I PHYSICAL HANDICAP AND SOCIAL I’ARTICIPATION Then: for tIIo Done: d M. A. , MICHIGAN STATE COLLEGE Edwm A Chnst I 942 Itflhms PHYSICAL HANDICAP AND SOCIAL PARTICIPATION BY Edwin A. Christ A THESIS Submitted to the Graduate School of Michigan State College of Agriculture and Applied Science in partial fulfilment of the requirements for the degree of MASTER OF ARTS Department of Sociology 1942 A C K N O W L E D G E M E N T The author is deeply grateful to Dr. I“) Ernest B. Earner, Read 0 the Dejartment A .' [N of Sociology, for his suggestions and supervision during the process of organiz— iL’ and writing up the material; and to Dr. Duane L. Gibson for his editorial criticisms and corrections of the final draft. TABLE OF CONTEIITS GENEROWE INTROD’ICTIOI‘I The Problem of ti Ie Socl 1 Participation of *h3 ZLIWPICPpped Iii torical Background of the Physics 1y .adoicap.3d in Society Previous Stu di ies of the Crippled CHAPTER TWO PURPOSE AN “STECD Objectives of otie S Sethoos of " ocu.ring Analysis and Interp i Rajor Hypotheses a1 1d Assumption Dias of the Author CHAPTER THREE I T-I’AT'IDT APP"? TED HIS PR OBLEP'S ‘lassi ficaticn of Phj,sr ical Lujfllcgp in General s ifiC'tion s of th3 Pl‘ ’sical Handicaps of the Group 8 Studied L ects of the Relationships between *lCCl and Soci3tal Obstacles to Vocational Part Lei; Iation T" ‘amily Lili ieu as A Contributory Factor in the Prool3ms of the Vendiccrnrd Actual Employment Status, as an Index of Particitcticn Vocational As 8 ance stsiness Coll:re Attendance Vocational School Attendance Actual Earnings of the Handicapped The Relative Subjective Importance of the Problems CHAPTP R FOUR .rSS CT TILE GSE-13RAL PUBLIC TC‘..~'AI‘.' T233 I-L"-L"£’DICI‘~_PPLJ CHAPTER FIVE rfirTI”r'1"* 7. ”-3 m ’77 "‘ ffir'“D T Y ’ 7"". ' ST . 5 ha [Li .L .I. I. JAIL; O" .L LI—LIIJ I.'_u :1“ \JJ. J'_I_ HI .erAL TI 1:; I'f,fl_-,:\.-IC;LPL LSD CHAPTER SIX AT TITUDSS OF THE LATDICA I‘SD Toward Himself and His San (I ’ttitudes of the Handicaw onard Eis World cm3n's Compensation Act 11 18 r‘ k C . k 25 (if: kvt) (3 (v O p..— LIB; r '() (I'M SO 5:: ss 59 59 so (a. 6/ N Attitudes with egc rd to Child Lrbor Attitudes with Pegard to 1m} -o*n‘ 1t Preference to Handicao ed Employees Attitudes with P; ard to Retained Employment (Jf Disable) IVo hers CHAPTER SEVEN PATTICIPATICN OF THE "'"IICJPPJD Relationship b>tzc3n “N""lCll SubjP ctive and l ocietal Obstacle s to Participation Vocational Partic11 tion: Occupational Pecords Vocational Participation: Occupational Ambition Vocational Participation: Assistance from Others Aarriace and its Pelationship to the Financial Problems CPI CHAPTER EIGHT JEIASI AND COSCLUS III‘IS Summary of the Data Conclusions from the Study gpAPTER NINE PS CHIZPDA’ICNS Organizations of the Pandicappcd Genera 1 Recommendations APPENDIXES g-N A IPPENDIX II PPSNDIX III 1_3_ 113m comm; 105 106 107 110 110 111 115 117 118 139 150 Cf) b4: 15? 158 167 168 TITLE I. II. III. IV. VI. VII. VIII. IX. w? «P- o v A XII. XIII. LIST OF TABLES PAGE LlctiCH Betueen Vocational Tr_.ining or LI rribnce, Actual ‘WW‘CVu»ht thtus, 6rd Vocm. ional Anbition, by Present age :nd Schooling 40 Distribution of Iicndice p by Nature of Origin 51 Distributicn of nxniovnent Status by 3 x 54 Emgloynent Status by Lnture of Handicap 55 Average Seffl :ly ;.rn1r s of Emiloyed n11e1C11pod I3 es and Females 61 Rating of tie Relative Imyorizc nce of Eight Problems for nonLJcsnr d Grou'm's by 53X 66 Choice of Ian di cap; ed Group of Own Chief Problem CG Choice of "Control" Group of Own Chief Problem 69 Distribution of Consideration given Handicapped FeOple who might Apply for Jobs, by Type of Industry or Business 85 DistribLticn of Choice of Lies t 83v: re" P1 lysicsl rndice1gz, red_e by Hendic cep1:ed and Control (WrOI s, by Sex 9? Estimate of Annual Worth to Employer (real or potential) by Sex and nnloyuort Status 100 arital Status of 41 R1n<1ra1teo Iales Between e Ast Tn3nty— one and 1ifty— tro Ila Inrital S atus of 48 Handicapped Femeles 5 ’— ‘ '3 Ages Fijreteen.erui.Ii1'ty-inx3 lSO NO. 0] o 10. 11. LIST OF FIGURES TITLE Eistrioution of tote l nLILJer of Cl Ml ren in families of 115 orL1w01 edic hLflQlCIUg d school- ege children. :AnJr1IentJl are p DistlieJti Ln of total nuLeer of children in fr ilies of 113 children of 501*1ool —a13‘e who ’1uere ‘I not t‘1’L1JclV'm nendicepyed, nL or led nonachLped The experimental and control gro:ps {lo otted together to show distribution and differences in the two scatters Family income in lOO's of dollar relief f31Lilics of handicn on income—tax re; orts, l2? s for 113 non— “1lo1x41 DESCd 19Lily incc: e in 10 0'3 of dollers for 11% non- reli=3 f control faniiieJ with no member hrndi— can; ed, e5ed on income— tax reports, 1939 Family incone in 100's of dollars, showing com- farative freouency curves illustratir ng the dif- ferc noes betieen the vreriLentul and control gr cups with reference to family incoxw Choice of "KOJt Severe" PL, Jicel Hendi cop by Arthr itics to show Deviation 0;? C‘l oicc aaay from oan Handicap Choice of "Host Sove1 e: P} ysical Lendicep by th se whose Bend icap C01flit' Disability or Anp-tdtion of Line or Limbs,L ::cluding Arthritis Relation of Actual Annlal Earnin's to Estimate of Own North to Employer, 29 Handicapped Males 211: 310.) Gd Hethod Cf Peferr al for Group Ore He1o1ccrro fiprl Nit at E} 1d1cenu d Pl: J1J1t Division Liethod Cf Referral for Group Two Lnnoicckicd Applicants at handicag ed Plao eLent Iivision 1Jethod of I? errra.l for GrOUp Trree Hrld’capped Applicants at Lflhlouyubd Ple cLLJnt Divi31on .|.. PAGE 1h 5% r?- U1 ’r a C) +73 03 U) ()1 lCl 146 147 CHAPTER ONE INTRODUCTION The Problem 9: the Social Participation g§_the Handicapped There have been whole libraries written on social problems. Shelves of books have been produced about the problems and treatment of the physically handicapped of all types--the blind, deaf, crippled, mentally subnormal, speech defectives, undervitalized, cardiac, tubercular as well as the socially handicapped, the last classification comparativ- ly modern and provocative of interest and study. The confining quality of physical limitations is conducive to social maladjustment which may assume the pro— portions of the pathological, but which at least is a prob- lem to the individual and to society. An orthOpedic crip- ple moves within boundaries of his physical limitations. On the basis of these limitations alone, the cripple may not deviate significantly from the norm of participation of the nonhandicapped. But he is still restrained in his activity by subjective attitudes which have their particular basis and origin partly in the fact of his handicap; but even more in the restrictions placed upon him by society. His par- ticipational hierarchy is an empire of vague and Sprawling prOportions which he nominally rules from the confines of societal exile, primarily because he is interpreted on the basis of his greatest liability and not his total assets. This paradoxical balance sheet excites some curios- ity and a possible explanation. The limits to which the handicapped participate can be discussed quantitatively as well as qualitatively. The handicap alone is not reSpon- sible for the nature and degree of participation. Identical handicaps may produce a beggar or a Roosevelt. Subjective attitudes and the fact of the handicap together do not answer the problem of participation. The interacting tri- onym of factors of limitation-~the physical, the subjective, and the societal-—might more closely approximate the possi- bility of generalization. Handicapped adults can be conveniently categorized, sub-grouped, and studied in terms of social participation, attitudes, problems, and in terms of the socius according to the purpose at hand. In terms of attitudes, for example, the handicapped may be conveniently considered by an arbi- trary yet natural division of the attitudes of the "born cripples" as Opposed to the attitudes of the accidental cripples; or in terms of the degree and nature of physical limitation-—by studying aSpects of the participation of the deaf mute in comparison to the Spastic or the kyphotic, or the poliomyelitic. In terms of problems, the handicapped may be considered and classified in terms of educational attainment, group membership, number and kind of social activities, and the like; or more definitely in terms of Specific obstacles to participationa—marriage, financial status, and similar indices which may conveniently serve to measure the sc0pe of the participational pattern of the in— dividual as well as of the group. In terms of the socius, certain correlations might be found which indicate causal relationship: In such instances, some positive and signif— icant correlation might be found between marriage and degree of physical disability; education and physical disability; attitudinal pattern and disability, and the like. To what extent these factors are important, and to what degree they can be found to have a limiting influence on the social participation of the handicapped, can be studied objectively and diSpassionately. By considering the inter- relationship between covert attitudes together with the phys- ical handicap and the social implications and restrictions, the extent and nature of participation might become more ap- parent. From such a study there might be derived a closer and more searching insight into the social participation of the handicapped from the standpoint of sociolOgy and of sec- ial work. The social worker dealing with delinquent, depend— ent, and neglected children has often had foisted upon him the notion that physical handicap might be considered a_p;iggi_ a factor which contributes directly to, and is placed as in positive correlation with, delinquent behavior, dependency, and neglect. Many authors have shown that physical limita- tions very often indicate parallel social isolation or quan— titatively low social participation;1 with the conclusion drawn that such anormal participation is an index of social 1 9;, Queen, Stuart Alfred, and Gruener, Jeanette Rowe, so- CIAL PATHOLOGY, 1940, pp. 5—25 lO pathology. It is certainly true that the physically han- dicapped in our society constitute a social problem. We cannot deny that at least qualitatively their participation is in some instances different than those without physical limitations. It would be useless to suppose that the kind of participation available to the physically handicapped is identical to that available to the physically normal. Rather, however, than say that a low index of participation in terms of an acceptable norm is an evidence of pathology or even disorganization, it would seem more conservative to say, simply, that such limited participation constitutes a social problem. The adult handicapped individual may conceivably be considered to differ from the nonhandicapped individual in the kind of participation which he finds possible to him; but it is probably stretching a point to assume that the quantity of his participational activities is lower than that of the nonhandicapped. Historically and traditionally certain societal influences at work have sifted down through the generations to modern times and our contemporary culture. These in— fluences, with regard to society's attitudes toward the handicapped, have been the chief factors in determining the nature and extent of their social participation. 11 Historical Background 9f the Physically Handicapped ;p_Socie§y Twenty centuries have passed since Aristotle, the Greek philosopher said, "Let it be a law that nothing de- formed shall be permitted to live."2 Among primitives, through the time of the Greeks and the era of Roman domin- ance, exposure and torture of the handicapped was an ac- cepted although not a complete universal practice. General- ly Speaking, only in comparatively modern times has the so— cial status of the cripple and his acceptance by society been such that he is no longer considered an outcast. In 1954 Franklin Delano Roosevelt stated, "I have felt very strongly that one of the outstanding accomplishments of this century has been the new understanding of the rehab— ilitation of crippled children."5 Yet, even in ancient times there were flashes of an almost modern viewpoint: The Hebraic law, as expounded in the Old Testament, asks aid for helpless classes but re— flects something of the feeling of the times in excluding such classes from sacred places. We have here, therefore, some evidence of societal limitation of the extent of social participation to which the handicapped could aSpirel The principles of vocational guidance and workmen's compensation acts are revealed as of ancient origin with the Code of Hammurabi setting up a schedule of payment for injuries. 2 Burgum, Leland 8., FROM OBSCUHITY TO SECURITY, 1923, p. 10 ibid., p. 19 The Egyptians practiced vocational guidance in training the blind to be professional mourners, still another early indication of societal limitation. In the Middle Ages, cripples were not encouraged to live, but when they did, it befell them to amuse the members of court of the petty kings and rulers. Fiction has made dramatic the lives of the handicapped in Rostand's Cyrano d§_Bergerac, exempli- fying the pathetic plight of the facially deformed——while Hugo's The Hunchbagk 3; Notre Dame, shows rare insight into the entire hierarchy of participation of the deformed, the societal obstacles, the subjective VieWpoint, and the phys- ical limitations. Through all the ages, there were exceptions to the general rule that the deformed merited only social os— tracism and public ridicule. Thus blind Homer was honored as a poet in Greece, and Moses and Aes0p, both suffering speech defects, were leaders. But it took the French Revolution, with its new appreciation of the essential dignity of all men, to bring society to recognition of its 4 responsibilities to the handicapped." Tracing the crippled legions back to their savage ancestors, the crippled or deformed child naturally did not live long; the elements and the living conditions were to harsh to permit it, so that by a process of natural selection and survival of the fittest, the weak were eliminated. “The 4 Frampton, Merle E., and Rockwell, Hugh Grant, EDUCATION OF THE HANDICAPPED, 1941, Vol. I, p. as 13 savage child, whether crippled or not, must struggle for existence. If he could not, he perished."5 The civilization of the Greeks, with their phys- ical and spiritual goals modeled around perfection, elim- inated the crippled scientifically and without sentiment. "To the Greeks deformity presented not a religious or moral, but a rational problem."6 But even in the days of darkness for the crippled, a few brilliant figures were prominent in the care of the crippled. Hippocrates, in the 4th century B. C. laid the basis for the develOpement of modern ortho- pedic surgery. nFor his Operations, he had devised a spe— cial table (the Scamnum Hippocrates) and his descriptions of the Operating room with regard to lighting, the placing of the patient, the position of the assistants, and the care of the Operators hands reads wonderfully modern."7 His hes- pital instituted clinical observation, hygienic treatment, and the use of the healing power of nature. After the fall of Rome in the fifth century, the Dark Ages began. Information about the condition of the crippled child is scant, but it is doubtful if many weak children survived. If they did survive to adulthood, they could demand a high price if their deformities were grotes— que enough to attract the attention of a king or baron in 5 Watson, Frederick, CIVILIZATION AND THE CRIPPLE, 1931 p. l 6 Abt, Henry, CARE, CURE, AHD EDUCATION OF THE CRIPPLED CHILD, 1929, p. 8 7 Jones, Arthur Rocyn, “Historical Review of OrthOpedic Sur- gery," Cripples Journal, 10:322, 1925 need of a court jester. Today, the handicapped who find it possible to solve their financial needs in no other way may still be found capitalizing on the fact of their deformities as beggars, while the more grossly deviational may find the livelihood of the carnival not too meagre a cource of reven— ue! Thus we have the negro microcephalic in a carnival ad- vertised as, "a Congo pigmy whose head was bound from infan- cy according to tribal custom." We find in old documents evidence that children were deliberately maimed in the Hiddle Ages so that they could eventually fill the part of “poor unfortunate beggars or court jesters."8 We still have occasional rumors that such practices occur. The Great Barnum was several times accused of maiming the already deformed "freaks” in his side- shows in order to present an even more grotesque body to the paying public. In terms of the societal limitations which shaped the participational pattern of cripples, Watson states, "Centuries of isolation and contempt naturally entrenched in the conscience of the common peeple the creed that a cripple was a disgrace to his par- ents and himself."9 During the Reformation it was usually the crip— pled who were accused of witchcraft. He was na man cursed 1 DY GOd, hence he must be an Evil doer."lO 8 Hare, Helen, "A Study of Handicapped Children," Indiana Universitz Studies, 1932, p. 67 9 op. cit., p. 59 10 ibid. 15 In the period of the French Revolution and the rise of modern industrialism, humanitarianism awoke with the wri- tings Of Voltaire, Rousseau, Blake, and Goldsmith, but with this rise in humanitarianism came the extensive use of child labor. "The use of child labor in home industries led to the distortion of Children's Spines, premature blindness and chronic ill-health. In the 18th century, orthOpedic study was still in the experimen— tal state—-a combination of the bone setter and the magician's craft."ll The Industrial Revolution brought many social -abuses with it. "Children used in the mines and factories often worked fourteen hours or more a day and either died at an early age or became crippled in health and limb. These conditions of child exploi- tation were eSpecially pronounced in England and Scotland but pre- , valent throughout Western EurOpeuld Humanists like Dickens, Lord Shaftesbury and John Stuart Mill attacked the situation and gradually the indus- trial condition of English children improved with the passage of the First Factory Act of 1802, publication of Peel's Re— port on Factory Children in 1816, and the establishment of the Royal National OrthOpedic HOSpital in 1858. The Royal Bavarian School and Home for Crippled Children was founded in 1852 by Johan Nepimak. From those early beginnings the 1} Watson, Op. Cit-9 Po 5 la Heaton, William, ECONOMIC HISTORY OF EUROPE, 1958. po 272ff. 16 movement Spread to France, where the first hospital for crippled children Opened in Paris in 1855, and from thence to New'York's HOSpital for the Ruptured and Crippled, Opened in 1865. The Home of the Merciful Savior, established in 1884 was the first American home for the exclusive care of crippled children. It is apparent that medical interest in the crippled was not aroused seriously until the eighteenth century, and the deveIOpement of treatment to prevent much of the crippling following infantile paralysis-—the cause of one—third of our crippling today--is largely a develOpement of the last decade ("the causes of crippling according to various surveys are three diseases~~infantile paralysis, bone tuberculosis and rachitis, together with congenital deformities account for seventy-four percent of the crippled children.‘15) The aim of the White House Conference Committee was three-fold: ,31. To give to every child the best physical condition it is pos— sible for him to attain. 2. To give him the best education it is possible for him to assimilate. 5. To help him to find his place in the world's work.“lé HOSpitals and institutions for the criplled child developed greatly after the beginning of the twentieth century, and by 1914 fifty-two institutions and hOSpitals in the United States 15 “White House Conference on Child Health and Protection," THE HANDICAPPED CHILD, Vol. IV-B, The Crippled, p. 156; See also, Ober, Frank R., "The Crippled Child“ Hygeia, 15:796—97, Hay, 1957; Phelps, WinthrOp M., "What Can Be Done for the Birth Injured,” Hygeia, 11:598, May, 1955 14 White House Conference, 9p;_cit., p. 159 17 were giving Special attention to nearly 5,000 crippled chil- dren. In 1924, the institutions for crippled children num— bered 242, and cared for nearly 9,000 patients, and by 1950 there were 525 institutions caring for over 11,000 children. Such a prenomenal rise is due to state activity and to the work of civic, service, and fraternal agencies.15 The clinic or diSpensary is an important crippled children's agency. The Public Health Nurse, the social ser- vice worker, the Rotarian, The Elks, and the like report the children to the agency, and the child is referred to the hos- pital, convalescent home, or sanitorium for treatment. A great amount of convalescent and after care can be provided in the crippled childrens' schools. In larger communities trained physiotherapists give treatment which consists of muscle training, massage, corrective exercises, gymnasium work, directed rest and recreation, ultra violet treatment, surgical dressings, coordination of classroom and shOp.activity, supervision of feeding, rest and general health. 15 See, for example, "finite House Conference, " Op. cit., p. 141; SOCIAL “ORH'YLARBOCK 1959, p. 105ff; “Health and Happiness for Crippled Children,u Literary Digest, Dec. 29,1954, p. 21; Abt, op. cit., p. 18; SOCIAL URR'YLAR- 800K,1957, p. 114; "Social Security Act, " Title V., Part ,2 c 18 Previous Studies 2: the Crippled Most of the few studies which have been made Of the crippled were written in recent years-~1ndeed, very few are as old as the present century, and these are usually physiological in nature.16 Studies made in the last decade which have been published have been largely psychological , emphasizing testing neuroses of the handicapp d, personality, intelligence, and the like,17 while most contemporary studies emphasize the importance of securing a greater knowledge of the institutionalized handicapped of various types, for the purpose of expediting and increasing the efficiency and sc0pe of social welfare planning and administrative organ— ization.18 The greatest quantity of these studies made in late years have been fostered by state and national offices, and their chief interest has been in surveying the incidence of the different kinds of handicaps and the available re- 16 93;.Brockway, A., "The Problem of the Spastic Child,“ g. Except._Child., IV;5 (Dec., 1937), 64-69; Gordon, R. C., and Roberts, J. A. F., "Does Poliomyelitis Affect Intel- lectual Capacity?" Brit. Med. J., II (1959), 805-5; Lord, E. E., Children Handicapped py_Cerebral Palsy, (Common- wealth Fund, N. Y., 1957) , l7 §£;_Bradway, K. P., nSocial Competence Of Exceptional Children," g;_Eacept. Child., IV;5 (Dec. 1957), 64-69; Kammerer, R. C., "An Exploratory Psychological Study of Crippled Children,“ Psychol. Rec., IV (1940), 47-100; we Grew, J. W., uEmotional Adjustments of the HOSpitalized Child," The Crippled Child, XVIII (1940), 7-9; Rosenbaum, B. E., uNeurotic Tendencies in Crippled Girls," §;_Abn. and Soc. Psych., XXXI (1957), 423-9; Witty, P. A., and Smith, M. E., "The Mental Status of 1480 Crippled Child— ren,“ Educ. Trends, I (1952), 22-24 18 Q:,_ California, State of, Census and Industrial Survey 9; the Physically_Handicapped in California, Dept. of Ed. Bull. NO. 9 (1955); Michigan Crippled Children Commission, 1952-1954, Report, (Lansing, Hich., 1954);New Jersey State Crippled Children's Comm., Re ort, (Trenton, N. J. 1952) 19 sources for purposes of treatment and rehabilitation. Although some Of these previous studies have been forthcoming with suggestions pertinent to the present study, none have attempted a similar treatment, nor have any of them used a similar frame of reference, sociologically or other— wise. Some recent theses of a sociological nature have been written, but none have proceeded parallel to the present treatment.19 Some sociological texts include references to the handicapped of all kinds, particularly those dealing with pathology, personality disorganization, social work (histor- ical, case records, and the like); but none have a compatible vieWpoint or proceed from a similar fran'lework."'3O These will be recornized in the study wherever reference is indicated. 19 §3L_Berry, Edna L., Convalescent Care g£_Cripp1ed Child- ren Hospitalized ig the Los Angeles Area, University Of Southern California, Easters', 1941; Buck, Muriel Sproat, Speech Therapy for Children with Congenital Cerebral Pal- sy, University of Washington, Hasters', 1958; Cotton, Carol B., Study 9§_Reactions 9£_Spastic Children pg_§§pr tain Test Situations, University of Chicago, Doctors', 1959; Hickox, Louisa 8., fig Appraisement pf Educational Provisions gp Berkeley, Oakland, and San Francisco, Ca1- ifornia, gp_the Basis pf Findingg and Recommendations pf the White House Converence, University of California, Eas- ters', 1954; Parkill, Adelaide, §p_lnvestigation of phg Possibilities 2f Develoning ap Educational Summerfltamp for Physically_Handicapped Children, University of South- ern California, Easters', 1957; Sheridan, Jennie A., Principles Governing the Education 9; Crippled Children, University Of Chicago, Masters', 1940; Wallace, Dora J., Educational Opportunities for Crippled Children lg Egg: land, France, Germany, and the United States, University Of Cincinnati, Hasters', 1955 20 Cf; Queen and Gruener Op. cit., Frampton and Rockwell, op. cit., Hare, 9p;_cit,, Pintner, Rudolf, Jon Eisenson, and Mildred Stanton, THE PSYCHOLOGY OF THE PHYSICALLY HAN- DICAPPED, 1941, especially pp. 562-581 CHAPTER TWO PURPOSE AND METHODS Objectives 2: the Study The author had four general purposes in mind in making this study. (1) To classify the handicapped in ’terms of their social participation on the bases of natural groupings, (2) TO discover what factors if any, influence or limit the social participation of the handicapped, (5) To discover in what manner the overt attitudes of the handicap- ped differ from the "average attitude" of the nonhandicapped, and to attempt to find correlations between these attitudes and the fact of physical handicap as well as the degree of participation, (4) Generally, to ascertain whether or not handicapped adults participate more or less in social groups than persons without handicaps, and, to what extent the han- dicapped make use of their participational Opportunities. Specifically, in this regard, it was the author's purpose to ascertain to what extent crippled adults parti- cipate occupationally; to what extent occupational status and occupational adjustment contribute to the financial problem; and in what ways do the physical, the societal, and the subjective limitations influence and condition such par— ticipation. It is assumed that the handicapped can be grouped conveniently and naturally on the basis of sex, age, and 21 most important to this study on the basis of physical lim— itations. Also, the handicapped individuals crippled at birth can be distinguished from those handicapped by acci- dent Or disease at some time after birth. It is hypothesized further that the handicapped are restricted in their social participation on the basis of physical limitation, societal limitation, and subjective at- titudes. It was the purpose of this study to determine from a norm of participation to what extent the handicapped de- viate in their participaticnal patterns, and to determine qualitatively how the handicapped differ in their partici- pational pattern and attitudes from that norm. It can be said that the handicapped as a group have certain common problems which they can and do recog— nize and rank in their importance to the individual as well as the group. It was the writer's purpose to discover, if possible, the underlying causes of these problems as well as the nature and extent to which they exist. By comparing the handicapped with a control group of approximately the same size, it was hOped to discover what attitudes the handicapped express on specific questions, dealing chiefly with occupational adjustment and participa- tion; and how these attitudes differed, if they could be said to do so, from the attitudes of the nonhandicapped control; and to determine also what parallelisms could be found between certain given attitudes covertly expressed and other factors influencing participation. 22 Finally, it was the purpose to discover whether the handicapped participate more or less in social groups of all kinds than the nonhandicapped, quantitatively and qualitatively by discovering their membership activities in social groups, the nature and extent of their evocation- al activities, participation in games and the like, and to discover to what extent the handicapped realize or fail to realize their participational objectives, and to what ex- tent they recognize or fail to recognize their participa- tional Opportunities. 25 Methods g£_Securing Data In the summers of 1959 and 1940 the author person— ally interviewed ll2 males and 1 female who were handicapped, with whom he was acquainted. A schedule was used to obtain _uniform information (see Appendix I) which was completed af- ter the interview. Only when absolutely necessary was the questioning of a direct, Specific nature, and no information was requested which was already known to the author or which could be obtained from other sources. he interviews, which were often mere informal meetings in nature, were so designed as not to acquaint the interviewee with the process. In addition to the information obtained from the informants for the schedule, the interview- er also rated each crippled individual in terms of emotional adjustment, noted particular mannerisms, habits, attitudes, and the like which might have some relevance to the common material gathered. Discussion was Generally initiated during these interviews (which were often obtained from several in- dividuals simultaneously) in order to discover what attitudes toward various problems these individuals admitted. In the spring of 1942, eighty—nine handicapped adults volunteered to answer a questionnaire submitted to them by mail (see Appendix II). Of these, forty-one were males, and forty-eight were females. All except two were victims of orthOpedic handicaps of one type or another. The average age of both sexes was approximately 31 years, and the volunteers resided in eighteen different states including an 24 almost equal division between rural and urban areas. The questionnaire included Specific requests for information as well as general Opinions. A portion of the same questionnaire (see Appendix III) was submitted to ninety-five college students, of whom twenty—six were men, and sixty-nine women. All of these students were enrolled in college courses above the freshman level. The individual items included in the questionnaire were identical to those in the questionnaire submitted the handicapped group. The tabulated results were used as a norm of experience and Opinion to which the handicapped group was compared. In addition to the information obtained from the schedules and the questionnaires, a third method was used in securing data; namely the "own story" method. These "own stories” were neither verbatim nor were they life-histories, but merely repertorial accounts of incidents and experiences handicapped individuals recalled from their dramatic or traumatic impressions. Most of these "own storyn accounts related to vocational experiences which the narrator had had. Supplementary information was obtained from teachers, neigh- bors, employers, and friends of the individual in question. Some information was obtained from school records and the like but mainly each case study was a composite of several points of View, each with its nucleus existing in the "own story" methodology. This latter data is used in the study only as a source usually referred to as the observations of the author, in order best to present this type of material. 