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ABSTRACT

.AN EXAMINATION OF THE APPARENT CONFLICTS BETWEEN
THE CONCEPTS OF COMMUNITY EDUCATION AND THE
CONCEPTS OF OTHER PHASES OF AMERICAN
PUBLIC EDUCATION

by Thomas H. Mayhew

The purpose of this study was to examine seven verities of
life in the United States of America during 1970 and 1971 and to
determine how a diversified population assayed adult education
Community Education, and K-12 education as systems for the elimination
of the stated seven verities of life. A second purpose of the study
was to determine how the same diversified population accepted twenty-
four concepts as functions of adult education, K-12 education, and
Community Education

The study was conducted in a sequential manner starting with
the documentation of the listed verities, proceeding to a review of
professional and popular literature. The review of the literature
was followed by field interviews and studies. Upon completion of the
field interviews with a recognized panel of experts, a set of ques-
tions was prepared and field tested. Upon completion of the field
test, the questions were asked of the diversified population. Upon
completion of the questioning phase of the study, an examination
was made of the data derived.

The data was studied and presented in the research report
in tabular form and enabled the author to draw his conclusions and

to make recommendations for further study.

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Thomas H. Mayhew

131a researcher was able to draw the conclusion that in the minds
of the panel of experts and in the minds of the diversified population,

Conmmurity Education does hold great possibility as a system for the

elindjuation of the seven unwholesome verities of life in the United

States of America during 1970 and 1971. The investigator was further

able to conclude that there is wide variance in the minds of the
several segments of the population as to what constitutes a proper
set of concepts for inclusion in the curricula of adult education,
K-12 education, and Community Education.

The study made it possible to recommend a set of additional

studies to be made in a quantitative manner which would illuminate

the entire question of values for education.

AN EXAMINATION OF THE APPARENT CONFLICTS BETWEEN
THE CONCEPTS OF COMMUNITY EDUCATION AND THE
CONCEPTS OF OTHER PHASES OF AMERICAN
PUBLIC EDUCATION

by

f,‘rv‘
RN‘

Thomas HE Mayhew

A DISSERTATION

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

DOCTOR OF EDUCATION
The College of Education

1971

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ACKNOWLEDGMENT

The faith, patience, and encouragement of four men and a

vwmnan is here acknowledged with deepest appreciation: Clyde Campbell,
Iny advisor, whose faith knows no bounds; Frank J. Manley, the model

for my professional life style; Ernest O. Melby, my greatest teacher;

C. S. Mott, the inspiration and supporter for all of community

education; and my wife, Majorie.

These five friends represent the many students, teachers,

friends, and fellow community educators who provided the support

that made this document a reality.

ii

Chapter

1.

2.

3.

TABLE OF

CONTENTS

Page

INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . 1
PURPOSE OF THE STUDY . . . . . . . . . . . . . . . . . 1
THE NEED FOR THE STUDY . . . . . . . . . . . . . . . . l
LIMITATIONS OF THE STUDY . . . . . . . . . . . . . . . 3
ORGANIZATION OF THE STUDY . . . . . . . . . . . . . . 3
REVIEW OF LITERATURE . . . . . . . . . . . . . . . . . . 6
STATEMENT OF HYPOTHESES . . . . . . . . . . . . . . . . 36
Hypothesis 1 . . . . . . . . . . . . . . . . . . . . 36
Hypothesis 2 . . . . . . . . . . . . . . . . . . . . 37
Hypothesis 3 . . . . . . . . . . . . . . . . . . . . 38
Hypothesis 4 . . . . . . . . . . . . . . . . . . . . 39
Hypothesis 5 . . . . . . . . . . . . . . . . . . . . 39
Hypothesis 6 . . . . . . . . . . . . . . . . . . . . 4O
Hypothesis 7 . . . . . . . . . . . . . . . . . . . . 41

THE PROCEDURE OF THE STUDY . . . . . . . . . . . . . . . 43
DEFINITION OF TERMS . . . . . . . . . . . . . . . . . 44
RESULTS OF THE STUDY . . . . . . . . . . . . . . . . . . 51

DISCUSSION OF DATA INTERVIEWS . . . . . . . . . . . . . 68

RESEARCH CONCLUSIONS .

O O O O O O O O I O O O O O O 12].

SUGGESTIONS FOR FURTHER STUDY . . . . . . . . . . . . . 129

iii

Chapter Page
9. THE FUTURE AND MEANING OF THE RESEARCH . . . . . . . . . . 131
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . 144
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
APPENDIX A--Definition of Community Education . . . . 153

APPENDIX B--Questionnaire Used for Collection of
Data 0 C O O O O I O O O O O O O O O O O I O O O O O 168

APPENDIX C--The Flint Community School Concept . . . . 177

APPENDIX D--Qua1ifications of Individual Members of
The Panel of Distinguished Experts . . . . . . . . . 181

APPENDIX E--Ref1ections on Urban Community Education
by Paul A. Miller 185

 

APPENDIX F--Documentation From the Popular Press . . . 204
APPENDIX G--Tables of Data Germane to the Study . . . 209
APPENDIX H--Description of a Community School . . . . 373
APPENDIX I--Characteristics of the Community School. . 375

APPENDIX J--The Evolving Objective of Education
in Anleri-can Life 0 O O O O O O O O O O O O O O O O O 378

iv

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LIST OF TABLES

Table Page

1. Population Distribution by: Role, Age, and Formal
Educational Attainment . . . . . . . . . . . . . . . . 53

2. Propriety of Twenty-four Concepts as Functions of
Adult Education, K-12 Education and Community
Education 0 C O O O O I O O C O O O O O I O O O O O O O 57

3. Sufficiency of Twenty-four Concepts as Functions of
Adult Education, K-12 Education and Community
Education 0 O C C C O O O O O O O O O O C O O O O O O O 58

LIST OF FIGURE

Figure Page

1. Bar Graph Showing the Mean Assessment Percent Score
for Value Satisfaction as Judged by All Respondents . . . 54

vi

LIST OF CHARTS

Chart Page

1. Propriety of Twenty-four Concepts as Functions of
Education . . . . . . . . . . . . . . . . . . . . . . . 61

2. Sufficiency of Twenty-four Concepts as Functions of
Education (Attention to the concept is present in
sufficient amount) . . . . . . . . . . . . . . . . . . 63

3. Sufficiency of Twenty-four Concepts as Functions of
Education (Attention to the concept is absent in
sufficient amount) . . . . . . . . . . . . . . . . . . 64

4. Sufficiency of Twenty-four Concepts as Functions of

Education (Attention to the concept is present but
in insufficient amount) . . . . . . . . . . . . . . . . 66

vii

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Chapter 1
INTRODUCTION
PURPOSE OF THE STUDY

The purpose of this study was to examine the concepts covered
with the philosophy of Community Education to see if there were
conflicts between this philosophy of education and the philosophies
held by other segments or branches of American Public Education. A
parallel purpose was to find direction for overcoming these

differences.
THE NEED FOR THE STUDY

That there was need for the study is stated most succinctly:

res ipsi lopquitor, the thing speaks for itself. In support of this

 

contention the reader is asked to consider the following facts or
verities of life which were true on the day the study was begun.
These facts of life or verities were taken from the popular press
during the time the study was being planned and are documented in
the chapter devoted to a review of pertinent literature.

There is widespread poverty in this nation.

This nation is engaged in an unpopular war.

Many young people are and are being alienated from home,
family, community, and nation.

There is racial discrimination and bias in all walks of life.

This nation and this world are in danger of polluting them-
selves out of existence.

 

 

 

 

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There is violence in the streets of the communities of this
country.

'Many'young people have become involved with dangerous drugs
and narcotics.

While holding these verities of life in one storage compart-

ment of the mind, the reader is asked to consider the following input

data:

In their book, The Community School, Basic Concepts, Function
and Organization (1969), Totten and Manley state, "Education, as
always, must assume its share of responsibility for improving our
society (xvii)." Closely allied to the Totten-Manley statement is the

Quillen listing* of values held to be fundamental to American Public

Education, to wit:

A people's values are the things they consider of most worth.
What are the values that the American people want to preserve and
realize more fully through education? Certainly, the first of
these is a recognition of the unique worth and dignity of every
individual--a belief that individuals cannot be just means, that
they must always be ends as well, and that the good society rests
on the fullest development of the individuality of each person . . .

A second value, which emerges from the first, is a belief in
the equality of opportunity for every individual to develop and
use his potentialities regardless of race, creed, nationality,
background, or economic circumstances. . . .

A third value is a belief in basic rights and liberties for
all...

A fourth value is a belief that the best way to solve common

problems and promote common concerns is through cooperation among
equals . . .

 

*The total of this citation is shown in the Appendices as quoted
in the Totten-Manley volume (1969). The use of a secondary resource

was necessary because original document was purloined from the
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A fifth value is a belief in the use of reason as the most
effective way to solve problems . . .

A final value that is important in the American tradition
is optimism and hope for the future. . . . (xix)

When the reader retrieves the seven verities of life from
their storage position and aligns them opposite the Totten-Manley-
Quillen statements, at once the need for this study and the rationale
for the study are established and are apparent and do in fact justify

the use of the Latin phrase, "res ipsi loquitor," because the poten-

 

tial presence of conflict between varying segments of American Public

Education does truly stand or speak for itself.
LIMITATIONS OF THE STUDY

Taking into consideration the infinite parameters that could
be set utilizing the permutations and combinations inherent in the
alignment of the seven verities of American life opposite the Quillen-
Totten-Manley statements the study was limited to an examination of
the concepts of Community Education as put forth in professional and
popular literature in juxtaposition against perceptions of adult and
K-12 education as seen by recognized experts, practitioners, and lay

people of a community council.
ORGANIZATION OF THE STUDY

The apparent conflict between branches of American Public
Education has been examined and researched in a nine chaptered

study.

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In this, the introductory chapter, the problem has been
established, a need for the study established, a rationale put forth,
and limits of the study proscribed.

