A STUDY OF THE RELATIQN'SHIPS BETWEEN
KNOWLEDGE OF CHILD GRQWI'I-I PRINCIPLES AND
THEIR APPLICATIONS IN MULTIPLE - GRADE
IEACHING IN CERTAIN COUNTIES IN
NEBRASKA, SOUTH DAKQTA. AND MICHIGAN

Thesis Ior “19 Degree of Ed. D.
MICHIGAN STATE UNIVERSITY

Lula R. Way
1958

 

llea'“

M
I .

1, N3. I? .4 1-2 Y—LII

,. I. \
: “' w I ' \
I‘Vv. . p.21 l‘ttlu,

i
I Ur“ WNW
.A% -t e > (J

 

This is to certifg that the

thesis entitled

"A Study of the Relationships Between Knowledge
of Child Growth Principles and Their Applications in
Multiple-Grade Teaching in Certain Counties in
Nebraska, South Dakota, and Michigan."

presented by

Lula R. Way

has been accepted towards fulfillment
of the requirements for

Ed.D. degree in Foundations of Education

[71/ gazetted

Major professor

 

Datelfi‘w ‘1 I’If/ /75’J/

0-169

A STUDY OF THE RLLATIONSHIPS BETWEEN KNOWLEDGE OF CHILD
GROWTH PRINCIPLES AND TELIH APPLICATIONS IN MULTIPLE-
GRADE; ’l‘ILACIiIIIG III CEHTnlN COUNTIES IN I'IbBIKASKA,

SOUTH DAKOTA, AND MICHIGAN

By
LULA F. . my

A THiSIS

Submitted to the School for Advanced Graduate Studies of
Michigan State University of Agriculture and Applied
Science in partial fulfillment of the requirements
for the degree of

DOCTOR OF EDUCATION

School of Education

1958

ABSTRACT

A STUDY OF THE RELATIONSHIPS BETWEEN KNOdLbDGE OF CHILD
GROWTH PRINCIPLES AND THEIR APPLICATIONS IN MULTIPLE-
GRADE TEACHING IN CERTAIN COUNTIES IN NEBRASKA,

SOUTH DAKOTA, AND MICHIGAN

This is a study of relationships between what teachers
know in principle and what they do in practice concerning
child growth. The findings of the study are bases upon:

(1) a personal questionnaire used to determine the status of
their training (2) a continuum type of reconstruction of

their classroom techniques used to determine their application
of child growth principles.

Random sampling of teacher's names were drawn from
county rosters in twelve north east Nebraska counties, two
south east South Dakota counties and two Michigan counties.

By mass tabulation a measure of how well or how poorly
the child growth principles were being applied in the teaching
of reading, arithmetic, social studies and natural science
was obtained. By individual tabulations it was possible to
obtain a judgement of how well any one teacher was applying
what she knew of child growth principles in any one or all
four areas represented on the continuum. Thus the study had
both cross-sectional and longitudinal aspects.

The major relationships indicated by the study were:

(1) reading is being taught with little application of
current child growth principles and with but little evidence
of progression in method

11

(2) there is more agreement of principle and practice
with regard to arithmetic

(3) natural science shows evidence of the impact of newer
concepts of teaching methods and better application of current
child growth principles

(h) social science shows the greatest evidence of the
application of current child growth principles and the use of
good method I

(S) supervision on a county wide basis has not been a
determinite factor in the application or the non-application
of child growth principles

(6) the correlation of the age of the teacher and her
ability to teach was negative

(7) the correlation of the teacher's recency of training
and her ability to teach was negative

(8) the correlation of the number of college hours held
by the teacher and her ability to teach was negative

(9) the correlation of the extent of help the teacher felt
her college classes had given her and her ability to teach was
positive and significantly so at the five percent level

(10) the correlation of the years of teaching eXperience
to the ability to teach was positive but only slightly so

(11) if one were desirous of picking a good teacher in
all four areas of teaching he need only to know how the teacher
teaches arithmetic to know how effectively current child growth

principles were carried out in other areas of the curriculum

iii

AC KN O’I‘JLEDGI‘IE N TS

The author wishes to acknowledge the helpful assistance
given her by the county superintendents of schools involved
in this study. Without their c00peration the high percentage
of returns on the questionnaire and the continuum would not
have been possible. She also wishes to acknowledge the
assistance given by Mrs. E. M. Wooldridge in matters mathe-
matical. To the graduate committee, Dr. Junge, Dr. Clark,
Dr. Harper, Dr. Deitze and particularily to Dr. DeLong who
gave much time during the initial stages of the study and to
Dr. C. V. Millard who gave helpful suggestions throughout the

study, the author is deeply indebted.

iv

TABLE: OF CONTENTS
LIST OF TABLSS. . . . . . . . . . . . . . . . . . . .
LIST OF FIGURSS . . . . . . . . . . . . . . . . . . .
Chapter
I. INTRODUCTION. . . . . . . . . . . . . . . . .
The Problem. . . . . . . . . . . . . . . .
Statement ‘f the problem. . . . . . . .
Region covered by the study . . . . . .
Limitations of the study. . . . . . . .
Need for the study. . . . . . . . . . .
Definition Of Terms. . . . . . . . . . . .
Rural . . . . . . . . . . . . . . . . .
Multiple-grade. . . . . . . . . . . . .
Continuum . . . . . . . . . . . . . . .
The Instruments Used In The Collection
Of Data . . . . . . . . . . . . . . . . .
The interview . . . . . . . . . . . . .
The questionnaire . . . . . . . . . . .
The continuum . . . . . . . . . . . . .
Treatment Of The Data. . . . . . . . . . .
II. EARLY AND MODERN CONCB‘TS IN T35
MULTI-GRADB IDhA . . . . . . . . . . . . . .
Method. . . . . . . . . . . . . . . . .
Teaching standards. . . . . . . . . . .
Rumblings of new ideas. . . . . . . . .
Child growth and deveIOpment impacts. .
III. TECHNIQUES AND INSTRUMHNTS FOR DETERMINING
THE IMPACT OF CHILD GROWTH AND DEVELOPMENT
OF EETHOD. . . . . . . . . . . . . . . . . .
The Sample . . . . . . . . . . . . . . .
The Interviews . . . . . . . . . . . . . .
The Questionnaire. . . . . . . . . . . . .
Regarding age . . . . . . . . . . . . .
Regarding marital status. . . . . . . .
Regarding sex . . . . . . . . . . . . .
Regarding teaching eXperience . . . . .
Regarding the amount of college
training . . . . . . . . . . . . . . .
Regarding the kind of college attended.
Regarding the recency of training . . .

V

wwwwmww {\J N l-'

I-' .
OCOCDCOCO

11
12
lb.

4.

26

\Nkpbd \bkpenpxounntu
$1P17unprvkw4

O‘U‘lU'l

hapter
Regarding course titles . . . . . . . .

He¢arding extent of help. . . . . . . .
he C Grit inllum ~ 0 o o o o o o o o o o o o 0

IV. ILSLTLTS OF THE STUDY. . . . . . .

Organization Of Data . . . . . . . . . . .
Presentation 0f Results. . . . . . . .

Problem 1: Measure of use of child
deveIOpment principles . . . . . . . .
Problem 2: Measure of use of
supervisor as indices of use of
. child growth principles. . . . . . . .
Problem 3: Correlation of the ability
to incorporate child growth principles
within subject matter areas as given
in point 3 page 3 and the question-
naire with various personal data ’
item.. . . . . . . . . . . . . . . . .
A sub problem of problem 3: The
effectiveness of the teacher in
more than one area of the continua . .
A sub problem of problem 3: Deter—
mining the prOgression on the
contiinuui. . . . . . . . . .. . . . . .
A sub problem of problem 3: Goodness
of choice. . . . . . . . . . . . . . .
Problem a: Sinble indices from the
questionnaire related to those who
identified applications of good child
growth principles in each of the

aI‘etls o o o o o o o o o o o o o o o o 0

V. CONCLUSIONS AND II PAIIC TIONS. . . . . . . .
Conclusions. . . . . . . . . . . . . . .
Problem 1.. .

O 0 O O O O O O 0 O O 0

Problem 2 . . . . . . . . . . . . . .
Problem 3 . . . . . . . . . . . . . . .
Problem ’4. o o o o o o o o o o o o o o 0
Implications For Research. . . . . . . . .

BIBLImRA F191,. 0 o o o o o o o o o o o o o o o o o o o

A}‘ PEI‘IDD: O O O O O O O 0 O O O O O O O O O O 0 0 O O 0

vi

62

63'

61'.
61+

100

Table

I.

II.

III.
IV.
V.
VI.
VII.
VIII.

X.
XI.
XII.
XIII.
XIV.

LIST OF TAtILS

Progression of Course Titles of the
Nebraska State Teachers Colleges

from 1930 to 1955. . . .

PrOgression of Text Titles

of the

Nebraska State Teachers Colleges

from 1930 to 1955. . . .
General Growth Principles.
Reading Continuum. . . . .
Arithmetic Continuum . . .
Social Science Continuum .
Natural Science Continuum.

The Distribution by County

of the Composite

Teaching Score in Four Areas of
Teaching Juxtaposed to the

Supervisory Factor . . .

Placement of First,

First and Second, and

First, Second, and Third Choices on the
Continuum in the Areas of Reading,
Arithmetic, Social Science, and

Natural Science. . . . .
AXperience Distribution. .

Age Distriblltion o o o o o

I
O O O O O O O O O

Extent of Help Distribution. . . . . . . . .

Number of College Hours Distribution . . . .

Recency of Training Distribution . . . . . .

vii

Page

ul

fififi

as
1+7
M3

61

65
7a
so
81
82

Figure
l. A
2. A
3. A
u. A
S. A
6. A
7. A
8. A
9. A

LIST OF FIGURAS

Histogram.Showing the Weighted Score in
Ability to Choose and Place Correct
Responses on the Reading Continuum. . . . .

HistOgrwn Showing the Weighted Score in
Ability to Choose and Place Correct
ReSponses on the Arithmetic Continuum . . .

Histogram Showing the Weighted Score in
Ability to Choose and Place Correct
Heeponses on the Natural Science Continuum.

HistOgram Showing the Weighted Score in
Ability to Choose and Place Correct
Reaponses on the Social Science Continuum .

HistOgram Showing the Totals in Weighted
Scores of Ability to Choose and Place the
Correct Response on the Four Continua:
Reading, Arithmetic, Social Science, and
Natural Science . . . . . . . . . . . . . .

Line Graph Showing a Comparison of the
Weighted Scores in Ability of 7MB Teachers
to Place Correct Responses on a Continuum
in Four Areas: Reading, Arithmetic, Social
Science, and Natural Science. . . . . . . .

Rectangular Graph Showing a Three Way
Relationship in Ability to Place Responses
One, Two and Three; One and Two; and One
Respectively in Correct Order on the
Reading Continuum . . . . . . . . . . . . .

Rectangular Graph Showing a Three Way
Relationship in Ability to Place Responses
One, Two, and Three; One and Two; and One
Respectively in Correct Order on the
Arithmetic Continuum. . . . . . . . . . . .

Rectangular Graph Showing a Three Way
Relationship in Ability to Place Responses
One, Two, and Three; One and Two; and One
Respectively in Correct Order on the

Social Science Continuum. . . . . . . . . .

viii

53

SM

55

S6

57

58

66

67

68

Figgre

10.

11.

l6.

l7.

l8.

19.

20.

A Rectangular Graph Showing a Three Way
Relationship in Ability to Place Reaponses
One, Two, and Three; One and Two; and One
Respectively in Correct Order on the
Natural Science Continuum.. . . . . . . . .

Age of the Cases Who Identified Good Teaching
Practices in Reading (Choices One and Two
in Correct Order) . . . . . . . . . . . . .

Years of Teaching Experience of the Cases Who
Identified Good Teaching Practices in
Reading (Choices One and Two in Correct
Order ) o o c o o o o o o o o o o o o o o o 0

Amount of College Training in Semester Hours
of Cases Who Identified Good Teaching
Practices in Reading (Choices One and Two
in Correct Order) . . . . . . . . . . . . .

Recency of Training of Cases Who Identified
Good Teaching Practices in Reading
(Choices One and Two in Correct Order). . .

Course Titles Which Dealt with Growth Concepts

in Teaching Reading. 80 Titlengiven by
S7 TeaCheI’S o o o o o o o o 0 o o o o o o o

Extent of Help in Teaching Which the College
Courses Taken Were Considered to Have Given

Age of the Cases Who Identified Good Teaching
Practices in Arithmetic (Choices One and
Two in Correct Order) . . . . . . . . . . .

Years of Teaching Experience of the Cases Who
Identified Good Teaching Practices in
Arithnetic (Choices One and Two in Correct
Order). . . . . . . . . . . . . . . . . . .

Amount of College Training in Semester Hours
of Cases Who Identified Good Teaching
Practices in Arithmetic (Choices One and
Two in Correct Order) . . . . . . . . . . .

Recency of Training of Cases Who Identified

Good Teaching Practices in Arithmetic
(Choices One and Two in Correct Order). . .

ix

Page

69

71

71

71
72

72

72

73

73

73

m

Fiiure Pave
21. Course Titles Whicn Dealt with Handling

Children in Teaching Arithnetic (Choices

One and Two in Correct Order). lou Titles

Given by 86 Teachers. . . . . . . . . . . . . 7h

22. Extent of Help in Teachin; Arithmetic Which
the College Courses Were Considered to
Have Given. 0 O O O O O O O I O O 0 O O O 0 O 714.

23. Age of the Cases Who Identified Good Teaching
Practices in Social Sciences (Choices One
and Two in Correct Order) . . . . . . . . . . 75

2h. Years of Teaching EXperience of the Cases Who
Identified Good Teaching Practices in -
Social Sciences (Choices One and Two in
Correct Order). . . . . . . . . . . . . . . . 7S

[‘3
\fl
0

Amount of College Training in Semester Hours
of Cases Who Identified Good Teaching
Practices in Social Sciences (Choices One
and Two in Correct Order) . . . . . . . . . . 75

26. Recency of Training of Cases Who Identified
Good Teaching Practices in Social Sciences
(Choices One and Two in Correct Order). . . . 76

27. Course Titles Which Dealt with Handling
Children in Teachinb Social Sciences (Choices
One and Two in Correct Order). 25h Course
Titles Given by 229 Teachers. . . . . . . . . 76

28. Extent of Zelp in Teaching Social Sciences
Eunich the College Courses Were Considered
to Have Given . . . . . . . . . . . . . . . . 7o

29. Age of the Cases Who Identified Good
Teaching Practices in Natural Science
(Choices One and Two in Correct Order). . . . 77

30. Years of Teaching EXperience of the Cases Who
Identified Good Teaching Practices in
Natural Science (Choices One and Two in
Correct Order). . . . . . . . . . . . . . . . 77

31. Amount of College Training in Semester Hours
of Cases Who Identified Good Teaching
Practices in Natural Science (Choices One
and Two in Correct Order) . . . . . . . . . . 77

>4

Figu'e
32. MC no; of Train

Good Teachin5

(Choices One and Two in
33- Course Titles Wh

36.

39.

Children in Teachin5

One and Two in

in"

Fla

1011

of Ca 8 s Vlo Ident Hfl’
cti<:.s n Natural Scien

orrect Order

O H. «D

Dealt with Handling

(C:
[80

Natural Science (Choice

Correct Order). h7h Titles
Given b3, 367 Teachers 0 o o o o o o o o

Sxte t of Help in Tea ching latura.l Science
Which the Colle5e Courses here Considered

to Have Given

EXperience Distribution of the

Respondin5 to
Rural Teache rs
South Ihduvta,

A

age Distribution

in Tzelve Nebraska, Two South Dakota,

the
in
and

cf

0 O O O O O O O O O O
7L8 Cases
twestionzuxirc Sr- nt to
nglve Hfbraska, Two
Two Michli 5an Countie

the 7h8 Cases Responding
to the ;ues tionnaire Sent to Rural Teach

TWO 141C015 an counties 0 o o o o o o o o

8P8

and

Extent of Help Distributian of the 7h8 Cases

Resgnondin5 to
ihlral.'"eache
South.lT”'ota,

St}: C
in
Sand

(;l:e5vtinnI-1C«ire serlt t\)
Twelve hcbraska, Two
Two Michigan Counties

I‘ILunber of Colle5e 310111.» of Trainmg

Distribution of the 7’8 Cases RGSPOHdinE

to the zinestionnaire Sent to Rural
Teachers in Twelve Nebraska, Two
South Dakota, and Two Michigan Counties

Recency of Training

Distribution of the 7h8

Cases Respondin5 to the Questionnaire Sent

to Rural Teach
South Dakota,

8 FL
and

in Twelve Nebraska, Two

Two Michi 5an Counties

S

m
3D
s

78

79

8O

81

82

83

CHAPTER I
INTRODUCTION

Like the cold relentless cut of a glacier American edu-
cational practices have ground their way through the lives
of the youth of this land. Every child is touched, for com-
pulsion is behind the educational process. The school is one
of the places where the educative process takes place, the
teacher is one of the tools through which this process is
brought to bear on the life of the child. Those engaged in
teacher training like to think that efforts to teach 'about
children' and 'methodology', to influence learning in the
areas about which the child will be inquiring, are good
eXperiences for the teacher in training and will in turn,
cast their influence upon the child, who, day by day comes
to the American classroom.

Within a few short years, as time is calculated by eras,
we, as a nation of adults and children have grown from agra-
rian to urban. Even the home of the agrarian is, for the
most part, urbanized. His community is no lOnger a closely
knit well defined area and his school, generally Speaking,
'18 not likely to be the same as it was thirty years ago. Yet
there are some things about agrarian life that cannot be set
down as synonymous to its urban counterpart. The facts that

l

land surrounds his abode, that unoccupied distances lie be-
tween him, his neighbor, and his school connote among other
things an educative process not wholly interchangeable with
"urban education."

Urban educational problems have been studied, and plans
ihave been made to meet the immediate and long range needs of
its patrons. Rural education has not had an equal share of

' rural education in

sittention. Like the proverbial "Tepsy,'
‘bhe main has "just come up,” with little attention focused

upon it .

The Problem

Statement_g£ the problem. Since the rural home and

 

school are becoming less and less different from the urban
licnne and school, most educators seem to think that rural edu-
cation holds no distinctive principles. When the school,
whether urban or rural, is the center of the problems, the
(fliijld is of major concern. He is the common element. Within
Use realm of generalities, the similarities of the rural and
‘mue urban schools are many. There are, however, certain
areas where differences must be recognized to meet child
éflfibulth concepts in multi-grade situations. It is the author's
3118 tained contention that these very differences become the
basci<3 framework for maintaining satisfactory learning situ-
ations in multiple-grade classrooms.

This thesis purports: (l) to determine the existence

cn' a~bsence of child growth and develOpment principles in

classes taught in certain institutions wh re training for
multiple-grade teaching is now available; (2) to describe the
methodology used by those who are new teaching in multiple-
grade situations then relate this methodology to good or poor
attributes of teaching; and (3) to study the relationships
which may exist between child growth knowledge and methodology
as used in the classroom situations.

Region covered by_thg study. This study is concerned
with certain areas within three states where multiple-grade
classrooms are in Operation, namely Nebraska, where such
. schools are common indeed, two South Dakota counties which
border Nebraska, and two selected counties in Michigan.

Limitations 2£_the study. All the measuring instruments

 

used in this study have'been calibrated to reveal conditions
and practices as they actually exist, not as they are ideally

recommended.

Eggg’fgg_§§2.ggggy, Institutions providing training
toward meeting teacher certification requirements must train
both the teacher who expects to teach in graded and those who

expect to teach in ungraded schools. The general tendency

1

toward larger school units and the phenomenal growth of urban

systems2 have furnished the teacher training institutions

with the needed impetus to center on and to emphasize in, its

‘

lBiennial Survey of dducation in the United States,
Chapter 2, lth-hB, Statistics 2; State School S stems,
Federal Security Agency, Office of Education, Washington,
D. 0.: United States Printing Office, 1950, p. 12.

21bid., p. is, us.

LL

teacher trainihi probram, a curricular approach which best
fits the needs of the urban teacher.

Good educational practice set forth in texts studied by
the teacher in training and the pupils in the classroom have
come more and more to illustrate concepts and methods in
single grade settings. This augmented and strengthened the
training for the urban teacher. he a consequence, meager and
rather apolOgetic efforts have been made to demonstrate,
describe, or determine how these techniques would succeed in
multiple-grade setting. Only Wofford3 and Bowenu have pub-
lished books considered to be primarily designed for the
multiple-grade setting.

Many college catalodues list textbooks in rural educa—
tion, but the two noted above are the only ones which bear
late enough COpyright dates to be currently useful. Yet in
the nation thirty-two out of every one hundred children are
considered rural. In the three state area where this study
was made the per cent is even higher: Nebraska has forty-
nine per cent; South Dakota, forty-seven per cent; and
Midhigan, thirty-nine per cent.5

The children represented by these stated percentages

will either add to or subtract from the economy of each state.

‘

3Kate Wofford, Teachin? in Small Schools, New York:
The Macmillan Co., 94 .

LLGenevieve Bowen, Living and Learning ifl.§ Small Rural
School, New York: The Macmillan Co., IQDE.

 

SBiennial Survey, 9p, cit., p. 63.

5

These children deserve "equal educational Opportunities" as
set forth in the Charter 2f Education for guralChildren.6
Consequently we must still train teachers to teach in multi-
ple—grade situations. The better this training is, the
better will be our citizenry and the better will be the use
to which our tax dollar can be put.

There are two possible reasons for the sparcity of text
materials on rural education: (1) the field of rural educa-
tion has ceased to make evident to textbook publishers the
need for such publications; or (2) the field has at its com-
mand adequate teacher training materials. Concerning the
first point, there are 93,000 one and two-teacher schools in
operation and two and one quarter million children attending
these schools.7 These statistics would have had considerable
significance for the textbook publisher had they felt the
demand from the training institutions for such materials.1
Concerning the second point, B. A. Dawson8 in a speech entitled

' states that the economic and

"Trouble at the Crossroads,’
professional status of the rural teacher is more insecure than
any other class of teacher in America. This statement seems
to have escaped public and educational reaction.

There is, then, a need to determine the present status

of rural education, particularly as it is practiced in rela-

‘

6National Education Association, The White House Confer-
ence of Rural fiducation, Washington, D.C.: Department of
Rural Education of the N. E. A., lth, p. lh-lS.

7Biennia Survey, 22! cit., Table 63.

r .
“National Education Association, 3p. cit., p. 37.

‘41.. - .

 

tion to what the rural teacher knows about child growth and
what she does with this knowledge to induce learning.

In the process of attacking this problem, the writer
felt that one major aspect of the study related to both child
growth principles and methodology needed early attention:
how do we account for the way teachers teach as they do? Is
it because of (l) the type of supervision, (2) the courses
they take in college, (3) the recency of their training,

(h) the texts they used in college?

A survey of the literature, as well as interviews with
the peeple who teach child growth, was summarized to establish
the concepts of child growth.9 Next, the twenty-seven super-
intendents of county school systems in northeast Nebraska were
contacted and by interview were asked the questions upon
which the Kreitlow10 Rural Education PhiloSOphy Scale was

11

structured. The findings were categorized to ascertain the

philOSOphical leaning which their supervision would quite.
surely take.12
Armed with these two results, the writer then began the

task of establishing the parameters of the study itself.13

In the establishment of this process rural teachers in twelve

 

9Appendix F.

10Burton Kreitlow, Rural Education: Community Back-
grounds, New York: Rarper brothers, 195h, p. 23.

11Appendix A, Kreitlow Scale.
laAppendix A, Findings and Catagorizations.

13Appendix B, Combined Questionnaire and Continuum.

Nebraska ocunties, and two South Dakota counties, and in two
Michigan counties were asked to recount their training on a
provided questionnaire.lu By reaponding to a judgment type
continuum, based on textbook philoSOphies previously mentioned,
a measure of their application of their child growth princi-
ples was secured.15 It then became possible to determine
relationships between (1) recency of training and the princi-
ples used, (2) the amount of training and the principles used,
(3) the age of the teacher and the principles used, (L) the

teacher's attitude toward her child growth training and the

principles used in the classroom.

Definition Of Terms

Most of the terms used in this study are common to re-
searchers. The terms are defired as a limiting factor rather
than a clarification factor.

Rural. Rural is a term indicating those people who live
in centers of pepulation of less than two thousand five hun-
dred or in the open country.

hultiple-grade. The term multiple-grade relates to a
situation in which more than one grade taught by one teacher
occupies .ne room for the major part of their school day.

Continuum. a continuum is an instrument used to obtain
judgments ranging from the least to the highest degree or from

the earliest to the latest application of the factor involved.

L ‘ ....- — ‘

luhppendix B, Questionnaire, Part I.

lSAppendix B, Part II, Judgment Type Continuum.

J

struncnts Used In The Collection Of Data

1‘

Th e In

I

The interview. In a personal interview the superintend-
ents within the area served by Nebraska State Teachers College
at Nayne were asked to respond to the Kreitlow Lducational
Philosophy Scale. The results of this interview were analyzed,
and a composite rating assigned to each county involved in the
study. The rating so obtained was used as an index or measure
of the supervisory factor and provided an over—all comparative
basis.

The Questionnaire. A linear scale type of questionnaire
with responses from least to greatest degree was used. This
simple type of response was usec, maiLly, for the convenience
of the teachers, since checking in a given category seemed

more easily done than givin=

U numerical or individualized types
of answers. This type of scale also simplified the classifi-
cation of the results. The parameters of the questionnaire
included: (1) age of the teacher, (2) recency of training,
(3) years of teachinb experience, (1) amount of college train-

qrowth tiaining, (6) narital status,

L

ind, (G) judgment of child

a,

pa

(7) sex, (8) kind of collcse attended, and (9) titles of col-

C.)

)

\

lvée courses vdrhfli dealt witk1<fl;ild drowth.

The continuum. Four areas of the curriculum -— reading,
arithmetic, social science, and natural science -- were se-
lected in order to Live an adequate cross sectional infiiéht
into the cur=icular practices used by each teacher. The con-

cepts gained from the information in archive records of each

of the four state teacher colleges in Nebraska were so ar-

I“.

 

ranged that each of the four areas had six successively mod-
ern implications.lé These were presented to each teacher in
an unchronoloéical order.17 Each teacher was to arrange the
items on a provided ladder in such a way as to show t’e item
considered the least acceptable way to teach attached to the
lowest run; of the ladder and the item considered the most

acceptable attached to the highest run, of the ladder with

5
the other four responses placed in rank order up the ladder
between the two extremes. Since there were four areas of the

curriculum included in the study and each continuum had six

categories, the mathematical permutations of re'poncss ranging

0‘
c.

from a totally correct arrangement in each area to a complete
reversal of responses would be 720.18 By mass tabulation a
measure of how well or how poorly child growth principles were
being applied in each area was obtained. By individual tabu-
lation it was possible to obtain a judgment of how well one

teacher was aware of child growth principles in any one or in

all four areas represented on the continuum.19 Thus the studr

d

has both longitudinal and cross sectional aSpects.

léAppendix A, (Blue, readi 5; yellow, arithmetic;
pink, social science; green, natural science).

17Appendix A, (envelope).
laAppendix E.

lgAgpendix D.

 

 

 

.aoz

lO

3

'reatment Of The Data

*

Responses given to the interviews with those in super-
visory capacities over rural schools affected by the study
Jere totaled and made into a composite ratin5.20 Later in
the study, this factor was used to weigh the administrative
philos0phy as an element in the erree of teachers’ awareness
of child growth principles. The responses to each item on
the questionnaire sent to the rural teachers in the twelve—
county area in Nebraska, the two counties in South Dakota and
Michigan, respectively, were coded by color and placed on a
single line tabulation beside judSment continuum numerical
responses. This made it possible to see each teacher's total
set of responses at a single glance and also placed them in

columns so the type totals could be easil' determined.
Because of the multiplicity of ,ossible responses to the
judgment continuum it was felt best to limit the number of
teachers from wLon responses would be obtained to 900:21
eight hundred in ch*aska, and fifty each in South Dakota and
Michigan. The last one hundred responses were to be used as

a comparison factor.

 

2OTable 6, p. A7.

21Nine hundred responses, represents the total number
of teachers in the sixteen counties studied, and is 900 by
chance only.

ChAPTLR II
EARLY AND LODERK CONCEPTS IN THE hULTI-GRADE IDEA

’Writings, prolific in both words and number of titles,
have been set forth as studies in rural education. Almost
all the studies deal with some separate factor, significant
to be sure, but hardly exhaustive or comprehensive in the
field of actual practice in multiple-grade settings.

One pertinent study was made by Kate Hofford in 1930.
She used courses of studies and government documents as her
criteria for determining how rural schools were taught. This
means that her data was not obtained from the teacher herself.
Her findings hinged upon certification and the physical plant

q
found in Operation in rural areas.2‘

It is, however, the only
study, to this researcher's knowledge, which gives an adequate
status picture of multiple-grade teachinQ. We are now two
wars, a depression, and a period of prOSperity away from such
a study.

Since this study involves the multiple-grade setting in
Ikbraska's Open country schools which are both multiple-graded
and rural, the terms rural and multiple-grade are used inter-

changeably.

 

22Kate V. Wofford, "An history of the Status and Traininé
of Elementary Rural Teachers of the United States, 1860-1930.'
Unpublished Doctoral Thesis, golumbia University, New York,
193M, 1;. 13h. -

11

12

Aethod. That me Lod does not exist apart from the
teacher is implied in Wofford's statement:
Such an imperfect state if margins and deficiencies of
sound educational practice could hardly be otherwise

where the schools are kept from four to Six months of

the year by boys and 3irls from sixteen to twenty years

of age, themselves poorly educated. . . . The chief

difficulties apparent in American rural schools are the

deficiencies in the qualifications of the teachers and

.. ,- 1.. 4.1. , 9'2

the temporary emplOmenu of them.ea

The teacher determined the method. It is a common saying
that teachers teach as they were taught, rather than the way
they were told to teach in their teacher training classes.
This statement seems to be borne out in Kennedy's study of
the Los Angeles County teachers:

The factor of training correlates highly with the pre-

ferences expressed toward progressive methodolOgy used

in the classroom as did the factor of job satisfaction

as reflected in the attitude of the teacher.2H
The youthful and the inexperienced seem attracted to the
Nebraska rural school in situations where supervision is a
very pertinent obstacle. Kennedy noted this in stating:
it o .
'Unfortunately, where the least superv131on is available, the

r-l

most seems to he needed."29 As late as the middle 19mm; the
text-book recitation method was the typical method of instruc-

tior) in small schools. Rufi concluded that ninety-five per

car”; of all the material covered in small Pennsylvania schools

¥

23Kate Wofford, 22. 01 ., p. 136.