25 Analysis and Interpretation 9; Data The chief purpose of the writer, in interviewing by schedule the 115 crippled individuals of the first sample discussed, was to obtain some necessary insight into the sub- jective attitudes which they expressed, and to discover those things in common which they seemed to have among them. Ar- bitrarily, the men in the sample were grouped on several bases; first on the basis of physical handicap by employment status, marital status, educational attainment, and the less easily measured adjustments; secondly on the basis of econom- ic and "class" background; thirdly on the basis of attitudes and Opinions most explicitly expressed; and fourthly on the basis of Specific adjustment patters——vocational, educational, occupational, and the like. The data, thus roughly class— ified, were examined to determine chiefly whether any notable patterns existed which might warrant further investigation and study. In the by and large, certain patterns were evident which exhibited the presence of social problems mainly aris- ing out of various aspects of social participation, both in degree and kind, which seemed to have some bearing on the in— dividual's own subjective attitudes as well as the attitudes of society toward him, and toward the handicapped as a whole. From many of the respondents in this initial sample the author was able to secure case-studies in the form of life-histories supplemented by school— and case-records, in- terviews with neighbors, teachers, friends, and the like 26 which to some extent supplied the raw data for the case an- alysis of a few individuals who were more or less typical, or at least indicative of trends and processes. These data, together with those uniformly secured from each of the 113 handicapped individuals, served as an orientational sample, and pointed the way for a more scientifically refined study of the problem in terms of social participation with its natural emphasis on the problems of more importance subjec— tively to the crippled adult. The sample which included eighty-nine handicapped, and ninety-five nonhandicapped persons were surveyed in an attempt to isolate some of the participational problems, evidence of the existence of which accrued from the first study. The nonhandicapped control group was used merely, as stated, in order to establish some kind of norm of par- ticipation to which the study group could be compared. The data were tabulated and studied in comparing the two groups from the standpoint of averages and average differences, by simple statistics, to determine both the quality and quan— tity of participation. In addition, the data were analyzed from the standpoint of the extent to which subnormal degrees of social participation constituted a social problem, if such could be shown in that regard. By comparing nature and degree of handicap, p§;_§§, with various indices of partic- ipation, in the light of the hierarchy of participation pre— viously mentioned, the data were interpreted with with emphas- is on the most apparent problems of the handicapped as they themselves stated them to be. The data were examined in terms of the hierarch— ical pattern of participation; assuming that the physical handicap sets the first rough limitation; that society in a more or less stereotyped fashion of reSponse and reaction to the cripple further defines his participational realm; and that lastly the physical deviate himself through his own subjective attitudes which have accrued from physical and societal limitation, the latter of which is assumed to be the most restrictive, participates according to the ex- tent of freedom or confinement allotted to him by the phys- ical and societal barriers. Major Hypotheses and Assumptions It has already been suggested that social parti— cipation is restricted by three elements, namely, the phys- ical, societal, and subjective. The handicapped by virtue of their physical obstacles to participation, may be studied in terms of nature and kind of participation. It is also generally supposed that most handicapped adults recognize certain individual problems which can be considered individ- ually as well as in terms of the group; and that these prob- lems probably differ in kind and degree from those of the nonhandicapped. Since the fact of physical handicap exists, it is reasonable to suppose that it exerts an influence on the emotional stability, attitudes, and drives of the indivi- dual so restricted; and that such aspects of social adjust- ment differ in all probability in terms of the group from those of the nonhandicapped in the same terms. If it can be shown that the handicapped because of lower indices of participation deviate significantly from the norm of participation which has been suggested, such a deviation hypothetically accrues from the hierarchy of re- strictions noted and generally speaking may be said to con- stitute a social problem. The main hypothesis of this study is that if so- ciety's definition of the role of the handicapped could be altered significantly, the status of the handicapped in terms of his social participation would also alter as a result, be- cause his attitudes toward himself and such status and role depend on society's definition of his limitations. Hence it would follow as a corOllary that the nature and extent of his participation in social life, particularly in occupation- al activities, would be different, since such participation has its limits ultimately in the social attitudes arising out of the fact of physical limitation or deviation, which only indirectly and incidently is a determinative factor in his participational hierarchy. 30 Bias 2i the Author The author has been an orthOpedic cripple since 1925. It is probably significant, in terms of the formative period of the author's life, that a total of more than three of the first twelve years were Spent in hospitals and health farms as a patient; that four additional years in this period were spent confined at home. The author had but two years of formal elementary school education beginning at age twelve, in the years 1929 to 1951. These two years were spent atten- ding a school exclusively designed for handicapped children up to and including the age eighteen. Until the author's en— trance to high school in 1931, his differential associations had been limited to the family grcup and to the groups com— prised entirely of handicapped children and young adults. In the period 1951 to the present, the author has not asso— ciated frequently with groups of handicapped individuals ex- cept in the years 1939 and 1940, when he made an effort to renew old contacts with his former school fellows for the purpose of obtaining the information already discussed. As a result of his own experience, the author does not believe that there are any more or less pe manent patterns of reaction assumed by the cripple with regard to his handicap. The author believes, on the contrary, that such attributes are very often assigned to the crippled individual on the basis of expected behavior rather than on the basis of any personality trait which may be designated as accruing from the fact of handicap. Briefly, the average handicapped individual exhibits. C93 H no more indication of personality disorganization than the average normal healthy individual. The handicapped indivi- dual cannot, therefore, in terms of patterns of reaction be designated as "rebellious," Vovercompensating," nsubstitut- ing,“ and the like. These labels are more often given to the cripple undeservedly than reasonably-—primarily because the individual unaccustomed to dealing with a handicapped person believes that he mpg; find some evidence in behavior which will indicate the manner in which the handicapped subject reacts to his disability. Since it is primarily in terms of occupational participation that this study proceeded, this bias is stated so that a reasonable discount may be made for it in the ap— praisal of those findings which proceed from observed phe- nomena rather than from statistical data. It may also be possible that because of the author's handicap, he may feel that things found to be “unique“ to the handicapped group cannot also be found to be true of the nonhandicapped. The author has, in such instances, attempted to point out such instances in the text, where such possibilities might occur. CHAPTER THREE THE HANDICAPPED AND HIS PROBLEMS glassification of Physical Handicaps in General The handicapped may be classified into eight con- venient and mutually exclusive sungroups, namely: (1) the deaf, (2) the hard of hearing, (3) the blind, (4) the par- tially sighted, (5) the crippled, (6) the defective in speech, (7) Speech involvements of Special types, and (8) other phys- ically handicapped groups-~ahich include the "internally han— dicapped," namely, the allergic, cardiac, diabetic, the en— cephalitic, the epileptic, the malnourished, and the tuber— culous. The fifth sub—group, the crippled, includes all the orthOpedic handicapped as well as other Special classes of crippling diseases. Chiefly among the kinds of crippling diseases, as distinguished from amputates, are (l) infantile‘ paralysis, (2) bone tuberculosis, (5) spastic paralysis, (é) arthritis, (5) congenital deformities, (6) osteomyelitic, (7) curvature, and the like. In addition to these, certain ill-defined classes of handicaps exist, originating from ac- cident, infection, and birth injury, including various types of es and muscular atrOphy and deformities arising from nu- tritional, endocrine, and other systemic deviations and im— balances-—embracing alse the rachitic and the cephalic de— viates. If we exclude the structural deformities which are multiples of other kinds of handicaps-—those associated with the mental, such as the microcephalic, hydrocephalic, and macrocephalic, we must also exclude certain other causes of crippling which are merely parts of a larger syndrome of ab- normality--the Mongoloids being an example of such instances. Just as the crippled evolve into certain definite as well as indefinite sub-groups, so do each of the major sub-groups enumerated above almost always merit particular classification. The os tuberculous themselves, for example, 1 fall into three major groups——tne victims of (l) femural or tibial os tuberculosis, (2) the Spinal tuberculous, and (5) the victims of tuberculosis of the arms. Still further cat- egorizing might be done: In addition to the aforementioned sub—sub-divisions, tuberculosis might impair the pectoral and/or pelvic girdles, the rib—basket, and even the indivi— dual phalanges. Likewise, the Spastics can be categorized in terms of degree of locomotor ability; degree or absence of Speech involvement, and the like. An ad infinitum classifi— cation would ensue were we to attempt, further, to classify the victims of multiple handicaps, if only by pairs. The result is, of course, that almost as widely different handicaps exist as there are handicapped peeple to be afflicted with them; so that were we to Split hairs in our grouping of any given number of handicapped individuals, we would have to have as many groups as we have individuals-— precluding the possibility of many kinds of correlations which we might attempt to make between nature of handicap and the various aSpects of behavior, attitudes, Opinions, and, of course, participation. Conveniently, of course, and without prejudice or lack of due care and consideration, the eight chief sub- groups previously enumerated serve the purpose of gross clas- sification admirably, since perhaps three-fourths of the crip- pled qualify for position under one only of these sub-groups. Classifications g£_the Physical Handicaps g; the Groups Studied The handicapped individuals who submitted the com— pleted questionnaire on a voluntary basis were first of all almost equally divided according to sex, there having been forty-one males and forty—eight females; from the sampling standpoint a distribution and number conducive to compari- sons of sexes which could not be made in the schedule survey of the earlier handicapped sample of 112 males and but 1 fe- male. The chief differences between the two groups, exclu— ding the sex distribution, were the facts that in the first group studied, 1. No individual was confined to home, hospital, or institution, because of his disability. 2. All individuals had attained at least an eighth grade education, and most had additional formal education. 5. All were residents of the same metrOpolitan area and all were urbanites. 4. None were dependent on social service or public relief of any kind. 5. All were alumni of the same pub— lic school, with the resultant stratifications of having mem- bership in a socio-economic group of average or better on the basis of the metrOpolitan universe. 6. All employed were full—time em- ployees or self-employed. 7. None of the unemployed were de— pendent upon self for financial maintenance. Some were still at- tending school. In terms of the nature and extent of handicap of this group of ll2 males and 1 female of the first study, fur— 56 ther refining on (1) above, every individual had sufficient locomotor ability not to require compensatory devices more re- stricting than braces, crutches, artificial limbs, or other orthOpedic devices; that is, none required the use of wheel- chair, wheel-frame, or other more limiting locomotor device. Enlarging on attainment of formal education (2), at least 40 percent, roughly, had completed twelfth grade, while some had partial college educations, and some were still at- tending. Since all were residents of the same urban area, no geographic comparisons could be made; since none were on relief, or dependent on service agencies, their attitudes and Opinions on the group basis are not representative, and this fact is likewise true owing to socio-economic status. Further, this first group represented fewer types of cripples: A disprOportionate number were victims of infantile paralysis and Spastic paralysis; with consequent differences of parti— cipational Opportunity on the physical basis alone. The second sample, being more equably distributed according to sex, can be more reasonably expected to yield significant data capable of generalization, than can the first; Since this second group was also characterized by the following: 1. A typical number were confined to home, hOSpital, or institu— tion. 2. The average degree of education more nearly approached the ex— pected attainment on the basis of norms of the pOpulation as a whole. 3. Not only were the members of 57 the second group more equably dis- tributed in terms of rural and ur- ban residence and environment, but a large number of states were rep- resented. . Some few were, or had been, recip- ients of relief or public service. 5. No single socio—economic level pre— dominated in this group, or was dis— prOportionate; although the evidence is not conclusive, and could not be ascertained from the data. 6. A more or less “expected“ number were unemployed or part—time employ— ed; considered from the standpoint of nature and extent of handicap, which further evolved from items (1), (4), and (5) immediately above. 7. A usual or normal number were de- pendent entirely or partly on self for financial maintenance. Onlyl one or two was attending school. we In this group, surveyed by questionnaire, in terms of the limitations imposed by handicap itself, several were in the so-called "Shut-in“ category; several others were con- fined to hospitals or institutions; a few were entirely bed- ridden, and some were dependent on the more restrictive or- thOpedic devices, including wheel—chairs , wheel-frames, and the like. This group had a lower average of formal education than the earlier group studied, and in terms of the geograph- ic distribution of the sample most regions were represented and therefore the likelihood of greater significance of data in terms of the various social processes could be assumed, which is probably likewise a valid assumption in consideration of the wider base of socio-economic distribution, in general, including employment status, dependency, and the like. 1 While no attempt was made statistically to prove the fact, the author feels that the sample was representative on the basis of his personal knowledge of the handicapped. 38 In this group, the term "cripple" includes a wider range of kinds of handicaps. Whereas the first group stud— ied was disprOportionately distributed among a few kinds of handicaps, the second group included all of the sub-groups of crippling handicaps-~infantile paralysis, bone tuberculo— sis, spastic paralysis, arthritis, congenital deformities, osteomyelitis, curvature, and in some instances multiples, as well as examples of those handicaps which have been dis- cussed as “ill defined" types. 39 Some Aspects 9£_the Relatidnships between Physical and Societal Obstacles 32 Vocational Participation Data obtained from the questionnaire study of 1942 reveal some very pertinent and significant information con— cerning the relationship between the nature and extent of hysical handicap and employment status; as well as the re- lationship between vocational training, if any, vocational ambition, if any, and actual employment status. Of those who were employed, and who had some Spe- cial vocational training or experience, there seemed to be no correlation between such training or experience, job cur- rently held, and vocational ambition. To Show the diversity between the actual employment, ambition, and training, the table on page 40 will illustrate the point. I The average employee in this group had completed 11.2 school_years; whereas on the basis of the entire male handicapped group, the average formal education was comple- tion of 9.5 school years. The average age of this employed handicapped group was 50.1 years; the average age of entire male handicapped group reporting was 51.2 years. It is apropos to point out that among the physi- cally normal, we may expect to find a closer relationship between occupational training and/or skill and occupational status. Although the sample shows that only five of the twenty crippled adults were employed in a capacity resem- bling their training or skills, representing.25 percent; ap~ proximately 50 percent or more of the nonhandicapped at large TABLE I 40 Relation Between Vocational Training or Experience, Actual Employment Status, and Vocational Ambition, by Present Age and Schooling (20 males, questionnaire study) AGE GRADE TRAINING STATUS AMBITION 32 11 Chemistry Sales Work (PT)% Librarian 41 9 Bookkeeping Petroleum Agent Pet. Agent 54 17 Law lawyer (PT) Writer 26 12 Sales York Sales Work (PT) Industrial “29 7 Farmer Salesman (PT) writer ‘fi_ 26 6 Mathematics Advt. writer (PT) writer 26 8 Farmer Clerk (PT) Sales Manager 27 12 Teacher Tutor (PT) Writer ‘55 11 Sales Manager Editor (PT) Politician —25 14 Industrial Arts Photographer (PT) Inventor 29 12 Draughtsman Mailing Clerk (PT) Draughtsman so 8 Journalist Mailing Clerk (PT) Poet _32 16 Divinity Lutheran Minister Minister 22 ll Musician Photo-retoucher (pT) Band Leader 27 9 Industrial Arts Tavern Keeper Salesman 28 17 Literature Newsboy (PT) Librarian 24 ll Draughtsman Shipping Clerk (PT) Architect 53 6 Bookkeeping Insurance sales (PT) Sales Manager 44 5 Shoemaker Shoemaker (PT) Artist 29 12 Tinsmith Draughtsman (PT) Photographer *(PT) indicates part-time employment will be found to be employed in positions resembling their training or skills, on the basis of existing information. A pepular vocational ambition among the employed handicapped males was that of writing, authorship, "writing of technical books,“ as one individual reporting chose. Also interesting is the fact that many ambitions were in the professional class of employment while few had the vo- cational training or experience anywhere near the possible realization of their ambitions. Parenthetically, and at length, in substantiation of the above findings, the author in his observations of 112 handicapped males in the first study discovered that few of those who were employed were ”satisfied" with their positions, and that most of them had no training for the positions in which they were emplfiyed. The average age of this group was 24.6 years, however, all had completed the eighth school year, and 46, or 41.0 percent had completed high school and had graduated. Eleven had entered college, constituting 10.1 percent, but only one had completed four years of college at the time the study was made, with eight still attending as of August, 1940. The following data resulted from this 1940 study: The author obtained material for 76 partial case-histories; and in all of the 113 cases tabulated data on a schedule (see Appendix I) as a matter of routine investigation. In 113 cases, certain data was obtained which have been combined in tabular form (see Figures 1, 2, 3, 4, 5, and 6) and a control group utilized to compare the findings with the study 42 group. In the matter of family incomes of the 226 families, it was found that the study group exhibited a bimodal dis- tribution. If error due to sampling can be diSpensed with for the mement, the evidence is interesting, and should be capable of explanation. In a statistical comparison, from Figures 1 to 6, the following data may be refined: FAMILY INCOME Eandicapped_§£gpp. Control Egggp Mean $1,772.00 $1,610.00 Median 2,125.00 1,675.00 Mode 1,400.00 and $5,000.00 1,400.00 The explanation for the wide differences is more than a mat- ter of conjecture as previously outlined, although some al- lowances should be made for sampling and other statistical errors. The families in the control group represented a similar residential source, and numbered among its members children of elementary and junior high—school age, and in general had many other similarities to the study group ex— cept that no family in the control group numbered among its members any child having an orthOpedic defect. Among the possible reasons why the study group was found to have an average family income greater than that of the control group may be advanced the following: 1. The Elimination from enrollment in the school of those children coming from families of lower in— come levels beqause of the fact that other social agenCles were Number of Families 43 FIGURE 1 1 2 5 4 5 6 7 8 9 10 Number of Children Distribution of total number of children in families of 115 orthopedic handicapped school- age children. Experimental group. Mean number of children = 2.75 Number of Families 44 FIGURE 2 l 2 5 4 5 6 7 8 9 10 Number of Children Distribution of total number of children in families of 118 children of school-age who were not themselves handicapped, nor had han- dicapped siblings. Control group. Mean number of children = 2.95 Number of Families 45 FIGURE 3 ‘ l 2 5 4 5 6 7 8 9 10 Number of Children The eXperimental and control groups plotted together to show distribution and differences in the two scatters (see Figures 1 and 2) Legend: Experimental group Congrol group Number of Families *Each interval actually based as for example, $500 to 11 10 O 5 5 7 7 9 Family income in families of handicapped L \J for 115 non~relief 9 ll 15 15 17 19 ll 15 15 17 19 21 25 25 27 29 27 29 51 51 55 55 35 55 57 21 25 25 100's of dollars* '2' children, based on income—tax reports, 1759. @699. Number 14 of Families 13 12 11 10 47 5 27 29 £1 55 55 7 9 11 13 15 17 19 21 25 i 9 2 27 29 51 Ea 55 up 11 15 15 17 19 21 3 25 Family income in 100’s of dollars* for 115 non-relief control families with no member handicapped, based on incone—tax re- ports, 1959 (see Figure 4) *Each interval actually based as for example, $500 to $699. Number 14 of Families 15 12 11 10 O 5 48 FIGURE 6 7 9 ll 15 15 17 19 21 25 25 27 29 51 55 55 9 11 l5 15 17 19 21 25 25 27 29 51 55 55 57 Family income in 100's of dollars* Comparative frequency curves showing the dif- ference between the experimental and control groups with reference to family income (see Figures 4 and 5). 5 7 *Each interval actually based as for example, $500 to $699. caring for and administering edu- cational facilities, notably the visiting nurses and visiting tea- chers. 2. The elimination from enrollment in the school for the handicapped of those children from families in the lower income group, who were attending no school by reason of their handicap and for other rea— sons. The bimodality of the distribution in Figure 4 show- ing a large number of families in the upper income group not only contributes materially to substantiate (2) above, but it— self is due to the fact that the school for the handicapped facilities better than private schools to which the handicap- ped children from families in the higher income group might otherwise be sent. The lack of children enrolled in the school repre- senting families in the $1900.00 to $2699.00 income bracket is really not an indication of representativeness, but a characteristic of the distribution. When the frequency curves are plotted together (Figure 6), it will be noted that with the exception of the $1400.00 mode common to both groups, the curves most nearly coincide in the $1900.00 to $2699.00 range. 50 The Family Nilieu as a_Contributory Factor in_the Problems Q§_the Handicapped In Figures 1, 2, and 5, the author has depicted the number of children in the 113 families of both groups accor- ding to the individual family, and in the latter figure has graphed the distribution of both. Ex cept that the family of the nonhandicapped child (siblings only) included himself, and is .18 units larger; and there are fewer "only child" families, no very great differences exist, and the author lesitates to draw any conclusions from the data because of the mall number in the sample, and because of the lack of large or significant differences. However, it does seem possible, that because an apzreciable number of orthopedic cripples are so congenitally, it follows that the number of "only child" situations exist, where parents have centered their interest in the crippled offSpring and called a halt to the growth of the family, or have as an alternative pos— sibly found their congenitally crippled child "too eimgen— sive" to permit enlarging the family; both of which surmises the author from his interviews with parents of "only child" cripples has found repeatedly hinted at, if not Openly dis— cussed. The above should be considered only as sug estive Note, however, that a tabulation of the causes of handicap in 208 children enrolled in the school in 1939 shows an ap- pre cia ble number of congenital cripples, and furthermore, of the 25 cases of "only children," 15 were congc nitals; a much larger percentage than one would possibly find on a chanc ratio. Distribution of Handicaps by Nature of Origin TABLE II (208 School—age Children) NATURE OF HfiHDICAP g is *a him 0) [J O) O ’32:! .4 O .1) k. Eplly_gr_Partly Congenital Spastic Paralysis 5 Lordosis Talipes equinus varus* Cleft Palate Harelip Other Congenita1** LOHHOJUT‘Q Total Congenital 76 Non—gpngenital Poliomyelitis**% 56 Surgical Tuberculosis 22 Diplegia Hemiplegia Paraplegia Flat Foot Torticollis Other Non—Congenital**** 2 Total Non-Congenital 152 Totals * A variety ** Including Infantile %*** Including .‘L."..V A I\ If 208 of club foot birth-injury paralysis accidental and amputates PERC 7‘3 HE‘S CD 0 0 o o o 0 lb mmmaaw 51 Tfi~7 lulu H HM wHHm mom 0 C C C O O O O oweommmm 1 02.5 100.0 52 Actual Employment Status, a§_an_lnd§§,gf_Participation Referring again to the study made by questionnaire in 1942 in an attempt to show the relation of physical han— dicap to employment status, we may quite easily prove that all other things being equal, the physica 1y handicapped in— dividual's chance for vocational participation is less than that of the physically normal. The data show that of forty-one handicapped males reporting, thirty-three were employed; and of the forty- eight handicapped females reporting, eleven were employed. It is difficult, in any case, to define employment, or to set up suitable categories of employment. In Table III, however, on the basis of the reports, the author has attempt- ed to show the employment status of the handicapped group. Even at the height of the economic depression, when it was estimated that between 11,000,000 and 15,000,000 were unemployed, this figure pales into significance pro- portionately when we realize that scarcely eight percent of all employed men in the handicapped group enjoyed the full- time, on job status, while more than fifty percent of those who were employed were self-employed! It will be noted, even from this simple classifi- cation, that of the entire group of eighty-nine handicappe of both sexes, only 5, or 5.4 percent, had full—time employ— ment status. All employed females, representing but 82.9 percent of their sex, were self-employed part-time workers. host of these reported themselves as earning amount of $1. to $ . per week "crocheting," "making children's clothes," .1 m1 J. "making and selling greeting cards," and the like. ne three full—time employed males were: Agent for a petroleum company, minister, and tavern owner. Employed also in a wide diversity of vocational 'positions, although part—time, were the remaining "on—job" handicapped, who reported themselves as shown in Table I. In terms of the correlation of the physical handicap or limitation, and the position held as employed, there seemed to be almost no relationship. Table I, which shows the age, educational attainment, vocational training and/or experience, employment status, and vocational ambition, can be broken down further to show the relationship, or lack of it, be— tween vocational status and nature of handicap, (see Table IV). There is no indication of any relation between physical limitation and vocational choice or vocational par- ticipation. The author observed, in the earlier study of handicapped residing exclusively in the large metrOpolitan locality, that physically handicapged individuals severely limited in locomotor ability, finger dexterity, clarity of Speech, and the like, were engaged as employees in positions requiring, by the usual standards, maximum physical efficien— cy in the very physical qualities which these handicapped individuals had impaired. For example, a spastic with a severe speech impediment, was engaged in door—to-door sales work. An arms amputate was engaged in auto—parts storekeep- TABLE III Distribution of Employment Status by Sex (89 handicapped adults, questionnaire study, 1942) EMPLOYMENT MALES FEMALES STATUS Number Percent Number Percent Unemployed 8 19.5 57 77.1 Employed 55 80.5 ___ 11 22.9 Self—employed 21 65.6 11 100.0 part-time 17 48.1 11 full—time 4 12.1 0 On-job 12 56.4 0 part-time 9 29.9 0 full-time 5 9.9 0 Totals .