In Chapter 2, a review of professional and popular literature
pertinent and germane to the study appears. This review of the
literature was highly selective and included only those aspects of
the research and non-research literature relevant to the develOpment
of a proper foundation of knowledge for effective conduct of the study.
Every effort was made to discuss previous studies in groups with
relationship to the purpose of the study under consideration. The
same procedure of grouping was applied to non-research or non-professional
literature. In addition to the establishment of a foundation for the
study, the review of literature provided a reservoir for use in the
discussion of study results and conclusions.

Following the introduction and review of literature, the
researcher presented, in Chapter 3, his hypotheses and sub-hypotheses.

Chapter 4 was devoted to the design of the study and the
construction of the various tools needed to execute the study.

Included in this chapter were: definitions of terms used in the study;
descriptions of the samples used; descriptions of the instruments

used; a description of the process used in collecting necessary data;

a description of the manner in which data was analyzed; and further
assumptions and limitations of the study.

While Chapter 4 was devoted to the design of the study,

Chapter 5 is devoted to results obtained from the study. In this

chapter, all data were presented to be tested against the hypotheses

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established in Chapter 3. The material in Chapter 5 was presented
for the convenience of reader interpretation of the data.

Whereas editorial content in Chapter 5 was confined to data-
bound results, Chapter 6 was presented as data-based discussion. In
this chapter the researcher used the study results as a base for his
interpretation of the meaning of that data.

Chapters 7 and 8 put forth study-based conclusions and
suggestions for further research.

Chapter 9 was presented as an attempt to build a system useful

in overcoming the differences brought out by the study data.

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Chapter 2

REVIEW OF LITERATURE

The review of the literature for this study was conducted in
two phases.

During the first of these phases, the researcher identified
relevant material and read that portion with which he was not familiar.
From this reading, the student developed the foundation of ideas upon
which his study was to be constructed.

The second phase of the review of literature consisted of
writing this foundation of ideas into a section of the research
report. This section of the research report contained the researcher's
critical analysis of previous thinking and research. This section of
the research report carried with it the material necessary to under-
stand the undertaking of the project.

It appeared to be quite relevant for the student to open his
review of the literature with a statement from Charles Stewart Mott,
who contributed and at the time of the study was still contributing
so generously to the field of education which developed so much as
the result of his efforts.

In the introduction to the book, Foundation for Living, by

 

Young and Quinn (1963), Mr. Mott stated:

Our attempt here in Flint is to open for as many people as
possible the doors of opportunity for self-advancement in health,
education, recreation, active participating citizenship, technical

 

 

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skill, economic knowledge and successful adaptation to every
challenge of modern living. But only the opportunity can be
provided, the rest is up to the individual. Our experience
gives evidence that the individual responds eagerly to a down-
to-earth implementation of equality of opportunity.

So broad and so deep are the objectives of the Mott
Foundation that they touch almost every aspect of living,
increasing the capacity for accomplishment, the appreciation
of values, and the understanding of the forces that make up the
world we live in. In this sense, it may truly be called a
Foundation for Living--with the ultimate aim of developing
greater understanding among men. We recognize that our obliga-
tion to fellow men does not stop at the boundaries of the
community. In an even larger sense, every man is in partnership
with the rest of the human race in the eternal conquest which we
call civilization. Just as the Foundation conducts pilot projects
in Flint for the sake of the whole community, so we consider the
whole Foundation a total pilot project for the sake of as much
of the United States and the world as may care to make a similar
approach to the problems of people. We believe--and there is
already a significant body of evidence to support our belief--
that both the principles and techniques, such as the community-
school concept, pioneered in practice by the Mott Foundation,
can be utilized with excellent effect in other communities. We
are happy to make available to others all the information we can
provide to assist them in similar undertakings; this is a major
objective of the Foundation (vii).

At the time the student opened the review of literature with
the quotation from C. S. Mott and the statement that Mott had con-
tributed so generously to the development of the field of Community
Education, it was noted that the Community Education Journal (1972)
presented a list of the fourteen Community Education university
dissemination centers supported in whole or part by C. S. Mott and
the C. S. Mott Foundation (Back cover, February, 1972).

As previously stated it did seem relevant to open a review
of Community Education literature with a quotation, and by the same
logic it was deemed advisable to recommend to any reader that a full
and comprehensive reading of the book, Foundation for Living, be

made as a starting point for study in the area.

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With much of Community Education philosophy established by
the quotation from C. S. Mott, the student continued with his review
of the literature by dividing the literature to be read and discussed
into two major categories. The first of these categories was:
conceptual comment and literature, while the second major category
was concerned with previous, and at the time, current research. The
conceptual comment and literature was further subdivided into three
segments. These segments were: (1) long established and recognized
comments and values, (2) current comment and values, and (3) documen-
tation of those facts of 1970 life called "verities."

The first citation, in the segment devoted to long established
and recognized comment and values, is not set down in print but was
taken from a personal interview with a person properly qualified to
state the citation. In an interview at Hotevilla Day School near
Oraibi on the Hopi nation, Masayesva (1969), a Hopi himself and the
principal of the Hotevilla Day School stated, "the fundamental value

of the Hopi is to live at peace with self and nature.‘ As Masayesva
pronounced the word nature, his arms pointed to the mesa, to the
orchards, and to his fellow Hopis, and to the boys and girls in the
school building. As he completed his gesture he said, "do you realize
that each boy and girl in that school is related to me. Each of
those boys and girls is my son or daughter, my brother or my sister,
each Hopi is part of every other Hopi."

With these beautiful comments and values from antiquity in

mind, the researcher continued with his search for comment and value

of long standing recognition.

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Turning first to two slim volumes from his father's profes-
sional library, the researcher reflected over the statement on

page 100 in The First American (1894), reporting a conversation with

 

Abraham Lincoln. The statement most relevant to the study seemed
to be:

When any Church will inscribe over its altars, as its sole
qualification for membership, the Savior's condensed statement
of the substance of both law and gospel, "Thou shalt love the
Lord thy God with all thy heart, with all thy soul, and with all
thy mind, and thy neighbor as thyself," that Church shall I join
with all my heart and soul (100).

From The First American (1894), which was first published in

 

1894, the student turned to another volume, also published in 1894
and on page nine found the following quotation in that book on

education titled simply, School Management:

 

The first inquiry in pedagogy is, "What is the end to be

attained?" This is not only the first but the essential

inquiry. It underlies all questions concerning means or methods,

and is, indeed, the decisive test of their value (9).
At this point it seemed prudent to the research student to explain
the relevancy of turning to his father's professional library. The
student's father was a country school teacher, principal, and super-
intendent who did not have the benefit of college enrollment until
after retirement from forty-five years of teaching and administration
in 1947. During the last thirty-five years of his tenure as a teacher
and administrator, the student's father was the principal of the lower
school of Morgan Park Military Academy in Chicago, Illinois. This
academy was one of the academies which had been fostered and nurtured

by the University of Chicago and had come under the spell of John

Dewey. As a result of this unique background, the student absorbed

   

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10
much of Dewey's philosophy as his father endeavored to put into
practice the teachings of Professor Dewey.

With these thoughts and comments from the past put down, the
researcher turned directly to the writings of John Dewey for more
building blocks in the foundation of the study. In the following

comment from the lectures which made up Dewey's The School and

 

Society (1962) was found the philosophy and belief which presaged
the earlier (in this study) quotation from C. S. Mott. Dewey said:

We are apt to look at the school from an individualistic
standpoint, as something between teacher and pupil, or between
teacher and parent. That which interests us most is naturally
the progress made by the individual child of our acquaintance,
his normal physical development, his advance in ability to read,
write, and figure, his growth in the knowledge of geography and
history, improvement in manners habits of promptness, order, and
industry--it is from such standards as these that we judge the
work of the school. And rightly so. Yet the range of the outlook
needs to be enlarged. What the best and wisest parent wants for
his own child, that must the community want for all of its
children. Any other ideal for our schools is narrow and unlovely;
acted upon, it destroys our democracy. All that society has
accomplished for itself is put, through the agency of the school,
at the disposal of its future members. All its better thoughts
of itself it hopes to realize through the new possibilities thus
opened to its future self. Here individualism and socialism are
at one. Only by being true to the full growth of all the
individuals who make it up, can society by any chance be true to
itself. And in the self-direction thus given, nothing counts as
much as the school, for, as Horace Mann said, "Where anything is
growing, one former is worth a thousand re-formers."

Whenever we have in mind the discussion of a new movement
in education, it is especially necessary to take the broader,
or social, view. Otherwise, changes in the school institution
and tradition will be looked at as the arbitrary inventions
of particular teachers, at the worst transitory fads, and at the
best merely improvements in certain details--and this is the
plane upon which it is too customary to consider school changes.
It is as rational to conceive of the locomotive or the telegraph
as personal devices (6-7).

 

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11

In the same School and Society lecture, which Dewey revised

 

in 1915, was put forth additional blocks for the construction of the
study as Dewey said:

Without going more into detail, we have some eight different
parts of the school system as represented on the chart, all of
which arose historically at different times, having different
ideals in view, and consequently different methods. I do not
wish to suggest that all of the isolation, all of the separation,
that has existed in the past between the different parts of the
school system still persists. One must, however, recognize that
they have never yet been welded into one complete whole. The
great problem in education on the administrative side is how to
unite these different parts.

Consider the training schools for teachers--the normal schools.
These occupy at present a somewhat anomalous position, inter-
mediate between the high school and the college, requiring the
high-school preparation, and covering a certain amount of college
work. They are isolated from the higher subject-matter of
scholarship, since, upon the whole, their object has been to
train persons how to teach, rather than what to teach; while, if
we go to the college, we find the other half of this isolation--
learning what to teach, with almost a contempt for methods of
teaching. The college is shut off from contact with children
and youth. Its members, to a great extent, away from home and
forgetting their own childhood, become eventually teachers with
a large amount of subject-matter at command, and little knowledge
of how this is related to the minds of those to whom it is to be
taught. In this division between what to teach and how to teach,
each side suffers from the separation (70).

As he extracted this quotation from Dewey, the researcher
decided that this excerpt was absolutely germane to the study,
especially so since Dewey had titled this portion of the lecture,
"Waste in Education."