2”Stella A. Kennedy, "A Survey of School Teachers Atti—
tudefi Toward Problems in Education," Unpublished Doctoral
TheSIJs, The University of Southern California, Lbs Angeles,
195’4" p. 2630

251bido, I). 14.20

13

\

included in n is investigation was found between the covers

of the single text used. In no instance did the teacher re-

or even urge the brighter pupils to do work

not assigned to the entire group.26

quire, expect,

enrollment in

£1

Indicative of the relationship of size of

a school to progressive practice is the fact that as enroll-

nnnt decreases, so does the amount of GXperimentation with

new techniques of teaching.27

The issuance of sub-standard certificates in the mid-

western states were still in effect in 1955 long after the

'emergencies’, for which they were devised, ceased to exist.

Multiple-grades are very much in existence and the young,

less-mature teacher fills the ranks in this type of classroom.

Ixack of training, experience, and maturity are factors con-

tuributing to the manner in which child growth asprct s are
trweated in rural areas.

In the light of educatlsnal comment becominr increasinalv
t. , a a

evixient as cites in the Nnti onal Education Journal, especially,

theses is a movement to use the ungraded schoolroom procedures

in lknit teaching in sucii systems as Cleveland, Ohio, and

Applxston, Wisconsin. here, as elsewhere, the distinguishing

Cnarfiicteristic of the success of such a plan is the good

ct-
F.)

muhekner. If she knows and is able to apply gOOd Child

\ w?
t' :26John Hufi, "lie Small School ," Contribut'on to Educa-
hlorl ltumber h26, Teachers College Columbia University, 1030,

"Curriculum C‘naracteristics and Ifethod

27:23.? IJ. rerriss,
19"-}:

rp
_:Perhflcg in Ru_pal School, " National bducat iflnal Addresses,

1’4

and develOpment principles, it is logical to infer that her
worth in terms of desirable child behavior would become
greater if she is with the same group of children over a

99o
longer period of time.“”"9 This would hold true in the case
of the good rural teacher who stays in the sane school over
a period of years.

Revolutionary changes have not beer made, but here 2rd
there, good teaching is in effect in rural settings. Rarely,
however, do the results of such teaching get into print.

Teaching_standard§. One of the goals among publishers
of educational periodicals is the desirability of publishing
new methods being tried with successful results. The dearth
of m"terial of like nature done in rural settings must, then,
hm; related to the nature of the multiple-grade setting in a
ruiral school. If, by census definition, we View the first
qural schools we are, indeed, looking at America's first
scliools. Early historical records of the schools indicate
thmrt many people who taught the colonial schools did so either
a8 61 last resort or as indentured servants who were forced to
do S<D.3O These masters were known for their drill-master,
discxiplinary approach to learning. In the chronicles of the

Massachusetts Bay Colony Colonial Assembly Statutes, this can

\

£28Marion B. Tucker, "The Shoe Didn't Fit," National Edu-
Fét143r1.Association Journal, Volume hS, Number 3, March, 1956,
P1). 39-1610

£3?IE;§., Volume Mu, Number 5, May, 1955, pp. 18-20.

 

Y . :30Richard 3- Boone, Education in the United States, New
0r9(: Appleton-Century-Crofts, 1903, p. 6;- .

he read:

It being the chief project of that old deluder Satan to
keep men from th; knowlone of the Scriptures, as, in
former tioes, keeping them in an unknown tongue, so as
in these later da;rs, by pc suading from the use of
tongues, so that at last the true sense and meani ng of
the original night he clouded and corrupted hJ fals

losses of deceivers; and to the end that learning may
not be buried in he graves 9f our forefathers, in
church commonwealth, the Lox d ass isti nL‘ us, it is there-
fore ordered by this court and authoritJ thereof that
every township within the jurisdiction after the Lmri
hath increased them to number them fiftJ householders,
shall then forthwith appoint one within ineir nunher to
'teach all such children as shall res ort to him, to read
and write.31

Further in the lenqthy statute, provisiors were made for
igwkmuar schools as preptration for the university. But here
is the inception of the first schools. Early methods were
I‘orthCOrning to excedite rural teaching.

As migration seduced peeple west, the next great pro-
nouncement for rural education came in the document "novm as
"The Ordinance of 1737" where in is the much quoted statement:
". . . schools and means of education shall forever be en—
courwi Oed."32 Upon this s tate1ent lav the basis for the early

t:)wns “138 into sec-

H0

n .

S‘41“‘Veying of the townships, for putt Q

0’

tions, and for the esta llSulHJ of certain unifwrm sections
of terthory as lands from which revenue was to be set aside
f0? tine financing of schools. This was done, in many in-

Staflees, long before settlers moved near such surveyed places.
\

31F F.1wood Cubberley, Public Education in the United
giééfifig, Boston: Hou Jhton Mif “1 n Company, 1719, p. 75.

 

32Theodore C. Pea se, ed., The Laws of the Northwest
2%EEigggx, Springfield, Illinois: The Trustees of the
111013 State Historical Society, 1925, p. 526. -

_. “L

 

16

tor the most part, placement of rural schools at two mile
intersections, before the population of the area was plenti-
ful enough to warrant such boundaries, was a deterring factor
to the develOpment of modern community school. It mattered
little that another school might be just across the meadow;
for if the preperty were not in the district, the child could
not go there to school, except as the law arranged for him to
do so. If the narrowing mcridian lines made some district
less than two full square miles, then the district was con—
11 .
sidered a 'fractionai' one./J stertheless such an arrange-
ment did set the boundaries for tax support.

Few studies, however, indicate the exact nature of the
rural school. Certainly one point was clear: the early
rmsrican school had a pUPLOSe, and the citizens of the district
knebJ the purpose. From the coloiial school to the school of
the Inid-lCOC's, religious instruction was uppermost in the
minds;<u‘the parents who sent their children to the district
schcysl,

Knowledge of the way rural schools sedan and of how they
firehl clarifies our conception of what they are now. Kreitlow

From th early colonial days to the present, better
rural schools and better rural teachers have come to be
of great concern to the profession. A look at history
shows what great strides have been made: yet a look at
the rural school of today often points to even greater
strides needed.3'

\

1, 33Dorothy Nyberg, ,3; Short History 9}: Wayne County,
“a he, Nebraska: The'Uayne Herald, 1930, pp. ho-bd.

 

3ltKreitlow, 22' cit., p. 116.

Jelford placed the impc>rta .t challenge :uo"inct1y, how-
eve r , in saying:

Rural education tends toward a nati ional pattern of con-
solidation. adulnixtr to s, i general, urge the cen-
solidation of schools as the a w r to the national
rural school problem. To res e Hrciers in education this
seems too easy a solution to so lcrége a problem. . . .
0

Rural life is characterized byd ;ver sity rather than

homegeneity, and the fitting of the many patterns of +wm
rura§ life to one type of teaching unit seems questiona-
ble.

Within American culture, movement from rural to urban

serti:in3s has been rapid since the advent of the phenomenon

{I} F;-

caliled.industrialization. nt its inception, there was an 1
inquetus for major school administrators to lessen the emphasis
on Ingral education as such. As early as 1906, Kern expressed
amciet‘; “or the existence of rural schools.36 The thoujt' has
béet) in the expressed words of school—minded people that rural
edtuoertion will soon have little place on the American scene.
Whig has not been substantiated in actual practice. In the
lgECT's, educators were saying that the farmer must demand a
cwnzrrehensive educational prodram in his schools. It was
abSC) understood that the reason why he was the last of the
fiu’ewe major groups to do so might be related to "his lower

p0331tiion in ability to support such a proiram."37

’Thus in 1921, the D‘pcjtxent of Rural Education of the

 

*“t-LQ 1181 3d u ation Association declared in its adopted plat-
\ .—

‘l"~ .n

d3su'flilJ JOLNL, OE. Cit., 1" SET.

' 7r \ y ‘ r" \ j,“ , . fl/
360. J. nern, sham; teuntxji ocnools, Lew York. 19cc,

:37Kreitlow, ea. c t., p. 61.

form that:

. . . the standard '21“ the educational preduet is tzv.‘
same country and city; the ventral aims cf public edu-
cation are the same everywhere; and since the school is
the educational institution sugplementing the natural
education provided by h,me experiences, there is need
for develrpirg inferrated rural content unite to meet
the common needs. 8

t

\.)

At the time of the writizig of the thirtieth yearbook of
St

K.

true National Scciety fer thr 21; of Education, rural edu-
caizicnywas still a pre ssir issue. Eminent anthers of that
(235' were still endeavoring to finfi solutiflns to the rural edu-

CatLiCWlpPOblemS. The location of the school was at stake:

[I

llore 13115.11. one-half the rural sch eel: "are lccated on un-
improved rouds. Thirty-seven p€2r cent cf the teachers
are teaching, in schoels locate-:1 011 reads that are im-
passaldxstmxrinL the 3-31nm:7 months. IIee:r 1y all.&u:11ool
buildings are 03? the highway, or are reec1ed with
difficultg.fl”

In 331., fifty-six tr cent of the nation's children were

i
Claéssified as rural, and fifty-one per Cent of the nation's

I O O ’
‘Ufiacflners were teacning in one room and in two room schools.40

onetime between 1311 and the wr tin; >f the 19L,l Yea.r-
h0f>k: of Rural Education, however, the attitude toward the
Purgil school changed. The literature of the day was permeated
Witlu .,mde11nts concerning cultural and sociolebieal common
Glel.t,qts. Daw50u, in the uvc1v11n of the current status,

states:
\

~38Lditorial in News and Notes of fiural Education, 1:1931:
pp. l‘l‘l"22 o

( '39Nati.ona1° Societzi for tlie btudy of Education, The §;2LLi
Eluhllruj._duceti3n, lnirtie h Yearbook, BloomiNgton, Illinois:
u 1c school Publishing, Co., 1931, p. 60.

 

401mm, p. 61.

l?

Lie may us el‘ull.3‘ s5:c,‘1"r.~‘~=at;e the problems ff rural 51nd
cit}; 1.29 uple €2.21“ the puI‘h‘fie of studyinzu then". We must
not forget, however, that all Americ me are interested
in the same objectives. ConFl ietL: between rlm2ul end
1.1143:er grm'ps use bounu to arise, but the solution to
the issues will. he more reuxily fzund if each (Lexy
considers the stake cf the others??-

The cry of the e512,:cet..r, "Let's 1022'; :2 them on “2'2";- farm,"
:2f the earlv 1’93C's was fast C‘nn" V; am“: it. must con-
tinue to 125: V236: in such 51 z-wmmr t‘ at tinge who will m
contri‘rmte to buildin; e s ' V
will lane in in the rural areas, {m-
fitted to go to the citi’vs will

This new term which inexolves éfitting; the wreatest return

I a
in job satisfactiwn within the ellture is termed "l“l:f"::&2“ ."42

3. _. . . ‘ e - 1 . -. fx n v- .- v. ' ‘ 2 ‘ 1 W
[31.11% h fa ‘16} ti 1“ rel! it 1..; hp.) v.5 try! L“; i. O .-}/‘3‘.‘J t.le to Jr: _- , 15111121 1

educati on, from the rind of the 1906 educator, 0322223 in 1"“

L J z; I“;

r//,

axctive attempt not to s=c the problem as an either—or
121‘0130:_.3-‘{11012. Those wig-) study the :1Le.:.1.ien sea the cultural

mange as a continuing 121‘90888, with which we must constentlv

deal in order to ma :{3 effective changes in our way of line to

me. t oh

the occasion. It is certain in the minds of the sccic-

105181; and the educators that the rural school "<3 stems are

00 int;

built in an ere 31‘ rapid sociel (21'2an5e. Kreitlm; states:

The demands the peepie ”eke upon their schools have
0313:2431. The significance 7):“ rural SL ciety 152s E-llii‘tcd
and. the vcr; reke-up uf tg2e rural comrmity is in the
State of flux. School itertple face a real dilemma --

\-

S C1105)
th: u
0f 12 2

ulioward A. Dawson, "Organization and Financing of

“13," Yrerbook of the Jean“ ent of Rural 1..“d22.cation of
“tirmel Education Association, Washington, D. 0., Dept.
P821 .11., 1:23;, 2. . 120.

on .-
4‘1':1 Winnel Q2ciet” for th Study of education, OE. cit.,

'1‘. Duneé‘ n, 1.0 P2r12z;n 42 3011," National lfiducetien

\3 Volume LS, Number 2, Februa I: 1956, p. 98.

20'

whether to do what the: knau the; shovla do or do what
they Know is asiect to 3?. If it :acms probatlc that
guuu(t,lUHbl ruexns can te~2mxt b, pa.xfl1-n; UP) 3.0 presc
3ysixnn, th1r1‘u is :fluygld 1n2<ionc. I;

i x

’ 11 t‘IAe VDt‘AACr
hand a real char 9 c n c sear? th:n that to: Shetld
be done. 1

'I'lt

Rumblings of new ideas. Only now is the need for a good

 

 

educa.tional hro rum in rural Anrcrica tein; discover :1; and
Students of education know that when comparefl u3 ant urban
educational protram, rural education is in its irfenv3. Rura
leaders realize the effectiveness of Reeves' ttatement: inc
small distr ct sistem mortribu2es to ineq11alitg of educational
Op; rtini 1e22, or to an in‘J’UJitablC distributior of the tax

,2r
burden, or to both.'49

,

As Knomxl 'e filters in t3 tre ini ivilual f rmer, thiough

the IflbSS media of radio and television, he is being brough

-4

to Iwaelize that small schools can cc gccd schools, but tiat
they ‘will be ezpensivc.

ITE curriculum of the earl; rural schools was mainly a
matter' of inculculatin; thUlddQC of enough reading to read.
1flm Scxviptures, cn>u¢h ciphcrin“ to be sure :f not being
Cheatocl at the store and enou h writing to write a letter and
3M31:nae's name. This tape cf curriculum persisted well
the late 1800's.

Ciurpiculnr trends uf the early 1900's includc more and
BW“O

“" {3111 11111222" in art, 2.2112211“, and. physical 33.2.1c21tir‘1r2. By 1920,

"1‘1 0 ‘I ‘
\

I‘Kh'
F 103d w. Reeves, editor, adocati1n for Rural America,

125

Ch 4-
ice 3‘ University of Chicago Pre:s,19h§, p. ;,.

2itlow, 22. cit., p. 119.

 

 

 

 

.—
1

I

 

.5. ----- —— _.

a“

pa

5‘

I
‘ ,‘ ‘. Q- - . - v ‘3‘ ' , 1'. 3 9 ‘, 1 L \ ‘- " \ ._ .J' \ t
Saki-(163 I Llral 0-4 01114.2'65 ‘N ' - 53 £741.11 ..X3 :1]; Iii‘l A)- () 1gil a} '1 MT 'ti‘A )1: o ‘( tha].

field. day: were 1:11:71"); erornc-ted and art was a regular Lriday

afternoon part of the rural school curriculum. Some truly
modern rural schools of this time were leading out wi

community-action programs in agriculture and conservation.

The chief oxyonerzt of such a p~~3“"'11;'1-.:1:: Cornell Universlt

publication, "The Rural School Leaflet,"u7 Lhich to this time

is considered an outstanding publication in the field of

rural education. Out of such a setting grew Anna Comstock’s

. . v . I
book, handoook of nature Study.48 fter several revisions,

it is still considered a leading book in nature appreciat on.
In 1925, the chief differer ncc between rural and urban
curricula was thought to be one of environment,u9 and state

‘8 “ rtncnts of public instructi1n*were placing in the hands

“81.23

O

of their teachers newly-organize d, subjec t-matter cente’ed,
Izhztual guides, called courses of study.50 Hardly had such

ccnxrses been pr Mi ted and sent to county superintendents, be—

___‘
.-

’l’ “ \ O - o
4'00. n. Fullerton, 2 One 130:1 Course 11 LlementE r" I‘Jlffilc,
cefhir Falls: Fullerton and Glaj, l 29, Preface iv.

Z”Cornell Rural School Leaflet, Bimonthly publication of
Corruell University, Ithaca, New York.

n )48Am'va B. Constock, Ha
“a“ ifork: Cornell Uni eizi

‘ 1

OR of Nature Study, Ithaca,
‘7 Press, Tgth Lui‘r

, 1013, 1914-7) .

A 1+9 M “rtrent of brperintondcnts of National Education
fSSCK31ation, Possible Narration in Curricula to IIeet Communitv
#113. Individual Needs, ”hird Ye rbook prepared_ by the Depart-
IfluTt‘ 13f Superintendents, Jashin1ton, D. 0.: National Educa-

t1°r1.Association, 1925, p. S

[‘3
o

cit.,

 

I) l SONational Society for the Study of Education, o}.
o 18

 

”sz

 

 

22

0 c1 \ 3 C? ’Q 1 [:3
fore sharp criticism from Dunn," a’offorn,/* unutnallf and

Frost,54 all active in rural teecner trcininb became cvidurt
in print. The concensus :fl‘<nginiens was: On the whale, the
states are not squarely facing their problems concernin; the
curriculum in their rural schools; they are organizin; their
courses of study primarily for city educational conditions,
and lea‘ing the brunt of the burden of adjustment for the

rural teacher to carry. The assumptivns apgcer to be that
the adjustments required are unimportant and readily made.
If this be true, they argued, it is suggested that the curricu-

lum be organized very specifically or eight-men‘h, one-teacher

0

schools; and let the better staffcd city schools with adeiuate
supervision make the minor adjustments necessary.
The rura curriculum today is better than tie printed

.form for, here and there, in bath ore-teacher and consolidated

scknxfls, usually in well—supervised areas, unit work of very
Iii klthe is being done.55 Todav the emphasis is shifting

frcnn deeply rested subject—matter teeckinb to integrated unit-

*

_ 51Fannie Dunn, "Natural Sequence in Curriculum Practice,"
Nevfiap szeg 9f Instruction in Snell Rural Schoels, 1935 Year-
bocfl: 3f Rural—Education, Jestington, D. C.: fiatianel Educaw
tiorl.Assaciatiun, 1935: P- ?;..

 

H

(’0
fi_ J‘Kete Wofford, "Socialization of the Scnoel curriculun,"
3-3;. cit., p. 121;.

V

t‘ -‘SJMaycie Southall, "Contributions to Individual Instruc-
l‘m." 02. cit., 110.

I ,. ‘
fir ~S4Norman Frost, "Newer Types of Instruction in Rural
n gt, ‘ 5

C954," op. cit., p. Sc.

Ahc ‘.SSMerle A. StOnmun, "Improving Instruction in Rural
25:638’" Educational Leadership, VIII (January, 1951), pp, 2kg-

.5-

Po
M)

type to Mb 5; for ixar1le, not geography per se, nor history

per se, but rather, unified social scie no“ concepts. Subjects
as meens, not ends. The primary purpose of the
s eonsixhered ti‘tfi: one (M‘iwu=isti1nv in ttf'fkavelOprfiYI

3f the abilities of each individual, not Merely one of LiVina
2 . - ,' ' - 1 .- , - 3 I
inn information. 'ae seek then, to use all kinds of Sirnifi-

r’/
5““ . I Q
cant material."’ "Our task is to eiucate, not the average

4'3 ."57

child, but every chil.

It NL£119Jid‘nt ttz't the o‘xmminity’.wfl1ool Led, to; 1930,
beccmv: e133a14; of‘ tire r1n*;l (3dh(hitfifij' tluintjni3. Thinn, :at .31e
Whitehouse Conference, was sun estinN:

Perhaps vm3<ywild Spfini the nuwwav it would cost tc>ru)

more helpful end than to emrloy I few able peeple to

every state to dev~lop materials especially designel to

that state's rural conditions and then coordinate the

efforts of those sgscialists under seme twme of national
‘ q) u;

leaderwd1ip.«

.Again community centered ideas permeated Dunn's concept of

ruzual curricular problems. ehe states: "The center of the

exhjcation of the educational effort is not the community, not

a o o o 0 fl 0 (it)
5126' child, but the child fifO'leIlL; up in tne co11_-:111nit;."/’

Purpo:e s for sch<3ol attainments Lave no me can in except
as they affect. the I‘JBK‘AplBS t‘r.:o‘-1_;_,1;ts and :gu’ttiens. The mmlern

dechic counterpart of such a statement s evidenced in Butter—

verett, Four Years in a Countr
leL:e Columbia Univerrit y, 1926,

\

 

,, SéFannio Dunn and its-moi»;
DChCNEZq the York: Teachers CO

p! 9.

Hrw

C' 'L
" 713110.") 8111!? UVHPP [1+ ‘v' j 130 o C lb 0

I
\v
I

ISBNotional Clucetion Association, 0p. cit., p.

 

0'\
\J)
o

(‘ . .v.‘ . - 0 V o .
S’National “ducation association, 02- c1t., P-

I}:

. .-.|l ‘11-}.-

2L1

worth's writing: "It is sound pedagOgy to base all instruc—
tion on the eXperiences and the environment of the youth being
instructed."60

It is of interest to note that the pregression from
alphabet learning, highly teacher-disciplined rural schools
to the self-disciplined self-determined goals of the modern
rural school is not a different type of progression from our
urban curricular pregress. The difference lies in the timing
or the lag in educational practice. Dunn noted it when she

said: " . Thus docs practice lag behind principle."61

Strange indeed that the voice of Kern in 1906, saying:
"My educational decaIOgue for school officers and teachers
inay be reproduced in one simple commandment, namely, 'Thou
shalt enrich the lives and broaden the views of the country
child',"62 should sound so much like the statement made by
tflne foremost Speaker for rural education in the United States
today, H. A. Dawson, who, in 1955' state:

One of the clear objectives of rural education is to

organize curriculum materials around the idea of child

growth and development rather than through the offering
of a group of more or less unrelated subjects.6

 

 

60Julian E. Butterworth and Howard A. Dawson, The Modern
Ruréi1.School, New York: McGraw Hill Book Company, 19§2,

Po ()9.

p ]_ 61National Society for the Study of Education, op. cit.,
' 112.

62Kern, op. cit., p. 98.

3 63Howard A. Dawson, "Organization and Financing Rural

01310013," Rural Education Today, 1955 Yearbook of Department

D 1Rural Education, National Education Association, Washington,
’ (3.: National Education Association, 1955, p. 120.

25

If one asks why are curricular changes so slow to evolve
in rural areas, one must consider not only the culture to
which the rural school is acclimated, but one must consider
the way the rural teacher training has evolved. The oldest
system of formal teacher training in theUnited States is
associated with the preparation of rural teachers. This the
first refers to normal training in high school, which was
established in New York in 183h. Gradually, this system has
dwindled in use, until at the time this study was begun,
there remained only one state that offered such training,
namely, Nebraska. Its use, however inadequate it may have
been, did give a basis for professional training and some
actual, though limited, contact with an actual classroom.
Ealfly'in its use normal training in rural education became a
Iiiourishing field. By 1931, eighty-five per cent of all the
Eitate Normal Schools had offerings in the Specific area of
rural teaching .

By the mid-l9h0's, there seemed to prevail in the think-
ing; of those who planned college courses a trend toward elimi-
natidng special rural courses since, "With the advent of con-
solixiation, special rural teacher training will be unneces-
SEPyH-"éh' In this period there did follow substantial gains
“1 true consolidation efforts in the very states that had

furnished such vigorous leadership within the field. These
\

Fe ‘6hflnited States Advisory Commission on Education, The
' ‘131381 Government and Education, Washington, D. C.: Govern-

ment Printing Officer-1915i p. 15.

 

26

leaders saw the fruition of their labor in the ever increasing
services being offered to rural youth. The South turned,
generally, to the county unit system which meant limited, but
certainly modern thinking toward rural teaching. The Dakota's
and Nebraska were left with a great number of unconsolidated

schools. In 1950 Nebraska had over 6,000 independent rural

districts employing nearly 6,000 teachers. Within this number
were thirty-two schools each hiring a teacher to teach a
single child. During the l95h movement toward reorganization,
consolidation of districts showed considerable increase.65
Yet anyone who rides across the sand hills and the prairies
will note at once that though other states who came under the
provisions of the North West Ordinance might easily move to-
‘ward complete reorganization, the Dakota's and Nebraska have

'bwo forbidding elements -- distance and climate. These ele-

nuants were then, are now, and will be for years to come the

‘vezw factors which make the rural school a common sight on

thus prairies. These schools will need teachers and adequate

Clunricular material, because children are there to teach and
who would deny that they, like all children, have that right
t30 a good education.

Child growth and develOpment impacts. As an overview,
child deve10pment can be viewed from three vantage points:

thus Inedical or genetic emphasis, the cultural emphasis, and
\

N 6SGovernor's Lay Conference on Education, Kearney,
ebraska, MimeOgraphed report, 1951+-

27

the organismic or developmental emphasis. Gesell,66 Hurlock,67

and Garrison68 present child development basically as a physi-
cal phenomenom, wherein the child deveIOps as he does because
he is genetically so constituted. Bayley,69 Bossard,7O
Martin,71 Havighurst,72 agree that the culture into which the
Child is born and raised makes the child grow as he does. He
becomes a developmental plant rooted in the pot of culture.

Millard,73 Courtis,7h DeLong,7S Olson,76 and Shuttleworth,77

 

66Arnold Gesell, Studies in Child Development, New York:
Harper, l9u8.

67Elizabeth Hurlock, Child Growth and Development, New
York: McGraw Hill, 1956.

68Karl Garrison, Growth and Development, New York:
Longmans Green, 1952.

69Nancy Bayley, "Prediction of Adult Height from Present
:Skeletal Height," Journal of Pediatrics, 28:h9-6h, January-

June , 1914.6 0

70James Bossard, The Sociology of Child Development,
New York: Harper, l95Li.

71Everett D. Martin, Psychology and Its Use, Chicago:
American Library Association, 1926.

72Robert Havighurst, Human Development and Education,
Nah! Yerk: Longmans Green, I953.

73Cecil V. Millard, Child Growth and Development, Boston:
Heath, 1951. ' "

7“Stuart A. Courtis, Why Children Succeed, Detroit:
Flea'Ei'rns Brothers, 1925.

C 7SArthur DeLong, "Understanding the Growing Child,"
01143 e 2£_Education Quarterly, Volume 2, Number 1, January,

19‘5'373-

Y. 76Willard Olson, Growth 2§_tne Child a§_§_Whole, New
omt: McGraw Hill Co., T9113.

 

I1 77w. A. Shuttleworth, The Adolescent Period, Evanston,
11Jnois: Monograph of Society Child DevelOpment Research,

VOID-Ins II, Number 5.

28

along with their research workers, Nally,78 Kowitz,79 Udoh,80
Rusch,81 find that growth is cyclic and predictive within the
cycle. They relate growth to a biological formula, which is
mathematical in its precision, and known to the scientific
‘world as the Gompertz Curve or the Courtis Adaptation of the
Compretz Function. The cycle is described as a growth curve
which can only be disrupted by physical, mental, cultural,
or emotional deprivation.

The first two groups study children in groups or in sets
of the m. They record what they see or get by way of mathe-
matical data and then use standard mathematical methods to
determine the significance of their findings. Their studies
are mainly of the cross-sectional type.

The latter group uses another approach known as the longi-
tudinal method of study. For example: Olson takes successive
measurements such as height, weight, and scores on achievement
tests, converts them to a growth age, and then plots Chrono-

logical age against derived growth age. This plotted line is

-——._

78Thomas Nelly, "The Relationships Between Achieved Growth
in Height and the Beginning of Growth in Reading," Doctoral
Thesis, Michigan State College of Agriculture and Applied
beienCe, 1953.

P1" 79Gerald Kowitz, "An EXploration into the Relationship of
‘ysical Growth Pattern and Classroom Behavior," In the Ele-

K‘ental‘y School, Doctoral Thesis, Michigan State College of
gricu lture and Applied Science, 1951;.

G 8OBenson Udoh, "The Relationship of Menarche to Achieved
[‘rowth in Height," Doctoral Thesis, fiichigan State College of
«gricu lture and Applied Science, 1955.

H 1 Blfluben RUSCh, "The Relationships Between Growth in
e ght and Growth in Weight," Doctoral Thesis, Michigan State

Cellege of Agriculture and Applied Science, 1951‘“

 

29

helpful in judging whether or not the child is growing in an

integrated fashion. Integrated growth, whether above or below
the theoretical average, should give parents no cause for
alarm; but irregular growth should cause immediate concern
LuTtil the cause for the irregularity is found and righted.82
11x18 is but one aSpect cf the organismic approach to child
study.

Courtis, Millard, and DeLong along with their researchers,

Nelly, Kowitz, Udoh, Rusch, use the adapted Gompretz formula

Y R: (rt + i). The sign (=) means that the values are
expressed in isochrons. r refers to rate of growth, t to time,
and. 1. to incipiency or the beginning of that particular growth,
and. k: to the maximum or achievement magnitude at the end of
the particular growth. By plotting successive points on iso-
dnmorric paper a growth pattern or cycle can be established,
ever: Ixredicted, if three accurate measurements within the
CYCle are known.83

flflnrough all the studies, no matter to which school of
thouéghrt they belong, there is a general agreement that child
study of child growth and development is dealing with the
whole child. This is a fitting culmination to Fannie Dunn's

Statement: ". . . not the community, not the child, but the

child growing up in the community."8u
\ __._.__

8201son, _0_p_. Ci ., p. 182.
83Courtis, 22. cit., p. 17.

8”National Education Association, 22. cit., p. 63.

30

Within the framework of the multiple-grade classroom
lies an opportunity not found in single grade settings; here
effective longitudinal studies of children can be made. The
Opportunity for extensive work in the area of child growth
and develOpment can become the rural teachers rare and exciting
adventure.

All of these studies, with the exception of hofford's
have as the thesis of their existence, the teacher, the school
itself, or the method, with little or no thought of seeing.
relationships: between method and growth principles. Wofford's
study was completed in 1930. It would seem fitting to bring
the study up to date with the hOpe of being able to discern
pertinent findings, upon which foundation we may produce
materials with which the rural teacher may expedite good

teaching practices in the multiple-grade classroom.

CHAPTER I I I

TECHNIQUES AND INSTRUMLJNTS FOR DETLMJINING
THE IMPACT OF CHILD GROWTH AND
DEVELOPI‘ENI‘ ON METHOD
The Sample
This study is based upon data obtained directly from
teachers in rural schools in Nebraska, South Dakota, and

Mich igan. The Nebraska counties were selected from the ones

The

Dakota counties bordering: Nebraska have certification

serveci by the Nebraska State Teachers College at Wayne.
501113131

laws 8 imilar to Nebraska's. Michigan, in many respects, has

hiif‘er’ certification requirements, but it has somehow kept
more than its share of rural, multiple-graded schools.

Nebraska rural schools contain too many teachers to

include all in the study. The sample is limited, therefore,

to teachers in the schools within the service area of the

college at Wayne. The area is well defined by agreement among

the four state teachers colleges in Nebraska.

