GUIDELINES TO THE ROLE OF THE CCNTRAL
{IFFECE FQR [NSTRUCTIOM A CASE STUDY

Thesis for the Degree of Ed. D.
SVIECHJQIHRE STATE .UNWERSITY
CLAYTGN W. PGH‘LY
13352?

' ”l
LIPRARY l.-

Mich, M"
Umw: my

    
 
   
 

TH ESlS

This is to certify that the
thesis entitled
GUIDELINES TO THE ROLE OF TIE '

CENTRAL OFFICE FOR INSTRUCTION:
A CASE STUDY

presented by
Clayton W. Pohly

has been accepted towards fulfillment

of the requirements for

 

__£Sl_-_IL_ degree in M90

W

F Major professorI

Date MM: 1967

0-169

 

ABSTRACT

GUIDELINES TO THE ROLE OF THE
CENTRAL OFFICE FOR INSTRUCTION:
A CASE STUDY

' by Clayton W. Pohly

The study attempted to provide a comprehensive,
theoretical approach to the persistent problem.which faces
every public school district: defining the role of its
central office for the administration of instruction.

Guidelines were develOped from educational liter-
ature to define the general nature of administration, the
particular functions (purposes) of a central instructional
office, the means (structure) to assure their accomplishment,
and the performance characteristics (manner of Operation) of
central office personnel. These guidelines were interpreted
in terms of the recorded beliefs, recommendations, and actions
of persons concerned with the role of the central instruc-
tional office in a public school district during a five-year
period of rapid growth.

Three guidelines identified the general nature of

administration as (1) encompassing the total process through
which the learning goals are achieved, (2) including all

persons, factors, or considerations having significant impact

upon attainment of the goals, and (3) involving acts of

Clayton W. Pohly

initiation, implementation, coordination, and evaluation.
Eight guidelines encompassed the essential purposes:
(1) attention to curriculum, (2) access to learning resources,
(3) effectiveness of teaching-learning. (4) definition of
the roles, (5) provision for communication, (6) improvement
of employee competence, (7) safeguarding of morale, and (8)
sustaining of stability.
Six guidelines outlined the structures as (l) the
means to achieve purposes, (2) functionally organized, (3)
de-centralized, (h) c00perative, (5) challenging, and (6) stim-
ulating.
Four guidelines to manner of Operation suggested
that central instructional personnel (1) utilize established
structures, (2) be a resource, (3) recognize individuals,
and (h) remain committed to the democratic group process.
Over 2,000 recorded concerns (beliefs, recommendations,
and acts) relating to the role of the central instructional
office were classified in terms of (1) their relationship to
each of the guidelines to purpose, structure, and manner,'
(2) whether they involved initiation, implementation, coor-
dination, and/or evaluation, and (3) the year of occurrence.
The frequency of concerns for individual, pairs, and groups
of guidelines and administrative acts were tabulated. The
rank order was determined for the several tabulations to

identify relative attention to the guidelines.

Clayton W. Pohly

The data, predominately congruent to the guidelines,
identified the role of a central office for instruction in
an expanding school district as one: (1) primarily of initi-
ation and implementation, (2) of action in organizing and
providing resources in media, curriculum, teaching-learning,
and in-service education, (3) calling for a steady flow of
information and deliberations, and (h) favoring democratic
involvement.

Conclusions based upon the project included: (1) the
guidelines constitute a set of principles which fit the con-
cerns of educators in real school situations, (2) a study
of the detailed relationships of the guidelines to the Opera-
tional scene yields a valuable profile of the role of the
central instructional office, and (3) the profile provides
the means to assess the logical or desirable nature of that
role and to make interpretations which go beyond the profile

itself 0

GUIDELINES TO THE ROLE OF THE
CENTRAL OFFICE FOR INSTRUCTION:
A CASE STUDY

By

Clayton W. Pohly

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF EDUCATION

College of Education

1967

 

 

L- .

 

generou
and pra

committe

 

Floyd Fe
is exter
est, crj

ful couz

ACKNOWLEDGMENTS

The investigator extends sincere appreciation for
generous contributions to the development of an individualized
and practical thesis project to the members of his doctoral
committee: Dr. Calhoun Collier, Dr. Charles Blackman, Dr.
Floyd Parker, and Dr. James B. McKee. Particular gratitude
is extended to the chairman, Dr. Collier, for sincere inter-
est, critical attention to detail, and thoughtful and insight-
ful counseling.

The cooperation of several members of the central
office staff and building administrators of the case-study
school district made available extensive records of instruc-
tional concerns for the period of the case-study. Generous
guidance in data processing was provided by Mr. Eugene
Laczynski.

Particular thanks is due our willing and most helpful
children and, especially to my wife, Margie, without whose

help the project could never have been realized.

May, 1967 Clayton W. Pohly

ii

:1"-

 

 

LI

Ch

ACKNOWLE
LIST OF
LIST OF
Chapters
I.

II.

III.

TABLE OF

DWN T8 0 O O O O
TABLES O O O O O
APPENDICES . . .

INTRODUCTION . .

A Definition of the

Previous Approaches

CONTENTS

Basic Question

to the Basic Question .

Guidelines to Central Office Administration

of Instruction

The Case Study

GUIDELINES FROM EDUCATIONAL LITERATURE

Administration of Instruction . . . .

Purposes Assumed by the Central Office

Structures Established

Manner of Central Office Operation

Guidelines to the Role of the Central

Office for Instruction

THE NATURE OF THE CASE STUDY

The Data Utilized o o o o O o o o 0

Classification of Data for Analysis

Hypotheses

Analysis Procedures . . . . . . . .

iii

ii

viii

12
13
15
17
22
32
AA

52
55
56
58
60
62

.v. I
B

tin

 

 

 

IV. ANALYSIS OF DATA FROM THE CASE-STUDY DISTRICT 72

The Role of the Central Instructional Office

in January 1962 . . . . . . . . . . . . . 74
Concerns During Five Years of Rapid Growth 82
Evidence Relating to Hypotheses . . . . . . 82
Other Patterns . . . . . . . . . . . . . . 89

V. A TOTAL VIEW 0 O O O O O O O O O O O O O O O 105

Summary Of PFOjeCt o o o o o o o o o o o o 105
unanswered QUQStions o o o o o o o o o o o 108
COHClUSionS o o o o o o o o o o o o o o o o 1.10

BIBLIOGRAPHY00000000000000.0000. 111.,
APPENDICESooooooooooooooooooooo 122

iv

Table
l.

2.

3.

4.

5.

6.

7.

8.

9.

10.

LIST OF TABLES

Rank order of ratio of action to advisory

concerns a o o o o o o o o c o 0‘. o o o o 0

Rank order of number of concerns for purpose,

structure, and manner . . . . . . . . . . .

Rank order of the number of congruent concerns

for purposes 0 o o o o o o o o o o o o o o 0

Rank order of the number of congruent concerns

for structure a o o o o o o o o o o o o o 0

Bank order of the number of congruent concerns

for manner 0 o o o o o o o o o o o o o o o 0

Relative involvement of teachers in group pro-

C683 0 c o o o o o o o o o o o o c o o o o 0

Rank order of paired relationships
primary concerns with guidelines
Rank order of paired relationships
primary concerns with guidelines
Rank order of paired relationships

primary concerns with guidelines

Rank order of frequency of paired relationships

of congruent primary concerns for purpose with

of
to
of
to
of
to

congruent
purpose

congruent
structure
congruent

manner 0

adminiStrative aCtS o o o o o o o o o o o o

Page

83

85

86

86

86

88

9O

91

92

93

 

1..“

 

 

 

Table
11.

12.

13.

1h.

15.

16.

l7.

18.

Rank order of frequency of paired relation-
ships of congruent primary concerns for
structure with administrative acts . . . . .

Rank order of frequency of paired relation-
ships of congruent primary concerns for
manner with administrative acts . . . . . .

Rank order of paired relationships of congruent
primary concerns for purpose with other guide-
lines as groups . . . . . . . . . . ... . .

Rank order of paired relationships of congruent
primary concerns for structure with other
guidelines as groups . . . . . . . . . . . .

Rank order of paired relationships of congruent
primary concerns for manner with other guide—
lines as groups . . . . . . . . . . . . . .

Rank order of frequency of paired relationships
of congruent primary concerns with acts of
initiation, implementation, coordination, and
evaluation . . . . . . . . . . . . . . . . .

Rank order of frequency of relationship of con-
gruent primary concerns with three or more
guidelines of the total set of eighteen . .

Rank order of frequency of relationship of
individual congruent primary concerns with
two or more acts of initiation, implementa-
tion, coordination and evaluation . . . . .

vi

Page

93

9A

95

97

98

99

101

101

 

 

Table

19.

20.

 

Table
19.

20.

Rank order of frequency of relationship of
congruent primary concerns with three or
more guidelines . . . . . . . . . . . . . .

Rank order of frequency of relationship of
groups of congruent primary concerns with
two or more acts of initiation, implementa-

tion, coordination and evaluation . . . . .

vii

Page

102

102

LIST OF APPENDICES

Appendix Page
A. TABULATION DEVICE . . . . . . . . . . . . . 123
B. PHOTO COPIES OF ARRAYS OF DATA. . . . . . . 124
C. TABULATION OF DATA. . . . . . . . . . . . . 126

viii

 

sistent

 

traditic
It is in

local 1e

rapidly
in the r
unit. I
°Peratin

the SCho
for each
boards 0
it of pa
operate 1
Finding a

CHAPTER I
INTRODUCTION

Public school administrators face a common and per-
sistent problem which has its roots in the United States
tradition of democracy and local school district autonomy.
It is intrinsic in a system of public education with areas
of responsibility and leadership at the federal, state, and
local levels.

The intensity of the problem is sharpened by a
rapidly expanding population. The problem may have its roots
in the reorganization of several school districts into one
unit. It particularly resides in those school districts
Operating several school buildings under the authority of
one board of education.

The problem relates to the fundamental purpose of
the school: to provide effective learning opportunities
for each child. Because it relates to this basic purpose,
boards of education and their employed administrators find
it of particular concern as they define, establish, and
Operate the instructional program.

The problem is particularly visible in rapidly ex-
panding school districts in which all pupils had for years

been housed in one building, or in one building for each of

l

the elementary, junior high, and senior high segments of
the school. Increases in enrollment resulted in many build-
ings. The superintendent, who had once used part of his
time to define and assure a common quality and scope of
learning experiences for all children in the district, re-
alizes an insufficiency on his own part to continue to be
actively involved. Principals who once actually defined
the instructional program through their leadership in a
single building find that the customary building autonomy,
when practiced by staff members of several buildings, bring
divergent programs. The concept of the district-wide com-
monality as held by the board of education and the super-
intendent brings the problem of this dissertation into sharp
focus. Answers are demanded in a district whose expansion
finds old hands accustomed to personal and independent action
operating many buildings subject to the authority of one
board of education.

The nature of the public school districts of the
United States, concerns for autonomy and quality both on the
building and district levels, and the increasing size of
local school districts contribute to the persistent nature
of a common problem: What is the appropriate role of the

central office for the administration of instruction?

I. A Definition of the Basic Question
The nature of the focus of this dissertation upon

the basic question cited in the foregoing paragraph can be

better understood by defining key words of that question,
namely: central office, role, administration, instruction,
and appropriate.

The central office is that office with a concern
for the whole school district as Opposed to an office limited
to one school building. Office implies a right and a re-
sponsibility to exercise a public function rather than a
place or a position.

figlg involves action or inaction--actual tasks per-
formed or not performed. Role implies qualities and char-
acteristics of task performance.

Administration is used in a comprehensive sense. It
may be considered as the "process of integrating the efforts
of personnel and of utilizing apprOpriate materials."1 It
can be perceived as planning, organization, direction, super-
vision, and guidance.2 Administration, as used throughout
this research, implies acts of initiation, implementation,

coordination, and evaluation.3 It is the "process by which

 

1Russell T. Gregg, "Administration," Enc clo edia of
Educ tional Re earch (Third Edition), (New York: The Mac-
miIIan Company, I960), p. 19.

2Jesse B. Sears, The Nature of the Administrative
Progefs with Special Raference to Puinc SchooI AdmInistra-
t on New York: McGraw Hi , 95 , p. A.

3James M. Lipham, "Leadership and Administration,"
Behavioral Science and Educational Administration, The Sixty-
rd earbook of t e Nationa Society for the Study of
Education, Part II, ed. Daniel E. Griffiths (Chicago: Uni-
versity of Chicago Press, 196A), p. 139.

 

better understood by defining key words of that question,
namely: central office, role, administration, instruction,
and appropriate.

The central office is that office with a concern
for the whole school district as Opposed to an office limited
to one school building. Office implies a right and a re-
sponsibility to exercise a public function rather than a
place or a position.

‘figlg involves action or inaction--actua1 tasks per-
formed or not performed. Role implies qualities and char-
acteristics of task performance.

Administration is used in a comprehensive sense. It
may be considered as the "process of integrating the efforts
of personnel and of utilizing appropriate materials."1 It
can be perceived as planning, organization, direction, super-
vision, and guidance.2 Administration, as used throughout
this research, implies acts of initiation, implementation,

coordination, and evaluation.3 It is the "process by which

 

1Russell T. Gregg, "Administration,” En clo edia of
Educational Research (Third Edition), (New Yorh: The Mac-

“ an Company, 9 ), p. 19.

2Jesse B. Sears, The Nature of the Administrative
Progeis with Special figference to Public School Administra-
tion New York: {McGraw Hi , 95 , p. A.

3James M. Lipham, "Leadership and Administration,"
Behavioral Science and Educational Administration, The Sixty-
Third Yearbook of the NationaISociety for the Study of
Education, Part II, ed. Daniel E. Griffiths (Chicago: Uni-
versity of Chicago Press, 1964), p. 139.

4

means and ends are marshalled to achieve the evolving pur-
poses of the school."l+

Instruction signifies a focus upon the curricular
program in contrast to school plant, finance, personnel,
child accounting, or other supporting services. It encom-
passes the teachers, pupils, and media directly involved
in the teaching-learning acts through which the goals of
the school are achieved.

Appropriate implies suitability, pertinence, appli-
cability; the likelihood of peculiar, unique, or particular
aspects; or, in general, a relevance to the purpose.

A combination of these several definitions indicates
that an apprOpriate answer to the basic question must clearly
identify the tasks of those who have the right and responsi-
bility to provide effective learning for all pupils of a

school district.

II. Previous Approaches to the Basic Question

The history of school districts of the United States
confirms that central offices for instruction do exist. How-
ever, with respect to the role of that office, history re-

veals such a diversity in practice and in research that it

 

4Commission on Inservice Education for School Admin-
istration, Inservice Education for School Administration
(Washington: American Association of School Administrators,
1963), p. 10.

is difficult to identify concise, succinct, or absolute
answers to the basic question of role. Some educators view
the expanding role of the central office for instruction in

a growing school district as a rather haphazard develOpment;
others, rightly or wrongly, view it as a peculiar adaptation
to local needs and circumstances. In instances, it appears
that a new federal law, a state aid act, or a particular con-
cern of the local board of education motivated the initiation
of certain central office functions.

Educational research and professional writings range
on one hand from simple surveys of practices in providing
persons other than the superintendent to carry out a system-
wide role in instruction to a view of the administration of
instruction as an open social system with many elements.
Several of these approaches are outlined in the paragraphs
which follow, both as background to justify the guideline
approach and to reveal sources typical of those from which
the guidelines of this dissertation have been drawn.

Past research has identified and counted tasks of

the central office.5 The frequency of particular positions

 

5Jack Louis Frisk, "Current Practices in Staffing of
Administrative and Supervisory Functions in First Class
School Districts in the State of Washington" (un ublished
Ed. D. dissertation, University of Washington, 1921); Harry
Farbanish, I'Supervisory Practices for Improvement of Instruc-
tion in Joint School Districts in Pennsylvania" (unpublished
Ed. D. dissertation, The Pennsylvania State University, 1958);
and James Homer Fry, "Educational Administrative and Supervi-
sory Staffing in Ohio City School Districts" (unpublished Ed.
D. dissertation, Western Reserve University, 1960).

 

 

 

ciated v

View 0r

 

Lay Part
and Exam
disserta

Organiza

blic 3
Upper Fe
disserta
MorriSO:
District
Ed. D. C

tion in
S‘BI‘tatiC
" uI‘rent
SChOOls
'Strict
my, 19

public a
Class Di
DelaWar-e
Temple U;
and Duti'
Pi?trict.
anersi1

6

6 Ratios of administrators

or titles has been determined.
to pupils and teachers have been computed.7

Identification of patterns has been difficult.8
Much work has been done to identify the set of tasks asso-
ciated with certain brand-name roles.9

The role perceptions of the incumbent and how others

view or perceive his role have been compared to gain insight

 

6Ibid., Fry; Paul Kenneth Howells, "Professional and
Lay Participation in the Central Administration of Ohio City
and Exempted Village School Systems“ (ungublished Ph. D.
dissertation, Ohio State University, 195 ).

7Gerald Ray Rasmussen, "A Study of Administrative
Organization for the Improvement of Instruction in the
Public Schools in the State of Michigan, Exclusive of the
Upper Peninsula and the City of Detroit" (unpublished Ed. D.
dissertation, Michigan State University, 1962): and John
Morrison King, "Organization and Functions of the Central
Staff of the Office of the Superintendent in Suburban School
Districts with a Population of 10,000 to 100,000" (un ublished
Ed. D. dissertation, George Washington University, 19 2).

8William Henry Blatnik, "Patterns of Staff Organiza-
tion in Community Unit Districts" (unpublished Ed. D. dis-
sertation, University of Illinois, l95h): and John Skawski,
"Current Practices in Administrative Staffing in Public
Schools in New York State, with Emphasis on Central School
Districts” (unpublished Ed. D. dissertation, Cornell Univer—
Sity, 1957 ) a

9Norman D. Evans, "The Status and Function of the
Public Elementary School Supervisor in the Third and Fourth
Class Districts of the Pennsylvania Counties of Chester and
Delaware and Montgomery" (unpublished Ed. D. dissertation,
Temple University, 1958): and Howard F. Jack, "The Position
and Duties of Curriculum Personnel in Selected Public School
Districts in Pennsylvania" (un ublished Ed. D. dissertation,
University of Pittsburgh, 1962).

 

T—fi

into org
which as
‘I

Concerns

overlap

 

. and of d;
1 <

 

the adnix
Barry st1

administ:

into organizational and Operational aspects of a system in
which several individuals have inter-related functions.10
Concerns for role conflict have prompted studies of the
overlap of roles as defined, of line-staff relationships,
and of differing perceptions of roles.11
Other studies have analyzed functional aspects of
the administrative organization of the schools. Franklyn
Barry studied administrative morale.12 Democratic school

administration was the focus of Fred Glassburner.13 Harold

 

10Raymond C. Fisher, "A Community Study of Administra-
tor Autonomy and Conflicting Role Expectation” unpublished
Ph. D. dissertation, University of Oregon, 1961 ; Jurelle
Gilmore Lott, "A Statistical Study of the Concepts of the
Role of the Instructional Supervisor" (un ublished Ed. D.
dissertation, University of Georgia, 1963 ; Forrest Lee Moran,
"The Identification of Problems in Developing Programs of
Instructional Improvement as Evidenced by Varying Role Ex-
pectancies of the Director of Instruction" (unpublished Ph.
D. dissertation, Ohio State University, 1962): and Henry
Osibov, "Professional and Public Perception of Superintendent
Behavior” (unpublished Ed. D. dissertation, University of
Oregon, 1961).

11Frank H. Brown, "Functional Interrelationships as
Perceived by Supervisors and Administrators in Various Posi-
tions in Selected Northeastern Ohio School Systems" (un ub-
lished Ph. D. dissertation, Ohio State University, 1964?.

12Franklyn Stanley Barry, "Administrative Morale:
A Study of Selected Factors Related to the Morale of the
Administrative Staff of Public Schools" (unpublished Ed. D.
dissertation, Syracuse University, 1956).

13Fred Raymond Glassburner, "Some Trends in Demo-
cratic School Administration" (unpublished Ph. D. dissertation,
George Peabody College for Teachers, 1957).

 

 

 

floods co

  

emphasis
school a"

Opinion

cation.1'
fields Q
fill Emu

Stmctur

Administ
ado D. c
10‘8).

’1

Woods considered group process.1h

The literature contains three dissertations with an
emphasis on theoretical considerations underlying general
school administration. James R. Beck consolidated the
Opinion of a jury of nationally known educators to establish
"guidelines to the adequacy of staffing."15 The focus of
Beck's data, however, was upon the ratio Of educational
specialists to pupils. William C. McGinnis sought to identify
the administrative organization necessary to provide educa-
tional offerings demanded by sound principles of public edu-
cation.16 Selma Whilt used knowledge and ideas from the
fields of democratic values, social psychology, and success-
ful group Operation to deveIOp a set of postulates for
structural organization.17

In recent years, educational writers have turned

 

1l’Harold L. Woods, "Group Processes in Public School
Administration in San Diego County, California" (unpublished

€3.8D. dissertation, George Peabody College for Teachers,
5 .

15James R. Beck, ”Guideline Criteria for Education
Specialist Staffing Adequacy" (unpublished Ed. D. disserta-
tion, University of Denver, 1963).

16William C. McGinnis, §phool Administrative and
Su 180 Or anizations in Cities 0: zgiggg to Sgiggg
(New hork: Teachers College, Co umbia n versity, 2 ).

l7Selma Esther Whilt, "An Analysis of Structural
Organization for Curriculum Change in School Systems"
£gnpublished Ed. D. dissertation, University of Illinois,
55 .

 

 

 

 

caption,
and diff
cones n:
of analy
this con
theory 0;
role, an:
dll'iiual
interrel;
of James
PSYChOlo

an eleu

3ch001 a

the coor

curri Cul.‘

increasingly to educational theory when considering the ad-
ministrative domain. They have recognized that problems
in administration deal with more than role-definition, per-
ception, or conflict; that many persons, diverse materials,
and differing environments are involved. ‘The problem be-
comes not one of analysis of its component parts, but one
of analysis of the Operational whole. In the late 1950's,
this concept led to the development of a social-systems
theory or model with a monothetic dimension (institution,
role, and expectation) and an ideographic dimension (in—
dividual with personality and a needs-disposition) whose
interrelationships became evident in observed behavior.l8
Similarly, a social-systems theory is the approach
of James M. Lipham, who singles out leadership with its
psychological, sociological, or behavioral implications as
an element of moment in a complex Operational setting.19
Charters views the administrative structure of the
school as a cOOperative enterprise in which the concern is
the coordination of personnel and such elements as texts,

curriculum guides, Operating procedures, decision-making

 

18Daniel E. Griffiths, "The Nature and Meaning of
Theory," Behavioral Science and Educational Administration,
The Sixty-third Yearhook ofhthe National Society for the
Study of Education, Part II (Chicago: The Society, 1964),
pp. 101-103.

19Lipham, Op. cit., pp. 119-141.

anti:
tiCL

 

 

 

ell.

10

authority, or planned communication.20

The dynamic equilibrium of the system is the par-
ticular concern of Lonsdale, who sees role-theory contribut-
ing to a task-achievement dimension; organization climate and
incentives to a needs-satisfaction dimension; and an inte-
gration of these two dimensions yielding a systems-theory
concerned with the survival of the organization.21

William R. Dill utilizes decision-making as a
framework for the analysis of the administrative system.22
Herein concerns become: How are decisions made? Who makes
them? Who should make them? These questions lead into a
complex system of inter-personal and inter-group relations,
of financial resources, of types of control--the model of

administration.

 

20W. W. Charters, Jr., "An Approach to the Formal
Organization of the School," Behavioral Science and Educa-
tional Administration, The Sixty-t ir ear OO o t e
National Society for the Study of Education, Part II, ed.
323161 E. Griffiths (Chicago: The Society, 196A), pp. 260-

21Richard C. Lonsdale, "Maintaining the Organization
in Dynamic Equilibrium," Behavioral Science and Educational

Agministrgtion, The Sixty-third Yearbook of the National
Society or t e Study of Education Part II, ed. Daniel E.
Griffiths (Chicago: The Society, i964i pp. 112-175.

22
William R. Dill "Decision-Making," Behavioral

Sgiggge and Educational Administration, The Sixtyifhird_
earbook of the NationaISociety for the Study of Education,
Part II (Chicago: The Society, l96h), pp. 199-222.

 

 

 

 

 

 

Of!

1C)
’10,

a".

£1)
:5 ."

ll

Cooperative research projects under the United States
Office Of Education have taken a systems-approach, but in
a less theoretical setting. In these we find a simulation
of a practical and complex Operational scene in which ad-
ministrative acts may be studied. COOperative Research Pro-
ject #975 reported by Harold Guetzkow focused upon innovative
administrative behavior.23 The study sought to develOp
rating scales which could predict innovative administrative
behavior, and training which would increase it. The research
under Cooperative Research Project Number 21h accepted the
theories that administration can be conceived in terms of
problem—solving, leadership behavior, and decision-making.
By taking objective measurements of the personal and educa-
tional characteristics of two hundred thirty-two carefully
selected principals and their performances in problem solv-
ing, leadership, and decision-making, correlations were
established for personal factors and administrative per-
formance.24

In general, educational literature supports the

assumption that the apprOpriate answer to the persistent

 

23Harold Guetzkow, Education for Innovative Behavior
in Ex cutives, Cooperative Research Projects, No. 975 (Wash-
ington: U. S. Department of Health, Education, and Welfare,

24Daniel E. Griffiths and John Hemphill, Dimensions
'of Administrative Performance, Cooperative Research Project
2 Was ngton: U. S. Department Of Health, Education,
and Welfare, 1960).

 

 

 

de:
tio

tho

12

problem of this dissertation cannot be found in a concise
and exact package appropriate to a given school district.
Further, little satisfaction is given to those seeking an
answer to the problem by realizing that most answers have
been, and by implication can well be, unique to the peculi-
arities of a given school district. The focus upon the
systems dimension gives general guidance, but has not pre-
scribed an idealized set of roles, neatly and smoothly Oper-
ating in a coordinated, Open system with defined attention
to the leadership factor, to dynamic equilibrium, and to
decision—making. It is in this puzzling array of informa-
tion that this dissertation seeks to provide guidance for
those who Of necessity must define and maintain central
office administration of instruction. This investigation

is rooted in the conviction that educational theory can pro-
vide assistance in the solution of the problem of the appro-
priate role for the central Office in the administration of
instruction. That assistance, however, must be in general-
ized terms which reflect the position of educational liter-
ature and relate realistically to the specifics of an Operat-
ing school district. To this end literature has been searched
for its contributions to general guidelines to the central

office administration of instruction.

III. Guidelines to Central Office
Administration of Instruction

This dissertation seeks to establish an answer to the

 

 

 

decision
tion the
thOse W}.
OffiCe 5
is roots

12

problem of this dissertation cannot be found in a concise
and exact package appropriate to a given school district.
Further, little satisfaction is given to those seeking an
answer to the problem by realizing that most answers have
been, and by implication can well be, unique to the peculi-
arities Of a given school district. The focus upon the
systems dimension gives general guidance, but has not pre-
scribed an idealized set of roles, neatly and smoothly Oper-
ating in a coordinated, Open system with defined attention
to the leadership factor, to dynamic equilibrium, and to
decision-making. It is in this puzzling array of informa-
tion that this dissertation seeks to provide guidance for
those who of necessity must define and maintain central
office administration of instruction. This investigation

is rooted in the conviction that educational theory can pro-
vide assistance in the solution of the problem of the appro-
priate role for the central office in the administration of
instruction. That assistance, however, must be in general-
ized terms which reflect the position of educational liter-
ature and relate realistically to the specifics Of an Operat-
ing school district. To this end literature has been searched
for its contributions to general guidelines to the central

office administration of instruction.

III. Guidelines to Central Office
Administration of Instruction

This dissertation seeks to establish an answer to the

12

problem Of this dissertation cannot be found in a concise
and exact package apprOpriate to a given school district.
Further, little satisfaction is given to those seeking an
answer to the problem by realizing that most answers have
been, and by implication can well be, unique to the peculi-
arities of a given school district. The focus upon the
systems dimension gives general guidance, but has not pre-
scribed an idealized set Of roles, neatly and smoothly Oper-
ating in a coordinated, Open system with defined attention
to the leadership factor, to dynamic equilibrium, and to
decision-making. It is in this puzzling array of informa-
tion that this dissertation seeks to provide guidance for
those who of necessity must define and maintain central
Office administration of instruction. This investigation

is rooted in the conviction that educational theory can pro-
vide assistance in the solution of the problem Of the appro-
priate role for the central Office in the administration of
instruction. That assistance, however, must be in general-
ized terms which reflect the position Of educational liter-
ature and relate realistically to the specifics Of an operat-
ing school district. To this and literature has been searched
for its contributions to general guidelines to the central

office administration of instruction.

III. Guidelines to Central Office
Administration of Instruction

This dissertation seeks to establish an answer to the

 

 

 

office

 

four dim
general

definiti
0f inst:
which i:

in Whicl

educati:
Percept;
a set 0.
Office

distric

the con.
°f the 1
in an a:
fX'Om the

Panded f

13

basic problem, by providing a more adequate array of guide—
lines than has been available. These guidelines provide a
general approach for the leadership of any school district
to define and provide an apprOpriate role for the central
office of instruction.

The guidelines have been developed to implement a
four dimensional view of the appropriate role: (1) the
general nature of administration of instruction, (2) the
definition of the fundamental purposes for a central office
of instruction, (3) the actual structure or organization
which is created to achieve the purposes, and (A) the manner
in which the structure functions.

The guidelines primarily reflect the contribution of
educational literature. Their scOpe and format mirror the
perception of the author, who translated the literature to
a set of guidelines believed appropriate to define the central
office administration of instruction for any given school

(11 StriCt 0

IV. The Case Study
The case study portion of this investigation related
‘the content and sc0pe of the guidelines to beliefs and actions
Of‘the group of persons who defined and performed the role
in an actual Operating school district. The data was drawn
from the experience of a large school district as it ex-
Panded from fourteen buildings to thirty-one buildings, with

14

a three hundred and six per cent growth of enrollment over
a five year period. During this period, the local district
defined its central Office role for instruction. Items
drawn from the experience of the case study school district
were matters of record. They included recorded beliefs and
actions of persons in advisory and administrative roles.
The evidence was organized in terms of the guidelines.

The case study was designed to add reality to each
guidelines from educational literature and to provide in-
sight to their interrelationships in an Operational situa-
tion.

.
.
—.— "uni-15 an

 

 

 

H.
C?

we]
ci;

di.‘

CHAPTER II
GUIDELINES FROM EDUCATIONAL LITERATURE

Educational literature was reviewed to develop
guidelines to the appropriate role for the central instruc-
tional office of a public school district. A more ade-
quate set was sought than heretofore available, both as a
means to relate accumulated educational knowledge to the
needs of local districts, and as a means to relate the ex-
periences Of a rapidly expanding school district to the view-
point of educational literature.

The guidelines developed embody a synthesis of data
from many sources. Of necessity, the search of literature
went beyond the relatively limited materials dealing spe-
cifically with the central instructional office of a school
district. Information was drawn from literature pertaining
to general aspects of the administration of schools, to roles
of typical leaders such as superintendents, supervisors, or
various directors, and to particular tasks, such as curriculum
deveIOpment and in-service education. Dissertations were
studied which dealt with tasks of the central office for
instruction, with the roles of persons serving therein, and
with problems of operation. Reports of the United States

Office of Education research projects and of special

15

 

educati

 

conside'
contrib‘

office

extent

guidelir
indicate
or guide
literatu

who defi

sions:

0! admit
may be 5
01' tasks
Which dé
"hich i:

In each

16

educational commissions were utilized. The fundamental
consideration in the selection of literature was that it
contribute meaningfully to defining the role of the central
office for instruction.

The scOpe and content Of the guidelines reflect the
extent and nature of the relevant literature. The actual
guidelines develOped and their relation, one to another,
indicate the considered Opinion of the author as to the type
of guideline statements which can realiably represent the
literature, and at the same time, provide guidance to those
who define the role of the central office for instruction.1

Guidelines have been organized into four major divi-
sions: (1) those of general applicability to all aspects
of administration in which the central instructional office
may be involved, (2) those which help identify the purposes
or tasks rightfully assumed by the central office, (3) those
which define the administrative structure, and (A) those
which indicate the manner of Operation appropriate to it.

In each division, a guideline is first stated and then

 

1Educational literature usually describes practices

or research in the past tense. The inferences or conclusions
drawn from these past experiences are usually stated in the
‘present tense--as principles which now exist and, no doubt,
‘will endure. The search of literature sought to establish
‘that certain principles prevail, rather than to trace their
historical develOpment. The guidelines developed in this
chapter are written in this context of enduring principles.

17

followed by an explanation and references to literature
which detail its emphasis and delimit divergent interpreta-
tions. In some instances citations have been made which,

in essence, are examples of the application of the guideline.
The final section of Chapter II is a re-statement of all

guidelines.

I. Administration of Instruction

Three guidelines reveal the general nature of admin-
istration of instruction. They provide concepts of the
sc0pe, the involvement, and the acts characteristic of the
administration of instruction and establish the context in
which guidelines of the other three divisions should be con-
strued.
Encompagges the total;proce§§ through which the
learning goals of the schog1_are made real. Administration
of instruction is the array of all those activities which
collectively achieve the learning goals of the school. Its
function is to translate into action the purposes of edu-

cation2 and to facilitate the teaching of pupils.3 Admin-

istration of instruction is evaluated in terms of whether

 

2Leon Ovsiew, Emer in Practicesgin School Adminis-
tration (New York: MetropoIitan School Study Council and
Cooperative Program in Educational Administration, 1953),
PP- 7'1ho

3James Monroe Hughes, Human Relations in Educational
Ogganization (New YOrk: Harper and Brothers, I957), p. 26.

I , c a V; ‘ 2.. H. are WV ‘54 vs um.‘ fu/i We fix.
‘Ii .OlU. AG III‘. f Ab t “he s D}: \ “HQ «IV Snot Ti ‘rU Vi pin: “14

 

 

 
 

18

or not it creates conditions conducive to effective learn-
ing.4

In the Encyclopedia of Educational Research educa-
tional administration is defined "as a process to promote
the develOpment of human qualities."5 To Jenson and Clark
the process includes the "jobs to be done" and the "how" of
accomplishment.6 Campbell and Gregg name several components
(decision-making, planning, organizing, communicating, in-
fluencing, coordinating, and evaluating) which collectively
constitute administration.7 The important consideration is
the relation of any one component to each and all other com-
ponents.8 The systems orientation of administrative theory
and of research projects mentioned in Chapter I similarly

support a concept of administration as a total process.

 

hAmerican Association of School Administrators, Staff
.Relations in School Administpetion, Thirty-third Yearbook
(Washington: The Association, 1955), p. 9.

5Russell T. Gregg, "Administration," Enc clo edia of
lEgpcational Researché Third Edition (New York: The MacmiIIan

Company, , p.