------- 41 53 35 100.0 48 11 11 100.0 55 TABLE IV Employment Status by Nature of Handicap (20 Employed handicapped males, questionnaire study) NATURE OF HANDICAP VOCATIONAL STATUS Arthritis deformans Petroleum agent Arthritis deformans Sales work Arthritis deformans Lawyer Surgical tuberculosis, Spine Sales work Pulmonary Tuberculosis Mail order sales work Pulmonary Tuberculosis Sales work Osteomyelitis Writing advertising Broken back——paralysis Insurance salesman Broken back-—paralysis Editor Arms amputate Minister Poliomyelitis Tavern owner Poliomyelitis Draughtsman Poliomyelitis Teacher (tutor) Poliomyelitis Mailing clerk Poliomyelitis Newsboy Spinal curvature Photo-retoucher Spinal curvature Photographer (itinerant) Legs amputate Insurance agent Legs amputate Shoe repair work Leg amputate Mailing clerk 56 ing, in a small garage. A victim of locomotor ataxia and paralysis agitans was engaged in distributing circulars. An arthritic whose hands, wrists, and elbows were severely af- fected, was engaged as a draughtsman. Just as there is no relationship between training,‘ status, and ambition, so is there no relationship between physical disability and employment. Considering participation in terms of physical handicap, its nature and extent of limi— tation in each individual case, it was further evident that little or no vocational placement work had been accomplished with regard to the employed handicapped. In the question— naire, individuals were asked how they obtained their jobs.“ Of the 55 males employed, 12 of whom were "on job“ employees, all stated that such "on job" employment was obtained through} their own efforts, or through the help of a friend. None was placed through public or private employment agencies. Too, no jobs in the "on job“ category were obtained through "want-ads" or through labor unions or similar organizations. Despite the fact that the average age of the male handicapped reporting was 31.5 years, and despite the fact that the average length of handicap of the 41 males report- ing was 12.1 years, 28 individuals, or 68.8 percent reported having done sales work. A possible xplanation for this large percentage--considered on the bases of physical limi- tation-—is the fact that physically handicapped individuals reporting themselves self—employed, either part-time or full- time, were engaged largely in sales of hand-made articles—- 57 novelties, gadgets, and the like——or were engaged in selling by mail—order various merchandise, or were engaged in selling newspapers and magazines, or were venders of one kind or another, types of employment not usually Considered as nsales workn under the ordinary meaning of the term. Sales work, for the handicapped, is permitted be- cause there is less societal pressure against the handicap— ped participating in this occupational field. It is, how— ever, certainly not true that the handicapped are best fit- ted for this kind of work. 58 Vocational Assistance The handicapped individuals were asked, in the questionnaire, if they had ever been assisted in obtaining a job by the American Red Cross. 20.5 percent of the males answered in the affirmative. None of the females reporting had ever been so assisted. The following facts, pertaining to this seemingly significant difference, must be taken into consideration: Six of the eight males reporting assistance by the American Red Cross resided in a metrOpolitan area in which the Rehabilitation Department of the American Red Cross was particularly active (Saint Louis, Missouri), and in which, by the intricate pattern of inter-referral between schools and hOSpitals for the handicapped, and social welfare agencies, the possibility of the individual coming into contact with the Red Cross was great. No females reported from the same area, as ascertained from the post-marks on the envelopes containing the questionnaires. On the basis of rural—urban distribution, a larger percentage of females than males re- sided in rural areas, villages, and small towns, as wellias rurban farm-market areas, suggesting the possibility that fewer of the female handicapped in the sample were as near to Red Cross placement centers as were the males. Business College Attendance On the basis of 41 males reporting, in the handi- capped group, eight or 19.5 percent stated that they had attended a business college. Six of these were employed, or 75 percent, five of them in non job" positions, one of them employed full-time by self. On the basis of the data contained in Table III, attendance at business college seemed to have no relationship to employment status except that those who were employed were preportionately largely employed in "on job" positions, compared to the number of male handicapped reporting themselves in non job“ positions who had had no business college training. Seven women re- ported themselves having attended business college. None of these were employed. None of the males, and three of the females became handicapped following business college attendance, which although not significant suggests the pos- sibility at least that the employment situation and oppor- tunities of the women was altered following business col- lege training, while that of the men was not altered. Vocational School Attendance No females, and only one male reported attendance at a vocational school. It is not possible from this infor— mation to draw any conclusions. 60 Actual Earnings of the Handicapped Of the group studied by questionnaire in 1942, con- sisting of 41 males and 48 females, a total of 89 individuals answering, 44 were unemployed, or 49.4 percent. Of these, 19.2 percent of the males earned nothing. Of the females, 75 percent were unemployed. A breakdown of the wages earned shows that of the entire group, only 9 individuals--all men -—earned more than $12.50 per week; and their average earnings were only $15.25. The women, on the other hand, were even less self-sufficient in terms of earnings, having a weekly average wage of $4.25 of those employed. If the unemployed in both sex groups were included, the men would be found to have a mean wage of $8.2 , and the women $1.06. Of the unemployed handicapped, 6 were bedridden. Of the employed handicapped only 1 was so restricted. This is a significant difference, indicating only, however, and very obviously, that the bedridden handicapped are more apt to be unemployed. Table V shows the average weekly earnings of employed handicapped males and females, and vividly illus— trates the extent of the financial problem to the handicap- ped. It goes without saying that the average wages mentioned above are only fractions of the average wages of the male and female pepulation as a whole. It is evident also that the financial problem is not an unsolvable one, for previous in- formation tends to show that no particular class of handicap- ped are, or can be considered, as "unemployable." Even bed- ridden severely handicapped individuals have been known to be self-supporting. TABLE V Average Weekly Earnings of Employed Handicapped Males and Females AVERAGE MALES FEMALES TOTAL WEEKIX EARNING No. Percent No. Percent No. Percent $0.01 to $5.00 4 12.1 9 75.0 15 28.0 5.01 to 7.50 9 27.4 5 25.0 12 26.7 7.51 to 10.00 9 27.4 0 0.0 9 20.0 10.01 to 12.50 2 6.0 0 0.0 2 4.4 12.51 to 15.00 1 5.0 0 0.0 l 2.2 15.01 to 20.00 5 15.1 0 0.0 5 11.1 20.01 to 25.00 0 0.0 0 0.0 0 0.0 over 25.00 5 9.0 0 0.0 5 6.6. Totals ......... 55 100.0 12 100.0 45 100.0 ill .p 3E.‘. .IHp} 62 The Relative Subjective Importance 2f the Problems The participational problems of the handicapped to- day have in part grown out of the ancient traditional pat— terns, but with the ”enlightenment" of contemporary "civil- ization" the problems while still outgrowths of the system- atic pattern of society are more commonly recognized. Subjectively, the handicapped individual measures his social participation in terms of several cause—and—ef- fect yard sticks. There is an unending chain of circum- stances drawn across the road to his participational "wishes." He wishes that he could get married, and he wishes that he had a job paying enough to allow him to marry, and he wishes that he had the vocational training that would allow him to get the kind of job that would enable him to support a wife, and he wishes that he had had the financial wherewithal to pay for the vocational training which would enable him to qualify for the job which would permit him to marry! The handicapped individual rationalizes his plight in terms of "for want of a horse-shoe nail." He builds his participational empire on a series of "if" clauses, starting from an.§ priori "foregone conclusion" that this or that aSpect of participation is denied him because of these and those prerequisites. Some of the pieces in his jig—saw pat— tern of participation are missing because of his physical limitations. Other pieces are missing because of his sub- jective attitudes. Finally, still others are missing because of the limitations society imposes upon him. Although this wishful dreaming and rationalization is also true of the nonhandicapped in their attitudinal pro— cesses, it may be safely said that by comparison the process is more intense with the handicapped. For the crippled, their physical deviation is always a convenient catch-all to which they may lay the blame for some of their shortcom- ings in participational adjustment. The problems which the handicapped face are numer- ous. The relative importance of these problems to the indi— vidual depend not only on the Specific handicap from which he suffers, but on such physical factors as age, sex, and the like. In the questionnaire, for example, the following was asked: "Considering the handicapped as a group, what do you.think is the greatest problem or series of problems con— fronting them?" The answers ranged all the way from problems of "life phi1050phy" to the more material ones of employment, marriage, education, and the like, as well as the more general questions of competition, gregarity, and the like. Individual answers indicate that some serious thought had been given the question, as evidenced in the following sample replies taken at random from questionnaires submitted by the informants: "As a whole, I believe that the great— est problem of the handicapped is; to associate with others and to find suit- able employment." "Competing with those without handicap." "Facing reality of position without. bitterness or self pity. Then to fit 64 their limited abilities into a "nor- mal" world. "Inability to lead a fairly normal life, such as inability to support oneself and marry if that is one's desire." "The indifference of the general pub- lic. The public is inclined to over— look a handicap's capabilitieg." "Those who need part time or restricted employment should have it; they should not be required to do all and anything that a non—handicapt (sic)* person can do, or remain unemployable." "The lack of competent leadership and being banded together to get the most of their dues."» "They are apt to develop an inferiority complex." "Honey problems . " "Perhaps some of them are lonesome, a1- tho' that does not apply here in a broad sense of the word, the? I do feel an "alone—ness." Keeping out of a rut and not becoming a fossil, keeping up men— tally after a period of "years." Money problems. Much is not needed, but very gratifying to know you have enough to last——until you no longer need it." * It is interesting, that the individual giving had formulated a system of simplified Spelling. employed, part—time, and complained strenuously the members of his family were strict Christian was not receiving any semblance of medical care this answer He was self— that because Scientists he which might enable him to be cured of his physical ailment-—a crippling disease of long standing and with many complications which he claimed might be alleviated and cured with medical care. This individual also was the "discoverer and founder" of a new re- ligious “sect" which he had named ILHALSA, an anti-Christian Science theology which he promoted and advertised by mail. He also gave the author of the present study the information that he had himself written a "book" dealing with the problems of the handicapped which he had sent to several publishers with no success. The present author sought to find the HS which was claimed to have been "lost," but was not successful in locating it, although the last "publisher"was contacted. 65 "Employment-—ability to adjust them- selves to the social world emotional- IV" "Probably the greatest problem is econ— omic, except in the case of those who give in to self—pity." "Inability to forget they are handicap- ped-—and figure out ways of doing the same thing the unhandicapped do-—and taking part in normal living. If a nor- mal person sees a handicapped person tgying he will help and not pity." The author has attempted to classify these Opinions according to the various kinds of problems logically categor- ized under eight headings; and in Table VI has shown the rel— ative importance of these problems by sex of the individual answering. The informants were asked to rate their most im— portant individual problems from a list of eight factors from which problems might arise. This list was the same as that under which the "problems of the handicapped as a group“ were classified. The question was asked, "0n the basis of YOUR experience, what has been.your greatest problem: Choose from the list below, and rate the items in the order of 'import— ance' of your problems." (see Appendix II) Emmy individuals rated only the first three or four choices. "Lack of Pleasure, or Experience" was the least marked in any position, possibly because it was confusing to some. "Inability of others to understand me" probably suffer- ed the same defeat. From Table VI it is interesting to note that for the males and females combined, in stating their TABLE VI Rating of the Relative Importance of Eight Problems for Handicapped Groups by Sex (89 handicapped, questionnaire study) PROBLEM FACTOR HEALTH MARRIAGE FINANCIAL HAPPINESS UNDERSTANDING* HELPLESSNESS** EDUCATIONAL T" rh‘j'fih h 'r \ EAPERIELCEi’vHF (as PROBLEM FACTOR MA LES a! H l—' Cfil—‘F’U‘rbCNOUO? TABLE VII Choice of Handicapped Group of Own Chief Problem handicapped, questionnaire study) Rating of Importance 1 2 5 4 HEALTH 2 14 10 8 FINANCIAL 20 l4 14 ll HAPPINESS ll 16 11 10 HELPLESSNESS** 12 10 10 ll MARRIAGE 7 14 18 10 UNDERS TA}.T D IN G* 6 10 O l EDUCATIONAL 9 5 7 10 EXPERIENCE*** 2 5 1 l * “Inability of Others to Understand He" was "My Helpless Position" **% uLack of Pleasure or Experience" 5 Oibl‘OrP-l-‘U‘Oblb O 6 HOCDOl-Pl-‘l-‘H OHHHmoom¢o 66 OOOOI—‘l—‘OI—J (I) 67 Opinions as to the chief problems of the handicapped as a group, the four problems noted highest were: HEALTH (17) MARRIAGE (16) FINANCIAL E163 HAPPINESS 15 But for themselves as individuals, on the basis of first and second choices combined, the rating of the first five prob- lems was: HEALTH (56) FINANCIAL E54 HAPPINESS 27 HELPLESSNESS (22) MARRIAGE (21) Thus, the handicapped seem to consider that marriage is more of a problem to the handicapped as a group that it is to them as individuals. Toe, the individuals were willing to admit that their individual "helplessness" was probably more of an individual problem than a group problem. In both in- stances, problems revolving around vocation were included with FINANCIAL, its most logical place in the tabulation. It was unfortunate that in the questionnaire "vocational problems" was not given a position separate from the other items to be rated. Certain trends are evident, however, which might be viewed in terms of participation. From the results, it seems apparent that problems of health (physical limitations) and financial problems (physical limitations party dependent on the factor of societal limitations) accounted for a large proportion of the "problems" indicated. The most reasonable answer that suggests itself as 68 to why MARRIAGE is rated by the informants in a higher posi- tion as a problem factor of more importance to the group than to the individual answering, is that the individual is more sensitive about the problem as it concerns him; deign— ing not to admit its importance in this reSpect. Ninety—five college students* in the age group 18-52 given the Opportunity to rate the choices as a control check on the handicapped study group, evidenced quite dif- ferent emphasis on the various personal problems, as shown in Table VIII. This group of nonhandicapped ranked its problems in the following order Of importance, based on the combined first and second choices: FINANCIAL (57) HEALTH (2s) UNDERSTANDING (20) HELPLESSNESS (17) The handicapped are more concerned with HAPPINESS and MARRIAGE as problems: The nonhandicapped with UNDER— STANDING and HELPLESSNESS. However, it must be taken into consideration that the control group was limited to college students above and including the sephomore level, and that the preponderance Of votes for UNDERSTANDING and HELPLES NES probably resulted more from their temporary status than would * The nonhandicapped group Of ninety-five college students; is not presented in this study for any other purpose than as a check—group against which the experimental or study group was compared in terms of norms of participation and/0r atti- tudes and Opinions. In no way was the "control" group match— ed On the bases Of accepted statistical factors with the ex- perimental group. The author admits that this check—group has many shortcomings which a more careful select1on of con— trol might have eliminated. 69 TABLE VIII Choice Of "Control" Group Of Own Chief Problem PROBLEM FACTOR Rating pf Importance 1 2 5 4 5 6 7 HEALTH 12 ll 6 6 6 8 7 IARRIAGE 6 6 4 5 6 6 7 FINANCIAL 27 10 7 4 1 5 2 EDUCATIONAL 7 6 5 6 6 8 9 HAPPINESS 5 7 9 9 8. 7 7 EXPELIENCE* 7 6 9 10 10 5 6 HELPLESSNESS** 8 9 2 5 6 9 4 UNDERSTANDING*** 6 14 12 8 5. 5 5 * "Lack of Pleasure or Experience" 22’ "My Helpless Position" **% “Inability Of Others to Understand Me" ngemmmm m 70 be true Of the handicapped sample. It is possible also that the "control" group interpreted the terms differently because of their very difference Of environment. Most interesting, perhaps, is the fact that hanlicapped and nonhandicapped alike chose FINANCIAL and HEALTH problems in the first two positions, although in reverse order. For the handicapped, health and financial problems seemed Of equal importance; in the case of the nonhandicapped the FINANCIAL problem predominates by a wide margin. The fact that the control group also chose FINANCIAL problems more frequently than any other might be explained by the facts that the “control" group members were (1) reluctant to be dependent upon parents for their finances, (2) were uneasy about the fact that their parents might be undergoing privations in order to supply finances, or (5) were actually restricted in their activities because their financial re- sources were limited. The 1940 study Of 115 handicapped individuals in the age—group 21 tO 52, indicated that this group closely agreed with the group surveyed by questionnaire in 1042 in V ranking the various personal problems: PROBLEM FACTOR Rating 1 2 5 HEALTH 35 29 17 MARRIAGE 25 as 59 FINANCIAL 19 11 10 EDUCATIONAL 6 2 10 HAPPINESS 6 11 3 EXPERIENCE 5 8 0 HELPLESSNESS 9 7 0 UNDEISTANDING 10 7 7 71 These handicapped young adults ranked their prob- lems in the following order of importance, based on the com— bined first and second choices: HEALTH (64) MARRIAGE (61) FINANCIAL (so) with the other choice rated much lower but about equal to each other. In this sample, there were 112 males and only 1 female, all of whom had had at-least a twelfth grade edu- cation. Only eighteen were jobless, none was confined to home or institution, and the average age was twenty-four. It is interesting to note that MARRIAGE which is not only a personal problem but also one which involves social partic— ipation was uppermost in their minds and was of equal con— cern to them as HEALTH. Since all were unmarried, perhaps the MARRIAGE problem seemed paramount, although the sample was representative (except with regard to see) of alumni of a school for the handicapped. From these studies, we may assume that problems of health, finances (including economic status, vocational sta- tus, earnings, and the like), and marriage constitute the greatest problems in the minds of the handicapped. These problems reach across the framework of the hierarchy of in- fluence affecting participation and are interdependent as- pects of participation. For the sake of convenience and clar— ity, they will be studied analytically and in terms of their separate manifestation, and then synthetically in terms of their linkage together, with a particular emphasis on the vocational problems of the handicapped since these problems largely if not entirely determine their economic status and involve all of the participational factors around which this study was framed. CHAPTER FOUR ATTITUDES OF THE GENERAL PUBLIC TOWARD THE HANDICAPPED The handicapped individual whose physical deviation is marked and obvious is generally assumed to have a corres— ponding actual or potential emotional instability. The fact of handicap seems to offer the explanation for anti—social behavior, and the superficial parallelism is accepted dogmat- ically without quibbling. The pat phrase often met with is, "Well, why shouldn't he be a Spoiled brat? He's crippled, isn't he?"1 Or, "He gets by with murder. He hides behind those crutches of his and cooks up one kind of devilment after another, knowing nobody will whale the tar out of him because he's crippled."2 The general public, including even those who have had some eXperience as teachers or as social workers dealing with the handicapped, often assume that the pathological be— havior of the handicapped individual can only directly re- sult from his physical abnormality. This attempt to eXplain the behavior of the handicapped in terms of his defect seems, in part, to arise out of the which Stephen Vincent Benet recently called, "the natural distaste of the hale man for the maimed." Sociologically, the phenomenon is an old story. Noel P. Gist pointed out that a diSprOportionate linear Space of news matter of an antisocial nature was given to the Negro Personal document. Interview with neighbor of F. B. Personal document. Interview with school teacher C. B. "The Negro in the Daily Press,n Social Forces, 601. X, 5:409, March, 1952 OJEOH, V \‘I‘lsili n.:II-fl..fi.[u....lrll.ll1.,y, . z I.” 74 in the daily press, and pointed out that one result of it was that, na continuous panorama of Negro crime Spread out before the newspaper reader might be a factor in engendering racial antipathies and prejudices, or at least in bolstering up the prejudices already existing." The Negro and the handicapped are alike in that they both constitute deviational minorities, the Negro in terms of his color and the status resulting therefrom; the handicapped in terms of his abnormal physique and the as- sumption very often resulting that his conduct is explained in terms of his physical deficiency. As an experiment to discover what parallelisms might be drawn from the similar social situations of the Negro and the handicapped, the author selected at random a thirty-day period of publication of the metrOpolitan daily newspaper, THE SAIN LOUIS STAR—TIME , and searched the news columns to answer the question, "Do news items concern- ing antisocial behavior by handicapped peeple tend to em— phasize the physical abnormality with the apparent purpose of explaining such antisocial behavior by the stereotyped notion of the criminal nature of the handicapped in general?" In the thirty-day period, the author found eleven accounts of "antisocial" behavior having been committed by handicapped individuals, exclusive of "follow-up" articles of previous accounts. The headlines introducing these ac- counts were interesting, and are reported herewith: 75 (1) LIFE AS CRIPPLE INSPIRED CRIME JACK SCOTT SAYS (2) CRIPPLE Is 'BRAINS' BEHIND NAZI GESTAPO (5) DEAR NUTE SLAYS AGED LANDLORD (A) CRAZED CRIPPLE CLAYS E. SIDE FAITH HEALER (5) CRIPPLED REGGAR ROBS DONNTONN SMOKE SHOP (6) ST. LOUIS CRIPPLE HELD IN SLAYING CLAIES HA wAs DENIED EXCITENENT (7) CRIPPLE HELD ON RAPE CHARGE (8) POLICE FIND LOOT IN CRIPPLE'S ROOM (9) CRIPPLED GANG LEADER RELEASED TO PARENTS (10) CRIPPLE HELD ON FIFTY-FIFTH DRUNK CHARGE (11) CRIPPLE SHOOTS FATIER, SISTER, IN FAMILY Row Although this does not represent an elabora te in- vestigation, it does substantiate the point that the physical deviate is assumed also to be a behavioral deviate. Note the manner in which the handicap is "played up" in the head- line to fulfill the stereotype! It Should also be pointed out that the average number of column inches devoted to accounts of antisocial belavior of cripples was approximately double that of similar crimes committed by physically normal indivi- duals. This brief investigation merits a more detailed study, 76 but the above analysis should serve to give a hint regarding society's expectations for the crippled. There is a certain aspect of public conscience which, in its function with reference to the handicapped, exhibits itself in a manner well understood by the social psychologist. The public contributes part of its resources for charitable purposes directly in person—to-person contact with the crippled newsboy, vendor, hawker, or common beggar primarily because of the attendant "guilt feeling" of the donor who seeks to ease his conscience and at the same time gh the monetary gift. The individual s: exalt his Ego thro finds the "guilt feeling" dissipated at the cost of a few ents. The small number of mendicant cripples because of being thrust often in the public line of vision become the public symbol for cripples as a whole. The term "cripple" becomes synonymous with all that which the general public associates with "charity," "public relief," "emotional in- stability," "exhibitionism," and the like. The occasional crippled beggar, or the crippled street vendor Aho makes cap— ital of his handicap because of the fact that it has use in arousing the public conscience, and calls forth sympathy, becomes the symbol of indigency, paupe rism, and the like; and thus comes to be associated in the public mind with the finan— cial troubles of mankind.4 4 See, for example, Warner, Amos C., Queen, Stuart A fred, and Harper, Ernest B. ., AIERICAN CHARITIES AND SOCIAL HCRK De- vine, E. T., THE PRINCIPLJS OF RELI dF; Henderson, C. R. HODERN METHODS OF CH ARITY; Watson, Frank D., TE CHARITY OR- GANIZATION NOVHHENT IN THE UNIT ED STATES ~.. . ,4 I 77 Consequently, the public has come to assume that economic dependence is a necessary attribute of physical disability. "The common assumption that the cripple's industrial diffi- culties are insurmountable is his most serious handicap."5 Although it is probably true that "the crippled boy without means is apt to grow up as an object of charity with a handful of pencils as an excuse for taking money,"6 it is also probably true that many physically normal boys without means seek to become Objects of charity with a wee— begone expression as their alternative "asset" to being crip- pled. The author cannot agree that crippled youths and young adults who are aware of their handicaps and have them contin- uously referred to in their daily associations necessarily become retiring, shy, and nongregarious. Such reference is unavoidable but does not necess arily produce abnormal be— havior. For a period of eleven months, a group of more than one hundred physically handicapped young adults enrolled in a school for the physically handicapped were observed to en— gage in schooltime recreational activities with an equally large grep up of physically normal young adults attendi ing an adjoining school for physically normal children. In no cas se, and at no time, although competition was grossly one-side' d, could it be said that the groups we e not entirely mixable. 5 Richmond, Mary E., SOCIAL DIAGNCS S, Russell Sage, New York, 1917 6 Fish, John E., NATICNA CONFERENCE FOR SOCIAL WORK, 1920, 225ff 78 This in the face of Fish's contention that, fOne rarely sees a cripple playing, work- ing, or studyin: w1tn well ch1loren and enjoying himself, his handicap is too obvious. The cripple is made continually to feel this handicap and is apt to be- come selfish, vindictive, and revengeful. Either that, or he learns to pander to his superiors in physique and very quick— ly finds that it is easier to be waited upon and to excite sympathy than it is to make the necessary effort for him— self."7 Cripples become chronic paupers frequently enough to attract public attention, and when they do it is certain that they exhibit not only a-social but also antisocial at- titudes. The question naturally arises, however, as to whether a disprOportionate number of cripples become chronic paupers; what is the relation between pauperism and physical handicap; and what is the probability that a cripple will become a chronic pauper? Deleting the fact of handicap from the consideration of pauperism and public charity, we may say in general, that "so far as economic conditions produce discouragement, deepair, and the feigning of social virtues in order to get a living, those conditions produce patholog— ical relationships."8 It is true that a belief exists in the public mind that behavioral deviation is a direct result of physical deviation, and that economic dependence is a correlate of physical disability. It is also true that the public dis- taste of close association or personal contact with the han— 7 jbid, Gillin, John Lewis, SOCIAL PATHOLOGY, rev. ed., 1959, p. 467 79 dicapped arises from abhorrence of the unusual in general, and that this abhorrence is related to feelings of self- consciousness engendered in the minds of the physically normal when in the presence of a cripple. In his associ- ations with the handicapped, the physically normal indivia dual is apt to be a bit chary because he is afraid of the manner in which the cripple will behave. This cautiousness and fear results from the stereotype which he has formed concerning cripples in general. There are seVeral other ways in which the non- handicapped may react toward the cripple. The crippled are often pitied. The crippled are often scorned. The crippled are often objects of derision. The crippled often stimulate feelings of guilt in the minds of the physically normal, and the particularly sensitive physically normal individual is often "upset" at the sight of a cripple whose handicap is one of gross deformity. The "guilt feeling" probably arises out of the be- liefs that physical deviates are also behavioral deviates, that physical d'sability is a correlate of economic depen- dence, that the cripple is an individual to be feared and abhorred, that he is a subject for derision. All of these factors symbolize the cripple as indigent, a misfit, and an object of charity; and all of these labels ursurp the seren— ity of mind of the general public, impress themselves upon their conscience and consciousness, and cause them to think, "There, but for the Grace of God, go I." As a result, be— 80 cause they have come to bear a heavy emotional charge, the complacenqy of the ncnhandicapped individual suffers upset, and the alleviation of the distress is paid for by drOpping a nickle or dime into the tin cup of the next crippled beg— gar one meets. CHAPTER FIVE ATTITUDE OF THE EMPLOYER TOWARD THE HANDICAPPED It is not entirely the employer's fault that he avoids adding handicapped workers to personnel. In the labor market where the supply is greater than the demand, the employer whose chief consideration is the economics of industrial management must necessarily consider that the em- ployment of a handicapped worker constitutes a "risk" which he knows that he can avoid-~merely bt not taking it. The personnel manager with this valid generalization in mind, takes the pat attitude that "all other things being equal“ the physically sound worker is superior to the handicapped worker. In a brief exploratory survey made in Saint Louis in 1939, of 46 employers seeking various types of workers, some interesting attitudes of the employer toward the handi- capped job-seeker were noted. The jobs Open varied in their nature from night watchman to metallurgist. The firms seek- ing employees ranged from a photographic printing and supply house, employing seven workers, to a huge chemical industrial manufacturing plant employing thousands of workers. The question asked of the individual in charge of hiring personnel ——in some instances the owner of the firm, in others a specif— ic executive who was usually the personnel manager, was-— "Will you consider a qualified individual who has a physical handicap which will not impair his efficiency for the position Open?" The results were interesting, if only exploratory in their nature. Nineteen answered flNo" without giving any explanation for the refusal, con- stitutlng 41.4 percent. Eleven answered "No" stating that it was the policy of the firm not to hire handlcapped workers; 25.9 percent. Ten answered that handicapped job—seek- ers were given applications which were given consideration on a competitive basis; 21.7 percent. Six answered ”Yes" without stating any condition; 13.0 percent. A total of 65.3 percent of the employers or per- sonnel managers answering the question gave "No" answers. It is notable that less than half of this combined sample gave explanatory reasons for the firm's policy in rejecting handicapped applicants. These, representing 25.9 percent of the employers surveyed, cited various reasons: "...the work will not be done as well by a handicapped person as by a sound man with the same general abilities." (United Drug Co.) "We have found by experience, time and time again, that crippled workers have a hard time shifting from one job to another. A crippled worker costs more to train. He's just a poor risk, that's all." (Proctor & Gamble) nOur hands are tied. The Workmen's Com— pensation Act prevents employing handi— capped workers in the plant. They can't pass the physical examination." (honsanto Chemical Co.) "Well, we advertise for men, and they come in. Once in a while a handlcapped . Usually he decides for himself t he can't handle it. That saves s the trouble of turning ‘em away. on‘t like to do it, but we got to.” (Blanton Oleo Co.) nWe've got a hOSpital service in this plant. Enough workers get banged up on the job without taking on somebody who starts out that way. I'm not hard— hearted. It's just busipess." Zherckj- nI'm going to give you the straight dOpe. A man's got to stand on his feet eight hours a day, five days a week. He's got to take it week after week. If he can't take it, why let him start?" (Thomure Co.) Briefly, the reasons given by employers in answer to the question stated, can be categorized and summarized as follows: 1. Fear that the work will not be done well. 2. Feeling that employee cannot shift from one job to another efficiently. 