Equally germane as a foundation building block for the study

was the Dewey statement, reprinted in The Community School, The

 

Fifty-second Yearbook (1953) of the National Society for the Study

 

of Education, as quoted from The Dewey School, Dewey said:

 

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12

The School of Education wishes particularly, then, the
cooperation of parents in creating a healthy moral tone which
will render quite unnecessary the resort to lower and more
unworthy motives for regulating conduct, in the cultivation of
a democratic tone, as esprit-de-corps, which attaches itself
to the social life of the school as a whole, and not to some
clique or set in it . . . May we remind you that a school has
a corporate life of its own; that whether for good or bad, it

is itself a genuine social institution--a community (Dewey,
1936317).

 

It seemed to the researcher that the critical words for the
study at hand contained in this statement of Dewey's were: "quite
unnecessary to resort to lower and more unworthy motives for

regulating conduct, . . ."

and "May we remind you that a school has
a corporate life of its own; that whether for good or bad, it is

itself a genuine social institution--a community."

Returning to Dewey's School and Society, an additional

 

building block for the study was found where Dewey (1915) said:

When the school introduces and trains each child of society
into membership within such a little community, saturating him
with the spirit of service, and providing him with the instru-
ments of effective self-direction, we shall have the deepest and
best guarantee of a larger society which is worthy, lovely, and
harmonious (44).

Henry and the other editors of The Community School, The

Fifty-second Yearbook of the National Society for the Study of Educa-

tion previously quoted, could have been thinking along the same lines

when they quoted from Dewey in Democracy_and Education as follows:

 

The development within the young of the attitudes and dis-
positions necessary to the continuous and progressive life of
a society cannot take place by direct conveyance of beliefs,
emotions, and knowledge. It takes place through the inter-
mediary of the environment. The environment consists of the
sum total of conditions which are concerned in the execution
of the activity characteristic of a living being. The social
environment consists of all the activities of fellow beings

13
that are bound up in the carrying on of the activities of any
one of its members. It is truly educative in its effect in
the degree in which an individual shares or participates in
some conjoint activity. By doing his share in the associated
activity, the individual appropriates the purpose which actuates
it, becomes familiar with its methods and subject matters,
acquires needed skill, and is saturated with its emotional
spirit (1929:26).

Just as the research felt that every word ever written by
Dewey was germane and should be included in the review of literature
presaging the study, so did the student feel that many of the words
of Hart were foundation blocks for the development of the ideas and

concepts of the study at hand. As an example of these words was the

following quotation taken from Hart's Democracygin Education (1929):

 

The fatal defect in much of our modern education is that it
does not know we live in this different sort of world. To all
too great an extent educational procedure goes on in the spirit
of the Middle Ages, or some Protestant restatement of the Middle
Ages, without reference to the modern background (241).

Hart provided additional building blocks of concepts for the

study when he said in Education in the Humane Community (1951):

 

Education goes on wherever and whenever the individual finds
himself in a social situation. The reason for this is that life
goes on whether school keeps or not and life is always educative,
one way or another. What we call "mind" is a social function:
it develops in the contacts and stimulations of the social world.
The school has the strange idea that mind is a sort of intellec-
tual cash register on which the day's sales are to be rung up
(103).

Turning from Dewey and Hart, review efforts were directed to
the works of a more current writer, Kilpatrick. In a small pamphlet
published under the auspices of Anti-Defamation League of the B'Nai
Brith, Kilpatrick contributed the following words which also became
building blocks for the foundation of the study. Kilpatrick (1949)

said:

14

Modern education if it is to be its true self, must aim at
the good life both socially and individually. It must also support
and promote better human relations wherever these are now not
satisfactory. Good human relations constitute an essential ingred-
ient of the good life. We mean by good human relations, exactly
those ways of mutual human behavior which by common consent are
recognized as essential to promoting and safeguarding the desired
quality of human living (5).

In the same pamphlet, Kilpatrick put forth material which
could have been considered a creed for the development of the study
at hand. Kilpatrick (1949) said:

. . . founded on this respect for personality and this
liberty limited to equal rights for all. It must, however, be
added that ethnics further derives from the principle of respect
for personality the positive obligation upon all to work for the
common good. Out of these principles of ethical action democracy
sets up its aim for education: that it shall seek to develop
character in each one to support this inclusive conception of
the good life.

In accordance with this conception of democratic education
we now proceed to set up certain goals which should hold speci-
fically in the area of better human relations; to ask how to
teach so as most surely to reach these goals; and to set up
criteria for judging success of teaching and learning.

Our first goal is that all pupils shall learn to live well
together. This means that no one shallifeéITunwelcome, or even
be questioned because of the group to which he belongs; that all
shall live in mutual helpfulness, with mutual respect and appre-
ciation without any group discrimination, solely on the basis of
personal merit sympathetically appraised.

 

To effect this sort of aim the school must be run, not on
the Alexandrian plan of learning assigned lessons, but on the
modern basis of living, real child living, according to the age
and development of the children--on the basis of purposes which
children can and do feel; purposes which, under proper teacher
guidance, children themselves propose and decide to pursue.
When children of diverse groups can start early enough thus
living together, purposing together, planning and executing
together, judging together, there will be little danger that
they will not grow to respect each other exactly as persons,
with little or no thought as to the varied groups from which
they come. It is of course true that home teachings may
interfere--a matter we shall consider in a moment--but with
the younger children this danger is usually not great.

15

In the high school years, home and community attitudes will
come to be a matter of greater moment, and may at times prove
very difficult. But if this does not interfere too much, pupils
as they grow older should consciously consider this better way
of living together as the democratic way of life, and also as
the recognized social-ethical way of living. Specifically, the
scientific aspects of the problem should be studied in order to
understand the best opinions on race and the absence of psycho-
logical race differences. In all of this, at whatever age, the
more fully the pupils can carry the responsibility for studying
and concluding, the more effective will be the resultant learning.

The criterion for judging success here is, as with all true
learning, not the ability to recite or stand examinations, but
evidence of the degree of growth toward the goal as best con-
ceived. To what degree do my pupils actually live the various
constituents of this inclusive good life? How fully do they live
friendliness across groupylineslywith no discriminations shown?
Do they live thus not only in school but also at home and in the
community? Merely to learn about such matters will not suffice;
nor will it satisfy merely to learn that they are counted morally
desirable. These attitudes must be accepted to act on and live
by. And we can be sure that education along this line will go
on best in the modern type of school where children can and do
actually live and work associatedly together.

 

 

 

 

 

Our second goal is that parents and the citizens of the
community accept these same goals for themselves and encourage
their children so to live.

 

 

 

This is of course a "hard saying," perhaps a very difficult
goal to attain, and many will say that we cannot ask so much
of the school. In a way, the objection is valid: we can neither
demand nor expect the school to remake the whole community. But
in another way the school should accept this as a goal to seek.
Others in the community should share in the effort, but the school
should consciously accept its obligation to work in this direction.

Probably the best ways of work here lie along two lines.
First, and always, the teachers and parents should learn to
work together at the common task of educating the children.

And each side should come to understand the other, so that
common aims and common attitudes may prevail. This again is
much easier said than done, but it must be one conscious line

of endeavor. The second is more pretentious. Each school
community should have a community council composed of community
leaders, social workers, and school people. This council should
accept the task of studying the wider educational needs of the
community, proper recreation grounds, no deleterious slums, ade-
quate public library service, museums, a zoo, financial support
of the public schools, the best available political machinery

 

 

 

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16

for managing the schools, proper public regard for intergroup
tensions, proper measures to prevent bias and discrimination
in employment, housing, and health facilities.

This second line of effort is so comprehensive and entails
so much work in so many communities that at first the Community
Council will have to start with the features nearest in reach
and only gradually reach out actively into the full program.

We can easily grant that a gradual program is the part of wisdom,
but the aim remains the same. The council should move as fast
as it can to the full program.

 

In carrying out the actual program in the community, it will
be most educative for the pupils to have a real part in the
process; and this part should not be merely to carry out orders
handed down from above. If the older pupils can make surveys of
needs and have a real part in the needed planning, they will
then work with a different attitude and the educative effect
will be far greater, even on the other pupils.

And again the criterion of success will be (1) What new
measures have we really attempted? (2) What actual success have
we achieved in concrete community living? (3) What actual
changes of attitude do we find (a) in the community, and (b)
perhaps most important of all, in those who have worked together
in the effort?

A third goal is that teachers in the schools shall themselves
accept and live the finer and better attitudes in group relations.

 

This is of course the crucial question if the schools are to
be counted on to work for better intergroup relations. In cer-
tain public schools of a large city known to me, the Protestant
teachers when lunch time comes segregate themselves in one dining
room, the Catholics in a second dining room, and the Jews in a
third. As long as this practice prevails, little can be expected
from those schools by way of breaking down inter-religious
prejudices in the pupils. This seems to be one instance where
existing overt action will speak louder than any words.to the
contrary that these teachers may use.

A fourth goal is that children shall increasingly understand
how those feel who suffer discrimination, and then act accord-

ingly.

There are, to be sure, delicate problems involved here, and
teachers ought to be sensitive to these problems. Such matters
need not be so treated as to increase the painful feelings con-
sequent upon discrimination. Nor should children go home to
anger their parents who have not yet come as far as they should
in such matter. Nor should this effort at understanding be

 

 

 

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pushed upon children not yet "ready" to understand and feel what
is involved. But after all is said, it remains an essential
part of the intercultural problem that the young of the dominant
group should at length come to understand what is involved in
bias and discrimination toward the members of minority groups.

This obligation is perhaps peculiarly difficult in a school
which has on its roll no members of minority groups. Many such
schools say: "We have no minority problems." But they overlook
their own particular problem. Such schools easily crystallize
status quo prejudices, just because they "have no problems" to
force consideration.

A fifth goal is that each group shall know and respect the
cultural contributions of other gnagps.

 

 

This is one specific way of meeting the democratic ethical
demand of respect for personality. Nothing is more important
than that each one respect himself. Where the dominant majority
writes the textbooks and sets the general tone, it is easy for
the child of the minority group to feel humiliated as he con-
trasts his group (as he knows it) with the standards seemingly
accepted about him. Many immigrant families have thus been
torn within, as their children have learned to look down on
their parents and on the group to which they belong.