6Theodore J. Jenson and David L. Clark, Educational
.Administration (New York: The Center for Applied—Research,

TnCo, igsh), P0 52'

7Roald F. Campbell and Russell T. Gregg, Administra-
tive Behavior in Education (New York: Harper and Brothers,

1957,, P0 27h.

8Jesse B. Sears, The Nature of the Administrative
Process with S ecial Reference to Public SchooI Adhinistra-
.Eipp New York: McGraw Hill, 1950 , p. 31.

19

Includes all_personsifgptors, or consideratipns
having sigpifigaptiimpact upon the attainment O§;thegoals
of the sphool. Administration of instruction is perceived
in terms of all the persons, factors, or considerations in-
volved in the total process through which the goals of the
school are achieved. Hughes underlines the importance of
attention to many persons by stressing that the process of
administration is performed primarily by teachers, together
with a few specialized functionaries called administrators.9
The report of the Metropolitan School Study Council suggests
that the educational staff, the pupils, and the citizens
participate in administration.10 To Donald H. Ross "all are
administrators."11

Implipp gets of initiation, implementation, coordina-
tion, and evaluation. Acts of initiation, implementation,
coordination, and evaluation are consistently mentioned as
essential activities for those involved in the several func-
tions of the central office, as it seeks to assure that the
goals of the schools are met.

Gullick defines the scope of the administrative

 

9Hughes, 1020 Cite, p. 260

loOvsiew, op. cit., pp. 7-14.

11Dona1d H. Ross Administration for Ada tabilit
(New YOrk: Teachers College, Columhia Univer31ty, I953),

pp. 67-68.

20

process as POSDCORB: planning, organizing, staffing, direct-
ing, coordinating, overseeing, reporting, and budgeting.12
To Sears the process includes planning, organizing, direct-
ing, coordinating, and controlling with some overtones of
authoritarian leadership.13 Planning, allocation, stimu-
lation, coordination, and evaluation are stressed in the
Thirtybthird Yearbook of the American Association of School
Administrators. The Southern States COOperative Program

in Educational Administration identified initiating, imple-
menting, and evaluating as administrative methods employed
in the performance of critical school tasks.15 Swearingen
stresses the evaluative role;16 the Thirty-fifth Yearbook
of the American Association of School Administrators, en-

couragement and initiation.17

 

12Campbell and Gregg, Op. cit., pp. 270-271.
l3Sears, op. cit., pp. 31-32.

leASA, op. cit., p. 17.

1'J-Southern States Cooperative Program in Educational

.Administration, Im rovin Pre aration Pro rams in Educational
.Administration (NashviIIe: George Peahody CoIlege, I95A),

PP- IOZ-IOS.

16M
ildred E. Swearingen, Supervision of Instruction:

Fougdgtions and Dimensions (Boston: lyn and Bacon, I952),
Po .

17American Association Of School Administrators,
Th Su erintengent as Instructional Leader, Thirty-fifth
Tearbook (Washington: The Association, 1957), p. 25.

 

 

 

 

 

 

volx
to a
lid .3
in;

~

3"
Cy:-

 

‘111!l|l.llul.‘ ll

21

TO Jenson and Clark the administrative process in-
volves sequential activities directed from a starting point
to a result in a continuum, including deliberation, decision-
making, programming, stimulation, coordinating, and apprais-
ing.18 Research conducted by Griffiths and Hemphill ac-
cepted that exchanging information, discussing before act-
ing, analyzing situations, maintaining relationships, organ-
izing work, responding to outsiders, and directing others
are typical administrative activities.19 Generally, litera-
ture identifies initiation, implementation, coordination,
and evaluation as essential approaches or activities for
educational administration. These four are included in a
guideline to the general nature of administration because
the guideline is designed to provide universal character-
istics of the process and the context in which guidelines
which follow are to be interpreted.

This guideline is not to be interpreted as a directed
sequence of acts. Rather, central office administration may
involve these acts singly or in combinations appropriate to
'the task at hand, whether one of curriculum change, in-

service education, making a decision, providing resources to

—

18Jenson and Clark, Op. cit., p. 63.

l9Danie1 E. Griffiths and John Hemphill, Dimensions
Of Administrative Performance, U. S. COOperative Research

Project ¥21A (Washington: U. S. Department of Health, Edu-

cation, and Welfare, 1960), p. 18.

22

a classroom, or any other task.

Initiation, implementation, coordination, and evalu-
ation, while typical of administration, are not necessarily
to be performed exclusively by central instructional person-
nel. Rather, the privilege to administer instruction carries
with it the responsibility and necessity to consider whether
or not these acts are required and, if so, by whom they can

best be performed.

II. Purposes Assumed by the Central Office

Guidelines to purpose identify the several functions
which educational literature assigns to the central office
for instruction. These functions establish the task-
orientation of instructional administration. a

Facilitate attention to curriculum on all school
levelp for all pupils. The central office has the responsi-
bility to facilitate the availability of a capacity to deal
continuously with total curriculum for every pupil in all
instructional programs of the district. This guideline re-
quires that attention be given, but does not prescribe where
this capacity should reside.

Because each guideline should be considered in the
context of the three foregoing guidelines to the nature of
administration, attention to curriculum requires the deter-
minitation of needs to initiate, implement, coordinate, or
evaluate the curriculum. Attention to curriculum encompasses

all persons, factors, and considerations relating thereto.

23

In the final analysis the focus upon curriculum is in terms
of how it fulfills the learning goals of pupils.

Educational literature identifies numerous tasks
within the curricular concerns of the central Office. There
is a need to define Objectives and goals.20 Concepts, skills,
and attitudes must be identified as desirable outcomes.21
Instructional content must be selected and developed into a
balanced educational program apprOpriate to the many differ-
ent individuals involved and to the needs of society.22 Our-
ricular tasks not only include the consideration of current
needs, but include a creative and constructive role in shap-
ing the future.23

.melement access to 1e rnin resources: ersons,
knowlgdge, and media. The central office should provide
learning resources or the means to procure resources of all
types. A role relating to persons may involve assisting

in the selection of qualified teachers, the provision of

 

20Association for Supervision and Curriculum DevelOp-

xnent, Leadershi for Im rovin Instruction (Washington: The
Association, 1965), p. 29.

21Gail Inlow, The Emer ent in Curriculum (New York:
John Wiley and Sons, Inc., I966), p. 40.

Si 1 fZNational Education Association, Schools for the
__xt es New York: McGraw-Hi 1 Book Compam
pp' a "#70 ’ ’ D

23Hilda Taba, Curriculum Develo ment Theor and
Practice (New YOrk: Harcourt, Brace & WorId, Inc., I962),

Pp. 22-26...

 

 

ic'

24

<:onsulting, supervisory, or ad hoc specialists, the schedul-
:1ng of programs which provide a more effective availability
<3f teachers to students, or any other task which places per-
sons in a position to serve as a resource for learning.24
.Access to knowledge may be via professional references, a
curriculum library, a clinical experience, or an educational
laboratory; access to media may be facilitated by the develop-
rnent of budgets for each building, by the establishment of
system-wide standards for supplies and equipment, or by the
activation of special resource centers.”
The extent of resources is a local consideration
ideally governed by the needs of the children.
There is no formula for the right number and
kinds of resources or resource people in a school
system. Each community and each school system has
its own needs and priorities. . . . Every board of
education should have a plan for adding resources
and resource peOple which takes into account state
requirements and support, community needs and de-

mands and above all, the needs of the children in
its care.26

2"*Ross L. Neagley and N. Dean Evans, Handbook for
Ififfpctivg Supervision of Ingtruction (Englewood Cliffs, N. J.:
Prentice-Ha 1, nc., 9 l, , pp. 71- 1+; ASCD, O . cit., pp.

(+849.

25Ovsiew, Op. cit., pp. A8, 50, 52; NBA, 0 . cit.,
‘ppn 98—99; Edwin A. Fensch and Robert E. Wilson, The Super-

intendenc Team (Columbus: Charles E. Merrill Books, Inc:,
I96“, pp. 157-159.

 

26American Association of School Administrators and
the Association for Supervision and Curriculum Development,

0r anizin for Improved Instruction (Washington: The Asso-
ciations, I963), p. 10.

 

25

Contributes to the effectiveness of teaching-
learning activities. The central office should share a con—
cern for the quality of teaching-learning activities in
every classroom.27 This guideline encompasses Hughes' concern
that administration assume the responsibility to provide
pupils the richest and most fruitful experience within its
power to offer.“98 To a degree, it expresses fear that atten-
tion to curriculum may not embody sufficient concern for the
real activities designed for learning.29 It accepts that
the evaluation of the effectiveness of administration is
based on its capacity to create conditions conducive to
effective learning.30 Attention is focused upon all factors--
emotional, inter-personal, school plant, or on factors yet
unknown-awhich help determine the effectiveness of learning.

Assure that the responsibilities of the individuals
andpgroups essential to the achievement of instructional
tasks are clearly defined and known. The central office has
the responsibility to define the tasks and authority of its

ipersonnel and thereby establish an organization.

 

ZVCampbell and Gregg, op. cit., p. 133.
23 Hughes, Op. cit., p. 26.

29ASCD9 M g p0 36-

30American Association of School Administrators, Staff
Relations in School Administration, Thirty-third Yearbook

(Washington: The Association, 1955), p. 9.

 

 

in the a

the nee

 

t0 08f1£1
L:
that the;

and that

ores:
effic
clar
each

Emotion:
F‘mCthng
Secondar.
otate as“
Dissertas

-.:
““*Versit

26

Organization is a task Of administration which
has long been recognized, but that has received far
too little attention and study. Organization and
structure have been taken for granted as something
imposed and more or less structured in the practical
Operations of the enterprise . . . appropriate admin-
istrative organization can and will facilitate the

achievement of the goals and purposes of the school
district.31

One of the major contributions of research on roles
in the administration of instruction has been to highlight
the need for clearly defined responsibilities, rather than
to define unique roles appropriate to all districts.32

Literature urges that job descriptions be written,
that they reveal the interrelationships of fellow workers,
and that overlapping assignments be avoided.33

Clarity of role definition within any specific
organization is important for the effective and
efficient Operation of that unit. . . . However,
clarity as to the function or responsibility of
each of the various kinds of curriculum leaders as

31Jenson and Clark, Op. cit., pp. 48-49.

32Harold N. Langlitz, ”Allocation of Administrative
lfunctions: A Study of the Allocation of Administrative
Irunctions Between the Chief School Administrator and the
ESecondary School Principal in Selected Schools in New York
EState as Related to Adaptability and an 'Ideal' Allocation,”
IDissertations Abstracts, Vol. XIX Number 8 (Ann Arbor:
IInIversIty Microfilms, Inc., 1959 , p. 1972.

33John Morrison King, “Organization and Functions of
the Central Staff of the Office of the Superintendent in
Suburban School Districts with a.POpu1ation of 10,000 to
100,000“ (unpublished Ed. D. dissertation, George Washington
‘University, 1962), pp. 211-212.

27

well as of the group as a whole is probably even
more important, in several respects, than specific

role assignments.3h

Broadly conceived, the responsibilities of individuals
and groups, and the resulting organizational structure is de-
fined through an array of paper machinery: laws of the state,
policies of the board of education, administrative regula-
tions, implementing forms, calendars, and schedules. This
paper machinery exists as an extension of the powers of
persons dealing with the complex matters all a part of system-
wide instruction.35

The maintenance of harmonious and fruitful relation-
ships Of all components of the educational program must be
a.task for the central office.36 To W. W. Charters, this
tneans careful identification of the relationships between

jpositions and the flow of work.37 The designation of

3“Harold T. Shafer and Gordon N. Mackenzie, "Securing
(Competent Instructional Leaders," Role Of Supervisor and

(Jurric lum Director in a Climate Of Change, Robert R. Leeper,
«editor (Washington: The Association for Supervision and
Curriculum DevelOpment, 1965), p. 68.

 

35Sears, op. cit., p. 87.

36Calvin Grieder and William Everett Rosenstengel,
iPu c Sch 01 Administration (New York: The Ronald Press

00., 1954 , p. .

37W. W. Charters, Jr., "An Approach to the Formal
Organization of the School," Behavioral Science and Educa-
tional Administration, Sixty-third Yearbook of the National

Society for the Study of Education, Part II, Daniel E.

ggiffithS. editor (Chicago: The Society, 1964), pp. 260-

 

 

 

 

”f,
a;

Ci

('9

f1

5—!-

28

responsibility implies the granting of authority to accom-
plish it.38 The identification Of responsibility with
certain positions, the defining of relationships and work-
flow, and the designation of authority inevitably lead to

a hierarchical pattern.39

This pattern need not imply an
undesirable structure, but can, in Lipham's terms, "serve
to facilitate the allocation and integration of roles and
resources in order to achieve the goals Of the system."40
The guideline implies the foregoing clarity Of defi-
nition, and, also, complete understanding. Research has

indicated that perceptions of effectiveness of the adminis-

trative structure increases as the degree of concensus in-

creases regarding its nature.41

Literature pertaining to
committees urges that members know the function they are to

perform, how the function relates to other committees, and

 

SBSears, op. cit., p. 114.
59Hughes, op. cit., p. 44.

40James M. Lipham, ”Leadership and Administration,”
Qfighavioral Science and Educational Administration, Sixty-
third Yearbook of the National Society for the Study of
lEducation, Part II, Daniel E. Griffiths, editor (Chicago:
The Society, 1964), p. 122.

41Hazel Renninger Wentzel, “A Study of the Percep-
tions of Selected Administrators, Supervisors, and Teachers
Toward the Position of Director of Instruction in Pennsyl-
vania,“ Dissertations Abstracts, Vol. XXV, Number 7 (Ann
Arbor: University Microfilms, Inc., 1965), p. 3952.

29

the way the work of the committee will be brought to bear
upon school problems.‘P2

Provide for communications both within the:§ghool
and with external systems. Effective communications must
be a conscious function of the central office rather than
a by-product of attention to curriculum, resources, teaching-
learning activities, and organization. The effectiveness
of the flow of information throughout the school and to and
from groups outside itself often determines the results
accomplished.“3 Communications must be regarded as the
nervous system of the whole organization.hh

Communications can provide the vital service of
Inaking the organizational plan known to all involved.45 It
can contribute to the concensus in which the instructional
jprogram, its resources and its organization are perceived.

Promote the maintenance and:improvement of employee

«competence. The central office has the responsibility to

thimball Wiles, Su ervision for Better Schools (New
York: Prentice-Hall, Inc., 1955), p. 23.

A3Association for Supervision and Curriculum Develop-
ment Leadership for Improving Instruction (Washington:
ASCD, 9 O , p. 420

thoger Don Gee, "An Investigation of School Commun-
ication Practices and Attitudes," Dissertations Abstracts,
V01. XXV, Number 11 (Ann Arbor: University Microfilms, Inc.,

1965): P0 63320

 

Q

 

“Scampbeli and Gregg, op. cit., p. 133.

30

Ixrovide for continuing education of instructional employees.
Tile guideline does not remove from individuals their own
IweSponsibility to improve their competence, nor does it
xalace the responsibility of the school solely with the
(central office. Edgar Farley found that the school staff
eexpects the central office to provide in-service education,
130th for teachers and for members of the central staff.46
'The guideline implies continued, rather than sporadic, atten-

tion to competence.47

The logical and most effective start-
ing point and means for effective study and action to main-
tain and improve competence are those real and live problems
xnhich exist in the local school district.48
Fosters a high level of morals for all persons. Ad—
Ininistration of instruction must recognize that it involves
Innmans with emotions and needs. The achievement of organiza-
tzional goals will be significantly affected by the needs-dis-

rxositions and motivations of the many individuals involved.49

 

46Edgar Scott Farley, ”An Evaluative Study of the
Administrative Organization for Curriculum Development in the
limelic Schools of Battle Creek, Michigan," Dissertations
.Abstracts, Vol. XV, Number 11 (Ann Arbor: University Micro-
lms, Inc., 1955), p. 2060.

 

4'7Swearingen, op. cit., p. 4.
4BGrieder and Rosenstengel, op. cit., p. 239.

49Richard C. Lonsdale, "Maintaining the Organization
in Dynamic Equilibrium," Behavioral Science and Educational
éQministration, The Sixty-third Yearbook of the National
SOOiety for the Study of Education, Part II, Daniel E.
Griffiths, editor (Chicago: The Society, 1964), pp. 155-161.

31

ifiie guideline does not imply that all pupils, teachers, and
central office functionaries should always be kept in a
Inappy state as a result of the actions of the central office
for instruction. Rather, it assigns to the central office
tine responsibility to be attentive to the physical and
psychological needs of personnel in order that improved self-
aactualization and better accommodation to responsibilities
vrill be realized.50

Sustains stability during change. Administration
lies a responsibility to assure the stability necessary for
survival of the school--an institution designed for change,
lint also to endure. This is a stability based upon flexi-
laility to adjust to disturbances, to new procedures, to
revised goals, rather than a stability of a fixed position.51
Iidministration must be skilled in strategies of change which
give stability to the people involved, whether the teacher

2 or the ad-

who must change, if curriculum is to change,5
Ininistrator who must assume new responsibilities.
Stability, as well, involves relationships of the

instructional organization and the environment or public

 

50Sears, 0p. cit., p. 93.

51Lonsdale, op. cit., p. 17h.

52William Van Til, "In a Climate of Change," Role of

Sn ervisor and Curriculum Director in a Climate of Chan e,
Bogart R. reeper, editor (Washington: Association for Super-
Vision and Curriculum DevelOpment, 1965), p. 23.

32

<Jutside the school.53 The central office mediates issues
(if the public and the operating school and its personnel.
Administration must be aware of the adaptation of its clients
to change.

Stability during change calls for an emphasis upon
ciynamics in curriculum-~attention to the "transactional,
. . . confrontation . . . with the weight of truth, the

,jmmming with wit . . . for response, for action and inter-

action."5[*

III. Structures Established

Educational literature usually describes structure
in terms of three elements: persons, mechanical devices,
and the apportionment of authority. Persons are in the
«context both of individuals and of groups. Structure refers
to them as teachers, students, citizens, administrators,
committees, advisory councils, or other clusters of persons
to whom specialized roles have been assigned. Chief among

the mechanical devices are the written policies and procedures

 

53Richard O. Carlson, "Environmental Constraints and
Organizational Consequences: The Public School and its Client,"
Behavioral Science and Educational Administration, Sixty-third
Year 00 o t e at one Society for the Study of Education,
Part II, Daniel E. Griffiths, editor (Chicago: The University
of Chicago Press, 1964), pp. 262-277.

 

5#Leslie J. BishOp, "Challenges for Supervisors,"
Ibe Supervisor: Agent for Change in Teaching, James Baths
and Ro ert . eeper, editors (Washington: Association for
Supervision and Curriculum DevelOpment, 1966), pp. 96-97.

 

33

of the schools, and the applicable laws of the state and
nation. Mere broadly, they include all kinds of devices
which tend to facilitate and implement the flow of work
essential to the accomplishment of the pirposes of the
structure. These devices establish procedures to support

and assure an apportionment of responsibility and to identify
the locus of authority. The guidelines which follow assume
that the structures they imply will be perceived in terms

of the three elements: persons, mechanical devices and
apportionment of authority.

Provide the means to achieve all of the purposes of

the central office. The acceptance of a purpose by the

 

central office of instruction requires that structure be
established in a design which will accomplish that purpose.
It does not follow, however, that for each unique task there
is a unique structure. Structures should be provided to
jpromote the achievement of the several purposes individually
(Dr collectively as appropriate.

Van Til's suggestion “that channels through which
curriculum proposals pass be clearly defined,"55 combines
the guidelines relating to organization and curriculum.
Consideration of the typical administrative acts in terms

of the several concerns for curriculum imply structures to

 

55Van Til, 0p. cit., p. 60.

3h

assure continuous evaluation of curriculum, initiation of
new, or implementation and coordination of that which pre-
vails.

This guideline, in essence, is the link between the
tasks (purposes) of the central office and the guidelines
which follow. Structure is created.not as a goal in itself
(a hierarchy of persons, paper, and authority), but in order
that the broad purposes of instruction may be achieved. Guide-
lines which follow help define structures with potential to

this end.

Stgm fppm thg pglatgdngsg of functiops. Administra-

tive structures should recognize allied or connected aspects
of the services provided and of the Operational problems met
by the central instructional office.56 The guideline connotes
a functional unity to the total structure and a unity within
its parts. Purposes of the central instructional office
should be detailed in terms of similar elements which can

be organized into Operating units.

A consultant for the central office may have a
function with a unity based upon an academic discipline or
upon related types of learning experiences. The several
consultants, together with the central office director or
assistant superintendent for instruction, to whom they are

56Charters, op. cit., p. 260.

 

 

 

 

35

directly responsible, provide a functional organization with

a unified approach to learning activities in all disciplines.57
This functional unity is often established in the

form of a single head with responsibility for all phases of

curriculum and instruction.58 Usually, employees are account-

able to single superiors, unless the services of an employee

fall in quite separate functions, each of which are coordinated

by two different persons.59 The functional consideration re-

quires that groups considering system-wide curriculum have

a link with the staff organization in every building.60 It

provides guidance to the formation of standing or gg_hpp

committees or councils. The responsibilities assigned or

the charges given to a group have unity; the relationship

of a group to other factors of system-wide instruction

 

57Harold Leroy Barrows, "A Study of the Position of
Director of Instruction in Missouri Public Schools," Dig-
sert tions Abstracts, Vol. XXV Number 10 (Ann Arbor: Uni-
‘versity'Microfilms, Inc., 1965), p. 5665.

58American Association of School Administrators, Egg
Zimerican S hool Su erintendenc , Thirtieth Yearbook (Washing-
‘bon: The Association, I952), p. 209.

59Frank H. Brown, "Functional Interrelationships as
Perceived by Supervisors and Administrators in Various
Positions in Selected Northeastern Ohio School Systems,"

Disgertations Abstracts Vol. XXV Number 2 (Ann Arbor:
University crofiIms, Inc., 1965), p. 956.

60Kimball Wiles, the chan in curriculum of the
ame an hi h chool (Englewood Clifés, N. J.: Prentice-Hall,

Co, 19 3 , p. 2 3.

 

 

 

36

determine the communications to the group and the distri-
bution Of its products. The persons serving are chosen be-
cause the visibility they hold is important to the total
function Of that group.61

Adaptation to new conditions, to increased numbers,
or to new services should first prompt the consideration
of how this change is related to the existing administrative
functions.62 Elements previously related one to another
may require placement in a new context. Functions once con-
sidered quite isolated may call for a unity through the
leadership Of an individual or a single service agency. The
functional guideline provides the means for an organization
to re-adapt its structure into a contemporary design.

Deggntrglizg respongipility. The central office
for instruction should help distribute the responsibility
and its accompanying authority among central office personnel,
'to the several schools, to teachers, and to all implied by
the nature of administration.63

A decentralization which delegates authority for

decisions and Operations to the group actually providing a

 

 

61Harold Spears, Im rovin the Sn ervi ion Of Inst -
tion (Englewood Cliffs, N. 5.: Prentice-Hall, Inc., I953),

p. 328s

 

623681‘8, OE. Cite, p. 101+.

53AASA, Thirty-third Yearbook, Op. git., p. 25.

37

given service fosters the ”flat” organization endorsed by
educational literature--one which keeps the decision-making
machinery and authority near the Operating level.6# De-
centralization attempts tO place as few intervening levels
of approval between the actual need and an ultimate authority
having the vision consistent with the soaps and nature Of
the decisions or responsibilities involved.65

A decentralized organization maintains a unity
through its central coordination, but has a capacity for
adjustment to changing situations.66 Change need not be
accomplished in one broad district-wide move, affecting all
units and functions of the school district, but can be made
in those units ready for the change. Decentralization per-
mits an environment in which local units can develOp innova-
tive programs which are appropriate to their needs and at
the same time provide leadership for Others who wish to
consider’making the change.

The Commission for the Thirty-third Yearbook of the
American Association of School Administrators suggests that

"broad authority for adapting the content, the methodology,

 

6hHugh63, 0E0 Site, p. 1170
65Jensen and Clark, O . cit., p. 51.
66American Association of School Administrators,

E t ona Admini tration n Chan n Communit , Thirty-
seventfi YearEooE (Washington: The Association, 1959), p.

IAO.

 

 

38

and the organization of learning experiences to the needs of
a particular group of pupils should repose in the individual
teacher.'67 Ross suggests that budget allocations should be
provided to each building, to foster decisions on that level
for media purchases.68 To Grieder and Rosenstengel, decen-
tralization places the responsibility for the administration
of in-service education primarily at the local building
1evel.69

A decentralized structure is consistently viewed as
the greatest Opportunity for releasing the combined strength
of the individual schools and the central staff, and the
means to permit creative and dynamic effort at both levels.70

Implgment goopergtive gffort. The structure, the
means to the ends, should be so designed that those whose
'efforts achieve the ends sense a unity to their labor and,
in fact, find that the means foster their desire to work
‘together.71 This guideline recognizes that the purposes Of

1:he central office involve many persons whose performances

 

67AASA, Thirty-third, Op, git., p. 2b.

68Ross, op. git., pp. h16-L18.

69Grieder and Rosenstengel, O . it., p. 238.

7OAASA, Thirty-seventh Yearbook, o cit., p. 140.
71E. R. Bailey, "A Theory Of Creative Human Relations:

Implications for Educational Administration“ (un ublished
Ph. D. dissertation, Michigan State University, 961), p. 75.

39

determine the products obtained. The tasks accomplished by
individuals, cooperatively considered, achieve the goals of
the school.72 The structural machinery brings the contri-
butions of individuals into a team relationship.73

Sears emphasizes that organizational structure is
not a random arrangement of willing helpers, but one designed

for cOOperative effort.

. . . a good organization is an arrangement of per-
sons wherein its members may work effectively, eco-
nomically, and harmoniously together to achieve a
common purpose; . . . an arrangement of persons which
relies as much upon the common will, the initiative,
and the understanding of its members as it does upon
authority, to energize and guide it, and that applies
these concepts, also, in its relations with those
whom it serves.7

The guideline implies an organization of specialized

work teams for the achievement of educational Objectives.75

 

72Harry Herbert Houston, "An Inquiry into the Ad-
Ininistrative Process as it Relates to Decision-Making,"
JDissertations Abstracts, Vol. XX, Number 6 (Ann Arbor: Uni-
v""'or"s"""'"“""1ty Micro—‘fi—w—lms, Inc., 1959), p. 2117.

73Swearingen, op. cit., p. 84.
7hSears, op. cit., p. 99.

75Paul Kenneth Howells, "Professional and Lay Par-
ticipation in the Central Administration of Ohio's City and

Exempted Village School Systems," Dissertations Abstracts
Vol. XVI, Number 2 (Ann Arbor: University fiicrofilms, Inc.,
1956), p. 2073.

40

These may be advisory units;76 administrative cabinets,77
councils of teachers and administrators serving as steering
groups,78 teachers involved in evaluating curricular prac-
tices and desired changes,'79 councils filling a Judicial
role with respect to the balance of the total curriculum of
the district,80 or groups of citizens considering the total
objectives or the general nature of curriculum.81
Structural design for cOOperation is closely re-

lated to a decentralized, functional organization. Cooper-
ative groupings for task-achievement are decentralized through
functional considerations. These three considerations under-

lie the common structural principle previously mentioned--that

the chart plotting the hierarchical line relationships be

 

76Harold L. Woods, ”Group Processes in Public School
Administration in San Diego County, California,” Disserta-
tions Abstracts, Vol. XIX, Number 11 (Ann Arbor: University
Microfilms, Inc., 1959), p. 2838.

77Robert David Forrest, ”Current Practices in Admin-
.istrative Staffing in the Public Schools of New York State
saith Emphasis on Union Free Districts,” Dissertations Ab-
:stracts, Vol. XIX, Number 9 (Ann Arbor: University Micro-
films, Inc., 1959), p. 2275.

78Woods, loc. cit.

vgspears, op. cit., p. 528.

80Max S. Marshall, “The Curricular Traffic Problem,"
Educational Forum, January, 1961, pp. 225-224.

81John F. O'Neal, "Citizens Committee Can Help Schools
IF Mission and Deadline are Specific,” Nation's Schools, Vol.
66, Number 4, October, 1960, pp. 87-90.

#1

flat. A line administrator is given the responsibility for

a large functional whole such as the total instructional pro-
gram of the school district--a responsibility which he cannot

alone carry out. A cooperative approach calls for a sharing
of the total function with staff officers, who cooperatively
bring the visibility essential to the total function assigned
to the line Officer. This results in a flat line-staff or-
ganization which keeps final authority nearer the action re-
quiring decisions.

Ch 11 individu to f eff ct e . The
structure should encourage individual initiative and crea-
tivity in thought and action.82 Leadership Opportunity
should be available tO many.83 The structure should recog-
nize and reward work of importance and.motivate improved
performance.83

To a degree, structure must be shaped in relation
to the individuals available. A consideration of the in-
dividual in terms of his training, experience, aptitude,

and personality may influence the actual structures established

82Gerald Ray Rasmussen, "A Study of the Administra-
tive Organization for the Improvement Of Instruction in the
Public Schools Of Michigan, Exclusive of the Upper Peninsula
gggzthe Cigy of Detroit" (Ed. D., Michigan State University,
,p. e

83AASA, Thirtieth Yearbook, o . cit., p. 197.

8“Hughes, Op, cit., p. 90.

for

p61“

W

in

ei

 

 

 

 

 

 

UN .\ III

a Is.

1.2

for a given school district.85 Both a fit Of jobs to the
Ixsreons and a fit of persons to the jobs must be considered.86
An organization should provide the means for individuals to
develop to their full capacity for effective service.87
Research has dealt extensively with the ratios Of
instructional administrators to teachers or pupils, and
Itith.the ”span Of control” (the number of subordinates
effectively supervised by one individual) in an effort to
identify a structure in which individuals can perform effec—
‘tively. Unfortunately, this research has yielded little
(yther than that structures should provide a number of persons
‘adequate to the tasks assigned,88 and.that the accomplish-
lnents expected Of individuals be within reasonable limits.89
Asgppe the continuous expospre of sigpificant persons
to gglgyapt gtimuli. Administrative structure should routinely

provide a flow of essential data, experiences, or other

 

8fi‘Sears, 2p. git., p. 113.
86Ib1de , p. 1030

87Rasmussen, loc. cit.

88James G. March, "Organizational Factors in Super-
vision," The Su ervisor: A ent for Chan e in T achin , James
Bath and Robert R. Keeper, editors (Washington: Association

for Supervision and Curriculum Development, 1966), p. 108.

89Counc11 for Administrative Leadership in New York
State, Handbook for the Stud of Administrative Staff Or ani-
zg§§23 (Albany: 500 erative DeveIOpment of Public Schoof
A n 5’, p. o.

istration, 1957

1+3

iJifluences to persons with key responsibilities. The need
for effective communications should be met by structural
design.

This exposure to relevant stimuli may be met in part
lay procedures for inter-visitation of teacher to teacher,
(Dr'principal to principal.90 Face to face contacts may be
xxrovided in contrast to written communications.91 Persons
:involved in curriculum study and development should have
icontact with teaching-learning activities.92 The guideline
'prescribes an inter-action between individuals from.which
dissatisfaction with current practices can arise--an ingredi-
ent essential to the activation of change.93

The guideline suggests a structure with multiple
channels for the flow of important data.94 Communication
Ixrocedures will provide information to persons, not requiring
it for their particular functions, but because of its in-

fluence upon their behavior.95

 

90Ross, Op. cit., p. A32.

91Sears, Op. cit., p. 116.

92Spears, Op. cit., p. 328.

93Stephen M. Corey, Hel in Other Peo 1e Chan e (Col-
umbus: Ohio State University Press, I963), p. 28.

9L’Harold E. Wilson, "Communication in Administrative
Organizations," Dissertations Abstracpp, Vol. XXV, Number 11
Ann Arbor: University Microfilms, Inc., 1965), p. 6363.

95Campbell and Gregg, Op. cit., p. 276.

44

An organization which gets the right information to
the right peOple assures its own continuity and equilibrium.

Decisions made on the basis of essential facts and estab-
lished policies are usually superior to those made on the
leasis Of hunches or personal bias.96 To Grieder and Rosen-
stengel, an accurate understanding of the duties of all
persons can be more important than the formal organization
of the unit itself.97 Because of the specialization and
lindted.contribution of each.individual.involved in the
:instructional program and the great time required to accom-
jplish the purposes Of the school, placements Of persons in
nainstreams Of information reduce the conflicts Of task-
.achievement and needs-satisfaction.98 The concept of the
right information to the right people implies structures to
assure continuous contact with the growing body of inventions
outside the school, with citizens, and with the social set-
ting.99

IV. Manner of Central Office Operation
Guidelines to the manner of Operation relate to the

performance characteristics of those persons involved in

__

96Campbell and Gregg, op. cit., p. 275.
97Grieder and Rosenstengel, Op, pit., p. 235.
98Lonsdale, Op, cit., p. 147.

99R033, 02: Cite, p0 1x.

1+5

'tlne administration of instruction. While the guidelines to
structure foster the creation of an environment designed

t1: focus upon function, to decentralize authority and re-
sponsibility, to promote cooperative effort, to capitalize
on the potential of individuals, and to assure a flow of
stimulation for a continuous activation of the whole, the
existence of an environment with these potentialities does
not necessarily guarantee performance congruent to its de-
sign. Guidelines to manner highlight the fact that it is

'the performance Of persons, both as individuals and as groups,

which assures the realization of the purposes of the central
Office.

In reference to this concern, Campbell and Gregg
note that educational administration lies at the "vortex
of conflicting values as it supplies a service for peOple
under direction Of the entire community,”100 and, thus, has
a greater responsibility for cherished human values than do
other types of administration. Studies by Chase and Cuba
indicate that the major problems accompanying increased size
and specialization in the schools are those in the realm Of

human relationships rather than technical processes.101

‘

100Campbell and Gregg, Op, git., p. 121.

101Francis 3. Chase and Egon G. Cuba, “Administrative
Roles and Behavior,"

Revi w of Ed cation 1 Research, Vol. XXV,
Number 4 (Washington: American Research Association, N.E.A.,
October, 1955), p. 281.

46

Stoops and Rafferty point out that successful administrators
axre increasingly recognizing that "harmonious working rela-
1xionships do more to improve instruction than shuffling
papers and pencils across the Office desk tOps."102

Campbell takes the position that the administrative
process can be most profitably discussed in terms Of leader-
:ship, group process, and human relations.103 Jenson and
(Zlark note that some managements flourish and other languish
in.much the same goal-oriented environment, and suggest
‘that one look for varying degrees of corporate administrative
skills (conceptual, technical, and human relations) to ac-
count for the differences.104 When G. Clark Pryor attempted
‘tO identify high morale with certain sets of administrative
jpolicies, procedures, and practices, he found no patterns
Iapon which he could generalize, but that high morale corre-

Zlated with a human element, the perception of the total set.105

 

102Emory Stoops and M. L. Rafferty, Jr., Practices
ran% Trpnds in School Administration (Boston: Ginn and 00.,
g P0 479-

l03Campbe11 and Gregg, op. cit., pp. 273-274.