0. Higher accident costs (prejudice of insurance, etc.). 4. Greater risks in sick benefits. 5. Higher rate of sick leave. 6. Locomotor limitations. 7. Workmen's Compensation Act limita- tions. Failure to pass physical examination. 8. Peculiarities of handicapped employ- ees (personality, adjustment, and training problems). It was significant to note that of the 50 per- sonnel managers or employers, comprising 65.5 percent of the total, 29 were the owners of, or represented, estab- D lishments employing large numbers Oi workers. The small manufacturer or business nan is less prejudiced against Co v. the handicapped job-seeker. The six employers who answered "Yes" to the question all employed fewer hen twenty persons. Of the ten employers or personnel managers who stated that applicants for positions were given applications which were then considered on a competitive basis, six employed more than 20 workers, one employed more than 100 workers (Famous Barr). Regarding the selection of the firms seeking employ- ees, all were chosen at random from advertisements apaearinr in the "help wanted" columns of a local daily neWSpapor, ap— pearing over a five-day period. Table IX illustrates the type of business and the answer given to the question. The heavy industries, as shown in the table, in— cluded manufacturers of chemicals, drugs, auto parts, pro— cessed lumber, hydrogenated oil and oleomargerine, rubber products, cardboard and fiber boxes, baked goods, fire brick and tile, and the like. The large bus'ness firms.were de- partment stores, photographic houses, dry goods Wholesalers, and the like. The small manufacturers were engaged in manu- facturing patent medicines, tin products, boilers and furnaces, and auto batteries. The small retail business firms were "super markets," chain liquor stores, and bowling alleys. The obs available were for draughtsmen, chemists, vat swipes, CA. tool designers, pin boys, night watchmen, retail clerks, de- livery boys, etcetera, in a wide range of salary, expected duties and experience, and physical ability. Those who answered "No" stating that this was their policy in dealing with handicapped applicants, did so irre— 85 TABLE IX Distribution of Consideration given Handicapped Peeple who might Apply for Jobs, by Type of Industry or Business. c...“ ~0—_ *4- TYPE OF INDUSTRY Employ .andicapped? OR BUSINESS No _ WO'Llld No Expla— hatter _ Consider Yes Total nation Policy Application LARGE INDUSTRIAL E 10 4 4 1 19 SHALL INDUSTRIAL O l l S 5 LnRGE BUSINESS 7 6 4 l 18 SLALL BUSINESS 2 O l 1 4 Totals . . . . . 19 ll 10 6 46 Percents . . . . 41.4 25.8 21.7 3.0 100.0 86 1 spective of the nature of the position, no matter whether the job available was that of a window washer or janitor or night watchman or some other unskilled or semi-skilled position, or whether the position available was requisite of great skill or training, such as chemist, or Shep fore- ma1. I We find also, for example, two exactly Opposite points of View of employers engaged in the same industries: While on one hand Henry Ford, and Ford kotors hold the facts to be self-evident that loss of an arm does not pre— vent a man from being employed in a job where his feet only are required; Oldsmobile (General Motors) on the other hand unler no circumstances will consider employment of a crip— pled individual; holding that the latter is comparatively inefficient, an undue employment haz.rd to himself and his fellow workers, and generally a poor risk. haile small business firms and small industries tend to hold the more sympathetic and humane point of view, the adamant employer icant far outnum- H who turns a deaf ear to the crippled app L bars the less prejudiced employer. H hese facts probably bear out the statement made Odencrantz: {D by Louis "Changing of the attitude of employers toward the handicapped must at last analysis be done largely on the indivi— dual basis. Unfortunately there are few employers who select an employee entirely on the basis of his fitness for the job for which he is applying and who pay no attention to any phys- 87 ical defect the man may have. Gen- eral publicity as to wim at the handi- capped have accom: >lished is he lpful .....For this r3ason, agents in state bureaus of rehabilitation, vocational counselors and placement secretaries in placement bureaus for the handi- capped, and others who have direct contact with individual employers, have the best Opportunity to provide this aSpect of enlarging the Opportu- nity for the handicapped child. The problem of the participation of the handicapped in the labor In arhet s an amsle ct of 12is social pz‘,rticipation in general, is sometimes met by subterfuge. Sometimes crip- ples seek to cover up their handicap when they apply for a job. The handicapped individua may know that he is capable of filling the position adetluately and satisfactorily. If he has become wise to the ways of the employer he may make use of several device es to obtain the ernployment he see ks. If his deformity is slipht, it may pass unnoticed. If he is deaf or partially sigr rte d, he may hope that a direct lie or evasiveness ray cover it up, and that the physical exam— ination may be cursory or nonexistent-~even that the doctor may be “boug t." The obvious orthopedics, however, must use more personal tactics. They may play upon the wrnipathy Of the employer, minimize the handicap in son way, or divert attention away from it. The attitude toward the cripple is often adverse or hostile. When the hostility reaches Open conflict, as it often does when the crippled job—seeker presses his point, the incident often creates a bad impres- sion on the employer, and strengthens his initial adverse attitude. The word "cripple" itself is ill—defined. It has come to have symbolic connotations which by traumatic ex- perience are fortified or exaggerated in the public mind. CHAPTER SIX ATTITUDES OF THE HANDICAPPED Toward Himself and His Handicap In earlier chapters we have indicated the attitudes of the general public, and Specifically the attitudes of the employer. The ha dicapped individual himself, of course, can— not continue to live oolivious to these attitudes s, but in turn has deep and far-reaching reactions to them Contrary to "human nature," and contrary to the Opin— ion that the "grass is always greener in the other fellow's pasture," the handicapped individual looks upon his own dis- ability as comparatively insignificant in terms of the handi- caps from which others suffer! The fellow without legs thinks blindness is the most damnable curse of all hum: nity. The fellow who is blind thinks it must be torture beyond the reach of the imagination to suffer from arthritis! One of the most surprisinr things about the handi— capped is the fact that in spite of their handicaps they maintain an Optimistic, cheerful attitude. There are few who admit that they are at the end of their tether because of limitations imposed upon them by their disability. In- stead of being beaten they a..re generally indominitab‘e , in- stead of admitting defeat, they take the offensive, and often because of their persistence——a persist tence sometimes born of deSperation, if you will--rise to heig hts undrea med of. In ei ial ity-nine reports of handicapped individuals 01 90 when as} :ed to select from a list of thirte een serious handi- caps (see Appendix), the one which they considered "most severe", no individual chose the 1andicap by which he was F—Jo himself limited, or from ;h ch he was himself suffering. All individuals reporting had handicaps which were classi- fiable under at least one (and in case of multiple handicaps reporting, under two or more) of the desig nated choices, so that a direct and complete correlation could be made between the actual handicap and the handicap chosen as "most severe." Although "arthritis” was chosen as "most severe" by ten handicapped individuals of both sexes, none of these were victims of arthritis. On the other hand, of eleven female and eight nale handica p3a ed indiv’duals reporting, all afflicted with arthritis in one of its various forms, none chose ”arthritis" as the nmost severe." Thus there is a se e- ingly perfect negative relationship between the type of handicap with which afflicted and the handicap selected as most severe for he arthritics reporting, as well as of the entire handicapged group. Of a total of thirty-four males and females handicapped either by amputation of arm or arms, legs or legs, poliomyelitis, or paralysis from the waist down, only twelve, or less than one third, chose "most se- vere" handicaps from similar, but in no individual cac identical, handicap (see Figure 7). Table X shows, signifi- mtly that nonhandica pped females do not regard arthritis or surgical tuberculosis as severely handicapping as the handicapped females believe them to be. Conversely, the 91 handicapped females consider poliomyslitis less severe than the nonhandicapped females. The nonhandicapped fema1es re- gard Spastic paralysis as "most severe" in nine instances, or 13.2 percent of the group reporting; while no single in— dividual regarded this handicap as "severe“ among the he ndi— capped females. There were differences between the male handicap- ped and the male nonhandicai bed which were similar to the differences of the Opposite sex. Whereas the handicapped males considered arthritis as “most severe" in 30.8 per- cent of the cases, not a single nonhandica ed male chose this affliction as “most severe." Lesser differences existed in other kinds of handicaps. The nonhandicapped males more often chose a form of paralvsis as “most severe," than the handicap wd males; and 8.3 percent of the nonhandicapped male group "most severe" while none of the U) chose severe curvature a handic ppe d males made this choice. In the handicapped group its elf ,comparing the females with the males, the former considered surgical tuberculosis more severe in 8 instances, or 17.8 percent while no female made the choice. Table X a.lso illustrates the fact that the nonhandicapped males and females showed no sic Uni icant difference in their choice of "most severe", except in the case of "cancer" which w 15 considered “n1ost severe" by 51.0 percent of the females as compared to 8.5 percent of the males, a sit :nificant difference. 92 TABLE X Distribution of Choice of “Host Severe" Physical handicap, made by Handicapped and Control Groups, by Sex‘* HANDICAPS MALES FEMALES LISTED FOR Handicap. Eonhandic. Handicap. Nonhtndicap CHOICE # g‘ p % # g 4 % AKPUTATED ARM(S) o 0.0 o 0.0 5 5.4 o 0.0 AEPUTATED LEG(S) o 0.0 o 0.0 o 0.0 o 0.0 TOTAL BLINDNESS 18 41.5 10 41.8 15 55.8 2 51.0 TOTAL DEAFNESS o 0.0 1 4.2 o 0.0 o 0.0 PARAEYSIS o 0.0 2 8.5 o 0.0 5 4.4 PCLIOMTELITIS 1 2.5 4 18.5 o 0.0 8 11.8 ARTHRITIS 12 50.8 o 0.0 8 17.8 1 1.4 LUNG TUBERCULOSIS 1 2.5 o 0.0 o 0.0 1 1.4 some TUBEPCULOSIS o 0.0 o 0.0 8 17.8 1 1.4. SPASTIC PARALYSIS 5 7.6 5 12.5 o 0.0 - 9 13.2 SSVSRE CURVATURE o 0.0 2 8.5 o 0.0 5 4.4 DIABETES 1 2.5 o 0.0 o 0.0 o 0.0 CANCER 5 2.8 2 8.5 11 24.4 21 51.0 Totals . . . . . 59 100.0 24 100.0 45 100.0 68 100.0 * 2 males handicapped; 8 males nonhandicapped; 3 females handi- capped; 1 female nonhandicapped, gave choices not includes in the list. These other choices included IHJANITY (seven times), and HiARTH DISEASE (one time). FIGURE 7 Choice of "Host Severe" Physical Handicap by Arthritics to Show Deviation of Choice Away from own Handicap. (11 females and 8 males) CHOICE OF ELE’EN CHOICE OF EIGHT HANDICAPPED FELALES HANDICAP HANDICAPPED MALES <1) (22-) (’7 (7) 7) * (l) Amputated arm(s); (2) Amputated leg(s); (3) Total blind- ness; (4) Total Deafness; (5) Paralysis from waist down; (6) Po- liomyelitis; (7) Severe and advanced arthritis; (8) Pulmenary tuberculosis; (9) Surgical Tuberculosis or Osteomyelitis; (lO) Spastic Paralysis; (ll) Severe curvature; (1:; Diabetes; (13) Cancer; (0) Other (Insanity and Heart Disease . Summarizing thes data, both groups and both sexes agreed that BLIRDHESS as the "most severe" of all handicaps; the nonhandicapped females dividing their first and second choices of “more severe" equally between CAN BE and BLIEDNESS, 1... which, however, shows no appreciable difference between the (1‘) 8X8 U) groups or . The handicapped, more familiar than the nonhandicap— ped with the limiting qualities of various handicaps, both in terms of the physical as well as the societal Opportunities which they include censidered "most severe" those handicaps which were permanent: AIDUTATICN, PARALTSIS FRO: THE WAIST DCEN, PCLICMIELITIS, and most significant of all, ARTHRITIS, for which no cure is known. On the other hand, the nonhandi— capped, influenced more by hearsay than by experience, chos the handicaps which have received more public attention than others. Among the no handicapped women, CANCER, which has been much-discussed in recent years was named fee: Too, the nonhandicapped females seemed to believe that dis- figurement, although placing no physical limita ions, con- stituted a greater handicap than those handicaps which are confining, and which impose strict physical as well as so— cietal limitations. It is interesting to note, in consid- ering this possibility, that PCLIOHTELITIS was very often chosen as "most severe" by the no handicapped group, while practically ignored by the handicapped group. Although POLIOMYELITIS in its most severe instances imposes great 95 FIGURE 8 Choice of “Host Severe" Physical Handicap by those whose Handicap was Complete Disability or Amputation of Limb or Limbs, excluding Arthritis (16 males and 18 females) CHOICE CF EIGETEEN CHOICE CF SIXTEEN HANDICAPFED EEEALES HAHDICAP* HANDICAPPED NALES REPORTING owN DISABIL- REPORTING OWN DIS— ITY AS (1) (2) (5) OR , 1) ABILITY AS (1) (2) (5) OR (6)* 66 * (l) Amputated arm(s); (2) Amputated leg(s); (3) Total blindness; (4) Total deafness; (5 Paralysis from waist down; (6) Poliomyelitis; (7) Severe and advanced arthritis; 8) Pulmonary tuberculosis; (9) Surgical tuberculosis; 10; Spastic paralysis; (ll) Severe curvature; (12; Diabetes; 13 Cancer; (0) Other (Insanity and Heart Disease 96 physical limitations, it is not often confining enough to impose societal limitations to marriage, educational Oppor- tunity, and the like. On the other hand, POLIOM‘ELITIS victims having paralyzed limbs are considered by the non— hancicapped to be deformed. Summarizing these differences in choices by the two groups, and the probable reasons for such differences, the handicapped first of all are more generally acquainted with the limiting factors of the various handicaps which were listed for choice than the nonhandicapped group, which latter, although superior in educational experience, had no basis for comparison and no particularly close acquaintance with any one of the handicaps. The handicapped individual, participationally limited, has a basis for judgement, and takes into consideration primarily the "limitation" factors rather than the factors of pepular belief, disfigurement, and the like. It is important to remember, if all else seems of little account, that if it were possible to isolate the physical handicap from the attitudinal factors (both societal and individual), adjustment to the physical handicap alone .would be relatively easy for the handicapped person. It has been demonstrated that no relationship seems to exist between employment status and nature and extent of handi- cap among those who are employed. It has also been shown that seVerity of handicap in itself has a limiting quality which.may not necessarily exclude the individual from per— 97 forming vocational duties which by normal standards of job analysis would seem physically impossible to him. It should therefore be em; asized, that with regard to vocational participation, 'he quality and quantity is very largely a product of societal restrictions-—a result of the lack of a proper connection between policy and practice in public attitudes and in dealing with this social problem. There is also no evidence to show that a low norm of vocational participation among the handicapped indicates a form of social pathology. The handicapped are not mentall‘ incap- able, they are not apathetic, they are not resistant to partic'pational Opportunities: It merely devolves that the dictates of a cultural milieu-~a cultural philOSOphy with regard to the permissible activity of the handicapped——re- quire that he be so limited and so confined. As an example of social inequality of Opportunity the status and role of the handicapped as a participant in society is ultimately and finally defined by society itself, rather than by sub— jective inclination or physical barriers. 98 Attitudes of the Handicapped Toward His World The handicapped are talkative enough about their problems. They have definite Opinions concerning tho things which they recognize as excluding them from normal participation. To some extent, they have attempted to in- fluence legislation in their behalf——but not as an organized group. Certain crusading organizations manned by the handi- calped have gone far to "lobby“ for social welfare for the handicapped. Outwitting_har d1 caps, the official organ for We, The Handicapped, Incorporated* has thousands of sub— scribers, not only among the crippled, but among persons in the fields of social work and public administration. In the questionnaire study, certain questions were asked relating to definite subjects closely related to the problem Of vocational participa tiCn. Freely, in almost every instance of reporting, the handicapped expressed themselves in no uncertain terms. Rather surprisingly, they appeared not to be radical or rabid, or eager for sweeping reform or anarchy. The answers were calm enough, carefully couched, largely allied to actual experience. Analyzing the opinions expressed on the basis of actual status as an employee ver- sus status as unemployed, some general information results concerning the group studied as a whole, as well as studied in terms of comparisons of the employed as against the unem- ployed. 3 * This organization, with Headquarters in Detroit, {iohizan, is staffed oy handicapped indiv1duals exclusively. rembersnin6 which is not limited to the handicapped, is aprrox1imat ly 2000 99 The follow.ing question was asked the hen ficapped sample: "0n the basis of your education and training, check below what you would consider a "fair salary" in a JOB OF YOUR OWN CHOICE. Choose on the basis of what you think you are worth to an employer annually.” The employed mole handicappod consid red on the average that they were worth at least $1,250.00, while the unemployed handicapped sub ectively rated their nual worth to an employer at a similar figure. All of the female em- ployed, howe or, cons :rvc-tively estimated their north to the (" employer as less than $500.00 annually (see Table XI). ota- tistica 1y siglwi io ant is the fact that of the unemployed males, 70 percent represented th mselves as worth more than H: (D $500.00 annually to the employer, with the average falling around C72 5. 00. As shown by Figure 9, only two individuals of the 89 thoug ht they we re " Jorth" less to their employers than hey were actually receiving. One individual, earning C 2.50 weekly ($625.00 annually, computed on a 50—week working-year), placed himself in the "to $500.00" class. Cne individual, earning "an average of C100 00 weelwl " (C5, 000. 00 annually), thought he was worth C2,001.00 to C5,000.00 annually. 0f the 27 rema ining* employed males, only 5 thought they were earning approximately what they were "worth." The remaining 20 employed males considered them— selves "worth" from C250. 00 to C2,000.00 more, annually, than they were receiving. In answering the question, several sug— 100 TABLE XI Estimate of Annual Worth to Employer (real or potential) by Sex and Employment Status (Questionnaire Study) ESTIHATE 0F "WORTH" TO M A L E S F E M A L E S EMPLOYER am e “~u, re E., 7n . e guploy%d Ugomplo%_d #mplgyéd L%emploépd to $500. 2 6.9 0 0.0 11 100.0 9 50.0 $500.-C?50. 4 15.8 0 0.0 0 0.0 8 26.8 75l.-1000. 2 6.9 0 0.0 0 0.0 7 25.5 l25l.-l500. 5 10.5 5 57.5 0 0.0 5 10.0 1501.-2ooo. 4 15.8 2 25.0 o 0.0 1 5.0 2001.-5000. 9 51.1 0 0.0 0 0.0 0 0.0 5000.—up 0 0.0 ‘ 0 0.0 0 0.0 0 0.0 Totals .... 29 100.0 8 100.0 11 100.0 50 100.0 101 FIGURE 9 Relation of Actual Annual Earnings to Estimate of Own Worth to Employer, 29 Employed Handicapped Males (Questionnaire Study) ACTUAL EARNINGS 0F ESTIKATE 0F own TWENTY—NINE EHPLOY- WORTH 0F TWENTY— ED HANDICAPPED* NINE HANDICAPPED To $500.00 To $500.00 $501. to $750. $500.to $750. $751. to $1000. $751. to 51000. $1001. to $1250. $1001. to $1250. $1251. to $1500. $1251. to $1500. $1501. to $2000. $1501. to $2000.. $2001. to $5000. $2001. to $5000. $5000-up $5000_up * Based on fifty times reported average weekly wage. gested that what they considered themselves to be "worth" de- pended on the area in which they lived; in other ‘HCTdS, they tried to take i1‘1to consideration not only W.hat they were worth, but what they considered Md equa t3 and suff ic nt for living. Twenty of the twenty—nine individuals who answered both questions, (i.e., "average weekly earnings" and "esti— mated worth to exnoloyer"), were actually ea ining less than $750.00. Twenty-one of the twenty—nine estimated they were worth more than $750.00; and at least half of them believed they were worth more than $1,250.00 annually. Evidently, there is a high de gree of dissatisfaction among the handi- apped relative to their actual earnings, since but 27 per— cent were contented with their actual earnings. Since they sis D were asked to rate their worth to the employer on the b of education and training which they had received, and since the Option of vocational choice was given them, perhaps too many uncontrolled factors ruled the results obtained. The unemployed females, who had no "actual earn— ings" basis on which t0'judge their choice of a "fair" an- nual salary varied greatly in their estimates, but seemed to think they were '.orth less annually than the unemployed males; while for the group as a whole, the unemployed han— dicapted rated themselves vorth a trifle over $750.00 an- nually, conservatively, on the basis of the evidence that those who had actual earnings on which to base a ”fair" estimate rated themselves at better than $1,000.00 by com— pariscn. 105 Another influence was the fact that many of those who had previously been employed, tended to take into con— sideration former earnings which they used as bases for com- puting their "worth," and especially was this fact notable among those who had had steady employment of some kind prior to the limitations of physical handicap which occurred some time after a period as a wage-earner. The "cripples from birth" unemployed, most of whom had scant employment experience if any, tended to be satis— fied with estimating their worth at a lower figure than those who at one time had been physically normal wage-earners. Another important aSpect to be taken into consideration, is the fact that most of the employed wage-earners, both male and female, were either part—time employed, employed by self, or both. All those employed, however, received monetary con- sideration for their labor; thus those who were employed at home (for room and board), were not considered as employed in the tabulations. It is not true only of the handicapped that they think themselves worth more money than they get. The dissat- isfaction is universal. The nonhandicapped are also grum- blers, egotists, and apt to consider their employers in the same category with Scrooge. The handicapped, however, may have more reason to grumble, because it is generally true of those employers who do hire handicapped help, that the handicapped employee is considered because of his disability to be worth less than the physically normal individual. 104 Attitudes with Regard to Workmen's Compensation Act Businesses and industries Operating under the re- strictive provisions of the Workmen's Compensation Act are sometimes forced to regulate their hiring policy to conform strictly to the administrative provisions of the Act. As a result, handicapped individuals applying for jobs often have pointed out to them that their physical disability and the physical examination required by industries under feder- al and local as well as individual industrial regulations are in conflict. 1 Despite this evidence, which tne handicap‘ed might 1A consider discriminatory, only five male nandicap ed indivi— duals (12.1 percent) answered affirmatively the question, "Do you think the Workmen's Compensation Act should be re- pealed." Among the females, only three individuals, or 6.3 percent also answered the question affirmatively, but since a large preportion of them had had no job application ex- perience involving the restrictive aspects of the Act, it is not surprising that fewer snould desire repeal. On the whole, the handicapped group evidences no radical ideolOg toward federal, state, local, or individual industrial restrictions from employment of the handicapped. Rather, the handicapped frequently offer constructive criti- cism, seeking to increase their vocational opportunities through some well-ordered plan of placement, training, or guidance. DeSpite the fact, therefore, that financial limi- tations imposed upon them because a lower degree of vocation- al participation is Open to them than is afforded the phys— ically normal individual, they are not eager to foment un— rest, or to assert discontent with their vocational status by a radical process of nonconformist attitudes and organ- ization, but rather desire "reater efficiency in the general scheme of organization and )lanning for their increased vo— (a & cational Opportunities. Attitudes with Regard t9 Child Labor In answer to the question, "Do you think the children under 16 should be permitted to work in factories, or in mines, or do hard labor for wages in order to sup- port themselves?" 9.? percent of the males reporting an- swered in the affirmative. It was interesting to note that the 4 males and females were agreed, since only three, or 6.2 percent of the latter also answered in the affirm- ative. It was even more interesting, however, to note that all those answering in the affirmative lived in rural com— munities, or in communities under 2,500 in pepulation. As it was pointed out earlier, crippled children as street— pedlars and vendors are frowned upon by society in general. The handicapped are no exceptional group to the concensus. Two individuals reporting, both male, were of the opinion that some children under the age of sixteen should be per- mitted to work, but no qualifying statement accompanied these Opinions. Attitudes with Regard to to Handicapped Employment Preference EI’H n1 oy e G S 4 The question was asked the handicapped group, "If you were an employer, would you give preference to other handicapped peOple as your employees?" Of the males, 54 or 62.9 percent answered in the affirmative. 