If wisely managed this effort at appreciating the different
cultural contributions may help to build both a new respect for
other groups and a deeper and more intelligent self-respect for
each one's own group.

A sixth goal is that each one may, as age increases, learn
to reconsider objectivelyphis own prejudices. To learn, under
tactful guidance, of one's own prejudices may help persuade one
to give up these prejudices.

 

 

A prejudice is a position taken before, or without, proper
effort at judging. A conviction is a judgment reached through
careful study. Each honest and intelligent person should be
ashamed to harbor prejudices.

A seventh goal is that older boys and girls shall for them-
selves study the evidence regarding the psychology of race.
Really to get the facts and understand the arguments in con-
nection with them will generally help one to give up race
prejudice as well as to give one the basis for holding the
scientifically defensible position.

 

 

An eighth goal is that the older students--and teachers--shall
study and evaluate the various reasons and rationalizations which

 

 

 

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in the past supported discriminations. To have seen through
these rationalizations is to help make one immune against most
of the common prejudices.

 

We can hardly conclude this list of goals on a better note
than to recall and stress that modern education, in contrast
with the Alexandrian, is concerned primarily with building
character, with developing in the child as he grows constantly
older a character from which good living is the result. And
further, that the only way to build such character is by living
its various constituents. We learn what we live, we learn each
response as we accept it for our living purposes, and we learn
it in the degree that we live it. And what we thus learn we
therein build at once into character. This is the sole basis
on which proper character can be built (Kilpatrick, 1949:20-25).

With comment and concept of the past set down as foundation
for the study the researcher found that it was time to turn to the
literature of the immediate past which the researcher described as
that period of time from the early 1930's through 1955.

In this period of the immediate past, the student gave much

attention to the writings, comments, and concepts of Clapp, Melby,

and Olsen. The works of these authors and commentators then furnished

additional building blocks of comment and concept for the preparation

and conduct of the study.
In one of her books, Clapp (1952) set forth philosophy and
structure for the study when she said:

It is believed that the character and success of this school
will depend on the philosophy of life which is to dominate all
the activities constituting the curriculum and other phases of
the school program, including pre-school and adult education.
It is proposed therefore that the following statement of prin-
ciples be accepted as a point of departure for the organization
of an educational program in the Arthurdale community.

Philospphy

 

1. Faith in democracy and confidence in the ability of an

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l9

affairs will be accepted as a fundamental doctrine. Consequently,
democratic procedures will predominate in the administrative and
instructional activities of the school.

2. The school should emphasize the fact that democracy and
freedom are challenges to a self-realization, and that real pro-
gress with any people results from their own initiative and
resourcefulness.

3. The child is to be regarded as an individual with un-
limited possibilities, ever capable of learning in "paying"
quality and quantity. "Learning" in this connection is to be
understood as acquisition of moral and spiritual values rather
than those usually associated with schools and commonly expressed
in terms that have bookish and academic implications. It will
be understood as implying right attitudes and appreciations for
all kinds of useful labor and a sincere regard for moral and
social virtues.

4. Since it is desirable that we have a citizenship that
presents considerable variation in emotional, intellectual and
personality traits, the school should, therefore, aim to conserve
such individuality in pupils as will admit of a harmonious adjust-
ment to a community life . . .

5. At all times and in all school activities the pupils
should be living completely and happily. This aim, it is believed,
will be achieved through extensive opportunities for creative
expression by individuals and especially the c00perative efforts
of groups charged with responsibility . . .

Curriculum

 

l. The school program should provide for a three-way
set-up: (1) nursery-kindergarten; (2) elementary school, in-
cluding grades like 8 (or 9); and (3) adult education classes.
An adequate program for adult education and adult activities
is strongly recommended.

2. The curriculum should be adapted to the special needs
of the community. It should not be hampered by traditional and
formal courses of study, nor by standardized grading and group-
ing of pupils.

 

 

 

 

3. The community activities will constitute the laboratory
through which the children will get their educative experiences--
the grade projects and other agricultural activities--the social
activities and civic projects, the care of the home, all will be
shared by the school children under the guidance and leadership
of the teachers (9).

 

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20

In addition to the philosophy and structure formally set
down, Clapp demonstrated commitment to that philosophy and structure
in her choice of sub-headings as for example "Families Start Life
Again at Arthurdale (Clapp, l952:9)." The student hoped to replicate
this commitment as he developed his study. (At a later point in the
study, the researcher referred once more to Clapp when he presented
her definition of a Community School.)

Melby (1955) provided philosophy and structure for the study
when he said:

"AMERICA IS NOT ONLY A COUNTRY, it is an idea." This state-
ment, attributed to WOodrow Wilson, has been expressed by the
most articulate spokesmen at various times in our history. Per-
haps it has never been better stated than on the seal of New York
State University, where we find this inscription: "Let each
become all he is capable of becoming." This statement is the
essence of the meaning of America (143).

In his writings and editorial selections Olsen (1945) gave
direction to the study as he either put forth comment and concept
himself or quoted from the writers of the past.

Of major importance to the construction of the study was
Olsen's definitive statement of the Community School, which he
derived by comparison with the "Progressive School." Olsen (1945)
put it this way:

Yet the Community School is significantly different from the
Progressive School because it operates according to certain
additional principles which go much beyond those upon which
the Progressive School is based. Although specific community
schools differ widely in some respects, they are generally
organized around six fundamental principles of purpose and pro-

gram. For the Community School seeks to:

l. Evolve its purposes out of the interests and needs of
the people.

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21

2. Utilize a wide variety of community resources in its
program.

3. Practice and promote democracy in all activities of school
and community.

4. Build the curriculum core around the major processes and
problems of human living.

5. Exercise definite leadership for the planned and coopera-
tive improvement of group living in the community and larger areas.

6. Enlist children and adults in cooperative group projects
of common interest and mutual concern.

While the first three of these principles may be found also
in the Progressive School, it is the latter three which most
significantly distinguish the Community School from its immediate
predecessor. For it is these latter three principles which
together provide that constructive social orientation whose
absence constituted the chief defect of progressive education
during the first phase of its development.

Thus has our professional sense of values changed: the
academic school, with its insistence upon book-knowledge-set-out-
to-be-learned, gave way to the progressive school with its emphasis
upon child-interests-to-be-expressed, which now in turn yields
philosophic first place to the community school which stresses
a human-needs-to-be-met viewpoint. From a book-centered, through
a child-centered, and into a life-centered school--this has been
the progress of educational thought and experiment during these
first four decades of the twentieth century (11).

 

 

Turning from the concept and comment of the past and immediate
past which had provided shape, thought and structure for the study,
the researcher turned to material of the present and future for further
refinement of thought for the study.

In order to sharpen his use of the word, "concept," the
student turned to a simple paper which he carried in his brief case
from the time he found it in 1962 until the time of the study. This
paper ("Teachers Letter," May 12, 1962) carried a discussion of the

‘wonh concept. This paper said:

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Concept. Generalization. These two terms are becoming staples
of lesson planning. Reason? The conviction is growing among
psychologists and educators that no child is too young to grasp
a concept; and no child is too young to appreciate the impact
of generalization. There is further conviction that facts,
experience and activities are educative only as they develop
concepts and help pupils master generalizations.

 

What is a concept? Take the word "food." To a five-year old
child "food" may mean the morning cereal or the evening meat.
But if the child is to mature intellectually, he must learn to
understand that "food" is also what other children eat; that
food is required by all human beings, the world over; and that,
finally, food is a necessity for all life--human, animal,
vegetable.

 

How can such a concept dawn upon the child? As the child
acquires experience by feeding animals and plants; or, as he gets
information about how people obtain, pay for and use food, the
word takes on deeper meaning. Gradually, the child learns that
"food" no longer refers to the morning cereal alone, but to a
hundred other things. When that happens, the child has acquired
the concept of food.

Educators argue: It is a prime purpose of schools to teach
concepts if we are to develop a real understanding of the world.
That is why many teachers are now placing at the head of their
lesson plans the phrase: "Here are the concepts we are to
develop in this learning unit . . ."

There is no end to the number of concepts a person needs or
can acquire. The teacher must select which to teach, keeping
in mind the needs of the child and the goals of instruction.
These are concepts; Me. Home. Family. Adults. Shelter.
Neighborhood. Taxes. Community. Work. Nation. World. Faith.
Brotherhood . . . and on and on and on. Each subject matter field
has its own specialized concepts. And each teacher must select
the concepts he feels appropriate to each class he is teaching.

This review of the meaning of the word led the researcher to
a [flece of writing which demonstrated two concepts, concepts which
‘would later become fundamental to the construction of the study. In

The Spotlight, the official publication of the Flint (Michigan)

Community School Directors, Beavers (1971), the editor said:

23
SCOOP FERRETT DOES FOUR-FORTY
"Scoop Ferrett said if you should ask Norb Bader, Flint's
well-known track coach, to define the 4/40, he would say it's

a track running event with a one-quarter mile distance.

Scoop declared that a bookie would say the 4/40 is when
the number four horse pays $40 on a $2 bet.

According to Ferrett, everyone is talking about the 4/40 and
it has nothing to do with track or betting the horses. It is,
says Scoop, a four-day, 40-hour work week. 'It's coming,‘ says
Ferrett. Scoop has a weird way of explaining things (4)."

The concepts extracted from this squib of whimsy and humor
were meaningful to the researcher and were accepted by him for
insertion into the body of the study. The first of these concepts
was that comment and concept does not have to be stodgy in order to
carry a message of serious meaningful thought, while the second
concept carried was the need of education to be concerned with the
now, the present, and the future.

This reference to the present and to the future quite

naturally led the researcher into a study of the educational portions

of the book, Future Shock (1970). In this book, which had been on

 

the best seller lists for a considerable length of time at the period
of the study, were the following comments germane to the construction
of the study:

The mechanical age smashed all this, for industrialism
required a new kind of man. It demanded skills that neither
family nor church could, by themselves, provide. It forced
an upheaval in the value system. Above all, it required that
man develop a new sense of time.