 

104Jenson and Clark, 0 . cit., pp. 56-57.

105Guy Clark Pryor, "The Relationship Between Teacher's
Perception of Administrative Dimensions and the Morale Status
Of Teachers in Certain Texas Schools," Dissertations Abstracts,
V01. XXV, Number 8 (Ann Arbor: University Microfilms, Inc.,
1965), p. 4506.

A7

The several guidelines to the manner of Operation, in effect,
indicate how to maximize the effectiveness Of human per-

formance.

Utilige the structure. Educational literature
indicates that one cannot assume that a clearly defined
organization, made known through school personnel, will
actually be used. The written Job descriptions are not for
a matter of record, but for performance. Delegated respon-
sibility and authority become meaningless, if delegations
are not followed. If existing media for communication are
not used, either valuable information is lost or substitute
channels may be sporadically and ineffectively utilized.106

This guideline, as well, stresses the fact that one
learns (the structure with its assets and liabilities) through
the real experiences of using it. Disciplined attention to
the utilization Of existing administrative provisions in
the broad sense of the set of guidelines can assure a con-
sciousness to the existing structure which will foster con-
structive revision. Through the experiences of living the
defined roles or Operating per the organizational plan,
the real roles (those perceived by fellow workers) and the
institutional roles (those defined) will have an increased

likelihood Of being congruent--a factor research indicates

E

106Gee, loc.cit.

48

contributes to effective Operation.107

Keep the resogpce role visible and active. Per-
sonnel of the central office for instruction must fulfill
a service role in the perception of those with whom they
tmork. Central Office administrators' knowledge of policy
and procedure and concern for the total school district
should be used as an aid to the accomplishment of the tasks
iatrhand, rather than solely as authority.108 Guidance can
'be given through assistance.109 Central office personnel
should show interest and enthusiasm and give encouragement.110

A resource role is visible and active when one does
:not wait, but assumes the initiative and provides for lead-
ership.111 Perceptions Of a resource role develop when
Ileadership assists in the identification of common goals
and purposes, encourages participation, arbitrates differ-
ences, helps convert sub-group separateness into total group

unity, or fosters the translation of abstract considerations

107Jack Culbertson, ”Research in Educational Admin-
istration," Universit Council for Educational Administr tion,
January, 1962. p. e

108Grieder and Rosenstengel, O . cit., p. 166.
109Swearingen, Op. cit., p. 24.

11°Ib1d., p. 84.

lllAASA, Thirtieth Yearbook, op. cit., p. 197.

 

49

:into concrete prOposals.112

The resource person is an aid to the accomplishment

c>f a task, not the sole means.

The consultant or resource person should consider
himself a participant in the discussion of a group
concern, a guide to group thinking, but must be care-
ful that he ppp become a dominating influepie to the
extent that group thinking is interrupted. 3

{the central office role is that of change agent.114

Recognize the importance of the individual. Members
(of the central instructional staff must be constantly aware
inhat all persons involved are important, not only as they
(contribute directly to meeting the purposes of the school,
tNlt as individual human personalities.115

The central office administrator must perform as a

Ilistener, show respect for another's Opinion, avoid ridicule,

116

and exhibit trust and confidence. He must show deference

112Inlow, op. cit., p. 39; ASCD, Leadership for Im-
Izroving Instruction, Op. cit., pp. 88-126.

113Inlow, Op. cit., p. 39; ASCD, Leadership for Im-
Iyroving Instruction, op. cit., p. 125.

 

114Matthew B. Miles, “Planned Change and Organiza-
‘tional Health: Figure and Ground,” Change Processes in the
IPublic Schools (Eugene, Oregon: The Center for the Advanced
Study of Educational Administration, 1965), p. 4.

115Lonsdale, Op. cit., p. 157.

 

116Gee, loc. cit.; David Seward Rosenberger, ”Critical
Areas of Administrative Behavior of Local School Executives,"
,Qipsertation Abstracts, Vol. XVII, Number 7 (Ann Arbor:
'University Microfilms, Inc., 1957), p. 1501.

50

to the individual's attitudes and inertia patterns.ll7 He
protects weaknesses of others and utilizes their strengths.
He has empathy and acts to promote it on the part of those
whose cooperative effort he can influence;118 his behavior
shows "consideration."119

The Getzels and Cuba model of behavior relates to
this concern for the individual. Behavior stems from the
inter-action Of the needs-disposition of the individual and
expectations of the institution. Operations should foster
a sense of belonging to the institution, help the individ-
ual identify with the institution's goals, promote adjust-
ment, and decrease potential conflicts.120

Operations should support persons undertaking new
ventures. Attitudes Of Openness to ideas are essential.121
Experimentation thrives in the absence of fear.”2 Personal
and professional growth stem from Opportunities for leader-
ship.123 Recognition of the individual creates a state of

117Ross, op. cit., pp. 472-473.

118Egon G. Cuba and Charles E. Bidwell, Administra-
liixe Rp%ationshi.ps: A Study of the School gs a Wu-
?fip C icago. e dwest Administration Center, 5 ,

119ASCD, Leadershi for Im rovin Instruction (Wash-
ington: The AssomW

120Lipham, Op. cit., pp. 120-121.

121'Miles, Op. cit., pp. 15-17.

122Swearingen, Op. cit., p. 30.

123}_b_i_d_., p. 84.

51

health which markedly influences the probable success of

any change efforts.”4

Remain committed to the democratic group process.
Operations of a democratic nature are not guaranteed solely
by an organizational and Operational plan of a representative
nature, but by the extent to which these representative
groups engage in COOperative determination and evaluation of
goals and means,]’25 or exhibit a faith in people to meet
their obligations for the general welfare and promote a unit

and coherence of the group,126 or utilize methods of

 

1“3"‘Iiiiles, Op. cit., p. 13.

125w1111am R. Dill "Decision-Making " Behavioral
Science and Educational Administration, Sixty-third Yearbook
of the National Society for the Study of Education, Part II,
Daniel E. Griffiths, editor (Chicago: The Society, 1964),
pp. 213-214; Emory StOOps and M. L. Rafferty, Jr., Practices
and Trends in School Administration (Chicago: Ginn and Co.,
1961), pp. 446-447; William Seymour Bixhorn, "Implications
of the Writings of John Dewey for Educational Administration,”
Dissertations Abstracts, Vol. XXIV, Number 11 (Ann Arbor:
University Microfilms, Inc., 1964), p. 4494; Gordon N. Mao-
Kenzie and Stephen M. Corey, Instructional Leadersh_ip (New
York: Bureau of Publications, Teachers College, Columbia
University, 1954), p. 48.

186Elizabeth Martin Autley, "Creativity in Educational
Administration," Dissertations Abstractg, Vol. XXIII, Number
10 (Ann Arbor: University Microfilms, Inc., 1965), p. 3708.

 

111

'J»

52

intelligence and rely upon reason and persuasion rather than

authority. 127

Democratic group process deals with instructional
problems by clarifying the issues, by drawing out relevant

ignformation and ideas, and by resolving differences and
(establishing solutions via uncoerced consensus.”8 Instruc-
t;ional administration is the continuous development of plans
<>f action through a progressive series of mutual understand-
ings.129
V. Guidelines to the Role of the Central
Office for Instruction

Educational literature has been translated into a
seat of guidelines which collectively define the appropriate
rwole for central office administration of instruction in
any school district. Four sub-sets emphasize the focus
cnnaracteristic of educational literature and provide the
means to organize data from the case study district. The

ccnnplete set follows, grouped into its four sub-sets.

 

1278wearingen, op. cit., pp. 35-40; Howard F. Jack,
”The Position and Duties of Curriculum Personnel in Selected
Public School Districts in Pennsylvania,” Dissertations Ab-
stracts, Vol. XXIV, Number 3 (Ann Arbor: University Micro-
films, Inc., 1965), p. 6376.

128Ross, op. cit., pp. 20-21; Kenneth D. Beans and
Bozidar Muntyan, Human Relations in Curriculum Change (New
Yorg; The Dryden Press, 1951), pp. 504-305; Hughes, op. cit.,
p. o

129Hugbes, op. cit., p. as.

A.

B.

53

Administration of Instruction.

1. Encompasses the total process through which
the learning goals of the school are made
real.

2. Includes all persons, factors, or considera-
tions having significant impact upon the
attainment of the goals of the school.

3. Implies acts Of initiation, implementation,
coordination, and evaluation.

Purposes Assumed by the Central Office.

1. Facilitate attention to curriculum on all
school levels for all pupils.

2. Implement access to learning resources:
persons, knowledge, and media.

3. Contribute to the effectiveness of teaching-
learning activities.

4. Assure that the responsibilities of the
individuals and groups essential to the
achievement of instructional tasks are
clearly defined and known.

5. Provide for communications, both within the
school and with external systems.

6. Promote the maintenance and improvement Of
employee competence.

7. Foster a high level of morals for all persons.

8. Sustain stability during change.

54

C. Structures Established.
1. Provide the means to achieve all the purposes
Of the central Office.
2. Stem from the relatedness of functions.
3. De-centralize responsibility.
4. Implement cooperative effort.
5. Challenge individuals to perform effectively.
6. Assure the continuous exposure of significant
persons to relevant stimuli.
D. Manner of Operation.
1. Utilize the structure.
2. Keep the resource role visible and active.
3. Recognize the importance of the individual.
4. Remain committed to the democratic group

process.

CHAPTER III
THE NATURE OF THE CASE STUDY

The case study was designed to relate the guidelines
from educational literature to the reality Of an Operating
school district. The recorded experiences in a Michigan
school district during a five-year period were chosen for
careful study because rapid growth in its enrollment forced
tile development of central Office functions for the admin-
istration of instruction. Selected data were drawn from
rwscords of this period of growth and develOpment and analyzed
11: a manner to provide insight into the meaning and applica-
tion of the guidelines to the general question of the appro-
priate role for a central instructional Office.

The case study involved: (1) a description Of the
rusle Of the central Office in the administration of instruc-
tion immediately prior to the period Of rapid growth, (2) the
detailing of the growth of the district in terms of enroll-
nuant, school plant, and staff, (3) the selection of sources
of recorded information revealing concerns regarding the
apprOpriate role Of the central instructional Office, (4) a
classification of the concerns in terms of each guideline,

(5) hypotheses, and (6) an analysis of the classified data.

55

56

I. The Data Utilized

Data used to provide insight into the meaning and
appflication of the guidelines were recorded beliefs, recom-
mendations, or actions of persons employed by the school
district or serving in advisory capacities. These beliefs,
recommendations, or actions, collectively referred to as
concerns, were matters Of record in notes taken of group
process, in official minutes, or embodied in surveys, imple-
menting forms, and publications Of the school.

Soppces Of dgta selected. Sources included six gen-

eral categories.
A. Policies and regulations.
1. The general staff handbooks, including Board

of Education policies and administrative
regulations.

2. Special handbooks for elementary librarians,
instrumental music, elementary art, field
trips, driver education, etc.

3. Memoranda or procedural guides from central
Office instructional administrators or from
persons or committees charged with system-
wide responsibilities.

B. Minutes Of established groups and committees.

l. The Board of Education.
2. The Superintendent's Cabinet of central Office

department heads and staff advisors.

C.

D.

E.

3.

4.
5.
6.

7.

9.

57

Administrative Staff composed Of all principals
and central office administrators.

The Elementary Principals.

The Secondary Principals.

The Central Office Instructional Administrators.

The Instructional Council (teachers from each
building, and representatives from admin-
istration).

Standing and gp_hpp committees of the profes-
sional staff: Records Committee, Balance
in the Curriculum Committee, Curriculum Study
Committee, Utilization Of the School Day, etc.

Standing and gg_hpp committees including lay
persons: Citizens' Advisory Steering Com-
mittee, Cost of Good Education Committee,
Shared-Time Study Committee, Committee for
the Study Of Released Time, etc.

Publications of the central instructional Office.

1.

Courses Of study.

2. Resource guides.

Reports of staff groups and individuals to central

instructional administrators.

Recommendations or information provided to the

1.
2.

Board of Education.

From the Superintendent.
From school staff, through the Superintendent's
Office.

58

3. In instructional seminars planned by and for
the Board of Education.
4. From advisory committees created by the Board.
F. Notes of group process not recorded in minutes.
Dgta drawn from the sources. Each item of data
utilized as evidence in the case study met the requirement
that it be within the domain of the guidelines to the general
nature of administration. Thus, data were perceived as part
of ”the total process through which the learning goals" were
achieved and involved persons assigned to the central Office

or recommended for it.

II. Classification of Data for Analysis

A classification schema was designed to provide an
Objective basis for a subjective analysis of how the concerns
(beliefs advisory suggestions, and actions) in the Operating
school district related to the guidelines. Through the use
Of the classification device shown on page 123 of the Appendices
concerns were detailed in IBM code for unit-card sorting and
print-out. Over 2,000 items Of recorded beliefs, recommenda-
tions, and simple or complex actions were classified for
the five-year period, January 1962 through December 1966.

The classification device. Each item of data was
classified in terms of its content, its source, the nature
of the concern, and its relationship to typical administra-
tive acts and to one or several of the guidelines to purpose,

structure, and manner.

 

 

 

 

59

Content of concerns. Each belief, advisory recom-
mendation, or action was described in a brief phrase to
permit the generation of lists Of concerns relating to each
guideline.

The sourges. Identification of each concern with
several aspects Of the data source was provided to reveal
the nature of the groups and the means through which concerns
for the central Office role were expressed. A four-digit
numerical code was used to classify each concern in terms
Of year of occurrence, the type of source, whether a concern
of an individual or group, and the role Of the persons in-
volved.

Nature Of the concern. For a concern to be con-
sidered as admissible data, it had to be assigned to or be
performed by the central Office for instruction, or had to
be a statement Of belief or recommendation relating to the
role of that Office. The performance of an act or the
activation Of a memo, regulation, or procedure was classi-
fied as "action"; beliefs and recommendations were recorded
as ”advisory." Concerns in keeping with the guidelines were
recorded as "congruent"; those contrary to the principle of
a guideline were recorded as "divergent." Any concern
assigned, performed, or perceived in terms of the central
Office for instruction, but neither in accord nor Opposed
to any of the guidelines developed from educational literature

were recorded as ”other" type Of concern (outside the set of

guidelines.).

6O

Administrgtive acts. Each concern was classified
as involving, or not involving, one or more of the adminis-
trative acts: initiation, implementation, coordination, or
evaluation. Positive mention or pursuit Of an administra-
tive act was recorded as "primary"; other acts, if implied
as accompanying the "primary“ one, were classified "second-
ary."

Relationship to individual guidelines. Each concern
within the set Of guidelines was classified as having a
”primary" or "secondary" relationship to one or more of

each of the guidelines to purpose, structure, and manner.

III. Hypotheses
Hypotheses were developed primarily in terms Of (1)
the total set Of guidelines, (2) congruent concerns for
purpose, structure, and manner, (3) divergent concerns,
(4) concerns relating to the administrative acts of initi-
ation, implementation, coordination, and evaluation, and
(5) the involvement of persons.

Hzpptheses regarding the total set.

1. The frequency of concerns congruent to the guide-
lines would overwhelmingly exceed divergent
concerns.

2. Action concerns would exceed advisory.

3. Individual concerns would involve several guide-

lines and/or administrative acts.

61

4. More concerns would be related to manner than
to structure.

Hypotheses regarding congruent concerns for purpose,

structure, and manner.

1. The combined frequencies of concerns for the
fourth and fifth guidelines to purpose ("or-
ganization and communications”) would exceed'
the frequency of concerns for any other two
guidelines to purpose.

2. The frequency of concerns for "morale" and ”sta-
bility" the seventh and eighth guidelines to
purpose, would have a lesser frequency than
concerns for any other two guidelines to pur-
pose.

3. Concerns related to “the means” would predominate
and those for ”individual performance” would
be the least frequent among concerns relating
to guidelines to structure.

4. "Utilize the structure" would be the most fre-
quent and “recognition of the individual," the
least frequent among concerns for manner of
Operation.

Hypothesis regarding divergent concerns.

1. Divergent concerns would exist primarily in concepts
of "cOOperative” structure, ”democratic” group

process, and "recognition of the individual."

 

 

 

 

62

Hypptheses regarding administrative acts.

1. Acts of implementation would predominate.

2. Acts of initiation would be nearly comparable in
number to those of implementation.

3. Acts of evaluation would be the least prevalent.

Hzpotheses regarding the involvement of persons.

1. A strong commitment to group process would be evi-
dent throughout the five-year period.

2. The composition Of groups would tend toward more

involvement of teachers during the five years.

IV. Analysis Procedures
Generation of arrazs of coded data. Each concern
‘was recorded on an IBM card by identification number, its
content, and coded references to source, persons, administra-
tive acts, and guidelines. Cards were sorted and re-sorted
as necessary to permit print-out of the seventy-five arrays
Of data items indicated below, ordered by years, 1962-1966.1
1. Advisory concerns, congruent to the set of guide-
lines, with a primary relationship to the first
guideline to purpose, "curriculum."
2. Advisory concerns, congruent to the set, with a

secondary relationship to ”curriculum."

1Pages 124 and 125 of the Appendices are photo OOpies
0f typical arrays.

3.

4.

5.

7.
8.

9.

10.

11.

12.

13.

14.

15.

63

Action concerns, congruent to the set, with a
primary relationship to "curriculum."

Action concerns, congruent to the set, with a
secondary relationship to "curriculum."

Advisory concerns, congruent, primary to "re-
sources.”

Advisory concerns, congruent, secondary to ”re-
sources."

Action concerns, congruent, primary to "resources."

Action concerns, congruent, secondary to "re-
sources."

Advisory concerns, congruent, primary to "teaching-
learning."

Advisory concerns, congruent, secondary to ”teach-
ing-learning."

Action concerns, congruent, primary to "teaching-
learning."

Action concerns, congruent, secondary to “teaching-
learning."

Advisory concerns, congruent, primary to “organi-
zation."

Advisory concerns, congruent, secondary to "organi-
zation."

Action concerns, congruent, primary to ”organi-

zation."

64

16. Action concerns, congruent, secondary to "or-
ganization."

17. Advisory, congruent, primary to "communication."

18. Advisory, congruent, secondary to "communication."

19. Action, congruent, primary to "communication."

20. Action, congruent, secondary to "communication."

21. Advisory, congruent, primary to ”in-service."

22. Advisory, congruent, secondary to "in-service."

23. Action, congruent, primary to "in-service."

24. Action, congruent, secondary to "in-service."

25. Advisory, congruent, primary to "morale."

26. Advisory, congruent, secondary to "morale."

27. Action, congruent, primary to "morale."

28. Action, congruent, secondary to "morale."

29. Advisory, congruent, primary to "stability."

30. Advisory, congruent, secondary to "stability."

31. Action, congruent, primary to "stability."

32. Action, congruent, secondary to "stability."

33. Advisory, congruent, primary to "the means."

34. Advisory, congruent, secondary to "the means."

35. Action, congruent, primary to "the means."

36. Action, congruent, secondary to "the means."

37. Advisory, congruent, primary to "by function."

38. Advisory, congruent, secondary to "by function."

39. Action, congruent, primary to "by function."

40. Action, congruent, secondary to "by function."

41.
42.
43.
44.
45-
46.
47.
48.
49.

50.

51.

52.

53.
54.
55.
56.
57.
58.
59.
60.
61.
62.

65

Advisory, congruent, primary to "do-centralize."
Advisory, congruent, secondary to ”de-centralize."
Action, congruent, primary to "do-centralize."
Action, congruent, secondary to "do-centralize."
Advisory, congruent, primary to "cooperative."
Advisory, congruent, secondary to "cooperative.”
Action, congruent, primary to "cooperative."
Action, congruent, secondary to "cooperative."
Advisory, congruent, primary to "individual
performance."
Advisory, congruent, secondary to "individual
performance."
Action, congruent, primary to ”individual
performance."
Action, congruent, secondary to "individual
performance."
Advisory, congruent, primary to "exposure.“
Advisory, congruent, secondary to "exposure.”
Action, congruent, primary to "exposure."
Action, congruent, secondary to "exposure."
Advisory, congruent, primary to "utilize."
Advisory, congruent, secondary tO "utilize."
Action, congruent, primary to "utilize."
Action, congruent, secondary to "utilize."
Advisory, congruent, primary to "as resource."

Advisory, congruent, secondary to "as resource."

63.
64.
65.

66.

67.

68.

69.
70.
71.
72.
73.
74.
75.
The

66

Action, congruent, primary to "as resource."

Action, congruent, secondary to "as resource."

Advisory, congruent, primary to "recognize in-
dividual."

Advisory, congruent, secondary to "recognize
individual.”

Action, congruent, primary to "recognize in-
dividual."

Action, congruent, secondary to "recognize in-
dividual."

Advisory, congruent, primary to "democratic."

Advisory, congruent, secondary to "democratic."

Action, congruent, primary to "democratic."

Action, congruent, secondary to "democratic."

Advisory concerns, divergent to the guidelines.

Action concerns, divergent to the guidelines.

Concerns outside the set.

foregoing arrays were designed (l) to permit

the tabulation of frequencies of certain classifications and

inter-relationships from which tables could be developed or

inferences drawn relating to the hypotheses, and (2) to

provide the

means to identify patterns of content, source,

involvement, and sequence.

Tabulation of freguencies. Frequency counts were
taken to develOp three types Of tabulations Of data.

 

 

 

67

A. The number of concerns by year and type.2

1. Congruent concerns with a primary relation
ship to:
a. Guidelines to purpose.
b. Guidelines to structure.
c. Guidelines to manner.
2. Congruent concerns with a secondary relation-
ship to:
a. Guidelines to purpose.
b. Guidelines to structure.
c. Guidelines to manner.
3. Divergent concerns related to:
a. Guidelines to purpose.
b. Guidelines to structure.
c. Guidelines to manner.
B. The frequency of inter-relationship Of guidelines
by year and type of concern.
1. Paired relationships.3
a. Congruent primary concerns for "curriculum"
to another guideline to (1) purpose,
(2) structure, and (3) manner.
b. Congruent primary concerns for "resources"
to (l) purpose, (2) structure, and (3)

manner.

 

2Pages 126-134 of the Appendices.
3Pages 135-188 of the Appendices.

CO

d.

e.

f.

g.

h.

i.

j.

k.

68

Congruent primary concerns for "teaching-
learning" to (l) purpose, (2) structure,
and (3) manner.

Congruent primary concerns for "organization"
to (1) purpose, (2) structure, and (3)
manner.

Congruent primary concerns for "communica-
tion” to (l) purpose, (2) structure, and
(3) manner.

Congruent primary concerns for "in-service"
to (l) purpose, (2) structure, and (3)
manner.

Congruent primary concerns for "morals" to
(1) purpose, (2) structure, and (3) manner.

Congruent primary concerns for "stability"
to (l) purpose, (2) structure, and (3)
manner.

Congruent primary concerns for "the means"
to (1) purpose, (2) structure, and (3)
manner.

Congruent primary concerns for "by function"
to (1) purpose, (2) structure, and (3)
manner.

Congruent primary concerns for "do-centralize"
to (1) purpose, (2) structure, and (3)

manner.

1.

me

n.

p.

r.

69

Congruent primary concerns for ”COOperative"
to (l) purpose, (2) structure, and (3)
manner.

Congruent primary concerns for "individual
performance” to (1) purpose, (2) structure,
and (3) manner.

Congruent primary concerns for "exposure"
to (l) purpose, (2) structure, and (3)
manner.

Congruent primary concerns for "utilize" to
(l) purpose, (2) structure, and (3) manner.

Congruent primary concerns for "as resource"
to (l) purpose, (2) structure, and (3)
manner.

Congruent primary concerns for “recognition
of individual" to (1) purpose, (2) structure,
and (3) manner.

Congruent primary concerns for "democratic"
to (1) purpose, (2) structure, and (3)

manner.

2. Relationship to three or'more other guidelines.3

a.
b.

Ce

 

Congruent primary concerns for purpose.
Congruent primary concerns for structure.

Congruent primary concerns for manner.

hPages 189-191 of the Appendices.

70

C. The frequency of inter-relationships of primary
concerns for guidelines and acts of initiation,
implementation, coordination, and evaluation by
year and type of concern.

1. Paired relationships.5

a. Acts of initiation with congruent primary
concerns for (1) purpose, (2) structure,
and (3) manner.

b. Acts of implementation with congruent primary
concerns for (1) purpose, (2) structure,
and (3) manner.

c. Acts of coordination with congruent primary
concerns for (l) purpose, (2) structure,
and (3) manner.

d. Acts of evaluation with congruent primary
concerns for (l) purpose, (2) structure,
and (3) manner.

2. Relationship of congruent primary concerns to
two or more of the administrative acts Of
initiation, implementation, coordination,
and evaluation.

a. Congruent primary concerns for purpose.

 

5Pages 192-203 of the Appendices.

6Pages 204-206 of the Appendices.

71

b. Congruent primary concerns for structure.
c. Congruent primary concerns for manner.
DevelOpment of tgbles. Tables of the rank order of

the frequencies indicated above were develOped to disclose
patterns Of relative concern for the guidelines to purpose,
structure, and manner as groups and individually. These
patterns were used for a subjective evaluation of the hypoth-
eses and/or clues to discover other trends or patterns in

the printed arrays, relating to content, source, involvement,

and sequence .

CHAPTER IV

ANALYSIS OF DATA FROM THE CASE-STUDY DISTRICT

Concerns (beliefs, recommendations, and actions) re-
lating to the role of the central instructional office were
analyzed in terms of the guidelines developed from educational
literature. Data was drawn from records for the period Jan-
uary 1962 through December 1966, a period Of five calendar

ye are.

Pupil enrollment. From January 1962 through December
1966 pupil enrollment in kindergarten through grade twelve
increased over three fold--from 7,074 pupils to 21,641. The
gross increase for the five years was 14,567 pupils. Large
scale, commercial land-development which had begun just a
few years earlier had become firmly established throughout
large portions of the thirty-square miles of the school dis-
trict. The accelerating annual increases in pupil enrollment
0f 1954 through 1961 reached a peak of 3,029 pupils for the
calendar year 1962 and held an annual average of 2,900 pupils
throughout the remainder of the five years, creating in 1966
at 3,214. As many as 700 new pupils arrived at the schools
between October and June of a school year. The relatively

large pro-school population in 1962 accounted for approximately

72

73

25 per cent of the growth; in-migration of families with
children Of all ages and with a capacity to increase pre-
school p0pulation steadily increased the influence of the
pro-school group on the total annual growth to 50 per cent
in 1966. During the five years, enrollment increased by
9,887 pupils in the elementary grades and by 4,680 in
secondary.

The five-year period was one in which growth had be-
come an assured reality. ‘With land-develOpment continuing
in several square miles of land zoned for residences, the
citizens, Board of Education, and educational staff accepted
continued increases in enrollment as a way of life. Care-
fully drawn forecasts predicted a doubling of enrollment
between 1966 and 1973.

Profesgional staff. In January of 1962 approximately
290 full-time professional employees served as teachers and
building or central Office administrators; in December Of
1966 these persons had increased to 1,000. Teachers assigned
to buildings increased from approximately 260 to 940; teachers
serving on the central Office staff as system-wide teachers
on scheduled assignment to more than one building increased
from 17 to 103. Building administrators increased from
twelve to forty; central office instructional administrators
from one to eight; other central office administrators from

three to twelve; all administrators from sixteen to sixty.

74

Plgpp. In January 1962 pupils were accommodated in
twelve buildings: ten elementary, one junior high (7-9) and
one senior high. As Of December 1966 thirty-one buildings
were in Operation: twenty-four, four, and three elementary,
junior and senior high schools, respectively. Additions
were under construction at twelve elementary locations; work-
ing drawings were completed for three junior high schools:
and planning committees were develOping educational specifi-

cations for new elementary and senior high schools.

I. The Role of the Central Instructional
Office in January 1962

The role Of the central office in the administration
Of instruction was primarily defined and maintained by (1)
the acts of the Superintendent, one Director of Elementary
Education and Special Services, and Committees Of the Ad-
ministrative Staff as a whole, (2) the policies-regulations
publication known as the Staff Handbook, and (3) the paper
machinery detailed in a Handbook of Administrative Procedures.

Purpose. The central Office accepted responsiblity
to some degree for each of the guidelines to purpose.

Curriculum was directly treated in terms of (l) phil-
osophical objectives, (2) subjects for study in the elementary
grades, (3) alcohol, narcotics and the flag, and (4) extra-
curricular activities, picnics, and parties. Suggested time-

allocations to elementary subjects sought to implement balance.

75

Concerns for curriculum were implied in the provision Of
system-wide teachers Of art and music, speech correctionists,
and remedial reading teachers. Tasks assigned a principal
included the develOpment, implementation, and evaluation Of
curriculum. This assigned task correlated with the fifth
guideline to structure ("challenge the individual to perform")
in that principals were urged, but not required, to develop
building handbooks to expand the system-wide leadership at
the building level.

The central office supplemented access to learning
resources through its film library, lists Of adapted texts,
field trip procedures, special subject or service teachers
previously mentioned, and suggestions in the Staff Handbook
for the procurement of library materials.

The central Office established commonality in tests
used to measure mental maturity, achievement, and vocational
aptitude. Other concerns, relating primarily to teaching-
1earning, included lesson planning, homework, pupil conduct,
and evaluation of progress.

Concerns for instructional organization were evident:
(1) in the line-staff chart of the Staff Handbook, (2) in a
charge to the principals to conduct staff meetings and attend
grade level meetings, (3) in schedules for system-wide
teachers, and (4) in the paper machinery itemized in other
paragraphs. No job descriptions were in written form for

central Office nor for building instructional personnel

76

except as tasks were detailed for the principal or central
Office in a secondary way in field trip, promotion, inter-
visitation, or other similar regulations.

A concern for communications was evidenced by (l) the
publication and distribution of minutes for committees and
staff meetings, (2) the definition of uniform marks (grading
codes) to be used throughout the district, (3) the require-
ment of an annual Open house for pupil exhibits at each
school, (4) the regular observance of American Education
Week, and (5) an annual report from each teacher to the
Superintendent.

In-service education was reflected in September ses-
sions for the orientation of new teachers, pre-school con-
ferences for all teachers, released-time for local system-wide
institutes, and the provision of local credit courses for
teachers and administrators. The "in-service" and "morale"
guidelines (sixth and seventh to purpose) were inter-related
in the orientation provided for the new and returning, and
the provisions for self-evaluation and intervisitation.

The procedures for involvement of parent, child,
teacher, principal, and Superintendent in questions of non-
promotion involved morale, stability during change, and com-
munications. Concerns for stability were also evident in
provisions for the orientation of parents and their kinder-
garten children to the school, and of eighth graders to
high school.

77

Structure. Definite organization was provided as
the means to achieve the foregoing central office purposes.
Principals were directly responsible to the Superintendent
for the instructional program. The Director of Elementary
Education and Special Services was in a staff relationship
to principals and in line to the Superintendent. The Staff
Handbook advised teachers to send complaints to the Super-
intendent; the form, "Teacher's Annual Report," also provided
the means for communications--a report via the principal to
the Superintendent.

The Staff Handbook was a primary means for the com-
munication of central office concerns to each staff member.
It detailed procedures for intervisitation, enrollment Of
kindergarten children, and field trips. Preprinted forms
organized communication from one teacher to the next on
promotion, from teacher to Superintendent on non-promotion,
and from parent to teacher for kindergarten children.

Organization ”by function" placed the principal in
charge Of the total instructional program in each building,
and the Director of Elementary Education and Special Services
as Coordinator of the several teachers available for special-
ized system-wide services. This organization was de-centralized
in that each building unit had the responsibility to operate an
instructional program. In the absence of regulations specifi-
cally governing a topic, considerable latitude could be

exercised on the initiative of the individual or building

*-——____

78

staff. The role of the central office was, evidently3to
'treat those aspects of instruction in which regulated pro-
cedmues were considered of value or necessary. In these
there were several written delegations:
1. Certification of personal attendance of confer-
ences scheduled during released-time was dele-
gated to teachers.1
2. Determination of a need for intervisitation was
delegated as a cooperative decision of teacher,
principal, and Director of Elementary Education
and Special Services. Reports of the visit were
to the Superintendent.2
3. The principal participated "in curriculum develOp-
ment studies and in appraisal of the instructional
program,"3 organized staff meetings, worked with
individual staff members in improving their work,
did demonstration teaching, or arranged for
demonstration teaching by another staff member.“
4. The elementary supervisor prepared an apprOpriate

news release announcing the round-up (kindergarten)

1Regulation #1131/2, Staff Handbook.
2Regulation #4131/4, Staff Handbook.

BRegulation #6122/3, Staff Handbook.

hRegulation #6127, Staff Handbook.

79

and inviting parents to attend for the after-
noon selected by each elementary school. An
enrollment blank, health card, and instruction
sheet were mailed by the central office.5

5. The teacher endeavored "to establish a wholesome
classroom atmosphere."6 If necessary, the
teacher removed a youngster to send him to the
principal's Office. Corporal punishment was
"administered only in the most severe situa-
tions and then only if approved by the principal
and witnessed by him."7

6. Promotion and retention were delegated to the
teacher and principal in keeping with specified
procedures.

7. Decisions to plan extra-curricular activities and
the dress and activities for parties within
specified hours were delegated to local schools.

8. Planning of field trips was delegated to the
teacher and principal: approval was by Super-

intendent.

 

5Regulation #6136, Staff Handbook.

6Regulation #6141/4, Staff Handbook.

7Regulation #6141/4, Staff Handbook.

 

80

9. Selection of supplies was delegated to the teacher
and principal with approval "in terms of funds
available" at the central office.8

Orientation of staff new to the district and pre-
school orientation itself had become the function of the
building principal rather than of the central office. Ag_ppp
committees implemented cooperative effort of central and
building offices in the foregoing delegation. Similarly,
ad hog or standing committees and the total Administrative
Staff regularly provided the COOperative means to make text
book adoptions, establish audio-visual procedures, revise
student records, change regulations, or initiate and imple-
ment released-time in-service education.

The foregoing cooperative efforts were likely not
primarily designed for "continuous exposure to relevant
stimulin (sixth guideline to structure), but did provide the
means to education essential to professionals Of a rapidly
growing district, individuals destined to face greater chal-
lenges for individual performance than were then evident.
Teachers were provided limited exposure to system-wide in-
struction through occasional grade-level meetings for all
teachers. Two of the buildings had accepted the Superintend-

ent's challenge to supplement system-wide regulations with

¥

8Regulation #6135/1, Staff Handbook.

81

building handbooks. The Opportunity for initiative, creativ-
ity, and leadership on a building level with central Office
assistance had been Opened.

