye-bye.

-Uh, you're sure
that you couldn't

tell us what's in that box?

MR. MCFEELY: Later on this week.

Something I'm
working on, though.

Bye-bye.

-What do you suppose
is in that box?

Well, we'll have to
wait until tomorrow.

Guessing and
waiting are two more

things people do in school.

Let's see how things
are coming along

in the Neighborhood
of Make-Believe.

There's our Trolley school bus.

Hi, Trolley school bus.

Yesterday, we pretended that
King Friday commissioned

Lady Aberlin and Handyman
Negri to build a school.

And they decided to build
it at someplace else.

Well, we'll just keep the
trolley looking like this--

like this Trolley
school bus-- and go

to the Neighborhood
of Make-Believe.

Ready?

OK, Trolley, here we go.

Neighborhood of Make-Believe.

[WHISTLE]

-Hi there, Trolley Bus.

Are you going to someplace else?

[WHISTLE]

That would be a big help.

We're really working
hard on the school.

You carry these tools, and
I'll just go along with you.

How's that?

[WHISTLE]

OK.

[WHISTLE]

[MUSIC PLAYING]

-Speedy delivery, Daniel.

DANIEL: Oh, hi, Mr. McFeely.

-Hello, Daniel.

DANIEL: What do you
have in your box?

-Oh, well, something for you.

DANIEL: Oh, good.

Are they my study cards?

-Well, they're what Lady Elaine
told me to order for you,

all righty.

DANIEL: Oh, I'd
like to see them.

-OK, they're right in here--
just what Lady Elaine ordered--

no frills numbers
and no frill letters.

There you go.

DANIEL: Oh, they look funny.

I wonder how you play with them.

-Well, I think they're
just for work, Daniel.

Lady Elaine will probably
tell you how to use them.

As a matter of fact, I think
I'll go over to her place

and tell her you have
them, all righty?

DANIEL: Oh, thanks,
Mr. McFeely, I'm

really excited about school.

-Well, good for you, Daniel.

Speedy deliver to you.

DANIEL: And to you.

LADY ELAINE: Attention.

Attention.

Attention

-Oh, what for, Lady Elaine?

LADY ELAINE: Oh,
just trying to get

everybody in shape for school.

PRINCE TUESDAY: Can I go
home now, Auntie Lady Elaine?

LADY ELAINE: Not until you
tell me what 6 minus 4 equals.

PRINCE TUESDAY: 6 minus 4?

I don't know.

LADY ELAINE: But
you have to know.

You can't go off to school
not knowing everything.

What am I going to do
with all these kids here?

Now, say after me--


PRINCE TUESDAY: 1
plus 1 equals 2.

LADY ELAINE: 2 plus 2 equals 4.

PRINCE TUESDAY: 2
plus 2 equals 4.

Can I go home now,
Auntie Lady Elaine?

LADY ELAINE: That's all
you ever want to do.

MR. MCFEELY: But Lady
Elaine, Prince Tuesday

doesn't have to know
all of those things

before he goes to school.

LADY ELAINE: Of course he does.

If he and Anna and Daniel
are going to school,

they're going to be ready, and
I'm going to make them ready.

PRINCE TUESDAY: I don't
think I want to go to school.

LADY ELAINE: Of course you do.

Now pretend I'm the teacher.

Now, study, students.

Study hard.

Study.

Study.

Study.

Study.

-Thank you, Trolley school bus.

You sure are a helpful vehicle.

[WHISTLE]

Hi, I'm back.

HARRIETT: Oh, I'm
sure glad you are,

because I was just thinking
about the playground.

Don't you think it
would be good to have

it right around here somewhere?

-Oh, I think that
would be perfect.

You know, the
playground is a very

important part of the school.

HARRIETT: I'll say.

I've already ordered
some swings and things.

-Swings and things?

HARRIETT: Mhm.

-Oh, swings and
things-- that sounds

so musical-- swings and things.