In order to assure a random sampling; each of the counties

wi .
thin the service area was assigned a number. Each number

was placed on a sphere, tumbled in a cage, and

w
ere drawn.

twelve numbers
These became the sample for the Nebraska portion

of the study. The total number of teachers in the twelve-
cmmtlf area, or the sample, was 9075 While the total number

31

I

 

32

in the whole service area was 1,827. It seems likely that
the Nebraska sample would be adequate and representative.
In order to give a regional significance and to provide
a means of comparison to the study, two South Dakota counties,
which border the area of the Nebraska sample and have similar
certification and school types, and two Michigan counties,
which have no city of more than forty thousand were chosen to
complete the sample. The out—of-state counties with large
metrOp olitan areas were withdrawn from the total, because the

service area of Wayne college includes no such cities,

(Apps ndix C) .

The Interviews

Two types of interviews were necessary to fulfill the
requirements of this study. The preliminary interview was
the personal-contact type, structured to determine the basic
phi-108 Qphy of those who act as supervisory heads of schools
in the twelve county area known as the Wayne State Teachers
college Service Area.

The second interview ascertaining a judgment from the
superVisor concerning the manner in which child growth princi-
ples Were applied in the teaching of reading, arithmetic,
social science, and natural science. The latter was carried
out by asking teachers to respond to the Kreitlow scale (see

Awe ndix A) and is called, in the study. the SUPGPViSOEX
’
“4&5.

 

The Questionnaire
Ilypotheses concerning the study involve knowledge of

much {oersonal data about the teachers. A trial questionnaire

was develOped in certain education classes where teaching
exper ience was a prerequisite to enrollment (see Appendix B).

It was found that if only the questions that related directly

to the study were placed‘in the questionnaire, the teachers

who would be filling in the information would more than likely

see the relationships of one response to another. This it

was felt, would not be conducive to accurate answers to other

questi one which would be asked of them. It seemed advisable,

therefore, to include legical but quite irrelevant questions

83 a ‘means of deterring them from seeing direct relationships.

'ge’l'len the linear type parameters of" the actual question-

naire were finally determined, the items included the follow-
ini: (1) school location by count}r and state and assigned
COde

number; (2) teacher age and range (twenty-one ta over
sixty); (3) marital status; (’4) sex; (5) teaching eXperiGnce
and Panda (from less tian one year to more than twenty-five
years )3 (6) the amount of college training; (7) type of

college attended; (8) recency of training; (9) courses dealing
with child growth; and (10) extent 0f f01t help, given by

the ~ A
5’0 courses.

Although some of the items are quite self explanatory,

the rationale back of the questions selected -is important to

t
he Understanding of the study.

' , n
Bfigarding: age. The youngest teachers would be "normal

JAE."- ‘
,"l

AT .

\.J
4;-

trainees just out of high school, and the oldest ones would
not ye t. have reached retirement age, which in Nebraska is
sixty—five years.

IQefgrdini; marital status. These reSponses were not
inzpor’ tant to the study but were placed there to lessen the
likelihood detection of relationships.

liegardigg sex. These responses were not considered in
the. S tudy, since it was known before the study began that
ninetzx —eipjht per cent of the Nebraska rural teachers are

female ,
liegarding teaching; experience. The exrtarience line was

divided into six component parts. The first division was

set at

"less than one year," since some teachers would not

yCit l‘jawfe had one full year 73f experience. The second diViSiOn

f)

w a

(

I

Set at "two to four years," since am,r teacher who wishes

to Isievep a Nebraska certificate in force must begin the process

of re”1‘16le before the eXpiration of the initial certificate.”
l'he. tll ird division, "five to seven years," would include those
w .

hose teaching was satisfying enough to warrant two years of

college in preparation for the type of certificate, termed a

u
f \ L .
irbt grade elementary." The "eight to fourteen division"

wo
Illa include hose whose teaching had been satisfactory and
Who ,
Se summers were spent worwing; toward a degree. The "four-

te
en to twenty-four" ivision would likely represent those

te
achers who liked rural teaching; well enough to make it a
\

J:
tyg '“Is valid for two years, but requires qualification by
V 611d of two renewals or four years of eXperience.

(mi... '

b.)
V1

ppgfcssion and were nearly finished with a degree. The last

divis ion, "more than twenty-five years," would include those
teaclders holding, a permanent certificate (no longer issued)
or a degree, and those teachers recently returned to the

profe ssion and licensed to teach on a temporary basis with a

sub— 8 tandard certificate .

Regarding the amount of college traininL. Pos i‘ole

U)

cateurories were established to correspond to current certifi-

cation requirements within the state. The first category was

set t 0 read "none" which would include teachers with normal

trait) ing; in high school, thus with no college training what-
ever - The second division was set at less than "thirty hours"
in Order to include the holders of the twelve hour certificate
and. those with a first renewal. The third division was de-
Siflned to include those with more than one year but less than
two Years (these peeplc would not yet be qualified to teach
in City school systems). The fourth category was established
to indicate those who contemplated staying in a rural school
even after two years of college had been completed and a
cePtificate awarded which would allow them to teach in a town
01‘ (2:11;:y system. The final category was designed to include

th . .
Use who hold degrees but are "rural minded" snort-n to remain

i ., .
n xx) 1‘81 schools.
figgarding kind 9;; college attendev . The question con-
ct, .
prnind the Mine 0f college attended was listed merely to
b

Peak the continuity of the two previous items with the one

fo
llowing. They have no bearing; on the study.

\))
0‘

9-1-

iiSAE—ir‘dll‘i; the receng; of tra nim'. Categories provided

 

were geared to certification and amount of college training
incurred. Renewal of the teaching certificate always involves
professional education cre ~it. 'i‘he attainment of a degree
does not require education credit but may include credit in
advanced courses toward the preparation for some other pro-
fession.

Regardin; course titles. The catalogs of the Nebraska

 

Sta

(1"

e Teacher Colleg s were used to ascertain the course
title-s involved in certification rexgluirements at five year
intervals from 1920 to 19557. It was; felt that not all teachers
‘aOUli‘t have had their training; in Nebraska schools. Conse-
Q‘ief'tly, at the right side of the line space was left where

the COIirse title which described their situation could be

entere (3 .

Regarding extent of helg. If the study were to reveal
”1 é‘tti‘t'ude toward training in rural education, then sore
measure relating to their reactions to this training prograxr.

W" °
31—‘10 be necessary. Placed as it was, near the end of the

C' ‘5‘ . . o _ o o
UleStl<2orInalre it; was felt that the teacher might be willing

+‘ r‘ -.
”0 PG:

“Ct frankly to the kind of training she ‘r‘ad undergomg.

r . . 3 n ‘ H
Bile finished questionnaire is to be lound in Appendix 1:.

The Continuum
43169 rationale connected with the continuum type measuring

ins 1
trLu-‘lezit is rather new. The first educationally oriented

COD . a . r er, 1
tinua were used in tne late lA-VlO's, when educators PGdliotO

I J

 

tint .ir1 educational questions, there are degrees of agreemert

insteéi C. of definite "ares" and "no" answers to questions.8

\fl

Upon examining the response to a corn‘1inum, type of’ 1'1€-;=as;ure,

one {maBZf' obtain a measure cu imalhef concernirg the tepic at
£365

hand .

IEcjinzators would not deny the values of growth studies;

get t;e2:(1:books in child growth, more eSpecially the early ones,

are gsreeeciicated upon empirical as well as upon research find-

ings- gas the principles are drawn out of books, back through

V

tflm :{€3£11°s, it is more and more rwrident that much which is

stateci JTor truth is the result of armchair philOSOphy. .This

is thuB EJay of all science, however. There was alchemy before

chemis try; there was astrology before astronomy. In setting

fmfifll ‘ttie grob*ession on a child growth continuum the same

levele (If thinkinf are present. Unless the person who uses

5*Cor‘tlirruum measure sees this progression and places his con-

CePtS 1:1 probressive steps from earlier 4to later implementa-
tions

(51‘ these concepts, as related to child growth and de-

ve1013“63r1t;, the

continuum loses its significance. For example:

C ‘ . 'I 1 o Q
onsld£§r* the approach to tne psychology of learning. T

(1 £3
6. ‘a n V
ntire Elchool idea is predicated upon training, training toe

'm', n a .
’ d‘Arni knowledge. For over a thousand years Plato's metnod

of 0 1 7 1
leal‘rllng influenced the pedagogues. he stated: "
there i. Q

______~‘~‘»

no need for analysis or generalization of eXperi-

E3 . . -
York. Iqatnanial Cantor, Dvnamics 2£.££222195) Buffalo, New
‘° t"oster and btewart Publishing Cyrporation, lghé.

,0
4

Ibid.

 

 

 

 

 

t." -' ' .11.
enees" ’( an: "auctions have little to do with 8.ng111 ic ant

learn 11193-1368 These statements more or leg s unfi'd‘girded the

11};il(::‘,0pbjf of the school curriculum until the early 1930':
His teachings and the teachings. of mi tot 16 were rem“.

ever;7 day e}: erience; they were concerned with the search for

unive rsal ideals. Comenius, in the early 1600's, led a re-

AV

volt a igainst t‘n’a Platonic tradition. lie relied upon the

ssngres as the sozrce of imp salons: from which knowledge

could Le constructed. He did actual ”Rose-ervatisn of children

and developed the first picture text for children, thus he-

ginr;ing the trend for realism in education.

Jo‘r'n Locke's View of growth and SevelOpment could be

sta t e (‘3. : at b irtl‘. the

mind is mach like a 'tam: la rose! --

5"» 319 an slate; e :rience is the stylus that develops the

'facul-z-ies' of _}l.i:: m'hd. Educators Who tank the teachings

of J: I“... Locke,- literallv believed that ~pod teaching; could

overcome almost any handicap.

ROusseau's belief was that man cmnes good from the land

Q. IN "~ - 1 o o _ -
”1 Jud and is made as only bu: 1:.)1‘tact with s1'1ci1-',t ’ around
}li" l O ?T ‘. 1 36 .‘r‘ '. v~ «v1 ‘ .' (1 3 ‘ x‘ n 3 . 1 ’1 V f", n)"; T}‘ t 1\
"<L J”?! tbu£ *A'Ll‘v‘) (J*dl]g‘e{4 S"('J) 1.1.11401’“. 1“ )AS‘ .1.) I it! 1-18 118
was

”"4 banned from tet‘2.C"1'.Lt’iL. yiith his teachings came one more

CI) 0 o a . . - °
xncept in child U‘rox-Jth -- humane treatment of children. He

She - , ,. -
1 VIE/xi tilt-3' “69:1 for [InderStCnQI—ns the Child, (and tOld tile
lGCdePH

--

X

th31 there were no reall; scienti w"i studies of

-~_.'4

'f‘.‘

D

U w n

3 7Platn (Francis Cornfard translation) The nenublic 01
\1’ 1 1ng YT: L_:; The Oxford P‘rw'ss, 19172, ’1 73ft”

B1
quati), ltd-7., g..- 2&8.

“1--7 - ‘-

 

'--‘-.—--- u.»

g

K
the“. ‘

\D

k.)

children .

Ihostalozzi, the eXperinentnl’sL, ur

L5.—

Sepgz jfirom the concrete to the abstract, from the simple to

up; ::(m«plex, and from the near to the far. To L. a. Sge

H

kl'

‘,~ ‘1’! \ u."“" " '. . u + J‘ 'I“ . " A”! ‘9“ I ‘1 '( fu ‘.‘.' ' 3" ‘t‘f v
Mb L) i ) .. w'JJ.t OL‘J‘J Ct UCCK\-'¢ll FL ”1': til“ 110111.01 QLJIUJU]. .-." Ln. WeLO,

New X ork, we owe the importation of this one of Femfml-uzrai'...

a] teacher: to yrc

an
.11,

, .
~

.- 0 .1 , 4., - . ‘ , 1,. 7 - _ . a: - ..
tuE(:11.LJfio aims to our schools in the inted ctntez.
r -‘~-' :1 . r L -~.' ‘ .-" h” V- ‘ ‘ 'g ' " f ' I ‘vfil ‘ \Q '- I 3 V“
J- L-L L lP.-- u 1~.'.,rl_..- ;.£1P CLFLJC)’A!1KH“‘J a I’lfi‘ '(J (.339 , “belt: V01" 3 2.1.;
-' - .- ,2 ,- 4. ., . ,t- . -. mt. -. . .» A. 1.1 .. 0 1. .1. ..,. 3
111%: i" 1”!.-1.;1‘es.».ion 171,! LLB 002’: 1.1111119” J. .8 C’I‘fi'i 1. € Iii/L9. :v] r; L/Oudl‘tl

”FY " ' 5 . ' ‘“ ‘\ “ \(v 1‘ -. 1 ' '1 l’ o‘u" . . - 1 " ‘ '-
.u%:t;, S2LaJKiuPUlJH: the rum.: t, .wu. te;J:.ab0111 be1zume tne cxry
‘ - V '\ , n _ r \ A “ .__ .. . , _ ~c fi 1 ’
01 E? V ”:- Pg,’ 5 CI‘; 00.1- man . r158 amt} T161 @5101. Tu Ct‘ f, - 1f 3.131111. iii, a nd

Tue 3 (3 1-61’1‘511‘10 became the cr1-;Ci'i..] J-E'~é"--)8 in crzilu stud”.

meta ‘t:1k€ an average reading. Thus dia educators‘make a

f i d“ ‘x‘r~ 1 'V (V ‘ " z ‘0 '. ‘ V “ \ . ‘ . .q i
blah; 11»n1urs mistake in tneir realm of influence. Since mean:

of c<3n1nninication chUfie Lore universal and lanbuage barriers

‘39 C amfj

n
J- ‘1, o .
2111” h (3 i d an 1 f1" QTY”??? :3 ~, 1‘. of” ' mine ,1 file? >4 . The; 1.221143% or? CO:1181‘1T-.1:t=
l a

L‘JC L:;:) , 8 r:

C4
’ d
e
1.1.
{I
H
a
{‘3
N.
H.
H
(:1
< A
"I
f-Jo
3
(D
"J
‘J
“t
d
"L
:3
C
(:1
(.1.
.2
CT
r .1
5.:
’0 O
(1”

1" r11 1‘. 17-," . 1

-, called standardised testin“ Unsure educators NH?

neece

b

'39 . _ x _ p w
k« E1 mathematically correct answer to tnqu critic, tno

W”, ‘.. '5 .- o w w a '
£ 1) ~‘ ~ , 8 $11.: I‘lgtflb’rl‘fg 1,38 11' O'w'f‘u IHOI‘ale . M‘dSS education was

11‘)er ‘. - . .
l I .DJ.)Q".[1I and With Tilt-ASS eqlucatiz‘m came “.8155 t88t5-ll,_;, (114E135

tab a s Q 0
u1£1tiion Of results, and even mass tGhCfilN; geared tc the

{-1. x, '3: 11 ‘1‘ ‘ . . ‘ . , ‘ q- q _ _ 1 . f -
a‘ae’, unich, in reality doesn't ex1st. so dUhNUi” 0604M

,.
d E"; “0*

‘u 3
1

” =>n the class prafile sheet are a 59d udwifiture 9f

881’)? (a .
‘“ <3r1d nonsense in the educational realm.

less effective, the scientific study of children swept

trv in far fewer Years and 1W1;U9n09u mere educators

o _ 0,.0
new selentlflo

GT
0_ 1 - ,1) _n s .1 1 ,
:1. o LI-“ Jgoint ). 1 €' .t .L()Uail' 1w J1 (a .Ll.’ “11.2,: J f“or:
\ ,‘_‘ fl" .A‘Nf L _. r‘ ‘1 0 ‘2r ‘ 0
COM vale-nod 12‘1" 411,-; 3.“ t ,-. Io --- 1 t cult iJ lint that o .L-

fie ngrinciples which have guided child ¢roxtn 6nd development

that time. It should be made clear, that as a m esurfn;

(:1
(I)

k

l

for this 5111;, this researcher is interested in
us i n.1,, the proLre s s ion pr inc i

1%:1?£is=ka, a ccnse votive section of the United States --

o 1

.‘ LT- . - ' o .‘ y. S.‘ ‘ ~ ('1‘ ‘ v -‘ «n ‘
Imaa-g:17 than “£1“; con; on"1tiJe Cuddd mz_t ..€%s sac“ am“ osweéiq

0"

New 'HICDIWc, or :kuo 516*“), CalJJJTPni&.

‘I?ie four state teeche s colleges in the state of Nebraska

‘ . - .. ‘ ‘ . l‘ . r P ,, - - ‘1. - ,__ ‘T’. ‘ - ' o r . .4
are (Zu)lrtfulltfllljw a CL)HHIQ Learn]. 1L s ii,1wr1ld be aflerctCC

that ;iiejr'cn1rsco, bv title at least, mould be Verf SiuilaIu
In dartezrminihg the child growth and development sequence for
the cxntxtinuun the author consulted the catalobs of each of

the c43]_1e5es to determine (1) the coincidence of the offerings
‘1“3 (E?) the number of hours of college credit offered in each

0f the: courses. These findings are shown on t1 6 continuum in

r G
Table I: on the follovinr page.

k.)
VJi.th the course titles in hand the needed step for pro-

0 .L‘ ' v- o 0 r-
«PinCJ 'book titles was attained. age ain records were sought.

FPO» -
I” tQFua grade records which each instructor was required to

t .
urn 31f} at the end of each marking period, the names of the

to -2
‘th Ilsxe d weie taken. These titles with the names of the

cour
8‘353 in which they were used are shown in Ta bl 8 II on

p 8. i“ e
L 2443 . Since the texts were chosen for five years of use

and . .
Sszmce th, study involves teachers who could have had their

 

TABLE I

*1

," ‘ " ‘f‘a V ' f‘ "v - ":O V" "9 f‘jfi I .v ‘
IACGRQSSIJN or CUJRSL TITth Ur rib
H“ 1
«Lu!

NEBHAS KA L5 TILT

LACthS COLLEGJS FROh 1930 to 1955

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Colleges
Years Credit' Course Titles Where
{W Hours Taught*
‘ 1955; 2 Introduction to Education l,2,3,h
3 Human DevelODment and Behavior I l,2,3,h
3 Human DeveIOpment and Behavior II l,2,3,L
2 Elementary School Curriculum 1,2,h
2 Foundations of Education 3 ‘
195(3 2 Introduction to Education l,2,3,§
3 Educational Psychology 1,2,3,’
2 Per3)nality DeveIOpment 1,3
2 Philos0phy of Education 1,2
2 Guidance in the Elementary School 2,h
2 Principles of Elementary Education 3,h
BELLS 2 Introduction to Education 1,2,3,Ii
3 Educational Psychology l,2,3,h
2 Personality DeveIOpment and
Adjustment 1,3
2 PhiIOSOphy of Education 1,3,h
\ 3
191:0 2 Introduction to Education 1,2,3,b, :
3 Theory of Education 1 i
3 Educational Psychology 1,2, g
2 Philos0phy of Education 1,2,3 1
i—\ M __. _. _. -2. M i
L 1935 3 Introduction to Teaching l,2,3,li
2 Child Study 2,h
3 Theory of Education I 1,3
i g Theorylof Education II % 2 a a
P5 cho o ' .
___--~A y 63 :A9 9.
1930 5 General PsycholOgy 1,2,3,}4
1 h Pedagogy u
5 Theory of Education 1
KJL-._______3 Classroom Management 2,3
)
TthS continuum should be read from the bottom to the top.
\

 

t} '“One indicates Wayne State; two indicates Kearney State;
n?e€3 indicates Chadron State; four indicates Peru State.

+4
0
93
H

 

1955

h2

TABLE II

PRO‘SRLSSICN OF TD T TITLES OF THE
IJISBRASKA STATE TEACHERS COLLEGES FhOL 1930 to l?§§

IIntro. to Ed.p - Lee, An Intro. to Ed. in Modern America

 

Lilo. Sch. Curriculum - No text
Iiural Ed. - Dunn, The Child in His Rural Environment

#_ E A

__J

 

 

 

 

 

.-_ —.fl-.‘ -0..-er

19u5.

ZIntro. to Ed. - Reader, A First Course in Ed u.cation

13d. Psych. - Gates a GersiId 1, Ed ication—I PsychoIoLy

I’ersonality Dev. - Ian er, Psy_holom x Human Living

I?hilos OphT of Ed. - Kilpatrick, IhilosOpl" of Education

IPrin. of Ele. 2d. - Rugs a Shoemaker, The Child
Centered School

Ifural Ed. - Wofford, Teachinr in_a Small School

 

 

 

 

 

 

 

M

 

TJEntro. to Ed. - Reeder, A Iirst Course in Education

 

 

15d. Psych. - Thorndike and Sates, Educational Psychology

I?ersonality Dev. and Adj. - Ryan, Mental Héfilth thru Ed.
libiloSOphy of Ed. - Kilpatrick, Foundation of Methods
ffural E . - Slacks, The Rural Teachers Work

 

 

 

L
.-

 

:
—!

1

#1....

 

i?

_- A..- a! "w...“ oft. “*‘me

—__

 

-. .. ~m'. ”’0‘ \1-0.
w

lento

Intro. to Ed. - Reader, _A_ First Course _i_._n Education
Unneory of Ed. - Thorndike a Gates, Ale. Prin. of Ed.
I’sychology - Gruenberg, Readings in_—Eild Study
IPliiIOSOphy of Ed. - Kilpatrick, Foundation of Methods
IRJJral Ed. - Ritter a Wilmarth, Rural Teaching

 

 

fi

 

}
i
f

1935

n

1930

 

('4‘) 0.3!. w""‘4 wmo~¢..-.. .. .uu .. ' .. ,.

This

IEITtro. to Teaching - Butterweek a Seegers, An Orien-
tation Course in Education
TDTjeory of Teaching I - Thorndike & Gates, Ele. Prin.
of Education
Ifiaeory of Teaching II - Second one-half of book
}?<‘ycliolo y - Norsworthy a Whitley, General Psychology

4— .‘. ‘L-

 

 

 

 

‘n‘ “A... ‘A—

Iiiirai Ed. - Ritter &Wilmarth, Rural Teaching

 

L—____~££E:Feral Psych. - Pillsbury &.Angell, General Psychology

eory of EQAMZ‘gates, Psycholo:y for Students of Ed.

v—V— 'WI- *9.“

 

(=<>r)tinuum should be read from the bottom to the tep.

1nit1£11_ training twenty-five years ago, the first rung Of the

ta 0 1
Xttu3(>L{ continuum must of necessity list tnose texts used in

1930.

:Irl general these texts set forth statements describing

 

 

CuwumJW_ vs ‘

1&3

ways Of dealing With children. While It may have been true
that; 5. one of the statlments set down as guiding principles
could not have been substantiated in the light of research,
the teacher-in-training was urged to use these principles in
actual teaching.

The books were carefull;r read by this author; the princi-
ple was recorded, categorized, and from the final grouping of
like principles, reworded to incorporate a basic idea. Fro-l
these statements, called principles in the study, the steps
on the child growth and develop-gent continuum were established.
These; are shown in Table III.

After determining, the guiding, principles of child growth,
and having set them forth on the continuum (Tahle III), the
next task was one of choosing a principle which correlated
Close 1y with one in each of the four subject matter areas
used in the study. The texts used in teacher-training classes
for thze years beginning with 1930 were ascertained from the
archive records, and a point of method was established in the

teXtS to fit each of the rungs of the continuum (Table III)-

These I301nts were arranged to coincide with the child growth

and d9 VeIOpment concept of the period in question, and are

illustrative of concepts set forth in Table III.""
\

the tin-File)? are not to be considered a complete appraisal of
On caotal subject matter area. These concepts were arranged
teacluréis; after consultation with a member of the staff who
Was 816:3 in the area in question, a progression of concepts
explagl‘eed upon, which met the textbook concepts, the teacher
statenat ion, and the child growth principles in effect at the
read five year intervals. These continua for the .fields of
1‘18, arithmetic, social science, and natural science fol-

l-\
3w in Tables IV, V, VI, and VII on pages LLS, I469 “'7’ and )48.

_“ w.-

-_-__._A A-.—

 

4

—_A... _-

Year

1955

1950

r3
3 ,
U
I

u‘

4
r-s
H
r4

GENERAL GROWTH PRINCIPLES

The child's browth is innate. His growth is cyclic.
Only severe deprivation can alter the direction of

growth. The teacher is a g‘i.:‘:-.e who knows from the

child's record when to teach and when to let the child

Li
:7‘

801’“ learninés .

The child resgunds to teaching, as a whole. mus the
teacher arranges his learning situations so that the
Child may find he is responding to teaching; with all

1113 faculties -- “is head, his actions, and his

feelings.

 

W'V‘IMIJHMDMJL M -

A..4

 

191:5

1'? MC-

. 1935'

1930

 

This

 

'I‘I'le child is an individual with whom the teacher must
deal as an indiv idual. His behavior is partly innate
but his environment determines directional growth.
The child is a type pcrsorality 1.542988“ behavigc' i:

d.etern~ined by tIe Imihtht of external forces on his

life .

MIA A _.A

I'he child is considered a younb adult to be taught bv
eXperimcntal learnings and activit ies which will

88‘» sist him to live in his ;:;enerstion adequately.

 

The child is a young adult to I); drilled and taught

% live in the world of the present generation. 1

continuum should be read from the bottom to the tOp.

who-tact“! .I.‘

l

 

 

4T _~.-‘ . .
.1

 

—_

CL

1" 3111 IV

.‘iLI‘xDING CO IITINL "~51“;

Make a vailablo to the child wl'm 3s ouestionin; a wide range

L

of materials-t. "ith ';’11id,.f1nce from his teaclmr he could select

U

those; reading. materials which he could as to answer his

ques t :1. one .

.__._. A.
V v.

Read: no can best be attained by assisting)r the child to find.
for himself satis factory solutions to his bro-b ler s and Ques—

tions through the printed page under a teacher's guidance.

I

 

vvv—

The ch 11d is helped ty an understanding, teacher by providing
instruments of learning. so that he can comfort i‘nly master

u

Questions asked by both pupils and teacher.

 

3954531135 can best be accomplished by first seeing; to it that
the child is o 1H1 ohm 10101 ically and 1:sycholo;ical 1y re ad;

and the n presenting; a systematic series of Jraded material.

-;- A

 

.._.A 4A ”A d
__. ‘— rvv—w _ v w '7‘ fit- "W'wv:- -

the teacher should present to a homegenous group of children

a Systematic sequence of close grad-0d material.

 

 

 

'— ‘v v-‘V_-— —.— v vv—u— w— y 7——

R‘B‘idina is response to symbols. ‘5 is best attained by
Present in;’_; a lim ted repertoire of words. Repeat the P499"
sentation until the response becomes automatic. 5:; adding

words. regularly the c} 11‘) gains reading ability.

 

wh- =4- fi— a

This Contimum should be read from the bottom to the tOp.

 

 

 

1‘31 {ITHJL TIC C

Use of manipulative devices by the children to enable them
to dis CCVC r mathematical (01. CLpts and generalizations . The

teacher is a guide. ‘

v T— ‘ V‘- v.“

_ _ “3%‘wamvm‘l V -

The teacher prepares and uses games and devices

L)

wrv ' wvv-w

tzi enliven
the necessary repetition essential to mastery of arithmetic

proce S gas .

.4 _- ___
w— WV

.7 a-— ——.'V.

—m-i—~ Wu.- ..” ca; we r... tr

The teacher states the rule, then she demonstrates why the

rule is true. 3;; drill, the children establish the rule in

the ir m finds .

w". .— __‘.—-—. A ‘_.—‘_

u._ _. ..=_.~‘-_m, ”4

The teacher assigns a definitive process with adequate drill

exercises. Ste checks the papers and reassigns extra drill

to those who do not master t‘. 16 work.

fl -

”mummvr: 1&an- vaMWWm'WWWWQ’MW'JHJQMW f

The teacher states the rule, the children memorize the rule

and (1’) exercises to fix the process in their minds.

_ __L— ‘— - “fig-:M‘.

 

,mfifmw‘fl

l .
“15 t6: 0} rr assigns from :1 text. I'Te pupils read the

exPlanation and t“.e_n do to‘

‘ 1roblems
_ ...--_____. -wuhln.‘f‘? .

~— ' .7. "‘fi "

 

 

 

—v .r wv :“.- ra‘flta—IL‘

 

 

, 1
Thj-S Cuntinuw q should. be read rem the bottom ‘60 1300 tOp. v

TABLE V I

5 OC IAL S C ILLNCE C QIITIIJUUIVI

 

 

 

A ‘. ‘
' 1 ° 0 ‘ o 1 a! I'

The 3, (.20 1511 science:: are mace ““38 hing-3111, ti): SI‘NJpL‘LnQ‘ wuat i I:
a V \\ - w ‘ _ . ‘ _ ‘ ‘ i.

the c} J ilu investigates arounu try: 110.188 , the m: idioorhood, ¥ 3
a z

1 ’ "
, ,. O ‘ . ‘ ‘ ‘ .~ — . _. ‘—\ r -. . \.’ ‘ ’

the c Cnnmhnlty, ms. b'mttt}, Lu nation, and flmlly the world .-: 5-
| .-

W '— ~ - ‘Zuuhul‘rS-an-‘mna.’u.---.'.‘. .-1vv..~s¢o—_¢m.v——u~nu -¢~-'—.~~-¢ -‘--rh\ 'f'"‘-‘-v-‘“"\*n~""‘" 9",“‘fi1 ‘.
500 i 13. 1 S (‘- ien CF: 8 8X 13 t on If; 41:;- .':;. t“. it} to $1‘Ez‘50 (‘1 Q1. cup of k not/1— ;

: >2
112-859 s and :3 kill '3 1:7. 26:1 .114: (:1: 11d at: [7:1 ins through par 41:01- g ‘.

\

I . 9 V ‘ 3. ('1 ‘ \ . ' O" - V ‘| . "— ,- \' ' . r '3 E
patLVDII .11’} fs’JL‘Ju 0.5.. as 4:! :1 Lu", l-ul .. - - Ll ‘U. % 7‘.
u. w —‘. fi%~.~“.",'--F~w.~ -_\_ -. a . 2.1,. -~.. ~. ' .- 3.”- . _ M... .__. ~ . '- .. \- . \-r-\-., .. «ta-“4‘ :

’ "1m :, ;‘~ .3. 5.81 scie norms are. ra—mnirbful 2,113.}; 1:19:13 ‘;6 Cpx'e‘qfi'ficul l ",
: f .
{concepts are .-t;1dir=d first. Then “Historical events are i Z
3 :
«f 3 1
o 0 .. - ‘ 1

1 stud 3.8 G: . Lac-t]; p:wcx’nzwm: is studied 31191": a m..- 3 1 crbzgnlzuq '
‘v i

2

1 .Luv J» l '
I J J-. ' . 3

 

_--:\‘~.—~.-‘~MJ.—V‘ n-\--I--v'c --~. QC- " - u... vow-0A --~u_‘. "‘ ‘AJV‘W"-P'- -w""" -"" '5’" " '1’

 

.f.--” .

‘ . A a. 1‘ '\ 4- a" ‘4‘ . ' IV .' a . . ~ ,‘w I \
nuance.» £1;OUJ.- 3f: “Allynlt J.:- :L'WCiJ.lC :‘tv'flQhC‘P

 

 

‘ .'