,Mgpppp. The philoSOphy of the guidelines to manner
of Operation of the central office was evident in the simple

line-staff organization and schedule of meetings of the thir-

W .02”.

teen building and central office instructional administrators.
The regular monthly meetings of the Administrative Staff

with inter-face confrontation of principals, Superintendent,
Director of Elementary Education and Special Services evi-
denced faith in group process. Reports of committees were
discussed; simple motions Often changed or established regu-
lations or services. The importance of building administra-
tors was certainly recognized. Teacher contribution was evi-
dent in text book adOption studies, the planning of new plant,
and the develOpment and implementation of system-wide in-
service. The central Office role as a resource was evident
(1) in a limited audio-visual library, (2) through speech
correction and diagnostic services in Special Education, (3)
in a workshOp to upgrade the effectiveness of existing and
prospective principals for leadership on the building level,
and (4) through the personal efforts of the Superintendent
and Director of Elementary Education and Special Services

to counsel with individuals, committees, and staff groups.

82

II. Concerns During Five Years of Rapid Growth

Over 2,000 items of data were drawn from records of
the district as concerns for the role of its central office
for instruction. Classification and processing of the data
as outlined in Chapter III was summarized in the tabulations
of frequencies printed on pages 126 through 206 of the ap-
pendices. Frequency counts were essentially of three types:
(1) the number of concerns related to each guideline, (2) the
number of paired relationships of a primary concern for a
given guideline with a concern for another guideline or

administrative act, and (3) the number of primary concerns
for guidelines inter-related in a given data item with two
or more administrative acts or three Or more concerns for
other guidelines. Tables of rank order were developed to
high-light patterns in the three types of counts. Evidence
was drawn from the tabulations of frequencies and the rank

order tables to support or refute the hypotheses.

III. Evidence Relating to Hypotheses
Hypotheses Regarding the Total Set
The frequency of concerns congruent to the gpidelines
overwhelmingly exceeded divergent concerns. Nine thousand
three hundred thirty-seven relationships to guidelines were
recorded. Only one hundred seventy-seven of these were

divergent.9 Thus, 9,160, or over ninety-eight per cent were

 

9Pages 152-134 of the Appendices.

83

deemed in agreement with the guidelines.

Action goncerns exceeded advisory. Action consistently
exceeded advice in the predominant congruent concerns. Di-
vergent concerns were more Often advisory with a ratio of
three to two in favor Of advice. The rare instances in p
which advice exceeded action occurred for single years in 5 A
single guidelines to structure. The ratio of action to r
advice ranged from an average high of three to one for manner
to a low Of two to one for structure; from a high of fourteen

to one for "stability” to a low Of 1.3 to l for "by function."

Table 1.--Rank order of ratio of action to advisory concerns

 

Set of congruent
primary concerns Highest to lowest ratios, left to right

 

All, 1962-1966 Manner (3.2) Purpose Structure (2.1)

For manner ”As resource" -- ”Recognize In-
(5.1) dividual" (1.6)
For purpose "stability" -- "Or anization”
(14.0) 11.8)
For structure "Ind. per- -- ”By function"
fOfmanSe" (1-3)
5.5

 

Indizidual concerns in the administration of instruc-
tion involzed several guidelines and administrative acts. Ad-

ministration Of instruction in the case-study district was a
process in which beliefs, recommendations, and actions were

complex. Items Of data Often involved pairs or clusters of

84

relationships to guidelines and the administrative acts of
initiation, implementation, coordination, and evaluation.
Approximately 2,000 beliefs, recommendations, and actions
involved more than 9,000 primary and secondary relationships
to guidelines and 6,700 to administrative acts.10 Over
30,000 paired relationships of guidelines existed for primary

concerns alone.11 The tabulations Of data included in the

 

appendices reveal the extent to which concerns bearing a
prflmary relationship to individual guidelines were also
related to other individual or groups of guidelines or
administrative acts for each and all years. Rank-order tables
were developed from'the tabulated data to identify the re-
lative frequency Of the inter-relationship of the guide-

lines and acts throughout the five-year period.

Mozg goncepps were relatgd to mannpr than to struc-
ture. In the aggregate of all concerns, concerns for manner

 

exceeded those for structure, as illustrated in Table 2.

Hzppthggeg Regarding Congruent Concgrng for Puppose, Structure,

W
The data of Tables 3, 4, and 5 support all hypotheses

regarding the frequencies of concerns congruent tO purpose,

structure, and manner.

E

10
Pages 126-131 and 192-203 Of the Appendices.

11Pages 135-188 of the Appendices.

85

Table 2.--Rank order Of number of concerns for purpose,
structure, and manner

 

 

 

Set Highest to lowest frequency, left to right
Congruent ’
1962 Purpose Manner Structure 2
1963 Purpose Manner Structure
1964 Purpose Manner Structure P
1965 Purpose Manner Structure
1966 Purpose Manner Structure
All Purpose Manner Structure
Divergent
All Purpose Structure Manner

 

1. The combined frequencies Of concerns for the
fourth and fifth guidelines to purpose ("organization and
communications”) exceeded the frequency of concerns for
any other two guidelines to purpose.

2. The frequency of concerns for "morale” and ”sta-
bility," the seventh and eighth guidelines to purpose, had
a lesser frequency than those for any other two guidelines
to purpose.

3. Concerns relating to "the means" predominated among
the concerns for structure; "individual performance" was the
least frequent concern among those for structure.

4. "Utilize the structure" was the most frequent
manner of Operation; "recognition of the individual," the

least frequent.

86

Table 3.--Rank order of the number Of congruent concerns for
purposes

 

Set of concerns Highest to lowest frequency, left to right

 

Primary

relationship *P-4 P-2 P-5 P-1 P-6 P-3 P-7 P-8
Secondary

relationship P-4 P-3/5 - P-1 P-2 P-7 P-6 P-8
All Of above P-4 P-2 P-5 P-1 P-3 P-6 P-7 P-8

 

*Entry indicates guideline and number assigned in
Chapter II, 4th guideline to purpose, etc.

Table 4.--Rank order of the number of congruent concerns for
structure

   
    

—-—.——.—‘————-——.-——-.— ._——_.._.—_._—_.__. _ _ -_. ..._._______—__- Ha—a __ ___ _-...—._—_. _.___—_. _ _‘

 

Set of concerns Highest to lowest frequency, left to right

 

Primary

relationship S-l S-4 S-6 S-2 S-3 S-5
Secondary

relationship S-4 S-6 S-5 S-3 S-2 S-l
All of above S-l S-4 S-6 S-2 S-3 S-5

 

Table 5.--Rank order of the number of congruent concerns for
manner

 

 

Set of concerns Highest to lowest frequency, left to right

w

 

Primary

relationship .M-1 M-2 M-4 ‘M-3
Secondary

relationship M-2 M-3 M-4 M-1

All of above M-1 M-2 M-4 M-3

 

87

Hypothesis Regarding Divgrgent Concerns
The hypothesis that divergent concerns would exist

primarily in "cooperative" structure, "democratic” group
process, and "recognition of the individual" was not supported.
A total of twenty-nine advisory and action concerns related
to the three guidelines above. Three other guidelines, "or-
ganization,“ "communication,” and "the means" totaled seventy-
three relationships to divergent concerns. Problems in
definition of roles and line-staff relationships, methods Of
selection Of members of system-wide committees, and the
approval of conference attendance were typical content Of
divergent concerns.
Hypothesps Regarging Administrative Acts

Concerns involving implementation totaled 2,841;
initiation, 2,621; coordination, 708; and evaluation, 69412
frequencies in agreement with the hypotheses that: (1) act
of implementation would predominate, (2) initiation would
be nearly comparable to implementation, and (3) evaluation
would be the least prevalent Of the acts. However, the small
difference in count for coordination and evaluation indicates
little, if any, true lesser concern for evaluation.

Hzppthepeg Regarding Involvement Of Persons
The two hypotheses regarding involvement of persons

12Pages 192-203 Of the Appendices.

" Kin-cw

 

88

called for evidence of group process throughout the period
with increasing evidence that teachers were included in the
groups concerned with central office administration Of in-
struction. Data on pages 127 and 128 Of the appendices indi-
cates a sustahned increase in the number of action concerns

in "cOOperative" structure, "exposure,” and “democratic"

 

group process. Table 3 indicates ”COOperative" structure L
in second rank and "exposure" in third among the guidelines
to structure .
Table 6 below presents the number of concerns recorded
as stemming from groups, only of administrators, and from
groups involving teachers or administrators and teachers. The
involvement Of teachers in group process relating to the role
of the central office during '65 and '66 appears to have
doubled.over that Of '62 and '63.‘

Table 6.--Relative involvement Of teachers in group process

     

.-————. —-*

Group 1962 and 1963

”fl.“ ._ ___

1965 and 1966

 

Administrators
only 13 56
Teachers and
administrators 6 55

Ratio, T/A 0446 098

 

89

IV. Other Patterns
Other patterns stemmed from the study of the pairing
and clustering of concerns related to individual data items
and from concerns outside the set. Rank order Of pairs and
clusters was established to determine relative attention to '_
elements (the individual guidelines) of purpose, structure,

and.manner and to all guidelines of each group Of guidelines-- p

 

purpose, structure, and manner. Changing and enduring rank
orders were noted.
Paizipg of Concerns

The rank order of the frequency of pairing Of con-
gruent primary concerns for each guideline with each other
guideline and with the several administrative acts is shown
in Table 7, 8, 9, 10, 11, and 12 which follow.

Pgttepps in the pair; of gpidelineg gpd administrgtive
gppp. Except for concerns related to "morale," concerns for
all individual guidelines paired most frequently with "or-
ganization“ as compared to their pairing with other guide-
lines to purpose. Concerns for all guidelines most frequently
paired with "the means" when pairing with guidelines to struc-
ture and least frequently with "do-centralize." The pre-
vailing pattern of pairs with guidelines to manner was with
"utilize the structure." Concerns for "individual perform-
ance,” ”cooperative," "stability," and "morale" broke the

pattern to pair most frequently with "as resource."

ble .--Rank order of paired relationships of congruent
Ta 7 primary concerns with guidelines to purpose

 

Set of concerns

Highest to lowest frequency, left to right

 

P-1:
P-2:
P-3:

P-4:
P-5:
P-6:
P-7:
P-8:
S-l:
S-2:
S-3:
3-4:
S-5:

S-6:
M-1:
M-2:
M-3 :

n+8:

"Curriculum"

”Resources”

"Teaching-
Learning”

“Organization”
"Communication”
”In-service"
"Morale"
"Stability"
”The Means"

“As Function"
"De-centralize"
“Cooperative”

”Individual
Performance”

”Exposure"
“Utilize"
”As Resource"

”Recognize
Individual"

“Democratic”

P-4
P-4

P-4
P-2

P-4
P-4
P-4
P-4

P-4
P-4

P-3
P-1

P-1
P-5
P-1
P-2

P-5
P-5
P-2
P-2

P-5
P-2

P-2

P-3

P-2
P-1
P-2
P-5
P-6
P-2
P-2
P-2
P-5
P-2

P-2
P-1
P-1
P-1

P-7
P-1

P-5
P-5

P-5
P-3
P-3
P-1
P-8

P-l/6

P-1
P-1
P-3
P-1

P-1
P-2
P-5
P-3

P-2
P-5

P-6
P-6

P-6

P-3
P-3
P-3
P-5

P-1
P-3

P-7/8
P-7

P-8
P-8
P-8
P-7

P-6
P-6
P-6
P-6

P-6
P-6

P-8

P-7
P-7
P-7
P-7

P-3
P-7

P-8
P-7
P-8
P-8

P-8
P-8
P-8
P-8

P-8
P-8

 

 

91

Table 8.--Rank order of paired relationships Of congruent
primary concerns with guidelines to structure

Set Of concerns Highest tO lowest frequency, left to right

 

P-l: "Curriculum" 3-1 3-6 s-a 3-5 8-2 3-3
P-2: ”Resources" s-1 8-4 3-6 3-2 s-3/5 -

P-3: ”Teaching-
Learning" S-l S-6 S-4 S-5 S-3 S-2

P-4: "Organization" S-l S-4 S-2 S-3 S-6 S-5
P-5: "Communication” S—l S-6 S-4 S-5 3-3 S-2
P-6: "In-service” S-l S-4 S-6 S-5 S-3 S-2
P-7: ”Morale” S-l S-6 S-5 S-4 S-3 S-2
P-8: "Stability” s-1 8-6 3-4 s-s s-2/3 -
S-l: "The Means" S-4 S-6 S-2 S-5 S-3
3-2: ”As FUDction” S-l S-4 3-5 S-3 3-6
s-3: "De-centralize” S-l s-z. s-2 s-5/6 -
S-4: "Cooperative" S-l S-6 3-5 S-3 S-2

S-5: ”Individual
Performance" S-l S-4 S-2 S-6 S-3

S-6: ”Exposure S-l S-4 S-5 S-2 S-3
M-l: "Utilize" S-l S-4 3-6 S-2 S-S S-3
IM-Z: "As Resource" S-l S-4 S-6 S-S S-S 3-2

 

M-3: ”Recognize
Individual" 3-1 3-4 3-5 3-6 3-3 S-Z

M94: ”Democratic” S-l S-4 3-6 S-S S-3 S-2

_‘

92

Table 9.--Rank order Of paired relationships of congruent
primary concerns with guidelines to manner

 

Set of concerns

‘—

 

Highest to lowest frequency, left to right

 

P-l: "Curriculum" M-1 M-2 M-4 M-3
P-2: ”Resources" M-1 M-2 M-4 M—3
P-3: ”Teaching-

Learning M-1 M-2 M-4 M-3
P-4: ”Organization" M-1 M-2 M-4 M-3
P-5: “Communication" M-1 M-2 M-4 M-3
P-6: ”In-service" M-1 M-2 M-4 M-3
P-7: "Morale" M-2 M-1 M-3 M-4
P-8: "Stability“ M-2 M-1 M-4 M-3
S-l: "The Means" M-1 M-2 M-4 M-3
S-2: ”As Function" M-1 M-2 M-4 M-3
S-3: ”De-centralize" M-1 M-2 M-4 M-3
S-4: "COOperative" M-2 M-1 M-4 M-3
S-5: ”Individual

Performance" M-2 M-1 M-4 M-3
S-6: "Exposure" M-1 M-2 M-4 M-3
M-1: ”Utilize" M-2 M-4 M-3 -
M-2: ”As Resource" M-1 M-4 M-3 -
M-3: "Recognize

Individual" M-1 M-2 M-4 -
M-4: "Democratic" M-1 M-2 M-3 -

 

 

93

Table 10.--Rank order Of frequency Of paired relationships
of congruent primary concerns for purpose with
administrative acts

W

Set of concerns

Highest to lowest frequency, left to right

 

With Initiation

With Imple-
mentation

With Coordina-
tion

With Evaluation
With All Acts

P-4

P-4
P-2
P-4

P-1

P-5

P-5
P-4
P-1

P-6

P-5

P-1

P-3
P-3
P-6

P-3

P-3

P-6
P-5
P-3

I-

 

P-7

P-8 P-7 _
!

P-8 P-7

P-7 P-8

P-7/8 -

Table ll.--Rank order of frequency of paired relationships
Of congruent primary concerns for structure with
administrative acts

Set of Concerns

With Initiation
With Implementati
With Coordination
With Evaluation
With All Acts

Highest to lowest frequency, left to right

on

S-l
S-l
S-l
S-l
S-l

S-4
3-4
3-4
3-4
3-4

S-2
S-6
S-6
S-6
S-6

S-6
S-5
3-3
S-2
S-2

5-5
S-2
S-2
3-5
3-5

3-3
3-3
S-5
3-3
3-3

 

9h

Table 12.--Rank order of frequency of paired relationships
of congruent primary concerns for manner with
administrative acts

W
Set of concerns Highest to lowest frequency, left to right

 

With Initiation M-1 M-2 M94 Mp3
With Implementation M-1 M-2 M-h M93
With Coordination M-1 M-2 M—h M-3
With Evaluation M-1 M-2 M—3 MFA
With All Acts M-1 M-2 M-3 M-z,

 

The pairing of concerns for purposes with administra-
tive acts (Table 10) most frequently involved the defining
of roles ("organization"), secondly, implementing access to
"resource," and thirdly, attention to I'curriculum." Similarly,
Table 11 indicates that the administrative acts dealt pri-
marily with providing "the means" to "cOOperative" effort
and least frequently with "de-centralization.“ Among con—
cerns for manner of operation (Table 12) initiation, imple-
mentation, coordination, and evaluation were primarily evi-
dent in the "utilization" of the structure ”as a resource."

Rank-order of pairs as groups. The rank order of
pairing of congruent primary concerns for each guideline with
other guidelines as groups (purpose, structure, and manner)
is shown in Tables 13, lb, and 15. Table 16 ranks the fre-
quency of groups of pairs of congruent primary concerns and

each administrative act.

 

“"P‘IWP

95

Table 13.--Rank order of paired relationships of congruent
primary concerns for purpose with other guide-
lines of groups

Set of concerns Highest to lowest frequency, left to right

 

"Curriculum"
1962 Purpose Structure Manner
1963 Purpose/Manner - Structure
l96h Manner Purpose Structure
1965 Purpose Manner Structure
1966 Purpose Manner Structure
All Purpose Manner Structure
"Resources"
1962 Manner Purpose Structure
1963 Manner Purpose Structure
l96h Manner Purpose Structure
1965 Purpose Manner Structure
1966 Manner Purpose Structure
All Manner Purpose Structure
"Teaching-Learning"
1962 Manner Purpose Structure
1963 Purpose Manner Structure
1964 Purpose Manner Structure
1965 Purpose Manner Structure
1966 Purpose ‘Manner Structure
All Purpose Manner Structure
"Communication"
1962 Purpose Structure Manner
1963 Purpose Manner Structure
196A Purpose Manner Structure
1965 Purpose Manner Structure
1966 Purpose Manner Structure
All Purpose Manner Structure
"In-Service"
1962 Purpose Structure Manner
1963 Manner Purpose Structure
l96h Manner Purpose Structure
1965 Purpose Manner Structure
1966 Purpose Manner Structure
All Purpose/Manner - Structure

 

96

Table 13.--Continued

 

Set of concerns Highest to lowest frequency, left to right

 

"Morale"
1962 - - -
1963 Structure Manner Purpose
l96h Purpose Manner Structure
1965 Purpose/Manner - Structure
1966 Purpose Manner Structure
All Purpose Manner Structure

"Stability"
1962 Purpose Structure Manner
1963 Structure/Manner - Purpose
1964 Purpose Manner Structure
1965 Purpose Manner Structure
1966 Purpose Manner Structure

All Purpose Manner Structure

 

 

97

Table lh.--Rank order of paired relationships of congruent
primary concerns for structure with other guide-
lines as groups

m

Set of concerns

 

Highest to lowest frequency, left to right

L

 

"Means"
1962 Purpose
1963 Purpose
l96h Purpose
1965 Purpose
1966 Purpose
All Purpose
"By Function"
1962 Purpose
1963 Purpose
196A Purpose
1965 Purpose
1966 Purpose
All Purpose
"De-centralize"
1962 Purpose
1963 Purpose
1964 Purpose
1965 Structure
1966 Purpose
All Purpose
"Cooperative"
1962 Purpose
1963 Purpose
l96h Purpose
1965 Purpose
1966 Purpose
All Purpose
"Individual performance"
1962 Purpose
1963 Purpose/Structure
l96h Purpose
1965 Purpose
1966 Structure
All Purpose
"Exposure”
1962 Purpose
1963 Purpose
1964 Purpose
1965 Purpose
1966 Purpose
All Purpose

Structure
Manner
Manner
Manner
Manner
Manner

Structure
Structure
Structure
Structure
Structure
Structure

Structure
Structure
Manner
Purpose
Structure
Structure

Structure
Manner
Manner
Manner
Manner
Manner

Structure
Structure
Manner
Purpose
Structure

Structure
Manner
Manner
Manner
Manner
Manner

Manner

Structure
Structure
Structure
Structure
Structure

Manner
Manner
Manner
Manner
Manner
Manner

Manner
Manner
Structure
Manner
Manner
Manner

Manner

Structure
Structure
Structure
Structure
Structure

Manner
Manner
Manner
Structure
(Manner
Manner

Manner

Structure
Structure
Structure
Structure
Structure

98

Table lS.--Rank order of paired relationships of congruent
primary concerns for manner with other guide—
lines as groups

 

 

Set of concerns Highest to lowest frequency, left to right

 

"Utilize"
1962 Purpose Structure Manner
1963 Purpose Structure Manner
196A Purpose Structure Manner
1965 Purpose Structure Manner
1966 Purpose Manner Structure
All Purpose Manner Structure
”As Resource"
1962 Purpose Structure Manner
1963 Purpose Structure Manner
1964 Purpose Structure Manner
1965 Purpose Structure Manner
1966 Purpose Manner Structure
All Purpose Structure Manner
”Recognize individual"
1962 Purpose Manner Structure
1963 Purpose Structure Manner
196A Purpose Structure manner
1965 Purpose Structure Manner
1966 Purpose Manner Structure
All Purpose Manner/Structure -
"Democratic"
1962 Purpose Structure Manner
1963 Purpose Manner Structure
1964 Purpose Structure Manner
1965 Purpose Manner Structure
1966 Purpose Manner Structure
All Purpose Manner Structure

 

 

99

Table 16.--Rank order of frequency of paired relationships
of congruent primary concerns with acts of initi-
ation, implementation, coordination, and evaluation

W

Set of concerns

Highest to lowest, left to right

 

With Initiation

1962 Purpose Manner Structure
1963 Purpose Structure Manner
1964 Manner Structure Purpose
1965 Manner Purpose Structure
1966 Manner Purpose Structure
All Manner Purpose Structure
With Im lementation
l9 2 Purpose Manner Structure
1963 Purpose manner Structure
.l96h Purpose Manner Structure
1965 Purpose Manner Structure
1966 Purpose Manner Structure
All Purpose Manner Structure
With Coordination
1962 Purpose Manner Structure
1963 Purpose Manner Structure
1964 Manner Purpose Structure
1965 Manner Purpose Structure
1966 Manner Purpose Structure
All Manner Purpose Structure
With Evaluation
1962 Purpose Manner Structure
1963 Purpose Manner Structure
1964 Manner Purpose Structure
1965 Manner Purpose Structure
1966 Manner Purpose Structure
All Manner Purpose Structure

 

 

99

Table 16.--Rank order of frequency of paired relationships
of congruent primary concerns with acts of initi-
ation, implementation, coordination, and evaluation

 

 

 

 

 

Set of concerns Highest to lowest, left to right

 

With Initiation

1962 Purpose Manner Structure
1963 Purpose Structure Manner
196A Manner Structure Purpose
1965 Manner Purpose Structure
1966 Manner Purpose Structure
All Manner Purpose Structure
With Im lementation
19 2 Purpose Manner Structure
1963 Purpose Manner Structure
.1964 Purpose Manner Structure
1965 Purpose Manner Structure
1966 Purpose Manner Structure
All Purpose Manner Structure
With Coordination
1962 Purpose Manner Structure
1963 Purpose Manner Structure
l96h Manner Purpose Structure
1965 Manner Purpose Structure
1966 Manner Purpose Structure
All Manner Purpose Structure
With Evaluation
1962 Purpose Manner Structure
1963 Purpose Manner Structure
196A Manner Purpose Structure
1965 Manner Purpose Structure
1966 Manner Purpose Structure
All Manner Purpose Structure

 

 

lOO

Patterns in the rank-orde£_9£_ggpups of pairs. When
all years were considered, concerns for guidelines to purpose
were more frequently paired with a concern for an individual
guideline than were those to manner or structure. However,
primary concerns for "resources" and "in-service" deviated a

by being related equally and more frequently, respectively,

 

to manner; "organization” by pairing more often with guide- i

lines to structure than either other group. I ‘5 '
Guidelines to manner were most often in second place

and those to structure in third. Reversals to the pattern

were evident for "organiation," "by function," "de-centralize,"

”individual performance" and "as resource."
Except for second place pairing with initiation,

concerns for structure were consistently in third place with

respect to association with an administrative act. Concerns

for manner predominated in relationships to initiation, coor-

dination, and evaluation.

Clustering of Concerns
The complexity of concerns for the role of the central

instructional office was evident in the frequency of clusters
of relationships for single data items. Table 17 indicates

the rank order of individual guidelines to purpose, structure,
and manner within each group in terms of their relationship

to three or more other guidelines of the total set of eighteen.
Table 18 indicates a similar rank order for relationships

to two or more of the administrative acts. Tables 19 and 20

 

 

 

lOl

indicate the rank-order by groups of guidelines for the same
clustering with three or more guidelines and two or more ad-
ministrative acts, respectively.

Table l7.--Rank order of frequency of relationship of con- V

gruent primary concerns with three or more guide- é
lines of the total set of eighteen ‘

 

 

 

 

Set of concerns Highest to lowest, left to right '

Manner M-1 M-2 M-t. M-3
Purpose P-l. P-2 P-5 P-1 P-6 P-3 P-7 P-8
Structure S-l S-h S-6 S-Z S-3 S-5

 

Table 18.--Rank order of frequency of relationship of indi-
vidual congruent primary concerns with two or
more acts of initiation, implementation, coordina-
tion and evaluation

 

 

 

Set of concerns Highest to lowest, left to right
Manner M-1 M-2 M-l. M-3
Purpose P-4 P-2 P-1 P-5 P-6 P-3 P-8 P-7

Structure S-l S-h S-6 S-Z S-5 S-3

 

Patterns in the clusters. The rank order for clusters
of guidelines and clusters of administrative acts were identi-
cal for guidelines to manner; differed by reversal of the two
least prevalent in structure; by reversal of third and fourth
places and of seventh and eighth places respectively in

purpose.

102

Table l9.--Rank order of frequency of relationship of con-
gruent primary concerns with three or more guide-
lines

 

W

Set of concerns Highest to lowest, left to right

 

1962 Structure Purpose Manner

1963 Manner Purpose Structure
196A Manner Purpose Structure
1965 Purpose Manner Structure
1966 Manner Purpose Structure
All Manner Purpose Structure

 

 

Table 20.--Rank order of frequency of relationship of groups
of congruent primary concerns with two or more
acts of initiation, implementation, coordination
and evaluation

 

Set of concerns Highest to lowest, left to right

 

1962 Purpose Manner Structure
1963 Manner Purpose Structure
l96h Manner Purpose Structure
1965 Manner Purpose Structure
1966 Manner Purpose Structure
All Manner Purpose Structure

 

One pattern predominated for clusters of concerns
for guidelines as groups: first rank, manner; second rank,

purpose; third, structure.

Changing Rank Order

Primary concerns for "resources" as a central office
purpose exceeded concerns for "organization" during 1962; but

relative positions reversed in 1963 through 1966.13 Acts of

 

13Page 126 of Appendices.

103

initiation exceeded acts of implementation during 1962, 1963,
and 1964, but reversed relative attention for 1965, 1966, and
as a whole for all five years.lh

All administrative acts increased four-fold during
the five years with the most evident trend a lesser emphasis E
upon initiation in the last two years and an acceleration

in evaluation.

 

Enduring Rank Order

During the five-year period the relative positions
of the three major categories of guidelines remained the
same; purpose, manner, and structure. Concerns for structure
increased three-fold; purpose, four-fold, and manner, by
five times. Attention to "curriculum," ”organization" and
"communication," exceeded the average growth in concerns
for purpose. The "means" increased well in excess of the
average for concerns for structure. Concerns for the four
guidelines to manner maintained a consistent rank order
throughout the five years even though "democratic” group
processes increased to over nine hundred per cent of its

1962 level.15
ancgrns Outside the Set

Thirteen tasks not implied by the guidelines to
purpose nor rightly in the province of an instructional office

¥

1l’Pages 192-203 of Appendices.

15Pages 126-188 of Appendices.

104

on the basis of functional considerations were assigned or
performed by central office instructional personnel. Their

content was more closely related to business, personnel, or

child accounting offices.

 

CHAPTER V
A TOTAL VIEW

The study attempted to provide a comprehensive, R
theoretical approach to the persistent problem which faces I
every public school district: defining the role of its

central office for the administration of instruction. I

 

I. Summary of Project

Guidelines were develOped from educational liter-
ature to define the general nature of administration, the
particular functions (purposes) of a central instructional
office, the means (structures) to assure their accomplishment,
and the performance characteristics (manner of Operation) of
central office personnel. These guidelines were interpreted
in terms of the recorded beliefs, recommendations, and actions
of persons concerned with the role of the central instruc-
tional office in a public school district during a five—year
period of rapid growth.

Three guidelines identified the general nature of
administration as (1) encompassing the total process through
which the learning goals are achieved, (2) including all
persons, factors, or considerations having significant impact
uDon attainment of the goals, and (3) involving acts of

initiation, implementation, coordination, and evaluation.

105

106

Eight guidelines encompassed the essential pur-
poses: (l) attention to curriculum, (2) access to learning
resources, (3) effectiveness of teaching-learning, (h) defi-
nition of the roles, (5) provision for communication, (6) i
improvement of employee competence, (7) safeguarding of fa
morale, and (8) sustaining of stability.

Six guidelines outlined the structures as (l) the

 

means to achieve purpose, (2) functionally organized, (3)
de-centralized, (A) cooperative, (5) challenging, and (6)
stimulating.

Four guidelines to manner of Operation suggested
that central instructional personnel (1) utilize established
structures, (2) be a resource, (3) recognize individuals,
and (A) remain committed to the democratic group process.

Over 2,000 concerns (beliefs, recommendations, and
acts) relating to the role of the central instructional
office were classified in terms of (1) their relationship
to each of the guidelines to purpose, structure, and manner,
(2) whether they involved initiation, implementation, coor-
dination, and/or evaluation, and (3) the year of occurrence.

The role of the central office in an expanding
school district was identified as one: (1) primarily of
initiation and implementation, (2) of action in organizing
and providing resources in media, curriculum, teaching-
learning, and in-service education, (3) calling for a steady

flow of information and deliberations, and (h) favoring

107

democratic involvement.

The data supported hypotheses that:

1.

2.
3.

h.

5.

6.

7.

9.
10.

Concerns would be predominately congruent to
the guidelines.

Action would exceed advice.

Concerns in the administration of instruction
would each involve several guidelines and
administrative acts.

Concerns for organization and communication would
exceed the combined concerns for any other two
guidelines to purpose.

Concerns for "morale" and "stability" would be
the two least frequent among those to purpose.
Concerns related to "the means" would predominate
and "individual performance" would be the least

frequent among concerns for structure.

"Utilize" the structure would be the most frequent
manner Of Operation and "recognition of the
individual" the least frequent.

Concerns for manner would exceed those for struc-
ture.

Acts Of implementation would predominate.

Acts of initiation would be comparable in number

to those Of implementation, and

 

108

11. A strong commitment to group process would be
evident tending toward greater involvement of
teachers during the five years.

Two hypotheses were not supported: (1) that diver-

gent concerns would appear primarily in "COOperative” struc-

tures, "democratic" group process and "recognition Of the

individual" and (2) that concerns for evaluation would be

fewer than those for all other administrative acts.

II. Unanswered Questions

By intent the project did not attempt to evaluate the
effectiveness of the administration of instruction in the
case-study district, nor to determine, for example, whether
structures designed for certain outcomes fulfilled expecta-
tions in the perceptions Of personnel. The profiles developed
and the many arrays of concerns, however, did raise several
unanswered questions worth careful consideration.

1. Did the low frequency of de-centralization indicate
merely that formal job descriptions had not yet
been established in written form for building
principals? Did it imply that evidence of
inter-relationships of central Office and build-
ings was not plentiful in sources Of record used
in the study?

2. Was the lower frequency Of "advisory" in relation
to "action" concerns normal for a growing school

district? Did this, perhaps, imply that

 

 

109

de-centralization in vital areas had kept recom-
mendations from cluttering channels as they moved
to higher levels and thus not appearing in
sources Of data used? Were so many items Of
administration being handled in group meetings
involving all concerned, that recommendations
were chiefly verbal and resulted in action not
requiring approval of higher bodies?

3. Would the detailed study Of the content of the
concerns in the printed arrays reveal that pro-
cedures not adequately reduced to paper machinery
or inadequately understood or implemented per-
petuated repeated memos on the same tOpic?

h. Did the expectation that concerns divergent tO
"cooperative" structure, "democratic" group
process, and "recognition Of the individual"
would exist in greater frequency than those
divergent to other guidelines indicate that the
author's suspicion was actually unfounded; or
was, perhaps, based upon attitudes that divergent
actions or beliefs existed in some central Office
departments? Did the unmet hypothesis indicate
that evidence in these regards is not usually
recorded, but is evident in unrecorded acts

and attitudes?

 

 

110

III. Conclusions

The total investigation sought to define the appro-

 

priate role for the central Office for instruction. The
development of the guidelines summarized the position of
educational literature on the question. The case study,
through its analysis of how the guidelines related to an

Operating school district, sought insight into generalized

 

uses or values of the guidelines. Reflective consideration

of the congruence of the data as a whole to the guidelines,
the support of the several hypotheses, and the inter-relation-
ships and rank orders evident in the analysis prompted con-
clusions that:

l. The guidelines constitute a set Of principles
which fit the concerns of educators in real
school situations.

2. The study of their detailed relationships to the
Operational scene yields a valuable profile of
the role of the central instructional office.

 

3. The profile provides the means to assess the
logical or desirable nature of that role and
to make interpretations which go beyond the
profile itself.
Guidelines as an appropgigte set of principle . All
guidelines were found applicable to administration of instruc-
tion in an Operating district. The guidelines fitted the

110

III. Conclusions
The total investigation sought to define the appro-
priate role for the central Office for instruction. The
development of the guidelines summarized the position of
educational literature on the question. The case study, '—
through its analysis of how the guidelines related to an

Operating school district, sought insight into generalized

 

uses or values Of the guidelines. Reflective consideration

of the congruence of the data as a whole to the guidelines,
the support of the several hypotheses, and the inter-relation—
ships and rank orders evident in the analysis prompted con-
clusions that:

l. The guidelines constitute a set Of principles
which fit the concerns Of educators in real
school situations.

2. The study Of their detailed relationships to the
Operational scene yields a valuable profile of
the role of the central instructional Office.
3. The profile provides the means to assess the
logical or desirable nature of that role and
to make interpretations which go beyond the
profile itself.
Guidelines as an apLI'OprLarte set Of principles. All
guidelines were found applicable to administration of instruc-
tion in an operating district. The guidelines fitted the

lll

 

real experiences of a school district. As well, the congru-
ence of beliefs and recommendations Of practicing educators

to the guidelines further validated the apprOpriateness Of

A set Of principles which embodies the

the guidelines.
concerns typical of a school district and one in keeping

with the value systems of practicing educators must Offer

 

some promise as appropriate guiding principles.

The gpglysis and tabulation Of relationships to gpid -
lines provide a valuable profile. The use Of the guidelines

as a framework of reference yields a profile of the role Of
The profile may portray a

a central office for instruction.
role of action, or may constitute recommended services and

It can highlight inter-related considerations

procedures.
and priorities based upon the existing attentiveness to the

The set Of guidelines can provide a pro-

several guidelines.
file which is the means to improved knowledge of the actual

role of a given central office.
The profile

The profile as an evaluation instrument.

of the central office role prompts considerations of balance,

omission, excessive concern, or, in short, Of evaluation of
For example, the case study revealed a

local practices.
profile which to the author appeared logically consistent
When the central in-

in terms of the case-study situation.
structional office was expanded by one person in early 1962,

a relatively higher emphasis upon initiation as compared to
The logically related "resources,"

implementation was evident.