0f the females, 29 or 60.4 answered in the affirmative, a preportion sig- nificantly lower than the males. The reason for this dif- ference is obscure, but again may be explained by the sup— position that since handicapped women are less familiar with the employers' resistance to handicapped labor employ— ment, it is probably that their attitudes with regard to employment of other handicapped individuals are less sym— pathetic ones. At any rate, they are less strongly Opinion- ated or biassed in favor of the handicapped as employees, perhaps in an effort to render a universally fair group at— titude. Another explanation of this difference is the fact that, while the handica p3 males seeking employment were looking for on—job placement and positions, the unemployed females desired their own businesses, or at least self-sup- porting status on a self-employment classification. Many women, to whom the problem of self-support was explained, wished they might find some way to earn a living by ro- cheting, doing hand work of various kinds. Several wished they could find it possible to Open novelty stores, news— stands, "Candybars" and the like. To them, with self- 107 employed status, the question of employing other handicapped ind'viduals may well have been answered from a VieWpOint pc- culiar to their sex, on the basis of xvished-for status in the vocational field. Since , on the basis of their vocational "wishes" realized, the problem for them might become a real one, it is possible to hypothw ze that their attitudes on the ques- tion might be more similar to that of the general public. es h“ip or 0: Further, when we consider that the same comra close association of handicapped inciVioaals an ong women is not as great as it is among men who are handicapped, as the author has observed to be gen :ralLy true among the han— dicapped groups, this ‘voothe sis seems to be further sup- Fr ported. fittitudes with Regard to Retained Employment of Disabled We kers The question was asked the nanlicanped group, "Do you think a law ought to be passe -idding employers to Q. '"'3 O "S C“. discharge physically handicapped persons if those persons beca P—( e crippled or diseased thile 'on the job'?" Of the males, 18 or 45.9 percent answered in the affirmative; and of the females, 16 or 55.5 percent answered in the affirm— a tive. This difference in percentage points, while not significant, tends also to find its hallo; tion in the facts stated above treating the question of exnployment pre erence, *y handicappedi ndividuals, to handicaplied employees . EX- 108 cept that it seems to corroborate the p evious findi the answers to the cuestion are probably more interesting in that they substantiate a tendency than significant to fact- finding purposes. If we were to asx the nonhandicapped at largc e the question, “If you were handicapped would you give preference to handicapped applicants for jobs?" he might ex xpec ct a re- sult di rent rem the above, and a smaller percentage of affirmative answers. The reason that this would probably be so is the fact that the nonhandicapped have very much less an understanding of the occupational problem of the handicapped, and usually exhibit amazement when informed that the occupational problem of the handi apped is a serious one. In conclusion, the attituces of the handicapped toward his world are inlrequently ones of self—pity or re- sentment; rather their attitudes and concerted actions are ones which tend to male them compensate for their handicap by consciously striving to prove their employment worth in Spite of their physical condition and society's limitations. Thus it sometimes occurs that it is a curse not without a compensating blessing that society imposes its restrictions and so induces this latter attitude. The handicapped, con— stituting a minority, are agreed that they are not getting What they are worth as employees. In paying the price for their handicap they must consciously e} :hibit to the employer that they are more capable in other ways than the pure phys— 109 ical in order to hold the same job at the same salary. Just as it has been stated that a Jew in upper New York state must be at least 25 percent better than his Gentile brothers; and as the Catholic in Protestant environments 31st be at least 15 percent better; so it follows that the handicapped in or— der to compensate for his obvious phvsical defect must be anywhere from 25 percent to 100 percent better than his more fortunately endowed nonhandicapped fellow worker. CHAPTER SEVEN PARTICIPATION OF THE HANDICAPPED Relationship between Physical, Subjective, and Societal Obstacles to Participation The fact that societal limitations are the most largely limiting in their participational implications re- ceives further emphasis when the occupational records of the handicapped are examined. In itself, the handicapped individual's disability is of minor importance and places the most elastic limitations to his participational Oppor- tunities. When the society in which the cripple lives re- sponds to him in a stereotyped fashion because of his phys— ical deviation, the boinds of these limits more closely bind him. It is to these stereotyped attitudes that the cripple must perforce respond with his own pattern of atti- tudes toward society; and it is from these stereotyped atti- tudes that his own arise. As a final result, he must adjust and accommodate himself to the whole pattern. Despite the ultimate narrowness of his participational allowance, the handicapped individual shows a remarkable diversity in the. extent and nature of his participation. This diversity, this vitality, and this scepe of his participation are per- haps most remarkable in his actual occupational participation, and his actual occupational pursuits. 111 Epcational Participation: Occulm tiona 1 Records 1 The group studied was asked to give a complete employment history since leaving school, whether or not they were presently selves as "unez employed. Of the 8 males who listed them— nployed," only one stated that he hr.d "heaver been employed in his lif 'e. ' Otlers, instead of giving Spe— cific information, tended to summarize their ere cyment his— tory in the Spa ce provided, as, for examlle, of the males, "None of n:y jobs were for Specific times or page. Ia azine subscription agency, telephone re ay of grain markets, local reporter on city “aper are present jobs. I have also sold various things , Incept simple books, written a few feature stor— ies for city news;apers." "Employed in Filing (sic) Station owne in partnership with my brother and one other fellow. Also took odd trips driv- ing ten ton trailer trucks Inter—State. Possibly tzo or three trips a month. We were born and brought up on a farm and came to Boston when Dad ea ill and we thought it best to sell the farm. Youn- ger life and work \as that of the usual farm lad. " Females in the handicapped group showed very little in the way of previous employment records. Again, much of the Specific information asked for w as lacking, and summa riz- ed instead, as, for example, "I am not employed." "I never attended school, and only have a few subscriptions a seek. “ish 1 could find a way to " mt nd on.1y orn feet. "I ‘chased cure' for tuberculosis from Sept. 192 to July 1955. Entered high school and School of nursing for ex- 112 patients. Graduated as T. B. nurse June 1957. 'Chased the cure? again until June lSéO. horked until JuLy 19 41, and have been on the cure since then." "For a few months I helped in a Bus- iness College where a relative teache I marked papers, answered the telephone, sold school supplies, 1clped some of the pupils. In return, I obtained lessons in Shorthand and 1yping. In my home I gave lessons at night for a few months to a young foreign-born chap." Only 24, or 50.0 percent of the questionnaires re- turned by the female handicapped contained any information at all in the space provided for the information; and of these 24 only 2 contained the Specific information asked for. Of the males, who were more inclined to give de— tailed information, although only a few did so, it was ap- parent among those who had been employed at one time before a crippling accident or dis e se, and were employed at present, none were earning \.ages eiuivalent in amount to their wages received before their handicap, and none were employed in the same, or a similar capacity. Although the data secured h s no statistical significance because of the small sam lo 0 ’ p.) the tendency, augmented by the author's observations in other studies, indica es markedly lower wage—earned status than the average for non}? ndicapped persons, due principally to the fact that most of the reported employment positions of the handicapped are part— time jobs. There was a tendency for decreasing income on successive jobs because skilled workers cripple ed on the job or during such em1TlOym0nt rarely are able 115 to return to the same employment status because of their physical limitations, or because of elployer restrictions. Vocational Participation: Occupationa Ambition ('3 v like in the study group were (D t‘ ‘J D 'e.: Kales and fem asked the question, “Khat are your Ire: ent occupational am— bitions?n The answers indicated that the in idJals were not so much concerned with kind of uployment as they were D concerned w'th enplcyment 1e se. San p le ansvz rs from the males indicate that the chief ambition was t a'n a 0 OJ C3 l‘ 1 position remune~ative encug h to allow self—s urzort cf the .LA individual: “To obtain a self-supporting job of any kind." “Just to be able to make a few odd dol- lars to help out with my room and board." “Just a job where I won't have to be a burden on anybody, and enough to keep body and soul tOgether." Those who had definite ambitions in mind, twenty in number among the males as illustrated in Table I on page 40, generally were hopeful of a change for the better, either in terms of prestige, remuneration, or both. Indi- cative that remuneration was not always uppermost, possibly, wdS the ambition of several who were gainfully employed whose ambition was authorship of books. It is -enerally known that authorship success is infrequent! Se al enlarged on their choice of ambition in this regard: njriting many experiences, but tire so 114 easy, emotional life in past, bad, getting better. Grief, fear, hate, instead of love and joy." "Would like to become a writer." ”I'm training in law, trained in ac— counting, mathematics, advertising—- and so I want to write books, and am writing books. I plan to continue to tackle everything that's loose. Hepe to get set in a larger city (100,000 or better) before this war is over, and to continue there to look for op- portunities. Why plan anything, really?" The latter individual, living in a small Oklahoma village, overemphasized his "training" in terms of his actual experience and education. He had not held any position in which his "training" was actually put to use. This case is illustrative of the tendency for handicapped males to choose fields far away from their actual training or experience. Many assume that because of having read a few books on a particular subject, they may enthusiastically claim “train- ing" in that subject. Host of those who wished to enter the professions or the arts had no educatic a1 or experiential background for their choice. In the case of the females, the ambitions were less; optimistic and much more conservative: “to run my own gift shop." "to continue Tuberculosis nursing.“ ngift Shep tho' health doesn't permit. Just a day dream!" "Homemaking for some woman doing defense :r 1 n ‘4 OI'IC. 115 nNothing I can now do, in my field (speech work-—radio broadcasting) and lave no idea of what could be done with my handicaps."* "To write stories and sell them." nJust to be able to earn enough each week for my needs. If I had a definite thing to do instead of depending on just what comes in.“ "Anything I could learn to do that would be a help to myself and others." "Good housekeeper, since I'm engaged." "Lovely handwork, Designer of dresses or hand work, also plain sewing, espe- cially children's clothes." "Home teaching." Probably the most extreme ambition expressed by a woman, considering her physical handicap (born without hands and feet), was stated as follows: "Social worker, radio minister, announ— cer, entertainer.“ It is not peculiar to the handicapped alone that such a large number of them asrired to authorship. It is perhaps as true of all of us that at some time in our lives we hepe to write the Great American Epic. In this regard, however, one aSpect of the ambition to write may be said to be particular to handicapped groups in general. Writing of— fers an escape from reality—-as much an escape, possibly, as the reading of romantic novels and adventure stories. It is Certainly not true of the handicapped that they were more This young lady, 22 years of age, a college graduate, had majored in Speech and dramatics. Shortly after g°aduating, an illness deprived her of hearing, and a nervous disorder also affected her Speech and muscular coordination in general. 116 capable of be coming successful or even mediocre writers than the general pepulation. Writing is a iatural inclination of the introvert, an escape for the repressed, a way to build air castles when more Iwros aic adobes are less satisfying. In general, there was little relationship between physical handicap and vocational ambition in the case of the 41 males reporting, just as there was little association be- tween job held and physical handicap. In the case of the women, however, most of them had ambitions more closely re- lated to the fact of “hysical limi itation; most of them chose "ambitions" which did not involve a great deal of phvsical activity and which cent ered chiefly around the household arts. The males, more esirous of active participation in vocational and professional fields, plunged whole—heartedly in their choice, unmindful of p11ysical restrictions, ed ational or vocational background or eXperiences. Since, however, a greater proportion of males were employed, and as previously stated Quite often in positions which would seem to be physically impossible for them to hold, they no doubt had this feeling of lack of limitation——that physical handicaps overcome, educational and experiential limitations could likewise be overcome. The females, on the other hand, more timid in their ambitions, had had no valid arg aentative rationalization to present themselves with when considering the question--few "career women" were among them, although the interest in writing was somewhat evident, but not so much as among the men. 117 Vocational Participation: Assistance from Others 1 C The hanaic J Lpp d individuals were asked, "Can you I‘ -e count on any financial assistance from others in obtaining -"\ vocational training or in enterinr business?" Of the males, Cr hirty, or 73.1 percent, ansnered in the negative, while the remaining e1evc< n individuals, cormpr wi1 26. 9 pelcent gave affirnative answers with qualifications. host of this latter tance." One p. (0 group stated that they could e",:ect "small ass individual had an 86—year-old aunt, whom, he stated, "hasn't any heirs." The females, however, were more hepoful of assist— ance from others. Of the 48 individuals in the group, 41 answered the question in some may or another, 21 or 51.2 per- cent answering in the affirmative, stating, "parents would," or "relatives." Others, less sure, answered, "perhaps," or "not sure," and we1e not included in the 51.2 pe cent who definitely stated they could expect assistance Of .he re- maining 20 individuals reporting, 6 or 14.3 percent were un— certain of assistance, and 14, or 35.5 percent stated they could expect no assistance, as cclmp red to 7o.l percent of negative answers from the males, a significant difference. One fe male reporting stated ,"ry parents don't expect me to work." The difference in ex1 ectations of financial as— sistance between the Sexes is difficult to explain. Whether r- ' 1 parents, relatives, and irionos are more constrained to offer 118 financial assistance to females handicapped than to K}: les is not the object of study; however, it is important in terms of the societal limitations to participation facing the hen- (mic {ted males. Interestingly, the males who stated tley t assistance, included all those who reports) d themselves "unemployed," Wflile the remaining three iLdividuals who stated they could expect assistance were self—em part-time. The offer of assistance m ight have been given s a stimulus to greater endeavor. The females, all of whom g: were elf- emplogre part- tim as previously noted, showed no such relationship. Marria .e and its Relationship to the Financial Problems For others, who are handicapged, the handicapyed in— dividuals reporting rated the "marriage problem" as second only to health, believing a normal sexual life and marital status was equally as important a problem as health and the financial (see Tables VI and VII, page 66). For themselves, the he ndica pted rated marriage as of fifth importance. An explanation of this difference in position of choice of ma r- riage as a problem has already been proposed. The marital status of the 41 males reporting, associated with other fac- tors, exhibits interesting eatures. Five categories of status were used in the questionnaire , with the results as shown in Table XII. From the report of nature of the handicap, wages earned, and occupational status, it was of interest to note TABLE XII Marital Status of 41 Handicapped Pelee Between the Ages HARITAL STATUS m Iwenty—one and Fifty-two (Questionnaire Study) NUMBER PERCENT MARRIED SINGLE DIVORCED WIDCWED SEPARATED TOTAL 17.0 85.0 0.0 0.0 0.0 100.0 l TABLE XIII IMa ital Status of 13 Handicapjed Fenales Between the Ages Nineteen and Fifty—two (Questionnaire Study) MARITAL STATUL NUT? ER PTRCEUT "’RRIE 2 5.2 SINGLE 45 9..8 DIVORCE JIDUV: S 4?}.RAT TCIJ‘m Wfi- H.*—.-v.—.——-. he C) C) 13 0) 100.0 lflr (‘1 I...‘ that the seven married males we 3 all enfloyed in —jo positions, three full—time, four rt- time. All were earn— ; one resorted himself earning "aver— -- o a ,V,u - x - n a 1 - age 01 9100.00 weenlj.“ anee Had married 1°1ndicapped fe- males. Two, who were stastics, married Spastic wcmen3 one who was arthritic married c girl tho was a victim of polio— (O b myelitis. Cne mal although the in fol nation wrs not asked for, volunteered the information that he was "enraged." It is assumed that “ll rried males were undicappe at the or younger. The forty-eight handicapped females indicated their 0') marital tatus as she own by Table XIII. From the report of nature of the 11e7.nd1cap, wages earned, and occxm; tiona 1 status, it was of interest to note that the two married females listed m1 no present cccuration or earnings.1ne "s (L) '“3 Jarated" 1cmale sporting was earning an "eve ra3e of $5." weekly. One mar- ried female was handicapeed from birth (spastic paralysis). Another, who was a victim of arthritis, did not state whether she oe tcame handicapped oefore or aft r me rriar 3e (age 41, han- dicapted 17 years). The female reporting he r status as "separated" actually reported herself as "deserted," the de- sertion having occurre one year after hancicap was incur— red (age 56, 1mndicap13ed 16 years, deserted 15 yea ars, crip- pled by amputation of leg). Two females reverted themselves "engaged." There are no significant differences in marital 'r—Jo strtus between the nales and females. The range of age n 1,530 Mk both sex groups was aorroviuntely the same, and the average age of both groups were practically identical. Summarizing, the examination of the occupational records of t11e handicapped indicates that they are employed in positions were we would not exp nect to find them; that their 1 ambitions are not entirely Opposed to their capabilities ' and that the lations-1n bet31een their occupational training and slzills bear little resemblance to their actual occupational status- -les re .ml e in fact, than we would fix; ect to find in the population as a Whole. Men who are handicapped tend to consider not only their fhvsique bu also their financial status as factors of equal import: nce in placing restrictions to the ir marriage possibilities. The author from his observations of the han— dicapped tends to believe that the factor of physique is ex— ar33‘e rated cut of true preportion in the minds of rm ny of the handicapped males. m1 nd icap. ed women, from the author's observation, tend to be more 3rea tly concerned with the phys1cal obstacles to marria 3e. Traditionally, women in generzl consider the q financial pros .L 1" O ~m of less importance as it relates to mar- ria3e. Althou3h it is true that fewer women than men handi- capped are married, their Opportunities for marria3e are prob- ably’ not less than those of th-e men, on the physical basis alone. CHAPTER EIGHT SUMMARY AND CONCLUSIONS r1 n -. We,” ountary 01 the hata —— --. fa}.— In summarizing the foregoing data and L1 (1rvs, it has been the pa rtic:ular concern a11d hope of this study to de- termine to what extent the handicapped participate socially, in what manner they participate, and in what ways they seem to differ from the nonhandicagped in terms of 1articipation. Considering their participational problems en toto as a social problem, much emphasis has been given to the fin: nc1al aspect D which i closely related to voc tional, education, and general social problems. It has been pointed cut that the h.ndic ap— ped are limited physically, and to some extent this initial and basic difference bet.een the cripple and the normal in- dividual has been dismissed e cassant as relatively insig— nificant in its importance as an obstacle to participation. The participation pattern of the handica131ed in— u.l is a function of his physical handicap, society's DJ vi H. d definition and attitude, and his own subjective attitude arising from the societal definition as well as his person— al reactions to the sitlation in which he finds his status and role already greatly confining and in instances almost without exception repugnant to him. It has been found that the physical handicap with its consc quent limiting qualities seems to :3 e little bear: ing On the nature and xtent of vocational partici1 ation among those who are employed. On the other hand, certain types of handicaps in themselves are conducive to particular kinds of participational enoea vor. While we would not expect to find legless truck drivers,1 we do actually find them. Although we cannot normally conceive of a bedridden travel— ling salesman,2 one individual was actually so employed in that vocational field. Like the proverbial one-armed paper- hanger, handicapped adults are not excluded by their disa- bility from vocations normalLy defined as capable of being filled only by physically normal persons. Although wages paid to employed cripples seemed substandard on the basis of conparisons xv ith almost any oc— cupational g*roup of sage—earners, the fact must be taken into consideration that a great percentage of the crippled eu.:ployed were either self—employed, employed part-time, or both; wn1ch reatly lowered the average. The false conclusion should not be dra v.rn that cripp ed en ployables are ".Jorth" ass on the labor mzarhet. Handicapped individuals frequently argue that heir efficiency on the job is greater, that their work is of better (1uality, and t1; :t they are less apt to create labor proolems, Sim} ly because they are less secure and realise that they are in no position to prejudice their employment status since their chances for other employment are very poor. the earlier study, make in 1939 and 1940, it was 1 Personal document. D. E. was a victim of paralysis of the 101 or extrcult1e( 1nd was employ ed as a truck driver. Not self-elliployed . 2. Personal document. H. 8., from observation, conducted his sales campaigning by driving a specially constructed auto. 1...: Z‘ 3 ()1 found that handicapped individuals to nded to have fewer sib- lings tnan physically normal individuals; and the explanations were adV.anced trat the parents found the support of a 1ppl«:c child so expensive that they couldn't afford additional children; were "afraid" that sub s3cuert offs1i;-rin-r migh also be defective; or found the care 0 ) f t O 1.4. 1...: OJ C) F) ( ~o t'n orsuning that they feared the \ 11_c might perforce be neglected. In some instances, it was found that physical handi- cap itself was a barrier to educational o1portunities——but chiefly this was true for those who even had they been phys— ically normal, could not have afforded an education. In the first sample surveyed, all persons had completed the eighth grade, and over 40 percent had completed the twelfth grade, indicating that the education of the handic pped is far from being imp sible. host handicapped individuals, from obser- vation, are making as much of their educational Opportunities as society will allow, not only because their other partic- ipational Opportunities, being limited, allow more time for educational endeavor, but because the cripple more than the normal inii vidual realizes the importance of education. Many adult cripples realise very clearly that an advanced deg°ee of formal education is one compensatory asset tending to equal— ize the iability of p11ys ical inca mcity. It was perhaps surprisinv, as brought out by the study, that the personal proolers of the handicapped were not very different from those of the control group. Although the handicapped tend to identify their financial problems more closely and particularly with tleir limited vocational oppor- tunities, whereas t1 a control sample was more vague in de- fining its financial problem, the basic fact still exists that the tw groups were very Similar in assigning chief in- (1 portance to the financial *r‘blem. As a problem, "1133 lth" could be expected to ‘e of here important concern to the (1' handicapped than to the normal individual. Too, b cause of fact that the M13 lth problem has its effect on other forms of participation, it was UPQOPDt’Ojf emphasized. Because it is m‘ie difficult for the handicapped to solve, the Inoel m of marriage might also be expected to concern the crippled LCTQ than the phvsically norma . flgain, the rroblems of health and finances are closelv allied to r V the problem of mar riage. Some handicapped desire marriage because they feel that such status is a way of asserting the longed-for equality which they desire——a way of proving to themselves that their hand He p, after all, need not be con- sidered so much of an obstacle to normal participation. J The traditional attitudes of the public are the C‘ rreatest limitations to the partici 3 .tion of the heaticannod Larsely, these attitudes have their roots in old world social treatment of he handicapped, as well as in certain psycho— lo :ica.l roots-—the "guilt feeling," the "rationalization" and the "stereotype" processes; and, as may bear repetition, Benet's terse but apt summary, the dis taste of tlw hale for the maimed. 'l A good deal of controversy exists among tne general 127 public as to how the handicapped should e calt a'ith in so- ciety. In the educational systems of the United States, a classic controversy centers around the segregation versus ation rolicy-—should criprled children be permit— ted to attend normal public sc choc ls, or slmctld srec 1:1 SChOOlS ‘ be yrovided? Largely, the public Hdh res to U enotion tnat rhvsically hanlican ed individuals are mentally retar ed, or ‘1 emotionally unbalanced, "difficult," "problem children," ED snoiled," and the lilu The public argues for segregation on the basis tlw t these "spoiled" handica pfed c1il‘1 en will be bad examples for the physically normal. The socia worker who has dealt with the handicap— Hi? and, while not offering a Uto plan solution, at lers approaches the probl m more sen- sibl;I-—ar"uing that if segr gation ta 1c as place, the segre— gation shoulC be made in the crippled grcu; itself--th1t the slightly handicapged otherwise normal individual should be separated frcm the mentally retarded handicapped individual, all other things being equal; that the fact of physical dis— ability should not be the only crit Hri for the serregation; and that other factors should be aken into consideration to determine what shall or shall not be done to anc for the crip— ple in terms of lfi 5 educational Opportunities and oarticiiation. Since the financial problem was uppermost in im- portance to the handicapped, and since this general problem more suecifically desends on vocational narticip ation-uo r the lack of it-—the attitude of the employer was important in con— sidering societal limitations to utrtlfiquLlLH in general. (The study seems to indicate that a good deal of social work ,. must be done with the employer, and not all of it with the .[iaicapyed individual!) participation a a lunction not so much of their yhvsical handicaps as of society's definition and attitude. Of im- mediate im:ortance to tlem is the fact that their own atti— tudes have seen Lro3ig3§lz_determined for them by society's lis itin; ofi.* iticns. These attitudes, of course, differ son What with sex, do marital mt tus, and so on. Regarding his own handicap, the indivic to think of himself as perhays not as "bad of " as he might *5 re be, or as severely han“icap:ed as "the other allow.“ His attitudes toward nis status and role in sociaty are not ir— rational and radical and do not indicate a significant pith— olQ ical CLIthOk, for the most part. It is true, as found from the data, that th handicapped would favor modifying ‘1 the horkmen's Compensation Act in such a manner as to facil— U2 itate their grea er vocational “(TtJ(lpctinn. Al 0, -t is true the t most of them, if they were employers, feel that d labor and more (I) they would by more sympathetic to handica .; likely to give them preference for jobs over the nonhandi— capped. Finally, most hal dicapyed persons believe til: t in general the cripple is entitled to a better “break" in the labor Inarhet the n he receives, and is inclined to feel that 129 err ployers should in some fashion be controlled in chan mi the ennlcvn\nt status of woriers criuulea or is: oled on the job. These are not re dical vieWpoints, certainly, and they do not indicate anything of pataolowical sisnificance. Rather, they are parts of the general social proolen which the par- "icaeeea calstitutes, as such particil 3— ion deviates fron the Lore or less ill—defined "norms" which can be utilized for purposes of comparison. It seems that in the pm in, it is society and not the handica TU? ed individual ho is at fault if the cripale gree almsst universally that something can be gained by a thorough study of their :‘)T0bl?P s, and they agree that the liniuations to In? rtici ation placed upon them by society are more irksone tbi n thos e imposed upon them by their disability 130 . : . D -‘ ~‘- " Conclusions iron tne etuoy rm“ f . E .L 49 1— ._ ‘.- ',_ .' ..‘J_. . .2, .3” C. r- 1 .3 3,. r. _ -'. _' _.3 D ‘- .' -_ .- j .Llld 1":;3.b—L\J‘n;}JLJ—i." D‘JLJ.I"V JLL QU'C’J—al 11"." I'LJ—C—L‘_’-5 1U-LL/‘n ( 11CL the relationship is a function pTiZlCCir811y of social atti— tudes which Oppose Laxinuu adjis trient of the Uri p1)le to his social situation, and in so o oi.ig limit and define the degree and netuie of his participation. No particular cliuue of u) ,.,. '4 -1 n 1. n -'.—. 'n p ons is esoonsiole lo: the results ci linited “CClul participation which are iniurious to the social welfare of the -ahoica11131; likewise, it is tmnwnui the ability Ci‘éuur 'ment Oi sociutv alone to devise a pcrhable solu- f‘ r” I 1.8 ‘Dd‘: V U .311] tion which would alter the situation. On the ner hand, the re la Miorshir bet"e2n social parti cicstion and ghysical handicao is not in its function & oatnolcgical or inoicative of isorba isation. The extant 1' situation is not one vi |-..4 liC involves cultural or ealcl Horn. It is not a situation which is due to anv disin ceration of similar J-: sation when m3asurc d y; 1.. r) :3” 9 :5 U‘ (D U) Q) P. Q4 ("r O H. E C:— (D (33 H D? O H C“. C7 :3 H. a a against a norm of culture or oeiw vior. The ..iuic 1 mod have traditionally constituted a ruinority group of social deviates on the basis of deviation physically, as th been indicated. he physically haLricaope peorle in our society are not par- ticularly ccherned with their handicap per se, but they are certainly not participating socially in a subnormal fashion 13 because of any inner conflict between combeting inpulses which they possess which nlight arise out of the fact of hen- e is not incapable of org.nising his FJ dicap alone. The cri life for "efficient, progressive, and COiltiflUOUS reali7 ation 5 Re of his fundamental interests." ther, he is o ga1'1izing his life as efficiently as he can to satisfy his interests and is Opposed in so doing by the situation in rhich he fi11ds Explaining parti ciaa D I ‘L tion of the handicapped as fi‘ QF 46‘ (N .r" .41 in<1ej. oi .3cc1111 (u merely a social groblem rather than a yatho ogy necessita es the analysis of several sociological aSpects of the situation. Although dL OPL anisation does not always irvolve a dire ct conflict oetae en social traditions, attitudes, folkways, and the like and the individual's wishes C—f- H ,_) (C H C.) O (+- O [p "f. 1.4. w) *rj "S d- 1.1 O 1.! ’“3 f) l as a matter of yersona l intere t, tional deviation still may not be in any say identified with $1.. athology beca=se there is no evidence, from the study a 1.1. [‘1 (D Q.» P least, to show that the cr i11le is in any way disor'an personally as a result of the socialLy claustro1miooic situa— tion with which he has to contend. Nor is there any mechan- ical breakdown in society which forbids or prevents society y as to in— "3 from serving the handicapged gaoup in such a (D crease tb quantity and quality of his torticipation--the problem is merely social, and a social problem resulting out of a controversy over policies which must be established be- fore that problem ca n oe solved and its caus;s ere dicate d. Tr o‘itionally, the cripple has been the object of '2' fl ‘-‘-’ ‘3 r7 _ ‘, .1..