C

1* €

. 1 '9 ‘ ‘ 'v"-“‘ ‘ J 7" “ I! .‘ ‘. ‘rn ', ‘. . r). J‘ '2 1‘ ‘ ‘

111a. .f‘_-..z.*.~tt Lm.<-:r':-,L.;.w.o 8;...»16. civillawdawx :

L ,

h ' . ‘ -\3 vv‘ 1‘ 4- n v.-‘:v-~ 1‘0 n- '

11.0.3. JE‘F‘J’ 1 CC. fit: '4 J‘ ..‘- (Q lo‘)(' ' ;‘{;1;‘.‘_~ .)HJ_\3J_I'J‘ :

‘

T W “ 9

'v 0 Q o A o ‘

WWW". ~1I~n~v~ov~~own-"v-u-v-lw-hp. 1°.‘~l°.‘--"_Ol-.u‘ -‘.' -,..‘. "nun-par- ~_.r--'nso--wo- ~.'-.-. ”4'” 1

. ~ , w ‘ 1.. .MJ A. m. 9,- '

.Lt use: (1:10.411; be (“A 1427'). 11:13-» Clfisu,.\ T 3
, ‘ ‘ 1 _O I ’ '_ ‘ .. ‘ ~ . g ‘5 ,9 ..‘ 1 r. ._ ..

nag-UV, an ' (tn/10:; . Tenn}: ‘1.- -L- -g {(11 3.310.] n ‘

’ u

       

r'r~*
1'»: \r'310
-\ c

A- n - '--—~ O.~"-‘~w.\\ W‘vnvcan *s—‘,~D ,u‘ “.‘-V‘M~‘1Mythfiu\-.‘r ~m~\~ ‘d‘- *0“.-"—i~ 0...,5‘ Q” q

“ I

' " " . I- ‘ ~' -1‘ ‘1 - ' ‘5' ‘ ‘ 0!“\
THEN: mmmr’lzatirm OI a,3,c.,;- ‘ (3n (.‘_‘r|(.',‘71'tf{ L. )1

 

 

 

mg—a-opnm-a-Mn-w LW-..~v~.,~u Nurvm-v ~s "0-"“--l'~.--&fl--"'/l-WO~~0~-~Ju--mo»q

I‘ ’ .‘g .N -. . -L . r-v -‘
11D. '3' a.) (1 (le 3.48:] o l

is C‘Jhtinuum "1:031; he rm"). {‘rx'nn too 1‘).~t"r.»rw "m the ‘*

_- . - -‘k‘ 0

TABLE VII

- ‘ lr“ '1—\ I. -“,q.‘1 I‘“-“va-\f7_ r
1%“ .L LuU‘. L 3C1” lib—1 DU.“ .L .LLWLTTJI‘.

- .-o-'V--Fv>

 

 

 

O
‘\ N I- 1 1 .
(11‘... e H ( ';.n:......:~ am .
‘- 4— -A~_..4 A -u-w- “‘3.“ ‘.; A.”Ak;-*-"‘\‘r-h¢ um. .;£¢-*cv-"~""'..W“‘- ‘n',.-.’.(-ur..- \o- 2 ~h). ‘ aru‘ .-'.)-n'.‘ I..-
'1‘ "" Il‘V’ r ‘ u 4- p-‘ - J! ‘ I I rrr. -
- I. - , y « . ,| ; . ‘_ ‘ 'I . 1‘ u . (a ,I ,‘ a . * ‘\ . . .
i:!.,., '_:__‘| -'_. ()l (_l"' “VP“ ‘1‘;‘.‘ -(I'J (,-l’: r \(_!‘\‘( :{.:$ 1.: ‘_'lr1-_'J. :\‘.“ . _*-A I,

.'o-d-—-'"*U1r~A-' N- ‘

 

 

; J
‘l
.1
§
'fl
,. to
, v
‘-
u
. l
O
A
’ J
.77
r '~
—~‘
_:
H
V
\ I
I”
9.
r;-
c f"
f'.’
x
s.“
'\
».IJ
I
I
I J :1
' I. C); ‘ ‘
m—br.”nrkd‘f§{awp~x‘~‘um“ .1 1‘. .fl.

 

 

 

 

 

 

 

 

 

 

 

; ‘I'fil - K," h ,.‘Q (J .L.’,~ ‘1‘ ’
' , . .p . .’ u f' ' W L , J- $ ' A ‘ ~ V 7.. Ix . "
' t f‘EJI *1. 1{.r‘l'. Ll.) l l.; x Li‘- {I Lil“ i‘o‘ I“) / r, J. ‘1 (';._)t 1..-y r "$' ‘ 'lr‘r‘ (3.101
F
‘.
! E‘sSLiE‘ .
.lv- ~— v “‘7 'nuwwuhmucfinsmmmv --v“_..““‘v w v w —-v ‘U'V-m
l 1.. ‘ —\ . A ‘-. . - .‘ ‘ . .‘ ‘ ,aI ' » ‘ —. 7 3A ' "- I ‘ O ' ’ n
;J.iezlgxe tfiOdlchefi must Le -un; u tal leerLIth, there or;
',
I « A’. u‘ . ‘._ . . A . , ‘ \ s '\ . ~ ~ " 0’ ‘ ‘ “ “ '. ‘ i
“mi-'21:; C3 1:; l‘r'm.:'}:t into other tut-’Jec't 13:1}.th areas. 9:22). 1:: ‘
u k.
I E
gtlm :4 sseparate course. i
Q .— —# ~‘quu-1
; t'. ’<&(.' ”-r lA‘C‘S U5’4‘;67‘;V iJLJL» d.Cl--‘ \2 J l/ L‘ L ’..'.-";:| 1': ‘- (5‘ , MJQ-f i
1 é I
i (3} I 1 {-fi 7 . . 1 . \" - i \ ' ‘1" 0 V w‘v" 1 53 '. A k
1 ‘**-..'JL I” earnluo to recnpn ze awlu l“ L “’“”1‘ '“ i
. " ‘ +-
3 g m dupe; .
‘ I u -fi‘-..‘ -1“- Mva‘§--Q-omw.—zm~ ‘ w— A“ wyfiwr
4 pm fl
- I I 1 .. , . 9" 1 v5 -‘ .‘x ‘ . "‘ 1‘ ‘
g i L. t. E. C Lune -- Glut; :c, 0011:; 18 t..‘-; i); \" )0th 11.114. 3" ‘5' UPI.) mil 1'11: tut}
r- i
3 i f s
I I . ‘ L‘ ~ A “ . \-~ ~ m \ I ‘ 1V ‘-
K ICh‘lo-I’SII "LAT-t IV" 1"T”I/ 6’ \~J.L‘CH u}. t: lH‘iifTILt.Q-' . 1-.”.3r“ ‘5 4‘“: ‘3"‘3
V I: ,
3 f
:ke I) . ‘ ‘ O ‘ u _
« t -L ' :~af urlny n a nu aboot. P
V-‘v ‘ ‘ v- M a A“ A n. “A _. A‘ ._._ A

 

 

 

  
 

' ‘3 A r “‘. \.
as :: .z‘I‘_‘.£a(.1,J Q Lanny“,

’uuWI‘gc.-r-K.; -»-«;v. -——§.A ya‘m~p~4«o.w -.“‘o4"d‘\°4.~5'-"".'~“‘""-'~o’.‘-‘.&"“1I ‘c5m-‘ n,- I 't‘...

 

K; ‘3 {1+ iilllLL'” "

I

‘
_ f

. A .- w on,— - .1, ‘-.. our. 4. I .
«mnlfl he rnac.4-rmI My: bongo“ Uo bhe Lop.

 

u__._ A..__

 

*_ ”M- A‘mM-~wfi-‘.. -

 

:,r._. II¢~. ’... -’,~.$ .- \- .. “I . 3 .3 \_..L'
4.11: .'...1...L.I‘.1_ .L-M-tl‘ld-sut, (.letzd -.1 JL-.-.L'J'!z-'Yit , I1-J.‘-1'IIJ.LL’

was printed, black on wzite, with the Six ressponrqee in (2:07":

00
,, «m - - r.—
3:" r_ our colors. ’ .2450}? col .-r denote-:1 an area, blue («.not w}

r\

reading yellow, ari thmetic; pi 111i, r—ocial scion-w; an’l green,

{to
natu ral science. After these responses: were 13Pll".ifd each

Set 33515 separated so that each res ~m-se was made on a sew;-

rate slip. 'flqese slips were mixed, placed lmse inside the

"

bla n!’ ccntinmim ladder form, and m:- ile to the teacLers .

TEL-e teachers, in turn, I"’+-‘:~Z’3 the dire-:ti’ns, and arranger} t‘re
(um-we‘d reegmecas in the ir order of sitni ificamze as. each
Twezc-nse took its. rele‘cive place on tflB continuur: according

to agree ent witn their a.»plicati on of child growth princi-
1‘-les . ‘I‘L’N' gruocmf. 1PB required lilf-fsihg the 105151" acceptable

1"‘J-“I‘Qnsse at the bottom of the ladder an? L110- most acceptable
139313 ’3?“- I: e at the tOp with the other regronses in their re.-
SP‘BC'C 1V6: 'ank orr‘er 1,:e-tween the two extremes.

Wh 116 it is. true Lott tie tea Cher nav n )1 have 1:1“;- .ticei;

I 1

.Y' "t" o
1‘1 ““3 manner in Wthh she answered tne continuum, it 38

(D
0,

me

.- 4°
0.

Cf
r.)
Ll

““5 T‘lr‘na eff‘eotive may to Get»: r111 he 814'Ii-li-3‘rtti-m “7’11 Chil

Q’ - . ,0 O __ _.
221.0»! Lb 11111110 il)1es 8:15:73 used W 431107)?) EiCtliEll—J VlSltinfi Lille

Clrl'SS 1.051". Brine E‘L‘ndr‘d Classroom} ViSItaf-ions 'ATl?re (ll/lite

1'.)er‘07‘5 '?
. * the {cape of this studF'

\
«0-0

in A A complete printed questionnaire and continuum appear
V”.
P" hdix B.

CHAP ‘l‘ifiR IV
RESULTS OF THE STUDY

Organization Of Data

VJith the assistance of county superintendents in urging
their teachers to return the questionnaire and the continua
when completed, 767 of the 900 sent were returned. This
represented, approximately, an eighty-five per cent return.

iflae raw data tabulations were made by code number on
large twenty-two inch by thirty-six inch sheets of paper in
Web a way that a total picture of one teacher's responses
could be seen by following a single column across the page.
Fro"! this ungrouped data a composite of the material with
its We ighted values was made. The composite of this data,
recorded by counties appears in Appendix D.

Since this study postulated on page ten that relation-
Ships existed between (1) ability to teach and age; (2) ability
to teach and the amount of college training; (3) ability to
1393011 and recency of training; and (L1) ability to teach and
”tent of help which they felt their courses had given them,
the riJrst statistical arrangement concerns these relationships.
"“ffordvs study indicated that the relationships of good
educational practices in vogue in 1930 had little impact upon

rural areas. Her expressed feeling was that 1930 was the year

50

51

of beginning and that rural education would move progressively
forward at a faster rate than had been evidenced in her study.

This statement is on trial in this study.

Presentation Of Results

The histograms of how well the subject matter areas are
being taught in accord with child growth principles can stand
alone in their interpretation which in general states that
reading is most commonly taught by a method prescribed 20
years ago. This can be seen by the high scores occuring at
the 50).; to L156 level, while it is also evident that at the
720 we ighted score which would indicate good use of child
growth principles, there are very few who use such principles.
The rest of the statistics, however, bear no meaningful re-
lationships to the ability to teach unless the responses
made or) the teaching continuum are placed beside the re-
Spon-‘Bes to the questionnaire which concerned the personal
data . The weighted score was ascertained for this purpose.
This data from which Figure 5 was built appears in Appendix
E' If the response was in accord with modern educational
practice as set forth in textbooks used in 1950 through 1955,
then the response would be 1, 2, 3, 11, S, and 6. That ar-
I'amgeh’lent would represent good basic phiIOSOphy and an aware-
ness of the progression of methods in the area in which she
rates as l,‘2, 3, L1, 5, and 6 in correct order. Should this

teacher know the most acceptable, but not be aware of past

methods, the weighted score should still be high but not

52

rated as perfect. In order to equate the weighted scores,

a place value was set upon any response out of order. The
possible permutations of responses from the totally correct
order 1, 2, 3, 11, S, 6 to a complete reversal of responses
6, 5, )4, 3, 2, 1 number 720. This tally was made from the
original continuum responses and appears in the appendix as
Appendix E. From this tally one can obtain a measure of how
effectively the child growth concepts might permeate the
effective teaching in each of the four areas on the continuum.
This is shown graphically in the histograms labeled Figures
1, 2 , 3, and 11, respectively. Figure 5 shows a composite
pictlare of the totals in the four areas. An adequate inter—
Pretation of these histOgrams is found on the page with the
figure. 1

Problem 1: Measure of use of child deveIOpment
principles
The relationships existing between effective use of child

growth and development principles as evidenced in effective
teach ing in the four areas are shown in the line graph in
Figure 6,_ pages 58 and 59. Each subject matter area is de-
3181131: ed by a specific, keyed set of marks. The range from
good t 0 poor along the horizontal axis and the frequencies
from few to many along the vertical axis can be read from

the graph and a comparative picture can be discovered at a

. C, ‘1!!!
I II ‘

I 0
\l. Il‘a."l~.dl\.e

 

 

 

 

Frequency

 

53

Figure l. . A Histogram Showing the Weighted
Score in Ability to Choose and Place Correct
Responses on the Reading Contunuum.
Ns7ue Cases.

 

  

 

 

 

Scores

The weighted score is indicative of the teachers‘
foundation in teaching in this subject matter area.
It is a more inclusive measure than the ability to
choose and place the correct acceptable practice in
the first place on the continuum; i.e. placing
responses one through six in 1, 3, 2, 5, h, 6 order
would be a better choice than 1, e, 5, u, 3, 2.

Frequency

51;

a

Figure 2. A Histogram.Showing the Weighted
Score in Ability to Choose and Place Correct
Responses on the Arithmetic Continuum.

N- °7u8 Cases.

 

 

 

 

 

 

 

 

 

_
F
6" vegafiemfin «Aging: «amass.» uncthamu ugh)
V " ~ {'9‘ \D own» 0 0-2: —-
“‘ ;{ngQ 943833‘ <30MF§hUE§§msqtvdgofgfi=ompg§ t0

Scores

The weighted score is indicative of the teachers'
foundation in teaching in this subject matter area.
It is a more inclusive measure than the ability to
choose and place the correct acceptable practice in
the first place on the continuum; i.e. placing
responses one through six in l, 3, 2, S, h, 6

order would be a better choice than i, e, 5, u, 3, 2.

 

Frequency

55

Figure 3. A Histogram.Showing the Weighted

Score in Ability to Choose and Place Correct

Responses on.the Natural Science Continuum.
N = 748 Cases .

 

 

 

 

 

 

 

 

 

 

 

 

The weighted score is indicative of the teachers'
foundation in teaching in this subject matter area.
It is a more inclusive measure than the ability to
choose and place the correct acceptable practice in
the first place on the continuum; 1.6. placing
responses one through six in l, 3, 2, 5, h, 6 order
would be a better choice than 1, e, S, u, 3, 2.

56

Ifiigure h. A Histogram Showing the Weighted
[Score in Ability to Choose and Place Correct
Responses on the Social Science Continuum.
N - 714.8 Cases.

 

 

 

 

 

 

 

 

 

 

 

The weighted score is indicative of the teachers'
foundation in teaching in this subject matter area.
It is a more inclusive measure than the ability to
choose and place the correct acceptable practice in
the first place on the continuum; i.e. placing
responses one through six in l, 3, 2, 5, h, 6 order
would be a better choice than 1, 6, 5, h, 3, 2.

 

Frequency

500
1:90

aka
‘(30

 

 

 

 

 

‘\

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 5.
the Totals in Weighted Scores of

Ability to Choose and Place the
Correct Response on the Four
Continua:

Social Science, and Natural Science.

 

A Histogram Showing

Reading, Arithmetic
N= 7&8 Cases.

 

 

 

 

 

 

 

 

 

A F4
7 1
—4 _l __
_ r ~ “m
7 7
t i} fln 5311:1131
\sx ex fiheo ’1 gheekeaagcx muuk’a_
& §s§ss2s§s¥stsReassesssssésahN

Scores

 

 
 

58

 

Teachers to Place

8

Reading, Arithmetic,
Social Science, and Natural

Science.

A Line Graph Showing a .

Comparison of the Weighted Scores
Correct Responses on a Continuum in

in Ability of 7h
Four'Areas:

Figure 6.

 

 

 

Weighted Scores

 

 

 

 

KEY

Reading
Arithmetic

Social Science

Natural Science

 

59

989

ZIE

 

60

Problem 2: Measure of use of supervisor as indices

of use of child growth principles

The Kreitlow Rural Education PhilOSOphy Scale was ad-
ministered to the county superintendents of schools of the
twelve counties used on the study. The scale contained a
set of questions, which when analyzed, give an indication of
philoSOphy in one of the three following categories:

(1) academic, (2) pregressive, or (3) community center.

The subject matter totals are the accumulation of the
total initial number given on the respective continua. This
information is given in Table VIII, page 61. For example:
in Antelope county there were sixty-two teachers who ran up
a total initial response in reading of 230 points, in arith-
metic 131; points, in social science 86 points, and in natural
331311068109 points. Since in the continuum responses a 'one'
is significantly a better choice than, say a 'four', it would
fOIlOw that the better a person teaches and uses good child
development concepts within an area, the lower will be the
scope - This total was run for each county on the study, as
"611 ‘as for each area on the continue. In the column headed
'total' the scores from all four teaching areas were added
and this number entered. With all these figures one still
has no way of knowing whether teachers in Ante10pe, for ex-
ample, teach as well or better than the teachers in another
county since there were not the same number of teachers in
each county. To arrive at a comparable figure the average

was computed and entered in a column labeled: Average

61

 

 

o.H ~.H ooa m.a mm e.H Hm M.H mm m.a mm a ma assuage:

H.m How m.H o.m m .H .m o m m possess
as Head: .

m.m m.m mam m.H as m.m mm m.m mm o.m as 3 am nausea»

H.m mmm .H a: a.H lea H.m mm H.m mm 0 am amao
«posed spasm

o.m m.H 0mm m.a w: :.a m: ®.H mm ~.m :w e an eopmnsna
o.a mmm :.H as m.H do o.m mo m.m mma o : concepm
e.H mam m.H o: m.H a: m.a me o.m we m m appeam
~.H aem :.H H :.H me a.H om m.m eHH m we conned:
H.m one s.H o e.H emfl m.m emm o.m saw 0 so none
o.m one m.H ama m.a sea H.m omm H.m can 0 sea pace
~.m Hmm ~.H o m.H mm :.m op m.m mo s cm gonna
H.m ma: o.a we :.a we m.m HHH m.m Hod : om apogee
m.m wan m.H so m.” em H.m a» m.m oma : am menace
m.m em a.H Hma m.H oma :.m sea m.m omm m me peace
m.H ma :.~ mm m.~ we o.m maa m.m Hes om \ oeoom
m.m omm m.H sea :.a em m.m and a.m omm e we edoaoeqe

dxmdanoz

OV HOV Tm HOV SN HOV SS HOV V HOV H .dS HN O

mu ”ma w wmm mm Mm“ mm mmm w mm“ m wm am m

d7“ Id?“ 8 Id?“ an .idJ GI Tied n+ stud D. 38 O u

08 HOB .1 U0 UJ UOB U8 UOB U. HOB I. OJ arm ,4

83 as 83 3 83 0 B 3 Son OT on 88 u 9 Son u JA 1.9 K

Tre 1:8 Txe “art 7:9 .e Tye a 1:9 as .& 7:8

4. Q Q Q .+ 4 Q S "do

one 9 e e e .& e 0 Qua.

fl. 0 J 9

Has A J

8.4 S

49

To

u

on

moeo<m wxomH>nmmDm awe OS ammomqaxme

oszoama mo m<mm< mace 2H meson oszo<ma
maHnomxoo was mo sezeoe am zoasemamach mma

HHH> mqm<8

62

Composite Rating. The supervisory factor determined for the
Kreitlow scale was entered in Column 3, and once for Nebraska,
once for South Dakota, and once for Michigan in Column 1h.
With the addition of this factor one can judge whether the
type of supervision in some way affects the teacher responses.

Th is value will be used at a later point in the study
for comparison purposes.

A com; of the Kreitlow Scale appears in Appendix A.

Problem 3: Correlation of the ability to incorporate

child growth principles within subject
matter areas as given in point 3 page 3

and the questionnaire with various personal
data items.

The Pearson method for obtaining a correlation measure
was 8Lpplied to the ability to place correct responses on the
preper rung of the continuum with each of the following: 8
(1) the age of the teacher, (2) the extent of help received
from cOllege courses dealing with child growth, (3) the
recency of training, (h) the number of college hours accumu-
lated, (5) the munber of years of teaching experience.
With regard to age the correlation was found to be

-0016 + .02.

‘

With regard to extent of help the correlation was

31 .+. -02.

With regard to number of college hours the correlation

”as “'03 + .02.

63

'w' ith regard to recency of training the correlation was

..007 i 0020

With regard to the number of years of teaching experience

the correlation was .001'1r i .02.

It should be noted that this set of correlations was run

us ing the initial response to each of the four areas of the
curriculum as the item correlated with the ability to place
correct responses on the preper rung of the continuum.

A sub problem of problem 3: The effectiveness of the

teacher in more than one area of the

continua.

In order to determine whether or not a teacher whovwas

aware of acceptable child growth principles in the teaching

or: Say, arithmetic, was also aware of these same principles

5-“ the teaching of another subject for which continuum re-

SPOnSes were given, again the Pearson method for determining

the cOrrelations was applied. It should be noted here, that

the Weighted score was used in determining this set of corre-

lations. The results were as follows:

The correlation of being aware of child growth principles
in the teaching of reading and in arithmetic, .29 i .01}; 0f

Peadi-ng and social science, .166 _-I_- .021” 01‘ reading and
natural science, .17 .1’. .02. The correlation between arithme-

tic Ellid natural science, .23 i .02; of arithmetic and social

science, .20 1 .02. The correlation of social science and

m3”nu-"a1 science was .157 1 .02.

6).},
A sub problem of problem 3: Determining‘the
progression on the continuum.
‘JI‘he teachers who identified good teaching practices in

the four continuum areas may not have known the progression

related to the time certain techniques were the accepted

practice. It was, therefore, apparent that another distinctly

set of comparisons might throw added light on the original

tenets of the study. Table IX, on the following page, shows

the number of teachers who were able to locate from the six
possible reaponses in reading, for example, the best choice
as ascertained from the texts examined and place that choice

at the top of the continuum, indicating a knowledge of the

best response of the place to put it in relation to the

others .

The next group was able to refine their thinking some-
what and was able to pick practices rated as first and second

and to place them on rungs 'one' and 'two' respectively. The

neXt group could pick responses 'one?, 'two' and 'three', and
place them in the correct places on the continuum.

There were not enough totally poor choosers to get much

to measure in the making of very poor choices. Even though

the number was small, the figures are included for inspection.

A Sub problem of problem 3: Goodness of choice.

The ability to make good choices, which is stated in
Table IX,

can be seen more directly in the rectangular graphs,

Figures, 7, 8, 9, and 10 respectively. These graphs show that

the per cent in the larger square also includes the two lesser

TAE‘IE IX

PMCEHENT or FIRST, FIRST AID SECOND, AND FIRST,
SECOND, AND THIRD CHOICES ON was CONTINUUM IN
THE AREAS OF READING, ARITthTIC, SOCIAL
dCIthd, AND NATURAL SCIENCE

Read- Arithme - S oc ial

Natural ..
135 tic TOval

Science Science
Total whose first
choice was one 18L;r 388 601 M79 1,687
Total whose first

and second choices
were one and two

U1
\1
(I)
C.\

229 367 762
Total wh ose first,

second, and third
choices were one,
two, and three 23 [is 109 113 295
Total whose first
choice were six 35 LL 3 0 11,2
Total whose first

and second choices
were 31.x and five

Total wh ose first,

second. and third
choices were six,
five, and four

Percents . The smaller the area covered by the least per

cent, the fewer the number of teachers who see prOgression
in method by being able to identify and to locate the tap
three I'lll'igs of the continuum correctly. The larger the area

the better the application of child growth principles.

 

Figure 7
A Rectangular Graph Showing a Three Way Relationship
2111 Ability to Place Responses One, Two and Three;
(3116 and Two; and One Respectively in Correct
Order on the Reading Continuum.
N = 7h8 Cases.

 

 

2’IAZ

 

7-“?
5‘7. I

 

 

 

 

231L.6% Represents 18h Teachers Whose First Choice in
Placement of the First Response Was One one
the Continuum.

7'.6% Represents 57 Teachers Whose First and Second
Choice in Placement of the First Two Responses
Was One and Two on the Continuum.

23.1% Represents 23 Teachers Whose First, Second,
and Third Choice in Placement of the First
Three Responses Was One, Two, and Three.

A

67

PfilfliPe 8

fhecrtangular Graph Showing a Three Way Relationship
111 .Ability to Place Responses One, Two, and Three;
One and Two; and One Respectively in Correct

Order on the Artithmetic Continuum.
N = 7ho Cases

 

 

5/.9 ‘Z

 

 

 

 

 

 

 

 

Represents 388 Teachers Whose First Choice in
Placement of the First Response Was One one
the Continuum.

Represents 86 Teachers Whose First and Second
Choice in Placement of the First Two Responses
Was One and Two on the Continuum.

Represents us Teachers Whose First, Second,
and Thrird Choice in Placement of the First
Three Responses Was One, Two, and Three
Respectively.

68

Figure 9

A Rectangular Graph Showing a Three Way Relationship
:111 Ability to Place Responses One, Two, and Three;

One

and Two; and One Respectively in Correct

Order on the Social Science Continuum.

80.3%

30.6%

114. . 65;;

N = 7&8 Cases.

 

 

30.37

 

30-67,

 

I‘M‘Z

 

 

 

 

 

 

Represents 601 Teachers Whose First Choice in
Placement of the First Response Was One on
the Continuum.

Represents 229 Teachers Whose First and Second
Choice in Placement of the First Two Responses
Was One and Two on the Continuum.

Represents 109 Teachers Whose First, Second,
and Third Choice in Placement of the First
Three Responses Was One, Two and Three
Respectively.

69

Figure 10

A Rectangular Graph Showing a Three Way Relationship
:111 iAbility to Place Responses One, Two, and Three;
One and Two; and One Re3pectively in Correct
Order on the Natural Science Continuum.
N = 7R8 Cases

 

 

(«04

 

49.1%

 

15.12

 

 

 

 

 

 

614.0% Represents 14.79 Teachers Whose First Choice in
Placement of the First Response Was One on
the Continuum.

”9-:lée .Represents 367 Teachers Whose First and Second.
Choice in Placement of the First Two Responses
Was One and Two on the Continuum.

ILL-(5% Represents 113 Teachers Whose First, SecOnd,.
and Third Choice in Placement of the First
Three Responses Was One, Two, and Three
Respectively.

 

.- at
, ...«..‘IV

 

70

Problem LL: Single indices from the questionnaire

related to those who identified applications

of good child growth principles in each of

the areas.

If a teacher could get choices one and two on their
preper mngs of the continuum, she would be considered, in

the judgnent of the author, a good teacher showing adequate

handling of child growth principles. In order to relate the

ones wrio were able to do this to the personal data side of

the questionnaire, the component bar graph was used to show

these relationships. Figures ll, 12,13, 1‘4, 15, and 16 on

pages 71-72, show these relationships in the area of reading.
Figures 17 through 22 on pages 73-734 show the same type of

relationships for arithmetic. Figures 23 through 28 on

Pages 75-76 show the relationships for social science.

Figures 29 through 314, on pages 77-78 show the samefor

natural science. The whole bar in each case represents the

total number in the entire study who could get the first two

responses correctly placed. The circle graphs in Figures

35-39 compiled from the materials in Tables X—XIV give an
overall picture of the entire sample as related to the
personal data factors, namely experience, age, extent of
felt help, number of college hours, and recency of training.

B
Y Observing the greater percentages one can generalize

concerning the "MB teachers.

(lomponent par Graphs Showing Percentages oflx
Total Cases Who Identified Good Teaching

FIGURE 11
q ‘
IXEZEB of the Cases Who Identified Good Teaching Practices
in Reading (Choices One and Two in Correct Order).
N = 57. One 3/16 Inch Square = Two Teachers.

0:14.er @1194) 2.1-24 - z:- 45-- no...“

(“.370 4;; (2: (I875)

 

FIGURE

Tfieexrs of Teaching Experience of the Cases Who Ident-
ified Good Teaching Practices in Reading (Choices
One and Two in Correct Order).
N = 57. One 3/16 Inch Square = Two Teachers.

u>\,_

Less Than 1 car .2-4 yrs. 517 if" orerXJ
(5'5”; . (22-8943 60.53 ‘5 § Q‘8%)

(57—57 357.)

 

FIGURE '7

Arrlount of College Training im Semester Hours of Cases
Who Identified Good Teaching Practices in Reading
(Choices One and Two in Correct Order).

N = 57. One 3/16 Inch Square = Two Teachers.

I» . 3/. 60-9 1:
125314;; 30 . Is (I 53,51 (8.3%

 

 

 

72

(Scamponent Bar Graph Showing Percentages of Total
Cases Who Identified Good Teaching, con't.

FIGURE 1

Reacency of Training of Cases Who Identified Good
Teaching Practices in Reading (Choices One and
Two in Correct Order).
N = 57. One 3/16 Inch Square = Two Teachers.

 

Last year 2~ 43/6- 5‘7 7 5-z4yr5.ago
0 0 . (-
(66.471) (”5%) as I ( 8%)

 

(537,)

FIGURE 1;

C3<3urse Titles Which Dealt with Growth Concepts
in Teaching Reading. 60 Titles Given by 57 Teachers.
One 3/16 Inch Square = Two Titles

 

Educ 1‘ a? P I l o 7— o' '6 “WM, ‘2 I 50‘1“, »
ps‘ia‘fizgq EB r "2125-8 72) and. Ch. ercnt 0' wgrowl"?
E (249%) f (25.3%; , 06.2 96) f

FIGURE J?

iEhxtent of Help in Teaching Which the College Courses
Taken Were Considered to Have Given.
N = 57. One 3/16 Inch Square = Two Teachers.

N0 50 Much V2
ti as» ea ~ (g; m»
' ' pig»!

 

 

73

(3cmgponent Bar Graph Showing Percenta es of Total
Cases Who Identified Good Teaching, con't.

FIGURE 1'
£¥£g€s of the Cases Who Identified Good Teaching Practices
in Arithmetic (Choices One and Two in Correct

Order).
N = 66. One 3/16 Inch Square = Three Teachers.