 

112

"organization,” and ”the means” increased. As years passed

and procedures were established and employees added, the

service role "as resource," "utilize the structure,“ and
acts of evaluation and implementation became more prevalent.

There is likely little reason to assume that each

major purpose of the central Office role should have com-
That

parable frequencies of concerns relating thereto.
attention, in the case study, to defining roles, establishing
procedures, affecting organization, providing access to
media, and fostering communications exceeded attention by
the central Office to “teaching-learning," and ”in-service"
may mean only that the latter are primarily more properly

within the province Of school building administration.
A consideration

Interpretation beyond the profile.
Of the information, recorded to identify and classify con-

cerns, in terms of how that information related to the pro-
file prompts interpretations which go beyond the profile

The sources utilized may have influenced the profile.

itself.
It would be expected, for example, that written records of

established roles of individuals and groups would usually

"utilize structure“ more than would incidental, informal
As well, it is possible that the

administrative activities.
real administration of instruction had more divergent concerns

and likely more "recognition of the individual“ than evident,

because the procedures of the project did not read unstated

acts nor intent into the record.

 

“ '-

 

 

113

IV. Implications for Administrator Education

The experience of classification and analysis of

beliefs, recommendations, and actions in terms of their re-

lationships and congruence to all guidelines prompts valuable
A focus is forced upon the degree to which
The

considerations.

one guideline should take precedence over another.
experience of relating concerns to the total set Of guide-

lines, in effect, becomes simulated administration. Reflec-
tive considerations yield decisions that concerns represent,

or do not represent the apprOpriate role for the central

instructional Office as established by educational literature.

 

BIBLIOGRAPHY

American Association of School Administrators. Educational
Admini tration in a Chan in Communit . Thirty-seventh
Yearbook. Washington: The Association, 1959. .
American Association of School Administrators. Staff Rela- ~

tions in Schooerdministration. Thirty-third Year-
book. Washington: The Association, 1955.

 

American Association of School Administrators. The American
School Su erintendenc . Thirtieth Yearbook. Washing-
ton: e Association, 1952.

American Association Of School Administrators. The Su er-
intendent as Instructional Leader. Thirty-fifth
Yearbook. Washington: The Association, 1957.

 

American Association of School Administrators and Associa-
tion for Supervision and Curriculum Development.

Organizing for Improved Instruction. Washington:
e ssociations, I963.

Association for Supervision and Curriculum DevelOpment. Lead-

ershi for In rovin Instruction. Washington: The
Association, 1965.

Autley, Elizabeth Martin. ”Creativity in Educational Admin-
istration." Unpublished Ed. D. dissertation, Uni-
versity of Southern Mississippi, 1962.

 

Bailey, E. R. "A Theory of Creative Human Relations: Impli-
cations for Educational Administration." Unpublished
Ph. D. dissertation, Michigan State University, 1961.

Barrows, Harold Leroy. "A Study of the Position of Director
of Instruction in Missouri Public Schools." Unpub-
iizhed Ed. D. dissertation, University Of Missouri,

9 to

Barry, Franklyn Stanley. "Administrative Morale: A Study
Of Selected Factors Related to the Morale Of the Ad-
ministrative Staff in Public Schools." Unpublished
Ed. D. dissertation, Syracuse University, 1956.

114

115

Beck, James R. ”Guideline Criteria for Education Specialist
Staffing Adequacy." Unpublished Ed. D. dissertation,
University Of Denver, 1963.

Benne, Kenneth D. and Bozidar Muntyan. Human Relations in
Curriculum Change. New York: The Dryden Press, 1951.

 

Bish0p, Leslie J. ”Challenges for Supervisors,” The Super-
visor: Agent for Change in Teaching, James Raths
and Robert R. Leeper, editors. Washington: Asso-
ciation for Supervision and Curriculum DevelOpment,
1966.

 

Bixhorn, Seymour William. ”Implications of the writings of
John Dewey for Educational Administration.“ Unpub-
lished Ph. D. dissertation, The University Of Con-
necticut, 1963.

Blatnik, William.Henry. "Patterns Of Staff Organization in
Community Unit Districts." Unpublished Ed. D. dis-
sertation, University Of Illinois, 1954.

Brown, Frank H. "Functional Interrelationships as Perceived
by Supervisors and Administrators in Various Posi-
tions in Selected Northeastern Ohio School Systems.”
Unpublished Ph. D. dissertation, Ohio State University,
1964.

Campbell, Ronald F. and Russell T. Gregg. Administrative
Behavior in Education. New York: Harper and Brothers,
1957.

Carlson, Richard 0. "Environmental Constraints and Organiza-
tional Consequences: The Public School and Its Cli-
ent," Behavioral Science and Educational Administra-
tion. Sixty-third Yearbook of the National Society
for the Study Of Education, Part II, Daniel E. Griffiths,
editor. Chicago: The University Of Chicago Press,

1964.

Charters, W. W., Jr. ”An Approach to the Formal Organization
of the School,” Behavioral Science and Educational
Administration. Sixty-third Yearbook of the National
Society for the Study Of Education, Part II, Daniel
E. Griffiths, editor. Chicago: The Society, 1964.

Chase, Francis S. and Egon G. Guba. ”Administrative Roles
and Behavior,” Review of Educational Research, Vol.
XXV, Number 4. Washington: American Research Asso-
ciation, N.E.A., October, 1955, p. 281.

 

116

Commission on In-service Education for School Administration.
In-service Education for School Administration. Wash-
Ington: American Associatibn of SChOOl Administra-
tors, 1963.

 

Corey, Stephen M. Helpinngther People Change. Columbus:
Ohio State University Press, 1963.

 

Council for Administrative Leadership in New York State.
Handbook for the Study Of Administrative Staff Organi-
zation. Albany: Cooperative DevelOpment of Public
School Administration, 1957.

 

Culbertson, Jack. ”Research in Educational Administration,"
University Council for Educational Administration.
January, 1962, p. 91.

 

Dill, William R. ”Decision-Making," Behavioral Science and
Educational Administration. Sixty-third Yearbook of
the National Society for the Study of Education,
Part II, Daniel E. Griffiths, editor. Chicago: The
Society, 1964.

 

Evans, Norman D. ”The Status and Function of the Public
Elementary School Supervisor in the Third and Fourth
Class Districts of the Pennsylvania Counties Of
Chester and Delaware and Montgomery.“ Unpublished
Ed. D. dissertation, Temple University, 1958.

Farbanish, Harry. “Supervisory Practices for Improvement
of Instruction in Joint School Districts in Pennsyl-
vania.” Unpublished Ed. D. dissertation, The Pennsyl-
vania State University, 1958.

Farley, Edgar Scott. “An Evaluative Study Of the Administra-
tive Organization for Curriculum Development in the
Public Schools Of Battle Creek, Michigan." Unpub-
lished Ed. D. dissertation, Teachers College, Uni-
versity of Nebraska, 1955.

Fensch, Edwin A. and Robert E. Wilson. The Superintendengy
Team. Columbus: Charles E. Merrill Books, Inc.,
1964.

 

Fisher, Raymond C. "A Community Study Of Administrator
Autonomy and Conflicting Role Expectations.” Unpub-
lished Ph. D. dissertation, University of Oregon,
1961.

 

117

Forrest, Robert David. "Current Practices in Administrative
Staffing in the Public Schools of New York State
with Emphasis on Union Free Districts.” Unpublished
Ph. D. dissertation, Cornell University, 1958.

Frisk, Jack Louis. ”Current Practices in Staffing of Admin-
istrative and Supervisory Function in First Glass
School Districts in the State of Washington.“ Un-
published Ed. D. dissertation, University Of Washing-
ton, 1961.

Fry, James Homer. "Educational Administrative and Super-
visory Staffing in Ohio City School Districts." Un-
published Ed. D. dissertation, Western Reserve Uni—
versity, 1960.

Gee, Roger Don. "An Investigation of School Communication
Practices and Attitudes.” Unpublished Ed. D. disserta-
tion, George Peabody College for Teachers, 196A.

Glassburner, Fred Raymond. "Some Trends in Democratic School
Administration.” Unpublished Ph. D. dissertation,
George Peabody College for Teachers, 1957.

Gregg, Russell T. "Administration," Enc clo edia of Educa-
tional Research (Third Edition). New York: The
Macmillan Company, 1960.

Grieder, Calvin and William Everett Rosenstengel. Public
School Administration. New York: The Ronald Press
Go, Site

Griffiths, Daniel E. "The Nature and Meaning of Theory,"
Beh vioral Science and Educational Administration.
Sixty-third Yearbook of the National Society for the
Study of Education, Part II. Chicago: The National
Society for the Study Of Education, 196A.

Griffiths, Daniel E. and John Hemphill. Dimensions of Admin-
istrative Performance. U. S. COOperative Research
Project #21A. Washington: U. S. Department Of
Health, Education, and welfare, 1960.

Cuba, Egon G. and Charles E. Bidwell. Administrative Rela-
tionships: A Studngf the Schopl:as a Social Insti-
tution. Chicago: The Midwest Administration Center,
I957.

Guetzkow, Harold. Educgpion for Innovative Behavior in Execu-
tives. COOperative Research Project #975. Washington:
U. S. Department of Health, Education, and Welfare,

 

 

 

118

Houston, Harry Herbert. "An Inquiry into the Administrative
Process as It Relates to Decision-Making." Unpub-
lished Ed. D. dissertation, Rutgers University, 1959.

Howells, Paul Kenneth. "Professional and Lay Participation
in the Central Administration Of Ohio's City and Ex-
empted Village School Systems." Unpublished Ph. D.
dissertation, Ohio State University, 1956.

Hughes, James Monroe. Human Relations in Educational Or ani-
zation. New York: Harper and Brothers, 1957.

Inlow, Gail. The Emergent in Curriculum. New York: John
Wiley &fiSOns, Inc., .

Jack, Howard F. "The Position and Duties of Curriculum Per-
sonnel in Selected Public School Districts in Pennsyl-
vania.” Unpublished Ed. D. dissertation, University
of Pittsburgh, 1962.

 

‘t-"u'" fl

Jenson, Theodore J. and David L. Clark. Educationgl Admin-
istration. New York: The Center or App ied Research,

Inc 0 , I966)».

King, John Morrison. “Organization and Functions of the
Central Staff Of the Office oflthe Superintendent in
Suburban School Districts with a Population of 10,000
to 100,000." Unpublished Ed. D. dissertation, George
Washington University, 1962.

Langlitz Harold N. "Allocation of Administrative Function:
A Study of the Allocation of Administrative Functions
Between the Chief School Administrator and the Second-
ary School Principal in Selected Schools in New York
State as Related to Adaptability and an 'Ideal' Allo-
cation." Unpublished Ed. D. dissertation, Syracuse
University, 1958.

Lipham, James M. "Leadership and Administration," Behavioral
Science and Educational Administration. Sixty-third
Yearbook of the National Society for the Study of
Education, Part II, Daniel E. Griffiths, editor.
Chicago: The National Society for the Study of Edu-
cation, 196A.

Lonsdale, Richard C. "Maintaining the Organization in Dynamic
Equilibrium," Behavioral Science and Educational Ad-
ministration. Sixty-third Yearhooh of the National
Society for the Study Of Education, Part II, Daniel
E. Griffiths, editor. Chicago: The Society, 196A.

119

Lott, Jurelle Gilmore. ”A Statistical Study of the Concepts
of the Role Of the Instructional Supervisor." Un-
published Ed. D. dissertation, University Of Georgia,
1963.

March, James G. ”Organizational Factors in Supervision,"
The Supervisor: Aggnt for Change in Teaching. James
Baths and Robert R. Leeper, editors. Washington: Asso-
ciation for Supervision and Curriculum Development,
1966.

Marshall, Max S. ”The Curricular Traffic Problem," Educa-
tional Forum, January, 1961, pp. 223-224.

 

Miles, Matthew B. "Planned Change and Organizational Health:
Figure and Ground," Change_Processes in the Public
Schools. Eugene, Oregon: The Center for the Advanced
Study Of Educational Administration, 1965.

Moran, Forrest Lee. ”The Identification of Problems in De-
veloping Programs Of Instructional Improvement as
Evidenced in Varying Role Expectancies Of the Director
of Instruction." Unpublished Ph. D. dissertation,
Ohio State University, 1962.

MacKenzie, Gordon N. and Stephen M. Corey. Instructional
“Leadership. New York: Bureau of Publications,
Teachers College, Columbia University, 1954.

 

McGinnis, William C. School Administrative and Supervisopy
Organizations in Cities Of 204900 to 50,000. New York:
Teachers College,‘COlumbia University, 1929.

National Education Association. Schools for the Sixties.
New York: McGraw-Hill Book Company, Inc., 1963.

Neagley, Ross L., and N. Dean Evans. Handbook for Effective
Supervision Of Instruction. Englewood Cliffs, N. J.:
Prentice-Hall, Inc., 1964.

O'Neal, John F. “Citizens Committees Can Help Schools IF
Mission and Deadline Are Specific,” Nation's Schools,
Vol. 66, No. 4, October, 1960, pp. 87-90.

Osibov, Henry. “Professional and Public Perception of Sup-
erintendent Behavior." Unpublished Ed. D. disserta-
tion, University of Oregon, 1961.

Ovsiew, Leon. EmergingpPractices in School Administration.
New York: Metropolitan School Study Council and
Cooperative Program.in Educational Administration,
1955.

 

120

Pryor, Guy Clark. "The Relationship Between Teacher's Per-
ception Of Administrative Dimensions and the Morale
Status Of Teachers in Certain Texas Schools." Un-
published Ed. D. dissertation, North Texas State
University, 1964.

Rasmussen, Gerald R. "A Study Of Administrative Organization
for the Improvement of Instruction in the Public
Schools in the State of Michigan, Exclusive Of the
Upper Peninsula and the City of Detroit." Unpublished
Ed. D. dissertation, Michigan State University, 1962.

Rosenberger, David Seward. "Critical Areas of Administrative
Behavior of Local School Executives." Unpublished
Ph. D. dissertation, Ohio State University, 1956.

Ross, Donald H. Administration for Adaptability. New York:
Teachers College, Columbia University, 1958.

 

Sears, Jesse B. The Nature of the Administrative Process
with S ecial Reference to PEblic School Adhinistration.
New Yorh: MbGraw-Hill, I950.

Shafer, Harold T. and Gordon N. MacKenzie. "Securing Com-
petent Instructional Leaders," Role Of Supervisor and
Curriculum Director in g Clipate 0 Ch e, Obert .

eeper, editor. Washington: Association for Super-
vision and Curriculum DevelOpment, 1965.

Skawski, John. "Current Practices in Administrative Staffing
in Public Schools in New York State, with Emphasis
on Central School Districts." Unpublished Ed. D.
dissertation, Cornell University, 1957.

Southern States COOperative Program in Educational Adminis-
tration. Im rovin Pre aration Pro rams in Educational
Administration. Nashville: George Peabody College,
I95A.

spears, Harold. Improving the Supervision Of Instruction.
Englewood Cliffs, N. J.: Prentice- all, Inc., 1953.

 

Stoops, Emory and M. L. Rafferty, Jr. Practices and Trends
in School Adminigtration. Chicago: Ginn and Co.,

Swearingen, Mildred E. Supervision Of Instruction: Founda-
tions and Dimensions. Boston: Allyn and Bacon,

I962.

 

121
Taba, Hilda. Curriculum DevelOpmentgiTheOEy and Practice.
New York: Harcourt, Brace & World, Inc., 1962.
Van Til, William. "In a Climate Of Change," Role Of Super-
visor and Curriculum Director in a Climate of Chan e,
Robert R. Keeper, editor. ‘Washington: Association
for Supervision and Curriculum Development, 1965.

 

Wentzel, Hazel Renninger. "A Study of the Perceptions of
Selected Administrators Supervisors, and Teachers
Toward the Position of Director Of Instruction in
Pennsylvania." Unpublished Ed. D. dissertation,
Temple University, 1964.

Whilt, Selma Esther. "An Analysis Of Structural Organization

for Curriculum Change in School Systems." Unpublished
Ed. D. dissertation, University Of Illinois, 1955.

Wiles, Kimball. Su ervision for Better Schools. New YOrk:
Prentice-Hall, Inc., I950.

Wiles, Kimball. the changing curriculum of the American high
school. Englewood Cliffs, N. J.: rentice-Ha ,
Inc 0 , 1963 0

Wilson, Harold Edwin. "Communication in Administrative Or-

ganizations." Unpublished Ph. D. dissertation, The
Ohio State University, 1964.

 

Woods, Harold La Ron. "Group Processes in Public School
Administration in San Diego County, California." Un-
published Ed. D. dissertation, George Peabody College
for Teachers, 1958.

 

APPENDICES

122

 

 

 

 

 

 

 

 

 

____flll‘iil??III££j :1 7; :37 s_1
_______ Year Source Number - Person(s)
1 ~1961 1 -Notes, group 1 -Ind. l ~Sup't.
process
2 -1962 §.-Reports to Comm. g -group g -Admr. C.O.,
— or T. Gp. Instr'l.
3 -1965 .g ~Reports to S-W g -Admr. Bldg.
- Adm(s)
g -1964 3 —Reports to Supt. ‘3 -Teacher
Q -1965 ‘5 ~Reports to Bd. )2 -Lay
Of Ed.
p —1966 p —Minutes {p -AC & AB
‘1 -Minutes, Bd. Of [Z ~AC or AB &T
Ed.
g sAdmve. Reg. or ’§ -AC or A3 or
Memo T & L
9 -Other 9 -Other
_ ___ _ _:Type of Concern Init- Imple- Coord- Evalu-
4iation. mentation. ination. ation.
‘1 ~Advisory; .l .1 ‘1 ‘1
congruent
‘2 -Advisory; .2 ‘2 2 .2
divergent
‘g -Action; ‘9 g. .2 g
congruent
g.-Action;
divergent
9 -Other (l--Primary; 2--Secondary; 9-—not involved)

 

Relation to Guidelines (1~-Primary; 2--Secondary; 9--not inv)

_Util

me an

: ‘_Curriculum

: ._Communication

_1nd. Perf.

O O

ize

_Resources _Tea-Learn ‘_Organization
_ln-service _Mora1e _Stability
LBy funct On. ;De-centralize. ;péo§e£a£1%e
_Exposure
_As.resOurce ._Recog. ind: ._Democratic. .

 

ANALYSIS OF DATA: EXperiences of a school district related to guide-
lines to the role of the central Office for
instruction.

--Clayton W. Pohly

123

J

.....-

.
..
f
n . -
U
. . . ,
i .-
I .
\ f ‘
. , _
’1 f" ’ a
V I-
O
‘ Q
t ‘ ‘ _. ‘
I
.
. t ’ ' --
. C
, - s

.- .

l

-—

H

..

.u

-. -

a

. . . .<._ .
-. .4" .. . .. ,
r .
.
r ’ '
.-
. .
' ’
-
M.
. a
, ,
-
, r
—
c .
' —
-
-
.~
‘
§
. .— _.-_.._.-—..

n ‘ . . ' \ 0 s
-. .. ~.—.---~ ..--¢-.--~.‘.
0 v*" s 0‘ 1‘ ‘
. .r: . —.
p .4 ‘ .abr ..
~
u-
. u I I
e r .
O * 1'!“ "I ‘ _ - Q
' . .‘ ' a . .
.
. . . . ‘.
.
e e
0 ‘ . ‘. r\ ‘
' . . _:(. 5:

 

r ,- n . ' ,— .' " , ;~ I. -6 . I' .~
, . . . A - \I A .I -‘1. I
.. . 1--.- . ,, - -..--- _._. - -_.
r r
. ,. . , , r) I l(' Iv 1 ‘
| - I e \ .1 | ' a ‘ '.'
__ A.
e . e
.. V l v 1 ' - n 4 . '
'- i A . a J A .' . l‘ . *'
—— .-
0 e e e e o e 0 o o e
I I
'V‘ V" ‘ y ': ' ' S V‘ ‘4 , v fl 1
. a l . I . ._ A g
— .—
.\ . -
' ' a . ' g " '
o . . I l_ ‘ . . -
_. u...
e e O I 0 e e 0 I I '
. - .
~ - . r; f ' f ‘
. l _ ‘. '_ ‘ ,_ A A.
-.. -c-
» ..- - v-.. . .- -..... . . V.-. .-...._-.-_ - ..- 7
_ I . 'v. v ’ °
—) ,. ". a
t . v. , . 4 .» ,. ,
.a ‘ l
. n

, 6.7

31220

r!

.512

on 2
Hv-l

we

.11

LnJU
ET)

SECRVIIISS

IN III A) ION

11

4

b0

SUUUHI NFS

tVAL

(
'.u
p.

.4 71.—4

fl

'0'.
CKNH

1.

.—
can.)
'uJéDX
Ixua-
052'.)
0—0."
'3 I:
.J>1(

u
(:11:
J U?
*2 3
m -09
(U #-

b-cn'.) I...’

< -m‘.
r—r<t—.‘)
-N
>431?
thx-m
-DL—II

461.“

'4.

”rectal-o u “a.

?IH‘

”P
5Fl-Qt,

rth‘hhgk.P

H,

8 to
an A.

Mean 7
4“:

(Geneva: "Id:

0 11
13 4

11
5111

"’\ “'I

5

I

A
I:
n
.

4812

AOL I L"J
INFO
!) N 5?

wants
C
3

I
2‘)

tLL
PU.)LI L
LIAI

L,
Z

[0
«LP

om
#4
n
h -
rm 1

3
LL?!
2
-<.~l

mopnmroeonon
arHDFOVVvHDHAv
OOQOOODOPOO D
HONNNHONHNNO

§ ‘3'; (on, m an}

a.
Life

01
e

“‘1‘“-

Pfluur
"Man

'1‘
I‘Dau‘

r.

(Q -4 "4'4

r4 HM
O.
«A

f}

O.
I“ .

6

N
do"

.0

3
0

9"

Hf‘.“"

“'49-!
«\p‘v,v~|

ETLA
50C 9'1 CJRR
AP”)! 5U"
UJF r‘Lf b

no
:2,
—rx7
muzx
4 dc
m: A
Q-
1x
to.

I
O.‘
1...}

up!

'3

E
,.
J
'J.

U
ULAJ-LL
u..> "

mud->2

Aarv1
FUR”

NDWVDON‘DOAOD
HN 1'55 O‘HIDH'
m‘D‘AVJ‘ZhED’W'VO

OOOrHDdeOChq

J)
C

0

v-(

551;

Y E

SCH

C1

CLtJSI'dG

33?
DH

deHOHOOOH-JNHHOHOHHHFOHOHHOF‘

1

.4

110
1a

1.

or!

51

["11

m x

t

STY LVAL on I
PNLlI-"J

PLY

.‘J

ACtht
FILUS

-3
'0‘!
HD.‘
“h‘flfl

I'V

1

11a

)

1 .

U .‘--I
—. _)~( I
.1. )‘ ,1 v—
IO 1..-- :x
Flu—3‘.) a
L; 1.10") 3
SIT—L -
.J—La: 1'
Ian D-J‘Jt'n
.J‘DJ‘L'YD
24.1 ':.T-
ul!.‘.“."U
$7) N~—I—>-
I .12.;_:a. v
“313‘." {'3’}
3741<<.n:)#-—
Lu 331224
:II/L'L-‘n
.— D-«(Q'DZU
DJDPr-‘ruzu:
<1<nna¢<n
"\I‘fln‘OO‘Ov-em
NN'DDrfi'fl-fit
tVN’Vv-«HHH‘A

OLJC

pKCJHJ

:27

LL

256 RH!

[u
n
‘D

'4

11'

, J

P.P'L3
ASSIST iitLSu
3

OHGA'iIITN

T! L‘

[0

CU b'“

p—
In
-U

Q

N>H

h

we

I
\

Lf‘i

uL'NJ

3
L3
LL

ll

.1; -

.hf‘

‘3)

FUN

LJQH

AUIH

p
H
N

 

 

 

U

6-6

MNL CH Juli.
N
by???“ cm-..

Pl!“

PI\'~‘Y

676

W
1““
x.

 

: not? u u Maud“

125

 

 

 

   
 

 

:5 . a
. , . g,
0‘.
o v D 3 3". .
vs 39" 9:“ :3: °'. \-
‘... 3?.§ " ‘9: ‘
S'fi 13‘ “a O
h “ do'q.
" 2‘" t 9
‘o ' .- ‘fi.‘ .'
s . .. ' I
~ ’0 .- '
3i 5 O 1
~11 ‘ .
s9~‘ ',
t
$Hw—4mnaa—«anwudw HHHH HrqHHHHHNHNHHHHHHHHHHfiHHHflHv-QHHNH ":-
aNch-emouutumr. H
HHHHH HM
HNHHH '- 3; HF HflfiHfiHr-HHHHv-enflflfi
0............... .... II.I............O..........B...
N 0: fl '
1“ rr :
................ .OOI ..OIO..0.0IO.DGD...QQO..OOOO... bl
"J J NIGEJ VNNCU H vie—Heir! 3
NHHH '
H ~2-mra '4 n) «H ’-
v-dv-h-lv-h-‘H mHv—IfiHHdHr-d a HH r4 rev-e .4 '0 .
..........Il.... I»... .6.0.........¢.O...OO.....
N N H
.‘J ".‘
N «N .4 H
TNH 0": N "9 (‘J fiv-i": '4 HM"!
00.000.099.99... .00. ...9...........Q...~!QQ.... '
NOINNFJHHNHHv-(NNNHH (u H «av-4 NH .4 Hflr‘ HH «H
nnfi‘flv H
Nev-1 0-1 .4 H’.‘ HHHHH
HflHrGf‘JC‘} HH N HH v4.4
N'JNNN).."J‘\)‘J‘JN H 1'.) N H H r4 '4
73 s O
~‘JNNCQ-3x'JC’nJC-3Nf‘ flr‘w r1 H
. HHHnHHrn—q—«HHH «draw-4 J J
@«d-«HHH—«H—a—d—od—«M HHHH AAHHHHHdAHdAH-«HHdHHHAHHdHAH—a
'v'fi-Jfiv‘fi-Nfio‘fifififlnn fl v.‘ ,v... ‘n \T~".‘“\I\-GJ.L.\\v-4-C’\‘-‘~L‘JJO \.:\:.w ..
N":-‘:"JH‘)NT\I‘.‘“£‘.‘.’.“J’\Y‘.‘-": 1.‘ ‘4‘3—4—0 o ‘2~‘v-‘—-42‘~)"J‘."1‘J‘JH‘JH'T'2' “:‘\“ ".".‘"‘.".“‘J’.“J‘.‘
H «Vt: var-4 er «Iva rrr '~~rr~:r-'r‘:
VYVVQVQVVVvvvvvv mnmf‘ coocoooroooce‘ocm‘oowxccoooaoq
>914) .J ‘. '0, at": \ 7: 33:)“1 -ro) — r-
53!» I-£'>-')u'J :I A -- Mira. ""-“.‘ 4;: 4 2
azoo_u_;:o—.‘ r r) 1: 2).: ring.) uilo\_n ~— )- 3 '~
moon-‘3 a: T 73>‘Z‘! 4.1 a? u 3...? <3'J:..Cu. ‘- J) ‘ _- ._
mu :0- 13.11.) IU'VJP— .J'J’) #- ZlU? -_ >2 :‘L < 4!: _J 'u ‘
manor): T? U 1‘) :3 1.1V (itr— .1 - L. ."-'.L ...h._1t— ” J't L.‘ ' 1 .".' :
T'HDUEJ1>IU>'J: US” ’1' _‘.’J'3( ’ ‘1’ DP“...,--- I '“h— ltJ‘fi—‘S o
UOJ’r'iuoamq" I-'.'_J=! .— (-2) ,-:.: -.- > -; ,-- . x -.: () r?) ‘
cum 71).; 1:—-:n—:rr. >.~:n ‘S—;.‘ L.)."'.f‘7 _)r/'.- ,.-_.«<_J'n-< —-‘:\u J
.1 H? 3.1 «2 ') {5:3 ’ .1"- '.)- ' "h‘ "IO-(‘~— ‘7."0— >4.‘ )-
11:13 3.9.0.: .> u .1 > .J‘fi..- t) -:-.._._r-r:.':.-’<'\ 1‘ it.)'>>~--v Oi Cb
3t—'J_J’i"1—j.i,)<_lfi ’n_1) J. J... - "')-..-_J‘ " ,-~-._ ’ - .
>4 (“Uh-04 -<t:‘(< z r! >- ‘u—‘ --_1 . -r")J >1 ‘J‘ .a :1
.J 0') .1 Z: 3 — .1;- 2.. but". J t‘ ;-‘7>.1 " -.:v—‘J ‘_ “‘"r: 12).; ‘;
a>LJ‘AJ<7-’D-_J_J.JJ.J’DJ 77(4): 3: s-‘tl *”"‘ Jut.‘ ‘34“3"* '3‘.“D:'_—_J’:.3 0
25(1me 0. 20:23:? :no :‘ 3:-th- co )—<_J~ — ‘3 -: .4— 4.
:r: D—I‘w..1_lU2'()UU—() 03.2.. 04.11 0:”-..4 -—: Y‘.‘.’> XVTyli >-:> g
1"3") 'JJ‘.< - 41') ~' ; 3 ‘ ""<'~’-~" l ( M">—L-"" ‘1"‘ .._.;—. .
zu'aer-v ?— ——— — :1: r --:——>-—-*— >1-_ v-._.u..-_~.....u.._._,_ - 0
> -73140 .J 1.2.. n '11" >— > :r .‘ _ .1
ouu< z... z-Lixu'uu.‘ \u E :v— 3' " ‘1" -_.J'—J-A. ' 1:»— V -JL) b—ifi
:34 :3“.t.)tJb-_Ju..a-v_).-.J ‘- >“.J«'>k‘._ —-> 31‘. ' — ’- ;. -_:-«
ZJODuj-tuq 1.: $"‘,.'.".’\f_) 30...‘ Ly .‘_":' 'LlrxtzDL‘- -'.T“‘.’“>J ,. 1».
—.:.:xU.z..n—:1-zzll.1 99 .1 : ..‘_—".:<:..:-.i~x_.'-<~(<< L'.’\u<\( :31:
ODNfl‘ifiafl7w‘Cb-JWTJM 1‘0“” 0‘: l“"\".’J‘-‘.‘H0.\".‘« "23"? “"FV'O‘: ”.N‘lv-i "
ox::.oz.~r:>r>.~.~>t~ Hn\'\ ~\-:.-4~v.-er-"vvafi.‘."' at: ~‘\v1-"v~z:_:...: z‘
ninu"J-':COOOSC:-OCOA fin?“ m'.’:u‘o:‘ Prvoe. .CCOCVFOOOOCJC O N ‘7
uuaaVSOOODECOOOO OHHH «O wadfiuwwaafiudma HHH -

P-‘1
.1.

_ ..
h 9.4.2.... 3. - a,

 

 

. . 2 . n. . ... \ . \ x . . \ a \1. a
.. d . .. , \I : . a.» .- ... . . it o , .J J . l ..
\ \s . \\ 1.4! . . .w. w. I e . \‘ a. a . \ s. 4 \ . I e . .\ .. J \ \ flpr—F
. , a . a. A y o \ ~ . . e a : . .5 -

-\. .1 . . .
n . ll" 7. .I V . \ .
. a . . s A \ \- - . 4 5‘ .
. . . __\ .
. U ‘01!
C
I . . .\I
v y

. a J .. s \
\t x J .\ , s. \U . .. N ., a , Le
. \ K . O r . . .\ \c x . . x \. J ... ... x ..

\A\\. \W . _ u. . . . .. . . x , .. .. . . \ . . .. .
.. . . . . .. AV .I 1.\ x \ re \. a. a .. .. v. f a. . \\ r.. .e. . do empo¢
\\ x r. .x\ u\\ \‘r.- a . .l .u . u. o u h

..\ . .x .J:.:. ._. . \ A\ u xx. Homebos

. ., .. x. . . .. .1... WHGUOPH.

 

 

 

 

.. . A mowpod
. I. a). _. . .. v x . x . .
.w n. .5 _Ju \Nv. .1. . n, ,25. hnomfi>o¢

. , -m. coupes

 

. some.

 

 

 

 

 

 

 

 

 

 

 

 

C . t. e -2
H ,..\ , an. . . e . x... x... .n. A. \ huomwboe.
. . . . ..- it. .u. \. .... l
m , \ mwoa
m .w &. mid .7.» J\.\ uxe re \3
P. ,e. J .a a. v.. .éxa. a-.r.. u.a _ ..\.. .\. eoapoa
M 1 . g. .m . ; .Rx \.¢. A _.g gm. hnOmwbss
. .. . a . . . l we
.. ., . emmw
\. .J t. .s.. . . .x... .H. . , \. .J A J .. L... w.-. .9 .‘.\..
xcw . . ... _u. ‘.s \.3» . c e- . coupes
an .m a ;WH .x,: J a.m. \.\ hnomw>o¢
. a .. .... . mama
. g; C. _.2. on . n A . p. .m.. \ \ .
s p . . ...- . ;.e _ arm . -. echoes
\ . .. .... . . . w. w x .h .. .. a... hhomfibdxw
Ill . (I . . « Ill .. .5... \ 1i) . .2. v u . Nomi" .
Manpoe hpaaap mowrnom oOHpOOH scenes“ mswoaeoq moonsom . Edam oaks
Hume» uspm oamnofi uqH nosaaoo. uqowao immanomoe _ uom scannso . meow

 

 

 

omonuom Op mmowaooasw Op maanOHpmHon mama an m 3
maaoocoo usesnwcoo no Hopes: “o.H.4 roped «w soapmwwpwe

126

127

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

,-..n\\n\. Q . .. .3. “S . . m... B. . .Q .. w m. wmmmw
. . . . . ... a» . . . )hHO .4 .
. «V. m, \ QM... Q m. . r.w..m.z 3W) 1r memofl.
..\..2\ k% M N. \N\ . % Xxmu Kk\ , c0304
.ww\ . . . My”- know >d¢
m\ \.\ \J I \.\\ .aommmH
3N. .
WWW. \. \u\ Km: ...\.\ _ N.\ M...\\ 683.3.
\m. ..x... W , . . k VA\ NM... knomwbwd
xxx ..\.\ mama
i m . > E. . % i R .3 .3...
Q. \ \mwl. q R 3 \ .ll.\ hhowHk/Uafiw
. x. . -... wood.
“RN. \v\ .\\ N. m. % . . m\ m\\ .833.
..... Nan -fi..\ W . m. \\\ .. bomfixfioda .
V x. . _ . . . . 82
m3 . . \z _ t \. b. .2...
.w u. n. a haemabvm
.. \ in i 0% . $2
. manpoam . , . . lir. -
hammow. wndmomxm whom .bwucH mpapwnmaooo .Hwnpcmonma _nofipocsm hm mnquanB oaks
. nwmw

 

myfipodnpm on mmcflogfim op @HSmuoupmen. hnwawnm a no?»
manooaoo.pnmsnmnoo 90.nonasa up.a.4 .mpwu we qoapwflnpwa

128

 

 

 

 

 

 

.
\)
.\.
,0
. \
\

\x.\
\..J\......