By the way, I'll be happy
to play music on my guitar

at your school any
time you ask me to.

HARRIETT: Oh, I was
going to ask you

if you would on
the very first day.

-Of course!

On the very first day.

You know, music was always
a big part of my school.

HARRIETT: Oh, me, too.

I just love it.

-Sounds like a fine school.

-Hi!

Mr. McFeely, welcome.

-The building's
coming right along.

-It certainly is.

It's going to be a great school.

HARRIETT: It sure is.

Oh, do you have my
delivery, Mr. McFeely?

-Oh, I certainly do.

I have it right in here.

Don't know what it is, though.

HARRIETT: Well, you and
Handyman Negri can open it.

-All righty.

Well, here's the zipper.

We can zip it right
up here, Handy.

There we go.

And inside-- well, there's
one part of something.

-Whoa.

Watch yourself there.

MR. MCFEELY: And
there's another.

All righty.

Now, there looks like there is--

HARRIETT: Guess what it is yet?

-Well, it looks like it
might be something familiar.

There.

This fits right in there.

There.

And it swings.

-Wee.

-Some playground swings.

HARRIETT: Swings, right.

They're for the
school playground.

I'm so glad they came already.

I can hardly weight
for school to start.

-Well, did you want to
keep them right here?

HARRIETT: No, let's-- let's put
them maybe behind the school.

-Oh.

Over here.

-I think it's nice
and level back there.

-Yeah.

Well, they're not
going to fit here.

Let's see.

What about over here, Harriett?

HARRIETT: A little more forward.

-Out here?

HARRIETT: That's it.

-This looks like a
good, level spot.

How's that?

HARRIETT: Oh, yeah,
that's nice and safe

because they
clear-- that's good.

Oh, I'm so looking forward
to the children being here.

-You're a real teacher,
aren't you, Miss Cow?

HARRIETT: Oh, yes.

I studied at the teacher school.

-They didn't teach you to scare
your students and yell at them,

did they?

HARRIETT: Well, of course not.

Why do you ask that?

-Well, there's somebody
scaring your future students

from our neighborhood.

In fact, I know one little
boy who might not even

want to come to
school because he

doesn't know his arithmetic yet.

HARRIETT: Well, they don't
have to know arithmetic.

-What about numbers?

HARRIETT: No.

They'll learn them soon
enough by counting things

they're interested in.

-You mean, like these cars?

HARRIETT: That's it.

In fact, those cars-- that's
just what they're for.

-Well, your real
school certainly

sounds different from
the one Lady Elaine's

been talking about.

HARRIETT: Well, I'll
see her tomorrow.

You can be sure of that.

-Well, I'm certainly glad
you're going to be the teacher.

HARRIETT: Oh, so am I.

-Hey, excuse me.

I've got to check on
something over at the castle.

-OK, and I have a
delivery to make.

See you all later.

HARRIETT: Bye-bye Mr. McFeely.

-Calling the castle.

Calling the castle.

LADY ABERLIN [ON WALKIE
TALKIE]: Lady Aberlin here.

-Oh, Handyman Negri.

I just wanted to see
how things were going.

LADY ABERLIN [ON WALKIE
TALKIE]: Pretty good.

I'm with Prince Tuesday right
now in the castle garden.

-Oh, that's fine.

Please tell Prince
Tuesday that we're

working on the playground
for the school.

-That sounds great.

I'll be over in a
little while to help.

HANDYMAN NEGRI [ON WALKIE
TALKIE]: Very good.

Over and out.

LADY ELAINE: Well, well, well.

What's going on here?

PRINCE TUESDAY: They're
talking on the Walkie

Talkie, Aunt Lady Elaine.

Isn't that fun?

LADY ELAINE: No,
time for fun, dear.

-What do you mean, Lady Elaine?

LADY ELAINE: I mean,
this boy needs to study.

-But he hasn't even
started school yet,

and school is many, many things.