”M” ’~' (4.... e253.) ea.) 34

FIGURE 1”

 

 

 

 

‘Efearc of Teaching Experience of the Cases Who Ident-
ified Good Teaching Practices in Arithmetic
(Choices One and Two in Correct Order).
N = 86. One 3/16 Inch Square = Three Teachers.

 

  
 

Less +5... lyr.(7¢4%> A 264 3-7 '

 

 

 

FIGURE L’

1‘kmount of College Training in Semester Hours of Cases
Who Identified Good Teaching Practices in Arith-
metic (Choices One and Two in Correct Order).
N = 86. One 3/16 Inch Square = Three Teachers.

 

1

0k . 3/15956- 60-9066. --0
We L6I53T2'073 3 rs (I432) (20.9%) (ff?)

 

 

 

 

 

thin. .

Component Bar Graph Showing Percentages of Total
Cases Who Identified Good Teaching, con't.

FIGURE 23
Recency of Training of Cases Who Identified coed
Teaching Practices in Arithmetic (Choices One

and Two in Correct Order).
= 86. One 3/16 Square = Three Teachers.

Last) ear 2.149 n:
(62.8%) (17. 9%;{5’7 (l4. qoflwflgfi

FIGURE 2‘

 

 

Course Titles Which Dealt with Handling Children in
Teaching Arithmetic (Choices One and Two in
Correct Order). 10h Titles Given by 86 Teachers.

One 3/16 Square= Three Titles.

 

EMm‘ P 0‘ Print; Its 0‘ Eachhg Chi“ GWHW Dev. 53:“
I (25.1%)"d‘ 52.77;) (30 82) (86%)

(29” L ’ 7' *FIGURE 2 5."

Extent of Help in Teaching Arithmetic Which the College
Courses Were Considered to Have Given.
N = 86. One 3/16 Square = Three Teachers.

 

 

 

 

'a.

a

Huh

NH
2337 {27.97. (53 5%)

 

(D
(m (m)

.1.“

Component Bar Graph Showing Percentages of Total
Cases Who Identified Good Teaching, con't.

FIGURE 21

Age of the Cases Who Identified Good Teaching Practices
in Social Sciences (Choices One and Two in Correct
Order).

N = 229. One 3/16 Square = Six Teachers.

 

 

 

 

 

. 2 21-2 2/.82; 25144 . 45-59
Under“ (546%) 5” ) ((4.8%) (7%
uflrfia
(09%)
FIGURE 2

Years of Teaching Experience of the Cases Who Ident-
ified Good Teaching Practice in Social Sciences
(Choices One and Two in Correct Order).

N = 229. One 3/16 Square = Six Teachers.

 

 

 

, . 24/ «m. {-Mrs- 6’44 I
”(gib' 3' (2% z) “0%) (‘5 i
_ oar:
FIGURE 2‘

Amount of College Training in Semester Hours of Cases
Who Identified Good Teaching Practices in Social
Sciences (Choices One and Two in Correct Order).

N = 229. One 3/16 Square = Six Teachers.

 

a L£$5égrwk550)“1 Zihzgg) ' (”57%

 

Component bar Graph Showing

76

Percentages of Total

Cases Who Identified Good Teaching, con't.

FIGURE 26

Recency of Training of Cases who Identified Good
Teaching Practices in Social Sciences (Choices
One and Two in Correct Order).

= 229.

One 3/16 Square

2 Six Teachers

 

Lost 03;)ar

(49.;

FIGURE 27

.Z*49%S.ogo'5'73
(’7' o’.) b." 1"

2.11'7’

Course Titles Which Dealt with Handling Children in

Teaching Social Sciences

(Choices One and Two in

Correct Order). 25h Course Titles Given by 229

Teachers.

One 3/16 Square = Eight Titles.

 

Educa‘l'ienal %
Fhuiohgq ‘3

456%)

 

 

Prnhnccples “Ming
(315%)

 

(:ALH GimmfliflDulifi
(33. 47;) as;

 

 

Pee-m
(03%)

‘6
(”we

FIGORs 28

(«39%)

EXtent of Help in Teaching Social Sciences Which the
College Courses Were Considered to Have Given.

$391)

= 229.

Some
(16.25)

"(553-474)

One 3/16 Square

= Six Teachers.

'39:)

 

 

(2. a

(Somponent Bar Graph Showing Percentages of Total
Cases Who Identified Good Teaching, con't.

FIGURE 29

Age of the Cases Who Identified Good Teaching Practices
in Natural Science (Choices One and Two in Correct

 

 

 

Order).
= 367. One 3/16 Square = Ten Teachers.
55-970 2/724 (24 3% 25-‘1/445-5
Under 2.! ( > > 02% (81%)
7 overéo
(93%)

FIGURE 30

Years of Teaching Experience of the Cases Who Ident-
ified Good Teaching Practices in Natural Science
(Choices One and Two in Correct Order).

= 367. One 3/16 Square = Ten Teachers.

 

 

Less than \qr. 65.9%) 2-4qu. (31.1%) 5372:).8 (’1’ :51

 

 

 

"' over 25'

(03%)
FIGURE 31

Afluaunt of College Training in Semester Hours of Cases
Who Identified Good Teaching Practices in Natural
Science (Choices One and Two in Correct Order).

=1367. One 3/16 Square = Ten Teachers.

 

c Hm 50k . 31-5 11 60 90hr5
L 55 (51.87.) 5 ‘ Z2697”? (x. 67)

75;.)

 

 

 

78

(30mponent bar Graph Showing Percentages of Total
Cases Who Identified Good Teaching, con't.

FIGURE 3 '

liescency of training of Cases Who Identified Good
Teaching Practices in Natural Science (Choices
One and Two in Correct Order).
N = 367. One 3/16 Square = Ten Teachers.

 

 

 

 

La + car 7. qrsago 5:7 4
(570.071) ”4%) (z *‘
FIGURE 3'3 ’5‘“ ”’1‘

04%) (0-32?)

CICIurse Titles Which Dealt with Handling Children in
Teaching Natural Science (Choices One and Two
in Correct Order). h7h Titles Given by 367
Teachers.
One 3/16 Square = Twelve Titles.

 

 

 

54.. annals”. ' Omens .; Raking am €row+h and 0... am
(lo-9:) 6W) ”"79 are,
Pct-.331 Q-7z)(5.073
FIGURE 3

Ebttent of Help in Teaching Natural Science Which the
College Courses Were Considered to Have Given.
N = 367. One 3/16 Square = Ten Teachers.

None

S
(I4 2%) (269%) D2535 z)

thflnh
«fl

 

 

4
.-+
\l

:3
6
i2
3»
i3

D

1'4 7n. 26,52

 

 

Less ”ion 17"4692

 

x‘
.; {—1 ..~ .-. Q ’1 v
4 ,’ ......
V,“ 7
\-.' . \
K "3..

 

 

 

 

 

 

 

 

~24!
35-4! I512 2’,
2.2.37;
5- O
4 4 7‘8"
UnlerZJ 544%
\ Y: Y m .3 .3

 

 

 

Bl

 

 

 

 

 

w it) \ , n
0
some 265/,

NO“ I&‘77.
Grad 2.5

.0?"
chfl "‘0th

Much 55.5%
13“,}
L , ,r, a.»

 

 

 

51-59605JZZJ7’

60:90 I»;
16.97,

Deg ree.‘
/_.

 

Le
6470

$5 {-kan 30 “'5'

CD
N

 

 

 

 

 

83

    

z-wrs ago

5‘" year 69-32;
La

 

 

 

 

 

CHAPTbR V
CONCLUSIONS AND IMPLICATIONS

Perhaps after reading Wofford's summary:
The characteristics of the rural teacher and her work
becann evident and persistent throughout the study from
1890 through 1930: (a) the feminization of the rural
teaching group, (b) the youthfulness and the inexperi—
ence of the group, (c) the instability of rural teaching
as a profession, (d) the low financial rewards in the
field, (e) low standards of scholastic and professional
preparation in the field of rural teaching.
there would be little need to summarize further. However,
since some of the hypotheses (page 7) and most of the instru-
ments were not like those used in the Nofford study, some

generalizations may be made.

Conclusions

Problem 1: Of the areas of the curriculum which were
used for investigation in this study, statements regarding
reading bear the least evidence of the application of good
child growth principles. Whether the use of the weighted
score, which was related to the teacher's knowledge of the
pregression of method as shown in Figure 1 (page 53), or the
use of the rated score which is related to the ability to
choose the most acceptable practice in terms of current use
&8 shown in Table IX, and Figure 7, pages 65 and 66 respec-

tively, reading shows that it is being taught with little

8’4-

application of child growth principlas and with very little
realization of the progression of method.

There is more agreement with regard to arithmetic,
(Figure 2, page S ). Teachers are doing ruck better than in
reading, as one may see by noting the high pile up of weighted
scores which would suggest that the use of methods are not

more than ten years out of date. The evenness of the next

Pr

.hree grOUpS and the freQUencies piled up in them Should
giVe no cause to relax methods courses at the college level
concerning the teaching of arithmetic.
Natural science (Figure 3, page 55) shows evidence of
being taught by modern concepts, which might be expected in
Nebraska since this subject area was the last to gain a place
in the Nebraska curriculum. Natural science, therefore, had

1

a much newer approach where method was concerned tnan did
the other subject matter areas discussed here. It evidences
the application of better child growth principles even in
its beginnings.

The best showing of the four areas was made by the
social sciences (Figure h, page 56). The cause for this is
not clear. It caild be related to the emphasis social

science has had in Nebraska's teacher traininv courses since

_ o
the integration of geOgraphy, history, and civics has taken
effect.

Figure 5, page 57, shows that, generally speaking, the

use of newer methods is prevalent over methods used more

than ten years ago. 1ese findings are emphasized in the

86

line graph in Figure 6, paqes 58 and 59. One added point
can be discerned from this graphic picture; in the area of
the weighted scores 720 to 660, all the areas make very good
showing, while reading does nearly as high as the lowest
point cn the entire graph for the other three areas covered
by the continuum. Another point of interest is, that in the
areas of arithmetic, social science, and natural science,
the practices in effect twenty-five years 850 can hardly be
measured, since the reSponses are so few.

Problem 2: The evidence sugg sts that supervision is
not a very adequate factor with regard to the application of
child growth principles to a Specific method used by those
under a person designated as a supervisor. For example:
Madison and Platte counties and Gratiot county in Michigan
were community oriented in the phiICSOphy of the supervisor
(Appendix), but when the average composite rating was made
for these counties (Table VIII, page 61), it should be noted
that in each case he average is considerably closer to a
number two than to a number one rating. This would indicate
that (l) the teachers may not get enough help in evolving
suitable methods or (2) the help they do get may not agree
with the child growth principles which they were taught to
use in their college methods classes, thus causing diSpari—

t es.

H-

From Table VIII on page 61 one may see again that the
reading continuum average is consistently higher, meaning

that it incorporates fewer child growth principles than any

87

cu’the other subject areas. In all Nebraska counties the
order of their listing on the table is reading, arithmetic,
natural science and social science. This means that when the
effectiveness of teaching is considered in relation to the
choice of correct reSponses, reading is least well tatht,
followed by arithmetic, natural science, and social science,
respectively.

Problem 3: One of the major findings of the study
involves the results of the correlation of certain items
found on the personal data questionnaire to the ability to
teach as exhibited in the teachers choice and the placement
of responses in correct order on the teaching continuum.

When age was the factor correlated to ability, the corre-
lation was negative (-.16 i .02). This refutes the statement
heard in educational circles, 'If these older teachers would
Just go back to school . . .' or 'These young teachers don't
know what teaching is all about.‘ There seemed to be no
relationships at all between the two parameters, within the
limitations of the instruments used in this study.

When the recency of training was the factor correlated
to ability, the finding was also negative (-.007 i .02) which
would again, in so far as this limited study was concerned,
refute the statement that how lately a teacher had received
her training would somehow relate to how well she could
choose modern methods. It could mean, upon further investi-
gation, that the teacher who stayed on her job also keeps up

with the current educational method. There were not enough

t!

~71.

88

data to make this statement hold true within the premise of
this study, however.

Another correlation involved the use of the number of
college hours the teacher has and the ability to teach. This
correlation was also found to be negative (-.03 1 .02). We
could say that, within the limits of this study, the amount
of education a teacher has hears little relation to how she
teaches.

Two measures in this group bore positive relationships:
the extent of help the teacher felt the college classes had
given (.21 I .02) and the number of years of teaching eXperi-
ence (.OOh 1 .02). The first of these two bears a stronger
relationship and is a significant finding to the five per
cent level. What.it seems to say is: If a teacher thinks
her college classes were of help to her in her profession,
they were. It becomes, then, a matter of attitude. This
Significant finding is in line with the current educational
deneralizations of the day. Tie relationships with regard
to years of teaching experience has a low but positive value.
Perhaps if the personal data measuring instrument was further
refined some significant clue to ability to teach could be
found. It is strong enough to warrant further investigation.‘

A phrase often heard in educational circles is eXpressed
1n the statement, 'She's a born teacher'. One of the original
tenets of this study involved finding whether being a good
teacher in one area means teaching well in other areas of the

curriculum. The Pearson correlation formula was used to

8‘?

determine if significant relationships were evident within
the limits of this study. Between good teaching in reading
and good teaching in arithmetic the correlation was .29 i .01).
This means that those who picked good arithmetic practices
rated significantly higher in their choice of good reading;
practices. Reading, however, did not bear high relationships
with any other field. (social science .16, natural science

~17) . Arithrret ic consistently showed high correlations with

SOcial science and natural science (.20 and .23, respectively).
h34332101151; these correlations are not significant beyond the one

pep cent level there seems to be some evidence that if one

desired to pick a good teacher he need only to know how the

teacher teaches arithmetic (and could therefore see evidence

or 500d child growth principles), he would have reason to

believe that this teacher could also teach effectively in

o . .
tter areas of the curricular.

This study was concerned with relative 'goodness of

tea . . .
ch 1113' as well as trying to determine tne status of the

e.
“eaching done within the limits of the data known. Table DC,

853‘ ‘ 4.
p ‘38 65, shows the figures taxen from the continuum ratings

to 1 l m
191:2. us see this picture. both extremes are shown --

tho .
88 Who choose well and those who seemingly do not recognize

a .- l
gobd measure when they see it in print. Again, in ability

to

chOOSe the best response, the reading statistic is by far
the .
lOWest. Note reading 18h, arithmetic 188, social science

I

€301

’ and natural science 1.5-79. These figures include only

thoge who could pick the first response but who may not have

 

C) 0

had. any of the other five responses in correct order. In
other words, they knew current practice but not necessarily
methodoloSy. The field narrows quickly, however, when we
look for those who can pick responses one and two correctly.

This holds true for all the areas, but is particularily true

of reading responses. In two instances first and second

choices (6 and S) were found, but abain those two choices
were in the area of resting. Only in the field of reading,

were enoubh number (2 response: to show on a (graph of any sort.

Even in t‘oe field of reading; no one placed responses six,
five , and four as first, second, and third on the continuwn.
”0 one was completelyr out of line although forty-two were
dangerously so. In order to show this concept ngphically

the peaCttangular graph, unlike others the author has seen,

ShOWs, the entire sample as a square, of which the least square

Part of each of the two succeeding; squares as well av.

“1353 two being a part of the whole. At one blance one can

399 how the parts fit in relation to each other and to the

.1,1, ‘ ) —
w-ole - Figures 7, 8, C), and 1c, pages, (>6, 67, 66, and 6‘?

sh ow

th is relationship for reading, arithmetic, soc 1 science,

}—0
in

am a. .
1 ”qtural selence, respectively.

One of the more interesting findings of the study, not
inc .
341de in the original tenets, involved using the single

ind V
1093, 1,.;, the age, the recency of training, etc., and

finc -'
1th}; which of the teachers who could pick Chad responses
f6]. 0 q :;
1 33'1th these categories. The component bar 5r<pn was use-2.:

Maw this finding, Fidures ll to 3!}, pages 71-78 show this

I 9“...

91

finding. Using; the area of reading, it can be seen that of
the fifty-seven peeple who identified the currently good
reading parameter fifty-six per cent of them were under
twenty-one, had less than one year of training, less than
one year of teaching; eXperience; sixty-eight per cent of them
received their training last year; they chose about equally
those principles, courses, and child growth courses as the
ones that helped them deal with children; and fifty per cent
Of them were helped by these courses to a degree which they
Characterized as much. This kind of insight can be seen in
each of the areas. Of all the areas, teachers found their
college training in the teaching of natural science least
helpful . Perhaps methods courses in natural science ought
t° be carefully evaluated. One can also see that while only

five per cent thought their reading; courses did them some

300d, it is quite evident, as elsewhere established, that
the 1‘8 ading courses must not have been very effective.
PI‘oblem 1;: Lastly, the concluding insight involves a
100k into the statistics of the entire sample relatedto the
PBPSOnal data. or the seven hundred forty-eight teachers
whose answers were complete enough to be considered a part
of the study, nearly forty—seven per cent of them were under
twenfiy_one; fifty—four per cent of them had less than one
year Of experience; only two per cent of them felt that their
College classes related to child deve10pment and method
helped them a great deal (over half said the help would be

rat -
ed as much); fifty—four per cent had less than thirty hours

laid»... . . . Ht

92

Cfi‘COllegfi credit. Figures 35 through 39 and Tables X through
XIV, pages 79 through 83 show also that the numbers involved
at fixaiother extreme of the questionnaire linear scale have
neglhgible percentages. These findings point up the high
pmrcentagp of teacher turn-over each year among those who
teach irirmiltiple-grade situations.

This set of statistics establishes the fact that what
wcfford was saying in 1930 is still quite true in the geo-
ggephical.area involved in this study, particularly, Nebraska.
They cane to the multiple-grade classroom young, and stay such
a.little while that the influence they could cast in the realm

of good child growth practice is greatly hampered.

Implications For Research

An intensive and extensive study which would be most
profitable would be one carried on continuously so long as
multiple-grades exist to assure the child who comes to this
type of school that his teacher is aware of good practices
in method010gy in child growth.

Better implementation of methodolOgy is needed in texts,
as is observation of good methods and practices in perfecting
their use at the college level before going into the field to
teach in a multiple-grade setting.

There is need to investigate the methods of teaching a
child to read even more thoroughly than in the past. More
research of the type done by Nelly, Udoh, and Rusch needs to

be presented in a forceful manner in order that educators

93

might see the very close relation child growth studies have
upon reading.

Lastly, those systems which bring good child growth
principles to bear upon their child clientele by placing
multiple-grade situations within their larger systems should
be shuiied. It may well be that within the multiple-grade
organization, in spite of the youth, immaturity, and lack of
experience of those who teach in this type of classroom now,
may come the best Opportunity science can provide for good

education of the whole child.

B IBLI OGRAPHY

BIBLI OGRAPHY

Bayley , Nancy. "Prediction of Adult Height from Present
Skeletal Height," Journal 9}; Pediatrics, 28:h9-6h,
January-June, 19h6.

Biennial Survey of Education in the United States, Chapter 2,
19LL6-h8, Statistics 9;; State School Systems, Federal
Security Agency, ffice of Education, Washington; Govern-
ment Printing Uffice, 1950.

Boone , Richard G. Education in the United States. New York:
1&1313leton-Century-Crofts, 1903.

 

Bossard, James. The SociOIOgy of Child DevelOpment. New
York: Harper, 1951;.

Bowen, Genevieve. Living and Learning .i_n_ a Small Rural
§_chool. New York: The Macmillan Co., l9hh.

Butterworth, Julian 3., and Dawson, Howard A. Tne Modern
B_1_1_ral School. New York: hooraw-Hlll Book Comp'a'n"'y'","'l' 952.

Cant; 01“, Nathanial. Dynamics _g_f_ learning. Buffalo, New York:
Foster and Stewart Pub ishing Corporation, l9h6.

Comstock’ Anna B. Handbook of Nature Stud . Ithaca, New
Ork: Cornell University Press, 19 7.

“”19 11 Rural School leaflet. Ithaca, New York: Cornell
University Press.

Courtis, Stuart A. Why Children Succeed. Detroit: Fiesems
BI‘cathers, 1925.

Cubber, ley, Elwood. Public Education _i_r_1_ the United States.
Boston: Houghton Mifflin Co., 1919.

Daws on, Howard A. " Organization and Financing of Schools,"
Yearbook of the Department of Rural Education of the
eLtional Education Association, Washington: Department
or Rural Education, l9h5.

DawsOn’ Howard A. " Organization and Financing Rural
S‘C’hoolsfl‘ Rural Education Today, 1955 Yearbook of
eDartment of Rural Education, National .Education Associa-
tion, Washington: National Education Association, 1955.

95

We“

96

DeLong, Arthur. ”Understanding the Growing Child," 00116 e
of Education Quarterly, Volume 2, No. 1, January, 195%.

Departznent of Superintendents of National Education Associa-
tion, P_ossible Narratign _i_n_ Curricula 332 Meet Community
and Individual Needs, Third Yearbook prepared by the
Department of Superintendents, Washington: National
Education Association, 1925.

Duncan, 0. T. "The Rurban Epoch," National Education Journal,
Volume 15, No. 2, February, 1956.

Dunn, Fannie. "Natural Sequence in Curriculum Practice,"
Iiewer Types 53f Instruction _i_g Small Rural Schools, 1935
Yearbook of Rural Education, Washington: National Edu-
cation Association, 1935.

 

Dunn, Fannie, and Everett, Marcia. Four Years _i_n_ a Country
School. New York: Teachers College Columbia University,

33—923".—

Ferriss, E. N. "Curriculum Characteristics and Method Trends
in Rural School," National Education Addresses, 19Il3.

Pros-f, , Norman. "Newer Types of Instruction in Rural Areas?"
_‘Tewer Types of Instruction in Small Rural Schools, 193
earbook of Rural EducationT—Washington: National Edu-
cation Association, 1935.

Fullerton, C. A. A One Book Course in Elementary Music.
Cedar Falls: Fullerton and Gray, 1929.

331‘? is on, Karl. Growth and Development. New York: Longmans

368911, Arnold. Studies is Child Development. New York:
Ii£11?per, l9h8.

Governor's Lay Conference on Education, Kearney, Nebraska,
MillneOgraphed Report, 1954.

HaVS‘ghurst, Robert. Human Deve10pment and Education. New
c>1‘k: Longmans Green, 1953.

Hurlock, Elizabeth. Child Growth and Development. New York:
I“'1C3C3rameill, 1956-

Kenne dy, Stella A. "A Survey of School Teachers Attitudes
toMrard Problems in Education," Unpublished Doctoral
Thesis, Los Angeles: The University of Southern

Cfillifornia, 1951;.

K
ern, 0. J. Among Country Schools. New York: 1906.

97

Kowitz, Gerald. ”An Exploration into the Relationship of
Physical Growth Pattern and Classroom Behavior in the
Elementary School," Doctoral Thesis, Michigan State
College of Agriculture and Applied Science, 1951;.

Kreitlow, Burton. Rural Education: Community Backgrounds.
blew York: Harper Brothers, 1951i.

Mart in, Everett D. Psychology and Its Use. Chicago:
American Library Association, 1925.

Millard, Cecil V. Child Growth and Development. Boston:
Heath Company, 1951.

Nelly, Thomas. "The Relationships Between Achieved Growth
in Height and the Beginning of Growth in Reading,"
Doctoral Thesis, Michigan State College of Agriculture
and Applied Science, 1953.

National Education Association. The White House Conference
of Rural Educatiop. .‘Jashington: Department of Rural
Education of the Ivational Education Association, 19b,h.

 

National Society for the Study of Education. The Status _c_>_f_'
Rural Education. Thirtieth Yearbook, Bloomington,
IIiincis: Public School Publishing Co., 1931. '

£9125. ind Notes _o_i_‘_ Rural Education, January, 1921.

Nyberg, Dorothy. A Short History _c_)_f_ Wayne County. Wayne,
Nebraska: The Wayne Herald, 1930.

Olson, Willard. Growth _c_>_i_‘_ the Child §__s_ _a_ Whole. New York:
MCGraw—Ilill Book Company, 1943.

 

P6333: Theodore 0., ed. The Laws of the Northwest Territori-

S,pI‘1ngfield, Illinois: The Trustees of the Illinois
bhate Historical Society, 1925.

Plato (F‘rancis Cornford Translation). The Republic 2i; Plato.
New York: The Oxford Press, 19345.

Beevgs, Floyd W., ed. Educatiop for Rural America. Chicago:
I) Varsity of Chicago Press, 19E .

 

Rufi,

N JCalm. "The Small School," Contribution to Education

uh'lber 1:26, Teachers College Columbia Univ-ffsity, I9 55.

Ru
ch’ Ii‘uben. "The Relationships Between Growth in Height
and Growth in Weight," Doctoral Thesis, Michigan State
Ollege of Agriculture Wied Science, 1951+.

98

Shuttleworth, W. A. The Adolescent Period. Volume II,
1J0. 5, Evanston, Illinois: MonOgraph of Society Child
IJevelopment Research.

Southall, Naycie. "Contributions to Individual Instruction,"
liewer Types 92 Instruction _i_g Small Rural Schools, 1935
Yearbook of Rural Education, Washington: National Edu-
cation Association, 1935.

Stonman, Merle A. "Improving Instruction in Rural Areas,"
Educational Leadership, VIII, January, 1951.

Tucker, Marion B. "The Shoe Didn't Fit," National Education
Association Journal, Volume [4.5, Number 3, March, 1956.

Udoh, Benson. "The Relationship of Menarche to Achieved
Growth in Height," pectoral Thesis, Michigan State College
of Agriculture and Applied Science, 1955.

United States Advisory Commission on Education. The Federal
Government and Education. Washington: Government Print-
ing Office,j9h5.

 

Wofford, Kate V. "An History of the Status and Training of
Elementary Rural Teachers of the United States, 1860-
1930," Unpublished Doctoral thesis, Columbia University,
New York, 1931;.

Woffgrd, Kate V. "Socialization of the School Curriculum,"
ewer T es 93 Instruction _i_n_ Small Rural Schools, 1935
Yearbook of‘ Rural Education, Washington: National

Education Association, 1935.

‘vlofford Kate V Teachinr in Small Schools New York° The
- a e ’ ‘ '"" t k . .
Macmillan Company, 19116.

APPENDIX

LIST OF APPENDIXES

Pa Ere

APPENDIX A. Check List Distinguishing Among Three
Philosophies Of Education 0 o o o o 101

APPENDIX B. Questionnaire and Judgment Continuum. . 10%

APPENDIX C. Relative Location of the Counties Used
in the Study with the Supervisory
Factor Superimposed within Each
County. . . . . . . . . . . . . . . 10h

APPENDIX D. Recordings from Original Responses to
the Questionnaire and Judgment Type
Continuum with Key and Code . . . . 105

APPENDIX E. Assigned Values Placed on ReSponses to-
Judément Type Continuum Used as
weighted Scores . . . . . . . . . . 137

APPENDIX F. Sumnary Of Initial Child Growth
concepts. 0 o o o o o o o o o o o 0 lug

100

101

APPENDIX A

CHECK LIST DISTINGUISHING AMONG THREE
PHILOSOPHIES OF EDUCATION

Judge each of the following statements in the light
of your own philosophy of education.

From the scale below select the code number that best
(Escribes your agreement with the statement. If you agree
cmufletely with Item 1, place a one (1) in the blank pre-
ceding the item. If you disagree completely place a five
G” in the proper blank. If you are neutral regarding the
statement, place a three (3) in the proper blank. If your
reaction to the statement is between 1 and 3 place a two
(2) in the proper blank, etc.

Answer every item.

 

SCALE
‘ 1 2 s T‘s ‘
Full Neutral Complete
agreement disagreement

”wool. The child is innately good and should be allowed
to grow naturally.

u...2. Learning should be organized around the problems
and processes of community living.

.....3. The child must be disciplined if he is to become
a civilized human being.

n...h. The pupils should help the teacher plan their
learning activities so they will be following
their interests.

”a..5. The child is neither good nor bad, but may become
either depending upon his eXperiences.

u...6. The curriculum should be centered around reading,
arithmetic, spelling, social sciences, language,
science, and like subjects.

”00.7. How a child feels about what he learns is as impor-
tant as what he learns.

.....8. A child should gain knowledge and thus he will be-
come educated.

.....9. Teacher—pupil planning is necessary for the develop-
ment of good citizenship in a democracy.

/""10'
.....11.
.....12.
.....13.

.n».lh.
.....15.

0000.16.
0:00.17.

00.0.1 0

00.0019.

00.00200'

0.00.21.

0000022.

.....23.
on..2h.

102

Learning activities should be determined by, and
centered around pupil interests.

The community is a source of learning materials
and experiences.

Competition and rivalry are the best incentives
to pupil achievement.

School children should have a part in activities
to improve the community.

Good books are the best source of learning for
the child in school.

The evaluation of the child's learning.should be
based on how well he is able to solve his daily
problems.

A basic aim of education is to help the children
comprehend, and express their feelings about their
experiences.

The study of geometry develops a logical mind.
The child realizes his best self in situations
where he can creatively express himself.

The school has a responsibility to help make the
community a better place in which to live.
Standard achievement tests are the best means of
determining if or not a child should be promoted.
Any teacher must know the community thoroughly
and be able to use its resources to be a success-
ful teacher.

Education may be thought of as growth, especially
in the ability to reconstruct past experiences to
solve problems.

Understanding is best promoted by a 10gical develop-

ment of the course of study.
The school child should be encouraged to concern

himself with important adult problems.

‘ SCORING DETERMINENTS:

Academic Orientation Progressive Orientation Community Oriented
Score

 

 

 

Question Score Question Score Question
3 1 2

5 u 6

8 7 10

12 '"-___' 10 11

1h ""‘"“' 15 13

17 "” 16 19

20 "" 18 21

23 “"“' 22

Total Total Total

Composite rating A

 

APPENDIX B - , ' 103
QUESTIOMIAIRE AND JUDQMENT CONTINUUM

 

ld ”lent hheretery Office of liral Mention]
shi— ltete College State Teachers College
I‘ll-J, lithiu- 'ayne, Nebraska

larch 29. 1955

leer Thacher:

-----‘ Intel edncstien and child developnent are
inpertsnt nerds in yoir life! That anst be so be-
csnse yes teach in s raral area.

°'°-" In order to carry eat a research study in
rare! edacstioa I need yoar cooperation.

---°-' If yes sill frsnhly check the necessity
facts and state year opinions on the following ta-
bles yen will he doing raral edacation a real ser-
vice.

-----‘ Plesse feel free to give connents on any
phase of child develop-eat as it pertains to your
own case. Year reactions are inportant to the
C‘."e

-°---° Yon nsy retnrn the conpleted ferns in the
enclesed self-addressed envelope. Your pronpt re-
tsrs sill be treated by code naaber and not by
nnne: therefore it will not be necessary to sign
year sane.