. x]
WMQC\

“IV .Qm .

 

 

..0

.1
in!

\C
\
,4
a}
.0

rd
:1
u)

(:4

 

(D

 

O; 0.
c0 qOHtZw

\... 3 NR hiOWfibUMfi
- mH:.oa

[1111"!

Nkwc 833..

xvx . hnomH>64
. . momH.

 

 

\ firYx
m\\ .. . P...-

Q .. buomH>d<

dOHpod

 

 

 

Rum“ .zOHpod.
mww %uowH>w<

 

mama

omhh

mepoe hHume oprndoamn. .UGH muHcmoomm oonmmwun m4 oNHHHuD.
. , Hum»

. . nomads on mmaHHoust on mHnm:OprHmn anus an a H3
. . manoocoo pnflsnmcoo no nmgas: .o H 4..cpwu. HM soHpmwsnwa

4129

 

 

 

\ vx Fwd... %\.w\ . . . m NW.» Kan, . .--......Q.w...a0Hpo.¢.....

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

flu “4 \\ vK. . .... 3.3 . \.fi h“0WH.>UAfl

H..W. )H Y . \X. \N. W \N% 1mm 9%. AWN . I: 33.08
ll . .\ A... ...». ”Y5 . x. .. x

.. w: x . .. . . .2. . . - .hHo d
\x \H . w yaw. me. . .. .3 w .. imemS

..K.\ m .\. Hr. . : bi \WM. \0 .mHv. QR. . RR...) 53$

)( .Axww . s. q; . .x 4.. .\H\.hnomH>d<

v nv n .H\\ ._ .lé\ Aw. .. mmoH

\ . . . x 3...... A...

\.% m ..ww\ ... r\ W... R. u...“ .....n...% . at..- \I... COHp04

N. . . , . . .. . .J......)rr . 4 .....V _ \hoHOQHK. 401
M w .3. ...? _ .... .... w\ .. o. .....E.

\. \ w... 3. IQ ”.... ...... . w... m. Lam. CW m6... ..So a.
., .. ...H \ ..Rom. >3.
m w \.. u _ ... m.\ H .....\. Hmofl

. (é .. ) U ...... ..x.

. mu \ . . \ 0.. . H5. . m ...... \N 839..

.3. . .. ,. _. . . . . .8823.
.... Xxx \ N... . \ m .k, . ...... k. ....m, $2

mHmuoa. thHHp mponom cOHp¢0H noprNH ,qunHWmH mmonsom _Est _ oaks
thwmw Imam onHoz uuH Inssaoo. qumno cqusommB. _ tom IOHHHSQ . nwow

 

omomnsm on mmcHHooHsm op mHnchprHmn humuaooom a ana
manoocoo udmdnmqoo Ho gonads .w. m «. ..wpwu Ho cOHpmHsQwB

129

 

 

 

 

dmm. .. .\&.N. \QW. . \x...

mi 23% \12 . . a... -...
. _ a .. .2. “QR. . . .. m ...w... waQ .--...QWJOEB... .

W» proB

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

“3% PM? Fm” \\ 2??
H .. . ..w. .. J». x... .... x... ...... ...... \2
\ 5.1%, MW... \x... N. CW. .39 , WV . \..\.. \Lfi. ..th moaned
. _ \x k. ow. VOW AWN. ......H at. .... ..suomflwwma.
win. w .5... .. .m\ , \w m. G < a... . ...... 833.
N. D gm. w. mi . ...? .... w. ... .....Qboflmww
\.J% Hm. <.\. ... QW mfl . \k. .VW 42.4.2.3 am...) \am... Gown?“
I . m w, s. ....\ . ..2. w< ... ...... ...”...wame
....\ w... max A? ...W ..Jc m... m. 10m. 5?... WW... . .333.
m w \ w u .3 . ...Q 53%?
. m w A \ Ngw. ......N m J. \w... .833...
«.....fi \ ...... ... K ...... .. ......
mamwoe. hpwawp Woa>nmm coapmofl nofipmNH mqunwmw mmondom adas oaks
hanwm» swam oawnofi uqH udssaoo. anwmno :mqfinumma tom uoag~do nwmw

 

. mmoansm on mocfiamcfism op manmcowpmaon.hnmuaooom a up“;
.mcnmocoo pdmdgmqoo mo nopasc “w.m.4x.wpwc go cowpafidpme

160

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mum. m «.3. .3. 6.3... SH .3 \nm 2.8...
. . . ammo
MSWS www.\ ...www. 2 WM\. «x... mm m..\ .833.
\. . ) 2. - . 3 . . 3 .. hhomgud.
R. w. “.2“. mg Q N. MW.» WANG [MumAWpomm
\\\ \\V k”\ . ...... % \W % 833.
V... . . _ . . .
- . . .waww \. hnomfi>ua
2.! . N m m. . K. 2% 08%
,m\\ M\ .mk. kw... ,. \\. . .\\ .\. c032...
. . \\ .\ b\ an m. M .8835...
. . . mama
\kV . WM x: \h. m\ fox. . .N. 533..
. \ .. , . buomflbud
\ ..m u. ox k2 , o\ 6 ......fl.
Wk N.\ \\ . % N\ . a“ Q\: I... . .dowpu¢...
W . 7 E323. .
\w .. w ..m. m . n 83
3\. w\ . m2 . 4...\ .m. 2v. .N. no a .... 0....
n \ Ir. .\ H ... mm It :1 NW haemammmw
.. mawpoe . . . . .. .. . . ..
haufimh. wndmomxm unmm >HucH mpwpwumnooo .Hwnpamoumn..qowponsm hm mqwmsnona. ogwwow

 

unaposnpm on mocflaovAdm on manmcoflpmamu hnwuqoomm a an“:

mnemocoo paodnmcoo mo nmnasc “p.m.«.mwpwn no coapwappwa

;31

. h'

 

 

 

ohm. ..Wmflw

 

mrmmw

 

 

\nx

0.
wwww

\

 

aux

m0\+.
ww

H6908
wcwn

 

.cowpod

m hHomfl>v<.

wflmmom

 

 

mawpoe.hanwmw oapwuooEon

.cafi muwnwoomm

\«

.\ufi

moniommn m¢

\o

oNHHapp.

Hana 8.0» mmnflamuwdw 0p mfinmnoapwaon hnwccooom a an“;
manoocoo pcwdnmuoo no H0985: ”o.m.4_.mpmu Mo downwasnme

moaned .

knomwbufi .
mama.

 

mafipoa

buomwbd<
mama

 

moaned
knomfl>d¢
wmmw

 

mdowuom .
hHomfi>w¢.
mood

 

.qoflpo¢.
hnoww>c<
. momw

 

mama

mew

1‘

132

 

 

 

.0 m. 3..

W1

 

Q”) C3

 

 

.\

x... .q_
0 0 ,0
.00
AV

0. 0
Na» + my

00. . 0 , \0. .. .0 00000.
. . \ 8.30.9 .
..bmnogié .

00

 

 

 

madaob

nowpo9

. NOHom0>uw .

 

0009.

...q00004
. . hnomabd .
mu.. . .9

 

m©m4

 

\

manpoe
hanwmw

Q. a...

\

AV

9

Q

m .0,
m0 Aw
Q Q
Q Q
Q

Q). . . . .
<3 €:> <2>t§e ‘3 <3 <3 “~ (3

Q Q.

.hpfiafip . moapnom aoapaOH aofipmufi

ampw oawnoz IGH uczsaoo. aqdmno

mwoqndm op mom
m:n wocoo_ .pqomnw>wu no nmpadc

N9
MW
my
“0
a. . .\
\
Q 0
o .
,\ av 00
0 g 0
m0 m0 . 00
.0. Q . Q

wcannwoq muonsom Eda: .

twafinowma A tom loannso

“amuasm on ompwamn .

“a. n;

«.mu.ho cofipwaspme

cowpo9
hnomw>o9
00mw.

 

. doapor

hHomH>o<
noma

 

:00009.
hnomfi>v9
mama.

0909
mew

Jul‘

 

133

mmHHIliaizillr

 

 

 

. mawpoa
hHRMmM

mndmomxm

.hnmm .bfivcH

opapwnmqooo

.Hwnpqmonmn._qoaponsm km

(3 (3 ‘CD :3

.\
u¢ _ .m.

av anoma>d9

\

0

Q
Q
Q

\

minke wquw

NQ

mqwmz.msa

 

\N Haven.

 

vmwnw

 

 

..doapo9

 

 

:H 2,

L20

doauod

 

m.hnomfl>d9

mama

cowao9

 

mOCH

coapod
huomwbd9
¢omH.

 

..cowpo9
muomfibod.
Mama

 

soapo9
huomfibvm
Noam.

0908

Hum»

 

 

. onsposnpw on mmufiamcadm ow cmpmflon
munooqou. pnmwnobav mo Hogans

.p. n 4 «000 go coapaaspae

135

 

 

 

 

. manpoaA

hanmow

whamomxm

 

.mnom .bficcH obapwumnooo

..w.\ . ....M\. S \w.

.0, m k m.
. .. . .., M; m.\hH0m..m>U.9 .

Izmawpoa

.N. . m9
\.
N0 . .Lv
\ \

nu

~\
*9 <3 <3 \\
(3 (3 <3 C)

\

.Hwnpnmonon._qofiponsm hm mnwus,ona

manposnpm Op mmnfiamofism 0p cmpmamu

manoonoo ..pamwnobfiu 9o nmnasn

.p n. 4 «000 go noapwaspwa

\ . 5 0303.359

 

Hmpoa
umwno

 

 

 

.a00004

 

 

.QOH3O4

m.hnomfi>d9

 

coma

aoaao9

 

\ nv haema>d9

mood

aofipo<

 

foo

..cowpo9

know >o .
UV 0 ,9
Au

 

noma

moaned

haemabm9

 

0H

'b.

0959

mew

134

 

 

 

0 \oanH

<2) (3 C3 (3 U) i§ tix

l

 

manpoe.handow

 

....

\

V%
m .

mm 900
OCSU .

 

 

..GOHpo9

.hHOmev9
twmflwpoq

 

 

~<> C) <3 ~\9‘- 9% CD 9+5 ‘5'

CD

OHpmnooaoQ

mqnmocoo pdomaw>Hc no gonads

U1
do 0'51
no 02>

\
0;
C{)

C) <3 (3 <:) CD sC)

Qo©~§~-~

(3
C)

.ccH mNquoomm monmmmmn m9

amends op mmnHHmcHdm 0p dopmen
.o. n. 9 .mmmo Ho :OHpaHsan

ONHHHHD

defined.

.huomH>©9 .
ommH.

 

a00009

hnomH>w9

 

mom-

.GOHpo9
knomeod
womH

 

..coHpo< .

.hHomH>©9

 

mama

.qOHuo9
hnomH>a9
meow

came
mew

 

[Ill

...?m

135

 

Kb ...m.\. M: ..hw

 

 

mg:

C _H

\_
\
aw

.I o A o.

manpoe ‘hpaafip

wgv

~m
\\

*Q.
Q

”www
\ .
m\
N.

W
.3
my

0 .‘

hanwmw nopm oaaH02 anH uczsaoo_

.. mmogndm 0p mafiamufism
pnmsnmcoo mo mmfinmcoapwaon co

. >w\

QVNV
mxw

..\x~

\\

am
m.

mdw
m\

fix
\n
m.
mm

moa>nom aofiprfi cofipwna

qumno

‘3
mm.
_§w\..
a
m .
on

‘m

nv

 

.q\\

\¢m
Aww\

Avm
.fi

wa

\wx

Nux.

JIIIV

.Irmadp04

 

H6908
ocwH .

...

 

 

 

soapo4..
HOWflbUMw

é

mafipo4

haemabud .

 

mama.

cofipo<

.huomw>u<.

3|].

 

mwflw

moaned

haemwbv¢

 

wmmw

..noflpoq .

hHomw>v¢

 

mmma

.cofipo<

haema>64

[I'lfl

 

wcfinwwmq amonsom

nwcfinomoe_{.

 

'mm

adas
uoanaso

manpocw anB.ESHSoHnn:o :H wnnmonoo humafipa
yawn yo mocmsvmnu "Aavmwamm .wpwu go soapwafipwe .

 

mmmH
Mu

omhe
Ham»

 

 

136

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

hi4_ Ll
. 6mm. Om» ww‘fl . «pm, fi 0N4 ._ \qd‘ mo; . wmwmw
.N‘V m\ \wa Aw . . . m\ \Qx. . .GOHpo¢.
. ume . . . ” hhomdw «.
m S E .2 Q rm» .Imfimwm
NWx m. . m . m \n. Om. . downed
kw m. . m‘ . .m. \ \ NQ hnomfiwwwaa
. E u E‘ k m u. e ..mw . 8:2
2W. m \w W \ 0 h hofimww
.. om . bx . h. \m\ N mnc 3m 833.
\ \ N\ k m. fi\ knomfiwmwa
. m. N‘ m) , Q N\ \K dowpoa.
m.\~ . \ m. b N\ N\ h, bomfiwnd .
. noma
._ . wa a» \ m1. 0 \ m 83$
. h «(a
. 0 O \ O 0 .N mofimmfl

 

L F
I'L'l A,

 

 

 

. manpoe . . _ . . _
hHMme mndmomxm whom >HucH. obapwnmmooo .Hwnpcooaon._noapocsm hm mammz.one Vommwmw

 

manposnpm 0p mafiaucasm nonpocw npfi3_adHSoHnn50.nw announce humafina
pnmsnwcoo no mmanmaowpmaon uoaamq uo_ho:oswonu “Amgw.a.m .wuwc no noapwaanm9_

1:57

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lilly

fi\vm. 6:. mw‘. .mmx .mey wwmma.

wk. . b\ hbx QR \ .5304...

@wh mm 0 Nm. . Mu 2823

in slwaapoa

mu \ m N. h. a} m} .8304
M\. x M: RR haemabcd. .
meow.

%\n.\ . mN.‘ . _ m mm, .. 0Q dofipod

M. . O Q» N. hnomw>d<

mama

\wWQ 0% m. To. Sm c0304

\\ N\ \V .0\ “$0353“

. xwmmHl

. “N A N\ \v w homfibcd.

mama

m\ N‘ 0‘ . N. \4 A dowpofi

. haemabvd

IIILHHT1 \ \ AV m. r. “W Nomfl.
manpoe_hauwow oapwnooamn‘ .ccfi wwwnmooom mondmmn m4 .onwaapn; mammow

 

.5588 on mcaamgzm .8328 £33 adaaoanng ca manoocoo magnum

 

paosnwcoo mo mmanmnoapwaou vegan no 50333.“ 23.0.45 5.83 no 3335pr

138

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

awed.u “all!
Sam . . FR MN MS 03 .fiw . .8: .. .93 wmwma
.mwm mW NW «a W? b 3.“ N: .. m3. 833....
. . h
H F \ m. Mx .wx\ Wm. 2w . .. >m4 . Mommwmwa
KW e. . 2 m: 5% Nfl _ kg» \m; .. 95‘ 8304
.. . \ \ m. a. 3 .o\ .. ‘3. . 3833 .
. coma .
.mmw QN \u m.“ .m. “M \\¢ ... .Q\v. doapo¢
O O . \w). \v .. m 0 \ G knomwbgw
. - p mama
.. .. Nh\ . N m, 3H .mw‘ . %\u m\ ... \N 833
_ Q Q N\ O . . ,\ \v I Q hnomfiéd
~6\ N. ~ 0. . \u\w , 0m. hx .. S\ .8304. ..
O \ N \w\ m m. x» .. m: hhomw>u4
mama
,3 g . . ...A W 2 s - m
. O. .. a. knowabg‘.
f 0 x 0 WU: \» LL!!! N \w 31mm.
manpoe .hpwaap ”roabnmm soapWoH nowpwnw wcwnfiwmq mmondom Eda: came
hanmm» :wpm oawnoz IGH ucssaoo. ucdmno awqfinomme tom noannao . Ham»

 

; omomnnm on mafiamuasm
pumsanoo ho mgfinmnowpwaon can

 

nonpoqu spas moouaomon :H mnnmocoo hnwafinn
awn no hoqosvmnm ““vama.m wmpwc uo.coapwHSpwa.

I‘l-

139

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3%. . 03 mm. . 00 mm. .. mm. $1 . wmwmg
U . QW . 6N . Om mu“ _ MN m)\¢\ 48304
§ 0 b - 9 m .. & a. .. M...
w\ Q\ . \N . m. m mm; aofipod
S: m. m. \» N \V «N . 3822.
. 0 . mmmfi
Mm : \.V M\ c h N. ..hws. cogod
. . \ . hnomwbwd
Ma. . \ N\ \W O\ @004”
N~ . m \ww\ a» \« Mm, 5.304
&m 0 0 Ms 0 N 6 0303304
. $00H.
. . Mm “ b N \v\ Q Q Ru , .8390...
V m: 0 . boma>0< .
O \ m. 0 . \ 80H
h\~ 5 N\ 3.. W m. \r\_ “8.304
. hnomfibdd
It 0 N . ‘ O O \N illw Q . . 0.0mm.
. manpoa_ whamomxm .unmm .bfiqu 0>Hpmn0qooo .Hwnpnmoumnfimcoapocnm hm mcmuzvona. oaks

ha .30». .3 mm.

1“

manposnpm on mafiamufism nmnpocd apaz mmouSOmmn ca mnemocoo hnwafinm
.pqosnmuoo yo mmanmcoapoaon conawa “c.50qmdvoau "vap.a.m .0000 we coapwadnme.

 

 

 

 

 

 

 

 

 

140

0H0poe.han0mw 0Hp0u0080Q .02“ owacwooom monmwwmn 04 onwawpb

 

M0000a 00.00HH00H5m nmnpon0 up“; mmonsomon ca 00900000 hpuawnm

pamdnmnoo no 0nasmcofip0amn 00HH0Q no honozwmn

dopr<

 

000000.

knomfibud .
mama.

 

000004

buomfl>04
mom

000000
nomflbvd
wmfiw

 

 

..000000 .

hfiomw>04
mama

 

.000004.
huomwbv¢
. Noma

case

900%

 

ll

0 “.0.0.H.m .0000 00.noH00H0009

 

 

 

 

 

 

 

 

 

 

 

 

 

 

141

 

 

 

 

 

 

 

 

 

 

 

 

mull
$0 . . ,3 : . by a.) . 02 .. .. 3 g . spa.
. 0 . ... 00000
mmm. : m .N\V 4.0 9m . ..N 0x“ «K . . 0330
K m m. 0 m,\ . ... . m \f . 0.8033
H“ Irma0poe
k.\\. n ml. M\ m/\ WW 1 . N‘\ \qNs dowpod.
. \ N\ .\ M. \~ ... . N \4 .. hnomwbud .
‘ mama.
.03 m N . 0: 00.x Mm, .... . .mq _ 3.... 532
. O O s N._ .w‘ I N m. hHOmwbg.
0 mwma
.mN . «0 \w\ A m m\ .... m . .2 0033.
. Q Q ... Q kHOwHkrddq
\ . M N . 000w
mh \ K 0»: mM \K ... 0 w 0\ . 400300. .
Q _ 0 \ W O .. \ \ 0.3350
. nmma
‘m. x Q . Q .0 QM . O . ... W W . .8300
. 0 1w haemabdq
0 O . . .0 HIQ N 4H- . ruL. 000w
0H0poe. hpaafip W0fi>nmm coup00H acap0wfi mcwwn00q mmoudom ..ast cake
han00» s0pm 0H0noz unH Iansaoo. uq0wno uwcfin0008 . umm Iowanso » H00»

 

1‘

 

omomndm op mcwamuadw 0050000 :0“: wcfizn0oatmnfiao0mp a“ 0:900000 590EHHA
pcosnwzoo no 0ma0000a00amn 00na0m no houcdvmnh fifiavo. H. m 0000 no newp0asn0a

142

 

 

 

 

...fiu_ _
m\ \0

...m,

00

03. 0.0 ; S- .. mm : ... 0N . 4.0.00
. 0 . 000w-

hm. : 0

N.

 

 

 

 

\w‘flt .Gowpgw.

\ m\ . mnemwbud.
mawpofl

P\

 

 

'f

 

 

e< downed

\n. knomabud
omma

Nx
\

5”)
\M

 

..n\ . 000000

L“ hhnomfl>04.
mama

(Is

0\
\w
0.
N
u

\

<3 “3

 

NC 00300
kw hn00H>04
000a.

0m,

 

\\ ..uowpo¢

\ . 0u00H>00. .
000H

3)

 

0V
my
N
O

. 0 .. 0 003.00.

NW haemabwd
.fl meow

\
w
Av\ m
m 0
.0 0
0 w
h 0
0 o
0 0
0 o

<3 (D (3 <3 (3 4‘

 

\

rill
II

0H0poa . . . ._ m. .
hanmmw 0nsmomxm “Rom bwcaH 0>Ap0n0aooo .H0npn0oa0n..00Hpocdm hm 00002.009 H00»

 

..0n0000900 op 0GHH00msm nonpoc0 Spas mcann00anmcfino00p.cfi 00H00000 hn0aann
000090000 90 mmanmnoau0amn 009H0m Ho hocosdonk «Amv0.fl.m .0000 no nowp0asn0a..

143

 

 

 

T007 . .3. 0» , . .. 000
000 mw _ .0u\\
_ m.

00mmmr . . 0 n0.

 

005

m\\

Own

00000
00000.

 

 

.000000..

>0000>0<
000009

 

 

0< ; mam

0mm

0\
CY “.

. NHNW\.
\
\
“V
\0. 0.
E0. 0 .
nv
:. 0
my

MW
.0
0

~S
\

H’ 11].
Ill \1

0H0poe 00000» 000000080Q .000 000nmoo0m 00010000 04

.mww
Q

m\w

. u) 00 . <1
0v c1 0‘ h) 0‘ 10

‘4'
\l

0000000.

000000

50000>04 .
0000.

 

. 000000

k0000>0<.
mom

 

000000
50000000
000w

 

. 000000 .
00000>0¢
Mama

 

.000000:
50000004
. NomH

IN

 

II

0009

000M

 

 

000008 00 000000000 0020000 0003 0000000Hu0000000p 00 00000000 0008000

000000000 00 0000000000000 000000 000000000000 “Anvbua.m .0000 00.0000000008

143

mfilfia

 

 

 

 

 

 

0mm. _ . ‘ .3. 0V .. . .00;

 

 

. . db. .0) aw:
0mm . 0 . m _ T.

005

 

m:
ow.

H0906
00000.

 

.000000;

5Homw>00
madpos

 

 

. S
Amm .

ax
CY ~.
\3

00¢

N

\«0V
30.

w
_ 0
:_ .\

Qoomtz~~
"OOQQ'\O\
~8
0‘

All 1"

0H0009.5Hu005 0000000800 .000 00000000m 00000000 00

5“
Q.

$0

. «3 0s - <3
N «\hwh

ouaaapb

000000
59000>00 .
mama.

 

. 0owuo¢

5nomw>0<.
mama

 

000004
5n000500
000w

 

..000000 .
5H000>00
Mama

 

.000000:

50000000

. meow
005B

H005

 

 

 

000008 00 00Ha00fidm 0000000 0003 w0fi0n00Hnm0000009 00 00900000 5H08Hnm

000000000 00 0000000000000 000000 00 500000000 “Anv0ua.m .0000 90.00000H000B

144

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

hm'.‘ LI
.m. . . { . . .... . . . a on.
m m . N Am. m» . MS new .. . E1. .. mg 0.8 cmws.
._ . . O}. . hm , Om ovhx , t 6 Nx\ 00 N\ duvx downed:
. \whdu N< \NQ MN. \ Nd . mm. m . b.3335 .
m .. . m . g
m. i ,3 MN mm . 1 >0 . «Q ”.0. w 8304
.9 .. b m .mx. wa .. . G. .. 9 w . iofléfi.
m . 8m .
, A m \qwx 9* I 8w. . E. :m. . 533.
30W x O _\\. m. .. .... X» k. \V . .huomwbvd.
m , mmmi
. . _ . .. m m m\ hum, . I \vw\ . M} , mN. 20304
.. m\mw. m. .. V
M m a: . I w . .m. N; 3833.
. . . . wmma
,3 W F ow . ... S “R E :52.
x N m. \w w ... ow a» 2 .3833.
‘. . .. mama
mum _ . g .N\ m A w ... 3.. NQ Q\ , downed
. . I. buoma>v<
o s K w m o w e \ , 3mm
mawpoe .thHHp rowpnmm scanned noprNH mnfimfiwmq moonnom ‘adas _ cake
hanwmw umpm oamnofi :qH uqzsaoo, nqdmno nwcfinowoe. _ nmm moannso . “may

 

1“

 

mmoandm op mafiamcfism nmnpocw up“; coapwuacwmno cw mnnooaoo unwaang
pcmdnwcoo no mmHnchfipmen.cmnaam no honosdonu ”Aaana.m .mpmv go noapuadnwe..

145

 

 

 

32. .. .a QR. . 8m ...35 m9 m8» . mm ......uwm

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

. \VQ mm. wm< , 0G . \am Qhw‘ 50.33..
32 E 3 . g a? . t E » ..
\¢W\ . ~N. WW . m . ONW muV dowpofi
WNM h m . NW WW . MN _ NQ . huomHWwWw
. \¢\ .Ox . Om: if . Nx . . .sh. . downed
. “6.x \ _ \ w, x O\ I m.“ huomwmwfi
fix . . . mi Fm: .. . 9‘ MN. W.» coapod
53 .3 _ m 3 m . T 3 2823..
. . ¢meX
_ . . 6 h MN. :3 . . OW‘ Oh. 4.8.33...
7: x . m. m ‘ m. Sx . E0254.
. . .. Mama
an \4 K . . t .. . o q \q 3 h 833
. .. now > «(a
m m. ~ . . . m . \ . .w m . “NW3

lilal‘l
'I’I

 

fiance. . . .. .. x .. 0&3.
.330»: mgmomxm unmm >35. opaumumaooo kupcoo onicoapocsm hm 3on 05.. .30M

 

 

endposnpm on mafiaocfidw nmnpocc £9H3_c0HpmNchwno :H mammocoo humafinm
paofinwcoo no mmfinmcoapwaon canamm no moaoddonu :vau H m .mpwc no coapmasnwe

 

 

ohm . $5” TN. . _ mom. 3.}...

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HdeB
ucwnw
.Ohm N: . mm. . Tm“ .mm .833. .
. Arm. Tm. .\\q.. ~m hhomflfivd
L flmpoq
NOW Q\v . . . % mow M: downed
m.“ m h.\ bw‘ haemabdd. .
L mama .
QV\ Nt \WWI 0 .db . . hm . .. GOHpOAw
6 . \x m. A \V\. . . buomw>c<
M. . ...“me
‘AKN‘ SW (0. Ga» 9 Mo moaned .
m \ \.\ O \ h.\ knowwbgw
wmmHI
>h\ 3 b 0% . mm. .833... ..
. 0\ . N? Q \L b.3353.
. . MmmH
TV \0 \w m\ bx 58.304
\ huomfiwgw
. L41 A m m ‘ 3mm.
V 36909 .3.“me capwHooamn .9: oufigooom monmmmop. m4 0&3.“ij 09mm»

 

 

 

 

 

<

.8588 on 05.33% .8523 up? cow/\pwnaammno 5. 230280 Fanning

..pqvgmaoo ho mmanmcoapmfimn umnfiwm 993225th 13645 Java 90 3033939

14";

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5% i \l m i . .. . hi ..nQ m: a? 33
. u ...   @Qwfifl.
% by m I NM . m. . A .N.\ . hhomfiéd
. Irmaapofi
WNW. 3 \1 F. ... w} Nm. . «WW mm. 8.33»
. ..h. X N. I. \1 \~ . . m .0 . knomfirud .
coma .
w\¢w\ : m .mw. .. 5w 3». 5v 5». c0304
\ 0 . \i I... \ N\ w\ m. huomwbg.
_ ., ‘ mood
N‘\\ b m. W\ .... .QW m wx. PN. downed,
_ Q \ O ..u S \ \ N 5035.3
. . . "vomH
mm o a m . ...W I t m b _ .833 .
Nx Q \ | \O N. \ O boww>c<
. . . mead
hmx Q . O .\.\ .. W m . N m, } downed
. O Q \. .. W O. O \ hnomwbwd
[I h . . Lu! . Noam
manpoe .hpwafip moabnmm coapWoH coapdNfi mqanpmmq moonsom _E§Hs oghe
Manda» umpm mango: :qH uqzsaoo_ nudwno nmcfisumoa umm uoaHHSU Ham»

 

 

 

mmomnsn Op onfimgsw .3593 £33 coapmoacsaaoo 5” mammocoo handgun

 

Q

amosnmqoo .Ho 3135332 3.36990. hangs.“ “fight—...” .wpwc yo 333$me

V 148

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

hem .. 5 NW . 35 ON. \f w? wmwmw

boom. Pm. m\ . New 3\ 0\ «06 . .8304

. muomwbod.

om \w E x» \V Mm 339w
2‘ WV 3 m, n mm 832. .

«wax O\ N. I m. \ 0N. hnomfiéd.
coma

3 g. NW : n m. R. 532

00.x A \ m \ 0 Q 3833.

. mmma

p _ \\ mu -. x _ N‘ b\ moaned

Nb Q\ \ O O N \‘x hnomflbg.
@wflfl.

om. \L N .0 on N\ «2 .833.

. my ‘ huomw>u<.

N O \V x . . O now.”

b x .W Q m. m. 0 m. moaned

; haema>u¢

\ O... + \ O O N momw

. Mwwwmw, mnsmomxm .unmm .baucH mpapwnmmooo ..Hwnpnmoaoa_.noaponsm hm mnuug mna onMme

 

 

mbfiofinpm op onwaogdw .8598 £33 coapwoaafiaaoo 5 manoonoo 53:33

paogmcoo no ananmmaapwfion .009an no knocosvonm

.s

.31. H m 8&3. mo 53352.

149

 

J.:"

 

>bh¢ mm.nV x>.. _ ..g¢\ .hwwx

proB
dawn

 

 

, . .mw. mw . hux own
mbh. . m\ ex .\ ¢g. Mm

 

 

 

 

..aowpo<

hkomwbvd
mflwmos

 

mwv. 5Q

wa mm.
, dwx

3
c» bx 04
P\

MRN. . mm... NAT. . . 2v .

k)
«3
‘Q

. M

.m\
“w\

.m\

10
\0
(Im trfi

 

 

aOHpod.

knomwbud .
coma.

 

cowpo«

huomwbu<
mama

 

coapod
knowwpv¢
wwow

 

..cowpow .
hHomw>v¢
mama

 

.nowpod.
knomfibd4
. Nomw

 

 

7 I; ill [I

manpoe handmw capanooamn .cca muaamooom monmmwmu m4 onaaapb.

 

 

Humans on mcwaooasw nmnvoqw an“: cowponG:SSOo ca manooaoo hnnafinm

.

pnonnmcoo no mganmcoprHou omnfiwm mo hocmsdonu »“Anvw.a.m .mpaw we cofipwfiapma

150

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mwb ‘ oqu 3*. ... hm . bl .nm «3 0m H58.
. . u _ .. . ocwmc
. 0“ mm .. .. am fl: 3 M? MN 833..
. .mwoh. N. m. \ I \w r . m. x. buomflbga .
.. a g
m S .... Own . ww. 3 3. EN ,8304
N\\ \ x L \. N. .wx \ m. . haemabvd .
V . mama.
. b 3 I mw‘ mm QR. N0 MN. soap“;
%uN\ Q 0 ..._. 0 \w Q \ Q. _ .hnomw>o<.
. mwma
OO\ .N. , h \ NW . MN. m bx. N\ downed
A O O .. . O. V \ O N. haemabgw
. . . “Em!
mm \ x ..h _ , mw. . xi 2 9. h . .832 .
0 ~ .. Q n. _\ x , ‘ \N 58333.
. .. mama
\Pn. N . m. .... Of _ Q\ .Q. \i 5 down";
.\ ‘ ... O ., 0 o 0 O 3833
. fll. \HF NQOMV
. manpoe. hpwafip rowpnmm coapmoa noprNH mnfiwwmmq moonsom adas mama
henna» swam caches ucH uqssaoo. nqdmno uwcfinomma umm uofinnso away

 

 

. mmomfia .3 muflogdm .3505. a»? 3339.5 5 mcnmoaoo iguana,
vaoaamcoo Mo mnfinmaofipgonhmflaq .Ho hocodumnn liarfli .mpmc Mo 5033259.

\

151

 

 

_. ®N®.. . mm. Mm, ..... N6 3 . . i 02 downed...

_._m\¢

mum... 1.3 , gum .. on hm. .. ._ 3 S.\ . g

.0de

r

 

 

 

 

m m; . m w . . M .Na hHowwbvd.
.Irmadpofi
Q

 

 

0% m.\ No. . .N \WW ‘ no.3";
\

\ mu knomH>od
omma

 

m\ . 5304

\ \V «30354.
mama

H P.

Q

\
\z\
V)

 

MN 8304
A knomfibg
mamH .

a.

 

00% (“3%
\
00 NM

2 ._ .833.
. W.. hfiomfi>c<.
mama

Ox .. _ \ \ . N\ 58.3on
. ~ . . .. huomfibud
LT _ .. O . x m. mama

‘I‘ i "Hu
9

mean

_‘

 

n

.NW

0 .

Q
m
0V
&V
O
N
\

«300 0%, 0,:

 

. manpoa. . . . _ . . .
hHHme wadmomxm whom bavcm mpapmnmgooo .Hwnpcmouon..noapocsm hm undo: one. onmwmw

 

.. chaposnpm op madamcfidm nonpoqw an“; moammmmnqa aw announce hndaanm .
pnosnwnoo no mmanmnoHpmHon Gouda“ ho boaosucnu “Amanda.m .mpwu no noapmflvnme.

152

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

nflnwp-‘ hair
mem, . hw N ha. 6y? .03... {1885
.. . a , ucwu .
ARM , .. «m .. mm. \Rs SK .833
.m\ m gN<y A\ hhomw>o<
ll. Ixmaapofi
%m< . ‘No . .. _ m. %\V Tm. 8304
‘w a m a 30254. .
. mama.
\WM.\ . m< . , m. 4:3 . NM. Gogoaq
\ .O h .0 5.333%.
moma
\ NC \vw\ A 9% c \{x 8304.
. . m _ \ \ knomflbvd
V . wwow
. \ . \ w. m. hHOmfi>cd
Mama
3. a .. n a 8 as:
knomflbw<
m. L. _ . N 1 ..fl mamw
mad»09.hanwmw capwnooamm .cca unanwooom moummmou 84 oNAHHPQ. oQMWQN

8588 on mafiamgsw 8.598 5.?»