LADY ELAINE: Oh,
yes, but first it's

learning numbers and
letters and all that stuff.

LADY ABERLIN: Not according
to the real teacher.

Prince Tuesday's school is
going to have lots and lots

of things that
will be fun to do.

LADY ELAINE: We'll
see about this.

These children need to
work-- work, work, work.

Now, this is what
I want you to start

with-- oh, there goes
Trolley school bus.

Now, start with
this, Prince Tuesday.

[WHISTLE]

-Trolley school bus.

Well, Lady Elaine seems to think
that everything about school

should be hard and very boring.

Well, let's just
not the way it is.

[TELEPHONE RINGING]

There's the telephone.

Hello?

Oh, yes-- back at your
kindergarten room?

Fine.

Well, we'll do that.

All right.

Thank you for letting us know.

Bye-bye.

Remember yesterday we
went to that real school

to see what
kindergarten was like?

Well, Mrs. Hartmann just called
to say that we could come

back today to see
the first grade.

So, let's just do that now.

She asked that we come back
to her kindergarten room

because that's where
she is right now.

Come along.

[MUSIC PLAYING]

-This is where we met
Mrs. Hartmann yesterday.

So it's just down this way.

Around here-- yes, this
is that long corridor.

It's down here and
around the corner.

Mrs. Harmann?

It's Fred Rogers.

-Welcome back, Mr. Rogers.

-Thank you.

-How are you today?

-I'm good.

I hope you are.

Boy, do I like building blocks.

-Oh, the children have a lot
of fun with those big blocks.

-I bet they do.

Think I could see
the first grade now?

-Oh, you certainly can.

-Good.

Which way is it?

-Just down here to the left.

Mr. Early is our
first grade teacher.

He has two children
of his own, you know.

-I'll be glad to meet him.

-I'm always so happy
when my children

go Mr. Early's first grade.

MISTER ROGERS: Is this it?

MRS. HARTMANN: Yes.

MISTER ROGERS: What a big room.

MR. EARLY: Hello, Mrs. Hartmann.

MRS. HARTMANN: Hello, Mr. Early.

How are you today?

MR. EARLY: Good, and you?

MRS. HARTMANN: I'm just fine.

I'd like you to meet Mr. Rogers.

MR. EARLY: Mr. Rogers.

MRS. HARTMANN: Mr. Early,
our first grade teacher.

-Glad to know you, Mr. Early.

-Pleasure.

-Thank you.

Mrs. Hartmann has shown
me the kindergarten

and what they do over there.

And I wanted my
television friends

to know something about
the first grade, too.

-I'll be glad to show you.

-I was sure that you would be.

I've got to get
back to my room now.

I have a lot of work to do.

-OK, Mrs. Hartmann.

-Good-bye.

-Thanks again, Mrs. Hartmann.

She's a great person.

-And a great teacher, too.

-Yeah.

Well, I see you've been
stringing up a film here.

-Oh yeah, well, we show
film in the first grade,

as well as a lot
of other things.

-What are some of
the differences

that you think there
are between kindergarten

and the first grade?

-Well, one of the differences
might be that in first grade,

our children have their own
individual working space.

As you can see here, they have
their books here and pencils

and their own
personal belongings.

MISTER ROGERS: Oh,
they each have a desk.

-Yes, their own desk and chair.

Let me see.

Some other differences--

-What do you do in here?

-Well, we begin our
formal training here.

That is, they learn reading
and writing and numbers.

As you can see,
our bulletin boards

are colors and ABCs and vowels.

-Well, before the
children come, they

don't have to know the
alphabet and the numbers

before they get here, do they?

-Oh, no, not at all.

That's what the first
grade is here for.

Actually, all the children need
is to come with a willingness

to learn and be a good listener.

MISTER ROGERS: I've
got a willingness

to learn, Mr. Early.

Would you teach me something?

-Sure.

OK.

Look at my face.

MISTER ROGERS: All right.

-Now, how many eyes do I have?