Mass education was the ingenious machine constructed by
industrialism to produce the kind of adults it needed. The
problem was inordinately complex. How to pre-adapt children
for a new world--a world of repetitive indoor toil, smoke,

 

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24

noise, machines, crowded living conditions, collective discipline,
3 world in which time was to be regulated not by the cycle of sun
and moon, but by the factory whistle and the clock.

’ The solution was an educational system that, in its very
structure, simulated this new world. This system did not emerge
instantly. Even today it retains throwback elements from pre-
industrial society. Yet the whole idea of assembling masses of
students (raw material) to be processed by teachers (workers) in
a centrally located school (factory) was a stroke of industrial
genius. The whole administrative hierarchy of education, as it
grew up, followed the model of industrial bureaucracy. The very
organization of knowledge into permanent disciplines was grounded
on industrial assumptions. Children marched from place to place
and sat in assigned stations. Bells rang to announce changes of
time.

The inner life of the school thus became an anticipatory
mirror, a perfect introduction to industrial society. The most
criticized features of education today--the regimentation, lack
of individualization, the rigid systems of seating, grouping,
grading and marking, the authoritarian role of the teacher--are
precisely those that made mass public education so effective an
instrument of adaptation for its place and time.

Young people passing through this educational machine emerged
into an adult society whose structure of jobs, roles and insti-
tutions resembled that of the school itself. The schoolchild did
not simply learn facts that he could use later on; he lived, as
well as learned, a way of life molded after the one he would lead
in the future.

The schools, for example, subtly instilled the new time-bias
made necessary by industrialism. Faced with conditions that
had never before existed, men had to devote increasing energy
to understanding the present. Thus the focus of education itself
began to shift, ever so slowly, away from the past and toward
the present.

The historic struggle waged by John Dewey and his followers
to introduce "progressive" measures into American education was,
in part, a desperate effort to alter the old time-bias. Dewey
battled against the past-orientation of traditional education,
trying to refocus education on the here-and-now. "The way out
of scholastic systems that make the past an end in itself, " he
declared, "is to make acquaintance with the past a means of
understanding the present (398). "

Toffler continued with his presentation of fact and comment

germane to the study as he said:

 

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25

We must create a "Council of the Future" in every school
and community: Teams of men and women devoted to probing the
future in the interests of the present. By projecting "assumed
futures," by defining coherent educational responses to them,
by opening these alternatives to active public debate, such
councils--similar in some ways to the "prognostic cells" advo-
cated by Robert Jung, of the Technische Hochschule in Berlin--
could have a powerful impact on education.

Since no group holds a monopoly of insight into tomorrow,
these councils must be democratic. Specialists are vitally
needed in them. But Councils of the Future will not succeed
if they are captured by professional educators, planners, or
any unrepresentative elite. Thus students must be involved
from the very start--and not merely as co-opted rubber stamps
for adult notions. Young people must help lead, if not, in
fact, initiate, these councils so that "assumed futures" can be
formulated and debated by those who will presumably invent and
inhabit the future.

The council of the future movement offers a way out of the
impasse in our schools and colleges. Trapped in an educational
system intent on turning them into living anachronisms, today's
students have every right to rebel. Yet attempts by student
radicals to base a social problem on a pastiche of nineteenth-
century Marxism and early twentieth-century Freudianism have
revealed them to be as resolutely chained to the past and
present as their elders. The creation of future-oriented,
future-shaping task forces in education could revolutionize
the revolution of the young.

For those educators who recognize the bankruptcy of the
present system, but remain uncertain about next steps, the
council movement could provide purpose as well as power, through
alliance with, rather than hostility toward, youth. And by
attracting community and parental participation--businessmen,
trade unionists, scientists, and others--the movement could
build broad political support for the super-industrial revolu-
tion in education.

It would be a mistake to assume that the present-day educa-
tional system is unchanging. On the contrary, it is undergoing
rapid change. But much of this change is no more than an
attempt to refine the existent machinery, making it ever more
efficient in pursuit of obsolete goals. The rest is a kind of
Brownian motion, self-canceling, incoherent, directionless.
What has been lacking is a consistent direction and a logical
starting point.

The council movement could supply both. The direction is
super-industrialism. The starting point: the future (404).

 

 

 

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26
Continuing with his review of germane literature, the researcher
found additional focus for his study in the preface to the book by

Mager, Preparing Educational Objectives. Mager (1962) said:

 

1. What is it that we must teach?

2. How will we know when we have taught it?

3. What materials and procedures will work best to teach
what we wish to teach? (v).

While Mager was helping to set the sights on objectives,

Woodring (1970) in the Saturday Review encouraged the researcher to

 

' as he said:

keep sights on "whom,'
In the years ahead, some of today's problems may be solved

while others will be ameliorated. But new problems will emerge
to which we shall give our attention. The basic problem--
providing continuing improvement of educational quality, while
at the same time moving toward the goal of equal educational
opportunity for all--will persist. In our first editorial we
assured our readers that, while giving attention to educational
institutions, policies, and practices, we would strive never
to forget that it is the individual human being who is being
educated. His welfare, including his opportunity to make the
most of himself as a unique individual, has been, and will
continue to be, our primary concern (66).

Further direction to the study was given by Silberman's (1970)
statement:

But if our concern is with education, we cannot restrict our
attention to the schools and colleges, for education is not
synonymous with schooling. Children and adults learn outside as
well as--perhaps more than--in school. To say this is not to
denigrate the public schools: as the one publicly controlled
educating institution with which virtually every child comes in-
to close and prolonged contact, they occupy a strategic, perhaps
critical position in American society. Nor is it to denigrate
the colleges and universities, which for different reasons occu-
py a position of great and growing importance. It is simply to
give proper weight to all the other educating institutions in
American society: television, films, and the mass media; churches
and synagogues; the law, medicine, and social work; museums and
libraries; the armed forces, corporate training programs, boy
scout troups. From Plato to Rousseau to Jefferson to the early
John Dewey, as Lawrence A. Cremin points out in The Genius of
American Education, almost everybody who wrote about education

 

 

27

took it for granted that it is the community and the culture--
what the ancient Greeks called paideia--that educates. The con-
temporary American is educated by his paideia no less than the
Athenian was by his. The weakness of American education is not
that the aideia does not educate, but that it educates to the
wrong ends (5).

Before turning to research for specific fact and comment, the

researcher extracted the following direction from Man,_Education, and

 

Manpower, a publication of the American Association of School Admin-
istrators (1970):

The understanding that those who govern themselves have to
be educated and the religious precepts of the young nation--that
the Bible was the true source of religious doctrine rather than
the church--resulted in a rapidly expanded program of education,
as compared to the rest of the world. The goal of the schools
was to teach the basic skills of reading, writing, and arith-
metic. Slowly science, the study of government, and other social
sciences were added. From the beginning Greek and Latin were
taught because they were needed in later religious training and
in professions such as medicine. The so-called frills and
electives which now make up a large part of the curriculum today,
i.e., music, art, social studies, and vocational education, were
practically unknown in the elementary or high schools prior to
the turn of the century (84).

Continuing from the same publication:

Today all economists, politicians, scientists, businessmen,
and educators know that human resources are the nation's greatest
asset. In fact, failure to develop the full potential of any
single person results in a loss to society, the nation, the
state, and the local community. Everyone loses, even you and I.

The only social institution in the United States unique in
structure, organization, and management when compared with other
countries of the world is our educational system. It is really
not a single system, but rather a number of systems held together
by the belief in the worth of the individual. It contains a
variety of institutions, a variety of approaches and methodologies,
and a variety of financing arrangements. Yet it is this conglom-
erate of systems that is the tool for exploring this new frontier,
the future. It is from the minds of the children now in school
that will come the solutions to the problems of the future (105).

In addition, this publication stated:

for

28

There is no time at which to "end" education. There is no
point in a person's life when he has accumulated all the knowl-
edge he wants or can use. General recognition of this fact,
together with a remarkable response by public and private
organizations, has made adult education one of the fastest
growing segments of American education.

The school of tomorrow must make continuing education a major
beneficiary of the public investment in buildings, facilities, and
equipment. In a technological society, we cannot afford the
present situation:

Over 23 million Americans 18 years of age and older have
completed less than 8 years of schooling. Eight million adults
25 and over have completed less than 5 years. At least the
latter and many of the former are likely to be, for all practical
purposes, illiterate. Those who have not completed high school
are only 46 per cent of the total labor force; yet they account
for 64 per cent of the unemployed. Sixty-two per cent of the
jobless fathers of children receiving aid to dependent children
have no education beyond elementary school. Forty-five per cent
of all families with less than $2,000 annual income have a
family head with less than an eighth-grade education. The link
between lack of education and the over $4.5 billion now spent
annually on welfare payments to 7.25 million persons is beyond
dispute (123).

In this same volume, the researcher found additional direction
the study as follows:

Perhaps the schools are going to have to do some different
things before they_can learn how to do differently some of the

 

thipgs they now do. The net effect is that some people assume

 

that the schools should not get involved; others, that the
schools do not want to teach everyone; others, that the schools
are unable; others, that it would lower the quality of education;
and still others, that since the poor and indolent will always

be with us, we should not contaminate our education system with
them. For these reasons the thrust of the 1960's toward improved
education and a comprehensive manpower policy drifted toward a
separate school system--for those others.

There are many reasons why such an approach would be fatal
to the development of a sound educational system and a truly
comprehensive manpower system. First, the present trend is to
put emphasis on the problem of remediation and correction.

This tends to overlook the causal factors. Our attempts at
preventing human failure and developing our human resources now
reach only part of our citizenry. Concern is concentrated on

29

the pool of uneducated, unemployed, and minority groups, not
with the flow into the pool. If we do not stop the flow, we
can never eliminate the pool.

Second, a separate school system would put the burden of
funding on the federal tax-collecting structure for programs
primarily for the few, which inevitably would bring a counter-
resistance to raising federal tax levels. (There are already
signs of this.) Yet, there appears no reasonable resource
other than federal taxes, and taxation without benefit to the
majority would be exacerbated. Direct federal funding has had
its problems in the last few years not only for the reasons
just mentioned but also because it tends to weaken the state and
local governments' involvement and responsibility.