 

mowbuomncw 5 230280 huwaang

_pnu5nmnoo no mmfinmnoapaaon vmnfima no monosuonu “any“.a.m .8988 no downwaspwa

153

 

a3 _ b - x; S. 93. .9. 3 m. g

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

cnwno.
\Q\ m.\ .. .. . bx . \m.\ \O\ mu . mm m downed
an n . .. .. hhowwbud
N Q E N . x \ . fililflgoe
M‘flw . Q I QV ‘0 WV .WI N. \V .QOHPOAW
. x s \ . . . , . . haemabvd .
h m. a _ ~ aamH .
K M \4 .. . m 6 . 1h. m. ~ ml. coapod
. . t _ \ \. \ Au nu AU buomwbd<
_ . mmma
m \H N .. \4 m. x \ .5 \ 833
AU 1 my mu ha a my Aw knowflbv¢
. . . . ....»me
\N\ a .. Q ~ 0 Q Q Q nowpomfi .
. O - O Q . Q Q . Q Q 88:3
. .. nomH
O c . .. .. Q QM .. Q . Q Q Q 833
. 3 | a a hnomfibuw
manpoe .hpaawp .mowbnom coHmeH coauana mcwnwwoq mmonsom. Edas. came
hauwow 38pm oawnoz ucH aczsaoo. qumno nwcH308me. . . mam. loanndo .» Ham»

 

 

1|

1

omomndn on onaamoadm nmnpona saw; oawnoa CH munmonoo unwafinn
pcosnwcoo Mo mafinmqoapuamn canaaq no hocosvonu ”havm;.a m .mpwc 90.noflpmasnme.

154

 

 

may .. 3

,Nmmw.

0‘
b

“ \3

 

 

mmw

.MMNw

as
- 2r CY C) N3 \3
“ “W

C) V! C) <3

T\
k)

flu

Alll
l."!

O

o

ma8poa

mau8mw anamomxm .unom .baaca 8>ap8nmmooo

no
‘t‘ *l‘ \9

a
nu
ma Aw
ma

:1
C)

c%

ma Aa

av ma ..

nu ma Av
av . ma 0

 

.a8npcmoumaaanoapocsm hm 8888X_8g9

awpoB
. gamma

 

 

.moamo4
hnowabad.
simaaaom

 

 

noaaom

haemabad.
aaoa

 

moaned

5908a>a<
mama

 

Goauod
>908a>8¢
aaQH.

 

..dowpoqa
hfiomabu¢.
mama

 

doapod
haema>64
. mama

'N

 

 

endposnpm on mnaaoaazw nonpoc8 Ana:
pqosnwnoo no mmanmco.ap8aon aona8q no hocosmonu

I'l‘

}

8a8noa ca mauoonoo hn8aanm
.Amvm..a. m 8p8a ho :oap8asp8a

. .155

 

 

 

 

.k.®. Jaws

3)
fix

ngw

it o\

mNa.

- ~s “7 <5 ‘6':§

Aa\

9

F3 <3 “ <3 <3 <3 <3 hr. vq V),
<3 "3

<3 <3 <>-

.mm~
aym

o;
°K

03‘
°%

.\¢\

.: ,.

C

fij'c; (3.5% C) “W
' CD‘CD (3 vi (3 :r. q) b9 ~.Ef ‘x

 

awpoa
aswuw.

 

 

camped

hkoma>vd

8HMwoB

adoapod.
haemabad .

 

mama.
808808

hnoma>d<

 

aama
808804

knomabad

 

¢aOH

..noap84 .
5H08a>a¢

 

mama

.moamoa.

haemabm<

 

amw

 

 

 

8a8poe.hau88w oap8nooa8o .aua onaqmooom

n8nn8s on 8caa8aasw u8npoa8 apas
988snmcoo ho unanmno.ap8a8n 88Ha8m no 588858889

8891888n 84 onaaapb..

Mw8noa ca 88988888 hn8aanm
.anvm..a. m .8888 no 88ap8asn8e

8th.
H88»

156

 

 

\yw..\. ... m< .Qxf MN. .mwa :23

a3 -. z a. 8.. ...... . 2

.. w. a \ m. _\

 

 

adwoB
888nm.

 

 

. do 33.
hhoma>8<
i,madpob

 

 

 

2\
S

.3; .-

\
~

(3 Ca
CD.§P

00 9°! 9‘0

0C) 0.x

.8 m
N. m
m. u
a 8
at” .. N m
. 8. o.
o o
o o
0 N.
a o

.C).
C)

[III [I

 

[lull

8a8poe .hpaaap 88a>n8m coap8oa coau8na mqanfl88a
han88w n8pm 8a8noz , Ina u::fifioo. uq8mno nmcano88a

\.

a
O
my
.w
0
Q

o~ ctr)

IO N

a
O

MGOHSOm

<3 ~3 “

000

.
O

.8388.

knoma>8¢ .
aama.

 

doapod

huoma>84
mama

 

coapod
knowa>8¢
8amw

 

.noapod .
anomabad
mama

 

daapo<
hn08a>84
mama

 

 

 

 

Bdas
uoahhdo

 

8th

R88»

 

 

 

omomndm on 8caa88adw n8npoq8 spas uaaap8pm ca mnnmocoo >n8aaum

88.88nwcoo no amanmaoap8aon 88na8m mo 588858899 .aav.n.. a. m .8888 mo noap8aup8e

 

 

38.1w; 8... 8

H8008

“3
.(V)
t\
‘\

 

888nw

 

 

 

157

..aoH804
hHomH>v<.
mawpos

4%

 

 

 

mafipo8..
buomabcd
888a

.mdw

\
\V)
a...

 

808804

.kwx

<3 =T' °¥ 00> °£ E9

huomabud
mo ca

 

coapod
knomw>8¢
woma.

On

 

..nowp04
5H08H>8¢.
.woma

<3 C) C) <3 <3 "3

<3 *~ C) C) .CD Fr) ‘~ \9
(3..

 

“0

~ 808808
haemabuw
nu .. 888m.

0.0, OO’QC) 0%

Av

C3

 

<3 <3 <3 <:) <3) <3 <3 01 -. (3 ¥~ cg

(D ‘2) C) (3 (C) (3 (3 *~

1' MINI!
If Illll

8H8poa. . . .fi.. ..
han8owfl mnsmomxm mnmm bauqH 8>ap8nmmooo .H8npnoonma .80Hpocdm hm mn882 one 8mmwow

 

 

manposnpm op mafiaocfisw nonpoc8 spa; hpaaap8pm 8H munmoqoo hn8afinm
puvfinwcoo «o mmfinmqo.ap8aon 88HH8Q no honosvmnu .Amv.n H. m .8p88 no noap8.adp89

158

 

 

N6 . . Q3. m. . mm, mm. . . H308

. . .. . . . 65.6.
N: ., . h\.. u .x‘m Nm . 8337
. \ , \ .\._ . x . knoww>©4

'IWHJQPOB

MN. OW downed

.\ x . knomubcd .
. coma.

 

 

 

 

mm

 

cowpo4

0mm

0'00

%uoww>d<.
mwma

 

knomw>dd
wmmw

 

w
nu
N 8304
mu

..qowpod .
hHomH>o4
mama

0%—

 

knowfibud
AT\ . meow
make

Ham»

'1

C) <3 C3 (3 <3 “i (3 \3 \~ bx
QCQQOOQM~~§1
O\

_
nu

_ ~ . O downed.
O

O

 

 

mawpoe.hanmmw oapdnooamn .uca muwcwooom monnmmmn mi oudawpb.

 

Handma Op onwamufisw Manpoaw apasvwnaaanwpm cm anamocoo hnnaanm
pcunnmcoo Ho mmfinmuoapnamn comawm no hoaozuonu :finvn H. m .mpmv mo qupmaspaa

158

 

 

 

 

Na“ . . 3.. m.

mwmv . . ‘w\.

\
\

E \V
  on.

H

m,
HV
0
AV
Av
nv
av
nu

C3 C3 C3 C) <3 “i C) \S ¥~ Px

mm.

c).

 

 

mepoe.thwmw OprHooama .ucH oanmOomm

Avenue on ocHHmcHsm yonpocw anB thHHnwpm 2H mnnwonoo hHuEHnm
pcmsuwnoo Ho mmHsmGOHpaHmn ooHme Ho honosuonu

monaommn m4

 

mm
«m

ONHHHpD

H6908
vcwmo.

 

 

GOHpodq
knowH>u«

.II dePOrwm
mafipo4

knomecd .
ommH.

 

coHpo<

%nomH>64.
momH

 

cOHpo<
knomH>U¢
wmflw

 

..GOHpufi
hHomeod
mwma

 

.qupo¢a
knomeud
. momH

H“

make

Hum»

 

{Anvn .H m .wumc Mo noHpoHsme

159

 

 

...th

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

. magma ... n6 MK bw‘m, n m w o: N cow. 6.5 N 389.
. . n . dunno

. MSQN. .. 3+ . mm 33 TON \ hwx‘ .mw\ MHN New. . .533...
3 Ex ‘ \w 3. 8 N mm k E . 20%

Q9“... . m\ qw\. \m. wQ N\\\ Om: mm. 0%. ..HHOHuwa
. m m m ‘ mw. mu .\\.\ 5N. Ow. . hkomeg .
. ‘ . oomH.

Mamc$. O\ m\ . 3N. fl.” GNU 0% ‘. \\v mva . dowfion

\ O 3 w m.\ mm. 3 3 m.\ .3833.

_ . H H momH

. m G _ W\ Own . How m.\ N\ Mmo‘ hHomedd

. . . . wmmH

find 5 : mm». 0mm MN wm NS mm .\ .833. .

m. m M 0: NW I m\ m\ @8354

. A .. nmmH

MS? \¢ \u HQ 0“ FM. . \K 5‘ mx. dOHpo4 .

N knomH>v<

I O \ . \w hi m m.\ H m. m m, _ meow

mepoe thHHp WOanom coHpmoH nOprNH mcHwfime moonsom ast 0959

thwmw Imam onnoz ucH Iazsaoo. undmuo umcHnomoB tom uoHnnso Ham»

 

 

mmomnsm 0p wnHHmuHsm nonponm anz mcwoa nH mnnmocoo humaHnm
pqoanmqoo mo mgHsmqupmen conHum uo ho:ofiuong .HHvH H. m .opwc no nOHpmHspme

160

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mm: ., . mi. 92 a m . of. . as \ ... 1%me
Mm. \\ .«mdwc \‘WS mu“ \qm h: I .6633...
a a .3 .3. S .. mama...
mxm MA um Q0 ‘3 m We .. nOHpod
h< 3 mm. Mx ON. .. . knomH>g
wmma
Nb 3W. mow «NW . mm. .. c0304
.QWN‘ %\ Mx Bx ... huomeHXw.
.3 _ m A . 89H
.00m 5.» Wm. um _ 3N. on . c0304
. \ M\ m: I ~30mesz
\.\ K m . “Voma .
N‘R‘ \ N. Wu CW aw} bx WW. I. . .Hnowpoau.
. . I Eomevd .
x. h 2 m ......
..vm Mw‘ Q .WW Ox. Q ! angd
- h b
h. m G o a .. 3...me
. Mwmwmw. wnzmomxm .unom .bHunH opHpmnmmooo .Hwnpamouon.H:0Hpocsm hm mcwu2_ona_ onus

know ..

 

mndpodnpnw op quHmuHsm nonponw anB

 

:H manmoaoo hHmEHan

. enmsnwzoo no maHanOHuaHon conqu Ho moqosuonm "owa.H.m .upau mo :OHmesnma

16.1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Q.\., N‘\ . CVN. Nm. , . ai‘ mm? . . H.309
Q\W\\ .. mav\ . k\w . Sham va ‘dowuod
.. _ Ad. .v. . .. hHomH>u<
MN 1m . 1M \ up 9 \ Emacs
N‘ .0. m. \{A‘ . .3 r m «R dowpod
‘ mm. . n. _ MN . Mm . . haemabgv .
. mama.
M0 We Mm. . . . % ..Mm . mm. ... doapod
m: . W _ mx >w\. . hnomfiwwd.
mwmfl
OWm. 7% ~\\ \0\ 0% 5304
> w\ m.\ .3 . O Na hkomwbgw
.. ¢®QW
SW Mu. we buy . ms @384...
. % m. I ON . E823
J . .. momH
..mh \\ _ m, _ m \ NW qqoflgg
buomwbvfi
«a! \w, L 0 \w "T : , Noam.
manpoe.hande capwnooamn .ccw oquwooom oonmammn mfi. oNHHHpDH. .. ommwmw

 

l

 

. .5258 on manogsm Hmnpocc nuts manna 5. mammocoo hugfina
pcosnwnoo no mmanmnoHpmHon canawn no hocosvonu . :Anvw H. m «spun no downwaapws

162

 

 

 

 

 

_ ....mgm.

 

.mw. . .. u. \q $ § a»: _ \qw. . .mm . om. . www.mmw
M. N. .m \% m% S . . \wo . t .533. .
N N .9 \w 5» w .. . E z . . 201$!ch

maduob

 

 

 

 

 

n

_ .\ . ..N 3.
mwmvw . . _ ‘%w. \¢

,aowpod

hnomabvd .
mama.

 

a, 9
nv . M\

dowpod

knomwbcd
mwma

wm wv

 

conned
knowwbv¢
“vamp”.

\Q Q\
- <3 '<3 <3

 

man,

I\

.q06p0¢..
huomfi>o¢
mama

<3 C)

(3:3
on ha «N3 «7 V? 2% °{ \3

 

\
m
\ .m.
4%. m _ w
s
\
\w

\mw . \ . x ..s K . .qoapod
.0 O . s O N‘ \ anomfibgw

i[, _ mama

:~ ~\ (T3ZE
\

 

 

r

 

maapoe .hpaaap .moabnwm :oapwofi qoapmna wcflcwwoq moousom Edas came
hapwmw napm macho? unH udzsaoo. qumno nmchomma. . nmm aoaanso .. Ham»

{II

 

omomnsm op onaaouwsm nmnpoaw and; coapocdm ma manoonoo humaanm
pcosnwcoo ho unanmnoapaaon uonwmm mo honoSUony :Aavw.a m .mumc go downwaapoa

163

 

 

 

 

55W». PW NQV . . .Cv , mm .. ‘ NW; _ 4.33.

i

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

kW! fi . . . dawn
6 N. .w‘. \nm. . . \m. 0% . .. ‘65 downed
F v A . .3 W . . . u wa . hHomH>me
.iLl lF‘ I,dep B
:u _ n C m \u . .. 3‘ 833
m. m. . m. \0 . I _ Q\ . knomabwd.
41‘ wmoa
NW W m... ‘m. i \V | . . N.\ . c0304
. O \ .m. m. I %\ knomfiwg
.. mead
um; M 0 0v m. ,.. $\ moaned
N. mt .n. x .. Q\ knomfléw
. . wood.
5} \\ . w m u a %\ .533...
O \ N. 0 .. m E833. .
.. mama
0w. N N m. N‘ ... . \w 533* ,
a I haemabud
\ LI} 0 . . . LP!\ 0 ...: Ill! . .m, . Noam.
.. manpoe . . . . . .. .. . . . .
mauve» wndmomxm «Mom hwccH vpapwnmmooo .Hwnpcmonmn..coapocnm hm mnme age. oAMWmN

 

 

mnsposnpm on ocaamcadm nonuocw finds aofiponsm.aa manoocoo undefinm
pnosnmcoo no mmanmcoauaaon gonad“ mo hoamadvuh "Gwyn.a.m .wpwu uo.qoapwaanwe.

164

 

 

 

 

 

mw\ M $m. NQ. .A..9m. .hfi

 

.mm mm.
ywx .bwa

S?
\3\S

 

proe
wean .
downed
knomwpcd
mawpos

 

 

o<
Mm

nwm

\hx 000°
~w "\‘X
\3 \3 Nb 0»

~3

.wmw

C)

\
“WNW

QV\

0‘
V)
CV :r, €Y0§ N) P9 ?‘ Eh

cY0 <3 “
<3 :» <3

m
o
m.
N.
w.
NW

 

 

.aOHpod.
hHomH>wd .
mama.

 

nowpo4

huomfl>a<.
mama

 

downed
knowwbo¢
¢wOH

 

..noapod .
huoma>c¢
mama

 

d6apo<g
haemwboq
. mood

 

 

 

manpoe.hanwmw oapwnooamn .cqa ouaawooom , monmwwmn m4 onwaapb

['11
I‘ll

IL

came

Ham»

 

 

manage on wuaaoufisw nmnpocw spas zoapoqsw :H announce hugawumu

. pmmsnmnoo no mmfinm20HpaHon confiwm no hocosuonh "Anyw.a.m wanna go coaumasnms

165

 

 

w‘
0
AV
AV

P\
0‘
\
" "3
W3 1’)
O“
C:

S:

 

 

CD
cg
nuxn
h?

.mww

'C) “i “3 <3
mo; mm‘ ..

0 9.
0\9 .‘Y \o

\ . \ . \m
3. o NS 9
. ~ . NA w
hwm‘ nu ..nv .H .

Ox

 

 

Q-q \5‘ \oo 0‘0 “(m

 

manpoe upwafip moflpnmm nofipwofi aoapaufi
manna» nmpm oaonos ncH nasaaoow nqdmno nmcfiaomwe

. mmomusm on mnHHocst 90:90am spa:
vacuumqoo ho unanmqoapuamu confiwn ho mono

 

M 9

‘~Ffi ’\-C> <3 V9 ‘Y nq

010:0”) ‘Y‘T’ 0" m?”

C) °<

 

 

 

 

..GOHpo4
hhomwbcd
t.maduofi

.aowuod.

knomabvd .
. mama.

 

qoflpo<

buomw>64
3B

 

defined
hnomwbd¢
$00!

 

..nofipoq‘a

 

.aowpo<
knomfi>v<
. meow

 

 

 

wcacfimmq moonsom ..Edas

lam soanndo

0959

Hum»

 

/\|

loll/
HwnpaoouOd

35 1.3;

“A“ m

unmodoo hmaeHnn

1;:

4d. 6an .8 83335

166

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

$3 , Q Q. . Sq .. ‘ $ mu IIIHSOB
, . ... camp

00\ 0W . ‘3 Mm .. ... Bx Sq ”533..
.I , Homfirg.

NI . n . % hw‘ fmawpofi

hm. \\ \u \u I . w. . % defipofi. .
s. N\ m. I . N. N. haemabud

mama
. \Fm. a» \u m< i I \v. \3 downed
. O O M I W N huomwbgw

. mood
H®W \ \u m. I N» m moaned
O O O I 0 w knomwbga

. fiwflw.
\QN w» m M I h m _ .833.
Q 0 \ I O \ E0333 .

. mama
NW. m. 0 a». I No . mu down?»
0. O 0 I Q ~ knowfiém

I H1 H! I . . mom

.. MMNWMW wgmomxm ..wnom .bwccH ofipwumaooo .Hwnpnmonmn.....noapocsm hm mans one 0%?

Hum»

 

 

/\I
ongoapm on mafiamgsw nogponw :33 gal, a.“ mnuoodoo 323.3

announmaoo no mmanwmwfipflon @933 .«o .3558.“ ”wwwx.s .m .mpmc no £03395?

1|“

 

 

fix. . mm? :4. . ,.§ 3.. .. . E.

 

dawno

 

.¢m m¢ .. .aowpo4.

w .. o\ . huomfi>c¢
. mamwos

\vxfixi

:5
“I
\SND

 

 

167

 

 

.1 .\ .6 .
8N; W .v . . downed

hnomabvd .

 

I \’
\

w coma.
m m\. . . ex . . .. cofipo4
nv

.huomwbvd.
mama

.mvw

‘Y
on

 

\9

moaned
knomapdd
¢moH

U3 \3
if

 

..aowpoq .
hnomfi>c¢
Mama

wwww

 

.aoapo¢
huomwbv¢
monw

omhs‘

Hwow

&v\

<3 <3 <3 <3 <3 4.
<3 \3 <3 <X>
C) t\ 00 c1

 

1' ll] IH
17 ‘ 'I [I

manpoa.xanwow vapdndoaon .cna ouaqwooom oonfimmmn m4 onwawpb.

 

 

aoccma 0p onwaocwsm nonpocw an“: .Hmnpnmo we a“ mnnoonoo hnnawnm
psosnmqoo no mmfinmcoapmaon nonfiwm we hocmsvmnm .Anvx. a. m .wpwc wo coapmasnma

168

.\¢u\¢

...? \q

.me ‘

a
N
-

$\ .mw.
N. . m

”Y

 

 

xi.

_ m:

  wax.

:

ix

<3 ~‘
‘\ d)j <3 0n “Y Ci" V“ °¢

.m.

N.

m
N
m
.0
Q
Av
\ \V
o o
a w
0 o

m»

.3
3

 

 

00

“(3'

13K

‘0 FY ”fi)f@..

T~u\
mmm

hum
m\

\.m
N‘
Aum
m.

‘3
‘m

o\
m

 

mawpoe thHHp
hand»?

 

napm oaanoz naH

\IID

.§

.¢n
:

m\
N.

%
\

m,
%.
\q.
o

 

 

mafipnom qoapwow coauwua
nqqsaoo.

unamno

mcanfimoq

nwcfizomma

 

mgv

Maw
\\

¢\
N\

.W\

C
r\
\

C) U) :\s.cf- <1 ,

amonsom
lmm

...m

9¢
\\H
.N\

\.
0x.
aw

Ox
\ .

F.
0
w.
.

swag
loannso

omomnsm op ccaaoufisw nonpocd spa; obapwnomooo ca manoonoo hauefinm

pnmsnwcoo no mmanmcoapmaon canawm ho hoqonvonn

amVOB
ccwno.

 

 

.qowpod.
hHOmfi>d4
manpob

.noapod
hHomabvd .
mama.

 

doapod

.hnomwbdd.

 

mama

downed
knomapod
amma

 

. downed .
hHomfi>md
mama

 

.aofipo<
knomfibud
. mama

[mu

 

mama

anew

1H1vH.H m «pun yo.n0H»aH=pas

169

 

 

 

 

\-Cn
“S

N.

M; 0..

«w V3 CJ‘G

 

[III
'lll

. manpoa

()\0 on g?

°i‘n

an

av
my

.um Q%\

 

mw mm\
m\ _m¢

¢mu
M\

“W \9

hm”
m

Mm.
$_

m
m
.W
%
.h. . ow.
N. \\
m
_

v\
.n

I F
'

 

HapoB
vamp

 

0..

.aOHpod,
knowwbc<.
mawpofi

 

 

downed
hhoma>u¢
aama

 

cofipod

%nomwba¢.
mama

 

coapod
knomwba¢
waoHfi

 

..aow904
knomw>u<.
mama

 

moaned
knowfibwfi
. NaOW

 

hHmew. whdmogxm .hhom .bHccH Obapwhmnooo .HprGGOIoQ._G0fipoG5h hm mnwufinonh cake

Ham»

 

. endposnpm oa mamaoufism Heaven“ spas obapmnmmwoo la mqnwonoo humaana

 

pcoanmaoo no mnfinmcoapwaon vanamn uo.ho:ofiuonu “ANQH.H.m .mpau wo.coHpcasnt.

.170

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

go» m Q. S... m? mm \ 1.1388.
_ .. .. . . comma
. 3
.. . \ m. Q\\ do co
.m- M40 0 .N‘\ . .w 4
h. m: . %\ mo .NQ .. muwo 5.39.264
II Il’ccwH 30d
ax . . m. mm .m... doapod.
%Q\ m.\ m xv _ 5 know _ ..
. “puo
aama.
So .. 5* M Z, Mm... 532
A \ . W. N‘ % 5.333%
mama
RR _ Rx . m4. mm... om... coapoaa
Q Q N. m. haemabod
wamw
w.“ Q . \ A: . 5 . .doapod....
. \w m1 m o huomfi>o«
mama
h... _ . \ m o .832.
AN \ Nx \ m, knomabvd
‘lfl . Namw
manpoe_hagwmw ofipuuaoamo .ocfl ouflomooom oonmomou n4 oNHHflpp.. comma»

 

 

 

 

 

 

.8588 on ocaaogsw .8593 £33 03353000 5 mnwoocoo 5.3573

poodnwaoo Mo mganmqoapoa.on conaom Ho hocoSdonu

nova H m «paw no nofipmflsnme

..1'71

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.R m. S x: S ..Q. .8 ow. S. 3. a
u . . ocwnw.
“VFW. Kw Ox \v\ 9% 0h .3. hm. . 3.. .8304
N. \w m. ..a. m . N... \v M. .. hkomfiéd
maouob
MN. . \ a m. 4\ ON. .m. m m: .aoapod
. N. m. \ a ..o x w. a. 58354.. .
ame.
“MW b: \u W m . N\ ...m. h. ..mv .. doapod
D . \ W. .. Q 0 O .O hnoma>a<
mama
. A.“ O Na .\V \w\. %\ \w .. c Q be GOHPOAW
. O 0 . o O No Q 0 N. knomaizw
om _ N. m N. . x. \v m .V e .839... ..
0 O 0 0 m a \ a N. E833
mama
\v \ a a 0 O M N.» N. M. N. doauo<
0 O a . O a O a Q anomakéd
.wfl ;Iu mama
manpoe hpaaap .moapnom coapooa qoapowa mcaqfiooa moonsom .3d 5 cake
bayou» ampm oaoHoE una uczaaoo. uqomno Immanoooe. tom loannwo .. know

 

 

. omoana op oaaaoaasw 99305 £33 .989 .>
. 35 ca manooooo FEE Hm
.pcosnmaoo no mnanmaoapoaon condo“ no avocado: 2a.va.a.m ..wpov ho cowpmasnoe

172

 

 

 

 

 

13m... .00 .. .. \Qu _ S _. .e hm, mo. . aapoa
. a . . . wanna

N. . . . .. mm. . A\ . am how .533.
.. .h<. , hhoma>a4.

manpow

 

 

3.“. ..

V) h)
u

\3

N
3‘

 

 

\N. doapo¢
\R.

A . buomabod.
OQOH

h\
w.
.. . o c h. . a» . .. xi. 5304
O N.
am
\

 

N}

knomabod
mama

 

moaned
mwm, knomabad

fiaflw.

"V‘ "1 Do
.
(D
Q

!
~

 

..noauowa
hnoma>o<.
mama

0a..

OW)
l
~2~

 

qoapod
hnomabad
Namw

Q

00 0V) 0}
Wm N0 52;;

a

\
O .“1 W0
(D “i

 

I. i
HI

 

manpoe . .. .r. . ..
hanwow anamomxm «Rom bacca opapwnmmooo .aonpnoouoa..aoapocsm hm mnoo2_mna. onmwow

 

. endpodnpm op maaaocasm nonpoqo apas .mnoo .>acca ca monoocoo anoaann
paosnwooo yo moanmcoapoaon conaoa uo.hoaosvonu "amva.a.m,.auov no aoapaaspae.

 

 

.03 . if H b. ..E, S. . . .wllg

 

. . a . . . . . acwnc.

 

 

‘173

 

mw. .. m . 0% . . CV .. . 833. .
m o m _ m simmw

5“!

0\ . Z .8304.

hnomabod .
coma.

 

m
\

‘Ci
‘ \

aoapo<

w. \ . huoma>o<
mama

‘9
°Y

 

u coapo<
O haemabgw
\

 

waflw

. .833 .
anoma>a¢
Mama

.5 a ._ . 0 . w. w. .8304
\ .0 \ knoma>u<
rjw . . meow

I '1
| I] III‘

om.

\N ON
‘-oo <3 3?

 

 

238.330» 33.838 65 ofinmoomm 8.3.03» 3. 033.5. . momma»

 

noncoa op ocaaovasm nmguocm spa: .mnom .>ao:a ca mcnmonoo humaanm
pcosnmnoo no moanmqoapmaon conaom mo honosvonu . tanva.a m .opmc uo coapmaspas

174

nWlaL uLmlI
Ex . . é Sm . um fl . wm E, h . 3 mme
\wmuw \K. 5N» .Om. NW wk NL¢ Rf ..nhl . downed.
\w N. N\ WW. \V\. m... . \w h hHOmH>3~
manpob
. . N \ \m. m \v . \ . w‘ . M3 knomfiéd .
mama.
\_N\ \V m . w .3 mm. ‘2 E x?» 533.
N. x . m. w \ N. N\ N. huomwgé.
A. ‘ mama
.a_~m \ M. m O\ M\ w 0 . N; downed
Q Q 0 m w 0 O N. hnomfiéd
. . . . wmmw
Mm N. \u x h ‘ u .oV m. u . 53$. .
0 0 Q Q Q ‘ O O 0 E0354
, .. mama
Wm. N. . N . x x“ . m . m. h m .833
. . O O . \w. m. m. 0 O O knowabg‘
in“ . I . mama“
manpoh .hpfiaap mow>nom soap¢0H godpwua mcwnfiumq muonsom ..ast cake
mauve» twpm oaanoz ucH uszsaoo. undmno awcwgomma . nom uoaHHSQ Ham?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.. omOQHSQ op ocfiHmuasm panacea npfis ondmogxo ca mqaoocoo anusfinm
pcvnnwzoo no mmfinmnOfipwaon cmnwwn Mo honoauonm “flavu.a.m .mpwu uo.noapaaspua.

1'75

 

 

 

 

AWN. .. .,. ,3». . hm . \L . 3 MT am.

dflwh

'

 

o .

WWW .. I _ \VW . Min ‘6\ . M\ mO\ 158.304

1 \V . o\ \ .. .. . m. NW muowfibmwn
‘ , . lmaapob

 

 

 

 

.va ”8.33% .

G hnomfiéd
mama

 

. \nm _ :03on

\w knomwbg.
mama

 

at moaned.
m knomH>u¢
«~me .

C‘-
\3
I
\oo
K9
\w 0% \V)

§

I
\m
\L\

 

\

mu

. wk No, Q\ . downed.
Q ‘ Q Q . bomflbcd . .
m x
o \

<3 \8

 

0mm.”

5 nowpoi
LU knomflbvd

mom.”
M

a ..

l
'5“) Q”)

 

m..
}‘

1"!

23909. . . . .. : _ .
33.3.. wnsmomxm unmm >35“ obapwnonooo .Hwnpcoouoa .coapoqsm hm mamas“ was 0%”.me

 

 

 

 

. magposnpm op mafiamufism nonpoqw spa: onsmonxo ca mnnooqoo hnmaang
pgmsnmcoo yo unanmnoapmaon canawq yo.»onczoonh "Amvn.a.m .npwu no moaumflsnwa.

 

 

 

 

1'76

 

 

vow. may.” E. . ‘. 88 :\ '. . . IIIHSOB

wanna.

 

 

 

\ ..0\. $9 . . .cowpo<..
.. . ‘ NV .. hhomwpcd
.Ismawpob
9w m0 . 8304
M ‘ b . knomfl>od .
. . mama.
S . E. . 3 \V mm . Nm. .. .5304
, Q . ~ m. \ . _ %uomw>d<.
. mead
b c 3 . 832

\ knowwbdd .
wmfiw

 

 

o-o
‘~:r- hflth~
0°

 

 

mm

-
~

 

. .Q\ . 833. .

0
S. 9 .
. 0 { . 0 .3833
m
N.

Cir 06;,

 

mama

Nm 0‘0 Q
-o

M .8304
M. knomH>v<
. mama

if ill”

 

 

l

 

 

maapoe Manna» capwuooamn .uaa nuaanoom oonnmmon m4 ouwaapp. mans
. _ . . . Ham»

 

. noqnma 09 ocHHmUasw.aonponm an“: enamomxo ma manoonoo hhdafiug
unosnmaoo no mmfinmaoapmaon conawn uo.hocosdonu _“Anga.a.m .mpcu no qupwHanma

177

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

hp... \. flaw
gobw .. .. .. mm «V9 «3w. 3m .86 .mmm 36% man . . wwmw
.05 w‘ AA. 6% ..me‘ me 09¢ we“ 6?? ._ _ m. #0304.
: Q S 3 mt E» n N: 3 . 5E
. maauow
Mb . _ wm. mm Maw rm 6.? mN \m.\ Mm . defined
. w. . A m. . m NW. . mw, wwx NV“ Nm... 5.33.54 .
. , _ A . oomw:
,MMA‘ E 5N. , he 0: hm\ >0 m: 00.x. . saved
0 . Q . Q\ N.\ .. ‘ N. m.\ \W h.\ .hnomflbgw.
. _ mama
«Rum. VN.\ . N4 \Tw mm ‘ \O\ :N . Wm. Ob 20.304
V \ N m mw . x N 3 2 3 €03»?
. m . . ¢©ow
\\ Q\V 0 \w\ m m: . 0m QVK. m\$ QQ P m. . .dowubd. .
w. m h *5 s w. u ,. \w‘ 2 50354
,. .. mama
93. m xx .3 «x .. mm. : E. I 833.
x .w m. \4 H S m i w 202%?
mamuoe thHHp rowpnom noapwoa aoapwua wnamfiwoq amonnom .adas _ oaks
hangar umpm cannon ucH ucssaoo. aqwmno awaanomoa . nmm nounnso ,numw

 

 

$0923 on mfiamcfisw gunpocw up; cofipmuadps 5 mammocoo hanging

pcoznwzoo mo unanwnoHpmH.on umnawm yo honosvonu

:Hvo H. m «paw yo noflpaaspma

178

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mWII. .. [Imp
3 .3“ “g ..H >3 .. i .. . 5 § . ......mwa
, :(\ RA MQW. QR . . . 5Q Mata)“ ,.dowuo¢.
_ aw;   \m, m\ \4b 5.. .. .. NM N\\.. knomwgw.
. madpofl
34m. 06 NW Nb . t . wax . Wm.   nowpod
m\ . m . . _ Ems N. . \\ , 3m. homabvd
A! . . coma
3m . b» \w... .. V uh : 3» .. 5 .. mm . 5304
. A _ xx 9 . b m MN «8833. ,
. . . ‘ . mead
.. WM. ._ AK 70 ._ . , .w. . 3. . ab coapod
21m. . \q ‘ m, m w A ON. knomwbvd.
. . 30H.
‘ ‘ . Own m.\ . NM m4 . . N\ . MN. .doapoq
MOW \v .‘N‘ w m. \w. ON bomfibud .
.. . mama
«m : m» t . I b w m. NW. 8.33
. . .L haemabud
m F N , . t m - 0 Ir W 2 3%»
H Mwmwmw wusmonxm .unmm .baucH. opapwnmmooo .Hwnpcmoama.wqoflponnm hm mcmquone. onMWmM

 

 

unsposnpm on onaaooasw nmnposm.npa3 qoapwuaaaps ma manoonoo hnuaanm
pqmsuwnoo Ho mmwnmnOHpuHou donawm mo honosuonu “Amvowa.m..auuc yo nofipmannwa

, 179

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

. . l HdpoB
. V .. mmN . C. \SrQ. I. .qowpo¢
Ow. N\ _ . , .. .
. h x m. .. I hkomfibvd
. o m m3 Iimfimoe
a . .. . l a o
mmm n _ 1 Nu. mew. 93 4 .
. m0, . h. Gm . ... knomfrud.
. mama.
Om . oh . _ OW. bx \. . . l ... dogg
7 _ M. .. .v 5w. .1 . . buomfiéd
moma
0m~o . hm . ....0\ 6m,\ c _ l moaned
W\ k. h\ .I knowwbv¢
. wQOH
em. 3 Am . . I . 8304....
MS 9 m ON I R833
.. moma
N: m . No . . O W- ... downed:
0‘“ \x . h. fl. I huomfibvd.
\ + meow
manpo9 hanwmw oapwnuoamn .vaa onanwooom condommn m4 onaaapb Ham».