Thanh Yon.

aéevf7‘%

State Thachers College
Ieyne, Nebraska

If yes sish to have an abstract of this stady fill oat
the nailing label below.

 

 

lens
'tI'OOt C'. .e'ene
Pest Office

 

 

 

 

 

 

y!
w"

' PART 1. QUESTIONNAIRE
PERSONAL INFORMATION FORM

 

 

(EuchChe Code

Michigan
1. My school is in Nebraska

(County) S. Dahots

 

 

 

 

 

 

 

 

Place a check nark (vfl on the line over the response which
best describes your case.

2e ASCseeeeeeeeeeeeeeeeeeeeeeee

 

 

 

 

 

 

Und-r 21-24 25-44 45-59 0'"
21 years years years ‘0
years years
30 Marital Statuaeeseeeeeeeeeee [ lfi *-
Isrried [smug D"::¢'¢J‘idned
Separate
4e SCXeseeeeeeeeeeeeeeeeeeeeeee 1
Isle I 'ensle

5. Teaching Experience.........

 

than ’I..

l
T"- 2-4 s-7 15-24 “"
1". ’II. ’II.
J

6. Amount of College Training..

 

~89 eo-oo degree

 

 

 

none less [31
than hrs. hrs.
30 hrs. .,
7. Kind of College Attended.... 1 i i r i

 

State Private State
Univ. Univ. ‘l’eefh. Teach.
_ Cblege

Private ether
Cblhnp

 

8. Recency of Training.........

 

l l l -
last 3-4 5- 8-17 10-24 "’3
a yr. yrs. yrs. yrs. yrs. ‘-
ago ago ago age 35“,."-

 

9. When you were preparing for teaching, which of the follow- '
ing titles were used in the college catalogue to describe
the course you took which dealt with handling children?

 

l l n 44 1 i _
Pedagody Educational Chi ld [p.rmugyl Principles Ollld I'eci fy
P Ml Stud 05-“ of “y
"c a“ . y “"1 t Teaching Develop-ant et her

 

 

10. To what extent did these courses offer you direct,
usable help?

 

l l I 1
None Some uch Very nuch hel A great deal
I had to learn but most of elp. lost of the in fact near-
by experience the book did- book sugges- ly all ny
n’t 'Otk. (long 'thod. ’fOblOII '03.

answered.

2! yrs.

PART 2. JUDGMENT CONTINUUM

SUBJECT MATTER CONTINUUM FORM

u-u‘ Oaths reverse side of this page is a series of lad-
ders, one ladder for reading, one for arithaetic, one for
social science and one for natural science. Attached to

this side of the page are four sets of responses not ar-
ranged in any particular order.

~----‘ The blue responses are for the reading ladder.

-----‘ The yellow responses are for the arithmetic.

-----' The pinh responses are for the social sciences.
.....° The grain responses are for the natural sciences.

Begin with the blue reading responses. Heaove then from
this page; read then and then place then on the reading
ladder (on the reverse side of this page) with the re-
sponse :2; consider least advisable to use on the botton
rung. Then fill in the rungs until you arrive at the
top nost rung with the response which you would judge
would represent your best teaching.

-----'Place yellow responses in like asnner on the
arithaetic ladder.
-----’Plsce pinh responses on the social studies ladder.

-----‘Do the sane for the green responses on the natural
science ladder.

-----‘ PLEASE NAIL YOUR RESPONSES PROBPTLY °-°'°-

l 00:50.
Oh 0. 0e.
to
to

F“ socxst srunrss

their progress and how they
sworn thenselves is of great
isportance in our culture.

low people live. what has beeJ

 

 

lost acceptable

 

 

 

 

ale
0

 

 

 

 

 

 

 

Read up

 

 

Least acceptable

 

Pink

 

 

 

 

 

 

 

lead up

Iva-roast scxswcs F7

be world at nature bath phys-
ical and biological is an in-
ertant aspect of eienentary
ducatien.

 

 

lost acceptable

 

 

 

 

 

 

 

 

J 3 .
1 an.
I t
‘00
Hi
«I:
hiwd
col
0
newt
0“.-
would
«II 0
0‘80:
cuau
enque
0.8. 0
I IO
n 0':
nnnu
I'D-«OI
want:
0
88....
O I.
onlwu
an A.
enah‘ "__——_——‘
«an n
053 0‘
IAI- ‘_————__
n nu
soul.
: l6.
«9

 

 

 

 

 

Least acceptable

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

        

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

L.
as C In
I I I
.I I I
‘Ia O
h ’ l
. . r I.:II" b
. .3 ... ...
r . .e an a a as
C I I n U .n .2; .achusuuuumefle n. w
n a v I I t waneocoo meoqawlesusl census c o
d... I I P 00 Iona ounwce ea coup—3.0 e. Til c l
“I. II I u n.- accurev eoauwuancwl «I sex... a d
n“ I I u I -- i t I.
In I e e a s
n t w I t a
e l s
as I I I I L
P... v a. I
on a I
s a... s
’ O
I.- as
t I e t
all I
I II I
'h w I h I: was! t
m A x
I
I e
.a t l
n e b
.. u. . u ._
“. Q h ”Cb'H. 5” C
In I O I e 0.09 ,‘9 I O t
i n. a hen a. co owns e e
run on weep: etc-o ch
0.“ a I c h I¢I- a.oe-wo~w~5bve~leuea~ew~eeae . a e m
.it I .I. 900‘» -I~O~I AN~I Ihfi. \ TI t I I.
In. t .I I C 0 O~ H‘Q OWQO w I I n n
n. O I I . Q «I0 ~¢~0 ¢~O NO I O
has. tn / oceans-.3. so.
in". u» 35:: 1...
l n t e c
. . . . .. J .
O I c l
s d a s . e.
I. a e l
e l P
t .- .
.
h use. 11' I ‘III
a
n A

 

 

10h
@-
4 a

Relative Location 0 0g.
of the Gounties '3

Used in the Study
with the ' \ n

Supervisory
Factor Super-
imposed Within
Each County,

   

e
K5“.

 

 

 

 

 

 

'2.
l“
L

 

 

 

 

 

 

 

Genflot ‘4
?
G
\
KEY 9‘
Acade C
01-- mi (2 hIlally \
Program 3 sivel YA
CODImPi ented
uni

t
Obi Qlillied

40s,—.. l0 ..
lee"CI—'—""—'

105

Key to Recording from Original Data

Age [jg/Aha-

under El-Zh . 25-hh h5-S9 over 60

21
Te aching W \V :nge;
Exp erience l I \\ 9112:?3.‘
less than 2-1:. 5-7 - 8-1L.

1 year

 

 

 

Auncnxnt of

College Q
Tra ining K c 4 9};

none less than 31- 60-90
30 hours 59

2:32:38“ I @
5-7

 

é-lh 15-21 ‘ over 25

last 2-h
year years
ago

WWW

L

 

COIquse ‘=/ V pwwwa
Tit1e E12 .\\\ sir-:5

pedagody educat- child person- prin- child rural
ional study ality clples growth school

 

 

 

 

 

 

 

 

 

 

. psychology devel- of proced-
o ment teac ng ures
Extent 7 .
°f Help % y "
none some much very great

much deal

Antelope County

 

      

 

 

 

 

 

 

 

 

 

 

 

 

 

R Q a
‘251 :ilhlili 73%; fida’gigilfillligsifaliéf’
m ~ __ '~ 1 O “ 1 h ' ~ .g o i Q,
‘1‘ ”a?“ “sh ’5 a? int: ’36 «in
has [:1 S E] E w 51,,“- 4 H2356 ./ st'ze I 214536 .2 /0
III I: D S D E m luvs-s I 154/552 / [arse / muse /
I? D D % D - [3 souls" 3 But/es 3 24/653/ .2 flea/2.; y’
I?! E D W4 D E \\\\\\ «423’s 4 ”W25 3 3416/54( 3 azure /
{96 ® §\§ D - % 4,13,“- 4 192356 [ 13:2“ / 40.2351. I
I?)AE___I D D - .\\\\\\\ mess I Iii/£35 I 43¢“ I 14/355 .2
4" a D 421536 4 99/45" 4 ”“33 I 41134; l/
4‘] E: D % DE S [us-31 / 4/2355 4 ”/3526 / Iii/36$ .2.
#2 [:1 E: % D. N 46:13: 4 314/256 3 til/355i I 311“; 3
916” D D [:I E] a 4555/; 1] 4/3552 4 b53415: / 13W?“ ‘2
'57, U h\\\. 7/2 D E 415736 4 auws'e 3 IZV6'36 I ”‘9‘“ I
577E m &\\\\ W/A _4135'15 4 (3.20/65 I 41473“ I ”4355 I
524% % N [:15 @‘auz: 4 W39“ ’ ”‘1" I ”“53 I
52’ 555 % ® DEE m times: 4 5’4““ 3 “W" I 314634. 3
523E! [:1 % DEflmm 4 was- I “may W35 1
5-2JC] :1 D[ D % 7% 1.2634; I 1V3!“ / [154135 I 2/4553 2-
E19 % \\\\ MD%EWZJ“ l-/ FBI-1456 3 31”“ 3 "“3" I
215.21%: §§ S - ,1, 3.4,,— _2 314/245 3 124/356 I 4/2355 4
347 E an a N - (was I 234/95 .2. 132415; I awes- I
5‘3a El §\V % D- 4/2365 4 143/53 .1 1316 I 114/635 I
53/ a w @W F’H3165' 4 Manse 4/ {3269’s I Ill/356 /
92 LE] [:1 :1 DE] lanes 4 an!“ 3 ”1’35" 4 24/655 1
533 § % % [3% wave 4 m... 3 "W“ I am; I ‘
7 S a- w 31245;. 3 I34!“ I I135“. 1 1241396 I
E: % % D 7///, Vince 4/ 13/4/56 .2 ’511’5'6 I 1’45” 1
39 % .3- “9,36 4 3,4,,“ 3 algal. / zit/356 I.
'0 D % 7/1 D. .\\\\\\\: 235(657 .Z gzvlse 3 ’15-“, I 2/345 1
«I [:1 \\\\\‘: zz [31:] m Manse , mm; , 23w..- 1 must I
I2 I: E] % E]- g\\\\‘ new: / Nam ( tar-«u / 2145's; 7.
$11: a - m § % ® ads/re 1 awe-e / Ins/st I 0435: I
6146 D C] % D- Edi-1.356 ¢ save-s 3 I’m/SA / morass (
C] [j % Ej- Elva/ass 4 34/526 3 saw“ 2 434526 (

3.

 

 

 

 

 

 

 

 

 

i

 

 

 

 

Antelope County

107

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

“ " “ \ 75 u
“g i “(1°C “ gun-Mao m’: ‘32; “3‘13
0 w 72 $1. 1 x2133}; 9313?“: ‘34“33
\“ “ -n~ 21n1~23n2~1m~ 3.x:
*5 o;®°‘%fil"wm%ggc~ «35:.
519-: = 9/9016: 3 av?“ / W235; /o
553- :1 E "5153 _2 Isusu I runs 3‘
55 - :1 7% 1,4,“ 2 ”54/52 / ”195" X
5 - j E 301/5" 3 nu.“ I A1463: I 7
55'. ’ 3 % 01v.“ / luv“ I 1/9’553 1 5’
5‘57 :1 = SUV/56 3 an“ / 21/3/65 .2 g
S 7% j 2 234,57, _2 as“: I #2351, / 3
$57 I j m IJste / N156: / zwsse _z i
5‘4/ 7% I342“; I 123‘6“ I 141356 / 7
6/2 I I143“ I 2134»- 2 assul 3 /o
“3 - I Jill/‘5 3 12.3545 I ~st5 / I/
6“! V/// - 3’35“ 2. w; 516 I 114535 / 9
6/ 553-2355 & 390526 _3 143126 / ”.4365 / ?
6/6 I 4055 IAN/$36 I ’2’4’55 I 7
6/7 - - yrs-15¢. swan. 5 0.6453 / I2
6/ W .\ \V 7/(4 ”1.056 "55"1 I ’Wibs / 6
”7 _///// >\\\\‘ fuses raw: 2 veg/23 4 ll
. §\\‘§ yea/.5- ans-w, 3 142356 / I3
‘ZI - - 3/u265 114357, I 3141.56 3 / /
‘11 §\\\ 5;. ”/3 “,5 (zusu / Mil/55‘ 2 5-
‘13 E - 431/56 was: I 541/354, 4/ //
‘sz 215%; 113456 I Ist/sz' I ‘ 7
(.53 E - '39156 213“: 1 nuns / Y
682 ////'/: - 113U65‘ 1/ 34/65 2 luau I 5—
‘83 - - 13 vsze ac/s‘u / N23“ L f;
74 - - 31¢,“ 124/35; I 41/653
7’4 - - 4332/5 43/615 4 zusu/ .2 /‘I
901K :23; 30/465 1: wcs 1 2w“: 1 7
705 m - z/gvs'é Ill/365‘ I zlsws .2 7
95" W ”415-6 nus-o / and I 7

 

 

 

 

 

Boone County

108

 

 

 

  

 

 

 

 

uh ; §
0 ‘ U M n 1 m k 0‘“ I
otwAn-xéxR age-13* AaO-‘KEQE‘étg‘a‘m 3
‘fir‘gv—I\ZR’— C~~xm3 -Ag‘o—x «g
m «wfiwlnaanzazwv 2:32:
5‘ c3 1 w 0‘ n ax 6‘ a i t R tn :1
- 415/ 35 4 few/552 4 I1 W55 I IV351 c I /o
- 113456 .2 I431“ / 154/14, 3 IZJV§6 I ’7
- § ”1‘53 I ”4/255 / "/5167. / law‘s I 4
- I325“ I 2/355¢ .2 06¢“ / 115453 I 5
I m'uaIiJ __ /32 465' I /2 31/55 I :1 «I; s 5 I “‘
-
% E:— I: 352% / All/36$ I [zgys‘ / /13V55 I LI
- 7% $430156 4 44/555 .2 3mm; 3 “/3155 I I 0
I 7% mate I ”W“ I /134/55 I ""2 “’ I ‘I
r / ’7
I ///l 102/55 1/ 44355 I I551“ I “3““ /
- E “/5235 I /55z5¢ I Isms-5 I ISIS“ I 4
3/255 4 24/355 2 mat/55 2 25/3/15 1 Io
- 5/25 "/3255 I 2/5055 ,1 ”255-! I awn. I 5‘
V// / QVIZS“ 3 ’153“ I {135/5‘6 I l23‘/$'6 I 6
I
7
I g 42/355 II 0.41356 / an“; I uws-b I
- = 397256 3 0.35% I 31“,“ 3 1131/56 2 9
Y
- «Is/525 4 2/4/355 1 I24555 I ’1’“; I
7% :— w2355 II Izsvs‘b / muse; I nth/5‘5 I 7
—
- 24/355 .2 ~31“ / ”34“ I [2.3455 1 4
- % V5115“ ‘I I3V515 / “5441 I /25545 I 7
{‘74 E2 ”V536 I ”“55 I lava; l avg/.5; I ‘f
m /‘/—2635 I ’3”§26 / /32l/‘5' I 1/,V“- .2 5
§ 15/13/5 .2 Ilaso’c / 04/515 I 3u55¢ 3 7
j /2«/355 I 3/¢525 3 Man; I 32/5/55 3 g
I S ’14!“ I ””56 / M355 2 12/55; I 5
I 13V155' I 3/5/2 5‘5 3 “/1396 I I “I 356 I 6
:I '3: Isa/25 I max; 3 “:31“ I I24535 / 6
l _ «553/2 ‘I W32 5‘, 4f 4,3,“ [I ”#355 1 H/
I 1/4/552 3 uo’JS‘b 1 214/535 2 3"15'16 3 7
Q 7// Jul/55 3 1%51/ 1 was“ / 1255/53 I _ 7
_I 74 W31“ 4 4/1355 4 mug 3 ”'43“ I /Z
:] (Ix/:35 4 III/553 I was; I 2/5/55 1 g
3 ’14-‘75" I 1’34“ 2 0365 / 12.51/55 / 5‘

 

 

 

 

 

 

 

 

 

 

 

Boone County

 

109

 

 

 

€44 Wé
51/ 7/4
H . -
tr -
fl? -
Ito §\‘
[52 7/4
“‘3 -
15‘ 4 -

74 W 132v“
‘ am - um

% m 24‘3/5‘

 

‘55 V/é E $1 13W“
’5 % \¢‘azs/
55‘7\ . 72 N “/52:

351 k\\‘ 7% mass
959/ m 6J13$
760 - % ;\\\\\‘ wuss
8’61 7/4 ' - 5: him“
863 - m 231%:
8‘¢ --l/51¢ss'
9‘5 - N 131“:

 

166 VA «25314,
3‘7 13:.va ’— r:'._ “(5236
i“ W I 3119/6
{69 - , 23mm
:70 - 1 ‘\ 4/1531;

8'7/ m 3.-

  
 
 
 
 
 
 
 
 
  
  

 

 

‘ O
772

(:42 $6
JIUS‘Zb
111 V5“
435614
1324/51.
Lil/25“:

54/1326
542/396
4151.1 6

[46253
13/1/56

vizsb
13115-25
uvsu.
I432$6
ISUS‘ze
4/2 355
113%:
34115-6
31196 1‘
M13156
3214/45
43/525

 

 

&N\w&»-k\‘~\¢; h\~i‘ok"\

 

’.v‘va-u

ISS'JVS

152.5%
III/365‘
Mn 36

11/1536

13:4”

/43 5'26
IS‘J?’ 1.6

3 W51: L
law’s
1352 $4:
IJVnc
ludS'o
()2 «(‘5'
I2 3 USO
SIM/5‘9
N32 5'6
12 «355'
142356
I ZJVS'b
153 V4 1
3 2/1/54
/3 V165“

 

 

.\

‘\kfl\\

ll'l536
l2¢$36
2/5‘4/5
2/34/56

[24356

/23465'

a :13 6:
1234/96
4115‘;
110/35
13505;

In“:
114/5 :5
1a: 355
wzsssd
Nzus'
1.26055
13¢2§b
41/36§
.2le3;
213v“

3/1VS

 

/¢23§6 1

 

 

“flas‘o‘flfiwwmm 0);

“Ntiggfiqflo‘

\\
6%

 

 

110

Cedar County

 

 

  

 

 

 

 

 

 

 

 

 

   

 

 

 

 

 

 

 

ru¢un4uu 3m7namafly4m”u7aa¢mummM97m
1443111 3z1251241.1z4411111111z1zz
1.69669 31941566166 CSLLIL 5r. .
ainuuuwma uuuwwuanwflwwmwweuammwmmum
t ioquz a “.1 (.4418: [(341 1 :31 % f. 33
mcmiouwwmmw1 mmnmsmflwuuwwwwvyuaawanHw
:0 21/31.».9 31 5 41 .0 I;
’14.“ [/3 l/I'Z’ [III II ’4-
n»? b 6 z b .u r
we: mmmmwmw mmmmmemummmmmmmmmmmimmm
wimmmmmmmn ”My“:mmuummwmummmmnmfinw
7.4a I»! V, I I V I
$24....“ 3413f/3511fi/321 (42/23/111141414143L21
0b 6 ¢ 6 I ;
MW 3EL_W MW r u 1% w k. m Wm a“ u . an .o u" “ “qua whu u,“.fl “fin“ M mwwm u,"~ m m»
£13: a u u a. 3 up N M 6 ca mmwwufl u w_nw uanui fl h.uwfl.7 m J‘nu 3 ”m a a. H.
1. Why I mw.z x 4. n 3 2,9‘ m U u 1.4.” .1 an 2 .7 I ”a 2
Ali/u314413r¢414134zl1431444/424144423
‘ 4 ch a J 4|! .
flapmuuuuu“amnxuwmwuuuenwmuwuqumn«u
133 I. .L a,
R? 23IIM|W1¢u1u3 abzuaruu :aquzn ”1.12:4.
3:19.” um45w";wmwynummmwmmunnwuuwyamkm
\ /.... \\\\ AN J
“A“ %% :a%flmm Bum-@9. Dmexmmawwmmfl Auflfi
n
.2 . .wnu-Innim-n a
9\ Z - .- é Sig-22m

 

 

WM maaamamzaanmammaaa
gala-magna-

namgmmaagmaamzaaaa
W . . . a 1 m? rowan-DEED

4. 6iwflz 567:.0

Ema-D .....DDDDD

 

 

ND%%DI§I§S%I%%Z%D
Emmanmgumfi

 

 

 

  

  

09 lo I. I

 

 

111

Cedar County

 

}
a 1.
“07

A
a

H
A

9W“: I
3"“
V W”
3
at”
o h ;}
fin”?
.13,
Id 333
3%
9y”
MW”
9 ”L0”
905
33:,oo$
M
amt"
3175
1%; or)
g!
a.

 

 

NI

V

N

Na. II WHIIII WI flHlN N N N

Z%%NDNDD%NNZU

 

%D%%NN%Z%%

 

 

 

NNNN%%NZANEIINN .
DUDE! NDDDDDDD [1%NUD "

\

\
\

%N N %NNNNNNNNNNNDN N

 

7/.

 

 

ED NNDDNDQDNQDDUDDUN N DDD% N E N E] 2:22:

 

%UDDWEUNDNDDNDDU
ElNWNWNIIWflHIflNflflflIfl

ZNNNNQZ

14/36:
mm"
42mg

 

#11336

51/32“
#11365“

 

>1253M

 

 

 

kfi/S‘Z‘

IJSI¢6

 

 

342375 3 Lam/5'4 / psi/2:"
W125" 3 21’63/5 2 10:4.
243/54 1 an“. / rug-3‘
312/52. 3 Int/ad I ”573‘
11352,; 2. 14/25; 3 05‘,“
4/312 54 4 1131!“ 2, @1354
43/245- 4/ 13 «5‘24 / 413564
“16532. I 4/sz 9‘ “9526
any (a 53/24:! 5 “95:;
4/316 6’ 41:25“; 4 2.3/4.1;-
vans 4 ”“74; rszvsag
3/2KU 3 #1814 / 123.514
42/349 I} 245/}; .z, “V342
#3525: 4 Mary; l #325“
mm I 01525 / lei/$13
sea/5‘29 4 [3.2456 / III/5’6
4/1635 4 305/6 3 I1 ”5"
43/2451 4 436 2/5 4 $73¥26
.1/36’5'6 2. 31.1 #54, 3 13 #154
911,354 ‘F 211/355 .2. 0346:
34.1154! 3 3192255 3 2319‘;
“Q‘s-3 / 21¢35'6 2 311V?
mar Z 2.36% :2. M1356
425731. Y 1443294 I 214656
1432‘; I an 5'6 / V1457
2993‘s- .7. 3N1“ 3 9’34 5'“
(.1457; 4 452315 51 4/4319
xmnnm / 253'! 2, want;

1 1.1M.“ 1. 11¢!“

q 5

6 4

‘f /.

~¢\\\\N\\P\wh\\w\~\-\\~\‘“\\‘%°\§w

2mm
(257/36
(2‘13‘;

12 V365

/23$’é§
I239“

125435

I 24365
IN3S‘6

/

1/4345‘ ’

 

’2645

[24:35"
[23455

2 Iii/3%
”/5361

12 4365'
13/“5'4
a «3.6%
41/1351.
[19’ 365‘

[27365
{15“

211856
357.2 «6

34/1/65

1024369

3991 ‘5'
{16354
113456

 

IS‘U‘J
bV/L 5'13

(23V6 ’
[1’353

 

2

«7%
21°
. 2%
I
/

 

 

 

 

NNNNE‘Q‘C‘N WMNQQ‘NV qu ”INN

“VG‘Q‘QWQB‘

BC.

 

\
\

112

Cedar County

 

 

 

 

 

 

 

 

 

 

 

 

 

     

 

 

 

 

 

 

 

 

 

 

a L
figujmqafmy
am
”MANOfim. 2/ 2 II /// /
tfl 6lgr»d. r a y 6
r6 .5 6
e azuzaz a
3&424 I II
46,...“ 66
L:
mauawmamm
I I. a. 1. z .1 a. u. 3‘
:‘4‘/‘ I.
unmnmnmuu
mmumwmmmm
66‘ 2,
miff:
unnawMumm
2 V\ ,a/// x / V
zzN/flNaDDN
A
%%IE_% EE-
DDU%DD%%D
1mggfli
Nam?
3?“ Olga
ow Kfi7fi
O

 

 

Colfax County

Inflafialbnfiril

 

 

 

  

 

 

 

 

 

 

 

 

 

 
 

 

 

 

 

 

 

 

   

 

 

 

 

 

 

 

 

 

 

 

 

 

  

«aioaa44memwn7eflfl.5577uw774m7¢r7mmaf
no
.AMMONM/4II/l441II41_///./2//l/331////d./
6U£6§ATA ésoféréfé 6:56 .33 £636
sérmgmmmm”magnum““mmwmmmmnmmmwmmm:
gammaawnwmmmmmmonammuwmuwuananwm
1,3 ..
Rafim/I/I2I2/4.IId'4/43/I/l/5—azl/ll/Z/////
N...Zea...3.2-3341tlé‘3uj
womanyaw,2n.wasmannunnasmnzazussrdm‘unw:
Elf...v:CZ"wwwmimffiwfiwmmuffm
no
Nazi:Z3m22:22:32meme
3.1.3”mmw...uwmwmwmmmmmwmmmmmmwmmwm:
21%.“..44/ 4333¥4244¢2 124¢4¢3144zx444¢2
moo .e 6 ¢ .3 e r a .a 5.; .5 r e e .a.» r 5 s
Nash; ““9552”...
mun «zuugemmnmm«a W¢fa zuzwzuy,"
\\_..... ....\ N \\ \\\ \\ \\
N... D INUN-II-N%NINNNDN-ms saga-m-
onux .
%-2l@l§_§-§- Igauaémgfia-Eaagwazz
NEED mEDDD%§%QZDDDQUBDDDDDUUJDD
// I "“91
aa%% Hafiz-Qafluazz-azg -N%l%%1%%
//A // /,/
DNE%; @DDDIl-%IEDDDNDEDEDQQD%DH2
be: was: Mazsgzamzzg
3 7' /¢./u
92,23 4.1%fo

 

 

 

 

 

111+

Colfax County

 

7
6

 

 

 

 

 

  

 

p

 

   

 

 

i [4118; 4/ 3415/; .3 Inc/5'5 / 113435 .2 /.Z

 

- .om-zy 6 «film 51 I20“ / 32/456 3 It]
7% §\\\\ was! .3 xxx/2:, / M263: / I33“: /

E&% ”“45 3- 31”“ 33¢“; / 39/1/45 3 q
a N\\\V Mus-6 I tut/6r 3 0%.” / 2/34/51. 2.

EDDD%
gmNNa

 

 

  

  

V

C]

 
 

 

 

“7%-

45'

667
462
463

 

 

 

llS

Dakota County

 

      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

«oz—x 7531975 1%??? R $.73: '31

776 I D [I - Elam“; :2 Wis/6] 2. mo... / I239“: / 6
777 g El % @4123“ ¢ 3m“- 3 mm. / mm- 2 lo
77] T: El - (33436 / was. / an“ / I236“ / 6/
777 E 7% D % E. 5319'“- 6 31255-4; 3 2/34/51, 2 5/3/45 5' /6
710': D 1:! - Day”; é an.“ / I3: / 21.93% 2 /c
71/ § E] E 2% % «42153 4 «5'23“ 4 N12; 3 1243‘s- / ll
711‘: D % D E 2/3451 .2 (Jo’s-26 / mm / ”“3“ ’ 5—
773: D % D - S 21445) «7- 3051, / ’5’35’61 / 2/4365 2 6'
71/N § % %%%4amy 4 zap/5‘26 / fiance / 01135-6 / 7
715.7% N % % Elma/r A an“ 4 v3“): / ”4356 / I2
717 I D D - @4133“ ¢ 3345-5 / («W513 / 143%.;- Z— ,7
77! F152; - - E % HA 5'21; ¢ 2.4/53 15 .2 /23¢.1- / 1mm / i
70 7% g [1% @4021“ 4 my: 1 was: 3 03¢.“ / /0
id] El % E] E % {324156 / 411 3176 4 “’52,. / 2/3156 .2 5’
707 | E] El 1:] % m 642/53 6 1(er 4 Isa-v“ 3 V1“)! 9‘ /7
7/0 ’ D m WW m 4263/; 4 31/251, / 0:1“ / 33"“5 3 7
7// N § § D .E‘ 23w“ 2. 34015 5 (cm; / Izw‘s‘ / 9
9/3 «V % § E M] § 40st 4 421355 9/ 1:34“ I an.“ / /0
7/6 D % E % Q my“; / 05-y53. I Ian/a- / an.” I V
[3| [3 - ® Iirufi / luv.“ / may“ / anus-4 / 9‘

121' w 1:] - 324551 3 W256: 4 ”293- / N635} / 7

% I: a unis". <4! limits / ‘ 4’2": I may“ / ’7

D 7% Z - S 3mm 3 05966 / ”“361 / 1.957% / é

$1.! N‘ E E - S/‘ug‘; / 629623 / ”62¢: / muss / I71
:3 D Q 1:] E w “/325- II 695725 {4 04/512. / /1g;63 / la
2 [:1 [:l- § 3mg, 3 435742 6 354/254 3 2:434/ Z /r/
;;J [:1 Baa-[:!E§§:E§§:u¢uy JLuGW$zz I LOWS £2 ZWEZfl‘Z 7
__J [:3 223 [:IEE35EZ22unn¢ L3 qufb.3 Aunt / ¢AGAF 9/ 5/
3 D a D E @ rwso‘ .2 3125-54 3 03¢: / zmlzs 1 f

 

 

 

116

Dixon County

 

T

 
 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

h “g: a “\3 n o m 2: ’ f
'3.“ A ‘ a “W
o W a 2.119;? a ”$3333; 33%:éezfi 382%? as
w W '1.“ 5,311 r11 *1 12‘2”} i a %i‘1“= 33.1“”; °i 3'9
‘ ' a“ “mm“ °“m“°%“°%'§r“o%m§§® Er
m N ® ICE in“ 4 ' I W“ 2 5’
7,0 % § %% D ”a“, I ”#255 I mans I any / ’r’
7/; I I I DE @436,” ¢ [3155‘s / (19:35.; I [2.43“ / 7
7011:! z 13% NM 3 mm , mm 2 3 7
7/ 7% % a § I m 3m“ 3 111/3“ .2 (14349 / as“ / 7
7”. I: % Ba -/32«‘¢ I “25736 ¥ 4/3565 4 ZBIV‘S 2- [I
733 [:1 % D [m I ”my 1 314’s“. 3 «25m. / «as» I 7
770 7//, I: ‘95,}: % E ® #03ch 4 (34/252, / r2065“ / 12¢»; / 7
7H w 255;; [j - % 23m“ 1 mm 3 arr/:1 I m 365‘ / 7
742 7% 7% 7% mm“; I 1430‘ / “’15“ / “4"“ ’ ‘/
‘. . . 3 /0

79/; '3 DD Dawn; 3 my“, / yum; 3 31/1/69 W

742. |:[ a a “a” 5‘ 33,1,“ 3 mes-e / «2.16:; 4 ll
77?- % DEN Snare-e 5/ 0,1,“- / H53“ / l13465' / 7
77 7% Q 3553:: % N\\‘ mag II WI“ / ”WW 1’ ”3"“ ’ v7
774- a 1:. - § mm: 4 245m .7. mam- / (1436: / Y

\

777 D § D- 7% “van 3 I532,“ / 12.51/36 I 13116“ 2 7
77; E %E 4:52” 4 3005* 3 an“ / 23w“ 2. //
77? 555533: a S D a :\\\‘ 41213“- ¢ 0%? / IJZVS'4 I AIS/5‘63 / 7
ill N\\‘ ® W [E 7%; Kw 4,31“. 4 mgzgfizl macs/5'6 I may] I la
zxz- 1:! % [III-mm / ”3264 I “1”“ ’ We“ 2 5'
{/3 1:] E El E E 53am .6“ «622m 4 3:24“ 3 yaw; 9’ /6
8/61 77/4 C] [:1- S mum 4/ #25736 it 101/6: / as!“ / lo
{/5— % g .— _43/265‘ 4 341156 / (2.fo I ll¢563 / 7
{/6 .\\\\j a % 1:] a Egg“; 4 £31526 l/ (45' / 21,6156 .2 //
”f £331.? E S m a |_| sz/‘r 3 W156 / , (9/573 / 42/535 4 7
1771::][::] E:]‘[:]E§§]3§§tqnusz 4! zymur.2 amaze I 13eu3.,l 3’
710 a C3 % [:1 E @421»:- z/ 321%: 3 "a“ I “’13-“ I 7
acu__1 N ma Elm» 4 mm 3 "W- I ”m I 7
2151::Il::] EEZ [:1E§§[§§§L¢ngz QI nzwgn / ‘anflnr / wuwu5'1' 7
17$ Q S U E .mm 1 mm / "3“ / “a: l .5"
7151—1 El % DE .WSZJG ¥ 36 ‘/ [234‘ I ’25196 I /O

2.7 /////' Q g - ,3”: / we / 0529! / V2436: / 5/

 

 

 

 

 

 

 

 

 

 

 

'1

1].?