°m171 7) HT} 3 “.rr‘in‘fir‘n '"fi‘lr T"Tfifif\p“‘1 U .LhQL‘I '1’.) . 1., GHQ ul’lCi’lleCnl, .Lrliu iOLILJli 131114111 1 ii; ‘_Jk/'.'.LUL.LJ AND L iaiéi, II, 1927, pp. 1128—1129 132 charity. Traditionally, the cripple has bee: associzted with beggary, delinmu uency, criminal behavior, feeble—hi inde ness, {3.) {L n the like. Historic ally, the crip1:le has see a social q blight, an oiject of scorn, a freak, an amusor of oaibaric princes, an industrial non—productive liability, a social bur— 1cossible to educate, impossible to rehabilitate, in— capable of being trained. In the societal reaction, the crip— ple has OE‘H a misanthrope, a marital nonentity, a brat a problem child, unruly, maladjusted, perverse, perverted, in— -L .‘ 1ypocondriac. These are tne traditional, habitual, .—._l oervasive attitudes ”hich have gronn strong because of the length of their temporal existence slid because of the fact of. pOpular subscription. No study of the handicapped-—and by that is meant the crippled classified in the groups already mentioned—— has ever conclusively sho urn thilt physical handicap and social malad ijustment are causally ass oc'ated, although this hypo— thesis has frequently been 1vgestco. There is no evidence to show that cripples are not as capable, 3: LS ha ndicag, of IcrbLCi'htilb educati nally in terms of intelligenc ce as are the physically norma . It is a joint relationship and not a direct cau rsal one; that is, social ralaCJusthcut is not caused by the physical handicap but is caused by societal limitations and attitudes resulting from the perception of the handicap. Fernald and Arlitt's study shows that crippled chil- . . . . 4 mble their siblings in intelligence, and O dren tend to res 4 op. cit., p. ECSff; also a study by the same authors at an earlier date, "larciLlL1ic l indies: 1fo :ardin Crippled . 9' o‘"- m: ‘ 0 Children, 2211. 1.11c1E1C____C_., XXI (19. 5 , pp. 4-4 4311 155 that there is no significant rela tionshi) b3tre3n t;/pe of ence (which coincides Wltfl tne findings V C Q C . -"‘ o ‘ ' l 1 “ I 1-"~ 1 ‘ -’ ‘ ' .‘ 7- ‘ .‘ of this stad; . stner stu'ies lecn have prev ously see F K - icate strangly that the degree to which particiéetion red is largely a function of so- . O O o 1 (j r:- O i Cietv's definiticn and attitude. otraussd p01nted out, that in classroom situations cripuledc ildren s3cmc d to la in— ic ('f' iative, and that alumni of the school were enthusias (D enoug h aoout th3ir associaticnal program :nd were tractabl to Siggestion, but seldom offered suggestions of their own. Strauss suggested, as a pos sisle ex Llanaticn, that tlree factors may be res >0 sible for this 1: ck of pertici ioational fervor; i.e., the criptles' lack of 32t3ri3nc oversolici- tude of parents, and the nossibility that a dispro;ortionate number of the irfiot(— tive of capital and industry who pointed out the cossibility of efficient Ml cem3rit of th e hordicayteo according to the rsis, was Henry Ford, who stated, :3 :1 H o H 9 ,_‘5 d m 0 H) L1 0 U D D to 1...! 3n absorb all of its disaoled t em full "raves Without cne i:,tr . s all its oliod and more in positions Veere eyes re not needed.... i r study of my factory showed that we c use nearly 1,400 men Wit only one 13g, a equal number with one arm, several men without legs, and thou- sands who were feeble—minded, pay them Sin01151TS a do‘ and he V3 them earn t r money. All that is needed is a job anelyfirz‘to set the l_HV%> s men7at t job where legs are not needed.“0 As was pointed out by Kr. Haves, the job of the placement specialist dealing with the handicapped, is to sell the eulplojee on the rssis o rather then on the basis of his handicap. Stu_dies are beiLg f ense jobs in order to J made of the physical “cauirtnedts of de iecific hendiceps ( u m (D c... O O U) r1 O ‘3 ’n—J (H L F: U) P St .3“ U) ted determine Hhich of t can p3 rzforn. At the time these studies were begun, labor con- ....—. FIGURE 10 Method of Referral for Group One Handicapped Applicants at handicapg3d Placement Division Lichi~cn State Emp oyment Service) be: handicapped Placement Division Occupational Adjustment Services Hichigan Unemployment Compensation Commission l (trained handicapped division) Michigan Works Civil National Public Progress Conservation 'Youth Schools Administration Commission Administration (Placement) (Placement) (Placement) hichigan's Cassidy 1 Vocational Lake Schools Project Na ti onal -ClSou.thf i e ld ll- Defense Training Programs Lafayette Project F’ Rehabilitation Division Board of Control for Vocational Ed- ncation PLACEMENTF‘ Method of Applicant” fi.’ :§bo‘.!. Occucctions Michigan D FIGURE 11 Referral for Group T10 Hanr1capneo at Maniicap;v3d Pl cement Division 3 State Dooley ent Service) Ar‘vww“ L» ~~€d Placen-3nt Div1sion a - . deJllC tjfl :I’lt 0“er io. nenylovwent Cour; ensation Co*v10 {ALF}: ion 14o T— "T'"":I";l— I Rehabilitation Di is ion Sta e Board of Control for Vocational oducation I P lie and Private . Michigan Societ welfare Agencies for Crippled Children —€+Medical Societies r—- Slate Qflfllhurllh, Ufliorc Niotixzs Lo**is 011 -fi4veteran's KOSpital P—- Lansing Sanitaridm, Division State Board of Sanitariu ms —)|£‘tat3 Tiosgital ‘— Untrained Handicapped Service Div'sion -€4ldons Internationalf- ' I P L A C E M E N T FIGURE 12 m 1e hod of Referral for Group Three 1% ocicep ed «(ol1cc1ts at Icnficcnred Placement livision (Michigan State E Wle1tDt Servic: ) nauticapoed Placement Division Occupational Adjrstment Services Michigan Unemplo3ment Compam ation Con his sion Multiple Handicaps Divisionf Goodwill Salvation Volunte Lrs Industries Army of America Sanitaria Lions, Veteran's Department Resources of of Social Other Agencies Welfare Occasional County Bureau Social Aid Dlac3“ent 1 Old Age Assistance 1 Aid to Blind l u‘id to Depeno unt hildren version on a 1?? e scale h d not 5ret been foreseen. It is . - "I- “- ‘? ' ' - Jr- ,—. —‘ ‘ ,-, . o .- ," «a ‘x . ~ '-~ -'~ —1 -0 ~ -nterest1ng to no33, that oecaas3 C1 the :cr3a33u dBJHHM 1or .~ " I‘ A " ‘fi ‘1 'L “.n L‘ r . ‘r‘ - O ‘ “'1‘ ‘L‘ -‘\‘: " ‘W " lcoor :3 o res11t 1| tn3 “eticucl (313353 c11crt uh1cn 3Luin L._ ,2-7 1'11 - ,M ,‘., ,, , ,.p.1_,‘ 77-1 11 0.0 ,.:J- -‘L If} LJF'J I‘C‘.ii_L{A LJ’r t0 :3 ‘Jt 1.1.1.1.: 1‘31" 1': rd, 8...}. L Jr .L' C: 1315118 in}? ’ 147L_r': ‘n .1. L; (1 .L.‘ 18 .L, _ -.,..,., .- _. A win," . -1 .7 -1 3-1 . 1-- _- .. _ : 1 -1, ‘ L--L . greater reoilation o: ce13nse 1nuustrj of the var1ous va~rn— m 3.. ' 0 ° 37,- 1 .,~ 3—“ .. 3. 4-1 , 1 ' r Iment o 1‘?“ s——t¢13 CfflfNB 01 P1m2u1ct1c ngca:3,er1h't ado 1113.11he-— gjovern miient Civil Service sical requirements lo ered their ,_ 1 . 44 v a. ° . - .1, “.4. 13 Laiixmum a_e llflltS to rcn1t emove able—bodied men from the ranks of the ngn- ~prod ctive corps of he'r personnel to shift them to the production line, and filled their positions with those “unemployahles" consid— .1 “.1 (L' :‘1’. S.) (j H p.— J b x Q) I \1 C H (T L J' *1 é H C 'm rt C C (I ( (_. C“ I C Cf- “3 1.3. L: (‘1- \L H U) -: ~ ‘ ‘r 1 n . . “ ‘ I’ '\ 1 A 1 (N “ of effic1ercv aha the “co anlr.m1 , incluc1ng 'o‘ a, the (ed, and the handicapped. These workers have been used to fill the “ipS, niefly in non—productive: y 9v 1 3 *‘S O :3 H b“ ( l, whicn selectees ant volun- tesrs to the arm d S3rvice in lSél and 1948 left Open. in :arti01paticn of the hoqo1c13rel, as a (D N “T 0 d (L' C; "J (4- }.J (“I 113 C d" d- (D 6 Pg {'0 '1 F“ if a} d- O '1 (l i: 3 LB U) C ) Fi O L— it a ’1? *3 (D c. g: Q; *1 l cial obstacles which he handiccpoed formerly met in his vo- J. catio nal pursuits. An iucr '9 ed draug upon of v cational and rehabilitational services ’5 to be cXpec— LP) ted in times when labor conversiona ‘L nos large proportions Tecanirues of the counselors in their clinical procedure shouli serve to stimulate particira LiLn of the handicaoced. ’. "..... he use of a varied test he ofte a marked tonic effect on in and initiative es ec ial].y desirab e in the lethargy wnich so etiues follows bed treat- ment for some chronic illnesses. Frequent— ly, such subjects continue after esting to take stock of themselves and thei exper- (3‘1 (D *1“: '"5. C‘u‘ ience, of tieir contacts, and of ossible fields Cd‘nnleov1131L. That ccaurs Iling is most successful in ni1ic h the coun eled plzis a dynamic role.”& The handicagred have received external retardation in the 3‘anti ty as well as the itality of their vocational participation chiefly as a result of the factors of an adverse labor market, th3 restrictions of legislation (e.a., The Work- men' s COM3ensa Lion Act), t} e prejudicial attitudes of employ- ers, the symbolic content and connotation of the term "crip- ple," their lack of organisation, and heir consequent fa il— ure to present a unified front to effect the changes neces- sary. Their only ally to their vo atione l desire and voca- tional realization are the still ehbryonic service agencies JhO atte: pt an intermediary i‘unction bLtLLLn t11e handicapped and the employer.5 -- 4 Hquon, Iolland and van Gelder, Rosetta, C UNSCLIHG THE 1~‘"":IIC1'1?1 LLB", 1311,33. X 5 Lee, for LALnalL, "HOV FLh ~b111tLL1Ln Service hLlps the Adult isaoled oecone self-61‘1ort1n" " Voc. Eehao. Bull. No. 2 (Lichigan State Board of Control for Vocational Ed— ucation, Lansing, Eich., 958); “C0111L1no Kichigan Han- power for National Defense," 2d. oy Eda. L. Cushman, Chief, Occupational Adj. Serv., Kichigan State L1L1ov1ent Service, Detroit, 1941; "Hichigan's Program, Vocational Rehaoilita— tion for the Disabled," Bull. No. 25 (revs ed) PL.3li: hed by the State Board of Control for Vocations l LLuth1on, Lansinb, L1cnian, 1941; Annual? ocrt of the Uivisicn of -3ci l Ll“C“ ion (E e;t of Pub. lnstr.,flL:n1sing, l;ich., 13-35:)— —30; LtLtlsLlr‘ Cf ELL-C151 CCE":OC‘L§_ fl C185 5 38 '11:; Excegtional C1ilLven,— ”.8. Govt. Ptg. Office, Lupt. of Documents, Uasn11bLon, D. .) Kichigan as one of the more pro— gress l e states in admirizterlnc to the welfare and service needs 0; the handicap ed, in which the vorstinhtl and (: malev— ment services were emphasized, it should not be assun ecl tl‘at A ’1 . N -n h ‘ 1' ~,\ *7 J- . ions Ol tatc and rrivate a:3nc1es alone are res P or increasing the extent of participation in general U) H: C) d e4 (T) “1 he handicapped. The hanlicaiped tend to be rather so— true because of any "We lee ingn U) ciable. Whether this i which they might have, or whether outside stimuli prompt such reactions which tend them to fraternize is a question requi rill“ Special attention and stuay. Horeven, the handi— w! ) ca d considered by the layman to have time on their (N K , .L P make wholesome use of it rather than seclude themselve s froxn social contacts. Orsanisations of the hannicappe * — One rather striking example of the sociability of the handicapred is evidenced from the fact that one group of handicapped adults stuaied by the author belonging to a com— Ton alumni association as graduates of a twelfth—5°ade school for the handicanpe” tende‘ to remain in close contact with 0') each other, and formed an association holdiLs n fiily meeting which were attended by a large propertion of memb3rs. ‘ anoi ca mned individuals in the "shut-in" category -J ten to fo:;ter sociability oy perticlpat on in "ren pals" ti A great 3:“ portion, in attempting to solve orgis11iza their various partic cipational problems find amateur r: .dio an 51 outlet, ct hers find satis -faction and a means of particim Mt on in joining various organizations, social and semi—social, lim- ited to handicapped ir dividuals. We, The Handicapped, Inc., and the national Fraternity of the Wooden Leg are examples of intermediate groups in the la ter category; while secondary groups such as alumni associations, "polio" clubs, and the like also function and are many in number. "Polio" (polio- myelitis) clubs, for e:- :anple, orge11ised exclusively for mem- bers stricken with infantile paralysis are several in number throughout the United States, and although comparatively new in origin show to some extent the ways in H1} ich the ha1dicap- ped find their pa rti ‘ iational problems solved: National Poliomyelitis Organisations in U.8. ME 0E {CIA IL " L131?“ EZRSi—TIP PIE-CE Midwest Polio [15 socL tion1934 140 St. Louis,i 0 Chicago Polio Sw vim Club 1938 102 Austin Town Ha ll (No Title) 105( 15. Chicago Y.‘N .C. A. St. Paul Polio Swim Club 1940 20 Y.fl.C. A. Keystone Arrow Club 1340 22 Harrisburg, Pa. Portland Polio Swim Club 1940 2 Jewish Community Center, Portland. An intense interest in narticination not onl' from i 1 i the standpoint of sociability, but from the standpoint of health, is exemplified by the statement of purpose of the hidwest Polio Association: ”It is our earnest hOpe that each mem- her of t1ic group, regardless of his handicap, will come to feel himself, not a Spectator watching the proces— sion of life pc1ss ny——out a doer, an achiever, a successful worker, a par- ticular participator in a full 152 rich life, "zith cou111wl te r;-alization of life's jL ys -nd life's blessin ‘ - V ‘ — q - . .. 9. ._ .4" .._ r027- - h-t "' " - ‘\. “ fl ‘ ‘ »‘ w ‘ I _\ . . zx‘. .- u- 'n ‘4‘ ~ g x -’\ .I ." ‘u-V *‘ ‘ ~ “" u ' ‘ h ' 1 . . v o , ‘ ' , ‘ , . . .. . ~ - A '4 «n-.. v:— > I u -u .I _. I A . - _ I n . 7 II- o . ' ‘ ‘ "" . I ‘ < ‘ - ‘ . . , . ‘ I v .- ' ‘- 4 7A “ ' , . - u . g ‘ "‘ - 5‘ . ‘.‘ “_ , . - . ‘ - -- I. . . I ~v .. _.,- . ..c- . b ‘ A A > . m. . , t - , ‘ .. ."o’ jf .f ‘ n . A ’< _ _ , . .v-u 7' -. - .5 m5. 2 ‘--. I . ‘ A , ‘ .. . '1 ' . «, I ac. , A ‘ ' , . . . 4:“: an. g.~w*‘_. ‘.‘A._‘-\.“. ‘I ‘ N.‘ x. n: 3.‘_.-.-.-. - . . . 'A A“ v , , _ q. . W' ,4..,..‘ o -, -.Inp~ -. ml - -.|. ,A,‘ 7.. - - ‘- vv - '- -— ':)-..y-v.. v. I . .-. Out 4 - ~ A , - .: q ’. . ' I. V . - 4 -. ' _ I 54.“ fi - I. l I ~ ‘ . . - -- ...... ‘- -._.-,. - I »- _-.7 1 ,- . I..I - o-. .. n- , . u... ._ . — . ‘ -. - f _.I '~ 0 ~ v . _I W _ _ , . 5' ‘ a 1 - ‘ \ . - . ‘ - -4 ‘ " a - . I ‘ ' ‘ . '- . " ~ '- . ' ‘ - ‘ , , x . ~71 I ' '7 v - .ua .. - 1 * 3 . p 1 a ’J '9 ~11. ‘l.;. .an A , 1. - N.— ‘ . as,» r I. .10 I‘m-"“v ~ '1; ‘ g. \‘H _, ‘ ‘. A“ .7. ’1‘“ _ , _ -» . ._ —- v v ' - t y < . . . w . . * ’ . v v . -’ w ?. I ’ ' ' . 0 ~ -\. '- a Ham A ‘. rm‘n-N‘Iw-C‘ ._~~' v .. . tu,‘ ~ 2r- ‘ A. ‘r ‘x , I _ ~ .-_ __ . - a v ' u - - . — _ __ ~. 'I ' . . ‘. «q \ .Jc-~¢ that. :- th ' . _ . ....._,-—1 n _ -.7 -.. .., .4 « .. I--.‘ . _ * fl ' r . . , I _ _,I .‘ . . . O . n . ‘ . > o a "o .4» - -‘ . ‘ v . * . .14- I, ”dry-A I r. J‘ "' [-1. ,‘ — 77. - ., . _ .. I-.I _ , ' ‘ 'V , . . . ‘ ~ ‘ 9’ . I ,_ .-_ , -v ___ o . - K‘ - L, . . J I ’ ’ c .i‘ ' G V ' u , v; . -.- .. W .. D O . ‘ r . _ , x 4- ~ _, . ~ .- 7"" w-—> $.‘71‘4' -.._ - - -- _ . - ' - v 5? , . . - '0. . v I , .4 .- _ _ I o _.,.I.--.4_. MI. ..-.‘--.. ‘ 3 n.“ V.. --. . ' I. .- ; . _ . I - I . , . I I. . ..- I . I . 4: - 'LJ - ' -A- . < n c I‘ n , '- ~ ‘ , ..- , - _ V - . ‘5' l I. v - 74 -‘ girhv _‘f“ . _.: g’ 2‘ a" u “h ‘6‘ .- . . :3, ' ' ' . _ - I, a - “tw. - ‘3. “ 4 ‘ . -‘ ‘ ' . ' _ I ‘_., _ ’ H '. -:"~;-ja( b ,’ . . v 4» ~I ., ‘~‘\ .s- a. , I‘ > ‘ , a \l' ‘ " §-,...1._ can 1"". 95* --""~" ’ ‘ " ‘~ - ' “O ‘3 r”; "*-IJ.-'l4..“ A40"; 0-5".” OrvouU—lw-vwo' 154L415: v ; r:- y— fl“'~“_- an: I- as ‘ a. ' "‘ " '4 . - I * ' - ' ‘ - I _-4. . I s— gm,“ .g, > . 'V .- _ . “ t‘ f. 1 ‘0 I '_, . ‘5 h .1 . : " ”firm-.- 4-‘1-0 4L: -- n~.\—l~' "’ ' ' ‘ " ' " . a. n... ““"“‘"" - “ ‘ ‘- gw woma- —- ‘0-‘w -a—u .: ‘. -nn' -vwvzm q-~."¢I|—oll‘ ' .-.0'. m m “I. ‘.~.“ m ,A. ,__I, ‘... . --,...-_ ..- ‘ - Dfi- ' *‘fiH-v" 'l"""-“-ocsx_‘-~....A‘n—‘-fi ,.- «A. l- a m ‘R".H;QO‘~.\..«1 -MMufi.’ ‘oII‘.,..o.v-yy..v~‘ t_.m-m41.. -1 --h «can-‘5 M~ M _ -I I —. I v I.- - . o A, . w , ‘ .. . ‘ L x ' 1 " . . ¢ - . ' ~' I I. ' I, . - . , . ‘ , ‘ n .x'o ‘ y ' ' I' ' ' V ‘- - ’ p- ‘-" - ‘ I c, ' I ‘ w-n .u—“co .15..» cd!“ .90 wilt; ‘5»: v m -».. l "v‘ A." .. 5-, W‘...‘!b¢“‘— mm - ~ ‘I I . -. - I a ' \ t ' l' \ I. - a I '..:_hl l . ’ .- . ‘ ‘ l - 3 _ . , c ‘ I. ‘ .o\‘ F‘ ‘ ,I 'y .A- . .‘F i) .‘- I: t.- .V. ‘4" ‘x. 1. ~ - £r V § 0‘ ”"3 ‘ ‘. . V \‘ ‘. I.‘ ~s ‘I ‘ . ' A u.-. -.-rv‘" .- --.--—»r:~"a ‘ ' fi '~’*—fi§‘n’\-fibibdz ‘ MN-‘a‘d—ufl-uuvw Mu»- . .9 ‘ I . A . ‘ L , _ t ' ’ 7 r': ‘ '-,’ a n. t ‘ .‘ v . . f' ‘ u . I v .4 " ' v I.‘ ‘n E- - I» - . n .. ‘_ ‘ J v\ 1 ’ ' .. " ‘ ~« ~ a v- ‘ 5'- --u M -um- 90-” as; ' -~~ -o' “7' 1"“ m-w s “HIO-W'~'Mfl' natal-'5.) away-m ‘ ‘I _ *W . ' ' ”V . I . ' “ ' .7 _ . ‘ ‘ .‘ .. _ . -‘ . n ‘ A ~ ' " _~ (0 Ou- I - J I V ~v _ '1 ’ ._ f—Ih‘.-'. u.“ -. a, .-.-.o 1" “cu-Wu" “”9 " m «I -. _ . -'»-v_.‘. .au «aw-ur~~mn_imm‘w.x~‘- was. ~P~-t ‘..-.-.¢~. -.'_-;_- «0- ‘ 4" & 'L k a ' i- no...” —- . -—‘-«I—~.— th‘ »—- - rm.“ -—" «1m v—— pn-nn-m-Wmuu mnmuwmvwvfln-flo-r-‘I‘mv-u - r.-- \n -w mwmf “ m “rungs-und- 9an- nun-M -~cr.’e. ”—u~W*IMW‘WM-’\ M‘w~W-~um “-5.. Wm‘. qr‘.w1mI--.k-. —mMu~m-«nrwam«» . -- fit I .“W “cu—0.4“ "Mun“-wnus- ”»-'. .... I -n ,......+m ‘~fi- — 09v- - w‘ . Wt: .. u I'M -“;1‘-’A *d‘lm.Wn_~-nnnuflw”§n ‘Af _ . . Mr. .0 — W sun—40. . 0'5““ ~ ~.—.- 9...”. opcwmvr- ‘09“ -3 “megw—nr-MmII-mdu .«cowf- a: urns-nth- b. .u-‘I‘I a 1n“. q. 'H‘ afiw“ ’- _. A..._ ____.__. - ,0... ‘...,,. gm ‘ m“_‘~..¢.-~m-.—‘C‘» - --‘-W"“~V~m\ ‘ni-“A-'~“‘“‘- “I“ v.~-M~.‘..—¢~-vpd| .0! pm. five-.. -, , ‘wqe‘Mh. ‘9‘“...N.“ . ‘ '— . ,_ — — N -flm-u-,.. .- ‘.__._..“'_,_ g a" "'- - "‘“Mua' G‘m-‘umo-M mm..- w .- .w-¢n~n\uwv:o dfi-“Dcfldt‘uwu-a‘ . I: r. III V,W* ,.,.__., I-n , _ __ mam~~umov gar-A M‘.-“ m. Maegan-c v.9“ :—¢- .. .. JV w— q._e;x'flu’.flmfll‘w‘...~m~.uv-" \r,.wpfi n‘\ f‘ 7“ ' l f ' >‘ ' f. . x .. V. ,, 9 , . .I.. . . . ' u-w~w% W ‘- _. __ — Ar... - 4“ "‘ "‘ ‘- m A 93"" Win-o WWM‘HI‘ W.‘ mgnm-z I.» » Minnow-nv D: 1my. ”2.3, .«a‘ . ' I. .. \ - . - ‘ I 1 0 \ . 4 a 4 . Q .. a I 3 1.. .-, I . . {I . ~ ’ '2 . a“: \: i D k _, - R T a n at . ‘g '- b "n ' 5‘. ' ‘ l ‘n ‘ " ‘ \ a ' . .._ .I.‘_,_mmwnu-M—Mwn one; --"I'.O.:oh.1‘.“'-" '.:--_-._v 'e....” 3 ,I ’- ‘ 'z I“ . - _ e 1~’¢' t ’ " ‘ - -' ~ - ‘ ' ‘--— .. pout—u - I I .- - o . . I - t ‘- . . v ' .' u , . M, M‘W-dm _. -5.“ ,*._..,_“-. b '“J- t J ”I... 7' Hr, owwm—‘n- I a.“ Av-r..w>“m ”5 Q 3. “a v -. . ' . ' fills» gig-II". . 9.9:. " "t; ‘ ' ‘ “isfi‘Jm-w'fi-‘fl-‘mwuv-o‘ V V*-wm r-” “in *1-{M «M- vu‘rh‘.‘ " n I Nu“. m“; yv-n-nsg‘w W‘~.~ a1- . Yanuxon'r-w‘nam .W ”*“QIu-cy’ —— “' fl“... up-ng'fll-V-l- NO‘Lyggnln Pam-*c-m‘fi onuwmor-I'm-Iwfl-D-W w".- eoo-u .mvmafltw- a. n'bd-otuom‘fldo-‘OZ‘DM‘WUW-“""’"'"' W.“ W. "A ' ' ' .. -~ g . l H , ’u' ,v z",- ' 3 .. ‘ If: ‘ ,u '. ‘~‘ 0 1 '1 . . 3 . ,1: . . v. c . v f : i -' \’ '«k L: .I.-:..{ m . =‘. h-.~:~fu:t.’1o»~....'.~ .« - - v-——— —.- .e-mfl-‘W" —a r... “Ilvflfl. - ' W’M‘K‘fl‘w-a—Hu“ f""¥l!‘-'u-P‘.‘31 - .. -. . ‘ ti ' 2'.“ ‘L‘! .I 1‘. r. ‘ I“ \7- ' 2 ' ‘ *—‘ '-' 4.: n: 1.! ha 4.. In a a. .I ‘ J .- u- tve- «m... ' “‘ 494nm“.- .r -—“:.- I M‘*”‘--MM"MT‘-‘_ . .— .— '— :.V.""~'1‘2ul’-"h.. K“- 4‘ - at .- . . . ‘ ~ - - - v «'91 “qr-o 9‘3 Q 1‘ fr“. 5“ . " " h":::-.; r . '1 ‘ g .'(:l§ \ I ‘ \ - . A): .. . " ¢ \v 1.4 9 4 .- (y __ 1 - ' If... ‘uwmummm-vr ~ ‘4'“ ‘cl‘Wi-om mxr... “mmmifttnlfi*“d .. . .1 ‘5’. _ ‘.. ; .5 _.__ I . . w W‘ _. ___'.'_;.__‘,. w..— .ne-qs-ue‘ fi‘mq’twmw fl-mmJILHV'nmg-ungt“ ”WYW‘LWW ’ - ‘- I ‘3' — ' ‘- I ‘I)~".~n.1»‘p‘? Hwy-Hui; jp~zn .' ‘ Pa . ‘n .. ‘~'. . ‘ , ' \, -V \ ‘ o h u \ ‘- , _' ‘ - * ou—wumwaa-mwmmammuq ,,—~'-1m‘g-gmm,m~flv*m9'Wd'mflr‘vRIW” ‘) _ . .L‘ if z ., w . ‘ _ Y'1mmmm-“R‘P; «a.- ”whymfi ,1...“ ~»m;.".¢:r.namv~;vns'r' .‘TJ.':?;V‘>‘ ' ' t . ‘J’v'».o.bn “.1 .1 , .. , 4 . ’ ‘ v carom-I, ‘vm:“mm‘m*~m Amt-r3 v...‘ -w..n~ c.- nnnan-r. My) gamma-r...- 5:7.» A: u" ‘22-'47- . ‘D ‘ ‘ "I I, 7. 3. .53, z. n.9, a: ru)‘ 1': ‘y airinre '9'." 1...w.flie*f‘nvr'vmfi.'. .wprz,’ I‘ «:51 arm-r . . . . Q‘ 2‘- j'm’ €f“'(~ ‘ 3‘.» 1 54“ I") L.»1.s .I I -- Ira-mm“ ' ~’ W: Main“ M" x O I {I} ‘9'. a C 4" *r - _. - I.» ' ~M - u . f n “'O-N'Ir I h" “3' mud-nun u-v-mam... YM emm‘mmnIuIIn-macna‘wcmrw m'm"‘~yhm’Afis‘pwfi_~gg “3..., —..._.h__._4_ _ __ n...- . .q..--—...oq- c-rwvv . > . l . u u o - ‘ ‘ ‘ F ' . ~ . 4 r‘ 1' fi 1 - - « , . . ,— , ‘ ‘ ‘1‘ a ,s . .. 'A I' . .; ..v .. ‘1 ‘._. v . » , . 4 . , . , , . . . . _ -. y . . - . " _‘. -‘ n. ...J ,. . - ,' ‘, _v _, . .. .~-. H '.. .L . . V. ‘,.. . u — -. o . _ o ' h‘. -‘ a I I 1 ‘ . . A ,_ ~v .- . ., '_ , ‘ Av. a . .. n x: , , . . ‘ ( ‘7‘ u- ‘ I l ' - u . . - ' . g — ‘ 4 I L ‘ ~ ! - v a. . I \ u u — —d -n -I .v \A .—— 1.. — ' I H‘ . ' ' I ‘ l ,~ ; «lat J‘ . - - . . . 3 1 » ,. . , -. . 3 1' g ' - x . c , 4x * - n -- ‘ . n u :A 7 ‘ ‘ » -. . . . ‘ . . \ k \ A _ . . . . . . , .J .1 1; A ‘- __ . . . . . . .,. , - .( . u , , . .. , . J . « W ' w t ‘, v ‘ . ‘ ' - ’ ‘ . ‘. _ . . _' - , , J . .' . . .' ‘ , ' . A ~ « . .. . . . ‘ . 7 ._ , . . .. . . ,. ‘ .. a , , r ~ . . ‘- . ' I . . n ‘ - _ .. .. . ' - . .- ~ . . . . _ ' . x -. . . - .. \A .. 1 . A ~ . . _ - .-. ‘AV . . .. . '. A. v. ' . ‘. . ‘ ' .A. . _ . . , ’r . . ‘ .. . . . . ., I -, _ ‘ - ' : . ‘ \o — < - .. . ‘. - r _. .A ._ . - _, -. -‘ ‘ a . I . . . . — ,. 4 ¢ _ . ) ' __ . , . .. 4' .- . u. -. . a. , I , > . . . ‘ . . 4 . ' - ' . - _. r. . ’ ~ . . , . j . . - , . . , » . . . v » r - , ~ ' , < 7 ’ . . ‘5 . . - _ _‘ . - , - . ' I . v . ‘8 I v ' ‘ I ‘ . .- w a . .. . ‘ -. ,: . a ‘ , .5 f a -~- ' . ; . 1 - . g - , ~_ , 7- . A Y - A, 1 A -. , - '_ , ~ '.’ -u A.. - J - _, .'. w ‘ — . p. . . . _' _.-.-. ‘-I .. - ., . .- ’ -. ‘. . 1 ,. no! r — ._’-,_ -- .( 1 l , -. ‘- - -_ , .' . ‘ \, V .‘ . - 3 ‘ v . . I 4 . .' . .i .'.. ‘ .- , y- _ ,. ’. . T ‘ u . 1 . . - < . - . - - -A- - ..‘ . ' A - .1. . - ‘ . . .. .o - ‘ .— \. - J ».‘ ~ .x .‘. A \.' Q. ~ - ~- ~. .-. u " . ' .r‘ <._ \ > . ., ’ .\ . , ., v v. - . .v .. .. . . . . I 7’ _ _ . , . 1 - I . j 1 l ‘ ‘. ' 0 \ t .» — .L. r; . - .‘. .4. q .. . ,.. - a. , ~ . ., - . - . ‘ . ., H A. .. ,- , p. . . ,m A. , r“ A . ,-: -“\A. .7 u . ‘ .. k. .a. . -' s, ... I x. A- — .‘ ._A . 'u.‘ _- -. - ; .1. ‘ . .a. ..‘. -.‘.. ' ' .m J \— u‘ u ‘ .5- I A ‘ . . .. .1 .., ~ 1' 3,... 2 , ‘ “,'- .._ c. - ..,.., -l ‘ {.h._ f. .- .‘ L .. ~.' ‘ A' . ~ ‘ ,_ Vt- .J .‘ A.‘ - H V 5 'A. ‘l- \- - ,7“, ‘ - v N -. — ,‘.. § -. -: . .. ..— . - , . "'-‘. "~*- . k ‘~"‘.n( ? -A. ’ . ‘ , .- r | ‘ u' A . A4: . - . ~- .... *- A -. -. -' .. , -, ‘u - - , , ‘ . . _. _. .1 7 y. .‘ - . A > ta ,_. . - - ‘ - v 3 A .- '1 .A \ f I b 1_ ‘ . «j; { . ‘ A v . . - . “_'_ ‘ ,. ‘. \J .A .‘ ‘ _L _., _. ._. _~ . A _ ~. .. .- .O‘ '\f‘v) \--‘. K, .~ I D s‘ . . .._- ,H -, . 4 - I .‘ v firm I . ' .' "-1 -‘_.-.v‘. . . u. .,. w... ' f ‘ ‘ ~v ‘ . . * “‘ . - . . . ‘ , .. . . . .. K . .- . 1 ., _ r I . ‘ ‘ I ' ’ 1‘ . . . , . .o - -‘- Y . " ' 4 , . u ' . ' ' ‘ I .. I I ,r‘ . ‘ ‘ ' .' - . ’. . - . t 7 u , < , . - 0 ~ . - ‘ , r“ ‘f , I", ' ‘ « '7. . '- ‘ . - . - ». t. _' 4 --« x ‘. ‘ ‘ o“- --.- ... - ..-. ..- x .- 1 4 ”A .- .....o-qu‘o- .... .... .. mfl4-un ~F-_-IIO.A‘I\I‘ .- 4... av— —-. .uama .1 o . A.» 'r‘ \. -.. 1.31" Q 4., _. .‘o 1. .‘o -'i -—-g..q—~-.—- I o w A- .\ u u. .2 . a . .5} a v . ML) . . . SI a I. . .l p \lt \.. I n r n ., .~ m ~ W. a (A. l\ n . u. o , u .I . “...... v . u .. . a u m .-. .. .. 5.. b .. u . . .I'n 4 m ..4 .M k. a . w .... ...: ... -r. . .. \ .. s” .r. . . u . . . . ,3 F, .. , . m w ... a a .1. .. .. .1: c1.“ ; Ill. ab .u‘uir. ” M.“ u m w . of Pi ‘5} o a f. \u M * . u ...! In) -. . a .d' . L I...“ L 114 m m _ H . a .n... O ..x. ...t. .. . .. M . “s " .u.;.1 n . . (\t.\ 94.4 n w ... ¢ “ ... x u 5 .11. ~Iu A uVi. m n(\/fl\ aJV Wvu. w . a. u y .( c \. VJ . ”K m .. w 5 A 1.: u... _ up . .. fun .. .L. n W . . I m... . e m u m: C m 9: “v 4 1“. o l o \ W... . . . 1. v. . s ..-L O O ”...... ..u. f. .1. ...; a . .. A... .z . p : 3 .. y .. ... _ n \J . . .. A Tn! ..IC ... . r. _ .. . . I p nan . 1D... I: i _ N u 5 p. at .. - & v: a .. n. g y. . ..f ”A...“ w fin \. ..\..J .1 J: .L - (..x at a in v0.l . III .-.I . .om¢. . . .. W . .... M u e 3 .m , .... ...: ,..l.. . a. .2 . :1. . . . .. .....m C .9... ..I... a “It. 4 ,L x a. i. 4.... . u . .1... ..-. I. nu \. . iv 6. J ..IL C. _ .. 3 .... 3 _ .2 . ...: . . .w ...r. .r. A .u. A 11.. J I... g a. I . .. 1 u I o’l‘ . . JIAI &‘ . .ld A“ \n.\ .... w A A 4“ ..J a); . . rs _ V (L Q nth H.“ .. . .c c h .. . ‘1.. 5 ... o . \\ .l w ...“ w A... rJ .. . '0. 5..“ .Jfllm S [in \nl‘) 1 W . an“. fiJ 7.. J L-, -. 9. m- c- 3-. .w . .: "v: ..U .v. Wu a? . .. .. k . . ; ...... .2. _. -. : I .2. PM}. W!“ OMnU an.“ ‘HJ I'll” Trim mxwv . .0 — “.... *1?“ ”d K WI t VI. . o I I. I. t l- . Iris. W... ..... a . a . ... . w- a“. v . (E .‘J _ — r . .1 C S .... Z - . ... n, _ _ . . - ..L a .6 u I m ... F‘ \2 .1. I u-J nJI‘ 9 ..u “A ‘L ) .g I L I o -. mt." . t {k LP. a nu Wu (M. C ...-a. ‘ . . ... “I. ... rd, W...— I‘ p ..f . - \. ’— ci 1. .o r.“ mxu -n ... . n . nu. ..L M .. a) ~»o w. .u ,3 Av. nu a. .1¢.\:: .- u. . l 3.. "I .. .. . f- .C ‘ . g. . u ., . 1.. C. ,c n . x . L L 3. r. .\ n. 1. u 1’ \ . 4 ‘\ p u \ . av 3 I. . “J. 0.” ‘l: W..." (.1! 1:5» 5L _ I)~ ( 8 A.» ‘ ‘ n,L \d e O “I; w Q. a. .1. I5 p \l .u... N...» v . . II D . I .2 -. 2. 3 3. N... a D r .... .. 1. -,. C Y Y w. L t .. I «V. Q...’ r\ not. ”.... 1.. H, H 9 .0 ‘wJ “.bg 14!». no,” .u’h . _ HUI “I” lamb “BU p .IIV ‘. . Q \ ”Q l \ fl. .1 . .J ’n. - up . J DO 1... cw ‘ . 1 11a ‘1 w .r: . . . > .6". IL . . 3) J NV 0 .. H... ..U rC a . t n ‘ .I. I) \, I. v 4'. \... ‘(9 T‘- Q U n .- VI ‘0: A O A,. . ,.~ .2 a . . . . _ .. a u. .H ,.. . m. . vu. ..w . .nk {. w; . .... 4 . q VOL 7!.1‘. ‘L .114.« . rt; 13 ( . -. ..U ...... .... f... 01 ‘vlm - .N ‘. \ l ..- 0 ....“1. ~ ...:J I. . . . . . In... H... 4... - Iv. \. ...-.. “ u .4). 1PM LI. . a o. ...1 . .... . . ... 3|. . r. H. ... an... u .. .. w“ . Mr... C»... m -... .J ..uw D. ..... ...... J.‘ 1 w. 4. ... h... :0 “Ya WV w." m)» 0 nu. ‘ u . —. 3V “ CHI,- od d.~ ad a ‘ wig M...‘ “J v . -.\ n, \. . U. to 3 . . ..l _. . . . . . 7‘. u 0‘ J . q 4. o .0 4 ~ .. r ..l. .. a A. vu \hla. 3) b.3351... l .11] Fe...» .1. a F.” L H I\ u my“; W1! wi rd nor. : Gy ..— .w .I\. r: PD”. 7: My .rA,L , r a. $.7- . -. en. m. S 3.T~ .xxmw «a 0.. . I. . (v.1: \ .1. o \ 1!. .~ A ;. a .l .1 fi w. m .. .L ..f T (... . . . .. l. .... 3 C w .5 4:4 a .. ...i L ,..| a a -. . ‘ u 0‘. IL!— L r '0‘. . .-. .. . . ....I 1” .. F . . . . . - J .3. . *1!“ M a; ‘s .. . /0\31..\l1¢ £41.13? L h. . A...” ..4. .r .v P). ...H. .a... \IJI C5. ”Mu“ w... ML ”xvi." n. n}. kt. n5. VAL .-.. r .« .... .... ...c. - ...) ... J . (a. ..a, . s... . ... 1 . at. r... N.‘ \J... \f-fl "V\ w“ HJJ II n v .r ‘2' hf. A“, .~ “4% J p “4 \FN \ /\ "dc ”Hr” ”kw, . .1.”‘ Vim ‘ w... u . a .... ad. 4 .... . I ... 3/ ... . . v “ «JV “u.- r 3 r. I all...“ a..- ...1. win «I». uiL . w 1‘ 4. u _ a . .I- (v .r. a I. Mkn * A n I {—1. V i ..v IL ,1. .I.\ . 1a m 1...... x a 4 in .... . u.. r.\ y t. J ; J x... 1) . (0 III! .. ....K (h 1 n... .l. . ...) \ VJ - A . r ... . . h . . ..J .. . . . & J”nu M 1‘ f A 1". ”0 l“.' .l‘. a v... fry - . O ”J . I .G \lud ”‘0 “MM ‘IW “\- IN r.|~ r11 .01. “K .\.. n. . . . . . n . .h .1" ..3 .... “up... u . . . .I x." H4. nu). .. . a. . 1 u .L “.... ....“ - T n. .-u .... .. .5 a. ..i ml .1... I 8 .... .1 N. m . l a . mu ..s .I\ . AL ...C WI“ 4.» .r.u .....u a... ... (l L i\. D .!t_ ’ U). .Vx 1m .w(. 1.1.. \:L A x. -u l v... .,. 1 ~n“ sum .1 0.. :1 T; I...» u .. .I a J ...U .J w. .3. . .. . . . i“. .... if). S ...... ... ..L a . . a - . .9 5 an. .2. 4:. JL LU. .. .1; . u . .. . .. . . . ... v . .... c I!» . . . . 4 3. .. . 3 .. . . v . . ~ . . u... ..\. f . - ~ . , .. . .. . ... . r. (L r H. P . V J J» 3! .3 a 1 .l I m... \. gum: I o .lIL I.‘ In ”.5 ‘vl; r “J. JV )5.” ‘aoim [WC 1 (x 1" ; 1% 1 (n W}, 2, IL. I ,. 3 . \ H “I.“ -.. ...\ 1-. v.5 ..- ‘4 " “Iv f‘. ..JJ ~.I qt.“ “M m r . "IL 4 .. t . V\ MI, 3!. 1.; I .. 1v Q. U rrc o r! .... I a V {rug A. .1... ....u . . «71.3“ ml) Him .- w uh“ \l') 7“ \IJ H a- JV .JJ \b 3 ‘arv ...W. ...J u . ._ ...J; . l. .. ..I. .... .5 , ..4... M.L ..7 a :1 . ls firu «A u... .1. . n .... .11. L «1 .....h .H T. ..Y. .3. ..n .... s. u t. .1 f. 1 .. . .r. ‘ .IL .. . rt I). , ..l . 1 .p ‘ . u ~v 1 . \. w .L. In 0“» i - cl .. .... .07. u .. 1 .V ‘4 . h .. . (K W .I. H, IL A. 1.! 1.“ ..u . n.1- . - 1' I... a). a - sw «Na... p. a (u a n» \f \.. 1. . ..4 \Nu ..Aai.“ ( u L (L (n .9 . \1 3A a x. .. . . I. . v a .r ..I. .v . r... . a. In. a . ... at. . _ (.9 ..J. 3. 4. v . A .. a v... v fig .5. . r“ o/n‘ V.“ m... “I“ . ~ \ . . .. *1: w x 4 0 .n\ 7... Jr)... Tn. ..I.o l 9! IC . ..t. J nu a. C. ...,. -_ #4. w .. . .... .... .J v. -..-.. .mc C .1." ...F. J C ..l "4 mu, .3 .....u .«b ...... .T. . a...“ ...M . .. i. . . .- .. . f - . . - . .- vl . ., .I\ N. . . u. . A l .’ .\ on r) . 4 I X .l A . I . \I N . n .. 5‘. No “.-v t. ~ . . . .5 .a , .... Y. «.0. ...... r... sn... 1!; ... fia a L... I NG NV 0: ‘11. ...L 1)... .105 b .i .. y; : r.,.m. . - v.3 «2...,.J 3 via r 1.x- C L 7 3 a O O 0 O _ Ir. .J . n... # .-.. ...~ 1 WV. «I... film \. C It I. (n ...» .n. I. 1.: .1 v In” ...J O y .0“ 09v 1 . .\ r . ‘ . .‘ r s 1 - ...! _ I. o ‘ ~ ...“ 1| . . .o I .1 I g n: 1.-.. v .. a, T J A y ...L ....L. .6. f... r c ...l 1 Dr (I b #3. u .4” “Ike. ._ ... w... ww. w; v...” + 4.. . ..- L. ;.. .-1 .1.-.“ 1;. ...-.. u). up... . k ... . ..-, .... a S C ..J n3 J n7 a» S S . .... .7. ...J u ....... u; .n ... .7. . my. U.“ .r. ...... W. Lu 1.. n. v." C v”. .L 1. w“... «n 7w .. .1 n.“ E h a r * .... ...... ......m .1. C3 0 I .:.. ..-. .3. ‘1. .IM .. . A: x... .. .L a w . 11c M}. “I.” sh; Vt; pr. v( ”C I I . ..f. . n ..O .. .. t J 1‘ .... ~ »I. t s in Q . - . -. .. .1 r .... ...; ...: ......n 7.. .... .... t .7. .... :\ . L M. L. ... m u U. Va 9.. wt 5 . . ... A... S a... .-.. -. L . Y ..L .r... .8 -..L I L L . _ . 3. G a .... mu, 8 .. .. v . . . I .x . I. .11 q \ ~ ..-. .1 3 ...r .w ... ... ...» w.” 7. “NET. .w... ”.... .C ..u L .. a.“ . .1. L 3 ... 1..“ n. 8 ... T10 .3 10 b b ”(L 70.nu o tune . . ..u.. M -.. ...L .. . aim GM 0 .. 1w; 1.. ...C .5. M" .‘l/ ...1~ 1L. q. u”..— a .3. a nd .U J \J A!» . 45 l 1' .arno r.» '.o .I. t . lo. .1] a... .‘1 ...!A A l. 5' l. .l m.“ w... a i ..r f. n. r r ...... ...» ti. . .... .... A. J at 1.. ..v HM. .0.T.u . 0. Tu TU _ L i 3. v: ... . --. . . c a . . I-.. ,. J\ o It. \I .4. L. 0 ~ 3 u - a . I. r F! a «I call- lo. r . V A \ u. VIN. . p . "....r- wud 2:. W.mr.u.r*TJ.:J : . 51.1. . ......r/ V.) v...( .u .... U ..-.m mu. ( . _ 1 . .J Y i. .... C 9.... ..., [\IS .I’ v 1 - ' § \ . ‘ .. S. a ... a _ . 1... .( . . . ...... Y w... V.,?“ V. rs}. ( .. ., p .. . .u _ . . ... . I ..a. n1 . 3' .. . , r V. ... ...," a). new. . . 3.. 4 \u. . \.llo..\\:.vl.\i .91..) #3.. \- ...\\ch \LIIK‘ .\| . a J. .. u. r L .. t 3“. mark 93...! u . .A . 2 u (I r . ... I ...,t. .. 5 . u. I Q! . r «I. ..C . r . . a. . . . . L .. . ...00 u 3. fly. J wt... Vlim u u .... «(\— A A0 «.0 w M” .P u 3. . ci§\’>‘?\w : A. . ~r. vi. .1. \r; \ ~ ...... I 5 4.. a .Yw... 71* ..NWL «(In ....w m a)... . . ..IJ _. h . ... . 1 .. . . m . {\J ls! Pitt-rt. .. ..l.+).:..... ..«.\...§ 1... r 4 .(.. w . _ m .. .. . n f t... .u. _. r7... 1.”... J r... . 3 . . Q U I . 0 Q - I .. t v! N r ‘ u .. O I. .VI. ,. “ .lf.‘ . K will. o o o N ”x. .. ... . -. .. é . . ” ... ._ - unli. - .7 . .1.-. 7. . ‘ ‘— ‘A ‘Do'r' L if.“ '- ‘9' c» 1' ,. 5 1‘ .... M Y 1' .1) won. . v '1’ h-n-p.‘o-o—.~nd- —. - ~,-: (1' .'.I 111. .‘ L. I" I0. J. as vou did s .‘f‘ an --v J .—..-'l . . u .-. ..-. ...... -1. mpu'-a -.- -..- as 0:15 I 1| I 1‘ € .__._ -....- . 1‘11 .ucatiC -l. L3.- (5 O U '— Chou 1'1“: u a ‘5 *. LLL r1 1:) 3 1,1191 ‘1 v", ‘14! J. J 3 x 5 i D“- J. 2' . 3 U {3 q ‘1 .1 L l“ H ‘3 u: I} J. J" 1.5 ..‘n .4..- l" ‘1 s e 1 1 r1 4. PI. 9 A Q ’ nae". ‘1 -..—“....nc— 1m.— .1... .....h t '- ‘ "\ J'Ii 1... H‘, t . .4 I n i. . .. . 