 

 

.3888 on 0:30.0sz Respond £33 ”Savanna"? 5. mammoqoo hHwEHAm

pnosnmcoo yo mmfinmnoapaamn wonaaq mo hocosvonu .Anvo a. m .cuwu no nowpmflanwe

 

 

 

 

180

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

nfllfi “ml!

. 8:0 .. i «m 3w «a. a? flaw... m g Sum . . wwmw.
\Rfi 7w hm\ MGN. 55¢ \hw‘ arm. Fawn downed .

..w Bum 2 m a. S. ‘3 8+. . Mu Pm .. 3822
maapob

m h. 9» %M. mm M6. \$\ NR. w: wm downed.
.v . h \w ‘0. us on CW Gm 0m. 933564 .

. 00%|

.2 mw. 5» 0m m3 9% . 4m .E. 5304

«Nb, \ \ m m 9 m E a. . E823
mwma

m. ., m 0\ 9w «3 \nm mvv WV. P0 «8304

x} \ \ h w. _ \xx 3 3 T .3833
. . . . wwmw
MQVN‘ Rx mu \sn... . PW... \4.“. \am: ~h. QN .dOHPoaau ..

x . w R \ n m m \9 2 m @332

M .. mead

\Vb \V x b 3 S. S 3, ON. 833

. . . U «I . haema>vd
F x 0 \ m. n m h MW meow

manpoe .hpfiafip ”Woa>nmm soapWoH noduwna waanfiwmq moonsom Eda: omha
hanwmw scum cannoz an uczaaoo. uqdmno awafinomme‘ mom uoann:o .. Hum»

 

 

 

 

 

 

 

. . mmomnsm op ouaHmUHdw nonpocw mafia mousommn mm manoouoo hhqafinm
unoaawqoo «o mnwnmcofipwaon cmnacg no hocosvouu ”havm.a.m .apwc no coapuaspce

181

. . p B
\hS A? S fiww mo. No max wmmmo
\MQ\.. ~55 6k . .H Mo\ me M5 Dhm .5304
, . . 6 , h . .
; b :   . s. o s h...
hfim. $xm. 0W m\~ . Z O\ . AN? nonpo4
w 0 m N. \~ MN. hnomabod.
L coma
OWN Nev ox mvv .3 o.\ . No 83%
h: m. k. A m 0\ buomfiwgw
mama
N\~w\ Wm. \w‘ «Vb. n3 . m 9w conned
\ \ .v \L h \v\ ~88?on
. $00M.
Fox 0N» Nx mum... N4 N.\ . OW donned.
\ \ \v Q Q m . homnbod . .
- . mama
“Hwy . m mV . x< Aw \\
. knomwboé
W 0 4 . m 0 0 \v . meow
. manpoao

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.3 Moon.

ogmomxm .nnom $35“ opnponomooo .Honpcoonon......nonponsm hm mnooz 93.. 09$.

 

 

 

 

noon.

 

 

. . onspodnpm op ocHHoost nonpooo nuns oondomon mo monooooo anoannm
. pcosnmcoo no mongooonpmaon cannon no.hocosvonn "Aqu.a.m .opmu no nonpoaspoa

> 182

 

 

 

 

 

 

 

 

 

 

 

 

 

 

_ x. .w. . . 0v . Goon.
o\. in \w a 9. 3mm
mWw. 0Q MUG 533‘
A WQ\ Om, % a hHoWHZXH
wHaooB
0 Mxv Mm mm. «ha. 833..
Sm N. «m 53354 .
ommfl.
now ., «no . t 03 5304
v . $\ hnomH>U<
mwaH
WW - G6 GOHp04
m%\ m . O \4\ P3355.
WQOH
www NW .6 ‘ MA 4 .833. .
o A H \v\ 50333
mw@H
Mm, A . m. w \ «633.
\ m. knomeod
W O . $3
238. .350» 033888 .2: ofinmooom 3.335 . 3W0»

 

pounds on oaHHooHdw nonpono 8:3 oondomon no 23230 “zoning
pnosnwcoo no mmHnmnoHponn oonHonH no hocosuonn

42.971 m .opoo no 533598.

183

 

 

..gw. . .b mm . $5 pm ..oo . .. 3w hm hm

:. MN. .5. mm 3 . 2 NW .9.
. _. m< \ox.

°i
0o
“1
QH
Q
0o
(\
\
<3
«3
<3
\

 

 

 

 

 

 

“U
m .

«MN
NW3 MM
w» m0~

\r)
1%
mm.

m"
.Q
m.
\

C)
\‘o
\N

by.
U)
tr) (“3°x ':>-\3‘ on 0\ 0\53

o ..m. N.w Na N.
ow w m ..n m

“(N 0%; N0
§~m

‘
N

 

 

I I I!
i F
l I‘l

./

mHopoe .thHHp moH>nmm aoHpmoH :oprNH mcHnfimoH moonaom .Aast
thomw napm OHoHoz caH unzsaoo. nqowno anHnomme . mom uoHnnso

“8m .WN. Nye

 

Hanoe
wanna.

 

 

 

..aoHpod .
hhomH>o<

mHapoB

mafipod.

knomH>od .
oomH.

 

doapo<

buomH>o<
momfl

 

GOHuod
knomH>o<
«mow

 

..doHpod .
hHomH>o<
n©OH

 

doHpod
knomH>o4
. Noma,
u

0958

Room

 

 

 

tomoanam op oaHHmust nonpooo ans .ucH ouHumoomn :H manoocoo hHQEHnn

.pnosnmcoo no manmcoHpoHon voann Ho hodosuonu «Ang.H.m.cpoo no :oHvoHapwe

184

 

 

”mo\ .

..mmw

‘n\

 

 

. mepoa.

hHumow

I

§;

   

bx b~
0‘5:

 

 

“ “i 'rwsha VY V3

<3 tr

\.
¢Y \~

“ax

Aw\

Nflw

 

nvm
gw~\.

ba

wv NW NW $“
NO Q“ N‘ 5% MN
No *% V0~o§

\9~

s
mw

WOO 9‘ QM Ofl Aw kw

 

 

 

i

wndmomxm wunmm .bHccH

. onsposnpm on mnHHoszw

pcosnwcoo no manmGoHpaH

 

 

‘Il’

 

 

 

  

..qup04
hHomflbod.

 

 

I!

qOHpod..
hnomeod
coma

 

Gounod

huomw>o<
momH

 

 

GOHuod
hnomH>c4
onH.

 

..doHpow
huomH>o¢.
mmmH

 

qupo¢
huomecm
.. momH

 

 

o>apmnmgooo .HwnpcmononHHQoHpocsM hm mnoo2.0sa

 

nonpocw.an3 .qu oNH:MOoonocH mnnmoqoo hauaHnm

 

H"

oaks
nwow

on wonHwn no.»ocosvonu ”vad.H.m .opmu no :oprHzpr

185

\

\Nw

T>~
V3

. Mw m
m.\ no

1"!»

 

mepoe.thwow Oprnooamn

panama op ocHHobst no
pcosnmqoo no manmGoHpmHou

- _ .xw». oa+

-¥s

; \ \
.I mu .m\

.onH oNHnmooom coulomon n4 ONHHHpD.

 

spoon anB .unH oNchooon.oH mcnooaoo hnuaHnm

Hapoa

ocwno.

nonpo<..

hkomw>o¢
.IMMpros

 

_aoHpo<
knomH>o¢

 

coma.

soapo<

huomH>w¢..
meow

 

GOHpo¢
anowH>o¢
wmfiw

 

..cOHpoq .
nHomH>o¢
nme

 

.aoflpo¢;
buomev¢
. gm
oaks

you»

 

conme no.hou05uonn .uangd.H.m .opmu no aOHpoHanoa

/.

166

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mnmw Emu!
.33. ......mm § .. $0 HQ .95.. .034 ‘ 33 m3. www.
. WM. Tm ..SL mw 3,; .mw mg ..m.\\ 50.33.. .
. 33 A S ow. Tm . on .5. «mm NM. ioflpfi
. .fg
Mam, . m M.\ ..w\ 0m. . PM wwu. Wm. hm. . downed
. _ I. n ..3 . .v . 5.3354 .
. \m‘ m u m . mo. 33.
s Q N. O\ b .. m4 . .mw . mom ...m. Om: am. . downed
H . Q . N H .. . N. n n N. 5.333%.
« .mme
.50 w. m u ow. Km . gm. .2 . .. W. Hm. c0304
. . N. N. o u. . 3‘ h .. h: a? 303.3%
. . . $00M
h\\ H \ 2 \x \w\ 2 N.\ w . .doHpoq .
. 0 \w N. Am \\ V m Aw 50335
H .. nomH
mm N. m. . ..m. N.“ a» . \v 9 \V .5304
. knomeod
n Ir, AV . m. (ha nu \ AU MW . x . momw_
mepoB. thHHp ronpnom :oHpooH aoprNH wcnoflmoq moonsom ast _ ooze.
thwoM swam OHanoS ucH ncssaoo. anomno umanomme . umm uoHnnso . Moo»

 

 

omoansm op ohHHocHsm nonpocw 39H; oHponooaou no munoocoo hnmaHnm
poooanoo no mmHnmnoprHon uoHHwn no nonoSdonn “AHVH.H.m .opuc no cOprHSpms

 

.Illllll'l’llllallllllf 1 1'
ill
Ill-Ill

. 187

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mflnw , aml!

Awh o. p. .. . . Agog.
. .. Fm \rm. . om\ Oh “wow NQW Soho

Sm . AA \{u .. __ m3 mm. 3.. \wax .8304.

. hhomw>u<.

N\\ 0\ . mlm. NC ON. %Q I dePOB

own; MN. m MW m m. QM _ moaned

N. m NM huomfibga

m A MQ‘ omOH

:3 Own 2 \ N 1 O\ \V _ NM» “8304

. Q 0 x O \ \ manomfiwod.

. . mama

my: . MN m\ ovm. m\ VA 0%. 5304

W \ m.\ m M. AW hnomfiéd
fimQH.

mh A. h. .mz\ \w o» b\ .. .noapBw
Q .N\ .m, w\ o m. «w anomfiynd .

. Mama

.. hm \V w. 5. m. N. m 833

v . haema>©d
w LI 0 x o N. m . com

. mmemw. enamooxm .«nmm .pfiocH obapmnmaooo .Huapcoo-oo..c0Hponsm mm. mucos.ona_ ommwmw

 

unaposupm on mafiaogsw nonpozo spas cauonooaoo mm manoocoo has?“

 

pnosnwaoo ho madnmcoapoaon oonaog Ho hocosoonu

lmvm. H. m .apau go aofipaaspae

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

188

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mom . ‘ .. 3. . _ RN 3m: _ mewa.
. { .. 1.. NS Rex WON. . .5304
mob . I . ow. S. . >3 6. 50354
owing
. . .. o. . _ : mm . “3 8304
.mW-Wt . ... .. G _%\u . We» . . hnomw>o4 .
, coma.
_ ... . . ox , . 0% . . ..0 533.
R‘\\ l . x N‘ m buomfirod
o . mama
‘. .. \i 6% T0 8.304
ob .. 2 mo . : 2823.
. . flaw
, .. m. 3 . ow. . 833....
%A. w I . N‘ m N.\ homfiéd
wood
Down ...... . w. m. A .8304
. I. huomfi>u<
0 N. \w + .. Sim.
. . . o
332. 3.53» 33.3889 .2: ougmooom . 8.383 3 033.5 . c We»

 

 

_ noncoa op mcHHoost nonpono spas ofiuouooaoo mo manoocoo snoaann
poosnmcoo no unasmqoapoaon confioq Ho honosdonm “Anon.a.m .opoo no :oapoasnaa

189

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

. W . . . q ‘) ..
o %\ . .. 5m. 3v 380 m3. _.:.n . . ix . can 530 wmwma
WNWV hm... mm .mOW v.5. own .NNQ yaw; .mb\ .5304
, .. . h
r \ _ m , 9% m» .9 S . I 9v. We;
”nah, . ON. MY. OM x3 . as \M wm 09 downed
.. . \ h \V a . s x _ S 3.. 23:2.
. coma.
3% o\ 3 an m“; mm A\\ . mm mh 833.
0 w. _ .ma % .w‘ ..m. \«\ . .m buomwwwwa
..\~AM xv , \w Oh mm. ‘ _ ; MW. _ N0 \xw downed
. O O, h Ox H . mm, \0 Q .3 knowfifié
. . _ . wmmw
. . n . . omfi>o<
O w‘ n \N. O .. 83
:5. N. . O :3 m.” ._ NW .9 mm. Ox ,833
. knomu>v4
O I O .x‘ h \ 3 N Am F MN momma
mamnoa hpaaap .WOH>nmm deflate“ godpr« mnwnfiwma moonsom Edas cake
hanwo» nopm cannoz taH uqzaaoo. nquHo .amaanomme. . tom uoannzo .. know

 

monaaouadm nmnpo whoa no cons» on omomnsn non manoonoo mnnaanm
pqosnmnoo no mammaoHpuHou on» no hoaosvonw .hu.m.m wanna no nofiwmaapas

 

 

190

 

 

ET ‘ .00 g. as m .. ._ _ g: .3 . $me

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

\Nm.\ 5?. mfi .. xii ‘ «\u .... .. WA \w...” .8003...
0w. . . \0\ Wm. M N .. m M . WOW“ huomrmmwa
0mm .9» \W. 9v . A MR mum,\ 000004
0 A . . $ 0 S 3 08$va
. 20w; hm g: _ . km. a “3 w.» . A.0\ ”8003‘
. .‘0 . , . w. A W 0‘ 9w huomwmwwa
mOm 0 m\ . 0 \N. \wm: A . b m w.\ «8.00000.
0 . . w. . \w m . : .. WM. iofiwmww .
3 w W. w W w W mam.
. .. woma
.. .. 9 R m s _ e 0 0V 0%
0 LI“ w. x‘ \ . \V ‘9 . «00w
. Mwwwmw whamomxm .unom .wfiucH 00000000000 .Hwn0nooaoawm0000oqsm hm 00003.009. onmwmw

1‘ .

 

0000H0005m00000o 0008 ho 00000.00 005005900 you munooqoo hnwaanm
,0qosnwcoo 00 @00000000000 000 Mo honosuonu..uw.m.m .0000 00 00000H5009

 

 

 

 

.. . . . . . . H0006
\m\~$\ .. .. mmfim 0g .. . . me Mhnw 0800 .

 

 

 

 

 

 

 

 

 

 

 

.'191

 

 

 

 

 

 

 

 

 

 

 

 

. . or» 3 . 0% . $0 0502.
. p. 00000
. 0N VWQ . . \mx mama 000004.
. . . . . . h0000>04 .
200V kn Q ‘ MM E 0000.
. . . $ 0? . . omx . . 000000
M,“\v \VW .. . 0000000004
\v w . 5 \Vm. . 0000
. . A .0 N4 . h0\ mxx \ 00.0004
MQ\W MN. 9000.264
“0W" .¥ , _B\ . wmmw
. N<\ ..80.04
cm 0.x on . . 00 .
\ 0 0 ,
0W. 3 . m 2 .. 0‘. 80%;?
08 ~ 0 i 0 g . em mw 0 as:
. _ . . . 0000004
h. . b .M a: n . 000w
ifhwflr . IIIW . . . 0.9a .
0H0009.MH000M 0000000809 .000 0000m000m 00000000 04 0000009 . 000w

 

0000000000 00000 0008 00 00000 00 000008 000 00000000 0008000
000000000 00.000000000000 000 00 000000000 .m0.m.m .0000 00 0000000009

192

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

00,0 .. 0. . .0 z .. .. M? 00 . .. Qmwa. ‘00 mmd . 0.5 wmwwa
O N. . mx FM. g Q\ Mm cm. 0%;
MOW. \ \ ...? w.\ 00. 0.\ 0m. 00. . 000000
. O 0 . .h h. ‘3 \0 0d 0. . 00000080 .
. . 0000.
.05 w. m. .3 .m\_ . 00. .2 m0. Ow... 000090
0 O x N. .. C A S w. N.\ 000000000.
. , . 0000
00. .00 _ . \0 0\ .3 . 00 «Q um. 00. 00000.0
w. 0 O m. _ Qx . _. 0% N. m . \ 000000.000
. . . _ V 0000
mu: 0 \ A_\. \w\. . . 0% Nx ~m, \¢\ . 0000004 .
Q 0 m , 0 00 3 00000004
\V x. . bx . . 0000
MQ\ .. N\ O . m.\ h: .. QN. M. M\ m 5 0000904
. H 0 0000>00
O O _ . n n m w m. . 0000»
000009 000000 0000000 0000000 0000000 00000000 0000000 .8000 0009
00000» n00m 000002 :00 :008800. uq0w0o nm000000e.. umm :000000 000%

 

 

 

 

 

 

l‘l‘

. .0000000000.00 000 0>000000000800 000 000 0000000 000 00000000 00000w000
0008000 00 000000000000 000000 00 000000000 “00900.0.0..0000 00 0000000000

 

 

 

mfim ,. NR. \«h .. mm .. .388

 

 

 

 

 

 

 

 

 

193

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Q\\ 6m 53¢ dawn

me mm m} \m mm, mm Sum 18.304
u . A ‘ hhomwbvfi.

\\ h m\ M a N m.\ .I manpob
ON. %\ NW. \u A: gm dowpofi. .

MON. \w \ Ns \ “V . NM hnomfirga
coma

MWV MK 5. . \w\ k m \\ ..nflw _ downed
\ . D \w. W A 0w. buomfiwg. _

. .. . mama

.. WWW m 6\ mwo A M\ mm moaned

. \m. 0 \w \ _ m . Ev hhomfibg‘
. . 30H.

0‘? A . m M\ % w us 1533.
. \ \w. huomw>c¢.

O NH . Q . . $.me

Ow . 8 m. NV . Q\ _ m; mw‘ h aoapod

. p. ». Howfibvd

I m i! N; m o m xx 1w: mom.

. MMMMMw_ wnsmogxm .ynmm .bfiucH opapwnmgooo .Hwapnoouoa.uqoauocsm hm mnwnfi was mammow

 

.nogwwpaaa Ho pow 03333553. 23 .93 ogsposnpm no.“ mnnooqoo pzmsnmnoo
.. hug—5.3 no manmcoapaaon c9309 no 583on 23.636 .936 Mo qoapdaapae

 194

— ..-
t

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WSW . Gin km: . .OMN. 0%“ downed. .
. hm. \No Nb. Qxx hhomwbgw
L! .I;maapoa
h.\w° QM M. Na». we downed
. V \\ . . _ huomfibgw .
a. M\ S. 83 .
Q%\ .. \\ \~ 5» . NQ . . c0304
M. _ m \w\ mm. ““333.
mwma
NJ,» wy \\v ._ A MN‘ in c0384
m Nu m. \W\ . A\ know???“
11 J ”@me
mkk 3 .. mo bm . .ww . .533. .
. h\ _ w. \\ MW“ E03»:
.. noma
Nam. Aw ‘ N. . NON MN. .533.
m , hhomfibv<
M \x \w rm\ .. Noam.
manpoe.hanwow capwnooaon. .Uza ouanmooom ‘ monlmmon m4. ‘onaHaPD. ommwow

 

. noggin“ no. new mbfipmupmficfiag 93 can .3ng 3939380 pamsnmnoo
hang Ho manuaofipofion 3.3.3 9050:3693 «Sinfné Judd Ho 8335809

195 .

 

 

 

 

 

 

H6908

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ma? S S. .32 «3A. .. mow. . $ .pw 0.? EB
M.\VN\ 0m. . MN t: Qomo \me. gm tin MN.\ @8304
\ \w : ow. wm. 3 mm. MW. . knoimmwwe
fimm E ox ..mm mg Q mu. 3. hm. w .8304
. \ N. . x . . 30354 .
\ A E . u m 82.
A m o\ . .mm. 5% «.0 5m 30 QR}. “8433‘
mm Q \ xv \\ .. w m 3 $6 .3823
_ , g . mama
m 3. m N mm mm mm. : Nu». Mm. 832
. Q Q. N. wk m N. w. N. 28:3
. . . womb
NMV \ \ RV. 0 0m, m4 Mm. .\0\ .5304. ..
A 0 \ \w h. m Q\ m. _ Q\ A bomfiéd
H .. nomd
m m. \ Q .. 3 m N ‘3 m, GW 9. .533
H . haomubud
Q 0 O .. Q \v . . m. N mama
mawuoe hpwafip ”Wvfl>nmm coapmofl aoapwua wzanfiMow muonaom .Hdas onus
henna» swam cannoz tcH uczasoo. nadmno nmcfinoapa tom towaado . Ham»

 

 

 

.. codpcpnoaoagafi “o pom mpapanpmacdacw on» can omomndg nou_mqnoo:oo pnosnmaoo .
hndaanm Ho mfinmnoapmaon donaom no honoauonu «AHQxD.H.o..dpac no doawuafipwe

196

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

hanwow

 

 

 

wusmomxm ..Emm :55 332238 £228-09.....8335 .8 26% one. 0&5

 

 

 

99¢. . am 3. 3 ,3 . ow. hum. wmwma
0)} \M. \N\ Ann. N\ w\ wau 43304.
n N m w \¢ mm hwmmwr
o N \ \w. A kt w. h mm, 823
M. D m W o \\ huomammwaa
_ mN.\ m\ . 10.. Ow. : m x. .\m..h.. dosed
_ . _\ N\ x N. m max hnomwmwwa
m b. U Q A m. 0 . m m\v c0304.

\ Q Q \ o N...

a m m M w W m. Emw
mm , N. x W. N. \ Rx. . 533*
o o w o \ \w 53%.?

.. manpoe Jul 1"

.33.

 

doapwpnoamanaa ‘3‘ powbbfipmnpmacfiacw on» can ogpoanpm no.“ mammocoo pumanwcoo

hanging no 353332. @9313 .3 523395 ”$336 .236 no :oapmafinma

., 197

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

«a \ \ we wx .. a? 3m . . mew
E .. § gm 5 “a
. x . 9 hhomw>vd
ww 6“. m . g
05 m. wumju . .M\ . %M\ K‘\w\ .GOHpod
0%. w. m \\ hHomH>u4..
wmmHu.
qkqm. . ow.» . . . \\ .No\\ \w$\ .. £03.04
. . N . \ Ox 3 3823
. mmmH
mug. _ GN W MG ©0\ moaned
\ O N. ..w buomwpéw
fimofl
hm \ Q m. 9» Ow. ‘ .8333. ..
, Q .\ A m W. bomabgw
@6me
\«A‘ _ M N. Mm. \vw. .5304 .
anomwbu<
"In . . I! W\ M. m ”V NOWW
manpoe.hauwow ‘ oapunaoamn .an cuanmooom oonmmmon m4 onaaapn; onmwmw

 

 

 

 

 

.. coapwpcvaoHQEa go new opaawnpmandaca map can nomads you mnuooqoo pnmanmnoo
hnuaflnq no mammaoapwaon conaug uo.ho:osuouh .uanVJn.H.o,.apwc no compaaspme

f 198

 

‘n
P
:3
as
Er
t‘
\
M
In
I\
I\

(3'?\
5-
Q~
§~
Vn
V3

 

 

(3 MN

\Q\.

Mm

CDC)
C)‘"\

V)

\
§\\3 $\

“1

_«Vh.

CD Vi

C><3 CD‘CD 'CD 0% C3‘°‘
C)

ex
"3
QQ

Q
N.

Q
C) Q‘ (3 90:

0 .Q

['1
[II

x.
N\
9 _, :
Qw
m
o

 

 

 

 

 

manpoa hpnanp , monvnmm sonpwon acnuwun
manna» umpm cacao: ucH uczsaoo. ucwwno

.3. \G ., $

.3 . an \‘m

\ m x‘
Q n
N

.\\9 00‘

‘~c>
'\ V3 ‘C>\S

 

mannfiwoq moonaom afiaz
uwcnnomme . tam nonnnso

[I‘||
[ll

 

HdeB
ccwno.

 

 

 

.donpod..
huomnbod
maauoe

.donpod
knomn>c¢ .
coma.

 

conned

.hnomnbud.
mama

 

Gounod
haomn>v4
wool

 

. 8:3. .
hHomn>c¢
mama

 

.qonpod
hnomn>u4
p mood

u

oaks

Adah

 

acnpwcncnooo.no pow opapanumnnfiEcd can wad ommmnaa non announce paosnwnoo
humannn no nnnmconpwaon connwm.no honoddonn ”hav.o.ano .5956 no conp¢aapae

1§9

 

 

 

 

 

. mmq
.bm.
..Owu.

...? . \

ix. 8.. m .. \a S... .:. k . llj

 

xx . . \V .   E O\ _ .0 NW. .533.

m . N. . .V S. DIP

3 . Q . No . . G\ nonpo4
~ .

x m. hnomn>o¢.
.omma

hi .

New

CDQB.

 

nonpo<

huomnbod
mama

::

 

\

M\ conned

knomnbod
wmQH.

Q\

(is.

 

A.

. w _.qonpoq.
.\ NH muomn>o<. -
\w

\

 

mama

doapod
knomnbofi
mama

<3 ow tx u~ <5 M3
<3_r3 ¢1 ex 701:2- <3 :v~

o
. Q
0
G

Qo~ 0‘
\0

 

 

. manna» onsmooxm .nnom .>nooH opnpmnmoooo .chpoooa a moonpoosm hm mooo2_ona. come

I h Pl'l
i
o

 

manpoa
know

 

ll‘

nonpoonouooo.no poo o>noanpmnnnaoo on» can onoposnpm non monooooo uncommooo
nnoanno no mammoonpoaon connom.no nooosvonn “Amv.o.a.o .opoo no nonpoadpoa

 

 

 

o3. . om”! :. .. . .. .3 m3. . Ea

 

Guano.

 

 

 

.800

 

 

. Om. 0\ MN. QWx . . downed
; . .o F \ . x. . 3 . 84km”...
xo 5% _ 8304.

w a . 30354 .
. mama.

mm... . . .dm. .. 833

x m. . . huomnbod
mama

 

.3

 

\wo conned

nu buomnbod
. wmflw

 

~

@\ . nonpod .
NW hHomn>o<
Mama
.M\ A w .533
. \ knomdbod
. . Nomw

‘\
E3

066 on (.38 0°:
\‘Y

[\
W
9‘

 

‘0.

 

 

 

[I 1' lll‘
I ll

 

 

manpoe.xanoow onpouooaoa .oon ounamooom oonmooon m4 onwanpb. . oQMWQM

 

nonpoononooo no poo o>npwaomnofiaoo on» can nooooa non monooooo noosnmqoo
undannn no mnnmoonpoaon connon_no nooosvonn ”an..o.a.o .opoo no nonpoaoooa

201

 

 

 

 

 

.. emu

.A\¢

e.

 

awpoa
oowno.

 

 

 

 

 

 

.. mm

IL

omm

ow. ..

 

 

C3 C) <3 <3 <3 <5 <3 <3

\

C) C) <3 <3 <3 <3

AV

P
I:

manpoe hpnanp

hanomw

.nopm oaonoz

«.
no
m.
no
m
\

._Q
Ma

IGH

. tvs°i <3'<>

Q“?

casaaoo.

°Kx3 ’\n 0° \n-cx

05%

p~
°X

5N1
mwx .

.oonpo4

hHomnbod
maouofi

 

\
no

 

.mon>nom nonpoon.qonoonn

cqwmno

“9““ Q3‘§\ <3 §F fVIOQ ‘Vyyz

C)-

mannfimoq
nmqnnoooa.

EECb

\~ :F (D 9i

m,

 \..
m.‘
\

moonfiom
lmm

kn
\\.

'5 b~ ; c>¢\

<3 91

F

Edda

nonnnso .

.aonpod

.hnomapod .

 

coma.

doapo<

knomwbod
moma

 

conned
knomn>o4
wwOH

 

..Gonpofi.a
hHomH>o<
mama

 

A.:oapo4.
knomn>o¢
Noam.

oaks

goo»

 

nonpooaobo no pow obnponpmnofiaoo on» can omomnsm non monooooo poosnmaoo
humanno no gnnmoonpoaon.oonnom no hooosuonn..uaav.c.a.o .opoc no nonpoasnoe,

202

..MN.\.. m.\

 

 

‘9

S x» .5 pg

A6008
ommno

 

 

<3
\
to h)

 

 

om” «Q

Do

on

how»
\

\m

'<><o .<:>°q Q) 6g <> <3

N

no

m.

N.

r.

Q

Q

MWWn Q
Q

\

<:><3 C><3y <35s~
\~b~ \3::

<3 <3
C3-C3 0% ‘-4 4\Vb~ ‘x‘c. <3§N J\0 3T
._ . J

 

H F
HP «'1

manpoe
.2 hanfiow

 

m, oh.
\w kvw..

_.M\M

wndmomxm .unom .baocH opauononooo .Honpnooaong.qoauoqsm hm «saga Qpa omhe

..ooop04

hHomH>o<.
Itwaopofl

 

 

coopooh.

hMomH>o4
mama

 

dowpod

knomw>o4
mood

 

aofipo<
hoomfi>o¢
wooH;

 

..qowpo¢
hHomH>o¢.
noma

 

soapoo.
anowabo4
.. Nwma

 

you»

ooapooaobo mo poo obaponpmaogaoo cup coo unspoonpm Hop mnnoocoo.pcoonmooo
unoaflnn «o nfiamooapoaou confiog no hoooooonu “Amv.o.a.o .opoo no aoapoaopoe

’203

 

 

 

 

fi\\

 

I1II1| I
I! II

to

manpoe.hanoow caponooamn .ooa ouanmooom

coaposao>o 90.906 o>apunpmfiafiaoo one duo
buoaann uo.manmnoavoaon oonaon no honoouonu

ooRAomon m4

 

ow\\ . . Hmpoa.

 

 

;

W \N ..

\nx

Vmw.

 

 

ocwn
.coapodx.

hhomw>o<
.Irmwwpofl

 

‘ooflpod

knomabod
coma.

 

coopo< .

yuomw>o<fl
moma

 

coapod
knomfi>o¢
“vmmH

 

..noflpo4
hHomH>o<.
mama

 

.oooooo
buomubod
meow

 

 

 

oNHHHpo.

came

know

Hounds non munooooo pqosanoo.
“*n~.o.a.o .apuu Ho aoapaazpas

 

 

 

 

 

204

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Illa... .H'
No . \ . . ,. . _ . .
no . t \ QQ\ M: me. . mm . mm: P? wmwmw
“M6 AK. \\ ow OO\ Mm\ MA. . \6\ .\No\ . downed.
O Q Q\ MN. M9 . M\ xm. hm .. 58.33%
lur Izmaopofi
5% m m. 3. E. . oo 3. M» on 833..
. Q Q .s m . t m. 3 5. i833.
. coma .
in... . . .
WWW o m a .mw. om» . om, an" . we» . hm :3qu
Q . Q . N.” No .. Q\ \0 w v hnomwmmfi
Nam/No W ‘ ...“ Own 3 . . Oh. uV\ . c «NM. MN. 8.304
, Q Q M \\ _ . Mm. Nu N m hoomwpg.
. . . wwmfl
WW.‘\ Q Q N.\. m . \M: W Nuwn Q\ . .GOHHOd. .
Q Q s h m m D A Q b.6225
” . .. noma
mm. . N . .. . .0\ mm . m.\ . \ 3 mo a 833
\ _! . . . noma>o<
$1 . . .m 0 N. N. N. o . Nomw
manpoe thHHp. roapuom oowpoofl :ofipoNH mcaofiooq moonnom ..ast cake
wander nopm oaonoz ccH uqssaoo. noowno uwcfinoooe_.. tom uoannso . now»

P

 

‘ nofiogobo no .ooapofionooo 539358035 503333 no mood 0.38 no 03» on 28925
no.“ 390280 poodnmnoo 5.85.3 90 358330." no hoaosdonu «o.m.o :33. no 333583.

 

 

H6909
dawn

 

 

 

 

 

 

 

manpoe

hahaow

M. a) J . \J . \ ; \\u . \J Q \ .;\U
...; \\ D) x /\I N \ \ NI \ O A - \H \ i.‘ ,\
s . . ~ u \\N . \.\ ‘ . a ’3‘ . r

>\\ \ om . ,q w.\ cox
~\ \. .. . . ~ PK
A

.nowp04.
anomw>o<.
.IImHopoE

 

 

 

&
N3
3
:5

s)

<\
to

\

0x

 

 

 

 

 

 

 

 

 

 

 

Gounod
knomabod
wmmfl

 

conpo<

kuomflbod.
mama

 

coupo<
known>o4
«QQH.

 

..doapod
unomn>o<.
mama

 

nonpod
knownbod
1 moflw

 

 

onsmomxm .nnom .bnocH obnpouoaooo .Honpooonoa._conpoosm hm mnooa.oga

cane

you»

 

nonposao>o no .qonpocnonpoo .conpopnoSoHaan .conpofipaon no.mpoo ohoa no can on endposnpm
non oqnooooo paoanmcoo.snoanna no mnnmconpoaon no hooosoonn «p.m.o Japan no convoflapma

206

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

\I o \J .\ )
C v z\ Kn .5 m a... . \. . x . x. H309.
. down
Amww\\ _&Vn\ .mvfl . gmflfi N\§.g8fl3<
. . an} x, . . 5 N, .45. haemabod
a... \ \\ .\. . ..x ..\ ... ....k ! WHMMIPOB
o; . M xxx.“ . N m, 2 \ . 3N. \\ 8.234
U... .... \ x- w. o m. Eoflwmwm.
-.....) m w-.. . mm. . . , \. . . - \ x... . \ .Q_\ 8304
«J . .hy >o
.w \ \\. wanna knomfimoww
w ..J 4 r. .\J .
3 xix» fluiv (H A\..\.. .\~.~ rm GOHp04
, C - . MJN. W a . .)\ knownbod
. . ..x .3. \xx- . “VQGHI
Q5
R xv) \\ .\ .\ . .... .\ \V . . \.|...\.\/ .gOHFOdv. ..
. .. . . . . know >
a \ . Q \a .. \\ WWW
..-. -..-..» C. H \\ \. . .8304
A\\a ....x x J AM ..o . :1» know-“>64
. L! \ .. ...: moon.
.. . . _ ..u. . . 0Q: _
manpoe hanoow onponooamn .oon cunnmooom monsomon m4 onaaapb moo»

 

Gonposao>o no .qonpoononooo .nowpopnoaoagaa .conponpncn no upon 0908 no 03» on Hounds
Hon manoocoo pqoonmcoo hndannm no manageapoaon no hocosoonn “o.m.o .opoo no nonpoaapoa