Third, under some present and some proposed federal legis-
lation, an individual must prove that he is a failure, or that
his parents are (in terms of income), in order to qualify for
benefits. This is a glaring contradiction of our concept of
equal educational opportunity. Yet nearly every piece of
federal legislation calls for this kind of segregation, based
on administration of the programs, selection of enrollees, and
isolation of the trainees from the mainstream of American life.
The necessity of having to wait for special federal funds until
the society has manufactured failures is neither sound education
nor sound manpower development. There is absolutely nothing to
prevent the operation of such special education and training as
part of the ongoing local educational program available to every
young person. For example, the Neighborhood Youth Corps pro-
gram provides income for needy youth in school and out of
school--yet the ones who drop out are allowed to earn twice as
much as the ones who stay in school. There is no incentive for
the student to stay in school except long-delayed rewards for
completing his education. He has no guarantee of a job, a
scholarship, or a future. The only thing he is sure of is that
he gets half as much money to stay in school instead of going
to work.

Fourth, a separate school system, if carried far enough, will
segregate people at some early age (twelve, thirteen, or fourteen),
based on parents' income. Economic segregation may prove more
disastrous than racial segregation in the schools. Certain Latin
American countries have experienced some of the problems that can
follow from this kind of segregation. Why can't federal funds
for special manpower programs be used as a basis for integrating
the schools? The basis might then be better education rather than
solely social mixing. In many large cities today the federal
programs are often nearly all black, while the public school
programs are nearly all white.

r
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30

Fifth, the separation of education and training based on need
and source of funds tends to make the schools even more homogeneous
and selective. The danger of the public school becoming "pure"
ethnically, economically, and culturally is even more likely if
certain students receive their education in a separate school. The
long history of civilization attests to the genetic and social
danger of constant intermarriage. It is true that our schools are
too "pure" today, and the last thing we should do is hasten the
process in an attempt to solve an immediate problem with a dangerous
remedy.

Sixth, a separate program for occupational skills in federally
funded and administered programs widens the gap between education
and work at the very time technology calls for this gap to be
closed. The concept of special programs for the education and
training of the poor and uneducated is not new. It was tried in
the big cities in separate vocational high schools and proved a
dismal failure. There is even less reason to feel this approach
would succeed today, especially if funded and operated entirely
outside the local school system.

In addition, there is evidence that enrollees in the programs
are not satisfied with simple skills and a job. They need and
want self-improvement which will allow continued learning and
career mobility, both vertically and horizontally.

Seventh, in the long run, there is a real danger that the
basic motivation for financing these programs will be employer
needs rather than people needs. One approach is to use the
nation's manpower needs as the basis for training programs and
then add health, education, and social services as needed.
Logically, however, the individual's talents, needs and educa-
tion would make a better base on which to build the necessary
occupational skills, health services, and social services. The
end result would be the same, with the added benefit that the
system can adjust to the individual rather than forcing him to
fit the system. 'We may be falling into the trap of thinking of
our economic and social programs as completely separate. They
cannot be in a technological age which is highly dependent on
educated, confident, and skilled citizens.

Eighth, the worst danger of a separate program of education
is that it would take the heat off our present educational system.
It is extremely difficult to change the schools now, even in the
face of violent attacks by "friends" as well as by those who would
not hesitate to destroy them completely. We have too many edu-
cators, school boards, and taxpayers ready to say, "Yes, let the
federal government take care of those others. In fact, we have
some more in the schools I would like to send them." There are
those who would make the schools accountable only for those who

31

fit the present curriculum and methods. To relieve the schools
of responsibility for those who most need education would, in
the long run, be the surest way to guarantee the eventual decay
of our educational system.

Ninth, if the major thrust for manpower development is allowed
to take place outside the educational mainstream, it would further
separate the schools from the employers, removing from the schools
another important pressure for change. A closer relationship with
business, industry, and public employers would result in new
approaches to education and occupational skill training. This
would do much to make schools more responsive to student needs
and to changing labor market demands.

Tenth, a separate school system would make it even less
likely that the year-round school, with a variety of approaches
to learning, work experience, youth participation, and integra-
tion of all kinds of persons into the school program, will come
into being.

Society today judges a man's worth by what he can do, his
ability to live effectively, earn a living, and to achieve his
own purposes. Society judges the school more by how well it
helps each student achieve his goals than by how well a few have
done. To meet today's manpower requirements and to help every-
one become a contributor to our society, the school must perform
several new functions.

Occupational orientation and guidance programs must be
installed in our school systems, beginning at the elementary or
junior high school levels. To offset the dropout rate, students
must be acquainted with the wide variety of jobs that employers
have to offer, with the skills needed for each occupation, and
the compensations that training and a job offer. Some experi-
mental efforts along these lines are already underway, and
others should be encouraged. Clearly there is need for a bridge
from junior high school to high school vocational programs so
that young people will benefit from efforts to motivate them to
think about work and the relationship of education to work.

Schools, in cooperation with business and industry, must offer
work-experience programs to students so they can develop skills,
earn scholastic credit for the work experience, and earn money.
Work experience is as important to the high school student as it
is to the college student. Cooperative school-work programs are
a real asset to the youngster seeking entry into the job force.
Limited work-study and work-experience programs in distribution
and marketing, some of the trades, and a few other fields have
been in operation at the secondary level for many years. Such
opportunities need to be extended to as many students as possible

n

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I
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32

and should not be restricted to a few vocational fields or to
needy students. These programs should be planned and operated

by local school officials who would be responsible for developing
contacts with local industry and business and for placing high
school youngsters in jobs pertinent to their studies and interests.
Initially such programs could be limited to students who need the
money to help them stay in school. However, introducing young-
sters to the world of work has an educational as well as an
economic value, and work-experience programs should be extended
to all high school students who need or wish to participate in
them.

We have learned that the investment a nation makes in
developing human talent determines its character. For a free
society this investment may be the key to survival. The plan-
ning process in a free society always involves the adult,
because he has the franchise (134-139).

Before turning from the conceptual comment of the pertinent
literature, the researcher made one further stop. As a result of
this stop the following statement of Clancy (1963) was taken:

An adult education program broadens community support for
the total public education program because the beneficiaries of
that program are likely to become active supporters of the
school system. Likewise, a health program centered in the
schools increases the potential for support of the entire school
system by the beneficiaries of the health program. It is
reasonable to say that to the extent a school is used by adults
other than those who have youngsters attending that school, to
that extent does that school enjoy the possibility of broadened
community support.

An elementary principal once said that he thought the best
public relations a school system could have would be to send
home a well adjusted, well educated child. Surely no one can
argue with this. But if one pauses to consider what it takes
for the school system to send home a well adjusted, well educa-
ted child, then one has to begin calculating the cost of
buildings, of facilities, of support personnel, and especially
of qualified teachers--all involving financial support. And
whenever one talks financial support, one must talk pluralities
at local polling places for necessary funds. It is always
necessary for the school system to make friends. Few ways are
more readily available and more natural than for it to use its
natural assets for adult education programs (6).

 

 

 

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33

Turning now from the conceptual literature, the researcher
focused attention on the research literature.

The fundamental activity in this search of the research
literature was the visit to the Educational Resources Information
Center (ERIC) located in the library building at the University of
Oregon in Eugene, Oregon. ERIC is described officially as: a
national information system operated by the U. 8. Office of Educa-
tion. ERIC serves the educational community by disseminating
educational research results and other resource information that can
be used in developing more effective educational programs. The ERIC
Clearinghouse on Educational Administration, one of nineteen such
units in the ERIC system, was established at the University of Oregon
in 1966. The Clearinghouse collects, indexes, and abstracts documents
concerned with the leadership, management, and structure of public
and private educational organizations on the elementary and secondary
education levels.

Turning first to the ERIC Thesaurus of ERIC Descriptors (1971),

 

the researcher selected the descriptor, Community Schools as the
descriptor which would produce the most germane documents. The
Thesaurus is described as the definitive vocabulary of education,
developed and brought up-to-date by educators who review the litera-
ture in their field. The Thesaurus is the source of all subject
headings used by ERIC for indexing and for retrieval of documents
and journal articles in the ERIC collection.

Using the descriptor, Community Schools, a computer print out

of articles and research in Community Education was obtained.

 

 

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34

The computer print out put forth a listing of 123 articles
and research reports in the generalarea of Community Schools.
Although many of the documents for which precis were obtained had
peripheral relationship to the study at hand, no comparable studies
were located by this search. Inasmuch as the review of the litera-
ture for the study opened with a quotation from Charles Stewart Mott,
it must be noted that fourteen of the articles or research projects
listed on the print out had their origins in Michigan and the Flint
Community Schools.

Turning from the ERIC collection of documents and cognizant
of the production of Community School knowledge emanating from the
Flint, Michigan, Community Schools, as shown by the ERIC collection,
the researcher turned to the Mott Leadership Center in Flint,
Michigan and its library of Community School and Community Education
dissertations and field studies. The search of titles included in
this library of twenty-five dissertations and 187 field studies pro-
duced no research exactly congruent with the study envisioned by the
student.

Convinced by this search of the research and body of knowledge
that there was a need for the study, the researcher felt challenged
and determined to proceed. Accordingly, the student selected the
dissertations shown in the bibliography of the study for the help
which they could provide in methodology and construction of the study

at hand.

.'_,, .9
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35
The student's review of the literature was now essentially
complete with the exception of the documentation of those facts of
American life which the student chose to call "verities."