MISTER ROGERS: Two.

-How many mouths do I have?

MISTER ROGERS: One.

-How many ears do I have?

MISTER ROGERS: Two.

-All right, how many hairs
do I have on my head?

MISTER ROGERS:
Hairs on your head?

-Yes.

MISTER ROGERS: Oh, I wouldn't be
able to count them, Mr. Early.

You have a lot of hair.

-Well, did you know
that the average person

has 113,000 hairs on their head?

MISTER ROGERS: 113,000?

I didn't know that.

-So you learned something.

Now, why don't you
teach me something?

MISTER ROGERS: Oh,
what could I teach you?

Do you have a piano?

-Sure.

We have an electric
piano right here.

MISTER ROGERS: Well,
uh, let me think.

I could show you something here.

Do you play the piano?

-Yes, I do.

-Well, if you would play this--

[PLAYING PIANO]

Just over and over again.

-Mhm.

-I'll show you what
you could do down

here to make that
sound different.

-OK.

[PLAYING PIANO]

MISTER ROGERS: All right.

[PLAYING PIANO]

[LAUGHING]

MISTER ROGERS: That
sounds good, doesn't it?

-Well, thank you, Mr. Rogers.

I can show this to
some of my children.

-Sure.

They could play this part,
and you can play this part.

[PLAYING PIANO]

-That's great.

Well, how about an
apple for the teacher?

-Well, thank you-- an
apple from the teacher.

Hey, do you ever use oranges
and bananas in your math work?

-Oh, sure, and we also
learn about how they feel

and how they grow
on different trees

and especially how they taste.

Children like that.

-Mhm.

I'll know how this
tastes after a while.

Thank you for that.

I think I'd like to start
first grade all over again.

-Well, you're welcome to
come back anytime you want,

Mr. Rogers.

-Thanks so much.

-Well, I have an orientation
session to get ready for,

but it's been a pleasure
having you here with us.

-Good to meet you.
-Thank you.

-See you again.

-Good-bye now.

-Bye, Mr. Early.

[MUSIC PLAYING]

-Mr. McFeely!

-Hello again.

-Hey, does the school have
something to do with your box?

-I'll tell you tomorrow.

-You're sure it's
not a tape recorder?

-I'm sure.

Bye-bye.

-Oh, bye, Mr. McFeely.

Mr. McFeely and his surprises.

[MUSIC PLAYING]

So, we got to see
the first grade.

Let's take these
out to the kitchen.

Mr. Early gave me some ideas.

Here's the one
apple that he gave

me-- an apple from the teacher.

And the two bananas that I
had, and the two oranges--

one-- where's that other orange?

Remember I had two
bananas and two

oranges when I came here today?

Oh.

That one that we
gave to Mr. McFeely.

Remember when he
came and I asked him

if he'd like something
to take with him?

Yeah, well, you see,
that's what learning's

all about-- thinking
and remembering.

Of course, sometimes it's
easy to forget, too-- the way

I did about giving
that orange away.

But Mr. Early was talking
about the different feels

and the different
tastes of things,

and there's the different--

[SNIFFING]

Different smells, too.

Each one of these things
smells differently.

There's so much to wonder
about in this world.

An awful lot to learn.

It's fun to be alive, isn't it?

Well, it's time for me to go.

Give the fish a
little food here.

There you are, fish.

They're hungry.

It's a good feeling to know
that you're alive, too.

[MUSIC PLAYING]

[SINGING] It's such a good
feeling to know you're alive.

It's such a happy feeling
you're growing inside.

And when you wake
up, ready to say,

I think I'll make
a snappy new day.

It's such a good feeling, a
very good feeling-- the feeling

you know that we're friends.

It's such a good feeling
to know you're in tune--

happy feeling to
find you're in bloom.

It's such a good feeling, a
very good feeling, the feeling

that you know that
we're friends.

-I'll be back tomorrow.

[MUSIC PLAYING]