Dixon County

 

 

 

 

 

 

 

 

 
 
  
  
 

 

 

 

 

" N m 3’ M
759$ ngefi=g§| I:
daze/y ‘1’ J/uzs‘b 3 114;“ / an“. / 7
«aus- 1/ 43/52‘ y men; / nun .2 //
4263/5- 1/ zmw- .2 Nu“ l/ "'23“ / //
“2/355“ 4/ Jan/or 3 IJVJS' / #12353 / 7
“32,“. 11 mu“.- 3 ”IZ‘JJ / 2/065" 2. lo
33m;- 2, JIJVf‘ 3 3:40.21. 3 Ilélls" / 7
' “/er .2 wan 9! /d32$’4 I luns‘ / Y
‘ «Jun 6’ 111451 .1 13W.“ / /1W6s / y
#2957; 9’ an“ / lJ’IVu- / Iavus' / 7
ans: / rat/1.5" I I349: / [21/131 / 6‘
‘ 1329'“- / 342“ I 05'2“ / Ange; / ’7‘
«an; 4 “ma 5' ”MW / 1657/3 .1 N
432a: 7‘ 3N2.“ .7 Uvsu / likzss‘ I 9
may; 4 257“: :- ‘Jllfll‘ 3 23/6’5'6 .2. /3
‘ (297/34 .2 they,- / arm" .2 Ins-u; / 6
[4/053 9‘ 14/3/5216 ‘/ ”£96: .3 2146-3? 1 /J
‘ nut/"f 3146f / ans-o I 113576 / 5‘
an.“ I r7142). 3 'Inw / 43/26 4 9

 

 

 

 

 

 

 

 

 

118

Holt County

 

 

 

 

 

 

 

 

 

 

 

 

 

‘3 “,1 b A °
(so '1‘“ “ #31,“ “i5 ’33: $23 ’9: ‘a‘i 22% $.23 23% ‘3? ‘3‘“
“‘ éfig‘lF‘fi ‘33.“ “211:3“ — gag-1‘3: ;11“§ $333“;
\¢° €3fi“‘ ER mm it? “0“};
/‘/7 #63571 ‘/ 3/415‘6 3 43:16 / ”“35. 7
[:0 #21345 4 34265 / jgszsl / nurse; 7
'20] \ 41’3“" 1/ 3/64’52 3 ”2402, 3 lugs} //
101 I In“ _5’ 25/345 2 215/“ 2. #35}, X
203 5 24,3“,- 4 lie/51., / /.3</6.s‘a / IJVS‘36 7
'20? _1 av“; / rut/u / /153'/6 I Nine. 4
‘2/0 :1- ways- 1/ 34/541 3 25/3611 1 $42 2.1 /o
'2” 5 [mum —' "(V011 - Ihval'ué _ rn'uoHJ _.
1,2 :1 mum — 354;. / 4:661 ( 1245-35 --
‘1"; :1 $22“! 4 «VJ/25“ ‘f (#3256 / 1149‘; /O
'2’ 7 :I (2495'; / In as" / 2/3“: 1 may; 5'
'2” ‘ 3 :23“;- / fli‘lfu’: / ray/5‘1. / any.“ 6‘
.2/7 :] .\: as“: / «234:6 / I34K56 / 2/JFS‘6 .5"
'22" :1 (naval-‘4 —— N325; / I435“ 4 2.141;“- ——~
2 1045; 2. mwys‘ 1. (13¢e; / 123¢rz é
2‘8 413/5" 4 1.2543‘ / 2/34/55 l #3451 i
125' 2/3V5'é. 1 139355 / (1.346: / Miss-e 6
.124 :‘J ”I,“ 4/ 45311. If r4352; / 561321] [4
217 —I' .'..:..:I"‘l — 134452, I ”(435‘ / H.413? ‘—
1'" 5’ 5,15“ 3 yoga; 3 16/3511 :72 ISJVLI. 7
2‘27 3¢zsw 3 139461 / 3‘57“ -° 43157,! I I
“13" E 1435., 2 sax/«5 5‘ Ar: «26 I miss; 9
23/ :[ I¢§26§ / laws; / 52mg 5' 11¢!“ 5r
1’2 52 351, 6 an.“ / N‘s-23 / um. 35‘ 9
233 «urn 54 name; .2 15/4“ 3 ,q‘zn- /O
‘13" 23w“ 2 x532“ I [24515 / Int/‘5' 5‘
23$ 125%; / IJJVS‘e / 213455 .2 123%.? 6—
237 \ dwell}! — 06sz / AIM/:5 2 “‘33“ _.
1% ‘3’ 1“ 4 3425‘ 3 nus; 3 314/51 2. ,3
JV/ ' . J" — Inn“ / 315‘!“ 3 H4265- _.
2V5 \ «450:: / 3.71:... I 12:684. I [14,53 4
1W! 21w» 1 121/153 / IZ!‘/6$" / IZJVGS 5‘

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Holt County
0 V: a» =‘ r: m a u
o 3:; w. a%%'%- 11% 2.3% w? as; a W: am am: fig“
<1 W =2 3-1'a-xgmz‘“«3%:AQQ1332g133-égjg
w “ 2.191RW‘TQI ii%%‘}mz‘1¥mgiaaina
? , A ‘ 1'0 A C‘ 6‘ § 7" Ch 0 g h m C3 :: m 5‘
“5 % 7% s ‘3 & 114325 4 nwsa ,2 14135;, I all/356 '/
Jyé‘ 79'"! Q 21:5 V/ "(v-aha _. 114156 I Ill/1.56 I 21393-6 .2
.21"- . - 7% 1134/65“ 1 tau/so I 14156; I IU‘ly‘ /
J47 \\\\‘ 7% 'l‘ \\.\\ 13%; IL mesa I l13465' I Q’s/5‘6 /
250 W W W 5% m mm .2 I x W“ 2
157 k\\ a §\.\\ ?}¢ W161; ‘/ 402/“. ‘r‘ 43V“ I ”“565 / /0
15 a - % ’, \\ “3625 I my“; / awae I x2509. / 4
251“ \\\\t \\ E .\\\\\\ )sto 3 9055116 ‘/ ass-aw, / 2/«34 .1 /0
‘2"- 7/1 N I 45521; 5/ 457/16 1/ 02¢“ I ’26-”? / {d
'2‘" - 7/4 E \ \\ ass/4 g «32%, 4 3mm 3 Wu; / M
257 - V///‘ E - [345.26 / [3‘415- I 2/35/56 1 "w‘ / 5
25: 7/, I \\\‘ —=_— L\\\\\ 3st 4, Km“ 1 mm / "m‘ / q
257/ - 7/4 g Q 431/56 4/ 4671/4, 4 “(3961 I 56/35W \9 /¢
. . , , ¢ 2. 3 .2 6‘
260 § § % 7% $ ”,1“ I users:- I / 325‘ I ¢;,:: 6‘ ,5-
26/ ’///A - % 7/4 35/6245 3 #36321 4 “65/15 4
162- % - :% “H my.“ I 1’3““: '2 "‘4‘“ I ”a“ / 5
23/ I I I 1% 7/4, dam/e 4 am; 3 mm / W56 -2 w
232 B I. Z§“ m 136/9’3‘ l muse I “3496 I ”“53 / 5—
2:3 - % % l¥l63$ 3’ ”/526 3 3I1$V6 3 [1(‘39 / ?
21¢ - - 7% 7/4 N 43/651 4 Gazs“ / wsns I 314/5; 3 ?
lfé \\\\V 7// ’////.. m no.2; 3 3/«374 3 [35/526 I [#1265 / 7
.137 \\\\ m if?“ E N #3256 4/ 3/«5‘26 3 laws" I lab/o5: / 7
237 I - 7/4 E \‘ [324/55 / 314/256 3 2/43“ _2 Ines-V / ’7
290- % 7% 7/2 7//2 “3,1,- 171 rye/zeo- / IN“; I MVS“; I 7
29/ WW I W. 2:: m mm / ”We / ”me / mm / 4
2?; 7/4 W . El“ 531/26 / ’4’?“ ’ ”We / ”5““ I I
«Z?¢ - - EV- \\\V 3,0,“. 3 14632; ‘I 61234 I 4/16/35 I 7
295‘- . 7% 5 §\\\\ 253/916 .1 "(3’5" I “9’“ 1 30‘“ 3 Y
27‘ 2’33: :' “~‘ 7 "I“ m 11/355 / JMQGS’ 3 ’23‘5‘" / 1’3““ 1 7
fiy’ - - 5— \\\§ 432615- 4 14/396 .7- 3’15" .3 ”W"; I /0
??- - - g 7% ”a,“ 3. 3451/5 3 54/136 5 2/431“ .2. AZ
Joe - 7/4 \ “a,“ [I 23445- 2 lat/me / Izs’fa‘ I f

 

  

 

 

 

 

 

 

 

 

 

 

Holt County

120

 

 

  
 

 

G as:- a,
o mmmxfli‘mh “mug, 0‘: 2:
'%~ “3* m 33% a 332%? 213’: 23: ‘31:
3‘ "ion?” “1:1? xii—iti‘a‘é
c ”amG‘Tfi ““31 rnc "u
02 - j = W ”J“? I 423/5“ 4 457613 61 2/5qu .2 I I
303 - - 7/1 3 E W/// was; I nuts-6 / maes- 1/ 34/526 3 7
304‘ E Q 3% 7/” ’315‘6 4 “’51" 3 14:2“ / "3’3“ / 7
305/ - § 3 7%“; N 3/404; 3 2M765" .2 13¢“; / M1331. / 7
36‘ J - 3 E - 435.215 ‘/ “fibu 4 36/‘61 3 4536/). 4 [3‘
307 - - 7//J _T E “ 4/325“. 4 lit/35“ / ”‘1“ / ’1/632 / 7
_ .\
3°! - - 7% j = _l ml“. 4 43,3 “- 4 “can / 1.!3/65 1‘ I;
309 % w Q 3 E '1» and: / (Au/:5 5’ 45"==: 4 Maw; .‘2' //
3/0 7/” % 7/1 1:“ 423/5} 4 23¢/é)- .2 lids'lé / lzs‘dgg / . i
3” :\\§ 8 § g; N “I”; 1/ 1611/5‘6 .2 ”‘5‘"! / may / Y
312. 1'” ’. \\§ 7/ \\\V “’13; 4 943/1“ 4/ lane: / 21¢“: .1 ll‘
3’“ - - - 3 E 7/////A 2/3453 .2 ans—é / ”5““ I ”W“; / 5
3’5..- . VA —‘ Q 7 4623/: ‘y 145/31; 1 IJVfgz / A13“;- / g
3’3 - - 7/1. 3 E VA 4mg, 1! 1391526 / aw“ I mm 1 8'
3/‘7 y/A 7% § 2 g“ £7.23}? 4/3211, J/ /¢32"‘ / ’23¢“ I ”V‘Jf oz K
310 - - VA :1 71/” \% 1:21.: 4 40115-5 4/ I23“: / uazs- / /o
5’" - - 3/2 3 E 7/4 away, 2 maes- / I245.“ / /2 (#36 / 5'
32-2 - - % j —E— RV 4/5526 5‘ 1328‘. l ’14?“ I ’35-“) / 7
313 W/A EV 53:35 :1 RV 4 321:5 V ”J‘s-z / “It“: / ”46:17 / 7
326\ 324:1 ‘ f 7/» s\§ “1365‘ 4 N3“;- / Base: / £221.15:- / 7
327 N §\-\‘ 7/; 7/////. «a: m. 4 Isl/:25 / Ines-a I nun. .z 5'
3573 - - E m 34/253 3 4/325; t/ 12¢“; I 1N3.“ ,2 ,0
357 §\\‘ k\\\§ 11'". %§ §\\\ 4652/; 4 was; 3 "/1265 I #10:; 4 (2
35-2 §\\V “\V I " , 4/5213 4 453/26 ¢ Isuzu. I 21%;; .2. //
3‘3 I I V/é 3 a mm 4 mm / Mm I am: / 7
35‘5‘ E21133 «\V ‘ . -—‘ ;-- m W2“, 4 00’2“ I Hus-e I no“ / 7
an. - ‘ m 4,143; 5; lam; / may I nuts-3 / 7
3‘7- WA and“ 3 Iadczs- I my“ I 42/34: 4 ?
3.37 - aux“ / ”425-6 I 1848's / 4/1365‘ 4 7
35‘? - 7/4 426757 9‘ 1mm; 3 «(my 4 21be ,z /3
3’5. - £11351 é 26mm 1 Mun-I If ”WAVE I [3
3ié \\\‘ —‘R\\\‘ 11 1‘4 ’71 15‘3/3‘6 l llflbi I 2/63416" 1 7

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

121

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Holt County
2; a m 2

§§va§3w§ “yaw”. 7:4,
w’é — 21%:2ceeazaa‘hyz
c» A b 0 m 9 6‘ R n 0‘ IE a x- 9. £13
”315-6 4* wast. / 13452.. I Indes- / 7
was; 2 muse / Int/5'4. / 11w“ ( 5
4”.“ 17/ lawsu / 135““ / (2566‘) I 7
pz‘é) If Juice 3 "-15" I Nst-b / 7
“/3924 / «Ines- / Ram I x2346: I If
4,61,; 51 Muse I (rJGSZ I am: I 7
4165,; 1/ 4.75724, 4 3:5- / 119335 I /D
«(3263‘ 4 “31/5“ 4 /3¢5‘16 / mues‘ / /0
2/1956 2, 3014/5“ 3 31‘125‘6 3 11435; 2' lo
”Lg/S: 4 mus/r 1% («31:4, I Ian/$34. I /0
‘77 435/15 4' (25954, / (my; I awe; / 7

 

 

 

mi“

Knox County

 

 

     

 

 

 

 

 

‘ (N D m 3.: J\
m o ‘h N . N 0
am?“ Egan a: a: "aha; mh‘ai g»: a:
{gar-WV? ~~Ni\1°ifimf~b‘:m 0\.°
“’omw wt. 2m 237° 3°?- X792. 95$
7 / \
fl 6 g. S 523, 4 042:4 I was: I 113465” .2 X
l’:.; 7% 4553/: 4 was“. 4 x53,“ / 1mm .1 //
/ \‘ I2545" / Il$¥36 / 7
¢Z ‘5§§ Ifiuar 1¥ Iaflnb I
E % 230’s: .1 312476 3 luvs; / ”“655 / 7
a % 13¢,“ 3. 41/151 II 543/16 f le/SL / II
2 S Zlflfé .1 #361; I ’39’516 I ”“365 I ‘9—
: \\\‘ 13"“ IL JAM/56 3 ’164‘53 I I 14553 I 7
"3;”; = S 21143:. 2, 09/196 / 14‘3“- I 3/2‘Ié5 3 7
V//, ’43:." ‘ m“; t/ J/I/s'zg 3 Nam I 3/146; 3 //
- 5.132; \\\‘ 4/216; 9’ Jun“ 3 N13“. / ”4,52, / 7
V//, 13-23}: V////, law/2: I 143256 I all/62$ 3 /1d$‘54, / é
- - 20:5 1 Java: 3 /45361 I I231“; / 7
- E 77/, “5-3,; ’1 4/1196 4 4/5342, LI 2/513“ 2. IV
= 7 2 1,53 '7— ("/3561 Ila/43 I 7
—_ ///’ yuan J ‘r / /
fié «521x 1/ ’31/265' I 34/31, 3 {/4356 ,2. /0
' I2 31/65' / amaze 3 was-e I ““53 / 6
“III” I 915/34 $1 #320,- / lavage I /.1¢3§6 / 7
- - aw“ / was: 3 lug“ / Int/e; / é
- //,/ IIJVOS' I 3/V5‘16 _3 1431“ / 04453 / 6
N may 3 /3¢:ze 3 (2.362% ( 316’65 / 7
- W 77/7 4/1534 ‘/ Iae’zs'b / l1¢$36 / 13465 I 7
7% IIII I m 32/642; 3 1319/54 I 1435112 / I264: / €-
7/4 = m new; 1 32;ng 3 [3416: I an»; 3 7
l - 41/154 y lit/165‘ I ails-15 I Ilsuso I 7
I K \ new; I val/5‘4, .2, Mass .2. mues- / 6
I f u\\\\\ an“ / 05‘2“ I 24346-6 .2 123%; / 5'
'5'”. =2 ! “(life I JIZV“ 3 ’3‘95" I 1134/5“, .7. 7
7% 3“,“ I 4/532“ If N320: I ”61.4%“ I 7
.\ \ I3¥26f I sat/:6 3 ”3““ I ””657 / é
% m "”1" 6 453151 4 126543 / I5145'6 / I2,
7/, g my“ 1 tut/c; I I3V25“ / 41/352,: 1 7
:_ “#57 A ¥fl3m ‘I 4M1: 6 25-13% 1 [J

 

 

 

 

 

 

 

 

 

 

 

 

12 3

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Knox County
N 7i) N 3 X m I
'k 7 m N U\ I 9‘ \A -\
1‘. §%§”’A\§§ 9, 1222“?» ‘é‘zgfigeg 33%?
~ - ~ A ~ “A -\ 3 0 \ x m o x
‘ 2. m 1 1 3 \ I a a N ‘_
"\ :5 C) M 3‘ W%‘%RP “3‘ %\§: M%R a
- . :‘Ei’g ‘13246; / 419/36 4/ [33“ y z’IVQ; _2 I,
7/7 - I I 0/25“. 4 3’57“ 3 Jz/us" 3 05-264 / II
7/7! . I ‘ z / 4g 3‘; 5/ mass / Jun: 4. 3 awn. / 9
:00 - I “3st 4 ”“155“ / lZJUS‘b I 32’4“ 3 ?
to, I H" I VIZSB 4 1‘613561 / /4;ZJ‘ / [‘1"‘ / 7
801‘ I [4623; / 4521/; 4 was; / any: / 7
5’03 // an 65' I I562; / mat/51, I 1245‘s: I ‘/
504 - I {lays-é, 4 /3(/2.€5 / awry; 2. 090:6 / Y
705‘ (”25-34 4 ("3526 / 14/5336 I W1 365- / 7
ice - «we; 4 an :5 / lav-‘1‘ I ”vs"; / 7
707 - j 329’“: 3 ”a“ I “an: I “"3 ‘- 51 7
707 - I :L “”57 y 4/326; {I ”3"“ I snug-e 3 /1
707 ‘ I 42/5.“ LI 3/4/255 3 ’13V57: I Ill/}$'6 / 7
7/0 I #652/5‘ ‘/ #513“ 4 I“, 51 I "V“; / V0
322 7//// ‘ j “a“ ’7/ 1043-5 ,2 lav/1:9 l I: 1n: / 7
I K
J’fl - ~ 3 4243/; 4/ 4315.57 4 4"!“ /~/ 16/45? .2 M
575- . j 17/ 3/4/2‘5- 3 #263; I 1/4365' _2 /a
#2,“ #13526 I (512357, f
76 “2“,; 4 33/95: 2 /
;(7 l’ was: 4 "’“f‘ I W ”76 ‘I I 14‘5" ‘3 I /0
7” —I 413/1“ 4 ”a“ I ”I'd“ -— "0562. / —
:79 = 23W“ 1 ”1 ‘5‘ 3 35‘” 1° 3 2/057, .7. /0
790 j 4,” ‘5- 5/ My: c‘ / Ian/5‘6 I ,1 36¢ / 7
97/ , 3 4/2435 1/ "’"5‘1 ‘ 4 ”13% I 24/3“- ,z / /
392 j 23,“; l Jae/5‘6 3 I25V53 I ”4“.) I 7
"3 :7 :4: =3: l 4’13“ 4 “/3196 / Isa/25‘ / 8"
W4 3 4,” u 9! 4/23“ 4 Hun. I 124534 I /o
‘75 nodes / ”“5" I ”V“?- / “/23 5‘ / 7
'7‘ «1,3,. II Imus- / urns I 14,432; I 7
W7 ~ “3,“ $1 Inc/:5 I nwzs / 14/355 .2 y
39‘ 452/3; ’11 19/5‘63 _2 [234’5'6 / atlas; / f
577 an 35—5 I ’5VZS'6 / Isuz‘ / uvu: I 4
7 a 432/94. 4 ””5" 1 545/52 3 was: a1 //

 

 

 

 

 

124

 

 

 

  
  
   
   

 

 

 

 

 

 

Knox County
(3 3 “v: 5‘ h 3s
0 “c; 2. 2E 2&3. §'§,\§%2 82:32?» “832%: ‘33.»:
U — a I! I. 1‘. - ~ “A 1 0 ‘ flfi- 0 a— A m C. O -- g o
“x “\ ‘2. -\ '2. 1 n 1 " 3 1Q z a 1 - 2 a: l '1
x r“ v MW“ %\3m°%§r”0%§}3¢sfin
7.15 V/% E H (“‘6‘ l nun" / 1345" 2 “’3‘“ / F
7-2 ‘I E “GI-135' 1/ ASJI‘IG ‘2 [m / [16¢]; / X
7.27 /% 3255: IJS-uil / “3”“ .2. "m l [23 9’5: / ~5—
70‘ ' _l _=—_— «usu “/ ”51/6 3 4141;, 5‘ 2.534%, 3— /3
7-27 7/ £5; a“; ‘7’ ”’4" 1 firm / nil/er .2. Y
730 I 4/25 a 3 ‘I I41 u s- / [33-46; I Ins“! / 7
73/ :I ”/7 ' ,. E ' 4/135: ’4 [fa/1'“ 4 I IV; 16 I ”“6” I /O
732. . \\\\‘ _\\\\f I 3“] 4,7,1. 4 (st/:26 / (13 V54, / ’fl'JS'b I 7
£1? % 7//,/4 Q 7% E ‘ 43/“; l ’ “’5' 16 / ”W69 I ”u“. / 5—
7.” l - ' , 3516‘ I /“133‘(. / 134‘165- / mums; / f
235 j l W - —’ 23/645- l IJ‘VS'Z‘ / 3,145“ 3 IV-Zb)5‘ / 7
936 I l - E , #2135“ 5/ 3"“ 15' 3 zJWs‘b .2 25/415] .1 ll
77 \§ '-.'-.'-: 7% g: “2,,“ 4 laws-e / 21.13, / 24/36; 1 f
776 [“4 \\\\ 7% \ “1625‘; I /VJ"Z>‘ / 311 V“ 3 [3915.6 / 6
777:) WA - 116 a; 4 ““351 / New: / muse / 7
?7r 7//4 :\\\\\ - ‘ W 3:26 If 4",“ 6/ “(135-5 I IJVS‘JG / /0
m 7%, N 7% 7/4 _—=; 3m“ 3 We: 2 mm 3 WW I 7
W:— \\ % mum I 15420 / mm. 1 ”“34 ‘ .7. 6
if} - W 413 1g; 4 43/522 9 51 A’s: 36 / ’ 1‘ “5'3 / /o
7f¢ —[ W 1““; 1 Mutts / IBH‘S‘ I [42653 / 5
7’5 - - 77/7 2913/51 1 35/176 3 W352" ‘/ 2’39!“ 7* I I
7Y6 —l 7/71 7% ‘ 13,“,- .1 3/145‘6 3 ““53 / ”4"” I 7
7X7 - 7////1 ~ «“354 ‘/ 4/3525 4 N239; / p.434; I /0
7f! | 7/4 423,5.“ 4 «(any 4 lava. / w m: / I 0
7,7 % % \\\\ I2365¢ I "9"“ I ’ 1"" ’5 I ”‘Wfl' I 4
770 W/fl 7/ / “8/5. 4 425/54, If naus- I I‘Qbfl I /O
97/ I ”/4 ‘ 315/962 3 guy’s-g 3 I531¢6 / [’19’5‘6 I I
?‘7.2 A‘ k‘ 7% 4 3, ,1 z 6‘ 14/519/ .2. awas- I awn, z 3 /o
971 I 7% 7% ‘ 4mg” 4 4/315" 4/ r3924 / Izvsu / ‘ lo
W 7/. W ‘ ”416,. / mtg-u. 3 .1525“ I (245-36 / 6
W5- &\ {ff-'2’ \\\V 4/555 4 431/55- 4 V’s.“ y 114556 2 /¢
. ?‘/ 7 I 7% 1y,“ I 3/¢5‘6 1 3 23651 I Ila/265' 4 7

 

 

 

 

 

 

 

 

 

 

 

 

Jr?