1 F . g e v... ‘ 1y 0 (1 . . . .. . . a F . .. ...U 1... r. 12 . . . -. . F x . . h. h.» .H . : .. 1 1 - . . F ,. u ..v (1 J 5: 4| 1 F 1 1 I n m .w... ..m .. .2. r . .x . .. . . .1 . v .1 . . . . 1 1 _. . 1 . 1 ._ _ .11. II. .J. 11- v! 1 1 . r.. u v 0. uni-,- o- 51. .1 n . .1 . 1 u . 1.1” 1... m. ..1 . . F ... . . ... H ... 1 x; .a . . . . 1 1- . . . . - ”1 -- .IAV at. :1.- ..J .11.... I. 1. ..1 1.. a F 1 v . 1 . . I . . u .l 1. v- 13 ..-. . 1 ,- . , . F . . . u. ¢ 1 .1..- .-.; .... . ..1 . F . . .1F . . . a! 1 v . .l. 1. «3‘ r... ”Iiim Isa. .- a --. h 1.. ‘4 .1 . m . K ..- .- 1 3 p . I 1.. - F. . - . . ... wwv S 8 A1. 4!.»- .-u .14 m» . 1m -.. a. J 11. r 1. . . I.“ 4;. luv. . I 4.11 I. 1 .1 I ... p . I. . ... ._\ )1. 1' .J. . .1- .w... w .- . .F n-.. ...-i L... . .... ... . ...F .., H. 1 .... F3 ...; .. - . 1.. ... D; v ,. . . r . .. ,. -., ”F S “L . L 1 . t u . .10 ...-.. -.1 . .. “...-.11. r- V -..... w.“ ... A .. 13 1 ..v \F L I. 1 .9 xx 1. ... ... . a C r? a?“ 17F .11. C 1.. F ....“ 1x. ..r. F... 1.. .HL ‘ a: l u 1 I, u. I; L .. I. I 3 F1. 1. 3C C» ...-F ... .... 5 F” M u. .-. .1» A... Fm". e ".0 1w.“ A... .r... ...: h ...e .- «...-....“ ...... a... . 1... . 3.. -- ..L -. . . F . F” 1- .. . LI .00 .F .F .1 “a \1/ ..a... .1.. ...-1. . .... :31. ...- .U. ...-1. 1r. 1.. .1. .. . . \-. r. 11.. ..:. ...-x. . -. . 1... . - ... - . ~ V W1. .17» “(A Him P...» \ it]. (.1 .1. ... ~ .«.I. l. a.-. . . a I. :1 vl. P. (I I. 1 1 1 . o I 15.4 A1.“ n An: V .n Vs L «.11. F -w M "1.. ...L ”111 . f..- 1 . - n I. 1 Ft» 114 . I .. 1 . . . q v-F .1 w... .w 1 .I\ .-. .1 . ”if. ... .3... 1H1.- «.,., r... .. .1 u . a F \wa 1 1|. 1. . V. . . ll. 4.. H .1 JV .C .1. .1... ”FL 7.” -... .1. ....m . . .1. v. F u ... 1 .. I . ... 1. - . .1 VJ W0 “ a C1 .0 u v. ... .- F . 1H. (J ...» a 1.1." .1 -u ...-.1. A. . ...t. u '1’- ‘w Al: >‘ 1 A . \~ 1. I I. 1 J I I «.... m... .r! .x. .....1 .5. ...- _ 1 r. J. 1!. vim “i .n 1 . L .1 1- . ..I u 1 . . “\u ..wi. .1. ......w A...“ F. . #6 it. «C no . 1.. m7... :1. T 3. .1. 1.- . . ..., » ... . .. -. ..1. . .11 .. F .... S I t .11. n1. ..:. 3 .. ...-.. ., _- 1 .11.... .... 4 F n J .3 11,. 11.1 1H. t .111 -. 1. . I .1 . a . F .1 , ... .:... .... .... .. . . . n , 1.1 ......F ...: . ..... A. ... 1”, F. W... ...:1 G. . 1 1.... C .1... . - 1w.» ,F- A?fi.s A. 1. Mi -3 .J vgu v.0 ..c ..nv Jr.U F...“ _ 1. ..... 1.... “.1. F-.\ ...: 1d. .... ..u w +1- ! m1... m; U: .1 .H F ..D ”.... ...u. S .U S .1. ..: .....p .-..F U... ...;m . n ..-d 3. .... ... ...-1.. 7.. n... ? rm. ....-.“ FM .1. 1 ...-1... L .0. .1»... ..,.-. .-1 ....,... H...“ .C. fl. «..., ...... 1. Far.“ ..., Luv. ...-:1...” ... «F... .m . ..-... ... S S M-..» d 1 .. 1.. H... 1...” 1,...“ WHF ....1. .....“M C ...-u n .91... ...-x-.. T -u .. B i 3 ”L m... ...-...” T. ....H. -“u cm. .3 “....” ..:.n ...... .z ..b. C 111w m... ...-m“ r ...”; up n... 3 ..u «U .... (.... +1.52 flu Y. G .1. 3 -..... ...-1... 1 ...H. n... ..h. T ..o F... .3 .... m-.. .... ...-. tn. 1.1.1... W1” Fm... ...:u 1.1;). FL. on ...-... .... .... Pu 0... ...u. H... ...-1. m t v.- m... .0 l .3. E .-..F .1... .1... .... h .. .1. . . w ”a a.“ m... C .d ”1; .1... n.» F H ....h. :0 ml. C .1 ”.....-" ..: ”1... G C a..-“ ml 8. v1... 1....” ...... .0 1.1.. ......1. ”...-F ..- “r e »; C 1..C ..U ”-..; ..49 9 V. ...U u .r..\ w»... ...Fu ..1 V. .C 8 an m0. 3 3 n... O r”... S .0. ... ...-w w... F.1d“ .3 J F... n.” ......1. m... -. mm ...... I N... ..U .C a. Cu an. «a we... ..--1.” MI W; 1....“ 3+... 5 "an $1.110 5-. .0” a. .n ...x- ? -. ...-.... .... 3 .... 1. .... .1... 1n. .. ”L. F C 1 F1” ...-L. 1.... f m:” u. a... a...” -m... a... .. E m...“ ...... “.11. ...... u ..-. S r... n n m. .... m... «.3» Cu m... n.0, .5. 1.5m My... ND a". L-.. .J ..:”. ....4 11nd. .m- u 9. W11. nu Fm “......“ .r.“ ...-,M a “...-.1. +11. ...l. ...»u.. I“ 2 F...“ UL ..F.“ i w. ...u ")1... T. .n... 1.... ... w. .1“ 3 11. .1-. ...->- 01 ”.1... ..:... 1-... FL. .1 ...... ... .1... W... F..1 u...“ ...... up 1.1.-. ..C 1+. ...-1. ...... .1.- .1...-_ 1.... ..w- 11-11.-.» ...... c V, .3 C .F- v... .T. .11.. v2. ....1., C n no ,1...” n... .1. 1 u... Q...- n.. ... ,1..." ma. u .- -. r... .r. . .. ...... .. .N u- w "A 1.-.“ ”1...“... A... .....p .. F... .L mu “1. ...... ... 1...» m1 .1... r. ...... ...: FF m4 1 J a-” «- ..r- “4. ...L ....m ..10 1a.). ..-. I” .. wL. ..:... .1.“ ... Q" A.-. 1. m ...: .11.. HA ... -F .... ..:...- 5 aim ...... “..: «D ..x. .... “U. .....F 9.1.1. 3 F-.. ...... .7. ..: C m... .... 1.- ..-.J 13 1-... ...u. T. w-.. ..1. -..r... .l V C G -,..1.F..11.. ..i .1 1. .. ...-- ..H .1.-.“ T ....” .2... F-“ Wu ..-F ...: C U F... V... 13 1.... ......” 9r... 1.1.. V.,. F... F ... ...... ...... “-... Q ...... 1. 1. m.-. .13. .2... n... ...-... .f ...-F - t ...... .... ...... .6 -... .n,. G .1- .1... .1... .w. .144” 1”} n.“ 11.11.— \i)(\\ntl!\\'< (la/SOY..’ZI.’.1IPI l. ‘.1\.......~ .11., u!» FD!” ..Illpg‘l1l ‘3‘ )1 \‘unl‘jl‘l ' 1“!!! -\ On «Nth “A” ...- .»v 1...}, ,a C ...n .7. n”... «...-... U» r- .h F. 1~ are”. rm” \uan. VILA A11!1 lei-‘13.! 1,61\{I\../ht\1.-i1,.lii).- \‘../.\.. 1. 131‘ I I15 .lu.‘ r/i.51l.4v.... 1v.,.p..§\)I. .I‘ kittifl \ « .. 1 . ....«p. .u 1.-.”.-— .rF... ..-..- -... .-—‘~¢-.-—-~- _~..—~-.. .-.... ...-u.- “..--.-4. .... '-.w ......A.. v.—-—--.. . .1. .... .1-.—--- -—.—.-o- w a- ----v 1, .-p. -u.. 1.. ._, -41....- «F—vn—w -..- ...-on.“ w.. ~ ...-.., IF‘&‘- . - --—~.-.'.F-1..4...-.»-..- -1... -....h.-_.~”-‘..F. ...... -.....“ ... .v...—o.p.- .71. _ 7 7 . . r , 7 .— .7. t . . . - ‘. _ _ .r , . I . . . ‘ - 4. - 4 . I .7 A . . x . . , . a . ‘4 , t ' I‘ . . , I ‘7 . v - ~. . w- ‘ c v, - I ,~' I‘ 7 ¢ ‘ w —I¢ - - I -I ' ¢ , g A f .‘ - n T I 7 ( . - . .I ‘ I . . I, u ' - ‘ 7' ‘ \ . ‘ I . ... ‘ ‘ _, . ‘ 7. A 7 ‘. .4.-I _ ....» '7 . 7~ -- 7 - —- . 7 7 . .7 u. . -7 I A 7 .7 I . Q ‘ _ _ _ L .‘ f '. 7. —— 7‘ .I ‘ . . 3‘ .h . . . - q , - - -, y o I - . . I7 -‘ '. I . . ,n- ‘4‘ L . - v I YMI _ '. I 1'4 " ' ‘ ' ’ ' ' .' ‘ ' "“ t ‘ T L ‘ '1 k . " V, ‘ . ..: kr ' { ' . ~. ~ 0. .L 7. L1 -‘ u A. .. 7 U _‘.7 ‘ v‘ 7 LJ . 7 - H _~ .. .. ~.: 77 . . , a _ 7.4 v 7' , . .- 77 ..7--. -.7.-. - 7-7_ 7.-. I I '.‘ -7 , \ 1, . .I- fr . ". (.... 1 r‘ A , a - ’ '. u. ..a -l '. -‘_ L7. ‘1 y ' a n ' ' . . _ ' - I< “ ' "' r‘ 7,777. i -‘. r; C: “. ‘w . r1 < -'- n ' ‘ 31 ‘ '7: .7‘7 1, '-L -17 h/ -.r -J’ .1. L7. ‘\ fi .. :7 0 7 _ . ~ '7 - ‘ .\ a! .-_,.-7 -.‘o rI~C\-‘ i A g.'_‘ ,‘ 7. vfi'y‘ ‘ ..1 .7 I . ' ' v 7 , , . . -5. V C u. ‘.' u~ J. l‘ - \. ._. .L . .I. 7. 7- . x‘ I -.._. ..77. -7... .. -.. - v 1 q ‘_ ' J ‘1 » . ‘ - . 7 . f‘ . n.- V ‘ _ I - II_ .’\ ~1 In} ,IA I . YML‘ ‘ C c . I7 9 . - I 7.1 ~ ‘ . , I .- ' ' ( J. L 'v" 1.}. J C '.‘;x’ - J -L L, _L- .4. ’ '.l y 4 J H4 |-- ‘3 .. J. L»' - . " .3 ,5- ‘ 7 I .. __ » . ' , -, I. ' L‘ \— a -7 .I 4'- ‘74- .. s u » L 77 .l V \ - ‘ I T f. p" “ " f 'k 'f ’I {'4 'fi“, \ 1 ‘3'" ["3 .- .l. 1. i;- '- A45 m ... {I d- .a I) _ K . . . . ‘I J . - " - .7I fl , . ‘\ ..I 7, 7. I— 1' ". .I ‘ ,7. 7 7“ 7‘ I, ‘ . f -3 r \Ir (I t" I I, 3 J, L) u A' ' - \ -» ,,L ufi 476: u‘ .- ','— j..-’.-7- L .-‘ '.- U ~l.5 ‘J *7... .l ,4 . ‘ y x I u -- ~ '9 a -- _ Ia- / 7 ,«7 ‘ , I 7 7‘ _ 7‘; — I ‘ v ‘. ‘- - L 7 I’.‘ ‘ s: ,~‘_ .I _ 7 . ‘ - ‘ I: - __ '. I -, IsI . " -I 7 7 - (I I. - < ' § \- . . ' V‘ a‘ , ‘ 77 7 - ’- ..- K * A, ' A , - - .‘ , ‘ _ . \._' _ ‘ M. ‘. v ». ' I _ _ 7‘ ‘ A' v 77 v I" . . g — .- . I r . I A‘ 7 7.. v F-\ ,.I- I w. — .-- 7 .I . g- 4‘ I - ‘i . I I 77 u 7 7‘ _- I . I7- . . ~I -. .I 7 -", ~r .- {'x . . . I \ ‘ ~. 7 '7 7 . .7 I . J .' I._ 7 I . 7 z , . 7' 77 L . . 5 . “I . 7 7 L 7 y . 7 , 7 _ I; - ., ' 7. . . . -~ .‘ . u r , - 7 -v . x . ... r d .‘ - . - - , - . . 7 7 - ,7. r- . 7- . I/ r- I. «. ! - ‘ , I‘\ ‘ ' . \ . . , I - , .- I 7 - . , 7 I . . - . -' _ -7 _ . M . _ v, - , . _ , . . _ . L 7 , _ g 1 . 7 _. . u , u 71 . . .7 , o x ‘ .7 - - I 7 . ' ‘. - n r ‘ - -. ‘ ‘. - I- ~ . I , . .n‘ ""n _ 7 . _. . .. , '7 ‘ “ - - ‘ . . ' r .1 j . . ’ . . 7 ‘ - . .. - . . .. _ .., xv -. ‘ ‘ . A - ’1 — -. .. ‘ 7 -a 7 7 4 7 \ _ . . 7 - 7. 7- .. ‘ . 1 . ,7 ,. A _7 _. 7- I, , - , r. "I 7 , _ .7 - 7 . _‘ - :7 '- . 7 7 -' ‘ _ . . ‘ ‘ '4 T. ~- ‘ ' , . ., , -7 - ;, J ‘ kl' - n "q a 1‘. _- . 7‘ -7 .. . . .7 ... , 7f , 7 .I r- 7. ,_ . 7 . .- .7 m . . . - ¢ ¢ . ' ' — 7— . ‘ - 7 . - 7. , L 1 7. ,7 7 ; .. ' '- ,.,I. 7 . 7 .L 7. ' . .,a .J .L F. .7 , ~, ‘ . _ ,' fl __I_ I ... ‘ ‘ \ ' ‘...- -. 7’. .7. “...—"7. 7'7- ‘ .-- .- ~«~-~ -- ... .. 7 -- s v . I --- - _. _ .7... - 7 .. .- . -. -— 9..-"--- ....— .-,---..- -.--7 . ---. .- __.7 ._ 7.7 7.- .-7......-.. \ - ...-..7~7. -- _. _._.- .. ".777.— u..._._ ......7 . .. -.. . .-. .... 77-. .... _. .7. ‘ ’ I v ‘ '-' x- 1 I v ‘ .7 . . w. .7 .. 7 .._7 7‘ -.- f“ 7 7‘ - .7 .7“ .- ) ,7 7,. 7. 7 . . ‘ ; - ' . ‘ , ‘ - - . ‘ A _ 7 - 1 - 7 ‘ ' '- 3 ’ - ' ‘ ..J “- ‘~ 7 .4 .4 L. . - 1 ‘I L. _ ‘ 9 ‘ ~ -‘ ,- .7 t ‘7: (,7 .) ‘ -- ~ -- ‘ . A . '7 . O- ‘ .7 ' A .‘ _ . ' ' n. \77 . ‘ ' ‘ I v x -. 7 .. .7 I,‘ ..., I 1 7' ‘\ ‘ ‘ ~ ‘ -‘ ‘ -.« « v v," ,< a. . ,- ~ I»..‘ ’7‘ 7 .n~ .. ~'| ,t. ... - ... I, a 7,. I 7 .. _ , (I ‘ 7 . _ I .‘ > . - - . . _ - _ . f g I I . - ‘ ~I . . ,-’ ,V , . . I , _ . V - ,;- . .. - v7 -_ L : - ‘ _', .‘.. U 77. . 7‘ 7 1, . _ . .~ I ) . _ Q :- g . ) 7‘ u . , n I ,t, ‘. ...; _ - 7' ‘ , '- ' I I . « - , .. . . ._.. _. 7 v- .. - _ ‘ .. . ~)"..‘ I.’ I . _a . . ~\ ‘. ’. f- ; .. I .. ’1 II ‘ u \. /.-J -. .r. .... I. ,, “ ' '7‘-. ‘ .' .‘- I 7' 9‘ _. U4 .- ~ ‘ ‘ ‘ I ‘ ‘I .5 q. .‘ ’ 7 . .J 7 ~ Y’ .1 ‘ J \ v7 ." ,_ ‘7. . 1... .. 7 ,c “a ‘I a 2 I'y ' ‘ .“ - 7 v - . . - . _ ‘ ._ k I __ v_ I , , . . l -_ ‘ . ' I .' I ‘ ‘ _ any. . .L. .. .\ -.‘ ‘ . 3 .7 , , 7 \. _/ . .' ' I. .3 ... 1 ‘ _, ~, ~ _ ~ \ ‘7 ~‘ \ K x " 7 7 '7 7. . a 7 * . ’ « :7- ‘ . . . 7 ... 7 .- -. , 7 a ‘- t ' . ‘ .¢_ r ~ ‘2 ' . . I . , I 7 . x ""7 I 7 I. .- .1 ..- 9‘ I, ._, x I. ._ I _ . 7 II I. .- r . ..n I ‘~. ' m 2 ‘I ‘~ (I II , , It . ‘ ,.7 .. , . v ‘ 1 . ' " ; . '1‘ ." " . ,' I, ‘. f‘p I.- 'u - o - . r; I 7 7 . ,. nI .. v- ,. - ’v . '7- ' .‘ L ‘s 1 7_ 7. . \7 7.' I- '_ - ~ J. . ‘o. ». V _ _ n.) y z 7 _ I‘I - ..7 . I. . .I . 7 . . . . . ‘ _ . ) . ; F ‘- “ "‘ " "~ " :1. ‘-‘ ‘ - ."‘ ‘ " ‘ ~" 7_ - > '1 : 1 '4 . t . 7 7 .' 7 .- ‘2, 7 ' . - - 3! t | , - " ‘ . I- : v‘ ,. 4 ‘_ _,,. _ .( . , _- ‘ f ‘7 7. 77 _ .’ L4 u I. 17-, _. ... .' -- r K 1 I .7 5 \ \ 7 } ‘ a - -| - 0. I , . ' ' -. . ' - P t v - ' ‘ ~" '~ ~ "i'- ’.‘ t ’. 7 . . . I 7. L A. l ..7‘ .. .' .. - ‘- I 7‘ . Q ~ 7. 7 . ‘7‘ _ ‘ - ' x , ‘. \ ......u. ..,_..4 77 .- ....- .7 7. ' x , 0 -~- A a -77- 4 . ~ 2 . a . .7,‘ Q - _ . .L, ,\ ,. A- \. (I . , 1‘ I . . 1 J .. . . I l . . . 7_.. - u I \_ t . . c .'\ I .‘. -.7 4 w' _ . ,g. -- - ..r .J v ._ ..., ... ‘_ .7 r 7". \_1 fi- I‘ , ~77 \ r 7’ , I n I _» ‘ . .‘ OI . I n I 7. 1,7 ,_ r _. I ..., ,7 . l , .7, I-‘ , I, 31,. A. _.. 7 . .. t: .. . 7. 7 r . - 7...: .- . 7. ..i7'7 - '7 _ _ _ '7 ..‘ ’1. L . 9' n. ~.-J.' ’77. ~ ‘ '. ' ‘j - . , '_ .' - I 7 "‘ - " . .. .l .7 _ 3, ‘ 7 ‘ ' *- .5» I II‘ - , I I . .~ . I j -\ .~I . 7 '.,' .I 8 .‘A -: n I .' .‘W‘ VI,“ .... Ir- ~. .- I; If: I 7 - . 7 . ‘l *‘ '.' 7‘ ' 7- ’ ‘- ~. I, '_-, \. ..’ ‘ -_'J _-. fl '4 _. a .'. \. .. K‘ Lo ‘ ‘ ‘ 7,. I ~ . 7 '7' ' ‘~, -\ ,' I 3 -- x -- a». 5 - ‘ I . z A . 7. .z-.\ ‘ —' .'7 -.‘7..~.7J-.L. yum—.r 7 ---~-- ~7—---4-— vv‘-”—---‘—Q’-.r‘-¢-.-n <. ‘7. .—7~.—.. -y-......_...-~m..n-7—.-.--——- -—..-s-- .... ~n..v‘~-~ 7 7 . v77» 7... 7¢-- -— . ‘_ -..7 -7 __7 , . '7 —-<——.‘ ..-. --7 ~— ~v‘ _. . ,.-_ .-7 . ..- ..w--.- . ---7._ .7...— .7 -.. -.. ... ‘7 -——— 7. — , -~ , - -~- - - - \ 77v‘ . . l‘ffi' . ~ .7 ' . I i . ‘7: 4' - . 74.‘ “I u'} I {‘1 . n _, . . _ I. _ 7,’- I‘_ u. I : "7' II r II . x I . ‘ . . . 7 . 7 , . . . I , . 7 7 z . , ~. . ,_ . .1 ‘1 I. ., I _ . ._ § 1 .7 r- ‘x ‘ 71‘ _ \ ‘ f. _, I .- II 5. .IJ L. I . 7 .‘ . - . . III I . . . - .1 s. . r , l W ‘ .. . 7 , .. , . .1 _ . '-‘ 7I.I InI '_ . u” , I I Y" (,7 ‘. a I -. I _ , ." I . ., r. I ‘7' . ‘1' '1‘ , ”I I‘ I I I . - I ‘ ‘ . ‘ ' . 7 A l . O Q ~— . fl. . \J . \. s . . '1; - \_.77 - .7' \- ,, .. ~ ‘ . a _, ' I -. , ‘ .1 . ,II; ‘ . 'w- L: \ . . . \K ' 4 , . ' 1 . . . ~ 7 I— a; .. p 0‘. Ir‘ . «- Iv» rIu; . 7‘ n - ’7 I. InI ~ I ..I I {. "X Y . . ., 0‘ ~‘ .7 ‘ - - . , . I . . x, J - ' | ‘ . ' * ‘ ‘ ' . ‘ ‘ . ~ . . 7 I . \ ‘ ‘ '= v . ‘1 J l . ' \ 7,7 . I . -~.. ., _. .‘- ’3 ‘J . ., q .I. ,‘ . . » 7 _ I . . J ' . _ . . ‘ I ' I -.- \ 7 7 ' ‘ ' ’\> v ' '1 v s ‘ . “ .1 ' ‘7 5 I k .’ I ' '- ~ - I I ‘ I , . .7 . '. ‘ ., .\ ._ 7-1 ~ ‘ ,. 7 7. .' . . .. . ' 7 , , _‘ I 7, 9 ‘. " ’ _ l‘ 7 ; ‘- - t . . . I '. ‘ H . I ‘ f “ ‘ - I .l . \_ .' __, ’.‘ 1, ..I‘ . £74. |— 7. ‘ .' L 7 .7 . _ -.‘ I I! X - r L n- - ‘ . ‘- / "‘ - ..V 7 k. ' ' . -. , .‘ .-_ ; I \ ' .7 I ... . .7 . ,- \- a ,' - . " 1 .I ' ( h p. v ,‘ A 7I ': I : ~- 7“ . III . _ I7_II, .. . I I . . ‘ .r- I -I «I, '7 ‘7 , I 7. . a . . . . L.- ,r I. ._ .. .‘ A', _ . - . ._ .- x, . , , 1 - c. 7 -. r' ‘ 7 -- _ ‘7‘ 1 - v .. I - - . 1 «7 7, 1 - v-I. - : ‘ \‘ s . I‘ ’ .‘, ‘ l ‘ v . . I ‘ l . 7- ‘. Kr w ‘ ’ 4 3 . ' 3 . . - ' . ‘ ‘ . .I . ‘ ‘ . ‘ ..; ‘ ‘ . . 4 . . . _ ‘ _ _ g. . J .1 ' ‘ . . . -. . 3 .. . . «- L - L P , A . n I v ' 3. \ . -' 1 . . . . - . a - w - ‘ . ’. - . . ‘3 ‘ .1 . ? - ‘ . . .. - '7 4 "' .l. . v , 4 p. u , . ‘ , I. ,5; - I, u_-. ' " ' I ' I". I. : ‘ “ e I ‘ ‘ ' I . 1 Io 'c ...... v . - 4. ~.‘ .. ‘ -- a .. .‘ ,. - .‘ . . ... ,. ‘ I. 3 . . .. 3. ." L . ; a ' ' - ~ . c . . - .. , ~ 4- 4 s 4- 3 u . n -I'\ ~05 arr,- - ,‘ I 'Z ‘ [., 1v~‘ — 3-. 'x' ‘ ‘0‘. .‘ ‘ ’ . (‘- I.l ', - ,3 AI. ’1 ‘\ ' ‘ f',‘ J I . l J : r"' ‘ I ’ ' . ‘ " ‘ ' -‘ I . ..: ..'. . - .o. ' ‘ ‘ I ‘ 41' .- V.,a. . - 31- I .1 .1 ~ K1. ‘3 Du .- '-~ *“"’v' ...o - .. ‘ l . - - c ‘ . _ . ,. . 5 . -. - ,_. —\ '7 -‘ ... '1 .' .r ‘) v -. 0‘ ' ‘ 5 I’o ‘ l ‘. . . ‘ . .l K i l .' j - - .. ‘u I-l u _L - . 4- V .. ' l ' ‘ k I "A ‘-. u _ .-...-uo-p-v ...-...... ... .L~ .3 v -.., ... 1 ...-,‘ w‘ -— --.—- ...-9A A— , ...:- ~‘.- ....— v... —AA - —--- “ Minimum;—>~aca~uo.n-3.-d-ux uo—u .51 § f m. n s ‘ “I , ' ' -' ‘u .1. 5/ '5‘" n" V)“ ”Mo-v " "i u’rfi”. ""o"“1 '75 ~¢ f~;'\-]w-.-~.‘m : .‘\ w, in 5". ‘ F "‘3‘? 1 I ‘ ' J | ‘ I. ’ . . ‘ . " 3 ' ' . ‘. a ‘sJI‘J . ...J ') - _.a »- - “I ‘. A o -'\ II ‘ ._.I_‘I_ .— ‘1 .'. -’ ‘J.I _~'. [3. .;..- o‘-J-. -‘—-‘—’.’r - I', L- -.. u )‘ . g'rl' n‘l~s-A.l 4“. h.“ ‘C ,(n r. u--”-’- —v-—‘NI ...---.. DH~~.-I-n'r--".v'-I'“C~'-~-IV~'-—---.~.‘~‘—~a“|u’-~-—~ug “-.. .... A -..... -. ...p'w.¢_....~_.~.~..-o..-~~- -.'V‘-\ v- . l . f .n - r‘ a 1- I“ u \. . " Q '3 s 0 ’ A‘ I: (’ ‘ 'v i "t -‘ 1 " - r‘ - 7‘1 ‘2 -' -- V‘- r. A Iv. ~~ |-¢ . ~ on: a... r \ l‘ . .’ v. '1‘ 1' fl - 1:0 '7' r‘ ' 4 .u - v. ‘ "‘ ‘ .' " q I]. - 3 . '11 . ~" .1. :"- ~""-I -‘-’f r._."« o I‘,‘.. .‘ 3..) . f. ;-¢.. ‘1': ...I‘,f K‘ . V 'J- 5 '~‘ ._ - ~ I .o q . -J ' U4 ... .1}. '5'....'_ i." .‘_ c. J- ‘1'24. .I . . Ans. .‘e .. ‘ »-’ uaLw .- \__I_;,. \- \,v.’,.. .- . _.,- a '~ v_: k)“ -.1 ., In‘. .1 .. . -- -, 3- .4 . . . - .. t J . I -l . c 1' '- .\‘-u ..: ‘ < a; a ._ I u . - . - . . - . ~ - . — -. . . . - . ~ . . - ,1 . - - . . "' '3'; ‘ "" “I '. ‘2‘.» A.‘ "-‘-*'~\ L'l”.. 1.”. 'I" ...? ".7 .’-‘ I't‘.\'«V 2‘ 4" ‘,‘. 'Vl ‘-’.".' ‘ . . I I '- \u .. . .' kl " '., ‘ u -... ‘ .1 ~ ., '~ ' » ‘ kr K. -‘ r—- ‘ m a y 3‘34 | ‘- 3-5.... M" -\ ‘A ‘ 'L-nh' ,~ I . . .. ..A -~--.~ w. ., -..—m~.. 3...... .15... u-«a~~o-.-.. ”an.” 1 _‘ 1 . «a l I. ' \ 9 ""o vv «..l ' ‘ A “'V I {h I’ ‘7 ‘l “ (‘1 4') . \ 5 .2' F ' 3 ‘ h ' ‘ k . x, r ‘ ’ ' ’ ' . . .4 I 3. l» I .__. J L.‘ :3. _L ,t - .1. u . ‘ . ‘3‘ ., I I ‘ . .. - .. ' . J ‘ ‘ .4 “A'hwo-I-AMI-htuia-‘as-v tu“:ul:.t~..€..ua ....- ._~,.;.-n *u fil‘Oumh» up". A. ,. ~~»~~ch~—*A*A .IA.I.l--‘.‘rl hI.O'ACn—V-Av.*‘v\---- .- ...-.- ...— »..m\u~—-..d.-uuu.o—¢n a-“ -n—<-~ 'nl."—"'.”qua..-Imu“ I~I v-.muu-.w~u-..3u~ Antw- -u-u :- .‘(IAL'J.|-~ .931 ....u- ‘ .l- v‘v l 3.... ....u -- — ' .’. .‘ - ~u . _ w ‘| I) I >“A' A .p_ q -/\-r>' -... f, «.x . . .. a .1 ‘;'- .,'. 5 I: ,‘ (- .' , \ V ‘~. . . j a,“ . -_‘ . l ‘0: .P z) 1‘ ..l 3» ’- ~— ' “- - ¢ .. , _ 1 . 0 ' t ' . I. , -‘ . >_ - . ’ - y - 3 n) _ .’ . . 3' , . I . ‘ ‘ . J a . . l . n‘ v 1 -. ‘ __ . — ‘. -.r'~~ 4 - 4' -1» u ' u» '- ‘ \ ". '-‘. ‘ ‘ A *. -t.‘ . ' s.‘ ,a 4 . V., - ‘1 .I .J ‘ ~- '.' \ rv . .— . .r x. , . '. , L, , 3 ,, r 3 5 -“- . ‘ ~ " ' 3' I ’ Id ' I » n x. ‘- ,J - \ i . - . ‘ ' ' “V... N-u~——~--'h--‘-.p.w—-§ --..p-L o-unn\§mb.u—‘--t.n~o H'.-."-0-—I‘q‘.-I :1..- -._~ --~-.n-._n- .. -rr. 3 7. 3 . , .. tgp- ~—-~o‘o;-~ «‘u.¢--\ ...-...oo-nu ,“o--“w- - .... “7.4-.u~~__—3 N -xc. -..- r”...--.....-.—-.-I‘~uwA“--;-.y~‘-- .—-sn-.---..q a- .- -. \--.~V'~ .A-v——---.._-pp. ans.- -.a-.-»~.». - liar-“I .-a3.r~-—-A--- - v a..:‘. U ‘\4.rpt -. . »- . » . ‘ .. . . “ . ~. . .. ‘\I W . , . 5 . ‘1 ' ' ‘. ' - . ‘ ‘ - . I. 4- . ‘4‘ 1 '1 , . "'3‘! . _‘_ ‘L‘ ‘4 (:4 f~ '4 x v" 7' . -' '.:_§ “.I‘ r_ ‘3‘ 3 “'3 If" A] 1' 7' “IV: ':~ '.~ » I- 1 _\ fa, \ .. . 1“ L I . ' .. ,I- f p v H ‘_ 7’ _ J. . I__ _‘;_ ,_,I ., '7 A. ,' . _ I_, V-I j »‘ .‘l‘ A..l' “L, ‘1. [1'3 3. 1' - .3 .7}. ~ . ‘ _4 ‘l 3‘ _ ~ < l . , u 3 ' . .. '. . .' \ 4 . w - ‘ . f ‘\ [,1 | .y . , V _ A > ~. . g . . ‘ . p 'f ' . ' 1 .r .3 .I ‘ I - * '.I x J V . . era .4 , -.....»....~-—~n~ ...-u... . --.p.‘ «a .-.3...,_-,.3,.... ..- .-— ... ,.- “...-r... L. ...... .... . ”3- .. .. ,. .3 v y ,.., ,3 .- ' “ U ' 7v - . ' fl ' " .-. ” ‘ ' ‘ "‘ ' ~‘ " ' “ " A’_ "‘ ‘ 'fi ’ ‘ fl “ ‘ " 'fi ‘ ‘ ‘ p .AI'D-IFQ - I I- i .. oil Ut.‘AOl—IIO‘V"~‘ -D- .t- II ‘ ‘ 's-‘ l‘.-‘-‘~ - A - r «' I n v I .I ~ .. w , . . . . ~ I ’ . n *‘ l - - . 3 -. _ . v - .. .. L . . l ' ‘ ‘ r ' . ‘ y K ‘ V' ' ' ' w. . ' a ' ‘ ‘ ' - “ I | . 3‘ ‘, I - . o - u l ; - - . . I 5 __ ; ., . ) _ . r . g. ‘ .~. » . n - ‘ l I .‘ . ... x ‘ ‘ . — . ‘ o -_~ I ‘ . n . ... \ , . a ‘. -»‘ - n ~ . '-.\ [ .-‘ w - , ~. » - .- ‘ I . . ‘ m .L _ 4 . ._ . . ' . I . ~ ' _ .4 - ,, L 3 ‘ ‘ a . ' 7 v s. . . .. " 3 - : t L ‘V , . r . 'k . 3 ‘ ’ I ...‘n-nwmuH ...-......u .‘y a4..,l,,..-r-a.- I‘.‘,A.~<‘.‘A‘-“‘.. .V,‘-. n v... ... .4— . ._. .3..- ,. .. -3 3 . . ~ V 13.4.‘3 .— \r- . ' 3.... """“ <‘I-‘vim'tM-“v-v ——~--a----- — 3...,_.......,-- ~"-‘.~\vlfi.lq‘o“ol ...-.~.-~.. .-.\--I -u,:._ ...» 3.....r...- -... ..~‘.3 gum-...-.c.’ _. \u~-.~-“»z -..... -...~,,..._‘,,,V ‘.. .... . ..g . . h . .. 4 ‘ ' , ' ‘ , . .. n . , u I . - I ' ' ‘ V ‘ ‘ r. l .0 u .1 u, \ -. '. ' ‘. .. ... -_ l. ’4‘ 7 l! ; ’ . ‘I.’ I .,~ I L. a ' I I ' v . . . ' | s 3 - _ . (— . ~ § 1 - c A . 1 . ~~" -‘--- o _. u‘ .‘- I. .7. ~" -.-v-." -- - L '.1 l I a. '_3 .1- 3 .. t- '~ 3" .. .. . . .. . ~...- »r. _. I ‘ A I I r ' ‘..'. ' t -‘ ‘ 4"‘ I' “‘ " ‘- ‘3‘! ' .‘ '\ n ' -' r' -.- - .1 " ~‘t- -' " '. ., w'fl " ,t l ‘ .. t . l 4 -- ‘—. ' r n ‘ ‘ ‘ - 1 ‘ l . ~‘ . .\ , ' i r ‘ r o 3.. ‘z - n . - 3 \.- n - - . .' 4 ' . ... - l w. .. .~ ., k. ,4 - '__ . . .-. 1' . ' (-_ I ‘ _ ‘ _ _s_ n l u_ . ‘ _ .o o . L \ " ‘ ‘ ‘ ~ n . ~ ' . ‘ . V‘ ‘\ '\ "~ I ‘ - 5 <') ‘- f \ - ‘ ~' ‘ u ( r ‘ f .. I-. 4- g \ I v’ '4’ a .f.‘ 3 I ... ‘. ' . ‘ L .,, . fl ‘ . . I r" f ' ) ' ' , . ‘ I J 1 V -‘ . I I ' ~ - - ‘I ‘, " c ’ ‘ I- J~ I.’ - .. J) . ~- \I ’ ...- ‘\ 5‘ .1 . ‘» l ..‘- - x.’ '~ ~,'\ .‘ L - .I -- . J L ." .. .. . . . .‘ 3 ‘ "I ' ' " ' ' "I ‘9 . ' . ’* I'. . I ' . ' I u " ,. 1!. 1 l {’Lfl’ \‘ . . , :| _‘... r ‘o" p‘o .3 ‘ -V“' . [I ‘ (‘19 i ,4 i Y ‘l..~ \,. _’ 4 -5, r' .V . ‘ ‘~ .\ .‘ 1 I . . I - ‘a. . ‘3 v I "‘ .. ‘" ‘ ‘—" “‘- -’ -- ~- *3 -L 9 ...-.. ._ a)” ‘I.L -.- I. ..:." .- K L z . L‘ l .- ‘-. .. .. . f ". v N \ . I. ; - ,‘ I‘ I -‘ v" .V :0. .l- - C .1 " “I t ‘ g! ‘ ‘ ‘ I‘O \. Q-r ’ x "' ‘ 4 ¢'\ ".‘ "I {’51‘7‘ ., 4 ‘. ’ 5"; ‘-- .b 5 T" . O .A I t‘fl‘f‘L’ 1 ‘i 1": I'm {53 ti") .-3- -1-pgw & JJ 5’ 414 . .'1- ‘1'; 1% . n-v ‘ :1 A. “n. .‘.. L143. . 1H,}...5J .1 .LJ. 3 I.) .11”! I. I?! f:- '2; ..z .f' :: 3.3,.3': ‘7'}? n Viphfih“ Ramseveit Gaum3¢l Iflh3JM: fcfir“hww . 1...; “I... p‘w Ni‘v- *er “" “A jhfi’u'a‘n‘x—v” C., ,. \ ‘- I r 2 ii I u >- I w i Eu ( ,. NWV‘VN is n .. . -r—~ f \ 3 7,3. . ufimj.aen on.30- '3? choz¥ was of LIL? 131‘; and LLAS.3 Via! admirag; “walnut-own.” .9... c¢-‘ L (I n —-..— ‘ ‘ --H'!‘.“—h4..‘r' .,.A-—- f—‘ ~-«>‘- 'u”a~lummn'.fl.§'“'uflnfi. .4-..“ -1..- 3-.~‘V.L v' “9‘ ,' .1. . ... .4. ‘-~ #1') '0. I -"/' v. r a ‘f' n - “— .-., "v .I - x- .- - «\u' ”.1- ... I iUJQr 393 5C <33“ ift“¢ au. cs3, *1v-I4‘un T? VHH n*~"-m .,~ .- A r I . -t or" "T .. _ . ' :- ~ - . - - (‘37: f'I, an]? 5.,51 I I! <3 ¢=5~:::“:~ i 1*Iwrw -:x~r9':~ 'ir-V'..”I““*" ziu~ ~»1:.2 -~- ..3 3 . '- ‘ " " ‘ V t' LU. ' ~. \J’x-..§—" J.-»L J “ V’..‘—- -J.‘.!. "A. r‘,.. .LJ‘ ‘ - U '4 .‘ ..‘.- l- . ... ' h, l D s r: h . . 3 :. = x w '1 r- - -- x ' . r" "rrv 5:32-13 .w r. r‘ x .3 ~ .. f 'v-r-t1m.. -- - - a 22-». 2 1" ('n ; ‘ «k v “3.), '¥ '7‘ 3 v x1 ...; v .4 .c. 35 U“: W w ‘J 33. .. v.3. ....ru Arc, m a, f! _g. J,,t,j_ .. Ki. \3 3:. 3 Q, .‘3 .._.I \’ f ‘ ”“' x . - . ~ u " 1 I 1 .s —- ‘a .‘I V II ‘ . ,. a» .m ..‘ v,‘ r. . (u - - . ,. - K... ' ‘ \ O ' I . 3 - -‘ 3. r - ‘- '-- 'l ’3', L' _ ‘ - ‘3" v “ ' v s ' . ‘. '.‘: J Lu - I. I" ‘, . -.I \ ‘3» - .I. v ‘lj 1 311‘.) .. . .'.. (.3 ‘. 1‘ 1‘ 11' f ‘x‘ ‘, .w A,“ l . , . . .. r n ' J I I .‘5 ‘ ' . -\ I ~I 'u" P f) ", I; ' n 4 ..1 ‘4, .: -'-, ' l ( ' a- .‘l I ‘ ‘~ I I- i " u; ' ' 'u' * - f L f- -‘ J . ~ I ' f. - ,_ I H . u ’ 0 \ ' - tJ- «- LJ a 5—. - a .__ '. v 3|. _. L.) 4) '\ . I ‘- ', ’J ‘ '\ ( \ 1s. a . -v ‘— ‘ . I? Q " ‘ " 'I“ ‘ 3'1"” -. .1: ' ‘-"‘"v‘ 9" -)> L- ‘ ' ‘. we “If? I - ‘1 u 'i T.~ , ‘ ..l' 0 r". l :{ ‘ 3' 3 A71 \r k) \.4. .E. (H “ I 3.. 13 L3 ..3 1.. ‘. -—I 1L, x. a. F: L... J L- :' 1..) ‘ y‘ .I.‘ 2.: ':~ I I ... I “ \ a g ,a r ‘ .. 1 . . r. "O - 1 u . - 1 -v v~ cw, . - s - . ”I, ' ‘ . ‘ - , . . - - ff . , -:‘__ I. ' . . , ‘ . ... ‘m, .'. “-V‘ ~.‘ v "N n. ») _-'._ -‘ ‘p' -. fa - M. .1 .Y" I . ~ .u v ‘ . ‘Ik'. .] \J!" .L‘ ‘."‘l‘ .“ ) (I i‘-;‘ o-' 1‘; 4‘) :‘J' I :1 ' ".' a K: a put. '7 U a}. La' \_ 3';"‘ -v " ‘ C I’, .5 _'I 'o I l . I t: ‘,P n L? ‘ w,‘, ... ." y... I‘ .- V: ' ..-., ‘ni; 32.231. ‘w’ ' M’J 1w- ”‘v‘i‘;:f~;;?‘.3 J?"- 3 C $ 1"»; / fir“ 'p. \WA'K.‘ ." K Avrxa.‘ «flawf . \ 0A— 5 . * ‘~ | . ( L ‘ .- N .- 3--..“41. i hu)1\‘ . J. ' —" -- - I. ' 4 ' u v v . . ». . . ". . . ., _ . ~ ‘ I ' ~ fl _ ‘1 3 ‘ I g‘ v' 4' ‘. ‘.. 1.‘ 3,. ‘-. r‘lJo-I I . x“ 3 '-'\ A \ . -; ‘ 'J - - - . ,. . ' . - , ,_ . . l . M I ‘1 \ I - _ ‘ 1 - ‘ v I ’I I J- .. w t “- 0’ I‘.‘ "A 'u‘. €I\1_ KIN {It} ...-1?.) L» ‘ ‘ 'Ln -1- 1 L; ... K L” J. K, .1. ... (d J. I: '1_' . _L‘ K:- -"y 1 _-_ g\" ‘_ ‘ ' v , «a - I n ‘ '. V v." -"\' " ‘1': '_y ‘ I“. u ,- 1 1 ) ' -. _~ K ' ’f u' I t .3 . 1.”; a’ l; J. 31...; ..\ i} t‘.) LL. \ "C"? I‘.‘ .1. 3' a‘ h 1 Z . 3', i ,‘ . q o7 ‘ . l I " . —. ‘ .. L . .- Il- .. \ x v , . - ‘ a: . «lulu g: .' w ..If, v ‘o_; 61-.-‘1' 1" I i .V ‘ ‘l‘ “ . - .1 I ‘t" .1 .‘ , ‘P"."‘ ‘,. i ‘ ‘2'. I. ‘ " K v ' o - u ..4‘ ' ' .1. .. .. iUJ k. .L ( ..\ "" ‘V " A} I ’1 x} ;h_- M \.. in“ waft: Ci ‘9'?! ‘.\- K _5 '. .J 3...“ ." x- _ , I l‘ I “' ‘ 'V r . 4 . 1| , u l ’ 7" ~ ' 1 :3 “‘ ’l n . l . l I . y .‘ . ' I . <1 v Is '- ~ \ V b y. "1} x " " a". ’3 c' " 'lr‘? --‘-.f'. - .3. . ’x I .. - I I . fl ‘ to ‘) r ,4. 1‘.‘ Ch _- 01“} .J— ..:-h. ’ ~14 ‘-' "I \‘ 1' ’ ‘ J ' . .3 ‘ .. H II O.’ ‘7 C - ~ . . a x V n . i I . x . . I: \ . . \ .. u‘w . J r A u ’v v D \. l‘ ‘ a . . . v I p q . v ’ r \ I . o u \ l I J n ‘ § - I ‘ . L . .. ...x I...\ ..I\ I... 5.x . L .. . . .. . 1 . ‘ I A ~‘ r. ‘ D.,. .I... . \AI . I r v . s i o . i \ ll 5 \ r/ .4 .. V ..l) r.|/ u. I; .| ..I \ Sr b . “ .\- . . . ~ . V. V, / V 4 .) .n I. I ,1 ll! , . . V .. . . . w . . 1;. . . .. . ~ .I L.» If \\ l \ I \1 I . \ v u g m :1 .n v r . .J .. L I . I . . y . . ...k. ., L It . (I. ... , . .. ... .u .1. .\ .I. I1. .1! v "\ .IV» . »c . I. c. . f,‘ 330‘ fl...‘ f‘\ /.1\\ 10.!\ {‘)I\ A: cl- '. .7. . .. .. . ..- . . 1.]. ...Ju. \ A! l... .1 . . , . I . p. .\..~.I \ ..J n if \ l p \\ I w J. . . ..V. . . «C ...1/. \J; \s/ \.I/ ) \J. \f1\l \ f. ‘5 x .s 1.. . . ...H . ) I \x . .. z s . . .. .\ ... . a ......» ..:. k. .. .\ .. ....\. 3.1. ..I\\ ....m. 1“ .I.-x ,. .. x . V\. ,A I ”...-l" {I&\ {3“ ’k“ (K ( ( Iv‘ \ .‘. .u‘xq i. . a .. . v. I, A . I v. ...: a 3 .... .37. o . . . .. . . . . .. s w u f at! .. l. x. .. . . y . 4 . . .. {ll II as“ 0'” A H 1.. \p. ... I I a . .AA Q...» _ . ..: 7... O o a . .L. . . . 3.. .... .. v.. Q I: 1. I» v . .X, f“ S u .11 4‘ T . o - \ . L 2 L. a. . 1 ... r. u . . .. . v M p ‘ . . ... n .1 . x v I I ~ . a l .\ . . ... f .w .03. Q .3 ..:—o «\J. aim . L .p. a. ; _ I L.» ... .. . . . ‘. .. . . a . x . m 1 ...» 7L .0 . \ . L .. c. .. . yr . . .. L ..- L , N . n A . . ) r ..4 m... \)a . ~v.— .....L a n . . \ ‘ J. . y . u. l I . . . H. .I. . . |.- s‘w 3 ex .3! ’1‘!“ N..- “II. t I ”W1. ‘L ...” r') V I. . . a . All; V. . . .I I.» .1. D f . -I.|~ . x . I . . ..\ 4 n M. 1’ S. .v n. . A: . . . I. . . — . o . x l ‘ .5.” L— ... . I a A .6 1 . i . u . I. ax p. ..t ...- . 1‘! l \ u... I . . .‘ \ a A .. ..v? F c... N .« 1V ..- . . u L vi . ...!) 1... .. . . ...»r. \ .. . . 1... I Wfll v v “Q . J 3 1 Q. . . .. .... a} \ . . .... . . ..f. . In t. . y . . . . . ‘ .1. I .. V“. ..:.M “J .vl. rFV: . H~ 1 U u u. . . .. .. . In; . . \Jm .9 \.J n ... I . fr!“ "I u .. \. . .. .. V1 . n.‘ A C .... , r -_ I w ..-: .. . . n \ i . ‘ . . . .. L... o 1 .... g . _zV . .. . . , - .... . 1 _- . I.V . I . .. . 1 . _ A V ._ . w .— ... .. V. V .1... ._ .. y - . . \ . . ...u . .J... . CV 1 Lil a; . . V . 1 . . u I. . n. .A . o m \ .. . M‘u‘ \ .- A p'. ..m u ‘45 \t...u \f I u l _ _ x I. a H . . v _ ..J.. v. A. . at. _ - .~ I... .Iu {K ..L . |., 7 . a A ......L .~ v. .V v . Q. a. .J 94 k.. . at w a .a . .. . . v. . a ‘ “ "I I v! a V M .. m - . . . ‘IN ...I a; I.” .1. ..- .. ...L. .r . J .. .. ... .. ... .... . .-: ... i t .. J. C/ a...» Cu.“ «Lu 1. Lb ..-. .Q If y . I... w . .I_ ...I; .4 . I .u n . ..u. A . Z a. .. u ... 1 .... 3 V.,.“ 7 .... ....u 1-. ._ ..: .. .Q .... . V .. .. - , . . n .. ..1 . .l .. u o 1. ... . V,. .. . ‘ .. ..-. .. .. . .jn '1 . .l \u. . .. .... r; . ..u ... , J ... ,x . IL nun... ....v a .. r) . . . . . L .. . . . L . . .....l g _ r . .l L V.. L - \ s . . . I. . Wu _. thh A L A. L Id. \lI . , . v .9 .. q. l h _ I . . .V ., . . . I 1 \ -.. . _. . .... ._ . y 1 a ....u ... . a... 0.. v . J p u I n: .~ A a . 1. H \I . u L. o . 3‘ oil. -. I. k . ... Q! . p A . .x{ I! .14 A .- «Iv C. Qua/untL . .. f\ 1! L .. . I. . . . T. I . a. .. . ... 2L It u u A a _ ‘ h HQ; C v . 1 4 . . s . . u. \ ~ - . 9!: . ..~. u... vi. a . n I IV] 0. \. .-. ..“L 1.4 “L to r A JJ .-.; fl). I. .... .7. ..V: .. . .... n _ . . .. .. ....m .... V ..: - .. . 6 $ . L. . . u “.... ... V . . r 1.-.. . ... I V . .. I. L. . . . . .... .I. .. J... . ... WM 7; a: w; ..r; f. .. .1}. 9.7. ...... . ..J .. . ... . .... J ..- x» . . n. 3. -... ... . .. ... .H W I. u i N . . A .. .. L .. , P... .. - . - o n ..... ..A. . . I ..x\ r ..h .Q - «.... C. W... C ... .2 1* ...: ... . ,z. ...... .. . ... .. . . T . .. .... 34 v... .1 a . ..L La. ......» . . ..... ._ w .. ....u .. .. w‘. . \. v c K 1A.." ...... \|.. "M. r. r\ ...: n I v «a- 1” . L ‘ A» at. . . 1. '11... , 4 ... L . 3 o m 3 . ..: :1 .. .. .u . ... .. . . 1 V . a . ... . Inuit “J .1!“ I? n; IJLg— ”A V.» p..- . l. a . \. . . 5 a . . ,. .1 4 I . a: 3 ...u .. . x. — . . a - . . .. . . n . .. ,u . r: . . . s .... . ._ . ‘ ...\ .-. .J ...J ..: 2 .U i . w...“ flu. ..\ U ..r... . K 1.. . .-. . . 4 r. . . so . u. . ... . u .. (I .I x: . . . . . ... - 7‘0 1;” on 1.. w L C ... . : 0.... ..L w: L . <. . _..\.. D... . 9 I x N... . .1 3 . x v u .. u I . , ‘ ...... .2. ”JD _\I ‘I Wt K fl L 3 r ..:... ‘T 1 IV J .sl. ‘; .9} ..I. . .m a!” .... « M.» _. .- - . O . .t . ... N. a. . t. V: . f... .. 1. ... u . .. l3. .. “.1. L I . . 11. _~ A w.“ 1. .. .Mov ..l. I .\m If. .fl. .... u. .. . . 1 .-. . I V; l . .. .. n...” . . I . . . 3F A u — «I‘m \ J. ,3 A I. .... L Ra... . w A. a. . .L . r ..r .. . .54. ... v \ l. L Ir . . . ,. .L . o .\ A x . ‘\l. l\ r( a ‘i. I 1) . r a I. — .1 V I.I , ,K .1. v . . l V J .... a . . ..w .. .. . . ..2 If VJ \. r . ., .. r . . -.V .. . .. ..-" .2. r. .-. w; ..-; .... f .. ,., i . .. .. i - .. . -. _. . ... - - .... 3.. ......4 .... I. Yu 1.. Y. .. 3.. r} L... .-. .... a. ,. .. VJ .n .r... r. f ... . . ....) . . . .. . . - . . .. . y. f .. . . .. z . .. I ‘7 ... . .. w. n “- ._. . 1 .L “‘50,. ‘4 8‘: H}... fr. ’. v \... ¥ . a In . L ~ .r .l ._ .. .. .3. . .r. L w u w .. . ..~ L ..:” 4 b... a. ‘ V V , _ _ . a 0 a ..: .... t I V ..-... .. . ... .-.. . _ .-.. -. .. . -_ . V .. 2. . .VV V. . . V .. . . x. 3 - ..- . ... . . . ,. f _ 1.. - .. ., . .. .. 3 .W we .... .2” .1 1..-“ -.ru .1 C S a. - ...... .-. . _ C .1 .. ~ . ..... - .. - ._ _. :1. a: ... ..: . . . . - .. x . . . . ... . .- . Ii, . .. . , . . __ . , . -.. ..u .. 1 . a . I ... .L. I” .w A)... 3‘ (run 1 ...-.4 A“. W.“— “nu. fig . b . TL . . . .\ .. ... n , « i. H. I .8! .. t .. . .. ..: II. o a L .. . . ..-u~ . ..\ g . in. .. o . v4 .. \ A . 3 o .I. . . -_ . n. K L . . .l . . -u . a I .1 )u A) u. . .A . . .n .fiL ... . u but \ ....I (1. .\ . r u . .o. ”(A N.» “J.“ m... .5 Luv: «N1» 31* WM... 0! ..m. «aim 4L .1. zip“ F L V .... a. 1.. . . . . . A . . . ... u. .. ..-. ...}... w.) . J r. 1 m1 a; . , 5 a1. V .... a E. .U. C .... .«2. . , .. ..:. ... ... ... .... . 2 ... . . .. a m. . .. . .V.. . . .. . \ . . 3. . c ., I. .J .. a .1 1 ..., .. a. ... ... 3L A . .g . J... .m\. ... . ,, .. . . .. W.“ w. . ”V m]. A. a. \l 09.9w 1:1“ twig “or. “I 0... Add! ‘5. .7 \ ”\Iu VVU .. ..u “A tn. 1% 4. o.‘ . .u . ...n “1.. w .. u , \j .. h. «a... In x .. _ a . .fc. \v .. o. 0 I.‘ II. I. I . It a .r i . a“ 1.. 1 L . a . . I .. » .. . . .... ., IN .. ‘\ n I. . .~ § . . A (K) a A r In .. .1: . .r. r... A (L r .l ‘1‘. .( . . . .. . a... s.“ N .. 5k 1* 1. ‘1” uhh ”...! l r.. ‘ \u. \ N 9N! {.75 l . v 1 J .. .... r: (u ...V. A. L w... .. . . w . -. . . V . A. .I. I I.) s; r . ) I In .1. fl. V \- Qfil.) ..:. . u k I , . .. . .t V . m . .. .. w . ml” 0 «X ...L «.1. apt: nL MI» .\> (M 9¢ ...U P W . . . _. T. . . u 0 fl... 1 . . z . 5; u . .. .. .. . , . u .. I. . a . Ls n . 1 a . n. n . 3 n... “.1. Sn. .4... C .0, C; r . ..L ”V0 ...... .... _ . . w J. , .. . . v ll ..." orL . n. «K I J ck a . I n ‘ s. I. I... a I . & . L \JI . L .. \I . Q . U . I . . . . 4 y . . V I .- .. .. .. I... .. . l _ pl. V u. . . a u m .... . -M a 3 ...—... ”L. 03‘ pOnJ .%.m ‘u n 5— 1K cl. “ ,OL ...fv L. ... y... . x I n.. . . .. 4(— . u . u \I . . . i . n A I. . l! L . ..o VJ 9.. _ ...S. n . .... .. .7. ... .. .x V . q . A U m; . u._ U ... 1.9.5 If! ‘ y r~ qll. FL C 0%.. "J ‘1’”; ... . . L. ... q o I} . z. . \ .IV .I . . p. 5 ,~ .W. a n 1‘ J. s u V v. n.. 1 A . (Inn. . . 57.. «J? . . H I . a Vn. V . I. ll . Jon ‘ r I. V., . . ‘1 . r . I I. I . v I ... . . .. . t 2H. «... ..er L _ ...v .1 .... V.,. S G ...c l . . .V . .... ... .-. _. . A. , . . ,, .. . . V: .. L 7 ..L , n. O ... n. . ..: .- , ...... ... ... V .. V- a .. w. .1. . . 4 a . ~ J .. ..1 . . . i. {\la ... (In 1 NW N d o, H 1!“ _ M l r l w o u ‘ 3*]— Val- “IQ ‘U "1:. y .1 . u I c \ Al‘. I a 6‘0” .V J ”I ..I ‘ 4 * ..‘w .. m L .. . .. , . .0 , a . ..d x. .l‘ ... . . . . . p . . II .. n . p... . I M- u rl . . H... “I fivflu [We PAIL * w I 1m ..L I.” ‘. .A *\ I ... A ._ ‘ n ‘ \.. A a“ :,.. o. . .. .. n a. . . . . .. ._ _. 1x. . . . ... n : . .... .. . ....L r... we“ II: AU v... 3 v-.. a pm . 1.. . AL 1 . . ... . . r .. r... ... or. ..-... ...;h x . ... t I l~ .— l . .I 1 .4; ..L \. -. 0m). .. . L ....t. . . . Inn. . x . . I .,L V _ L. . at L. C v.1.“ c.1- Aib 11‘ Al. r ”“4 Is ”a“ fhfls «(IV-7- . ... . ....“ . 4 a... M . . .- n. .v 1 ...s An“ 1 . I 1 o \N . .4. r | . I D . . \ ... I . L l.\ l . .. .o\ y . .. “....“ Ab wu .U vi. -. rL .4... Lb .... ..Tu ”C .I\ find JJ as-.. m w ..t I . g .. JJ . v . . v ..-. T- t . . . J I 1.. ~ . ‘ A .. o .. hI I._r .u . I l f. . ... V . . .. ..., .... nu .1 .L. .u E ..-. Q C L a... C .r._ Mb .1 x. _ J .. J 1. . . S . .. V .. .. . I u n l l s. . cl-“ 2!. We 0....“ Inc! L .II I. l <..!... .u f \ V.,. x... w. L I. n l... {A I“ .14" .. W.— AY... ..J. .Mv. A 1.? . . ..r. sob: _ . ‘\l .m: ‘Im Mo. . . .. . .... n .n a: .h.;. '1 .. ... . )a . .3; . 3 ; ... . . . . . -. _ . . . ..., .. . . ... . v.1... VVB I... Jul. of. FF... .... .x u ”(L 0w“. (H... H...” .IH p u . a... . , a a . . I» . . k u a . . . .. 1 . . _ n _ . 1 1.. .. ..-. . z .