This documentation was quickly completed by turning to the
report of the National Advisory Commission on Civil Disorder (1968)
and extracting the then President L. B. Johnson's statement to
wit:

. . . The only genuine, long-range solution for what has
happened lies in an attack--mounted at every level--upon the
conditions that breed despair and violence. All of us know
what those conditions are: ignorance, discrimination, slums,
poverty, disease, not enough jobs. We should attack these
conditions--not because we are frightened by conflict, but
because we are fired by conscience. We should attack them
because there is simply no other way to achieve a decent and
orderly society in America. . . . (preface)

Wanting to further document those verities previously men-

tioned, the student also turned to: The Michigan State News edition

 

of August 20, 1970; The Miami Herald edition of February 4, 1971;

 

The Detroit News edition of August 9, 1970; and the studies of

 

Zimbardo and Goldamon (1969) on vandalism. Photographic copies
of pertinent portions of these materials were thusly included in
the supplementary materials for this study as documentation for
the verities stated.

With this documentation completed, the researcher turned

to the development of procedures for the study.

Chapter 3

STATEMENT OF HYPOTHESES

Chapter 3 of the research report was devoted to the statement
of the hypotheses the researcher had determined to disprove.

The seven hypotheses the researcher determined to prove were:

Hypothesis 1

 

That there is a difference in perception of adult education,
K-12 education and Community Education in attainment of the value,
RECOGNITION OF THE UNIQUE WORTH AND DIGNITY OF EVERY INDIVIDUAL as
a system for the prevention of the following verities of life in
America at the time of the study:
I. There is widespread poverty in this nation.
II. This nation is engaged in an unpopular war.
III. Many young people are and are being alienated from home,
family, community, and nation.
IV. There is racial discrimination and bias in all walks
of life.
V. This nation and this world are in danger of polluting
themselves out of existence.
VI. There is violence in the streets of the communities
of this country.
VII. Many young people have become involved with dangerous

drugs and narcotics.

 

37
With the attainment of the value judged by: university
professors, elementary school principals, teachers in elementary
schools, community school directors, secondary school teachers, adult
education teachers, Community Education center directors, and community

council members.

Hypothesis 2

 

That there is a difference in perception of adult education,
K-12 education and Community Education in attainment of the value,
BELIEF IN EQUALITY OF OPPORTUNITY FOR EVERY INDIVIDUAL TO DEVELOP AND
USE HIS POTENTIALITIES REGARDLESS OF RACE, CREED, NATIONALITY, BACK-
GROUND OR ECONOMIC CIRCUMSTANCES, as a system for the prevention of
the following verities of life in America at the time of the study:
I. There is widespread poverty in this nation.
II. This nation is engaged in an unpopular war.
111. Many young people are and are being alienated from home,
family, community, and nation.
IV. There is racial discrimination and bias in all walks
of life.
V. This nation and this world are in danger of polluting
themselves out of existence.
VI. There is violence in the streets of the communities
of this country.
VII. Many young people have become involved with dangerous
drugs and narcotics.
With the attainment of the value judged by: university

professors, elementary school principals, teachers in elementary

I
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_ ;

.uvp— - ,, u‘ 0‘

 

 

 

 

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38
schools, community school directors, secondary school teachers, adult
education teachers, Community Education center directors, and community

council members.

Hypothesis 3

 

That there is a difference in perception of adult education,
K-12 education and Community Education in attainment of the value,
BELIEF IN BASIC RIGHTS AND LIBERTIES FOR ALL as a system for the
prevention of the following verities of life in America at the time
of the study:

I. There is widespread poverty in this nation.
II. This nation is engaged in an unpopular war.

III. Many young people are and are being alienated from home,

family, community, and nation.
IV. There is racial discrimination and bias in all walks
of life.
V. This nation and this world are in danger of polluting
themselves out of existence.
VI. There is violence in the streets of the communities
of this country.

VII. Many young people have become involved with dangerous
drugs and narcotics.

With the attainment of the value judged by: university
professors, elementary school principals, teachers in elementary
schools, community school directors, secondary school teachers adult
education teachers, Community Education center directors, and community

council members.

 

   

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39

Hypothesis 4

 

That there is a difference in perception of adult education,
K-12 education and Community Education in attainment of the value,
BELIEF THAT THE BEST WAY TO SOLVE COMMON PROBLEMS IS THROUGH
COOPERATION AMONG EQUALS as a system for the prevention of the following
verities of life in America at the time of the study:

I. There is widespread poverty in this nation.
II. This nation is engaged in an unpopular war.

III. Many young people are and are being alienated from home,

family, community, and nation.
IV. There is racial discrimination and bias in all walks
of life.
V. This nation and this world are in danger of polluting
themselves out of existence.
VI. There is violence in the streets of the communities
of this country.

VII. Many young people have become involved with dangerous
drugs and narcotics.

With the attainment of the value judged by: university
professors, elementary school principals, teachers in elementary
schools, community school directors, secondary school teachers,adu1t
education teachers, Community Education center directors, and community

council members.

Hypothesis 5

 

That there is a difference in perception of adult education,

K-12 education and Community Education in attainment of the value,

 

yr"

 

 

 

 

 

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40

BELIEF IN REASON AS THE MOST EFFECTIVE WAY TO SOLVE PROBLEMS, as a
system for the prevention of the following verities of life in America
at the time of the study:
I. There is widespread poverty in this nation.
II. This nation is engaged in an unpopular war.

III. Many young people are and are being alienated from home,

family, community, and nation.
IV. There is racial discrimination and bias in all walks
of life.
V. This nation and this world are in danger of polluting
themselves out of existence.
VI. There is violence in the streets of the communities
of this country.

VII. Many young people have become involved with dangerous
drugs and narcotics.

With the attainment of the value judged by: university
professors, elementary school principals, teachers in elementary
schools, community school directors, secondary school teachers adult
education teachers, Community Education center directors, and community

council members.

Hypothesis 6

That there is a difference in perception of adult education,
K-42 education and Community Education in attainment of the value,
BELIEF IN THE AMERICAN TRADITION OF OPTIMISM AND HOPE FOR THE FUTURE
as a system for the prevention of the following verities of life in

America at the time of the study:

N.—

 

5..

41
I. There is widespread poverty in this nation.
II. This nation is engaged in an unpopular war.

III. Many young people are and are being alienated from home,

family, community, and nation.
IV. There is racial discrimination and bias in all walks
of life.
V. This nation and this world are in danger of polluting
themselves out of existence.
VI. There is violence in the streets of the communities
of this country.

VII. Many young people have become involved with dangerous
drugs and narcotics.

With the attainment of the value judged by: university
professors, elementary school principals, teachers in elementary
schools, community school directors, secondary school teachers, adult
education teachers, Community Education center directors, and community

council members.

Hypothesis 7

That there is a difference in perception of propriety or
sufficiency of the following twenty-four concepts as functions of
adult education, K-12 education, and Community Education:

1. helps people help themselves;

2. unifies influence of home, school, and community;

3. overcomes barriers to social progress;

4. serves the individual on a lifetime basis;

 

.10

p411

 

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5.

6.

42
enriches school program for children and youth;

provides a vehicle for teenagers to utilize in their

efforts to find a meaningful position in society;

10.

ll.

12.

13.

and society;

14.
15.
l6.
l7.
l8.
19.
20.
21.
22.
23.
24.

as assayed

stimulates healthful living;

provides leisure time activity;

provides culturally enriching experiences;
raises literacy level of adults;

provides employment retraining experiences;
develops leadership for community life;

develops public understanding of government, economics,

coordinates multi-agency community improvement efforts;
establishes a system of community communication;

serves as a community change agent;

affects ecology in a positive manner;

serves to arrest or decrease crime rate;

serves to decrease juvenile delinquency;

serves to encourage population control;

is concerned with adequate housing for all;

is actively concerned with promotion of integration;
reduction of poverty; and

economical utilization of a major community resource;

by: university professors, elementary school principals,

teachers in elementary schools, community school directors, secondary

school teachers, adult education teachers, Community Education center

directors, and community council members.

 

 

 

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Chapter 4

THE PROCEDURE OF THE STUDY

In this chapter is presented the procedure used by the
student in the conduct of the study. Fox (1969) called for the
chapter devoted to procedure to carry descriptions of six areas.
The six areas called for by Fox were covered by the student as
follows: definitions of terms used in the study where those terms
carry a specialized or non-dictionary meaning; a description of the
sample used in the study; descriptive information concerning instru-
ments used during the course of the study; the design of the study
including the way in which data were collected; the way in which
the data were analyzed (722).

In this chapter, attention was given to each of the components
called for by Fox.

As agreed upon with members of the study advisory committee,
the study was divided into six phases. The first of these phases
was the student's individual research and study in preparation for
the study. This individual research included in its scope: the plug
into the ERIC system; the investigation of doctoral dissertations and
field studies at the Mott Leadership Center, Michigan State University,
and Arizona State University; the review of pertinent literature;
and the preparation of a set of definitions of terms used in the

course of the study.

 

 

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44
Dictionary definitions presented here were taken from

Webster's New Collegiate Dictionary (1960) but were not repeated

 

in the course of the statement of terms used unless there was

significant variance from the use of the student.

DEFINITION OF TERMS

Assaye-used in this study in its connotation of appraising
critically because of the prevalence of use in the mining state of
Arizona.

Assessment--used in this study in its connotation of appraising
or setting value, also because of the prevalence of use in a mining
state.

Concept--used in its connotation of idea.

Coordinator-training--used in this study to refer to those
persons, at the Mott Leadership Center, Flint, Michigan, charged
with the responsibility of coordinating the long and short training
activities of those persons pursuing Community Education training
at the Mott Leadership Center.

Director-center--used in this study to refer to a person
trained in Community Education through the Mott Leadership Center
and serving as the full time administrator and director of a college
or university Community Education dissemination and training center
as supported by the C. S. Mott Foundation.

Director-community school--used in this study to refer to
a person trained in Community Education through an internship with

either the Mott Leadership Center or university dissemination center

;" ‘ .;':€d ‘
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:bouou LLabv

C622

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:“H'v‘ V- t o

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45
and charged with the full time responsibility of developing program
and activity to make a school a positive force in the life of a
community and its people. (As used in this particular study the
community school director may be certificated as a teacher or
administrator or not.)

Center-Mott Leadership--used in this study to refer to that
project of the Flint, Michigan, Board of Education and the Charles
Stewart Mott Foundation which brings to Flint fellows or interns to
be supported and trained in the philosophy and practice of Community
Education as demonstrated by the Flint, Michigan, Community Schools.
This training is of short (6 weeks or less) or long (12 months)
duration.