Knox County

 

 

 

 

 

 

 

 

03.23.
0136 Z 0
fiMMoNn I I 9
2:29 L
moon.“ I l
a: a a
film”, W
32.29 2 m u
REA-29 3
filial/I
2
822‘ a u n
VCmZJW W W M
5.1. a a
:29 I
fine? 9 2 2
main} u u %
km 0 2 n
5.2% 4 4 d,
unonn c.
nmzilm m mm mm
To I 5 2
Na: 6 W m”

 

 

 

 

 

 

 

126

Madison County

 

at,
fill/H-
99““,

 

 

IJVIS'L I 421356 4 I’m/591.,
1143a, /
/

 

 

 

 

/ /
«IV/J _2 UV! 5‘5 I 11 3¢$6
3214 3 ”"57 / 12 was I 1231/91.
14: 53‘ / many / 113‘ 11: / m 55¢,
1.14/5“- 2 I: 3469 / 2153115 1 Inves-
1342:& / 12155; I 113V$L / 2/3u3;
\\ 314251. 3 1413519 2 ”1;“- / 12v; “-
25141. 1 .213“;- 1 12 3114; I 123451.
3 m1“ 3 3’1 V“ 3 ’ 13”“ / 1131/51,
N12 br / 111/35“ / :1 21/51 3 /13 1165'
2.111151. 1 11435-1. / 1231/51: / 2115‘“
IZVJSe I 1 «.2435 / 123451, I 2131/5:
1341.14; / 1234‘s I ”fl/‘3 I I236$¢
2134:; 1 1392“ / 1‘14/365 I ”3'49!
#61131.- 4 4312.55 ‘/ ’3‘“ 6‘ / 2N“;
134255 / 13¢2sa / £25543 I ’2“3“
’JVJA: I ”#15“ 2 “3645 I [”625-
821/56
12 be” I 365le 3 “"561 /

lf¢136 I [’9’516 / [23(156 / 23/«5‘5
111,356 1 131/5 5'2. / (11:31.2 / 12.4653
22/1154. 1 /36¢15‘ / I293“ I 124/536
«:1 we 4 134:2; I 132 «65‘ I ’ 14943
213941: 1 134516 / 1351126 / 04256
43511.6 4 311/284 3 1‘1"“ 1 35"“
131V$o 1 13 51,115 I MSW/6 / Izvsx
V51 :13 ‘I 1153/21, 4 ’57416 / 3415::
11115-31. / lav/5‘6 / “54/23 / 12V$63
var 3;; z/ Ail/526 / ”2‘65 / ””563
31055 3 12314.9, / I234“ I ’ 105“
1’ 36v; .2 134/521. I ’35” 6 / ”5/251,

\
O

1.....-

“1&V‘u1thaxsqa‘VQ] “‘1“ch

”\VWWoU‘k:

\

NP \\\N\\
\\h\
“TNUXV

0‘ 9V‘KB

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Madison County

127

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I
3%? ’52: “a ZWE 3%“? 12:23.
" z“ 2 “ 1 n 1"“? afiizS‘. 10"}2‘5
3W1 = “1%: Mm: 3:
131/155- / 114526 I I 113415; I IUI/é" / ’7’
4312“ 4 1:11.195 / 11 ca 111 3 1112 365' / 9
"’2 "5' I 314'sz 3’ 12:45; / 11‘165' / 9
421536 4 11132.95 4 l3461§ / 1243‘: I I0
41236? 4 13452.1, / 1.121165 / 1.1345: .2 Y
45‘le; 4 13,51“ 1 131/520 / ”Jun! 3 /0
«12;;- 4 131.1552 1 an» / 1L...“ -—— —
'IIJIG If 4/2536 l/ 4/3516 4/ dun/M __ _.
4231s 4 I 34/521, I 134 2% I 14mm — -
21/3159 .2. 14:21.5" / . /3$426 / Mal-ll _ _
2.314156 1 314135! 3 "’3526 I “It'ld'lu —— -—
913265' 9‘ (3425's I 57361" .5" 2.111553 .2, [1
413:5; 4 Inns-b, / 1532.51 / 213.1,,- 2 Z
' [143:5 I 31.1451; 3 13412 56 I ((1.1): 5 l/ ?
1:11.35 I 213645' 2- 1""le 1 Ines-v / 6
312651! 3 ”swab, I “(1535' / ”3""; / C
l 1 1

 

 

 

 

 

 

 

“5121.13 '

128

Platte County

 

.1) Jv
Way-3

gr
fun

9
9

 

 

 

   

 

 

 

 

  

m: ant-M waw‘ a x
REE ‘: ”QM“:
.°§.°‘ %3“a%3§”§%%§§§o
52/‘15‘6 3 lizvse / 14356 / x2435; /
("“5 I ”"fl’fi / “/5329 / 124/396 /
“651/3 4 III/biz / Izuzsa / all“: /
312%: 3 any: / I452“ / mum. /
""154 / nut/cs I 432/5; 4 H42“, /
#61135 ‘/ 4/3552 4 av“; / N136; /
mm: .2 my“ 3 IZSWJL / I245.“ /
23/452, 2 5/5‘V26 3 usuas / sz‘s' /
124/3“ / 3:4294 3 I423“ / 2/¢;¢,5- ,2
4‘ 2/53 4/ 4523/6 1/ 34/4251. 3 I 2 #365 /
«1,;‘5- 1,! [34526 I lit/$36 I 1143“ /
guy/s .2 awe: I I351“ / MB“: /
13w“ 2 /25‘4;5 I 104%? l ”4356 /
was. 4/ I342“. I ”/1963 I ”“55 /
Iquhi / ,VJJS‘ / A134$L / Izaesu /
053,6 4 341,“, 3 “ruse. / A2436; /
£1¢365‘ / Isdzsc / ’45236 I 12345; /
43123-6K 4 13/4/55- .2 ”165‘ 'l 3’3”“ 3
, 43,253 4 ”4251, / finch}! "“ I4J$b1 /
:1 4/32.; 4 Lawn, / 413516 A! IAN/5w /
3 ways- 4/ 4316;, y [95316 / mus; /
3 13,“ 2 ISM/es" I 114/351; / /255‘4b /
: 41¢,sz 4 43/525 51 3/U265' 3 2’4“; '7-
~ 3 243154 2 132645 / 423/51, 4 Q‘s-«g /
3 6431/: 4 I256“ / Insw. / / £451, /
Z , WIS/36 1,! 43/526 4 1342‘: / [42351, /
:I 4 «32/5 6 r23 «a: I 02 41:4 / /3.z v57, /
j ”(33" / IJVISL / $34.16 / I2d3‘; /
E. ‘ 2/36.: .2 8524/6 / I236“: / was“, I
N339. / Nssze / ”1%.? / ’234/65‘ I
?73 4/52/35 1/ 23w“ .2 may“ / In“; I
775' 341/56 3 Muss 1 “~13“ / 143%; 2

 

 

 

 

 

 

 

 

 

 

 

 

 

R‘Qfium \ '
“Vhflwwgwmwkm

sq V
“Q‘W‘QQE‘QOQ

 

 

 

129

Platte County

7c.
2/
6‘
.9:
«w.
an
1.]
Z
1%
um
11
66
A ”m
1
Mn
n.
S
Main. mm
x 29mm

J

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

n». .F.*

Stanton County

130

 

 

 

 

 

 

 

  

 

 

 

  
  
  
  
  

 

h r.
1;“;‘39 £2mah‘fi‘8 Qw‘ggm
4 a o 4 * 0 A 3 .g:$§‘ 2:. i o
' " N ' .1 1 ° — :5 1:; O ‘ "'\ m c U
z‘z «V% <2_!;F”% 2.0» :31 31%1: a
0 0 O F 5‘ 6'3 0 m C) Q t“ r 6\
4/135: 4 ”""‘" / ’ W! or / I 141:6 / 7
mus-o 4 man / luvs-a / mm: 3 /o
”1va / 11414.5 / IRIS“ / was. / 4
In)“: 4/ “3’1“ ‘/ ”‘61"! I miss: .1 //
[323155 / ’ 13 V34- / Ins-vs / I 105'16 / V
Hunt 5- “‘1’3 4 35/6145 3 “my 3 /5‘
2.135114, 2. Int/re I “h“ l Law/5‘5 / 6
1w 3 re 1 I: 1 we I 1/ W“ 2 14: 355 .2. 7
42/603 4 3mm. 7 1"’”" 1 12,“; 3 /.2.
awn; 3 “van / mum / ,zs'ug / 4
aawn 1 lurvs / Int/es / Invas- / 5-
#2:“ , 1; In 9’65' I awn. / 0.3 we I 7
3 arm 2 ”’4“ 1 ”"13" / 114/345 / G
2444;; 2 39052: 3 4'93‘1 [j ’ISVJ‘ / /0
m uq/,J _, [Ava] I'd __ Ifivcl'ua _,. ,qul .‘d ._ ._.
mun/ad _ IZJUS‘b / 1.15435 2 119055 / _
46!.523 4/ 1.43/95 2 N155; / 244354, J. 7
",3“; / 20/55 2 uvsz‘, / 1244,35 / 5-
m“; 1 (#3297, / mus-4, / yuan 1 6
4/235; 4 “’1’“ 4 ”3"“ / WI“: 2. (f
“\“V' 13ml; 3- .Wz/s'a 3 ”“53 / ’1‘!“ / 7
wusse 4 ,¢1,:‘ / IVszeJ / UJva: .2 7
1134/65 2 now; I 4'15" 4 "‘3‘“ / f
am“ 3- 1564/25- I Vane 4 IIUSS'b / J
”use 4 3(69’15' 3 Izua‘: I [41355 / 7
“I,“ 4 1“,”, 1 an.“ 3 211%; .Z /3
3214/6: 3 In“: 3 N531" / ”45“ l i
‘ 31“,; 3 (nus-b ( Izlvs" / lavas-s / 6
'20“. / IZJV$6 / J‘fllfb .3 IUVCb / 6
24/3“ 1 livzsb / law“ I an“ / 5-
13/456 1 3’415‘6 3 143526 / 29735: 2 8
13/V5“ a ’IVI“ 3 [4’526 / 14/5-‘3 2 6

 

 

 

 

 

 

 

 

 

 

 

 

 

“"35”“

Stanton County

 

 

 

 

 

421356

4‘36le

iVfl/b

”(265'
41326!
341019
1434.1:

’14.»?
312 «5‘6

4 5431‘
l3¢526
23111.15
134/19’6

 

 

 

m'vah'd _—

z/ V563
n um.
524/53/

In dos

”-43 or
a V963

I! V56 2

[US$526
316194

nu“!
Inn-Jo

ill). b 4
I31 V69
A!!!) b

#3255

 

 

a: V6:
In No
I: 1“:
m1“ 7.
I 9:: w.

IV‘JS‘I
[23456

111111

 

£11452
[2‘]; ‘6
mm!“

’52:“.

 

 

/l‘/5‘5
(23$6¢

1143 65
luvs:
1143“
1234/51:

[43.925

/1‘/3-9£

/¢/236$‘

#11554
12¢5‘63

IUIIJGS‘
1143A?

/
/
/
/
/
/
/
/
I
“/6235 /
4
/
.2
/
12%;: /
.2

 

 

214‘371

 

 

 

 

132

Thurston County

 

 

 

 

 

 

 

n I, “2‘ A 3A 7‘ A D 5" ¢ R 1 7» mm m I N
°=~ 6* "’- ‘32“? a 2%”: a: 1 msea‘aafi‘a: «33.:
“‘ N “1 - ‘El‘fwfi‘g ’3“? 11%2121n21§%°~
9"- . w %®@°%%o° g mogggfigé
7/7 - - V/fl - ’1- ’19436 / 4/34/45 .2. 136,9; .2 11151:. 4/
710-- 7% - 135m; 1 13/521» 2. 1151/31, / zmxbs- ,2
71/ . % I \V 7%; - 4/1165 4 nun.» I Izadsl, / Izaues- /
712- . 74 - '7/// Imu- I Issue I rag-1n, I 135W“ /
7‘73 7% % ‘\\\‘ - 56? 42.1155- 4 Iii/$25 4 015“ 3 1134‘s- I ll
7”. V//‘ - = VIII-5'6 Ll 1,4,3. 1 [134‘5‘ I IZVI‘f I i
726' ‘ ‘\\\\ §\\\\V - 7% ‘ 41,“; 1/ ”V“,- I ”4;“ / 124356 / 7
7‘7"- - 17% - _=_ 3. ,‘3 (nun, / 1131/55- I ”1“? I ”3"“ / 4
717” \\\\\ :7/2 5;: " ,7sz I ”/5352 I 2.134“- 1 23/3/57: _2 6
7'25 kfi N $3 - 2% _ Muss / 1324‘; / mean. I wus- 1 5-
72¢/ '77 77 §\V:=: mm / 1 mm 3 "We 1 3
730 - - W - 7/////A ' Muse, 3 13/4155 1 Izslm / Jaw/5' 3 7
73’ V/j, .\\\\‘. g .335 “,5”. ¢ ”4“,— 1 x34“: / 0.4/st / 7
732' % 7% s\\§ m, _ an“ / 01:54, I awn I Izssw / 4
733 - - Vi - % k lugs; / 411156 4 ”"196 I ”"16! I 7
739,- - - ’5' ‘ 46,1; / zwase 1 ”2494 I 121/536 1’ 5’
735—- - m - é ' ‘ ‘2’“). 4 4351/6 4 IJst-a I an / l0
73‘ I I .x\\\“ .nmn ; 4/6315 4 14m 2 ”we I ""36 / Y
74¢ a m 7‘ g RN“ I [5415-5 ( (zslyg‘ / 21345-4 2 5-
7"— Vfl 7////4 "35513 7%” 94/23; I: 134257» l ”W“ I ”53"" l /0
766 i V/A \\\\\‘ - 3—3 4‘),le 4 5432/5 5’ uni/e I «Wins 3 /3
747 N 7% &\\\\‘ 7/7 7////,47 (01.415; é, was: 2 1:34.14; / mass! / lo
766’ - - 7////' _E fly“ 1 I?U¢Zb / I34526 / ”a“ / 6-
757 N n\\\\‘ .\\\\‘ % //,4 ‘ ‘ 11.1794, / l30l$26 / "(6:23 I luvs; 2 5—
77° 7% - : W253 I W35“ / 11351. I “”96 / 4
77/ - V/A - 11235-0 / 31/4.“ 3 111%“. I “V3“ 1 I7
771 :1 % 7% - '-- may: l 04256 I N’s-oz / 11415: 1 6
773 :I 77; 7.7 .75 , vars-26 4 024% I IN“: I 1’1“? .1 g
774 I - 7% -._=_ 4113.91 4/ 177457 1 541116 5 ”“365 / /l
775‘ I % §\V %E «2:35: ‘I ”“1“ I ”size 3 ”3““ / 7
767 :1 7% % -|m% ‘ «19M, 4- NJZSb / 153462. / my“: I 7
:J E‘ I - -

 

 

 

 

 

 

 

 

 

 

 

 

 

 

133

 

 

 

 

 

 

 

 

 

  
  
  
 
 
  
  

 

 

 

 

 

 

 

 

 

Clay County
7: r
-\ ’é‘lemfi’ % N1" air %% 2:1sz a: “fig
321/54. 3 1/346: .2 an“! 2 24135-6 / Y
101356 ¢ “/3361 / I43 in / anus ,2 3
I572.“ / 297 1:5 .2 z/ V36: 1 1:12 1 55’ / 6
?I‘ ‘ w,“- 6 4/535: 4/ 514/16 5— 4/3265 6‘ /7
3- inn 3 3‘45; / ~st5- / "/2663 / é
/ «3:65- / II/asz‘ / 142.553 / IZI/S‘J s / 5/
“3,“,- (/ 41/351, 4/ as: u‘ / 4/1356 4 l]
‘ 41,356 51 23/6’5‘6 ,2 3:415: 3 I42“: / /o
. 4521/;- 5! H.925" I 1135" 2 2.14355- 2 7
3mm 3 BN5.“ 3 10%: 1 Russ: / 7
‘ 17/515 3 31491 a 3 J Ins-26 3 1432 65' / /o
" #31652. 6‘ I W: S‘b / Na: 5 I 5 24; a; 3 7
’ 21174.3” 2- I3‘ «.25 / «Ins-16 4 /24 age / Y
'1‘ any. / x2 34‘: I 0426; / 1243‘; / ¢
" «an: .2 swczb 3 3/15V6 3 n «my: / 7
1 au 4/: 1 IN: 55 / luv“ / was: / 5‘
‘ 4542/; ‘/ 453/1. 4 AIM/65 / a ‘ 3w.- / /0
‘ 3/4/5-1‘ 3 mam 1/ Issue I 2/436: 1 /o
' 4/3615 4 601/96 4 vat/n, .2 41/165 ¢ l¥
3x2 (1.5" 3 III/256 / 2 nits-5 1 2/ 345's .2 y
' 476:2: 4 11W“ .7. was a / I243 so / g
N362; / ”a.“ a / 45v“ / I ’42:: / z/
623W/ 4 av: 96 / / V6523 / I 1- Vé 35 / 7
”I,“ 4 #53116 I/ / I/as'cz / 56/3” 5- “z
N2“; / any; I mazes / “/3516 / ¢
1 432657 4 «Vi/1:6 4 I432“ / I 14355 I /0
V2 63/5 1] I N525 / 15V“). / ’ 1“” 6 / 7

 

 

 

 

 

 

Iii]

 

 

Yankt on County

 

 

 

 

 

  
  
  
  
  
  
 
  
  
  

 

 

 

 

 

 

 

 

 

 

 

 

 

(a

E 11!“? .3 ”415‘ I oat/5's I V2365" I L

- E 3“”? 3- V/Zis‘b 4 2/4351: 2 Izvas‘e I 7
. 7/4 ”‘6’" 4 ”#942 3 4/6591 1/ 2479/43 .2. I3
:2: 7/4 % .2!!be 2 ‘3/u' 4 571346 5 Il¢36f / [y
E «ms-2 x71 nus-3 4/ Inw‘ 1 M5362 / I!

- :E: L 1' "e 2 Nbus l ’35“? I “"755 4 7
7% E «(2366‘ / mas o I Ivssze I 32145; 3 C
7/ 7%: 21/455- .2 121/3»- I may“ 2 312641; 3 f
,% ”52‘, I/ 213451: 1 ’5'!sz I Mane I (7

W «1139:. 1 32/4/65- 3’ IN“: 2. lames- / 3'

. - E 32/6‘6 3 3‘02“ 3 12.93“ I “W.“ / i
. - V// ' r1554; / day’s-4 I 4345. / 24/533 .2 5'
"if" 7%4 r' ”an, 5 3mm 3 245/53 ,2 346/52 3 l3
- E 21,“; 2 «vs-53 I 2/345‘6 1 24/83 Z /0

. E an“ I ads-‘3 I 0134/65 I Ins/165‘ / it
.' :J 42,“, 4 N29.) I 5/102 5‘ 26/4153 2 I2
3/ ' awn—a 3 4/3155 4/ ”War / Hazel. / 7
3 '5 ‘ awe; / ’23‘74’ / ”’“Z ‘/ ”“3““ / 7

. 3 E «32/52, 5/ Jim-‘2 3 21451.; 1 3/57/62 3 I1
.I § :34 J. ‘ VB“; 4/ an“, / IUVJb I IzIIJr‘ / 7
v :\\\\\‘ . “I”; L. "”96 / 5732:“, 5‘ «13sz I [3
ES: - 4/2155 4 fillet; I III/$36 2 34/151. 3 /o

: 421;“ [I (34251. I 11¢!“ I III/25,5- 3 .7
:1: [#1359 / 124/556 I 94,53,5- ¢ lac/In. .2 5'

 

 

 

135

Gratiot County

 

 

   

’5 1x
‘ ”2%“ 133%? R1 31:3 :33 ga
0 m 75 k 0’ h 5‘ m v~ m as 9"
«z; :54, AI I3¢sze I 23/451. 2 14/: fl, / 6'
4/359; / N1 963 / 1134/.“ / /23 5-“ / ‘/
IIVJS‘ / /1V6!£‘ / “135‘; / 14/31 ;‘ / 4/
4/516: {1 W356; l/ 3/4/5‘51 3 l?) W6 / /.2,
40$ 10/“ 1- III/as; / 2/546: _2 452w / é
406 vaizs I Z/H/s“ ,2 Iggy“; I lzu/sé / 5
#07 41/6,: 1,! 64255- / 3.1/4“ 3 21/3/57; .2 l o
(’0‘ \ 1,415 u, 4! nus-‘3 .2 ”en: 3 an}; I / 0
40? 7W5“ 3 41/! s: 4 13/5145 .2. as“: ¢ / /0
4/0 _’.-: - ”a“: I ’1 JU‘.‘ I ”(153‘ I 123 ys“ / y
4/! 5?? 4/23“ 4 2W3“ 2. 3/425‘6 3 "039/ 3. II
4/1 4,53“ 4 “"4“ / 2/3946 1 4? “1635‘ .2 ¢
4/3 New: / 1/1 we 3 145235 I 04151, / é
4/5 3,,, 1“ 3 ZVJ/u' l 421/ ,1, 4/ 23 d/‘S' 2 l /
4/7 ”,1“ fl 314/151 3 zwur 1 My“; / [a
”I? 4“,“. t/ /2‘/65‘3 I 3/601‘ 3 4/3156 4 {1
V20 “/1533 I 2/‘05‘5 1 III/3:6 / IZJVFL / 5-
42', 1’1"“? gm,“ 51 s nus-5 3 11V)“ 1 5 162w 5 / 4/
422 «1:2,. 5! szs; 3 N615; / 5/2 aw, 5 ,3
42.? 40:2‘ 4 24/963 1 1“] 33—6 .1 21463; 1 /0
42" 310% 3 ’15146 I ’33“? I "4W“ / 6
42: \ u—gau / 1114/94, / mus-4. 3 I: 16;], / 6
42 6 —— ”$5.15 / 2/3“; 2. awn-b 1 so a 1 54 4 ¢
42 7 1351M .2 I 3256;! I /23v;6 / 1153‘“ ‘1 6

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Montcalm County .

136

 

 

 

365'
_347
. 349
370
37.2.
373
371/

 

 

ll
r,/¢)h

li-QJAS‘

1.2365"

[(6215-

135406

#26736

inure
136 2 56‘

III?“

Izfl’bs'

Jet/s -

 

 

 

/
I
6!
4
I
I
/
zusfl '2 7
/
4
3
/
/
I
.2.

 

/3¥2.S"6

/5 V2 5‘6
.2 4/3/51,

/ 94/ as"
lafl V9
/3 $1 0’6
«uric
I 32¢“
/36 15V
3 W165"
3/2 9’65‘

£24356

 

 

IVJZS‘G

139’56
WstzJ
3/ 51 VA

IJS'JV6

lliflf¢
l!) 436
415/5?
/z$¢36
“#1:;

2/54/36
IJVJa‘b

IJS‘IZG
IVS?“

I; .2 «5‘6

 

 

nus-o
5‘11 365'
24699?
{42366

/Z¥35'6

2/69 54/
I 1463?
I2 V65"!
Lat/35's
0394/6

awe;
2/3455

I23“;
AZVIFL
Jul/:6

 

 

 

 

V®¢WVS~§M~QBKVQV¥R

 

 

 

 

 

 

 

 

 

 

137

 

 

 

 

Faontinuum ssigned fieadd Arith- SociaI aturil
Readin Value Tot in metic Science Science Total
2 "'I"'”"EEF"‘ L
2 10 "'f7 29 9 :%%§F
123586 708 363 2 2 8 6 21
121352 18 1 28 75 113
1% 30 3E 12 9g
1236u5 3 1 u 1 10
123651 1 1 5 9 18
12u365 6 6 12 56 77
12u536 o 1 26 27 S9
1253u6 o 2 3 0 5
125836 696 508 o u 21 8 3h
132u65 10 11 12 5 38
1325h6 2 2 5 o 9
131256 7 82 25 7 121
1u2356 10 7 22 26 65
1 256 6 g2 gg 10 62
1 3 h 7 9 19 39
12u635 1 3 2 21 33
12h653 o 1 1 22 23
12536u o o 2 o 2
125163 1 o 2 h 8
1263h5 3 o 2 3 8
1263Sh o o 1 2 3
126835 1 o 3 2 7
126853 688 122 o o h 6 13
13256u 2 1 2 o 5
132615 0 u 2 o 6
132651 0 o 5 o 5
131265 10 18 - 8 9 hl
138526 h h3 26 2 7S
1352u6 3 5 16. 0 2
135u26 1 u 13 o 1
112365 7 ‘1 3 12 23
1&2536 2 0 h 1 7
1&3265 7 9 h 3 23
1h3526 2 13 21 2 38
152386 0 o 3 1 u
152u36 o .0 o o 0
153286 0 1 g 1 6
153826 2 1 o 11

 

 

 

. m. 5“!“15‘32' - I. -"A 0 2“»

138

A

Continuum. ssigned Read~ Arith- Social Natural
Readingf Value Total metic Science Science Total

 

 

125 h
1256 3
1265h3
13h562
13h625
131652
13526h
135h62
136215
136251 -
136125 672 181
136152
1&2563
1h2635
1&2653
1&3562
1&3625
113652
115236
152361
15326h
153h62
15h236
15h326
162h53
16 251
‘ 621
1&5263
1&5362
1h6235

Nowmowmmmoommtommwmwmwwmmo

 

116352 660 53

p.
NOOOHHOHOOOOOONONOHOOOHI—‘OOWWNWHHHNONONHHOONOOO£

OOI—‘P—‘OOOOOOHOOHHOWNOHiOOOOHOOOOHH-F’UHONONHNHNOWN-F'

oFooooromHOHHHommmmow

 

 

 

 

 

 

 

 

H
[wrwHPHrwmwwwmwwquonmmw«»

 

 

 

 

Readin
l 23
151632
156231
156213
156123
161523
165123

continuum

Assigned
Value

Total

'fiead-
ins

rith-
metic

Sociaii
Science

Natural}

Science

139

Total

 

618

80

EOOOOOOO

H

FHJ

*1

and

 

213516
211356
2 1156

636

117

H

H

l'-’

 

3561
213615
21 651
21 365
2115 6
215 6
215 36

621

172

WWOOOPONHHCDN‘F‘HOOOI—‘OOO

 

612

86

HOOOOHOHHOOOOOOHNFNHNWHPNOHOHfiFHmNFNOHHH

FHA

EqfigqfiwmrmHHHm

N w
O‘l-‘UTO‘O 0U

 

 

 

 

 

NWONHOIHHOOOFOHNOOONNPOCDUIO‘NOOON-Jl—‘O‘NOOI—‘O

 

 

 

FHH
HooooowHHHoowrowooHHomrto

OONOOO

 

 

 

OOOOONOONF’U-Ql—‘UIOl-‘aF’l-JH-F'OONU'll-‘O-P’NU'IWONU‘lNU‘lO‘OOxOOOOOOO

7 .m H HHNNN
wmmwmymumu NHWNFHFNHUH

 

 

110

 

Readi

3
211635
213561
213615
213651
215136
215316
251361
251163
253161
251136
251316
261315
261135
261153

Cantinuum

F“

saigne
Value

600

Total

50

Read-

4%“

Arith-

gptic

Social
Science

0

atural

E
0
IS

 

flQME

215163
215361
216135
216153
216315
251613
fiflfil
26 15

588

15

Wmowwwoowmwmowoomoooowwm

 

T ta

mrmHHHHomwmmHHr

 

31
256311
fiflu3
. 265131
flflfié

21156

9%

65

3...:

\ONOONOOHHOOHNOOOOI—‘OHOl—‘HUN‘NOOON

l-'

 

am

79

“’ <fl¢r

 

 

552

 

101

 

omodmwmoqwmwpwwrwowow

 

FH4

 

OONHNOHONNO‘F‘NU

 

OOO-F‘NNOOOOHHU-F‘DJO‘O‘OOOOOOOOI-‘OOOOOOOOOOONI—‘OOOOOO

bu» hHA$r
fimwuoooHommH NHNNPNNH

NH
NNU‘U—‘O‘WN

 

 

ANOOONI—‘OOOOOU'U-‘HUO‘O‘Ol-‘HOOOOOOOHOOIOWOOOOHI—‘OOOOOONN

'1»

 

 

 

 

m" m . -m‘."" .“’

111

 

Reading

Continuumfifijéigned

Value

Total

Read-

p.
:3
m

Arith-
metic

Social
Science

Natural
Science

Total

 

 

F

32132
325116
325116
311256

2156

H
COOP-WM

OW

 

31 562
311625
315162
316125
316152
321561
325161
325161
326115
326151
326115
311265
311526
312165
312516
51216

510

6h

knifERhflrdkhq

owwtwwwapw

Fwd

 

*1562
311625
311652
312561
312615
315126
315216
351162
351126
351216
361125

62151

528

31

 

5162
316152
351621

351162

516

FHNNHFHHNNWHNNWflOPWW

 

-%§%§Ei

365121
322:1?
312356
113256

1__121356

 

501

 

117

 

OOOOHONOOPOOOHHOOHO#NOHHHHHNHOHHOOOHHM

 

H . _
F’OOOHOOOOOOOOHOOONOHOOWHONHO‘QOI—‘OHOOHWHl-‘U'IN‘F'WHOH

 

WOOOOOOOHOHHOOHNP’OHHHHONOOONOOHOOOOOHHH+AOOOOO

 

H
WWOHOHHOOOHOOOOOOOOOONOHflNOWHF—OOOOOOOOHOHONOO

:5

um»
ONHHHH

 

 

 

112

 

COntinuum Assigned

{ Value <
4123152

,Total

Arith-

metic “

Social

8 lanes

atural
cience

 

8112365
112536
113265
113526
121365
121536
123165
123516
131256
132156

192

167

had

 

 

‘112563
112635
113562
113625
113652
115236
115326
121563
121635
121653
123561
123615
123651
125136

2 16

180

105

 

116235
116253
116325
116352
125163
125361
126135
126153
126315
126351
131562
131625
131652
132561
132615
132651
135126
135216
151326

168

101

 

 

NNONVNNHHWPVOHNONNHOF’OHU‘U-‘HNHNWONOCDWUINN‘F’N

 

HVl-F'NOI-‘HOOONHOOOOl-‘OOl-‘OVIOOOOOl—‘WOHOWOHMWOONNWNNMO

l-‘OOOOOl-‘l-‘OOOHOOOHHHHWOOOOQOOHOOOOHOOOI—‘OOOHml—‘NWN

 

 

oooooMoooooomoooomooooooomwmooooooomoooHPHHoto

 

 

P’ ' #1
firqutmrmwwwomwmwommfiftwmwummmwwmrmr

 

'mamvfiéh'

 

continuum Resigned
7 Reading

Value

otal

Read-
ing

Arith-
metic

Social
Science

Natural
Science

Total

 

152315
152316
153126

 

216
115623
116523
135261
136125
163152
136215
136251
151362
153261
161235
161253
161325
162135
162153
162315
163125
163152
163215

6 251

156

56

 

2 621
326521
151623
161523

6 12

WNQQWWF’HNNHHNHHNHNFUIODH

 

112
156213
156231
165123
165213
165231
165312
13
513126
23116

132

33

 

* 2163
513261
513162
511326
~ 531216
32116
13621

 

120

 

 

 

OOOOOOOOOOOFNNOOU‘INPHOOOP’UNO‘NNWP'HO‘OOl-‘l-‘l-‘HNOOOOHP

 

 

NOOHOOHENHWOOOHOOOOOOWOOOOOHI—‘OOOOOOOOOOOOl-‘NIOOOO

 

OOHOHOOHOOHOOOI—‘QOOOOOONOOOHOOOOOl—‘OOOOOOOOOOOOO

 

 

MHHHHijHwHFNQHmwflHHWqu

 

gOHOOOI—‘OOOOOOOOOMI—‘OOOOHOOOOOOPOOOONHOHOOOOOF‘UINIO

._.—2n: b‘mJ'I-‘F— ...' fl‘ .‘."3..I.

111

 

Cfintinuum ssigned Read- Arith- ocial 1Natural
Reading Value ' Total ing, metic Science Science Total
612
511362 108 16
531261
531162
531126
512316
511326
513126
513216
'531621

261 396 2

3 12
i§1321 381 , 6
6 112
315

613215 360 1
621 51

31
613521
611325
623511
623511 318 15
621135
621153
631125
6 2115

21513
621531
625131
632511
631125 336 18
611235 .
612135
612153
, 6 215
3 112 321 3

‘ 6 21
5512 31 312 2

 

'

 

 

 

 

 

 

 

 

OOOOOOOOOOOOOOOOOONOHOOOOOHOHOHOWI—‘HOHO
OOOOOOOOOOOOOOOOOOOOOOOOOQOOOOOOOOOOOO

quflrflmtwwHkummwmwmmwmwwmwwpwmwwwwHwHH

fl

NWOPNNFHHOON%HNHNHONHWHHOOOHOOOHOOOWOH
ooHoooooowwoowoooooooooomoooomoooooooo

 

 

 

 

 

 

 

 

 

 

 

('3

V1'\ ~
I
v 5 K
1
. .
, - a—
V (‘
x
f
l:- '--
‘ h‘
1
.
n
u
1“"
L 74‘
\

I“

o ,3
.
..
.- \-
I
.
-_ .
I y L‘
.
C
1 \ {‘9
1 W
n
’ 5
.
v
A
.
4
.o
.
1
' -\

.,
‘
'I
H‘
-..4
A
o
P.
Q
y"
Q
P!

o‘*‘

va‘-

\o
o
'7‘
1‘» {-1
P 1
1 .'
n
. ,.
o
\ '_
l

.o)1

.
11.,
1‘ ~
1 .
(‘

I
|"
,.

‘5

1,
,

r-’

3““

PEG

.__#_-ffifi

 

5“, . ~w-—

 

D
x; w.
(s
.4

.
f'.
"h
,1
,1 ._
r ‘
VA

‘0
-
» 1-
._3.
C

l . , . .
‘ k
u o n
.' " . « ‘ 1v ' \ ,. ,.
~ I\ 5’ fix) 0 1 ~ - I! _ ‘ . v 7‘
‘ 1 I ‘ -.
‘ ‘I
a . , - -- 6 _\ «
x
N \
1"
f
o ‘ o
r.‘ ..- , "A“ (14.1- ,1
~ ~ . .
-‘ .‘\ r‘ .1 V ‘ ..' »
‘ O J l ‘
" ‘(“ Y ‘ a f ' ' ‘1 ' \ “.\‘ ’ ¢ (x r“-
. .
’v '. '- ’ «A
- o
o . . o
- 'p‘ . H C‘ 4- - ‘ '-‘ . , _ ‘
O
l\ ~ .r; ' ' 7 ~ 1 c I ' ‘ '
' r" _ v
0 .
- - a .
V ‘ » '- . .-, 1“.~ ‘ ‘ ,
." - .. l. 1
a ,, 1 w A q - 3 .1
’ - u \

1
‘
"\‘\“\
t A A
, I
0
v3 A
.
. -
7 I
. .
- . c
‘ A
,_ n ‘
‘ r1 . ‘

-« ,—
.
.
Q a
v
. , 1
9
a
4 '- r},

 

 
 

[£2545

 

       

ATE

ifliullm

mummm1[[1119ermm