- . . .. . t . V3” w .51. ..:. . J a-.. a... ...u «D ..J «.1. ( .... w... . . .... ... . L . ... .1; w. . . L ... ..- i, u .. . : .. \ ., x} . 1... \.. .... .... ...... V. .. .2. ... . - «4 L... C. . . “ L .7”. ITV «Mn «.1» CL Pu Cu a . n/a 3 w r... n r; 99.“ 1L ..L ,C 4. J J . . .0 . . .. w. .. . 1 . Ll. .. .. . , c .\ . II“ - a i . p I I . ~ H -. . L... J... v.- 1. . .. . .l K I II. ... 3 "a G x. ... ... r... .f T W. ...... E C .... .r Cs" . a ._ ... ) .... e .. -. A... ,. 1 1 V . . ... . .. , I . ‘ I L . ... _ . . u .. ; . ... l . u .c. . . .... ...A . - .1. IL . . . .... T. . ... . . n. .. 55. A L M... M. )r. .....b a... . -. . ... Tb n4. r0 AC a. ..r L . .. . .. . “...... , m ..J. “.l. . .:. .. ...... . V“ \ \. L Q. .. A . r J A . I u v... p at . . w L . - ..1 p. ..., l . r . .... ...u 1» a 1..” U 5.“ v... we my C .....- .... a . .. . ... , -. .6. .... . ... .. .1 H.) m.” .- ... ; \L «It. I 5% v... C. I,“ :fl. .. 9:... ..:.» ...... ... V. . ..., . MI* 0 .o.\ V: 9... LII. «In I ..l. 7L ‘1; null» L 1.: l r .A. a ..v A . u. a . ...... .fl . \ . o l. . ...! . . . . .r a I/ I. a. . . \ 4 n _\ .o I f. . o... a. I” L '1“ « I ‘ WV L . -m fin..— , “V0 “My V1}? ”5.1,. .1... u I.“ an _ .A r . I AL WW It I.“ “l. ...4.; v . .. .. H . 1 - . u .«u. h ._ \VJ .. T . I . , . 0 I. v ‘u ~44. LII» VI A .F 9 ti ..: ... . — \ ... . . 4t. . p, .. u 4s u. .. -T. F.“ VJ h. w.» w.-. - “I”. T. Ti .17.. a- Vd v . a: ... ... .. V. , .. . . .... . .. .-w .n . ,. o .. 1.. .o. . 1 J .. .. .r. . _ .... r . u .. -.. ... .\.|V. .r QIJ- “I. LL V). Wllw ,I.. ‘3... find n; . 9V I .. a) w u V o. O n . u. .. . _ IQ . p a. , i. 0.. 11.; N “‘1. la .1 I. ..., .... -. . .. . -. .. 4.. ...-.. a.-.“ PD . L fish. 5..” ...... LL Sun. JUL .1... Th... 1.» r‘ ..w . x.» .\., V ; : . . o. ,. . _ .. 1 . , . I. v: \[q )u 1 H. a V A 1'1. I c l- O 11‘ - .... . . ~ I.. ..: .. .Io _ . L Ir.- 1 . A. '9 I V.,. . . .. _ . .. WJJLA WI“ “I” It“ .I-l... 3.4..“ 4. k A] . Y. A- h ht Own; 'W/v 5m). \nw . n H . . . w L A: .I‘ ., . o 3. ...l o (A oi.- v I.( s . 1!. . I ..l . TI .. a..- I.) ... ... .... . . , «I . .. . ... u . n J ...... R ... x u . . . I. . .... . ‘ .t. . - v. . ....“ WV _ -. r.» . -- C a), r .. "a T . ad “:1” .../VB “I... fiC . L 7 ... p . \1 . . . I , - . ”IL \J a o a u a ~ ~ I a a. ... q . . A . I . .5... Ni.“ J . ‘- e a . ’ b H. . I . . . A A. .. N I... n .. ‘ fl 1 u q. |. |I ‘Mr. ‘7: fly... ,. . f .. . 5 . 4 L. . . ._ 4 _ _ V . .- V. \ 2;. 2x « .. ... A... . . .v . . n. .. ..., ... . . . .x . _. .I\ ~ m P... P.. on wk» 5 ( rk . H 4. _ 1.. .v a w A u. . L ....“ _. C r... . 1. 4 ..r ... -.. . _ . . . . . . . . . -. . ‘ v '. . ,. .. *. . ‘. .... ,.,.. :' . ... -\.,‘.,_-, ... ‘_-.“ - .. 1 ..-. .. . ... .,,,.., - I o . . 'u— U '---J . ‘J J. \.‘ u. .../,"1. '~.,,..~.,. J. Q.-.\~-‘. Lug“... -- .- L112.- 1“ ,9. U ---.L-. 1- _ - ,. - ..: ’ I ‘ g' \ .’ ‘ Li; 3 S I; " $73103“ .) K ,3 \. 3’ ‘1 ; .' ‘1.._ --‘ rx . '7, - ' 7 -A' .9 “..., 1' '9‘? '_ ‘a J‘ {A “0' “1’. ‘0. 4" f‘ Q t 1‘ ’3 30 l o -‘ J. 31.; ykll L KI- I“: 1.3. 35¢": 0.100 ’ CL' .L‘s. J was. 1.1.2.111". .‘JL-E .1501 Va 0 .1 ~ 7;.ras a , reat deal O1'm218.l loosens es‘r' fir \ . . . _ . . S. lid you ever indulge in 'petiing?' . .- o l? u 1 a 3. Do you th1n5 petting is immcre l? a . . .9 I .2 J. Do you think that 1ntimates exr rela t101 3 should be re— 0 r-str1cted to those who are me e.d? ( ) ( ) c .. - - ... ,. 1. Do ;vou thin}; that pers one s} oul: poetm one marriage until th-y are able to afford it? ( ) ( ) ( ) ‘\ r J} .7 (- u ‘h w‘ a. Do you tli‘.111trat 'mixed merriages' (103 example, .1 . ‘7‘: I . , merr1ege betum in Catholic and rl'otestent, betfleen Jew and Gen tile; etc) have less chance of beizlg sue» 09- - -"V a 1 cess ul than me1viageo be theen persons of tee same religion? ( 3 ( ) ( 3 3 ‘1 1-1'-’-\ I'F' -' “V ‘ '3‘zj _ «- ULCUJAT1GH£L MnCOflD I“- " r . “12.." r f T I . i;e yea emuleyed N . Yes 1 ) Lo 1 ) 1 1 1. --1 s j -rv- Loa J..: n ‘ I ', r A s - v— 3‘ ‘r' ‘1 3 . ApgrsAimateiy flCJ much do 1ou e131 0161 Week) 1 f- - .. - . . .3 3-. .c-.. ' ’ . I' v r . are yea empieyee '1ull tlfis?' Xe. g ) no Q ) - r . 1 , - -.. I- n . r \. A ‘ 3‘ N '- 3 -. "‘ '- ?- s; eive infernat1cn on «cah 111m £113w. give a 1411 account (I h». $2.1 ‘ ~-¢ -' h v— - A .' --1 ’u n. ‘ - 5. ~ ~r ’- r -‘ u -— w r‘.‘ q \‘I .- #1 a 'w 5 - \ 4 .AQC, Qt.;fl :_g,r“ , 1.Le:eugur e1“.iumn;d‘1yr 1' t3 1*13: 1‘14 .131 . .5 fi'fifl '3 1 1” 9 -n -o a \ _-_ s ._ 5- ‘- L ‘ - ‘ .- r A ‘ .‘ .. r“ : ‘I_ P 1 , '1 —-. It 0 ‘ _ '__ .1 .1. J...f.) L: i C‘: '4. (4.1.l :1 fig’ 1.3111. L) tJ? .Se 1 - IA {'fi-QS (r—‘T ‘ p t 1‘1 i: 9 Si—‘\ 1': J i a," ' L... ‘3 ‘i .44.: ‘j u.‘ o . . ’ to :1 fl LABS j‘ ‘ ;*:\:- 7:¢-—:::.—::m:mw.ua~.o~::a:.:—:‘a- «...-.- -—:-~". .a ..... ire, . 1121-711 2? . Lina of “111.--- . ru in; 1 .,v1;1 . 1,,. . .._1 .1 . C 3.: .‘ 3 .-, A’““~ , L ‘ f1 «‘41). 1’. \ '~ - '. J .' .) ,me-_a ‘w‘:; ...-L .-)« n." “_ n A 4... ... —é w 'IC' _f J- {i- A... ‘- Ann— .“ b~ ...—...“..- A A A \ A y.-- A W %q 1 J ... A _,:: A 'A. -».~-a.—v—.Lc~-J.._.u-—l...:-- i. A A A A ...—‘_.... *7;— _ V .L A ; ____ t. - i .— ‘ ‘—- ”-..-W}..- A A a I. 1 ~ 7. a. .. r. W. - -....-1..-_.. -'- “1 A A A r. .1 ...... 1‘ a IL:— - :- A——~ A A" A-—- - ‘ 4 - A «...—N4»- A A A A A ~-~_._ 4. —41. : f. - A - :- - - .1 L —- “a..-“ .3-.. A A A I A __-_. - 3. ‘ -—:- “n-- : ‘ - “r --4 ‘ ‘~ ”1.3m ‘ :I' v I! r - \ r— ‘ J- r A - '1‘ . ‘ c ‘- | \ fit}. '. 7‘ a a x A L 3 u h‘wd ”or; rain an coeve £BCO£u, .1xnae “an a Sujnxete qu>t 1i '. 2: VII ‘ D I-‘I'1 . “~ \ v I“ 1 q ' r- I 1 r 3‘ Cg- .. 49. I ... .0 ..‘ ‘ ‘1 .3. . :J1mch r' {AWE rces yTnllmlve 391d.1r} 8*133 (Diyeu p556» ~J"r" M11 :«11. '1~ '3" 1:. ..., Q. ‘ ' 4 *n w ‘r "PJ‘T‘I U ’4‘ I“ J 1“-“L‘ ..—. ‘*—=w - A ~JJ- AA .. A MN-AL..-.LA,_3~ on J __ r i‘!‘ :m / w r) A ‘0 “... :w‘ Y 5‘ ~ . 4“ '1 -"I J- v ‘ - , 'v; d I‘ 2 ‘ ‘fi'l . I ‘ - 1" v- !- - v. ' 'x ’ 7, v t ~o .....1 :VLxLl 4.35.1. 1.11.11. " UL] 61.53 “'11. LSLI-SL‘V’ 53313383333:le Of} b1 3 C31 0. 11: ”h-.. , ..- . “ r' , '4. "‘ 1..-: p- v.5 me you attr11UEe tnec .uct: _fl 1-1--11---1 rtffi. -».,-. -“fii. 1i.“ t—.. A . 1“‘ - r I:*fi7tfi"77“7?ffi' C l‘.‘ hi...‘ 1) 9 ll '3 3.137 ’ (1)01: .1138. bl. K3118 1151‘. {j ‘0‘; ' a}; El 1, r13} 31') t: C: C' .- , 1 3. 3F) 1' 3,('-.J'.. _‘,' L “21‘. .; 4.“; ; vii,1 1111 t *3“ ,1, 14 (11 *gjn ,gy_‘;;-'T““"*¥1t:'“:r7““““"“*“"rwi”*xfir:::~f: ffhgfxtr ‘- ‘l ‘a ..:; J 3-114. J V v1.3. Li (:1. K.‘ (-L -'_L ......_g_1,. .1..-J~ .11 L‘.’(/ u.~ L J J, . J..”. K..' 1' s3 ~13; ICC. LI L .. 1.), 3,. 3-4: '_. L’. .\_ __‘, . .-.. 3“,, "A ‘- j, - p-q A’u ‘P a.” " ”K ‘ m-) 1;:111. £1-12: ‘ __ ~ .1 ‘ 1? .‘ ‘.) .2... no -... u... on.. “-.:-.41.... .. a t ' '.~ u ‘ _- n ‘A “'.-_4‘ f hgm—h—VM ”Mu—La ‘L-b-n-mv-uu- ~. on» .... -‘1-O—olsr- ’ v1 1 1‘ "a“ .) . \JL‘ _ 21.1: i . . ..g 5.1 onusv Mn apv finaecaal “eelstuACe frov Ufihch 1n ujiwjptnh guy,“ A;,x 1 t1'icing er 1; :1ter3ng bueinees? 11 Hpecij;;fifl ______ 1111111-“. ‘ , A ... . u.... .u— '~~‘ ‘- A '1 . A: \ \ 1‘ .- Jn - u ». :3. ‘7 \‘J‘ 7, LI -‘r -_ J” ‘ 3'_J..1‘L \ (:C“.’.‘;4 ta.- t’-¢'-'.l 311' J..... u“! ‘ {3 3 )m‘- .1... _ _ _ ‘ ‘ ‘ . .5.- ”..-—“1-1.1.1.... ”- - . b .--». .A .-A-- .. .‘oa .0 .1- ...I.. no.”- I -.~-I- .AII I“, p. L ‘6'. 4* Cl L; L‘ ’. h~-~—H .a‘ .... T (1.. I -~- A .1 3701). W Li 1, ..vh‘ l—‘c-AM .‘o IM~~§5¢ .I '1 in '1. . I 1 -- striv 08 v-I-um. A_. O -— .. I .‘ «5 I" L. the ‘3 '7 .A EA" 1??" H' 131 J. Wu!- $0.5; {.3 v) 13 V .. l (" l A. a hen ”was.” ...—... m . «‘i r- "V 0 .3 a _L 13 ‘A D mfg e .-‘ 4- e to rap s.- .. f. i Y}. ’1 ‘ U .L ‘9 x I . .~I ., ,9 in... 01‘" 8 than any . '13 .m‘nfi—flun h 1111.7 5 S L1 '5 .nrfl I") no M.“ h 7" en: ft. For 8.118 S 0 rs. le wi e d '\ 5 ll 9 .1 “U 01; ..c: 3r ance at ’60 3‘ CG p831 .L f\ I I -.‘s f‘ ! . ~- ’21 -1 o f ‘I‘ W}! ma..— -m—--~——.—-”- M~O¢lm .‘mc-M‘“ A“ nun—‘_u‘Ma—u- ' -r.s P . ...J‘R‘V’k‘ ‘- ' r 1’ T. ' Ski? ‘! M, a g .. - _ . ‘ z .2} I ‘ ‘ 1 V . - \ I . . - .. DI . A 4 g . y../.~\ .1. . r- . x. . . I . J .J ... . . r w . .. _, . .. z ‘ ‘ r: . . ..... .. L I... _ .. n .. . . .. . . - . w .\ n\. ..l n. ‘ 0 Id. \ I A vi ». p . \ . I. ..m. .J . w 0;. I ”to. Q . out“ “I! In I ‘l I a in 0.. Im I M w.. a flu mu .... u . . . my...“ .r... ... ....a a .I ~ I a n I . I w aw \. I... 0“ "_DKI 1‘ IO.‘ U. A ”5.. (I. ‘ w}:«< vi.” Kl ”If. I . s. t. . .I u I. u .... mu. .MU ”K n . r. .H . I. Y. \r, ... ‘1:— an I u. . . .u a. ._ «I .. M4. .. I ... J . v A n a . a I I V Ink GI . 1‘ . C a y. . M ‘ PW... ..:J 1», \4 . \II/I ~ , ‘P’ (2.” . .I. I . . _lw W .. . “In. I w . ix .. ‘v . s . . ..( I a I .. .l‘ ...; .. . I . u. .. . 1‘ I C r... m. 3 3. . x- .. .m L n ”I UNI»,,LI»p «an at $uxuh 0,1. r I II II. \ I I M . .. «..:é ; ..n {KEY/L. .2 I... J..? 1-.. s . ... - . .f .L n. u . u I * Jan .7. C H.‘ 2." MW“ ..:. n H ”I.” .1”. . I if, S ...h u... C J 3 O D ‘ I I . r u\ S O K, . v. u \}.\1 (11.11 .1. no ...." S ..: E m..." n... m... :1 1 . 9.4.” . n .. I .... .l .. .. I . v. . I . 1|. . I nix, ..- A“ .v 4 ”I .r.~ ‘r J TV r»... .... I “(4.. ,v 3s\b , . I . I. I . ‘1 ‘ \I I. . 0. t f i M ._, v 1 _i 3 r. 5. x 3 -. .8. a i . . ,. L \J. c .. .. .I. . J 1“. 3 .nl 1; T . fl. ...\v:..\):3\ «1v ...... :; .... “C. v «.3 ~qu 9L Cu L... V. ..-u . a JD.“ .«w. 1.x... .-A 7.. 3 hr. C .J 3 .. a. . .J .5. . u. .l .. )u u . . I O - . g. H M ...I u .m ...:u f... .-.r- A}-.. ...J WM... ,3. .0: (a... TI». L ‘L o .I.. J .I.. w ‘ I ‘ I \I (I a I . \ r a .4 II .1 fl I.) “L r: i. . -I 1 1”» \u . f.“ . -. IR 0‘. «a )5» no". A,“ v. f m 7. nu Haw . L «H. ..:... o I a a ... .5. m1“ u” .H 31.. J9 C ...», UN ... ‘I . .. o l a A. \ . . ... r o c n. I... : 6300 t u- o 5.2,. 1 13. u \ A u 1 I I c .5: \ ‘I. v n . \ a9 1.1— fu 3 e "l 1...? . u‘... Mu . ..Hu) n .... {xx Q! . 4 ..ll. 1.... r.. ..n Ifltm If ...!U ”huh?!“ (PI. 7. . I . . . . i. I I. -. _ I V. e .L .1 L 3. at). _b H I (I n: .1. fix. C .973 .f .7. .5 .v. I; .I ‘l. t ’ ~ )- I~ n v: ‘ 1 1. < | 0. \v 0 a“ i t O a «C my. T . k 1.. . w... L 4,2. .. 3. Jr, .1 :. C. 1.2.; . .n I . ... ;. . ._ . ‘ l .. L: D; I; ml. .‘3 3|!“ nlu NW. ”.6.“ “u. 3 I” . ‘ thawflt. ..lpt...A.JIK all . .w ..U .(r\ .1“ 14m 1.“ ..I. J p . I \ 1 - . ...L II t . . O V.,-.20 r ”,0. as!“ ....i‘w I; jiw wa. “ :d .I _ “In \¢ uch «.4. “5‘ AI “1‘ EL 31 Is... My ... ‘ ‘.. .-.. . .. .. I. ., \ l. .. a, I i . z 1 B" G E .1. S U f P . 2: J -u L O n. a 9 I. A. .1 \L V... 13 .D 14 . r... Cub I I .‘1. '1: a a: I. a 1. . I c, . I! I «NW «NW C 5.. 1,1 1““. c a ’- J a .s L m.“ CH ml). HJQM “I” (w J FU \cv N1.» n n Qwv.1 ..,.J .0: L .. 8 \v . \J n 3. I. a.“ ... A\ I \i. V., I u .--. , .. I. I n .3»... “4... DA .1 “ «H. ..v, 7 ..VW. In... Ly. .‘ _ firm a . «(km . m. u 5V 7.. ..-” ‘u Juu 1|. T.Ti.v1— .1“ H ...... an «u n n H n. H 3 L .....IL LO .3 h m... V ( .fi 9 . 1 3 .... ~ 5) . .. ,, “u y . (- ID- !~ “I ‘4 ux “IJ P . O O .'. I 0‘ .Iv a . n.) L. J . v. .-I/ :4 \ . ~ “I ... . ‘ .r ..J. .L\ ...; DJ . 4 ... I 4 (1., «‘1J . .. r , I . ...l. ‘u ..s. .{L I.\ I! I \ \.<~/\)\\z/ . .. ‘.( ‘1 I I 0; no 0. V. ) (I. «l. u x I a I 1 a )‘ggé I fit... my. “I \ J ..I D. r-" J..-”1“” I : I’m“. r t fink $L “I rk . .. : u ;. y . . . : .L. .... .....f u. (C v-1. Sip. .r. hm +u “hr Levimunw {\()K{\ ( ( ( E I. In I I VI 4 I I .. .. u g . win r I a; I...» .)\\Il\ll.\l/ :5 1.1.. er .9: mm. W. In ..uiu . ... \ r N . I A I I... .1, . 5., is d 1 V..¢J. '5; ‘JA — 4. (a I (\ r u My... ..:; L my... Tu C C .3 1w. . in. J, . a, .1; 1 , I . .. \ \ . «my. r}... .3 (fl?)ll\ 1o-“ 5”— Cu... . r. “.1— ML MI; .A:I.I.~ ..... i C. A; w. .3 I- .3... ... G F. _Ia. u' I v I A _ \I A\II . I a a w . N w \— Ha... I L S» 3|. v I $ .x ”TI-... ..fild "WU '4 .I n. v I . w "J. ... I N: r,\ .,. 5 . nwlfi ‘5 u D... r k ANI— r‘n' . I If! . I w. J . I. 9} him w. § ." H... mm ...L S u 3 ht. ...,u a My «... I. Q . . .. V L . \I _ 1 I a . . :c . Th” Cw n64 (9 ‘. . . . ¢ 0 C, .33. A 7.» .7; ..C 9:. ND mu «D .1; 02¢ l.,. .1 1‘ \ . 9, u I 4 e ”I “I ..-. "1 O n... I OJ .3 L 2”.” ”-.. . 0%. .Tu r\ ”a... L r; «bu . I n « . ml. . I I 9 -. . . 1Q «My. 0.. .... CL VJ «. u ..\ . Cu my in. t-.. 5.4 w ..-s A. «C a... nu fl ‘4 1 \I .\II .0 I. J A a II I. D a.“ “A J. b M . f. Wm. «r I «..m w. c. w. ..n. . ”,1 :L _..L_ It. 0. ....m P,“ 4.... 9 (v 1 v52» 1... yr - ._ ., . . a-.. ..:. +1; ... n. n1 u; ..L. ...U L.» 9.... in... "U All A .. I _ . t. u I - .n .l. ' . r .1 ... w. c. b T. ... . 9... ..-. ..C. .1: r; u: .... -..: .. a r... C C «Q . .. . K. .. . x . 4 mt.” at. S T... ...: V... a...” :14. :3. u A ...V. ... ... ...... . L a: I... Di ..: m... .1 W7 “I L I ~I J I I I ‘ .I . I J ‘ J .. ) u. .‘I .. I. . ‘ x .I n (pp Cu ,J F‘. AI. .7. fl. A; k . w. p .. o7; ..:; .WL 7.3 D . m... .. U Mk ..-... LN .. Tr. n i. all ‘ I ... . I I 1, I ....u u.“ Tam” n. .l e. (u C «v. I” u a“ H O .U .T. T. V.,... “..., .- ...r. .1 .12" I . I“ 3.. Fl; J p. l .L l, I .. . n .a I. a. C \ . LI. .1 LL 3 fl... f . IT, ..v. L-.. u; an a ...." C L; S ..C x...” ..J mi 0 m.” 8 V11 ..1. .1. a O .3 v; .1 U l M: an. L C .l .3. H gr." .T. I-.. x... 3 fix; . I _l 0.. C Ru 3 v... ..: H, C 3.. -L .1...” mm. .51.” I; ..L. w... m: .J .uu ..L ..U ‘_-.“ L '4, "...! lb ~ .t. .. , x p I. . L 1 (m , u . II . ... I. w _‘c fl. 9.4 ..:, m.-. x . L L E r. 3 . v S .u. .t ...v a; 3 at" ..3 E ...: E. I . 8 1.. C C 4 .... I i J .. . I .. x. . ..‘. c \c .,. i. . Wu G .9 e ,b m _V. k x... ....w I K. .1 0,. .L.” 1... ...: .x .... a... .31. xi it. .3 ..: r.“ . . «x 12337... .‘_-. .. \I .I .. . . .. L 7-.u.. \ L P TM, .. .. Y... r... . nU . c J‘ v1. ~ . . . a) v M. 9‘ L. I. 70 .3 0| . I. III.— ” I. no! h‘l .... \ In. (I L a u. * i ’3‘ . \I. I :9 ..I. I I - — i _ a ~ A. VII NC- 'I Iva 6 II- .a ...- Itx _ J ...u ... .. ‘ ... "U 4... II} I N ‘5. o. . ..D .(u I; I u ,.I I .a r. . .-.. I 4 .n . ..d sl} .4 — . . . n A. ”I; VJ flux _I I I In. . ~f.| .IP. ~m) " i _ sV Vp ... I) V. cl ‘ll. 1 w. o y u’. 11. ‘ I J V r .J a All \ I. e\ 10‘ I.\. 1‘ 22. .l .... ..-. . I r \ I. (\J.‘ .l 1." .1 .-J. .. ... . Jr... .. f.» \ (,¢lal\1.(‘ufa L r . ‘ , .- my; A J 1 ‘- ttk . I «..th ' II. 1 a. 0 5 I It . nI . v. .I. I ..n m... 2 C .- ...” - .. 7.“. , .E (,ISIE‘?)I t)(¢\\ w .... w. .. A“ W.» lies...rlo\rc.lt\( .n\ m; ., I. a I... ..:. . AN N: .u... ml. u ...“, If \w/.......ti.~.tu\ ‘_..» «... I.- «I... ---. 1.. ‘_.-4n ‘9‘ ...-r-.- .."l.. ‘ a...” 1.. '71 -.f t V.‘. \.' — ‘ r~ . “Hg I ‘ I»' .V._ _........---.... ...-..fl-...._..~.. ~...... V-,-.. ... ....“ ..- .._,- . . I.” ‘_.u an; I n.‘.”' .— .... . --- '_‘r" ‘11., .‘1 \ .. (.2 \I .I‘. _I- I, w. -..uv-‘_- ,a 2731’“! *1 «..:-4 Ina-1..-.— ‘ - . pOF-Ou-wp . v . . . a L. . x .. . . . . 1 I . . I I b . J.. . ... . . . . . . . J.\ .5 s \ ‘ -. .. . . I . a A . .. i 3! . _ . . . . J . -_ . . ...- . .— . ... . p . . ... .v I 1m... .... «ML. . . .. . .r: n. . c . v . \ . .....n .. ( .-.. < . . .. .. .3. .. .. . .4 ..:. G .... .1... I .. o . 1. . I .r q I“ ..t ..A . u . u I! \I. v... I y- n . I . .. .. I . - . . .-. H . I. C. Q s... 4.. N . . (I). ,. .0“ I. Q: I 4 . .\ . . . . J . . . ... ...... n... C .. . sq . . ... . h ‘ - ‘. .. .I.” "L Ha... URL. .. .u .. . . x. . 1” \kl .— I L o... ...... .. - . a i a «J— . fiv.‘ I v .I ... 1.... ...u AL N... \a./ ..-.w 6.. A. ... t“ 1-). C“ 0 U n J 1» . A p .1311. \ 01‘ 'Au.‘ L. .L .:-‘ y. L; a . \...«. J-.. .314. "...... , . . .. ...... co .mm t n... ....-. i .. h ..... .... 3 S e. . m ...... 1... .3 3 . S u... E .... .... C. - ...... w... ...w... WA. .... ......,. 3 IL I... w... ..:. .- “ ...; ...... ...... .. ...... .... Y i ...... ...... -... 1.... . m... m... .B ...... Y... .1 ...,“ ... -. ...” .... mm... 4.3.... n.5,. mu . .4; 0.... m9 m... U. -. ....... r. , 2 C .1 G .0. .. n . .2... . ......“ ..Ia. I...” ”1...— “73.. r uvu “.... wlv 1n.-. . .mp-n W... I“. I. .1 ......H b 3 m. m... 1.... ... y.” w... ._ ...... w... 9.1 .... L . . ., ....-.” i ...... .1 .-....“ m... ...... ..O U. ..w. . . . ... .... L V.,... «U A. m... t.“ . ... 1.... r.” . J. .:. w.” .n. as.” R ”....L (K .H... I ... 1 «..v ...... ....H. 5 .... Pl .1 ..:. a“. q . A J ...m rd V. "....“ ... . ..v an. ...... ...H. .. . ....” .... " ...... ......” a.-. n... m“ a...“ N 9.... ..“L . .. T 3 .3 .... t O C ...... m. . .3 a... ...... ...... v.“ u. ...“ .... .1... . .. in“ “In” a... ...V VI .. 1 .--." ”.... O ~.9“ . 31...... e ......H 3...... 2 .-.. u... . E., . -. ...... ..l M; «C flu 4...“ .Tu.~ s... nu. H!“ J..». a. .... .E h x.-. .-.... ....u ..-. .... E .... ... L. .7 «.0 "ml. 4.5... «..:. 1|“ \ «V... .... .3 ".9 n... .4 .. ...1... . .... m...“ ."U. 'v . 3 5 ¢ (1 ..— . ._ VI... .0 m s L h . A . . .. $34.._ «an... .. .1... ... ...... r. .. ... . l .3 .1 .-. o. -.- . .. . ... . . a... w ”.1 1...: .a .YL. ..\l. I...“ A. » .IJ J... . . .7. .... l . a) I . .. . .. . a .. - .1, C ..d 1. r... .2 .1.-. . (. ...... I 1.! 4‘ i J C" \ " J 9,. t. C ,. - - 4. t: . I O .- . .j w l —L . a». a, 1 |\ - , . . d- ‘ . _. . _--~—..;-~-.-—u a.“ p,‘.—_.4--4'~._— w.-.q..— ---d.ovcw-‘-O-I‘-.l~—N~ ”-4- -- 1. U . x h. ..., ..:. o ...,. -.. a. C C .. ..M. 3 ...... ......“ . .. v... V.,... vb... .5 m... .. -3 ... ...... 9 ... I fl b b t D ..E h E .... ...... ...“. ...... .-. C a .l .... at n... -. . m-..“ V ...c. ...... .. d V... D .L ...M 13L. ”.... .... a“ n. ...... d ..c ”n n... m... ...H H... .. ...... .... G 8. Q. l 1 .... ...... U...) m... .L... ..L ...... .... as” ......“ ...... ...... .H. 0 B x. .r.. «w... “L. C(fi. ... . n... .i h 7”. Cu -.1 J. .... ...... ... ..T... a S t .... W ....-.........).\-a\/...!.)3..\..<\.<......I.\.<.i. .... ....W C ....“ VIEW. u nu.“ S ......m i C e ...... H. U a. ......w ., . W. ..Q ....“ an... ... . .....u “J... .... .. .. ...»a $21....\s....)...\l\fi31\f\!t\,(./\.r..\ ... M.» J..,» n ..pr .vH“ -... ”..-. . : .. _\ a \1. ‘Iu v... ..: . ‘1.- .. . .. 1 ... ...(H r. VJ . . -.. .... .J .. . . Dull. ”I “It. «...; ._ v.4 rm f v . ...... . , . .-.. h... m U I... L-.. .... ,...,. ... ....v a «4. ....U. a)...“ ......m .. . .H .s... E 3 3 w.“ .... r” .I .. w . ...” WeaTu .-... u.” w... ......H. ... ..., .- -. .... o. ..u... ....x. ... - . I a. I 1..“ ...... u ..u ...... .. . .. haw ...U A... 1.1. .... 04 ....f ..-. . a ‘ a - . ‘ . ‘ . . ...\ I- ‘ I 1 .” t;« N . ..t. :4 \ f ' ~. .- ~, ‘ + ' ‘- ‘- ~ ' . . ,. n . . . ' 9 (‘3’? 4"” lit-1‘ ‘- t’ 1 .‘ \'-' ..-.'. 3": :~:i " :l 3 ." 0‘ I § - a. > ‘ n :‘ .W‘ .I” ...-M-‘."'-u r . » \,. in 30“ use tuPLCfix.’ xua { F 19 g ) .\ . “a. .'. .30 3'!»\‘:' 4.9-) il\.0..;€.$b.‘.!ld19"VL..<.._53§' L08 .5. :10 3:31.; $1.27"? m‘rtmzr..1ca-l i? La‘muzce 71?..- 1'83 P ..I} J 0 .1 G Am‘ LI; {no r" I“ E l‘f Ram‘s-"‘1‘ is yes. Spfijf- $1-9 Fate tau-4. mmcij‘10 fittigay an}~I-QC¥’."’T«, {5'15“ng 17,3, in 1123 GI‘{ITE‘T’"7‘IT"TZI.:TS‘1' igggual‘sqt to you, (I330; 9.“? {7.15 f "33)em'ntry’ int ems” you IIIIIIII filflga d fijure ’1' Ddiure that an biect; f46ure ‘2' be;ore SJCCH€ 3.510.1'3‘3, £35.}, g } TailoFOpuy g 2 Ghfimistry M‘JW ‘1‘ r t‘ b: J .- ‘H‘ 3. . r+ r x p.: - C: ‘I ‘4' i‘. F‘ P H aid 0 n (D A - (j *1 55 H G4 :3 U L 3 .3 u (a (a! '- a? V (W W f 7“ 3‘4 ... .."ll‘ IImlfl Rufia uglow the KIND: of books and magazines ya .iVe to read in ‘ .4 \§ *L’J‘H OT 81" Of fulfill) (g1,.)1,.)E3-';l to 3-0", (3118“; as ”(31.16116 l-{LS-t q.“ .56 (11.10“) g ) dvgu 3E”3 nucn as uiflnuuf, wauiJFa, 3AS'HSDAY EVENING POST \4 ' ' Hi :- ~ - ~ ‘ " - "-1 '-."-‘ m7 -‘ S ‘ w . M «a . fife-1!. C-L ..‘ .J.C Mi!) \ ‘1' c3‘-\ 3-9,: {4:3 ((3:42... P; l" 1;; ‘11.}! QI£L)L.L-'{I' ‘Jall J“ “;'I“}‘ $2.4!” 12v): ZY)’ " Q Mk" 6'" n ~gn- nwv- . . J..-I 3’ ¢-§:'-I-I\ \Jl.‘UJ-i&9 '..“.."./,J :(J: unlut’ eioc. I ‘ ‘ ‘35 gll ... ‘.‘V ‘1“.-- 9 g ? J-‘nir‘ubl‘ J. cht -€ J. J J‘J.‘ " FT: S 1‘ fi .. y, - a u ‘3... . ,a—s.... .. '1‘, ._ t n *. . .‘ I .‘I‘I ' 2 g M ”a: rm; nut nuvwn:‘u.'7h’. - A. .w b ' {(U'W ‘ ’$‘~""' W ' .13 ‘ .. ‘ " 1‘ .. u "‘5. ' r': t .{r q "I i .2. _ 4'. r ;.-.-:‘.5I"cz. . \4‘: , ..:».uldu ..LJ “-‘- -J‘& 'J-‘M-“l 4.14%.: ”4 "v““vwlg f.” avg f. n~ . ,'- _ P' )‘ ,._'.. I V a, II ‘ l J.‘ ‘ , . < . IIF‘N .. _ _ n .’ .I . n ‘ a: 1' 5J‘Jt '31: J.. n- 3. c . ", .a-u 11. f}: “ '«.!.)',l,h .31:.‘,‘J ’3 L" b. ; ..' ‘ 1v 0 1" ,- - ‘ » ‘ I , . ' -~.-¢p--Q¢I.‘v-"t ~6- ‘g..vw ...-m: v- l~9~-v p-‘9—r 'M...’:M 0' w- Iv-QI(T.~- W t .- .e-‘C‘ ‘r‘ :,’-‘I i : L11 {3‘ III Irv-I I‘, ,3 :2 " \‘IjI‘:[:I.‘.I’!I #1:; .'-.'¢.l .L .-J \JLJJIQ _Jr “J .‘. “a. ii}: .4. ' .L‘Lg :.\),.: .’ L" J). a}. h "I. \ . -.I .I.I\ ,. III. 1\" . . ... “‘"'-”‘""9 ""Vth-J‘vJ-W ‘v-~ .- -U-J) «$934. ' 3 ': .- ~ ‘. - - 1’» .5 " - '"o- .4”- m ,‘7 a ". . v,” .".— r" ~ —-s 1"} ~ '2” ‘r‘ 3 ‘f '.'"' " ' T 3 "in"; 17...} 9 (31“..1 11?; L” }.'3:”'.U.r;t : -‘:"'-£.‘J.'~'3.’fi JUI" :" ‘\ It!-, a u_ =25 a . -~— .... C - -.‘ l l‘ .{v “ '.‘i '2 3 D - 5 . r1. . . 0"":1, a «..I. ‘~.‘v'- ‘ ' '75 'I" I". " . 1' ‘I v E I 'L‘r'L*:“"- ) .53 :7 L~ ?1 912‘“: *‘L'V-J ’Iél”,'I‘"‘ Y7 -J~U ‘~i~j 141...l.'.:. x) J; V L ‘31)- u. l. Lott-.. ~J ,- ' : 1.14 c ‘v 'u —~ : I. . 4 ~'(.I . oh)- ~—"1" 3 n‘ ‘J‘u‘nL ‘5 —\-‘ -‘J'fih" u" ‘ -..-‘3' F f ’1: I, I :‘ r “‘ ."u‘."- ‘ '2" ~‘ 1‘ ‘..' ' ' "‘ J. ‘, “ T.) ‘6. °"" ‘. "t- . ' . .' - ‘9“1'? . .., :v. ‘f, v ‘ I” .. a ‘: _,_. :. '.‘ :13. '3 u {} 1A... ‘;.1..’, (.1; ,L "gl‘: (y ..:! 1 t e I ..:? :0 ; ...J'Jl ‘1'}:2 , {2.1 ..:“... ... ...-..u-.._.. .I. ..--... . ‘H x y} ., .......... - .- ‘ '5 h. )murann . ~ -— ow ‘ ---‘~-w - '1 ans—mum'- A—~—-—"._._ __ A—- - __ _ . __ ,“ .__._.‘___ ‘_. -.--.. ‘9 - rm -'._ - .3 ..v, m. v ' J.. ‘1‘ q; spIL’ 5'0“ .‘ .. |A 3. 1 {Eitg to L) .:\\:, J, F. é (as ‘ic { If) ‘ ‘. . ‘ u“ i. I ' ' ~ ‘1 ", ‘ .3 -‘- ‘. I '\ H I. I ".’-‘ 'u h ‘ “~. r) " ~ ' N 1? - -. {:5 4!. ‘32.: “VD-.1 L" 21' 1 "J r” E; \ P1. (mi. «..:: (' £121. {534.3094}; " .I:L‘l:\) {301.}! ’-" vv ' (_u :1 ‘ 1‘ n \ I - ’ 0 :~ l- .: . -.' --. l ,_ l f. , ) P. g — u. r a. T)....V";‘y’ £Q“:i'§ +0 PL. 1 91" 3:13;}. 3:3 V13132‘Z? .5 r» 4 - a , Ya Rwy-fl Do you 311a to muy~arean Yep ; {,1 Y 'I .I. _ ’3 . I30 3'04 t‘ 2'11 1:} *;..':::..;..t $¢e1:~-ecli:t32tion 5.2101312} bf) ta-‘nigV'; ’ . .7. Va 27. 1HW1‘”)1 were in Ii 3 (44109;, fii'iifigi'utiyf fk-* azwwmq deal at ’nsr91 190< an1ss?' ' £35 '7" 23. Did ynu evnr in<1lge in pa 1L1??? y 29. 30 you think 111161920 13 ivy-20rd? Yes; 5, 30. Do yxnl wfiiuk (Jul; intijmgt 30;: ’31."1;3 sumwila 1% xxx: thUBC Witt) :.re 3'11:.eri€%<3.‘? "1:35 3.2,. 2.330 yam ...uu‘: T3191; persona {boulz' 1.13:2?325399 1m 0131' ' ' i “ r1 EHHAQQ“ 'c'o..‘u‘ m“ ' ' ‘u w I + 1 ~ 4 ‘ . v. -\-vx 9 ~,» . w -. .: _ .3. '. , . u u}! l [_‘a 5"!"6 C 'JJ. 0“ iris” it}! C ;".'.c. :501‘1111'. 17 ‘u {J.J‘ {12"} 1,11; .' J1 - “1‘- .n. ”I” ”i '4‘ .3 {3* 4" 17V '7- '9' -1’ 1 . *1" -* ' '1 ..: Haws -. (I) -’.'4 )4 (I u 3- J? V‘Jm\ )é’ ‘1 91 rL- oJ *1 (i' }' ’ ~ n C‘ ‘ ‘-tuh d J ' (4.? 1| 0‘ ~11, ‘ o . -‘ ~. I" ‘ . 1 .‘ $.. ' ~ V|v.".~h 5:1 .. I;~ . '.\~n-'v '3 ~:V .- “ (£1 ‘1‘ 139 Jei')"‘5¢'{3ilt1=.1. G, 01‘ 94.4.1113. 1‘:- J-.“ 1";530::::~...119 “‘r‘vgo} ‘3 ‘n -v ‘ '97:. ' ‘. ';| ‘ 1 _ a" ‘ ‘ o '4 .A q A" ,- a ,-._. ,-,.., ... _Iq'f ...., ,, L,,,‘¢. a. .>u.syrnze .ieufllrvnw'of UHJWJdrgd 111151495 Etgne“ V V n ‘ v a 4— - I ,3 ’ o , 't - , , L. . . v - -r-~ 1 eve P. w . J . u § ‘v r :0 ~ LO K: "ted-I: z, = ‘3‘ 11,11 "J‘: ‘ 2. ViiA em“ 3' I~I 9 ': \’ 1’3".-I‘ “.‘w"§l J‘- 0‘ | : t _ n ' I I ‘- " ' '. ‘ '1 7"!V‘.. "“' "“ ) “‘r r n ‘ “o‘ y ( 1 I“ r ‘ f 1’ 1 ~ 1 ( 1 . -’ . e- ~. I. J.. .» Alf a a-I ‘1 ..:-‘1‘. tr 't( J“ ‘ (t J c3 I , )J ‘1 ‘ ‘ ‘ ‘ ‘J ' 7 I ‘ ‘ I a ’ in § 6 \ '5' .4 - ' v ‘ Q ‘1 '3, I? ' 1 .i t . ‘ : 1" 'a ‘0 V i I g ' -‘I 2 f. .0 ‘ .. p g... .A X.- ‘ J J u. '5 ’0 I \ n . I . n _.I .12“... “3“,.“ f 4* l n L 5. .. . ‘.-' g, e» Tr A. i .L I. .~ 3 ‘u . - j -. I 4" v “-v 2’ .‘. . K’ t v ... .‘ - a .- o 1 a - . ‘_. y 1‘: 4. ‘ r v “on _u '1 , . f a h i 3 A .\ g y. ; l o, ' v f ‘ N w ,5 . 1"4' o aw -- '1- V‘ c ‘ . v I. > ~" .4. u . s . - . 1- ' . . t Y1 ' ‘_ y '4. . «‘1‘ .5 ‘a a 3. .' ti . ,1 _ ,‘_ -. . ‘. '3 I . . . - '1- . 'I- «LI 4 .j \\ 0 4 ‘ sfl ~ s L . t ‘ y - , 1 a - ; ~'\.1Aqw 3 .'.~ ~ u~ 4.: . i .l I J. b - ‘ " l .1 ‘. ‘ - .s 1”: L- d r‘ . ' “ 3‘ 1 '19-" L r «J: '3 . ..-‘11: . ‘ i L - . a. , f" L: 1. , . .9 _,‘ ,. £ a”, ._ , ... . ,‘. . ~'. . . . ' ' ' . ‘ ~ . . "V i ' :I ‘ I‘ I" a. 1' * . " '3' ~‘ a 5" , 1 ," (1;: .- -~ j l ‘-- 'd L‘ 0 . u u. _ x. ‘ ,_ R. :40 \‘ ' ‘ - \u .; \ r ‘ .4“ ) ' “ R ' ," -_ . w ~~ .~. 1 i , '. ‘2 .. . . - w x 1. 1:1,. .'. .2 . I. ‘ . ‘ , n: i . a; ,g I. ‘. r'. \ ' «__“. l‘r,u ‘9” 1: \ ‘ \ a': "I 4’ “~ - I? U 1"}! ‘.) . 1 NJ. . ‘.._A. . ‘ I '~.. . I . 1 )..~'. w~1 . C I“ r ‘ L. ... S. ‘ n ' (I "n‘ o~ - _ ‘ ‘l ) _ f‘ . ... 1.‘ 1‘ s i 4” . - ..." 1;.1‘ :_, fl ~ ‘ ‘9" 1". k. :p ‘, ‘4 ~ , ‘Juu. \’ o 1 t .o 0’ b. ~J‘, I ' V ‘A 'v) '- ‘9 ' .4 - ‘1..- ‘~ - ‘ ’ H . ~ «I a , ' ‘ v . i | - 4 V t '1 ~ . _ r r - v 4 u l- o J '1 ‘ . n r . Y , . I Q .' '. 2"!" -. :1 I {a ' ‘ :uuA b ' '3‘ (. J- t: \’ “I \: a 1 ' 5 o' ‘- 'vh o ' 13s.! L 5.‘ ‘1 “ '- ‘ 4 I ‘3 .3". I ‘ ‘ ‘ l Q ~ . ’ u ‘- 1‘ - ' L fl 10 - I‘, I 1 }“ ~( 1 n ‘ r. ')1 . It . y j ’ ”1’: ‘ n 2.5!. f 4‘, * .. . ._ lu— g. v - .. v 5 ‘ ' I -. ., , .4 . — '4 fi "1 I .- .x ..:..L;.:1.-»-[1Y“ .. .J {1! ('1: ~. . . Iv I . ‘ ' 3 1 ,_ 'r . .q - ~‘.;- . ‘ - V , l‘ ’J.::kr fl "1:54.155"; 3":':.-.1~.-1k.£i .'.':3—L'v‘« 1 a - ' Q o. .‘,. ...-rs < N" l\( Y\ 1 .-"«-a 33' '~ ,r' ,u 4: li- 1‘ rtrl S‘s ’ g f -v' .'..(3 ' I" ”’(‘I I 0 ;...~ 051:.4 '4. ..:.ii N’-"'¢ r J t'v- ~\ x ..y ' I L. U'n‘ 51"».4 *3 " va.’ s...’ -...r ‘ p I 7 I x J v i 1 '; (N (.- w ‘ :, ..v - , ‘ '- “‘5 ‘_., '- J 0 ‘ J Y 24...! I' 1 ' t u G '- l I I \ I I (3 :I‘.‘ H) 1"" O l U3 - J- L.A.Purfif\. D ._ y _ ' .1, . Q) ’ 1.. "'7'? HI I" ":'-‘3 . . - ’4 vn4~ row!" 'M ' ~ 4' -4 : ”HQ 1, 3 Mm, “555* 525"? -— r... ‘3‘" ”‘4”- $1,134.11. .1'1..‘..‘.." 1..- 1 1,- “- ..: ...-fl. ‘1 I!“ L .14 I U " ‘ fly! .1 ti .‘ =‘335r11rzexazs in 1:01:11 8303:. Lomrurté ddi’fvro Pa 1333's £2702" the 9522.131: 0.0.5.31 ic~r,.‘11mjc.;m hack; 1 [-'_-I \(‘fiA c? - h. \ .3 1.: L. 7" '_ . I! (1“ \ :3. .1 J 3" C "J '3‘. F 1 - Se?e:9 1uzanfllym paralysis {.011b\d3;1t18) Severe and LJFHJ ad A:"th”i via , 111M Ly-ry LuJfirnvLOQis ( Coim119314n’) Dsuéfify031tiaznr Juruickl tlbul‘zuicgig 0f guy 121; 1325c izruxzaiag 9 CHIVutzre of t& 5.3:;‘1 0 +4. ...: L D a 0% (1"."l D ' ~0- 1) win: etc} C r~ r r1 w?" (I). n».- V amod'“. mu“ -"‘ .fl-rfl4f" -..J‘v' kn, MJV VI»”§.J~A 4., )‘.O .. i—u \ 3..._‘.‘ . R. '4. .r- 4' \ r' -L'.\~v‘.~ Vsn’ .- ‘ ,h‘h-u s.— 0‘ ‘r‘. 1) 15> v 10) 11 1‘3) 1:?) 111) [_J I f"\ .xJ / (I! BIBLIOGRAPHY 123:1) “ ”10' 01' 1:132: (:11)???me *' R If , 177: FIVAIIJWV‘QfiH ff? E1I3 \’r"”IICYlIJ r11113d and D13-- ‘ , '3 "\Tfifi- ‘7 7- "70 131.3(1, All"; it, .1. or:\.): , u'). C. In: rustlon, L3 35135, Worry, Edna L., COEV3lrfh3ht C313 f Cri 1v:d C1110— rfln F00111371'3d 1Q :13 LCS AU 313% frcr, Uni- versity Of Lthh30n (111.0r113, flurters‘ wq‘rls: 1341 o B«Wr our, E. R., ”P6 jlctwuut dUring FOUT 13313 of Pzztrmnts {anr'zan-r‘l by Poliongr3llt1s," 1:, 33111:. 1 11:11:11., CCKIII (1355) .-c u , K. 1., "SCOL l Cor13tan03 1C (hildr'w," I, IIpijt. 01116., IV'7 (P3“. 1037) Urockvby, A. "Th3 010n13*° of the FUR 3110 Chilfi," J. -. .- .fi \ 1 - 7‘ r-r 1:10. 11 ’54 (1.2.1.4 , IV:.3 (2c . 19.5 K P119197, "£31?in Spru p t '01,.“ \nn‘x “1‘01315'5 1:7,? _Dfl‘r' (:1 '1 1r 7" ‘3)": r5 .1 ' ’ ' ' ' " ' J; ' __..' ..‘i-’. __‘_ “ "......T'- J.. :...‘."..‘1;. .. . .. .....- -“..?’.;.. n“-.._. 21,1 ‘1”-7.“ *1 ,1-.." r,“,.°-.‘,. 1331;;l;3.l st;3¥;£ngll11, 1V T 1+ Cf «3 U—ax~ - ‘a',._ C V" A 1 ~ 1 ’.' . 01, mdSt‘rS' 1L351s, lJ;« Bur um, Leland C3 . , 13170121 0:3 (3:1,,1131531 rm 5:773:731W 1.. , 12-1" ': 911901313, Stu*3 Cfi} (yvm,1c 334 I1FWfifiri"1_31UU"“* Cf tho ffixgéfrll." Tfip.i“"“j3d ifl “3119:1313, >331. cf dePCCItU DU133tin no. 9 (1933) C13V3lanfl W3l-ar3 13d3rct iCn, ifiuccti‘n €31 PCCU 311nm of Cr '41::1118 ’ i11TT-V)i:l.'—.) {37‘}?! 3"; (111111: . I r wry-1.7.4: OT A l ‘1. (j _o_ ‘_ ~ ‘ .I‘Y’ \.-.' A. o~ \ _ ‘IY X tag UQIDUI;B CF CIUIDT , LL13,.1Q 3318 ' f. A 1., r\ - ‘_ ... (‘ I’W Inst. LUT C1'I .filwd an; Ilsnplbn upy, 131-) COtt 0Y1, CPI‘C-‘l Bo, gt” (1:1:- 73np+lp7fifi Cf f‘J’” +10 (”’1 ilr?’ “(I/3h fa ' —-""' ‘7‘" *"t' -:-‘--- “I -- - -‘-.- —-'-’—‘—— ..:..L'. Pvrt31n T33t iliflnt1cn Utniv 331ty0 " L}10mo Unpubllfihed Eoctors' mh3515, 1930 “C {v I; ‘)"' ‘50 (1f! ('30 27) 28) 169 Devine, E. T., THE PRINCIi LE 53 CF HSLIflF, 1935 Dietz, J. W., "An 3Cfl0?1““ht witJ Vocation3lhr'fi» CCDUGd Wor rkcrs, " P3r3 cniel Journal, Xz5 .. 5. A }...J (C) Fernald, T. R., and Arlitt, "P""0firlc ical Findin 10"“rflir; Cripp-3d Chilzr3-," Cog. 3: ~ ( Dc: u) Fish, John E., NATICNRL CU ”CECE WR bOCIWL WCFK, IQHO “r3 mpton, Ubrle E., and Rockwell, Hugh Grant, LWUCATION OF THE HAITTCJ ,gpyga, Vol. I, 1941 Gilli.n n, ohn Lewis, SOCIAL PATHOLOGY, (revised edition W - U} ‘0 :3 F O O r.) o :0 ...—1 Gist, heel P., "The Macro in the Daily Pres T098, V01. X, 3:409, Esrch, 932 GOTQGH, R. :., FLC Haborts, J, A. “., “chs PCliomy31_ it'LK Liieflt Iai3llcctual Cajrcity?" Brit. Wag. .., II (193% ‘““"' ‘* " Hare, Eelen, ”A Stufly of Handicagged Children,“ Inuinnr UniV3rs i+v +Mtios, 332 -. -- 3 fl Y7 ‘ , \_ "Av ‘ P “f 1" I '71", 0 ~9t3’” 2 ”.3 3&0 Lbdflg Cr1~x13 I - «3” co (:fllV. of a q« ~~ .' Pu» \fb Clio o Prepo, CthrbU, 1:.JY "Health an” Happinwss for Crippled Children," Lifigrgry Dl"“"t Dec. 90, 1354 Heaton, William, ECCHOIIC HISTORY CF EUROPE, 1938 H3nC3rson, C. R., HCDCHH HSTHODS 0F CI’DI EiCMOX, Louisa 8., Ln Anwrpjflflw,wu cf Eggprtjcnnl Proa v C‘lCJS in w3rTa av Oakggud, éggliqu Trjricisco, Califlprnia, on the Enris f WIHH'MC 5nd Pecom- fififlfiltififh) Ff file fLKi e IHNASG (kflqferfinice, Ihiiveru- Sity Oi Luliuornia, LPSthSV Thegls’ 133% "ill, h. E., ”Educatio of Crigpled Children in London and the British Isles," The CTIWElCd Skild, XVI (1938) Hood, R. C., “Cr lylei Children, SOCIAL T"'YJRVCTK, 957, Husse ““ C ‘ F Huirs n, Hollnrd , and van Geldor Rosetta, CCUKSELIVG THE h'”CleP}wu 1941 "’ 1.4 \1 C) "‘H T ~ - T ‘~r~‘ ': “. r~ I ,-, s‘ ‘ q . —,.v~ --.w - ‘- A ‘ . Pa 4 ) ”I30?! 1“ ' 3.1.]-lt;-zt_l.dll C11 VICE ~31, :3 trx; Iii lit 7:13- f ou3iijrt1us,“ Khmxftioral.fha.moi t1111 . 2 t ion. Ltate Board of Control for Vo- O .- .. , «'— TC 1 .. I": 1" fi. .Z-wj') Ct". $3114.91 Add 0 ’ LP T1813: ’ _' .IC111;:.7.:1, ]-(3'.1‘..‘) 33) Jones, Arthur Rec 9, "Tistorioal Levi}? of Crthopeoid CUIggnfif," Cri.W;139 g;iawril, 17:23? , 19"5 "fin Ex;loratory P "'NUIH‘IuFI bulL“1”U ” P‘ (’36 35) “anher, L., rhd Leohien, S. E., "The Contributizts of Psychol C_ical Ill: 9 $5 to the 3eVJl1p3msft of He— hnvior Iiaorders in Children,” ngi, HV"., "VII (13:3 Mn ‘_‘fi ** v V I a h 1 I; T‘_.~3*j Lo) me5313r, L. J., "The LPlp,IGC .n3 t3e 4"Loiod," .. -., *I v 7 V 7:? 071" C011 91* onixr, r5 Lt; IreSC, logo r: I. fl ':‘ 1 YTn ~_~. " . ~~> ~44 1 3v? P\ \‘y T)” vv o7) Lora, L. 3., C i1”rluuuilcaried Ox QyEgPTal LHLLL: / \V ‘v‘ 1‘ ...—~— —1. ‘_ "‘r I'\r;v ‘. .- tCo 3r11t3 1th IHNMJ, H. J.., 13;?) '7, “-v v figvyfl m‘ .3 T.“ .4— . ...“-- « T‘Tr 1.“: 1 . “)6 ‘f‘ -‘ o8) LLer, Laioon, "1he reaction of 8-1:100. 1 l1i11tho ULOH :1». -. .m-h t - *u‘ ’ I"1 ":Y .-. r1375 “'7';“";‘. «To of FT 4 T ‘r V I ‘jqulzc.lJ.ty, Y! 142.1Ib-..'.L Ckl.1‘k_ti .._J .'\.-.-_1 (..:. Lulu .L,..LJ . Vienx, nor 1...)! J r9 1" - T‘r ‘. _ h —. . ,--__ 3 I __ ‘ ,_ ‘ _r‘I 77., -.. f1 _3 I h “_ ,.. 09) hart3u9, a. 1., Chou; tjgrel wineriunoep on L Chisvglud 1,. _ _L. \r , :__w_ 3' ~ ”1 _, x ”L 11 .‘M .‘u031, o. L. £1110: t1 “CMC., 40) IoGreW, J. W. "onoti cl Adjustments 01 the Hoeii'alized hild," The Cri r131 Child,} anII (1940) 41) ncLeod, 9., "The Ctim1ed ,; ren in Iur1913ao," The Erigpled Ch 1'11 XI (18 42) 11011”9n Crio apled Childr:n Cowmission, 1382—1334, Tetor , 43) 1lon1 en's Program, A.» i Q L}; D l I-) (i ’ :3 3111147“: 21 Hehebilitrtion for the . K Control for Vooati one r33 V15 ed), State Board of glue tion, L using, 1941 44) "Iobilicing Michigan I"npo er fro Eationcl Defense," Ed. by Edward L. (uonr n, Chiei 1, Decoratiohrl Ad- JustMeat bervioe, Richigan btete UHIIOIUVht “ 3r— =t o ‘ 11> ()1 ) New Jersey State Cripyled Chilvren s Coxnmiss 10or1, Re— oort, (Trenton, N. J., 1938 If} C) V NilSOH, Kc, "A; Ago-Grade Study of Physically Lisa 31:3 W‘11131n 1i 'ota Puolic-Sonools," 3135, Loh ‘L. XJLIII (1:302) hf ~ I .P‘ 3. ‘. I". '3 ‘ n