Center-university--used in this study to refer to that
university or college office charged with a regional responsibility
for: dissemination of Community Education philosophy and fact;
training of community educators or directors imbued with the philosophy
of Community Education and skilled in the techniques of administering
Community Schools; and assisting schools, school districts, and
communities in their efforts to develop community schools or community
education. (As used in this study, all university centers are
supported by the C. S. Mott Foundation in whole or in part.)

Education-adult--as used in this study refers to that
fragmented portion of the American public educational system dealing
exclusively with citizens above the age of twenty-one in a non-

college oriented relationship.

,.

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46

Education-community--as used in this study refers to the
composite of definitions by directors of the National Community
School Education Association as published and reproduced in the
appendices of the study.

Education-K-12--used in this study to mean the traditional
school organization designed and operated to serve the educational
needs of youth from kindergarten through the twelfth grade.

Expert-distinguished--used in this study to refer to either
Ernest O. Melby, Paul A. Miller or Guy Dean McGrath, whose quali-
fications to be classed as distinguished appeared in the 1970-1971

edition of Who's Who In America (1970) and are reproduced in the

 

appendices of the study.

Member-community-council--used in this study to refer to
those members of the community interested in themselves, their
families, their school and their community and have demonstrated that
interest by serving on the advisory committee empaneled to give
direction to the community school.

Professors-university--used in the study to refer to those
representatives of the seven state universities of the State of
Michigan constituting the university representation on the board
of governors of the Mott Leadership Center.

Propriety--used in this study to mean a sense of what is
fitting and proper.

Satisfaction--used in this study to derive from satisfy--

to be so constituted as to fulfill the requirements of . . .

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47

School-community--used in this study to mean those schools
matching in philosophy and fact the descriptions put forth by Clapp
(1939),the National Conference of Professors of Education Adminis-
tration (1948), and Clancy (1968) and reproduced in the appendices
of the study.

Sufficiency--used in this study to mean enough.

Value--used in this study to refer to an estimate which a
person (or group) places upon some of his possessions (or beliefs).

Verities--used in this study to derive from verity--quality
or state of being true.

The second phase of the study began with the selection of
a panel of distinguished experts and a field interview with each of
the panel members in either Rochester, New York, Miami, Florida,
or Tempe, Arizona. The purpose of the field interviews was two-fold.
First, to field test the ideas held by the student and second to
obtain from the panel of experts statements concerning the values
held by the American people for education. These statements were to
become integral portions of the body of knowledge to be generated
by the study. These statements were to be compared with opinion
and feelings of others connected with the study.

The third phase of the study was composed of the selection
of those persons who by nature of their professional assignment
would have to be considered expert in the broad field of education
and specifically in Community Education. Based on this criteria it
was determined that the university professors serving as the board

of governors of the Mott Leadership Center, the community education

48

university center directors, and the training coordinators of the
Mott Leadership would be sampled for opinion and belief in total.

Running parallel to the selection of those qualified by
their positional expertise for sampling was the preparation of the
materials to be used in the questioning of these experts and others
to be sampled. During the preparation of these materials attention
was given to the cautions put forth by Fox (1969:424,435,543 & 571).

Some of the cautions put forth by Fox were:

1. Data to be sought was surface and sub-surface.

2. Is the data lacking and does the research situation
exist?

3. Is the sample best questioned by: the unstructured
questionnaire; the critical incident technique; or the structured
questionnaire?

4. Is there a willingness to grapple with the more difficult
problems involved in developing operational definitions of new
constructs and new measures for these constructs?

Kerlinger (1967:473) put forth the following criteria
for questions:

1. Is the question related to the research problem?

2. Is the type of question the right and appropriate one?

3. Is the item clear and unambiguous?

4. Is the question a leading question?

5. Does the question demand knowledge and information that

the respondent does not have?

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49

6. Does the question demand personal or delicate material
that the respondent may resist?

With the cautions of Fox and the criteria of Kerlinger
satisfied, the researcher turned to the verities of life in America
documented in the review of literature and the listing of Quillen,
appearing in Manley and Totten (1969:xix), and the description of
Community Education efforts appearing in Manley and Totten (1969:22-43).
From this material the researcher prepared the questions which the
experts and others would be asked to answer. These questions were
field tested on one university professor, one researcher from the
U. 8. Office of Education, one engineer, one housewife, one student
from the University of Wyoming, and two students from Northwestern
Michigan College.

With the assurance of this field test force that they could
comprehend the thought of the researcher, the questionnaire was
prepared as it appears in the appendices of the study.

As the concluding activity of phase three of the study the
questionnaire was administered, after explanation, to the university
professors, the center directors and the training coordinators.

At this point the study turned to the collection of data
from the Southwest. At the time of the study, Community Education
was a new concept to the Southwest. (The Southwest Regional Center
for Community School Development at Arizona State University had been
established in September of 1968.) With this knowledge at hand the
researcher determined that the respondents to further data collection

«muld be self selected, that is possible respondents were asked if

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50
they felt that they had sufficient exposure and experience to the
various components of the study to make considered judgments. If
they so felt they were asked to respond. So the sample from the
Southwest became all those community school directors, principals,
council members and teachers who felt they possessed sufficient
knowledge of Community Education, adult education, and K-lZ educa-
tion to make considered judgment of the questions of concern to the
researcher. Biographical data for these respondents was then placed
in the appendices of the study.

Just prior to the administration of the questionnaire to the
sample from the Southwest it was decided that because the various
samples were being asked to make assays and judgments which could
be compared in the mind of human beings and assayed in the minds of
human beings, data collected would be consolidated and displayed in
the form of simple percentages.

Phase four of the study consisted of administration of the
questionnaire to the sample from the Southwest and the collection
of the data called for.

Phase five of the study then consisted of the consolidation
and display of data collected, while phase six became the preparation

of the research report.

Chapter 5

RESULTS OF THE STUDY

Chapter 5 of the studentfisresearch report presented the
data which was collected for the study.

These data were presented in the form of frequency and
simple percentage tables and in three typescripts of the interviews
with the panel of distinguished experts.

In addition to the frequency tables and percentage tables
much of the data collected was shown as consolidated into bar and
line graphs in order to visually present the feelings of the
respondents towards adult education, K-12 education and Community
Education.

In this data appeared separate tables showing the feelings
of each sub-group of the sample, towards the satisfaction of values
by adult education, K-12 education and Community Education in
assessment completed by the university professors, the center directors,
the training coordinators, Community School directors, principals,
community council members, elementary school teachers, secondary
school teachers, and adult education teachers.

Also in this data appeared the assessment of propriety and
sufficiency of concepts taken from Manley and Totten (1969:23-43)
as assayed for each branch of education considered, i.e., adult educa-

tion, K-12 education, and Community Education by the same groups from

 

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52

the sample with the exception of community members. The propriety
and sufficiency of the concepts were not assayed by community council
members because one of the criteria employed in the study was the
self selection of ability to respond. The community council members
did not feel that they had had sufficient experience with Community
Education to make considered judgment.

Consolidated research data appear in the following three tables,
one figure, and four charts. Supporting data appear in the appendices
of the research report because of their value in future research.

Table 1 shows the research population distributed by role,
age, and formal educational attainment. This table shows the N of
the population to be 90.

Figure 1 presents a bar graph representing the mean assess-
ment percent score for value satisfaction as judged by all respondents.
On the bar graph the upper case letters "A" through "F" stand for the
value judged by each bar. These upper case letters correspond with
the upper case letters standing for various values held by American
people on the instrument used to gather the feelings or assessments
of the respondents.

Along the left hand column of Figure 1 appears a set of
Arabic numerals ranging from a low of 40 to a high of 80. These
numerals represent percent assessment scores obtained by tallying
the assessments for value satisfaction of all respondents according
to the JUDGMENT SCALE shown on the questionnaire and then dividing

by the total possible assessment (90 x 5 = 450).

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53

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54

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55

Figure 1 thus shows that: the value "A," recognition of the
unique worth and dignity of every individual, is 60 percent satisfied,
in the minds of the respondents, by adult education; 50 percent
satisfied by K-12 education; and 70 percent satisfied by Community
Education.

The value "B," belief in equality of opportunity for every
individual to develop and use his potentialities regardless of race,
creed, nationality, background, or economic circumstances, is 60
percent satisfied by adult education; 52 percent satisfied by K-12
education; and 72 percent satisfied by Community Education.

The value "C," belief in basic rights and liberties for all,
is 65 percent satisfied by adult education; 55 percent satisfied by
K-12 education; and 75 percent satisfied by Community Education.

The value "D," belief that the best way to solve common
problems is through cooperation among equals is 62 percent satisfied
by adult education; 55 percent by K-12 education; and 75 percent
satisfied by Community Education.

The value "E," belief in reason as the most effective way
to solve problems, is 57 percent satisfied by adult education;

52 percent satisfied by K-12 education; and 77 percent satisfied by
Community Education.

The value "F," belief in the American tradition of optimism
and hope for the future, is 67 percent satisfied by adult education;
60 percent satisfied by K-12 education; and 77 percent satisfied by

Community Education.

 

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56

Table 2 represents the respondents assessment for adult

education, K-12 education, and Community Education of the propriety

of twenty-four concepts as functions of the respective areas of

education.

In the case of Table 2 and Table 3 N, the population

is 64, reduced in every case by those not feeling competent to make

the assessment.

The

Arabic numerals on the top of Tables 2 and 3 correspond

with the Arabic number preceeding each of the following twenty-four

concepts:

Helps people help themselves

Unifies influence of home, school and community
Overcomes barriers to social progress

Serves the individual on a lifetime basis
Enriches school program for children and youth

Provides a vehicle for teenagers to utilize in their

efforts to find a meaningful position in society

7.
8.
9.
10.
ll.
12.
and society
l3.
14.

15.

Stimulates healthful living

Provides leisure time activity

Provides culturally enriching experiences
Raises literacy level of adults

Provides employment and training experiences

Develops public understanding of government, economics,

Develops leadership for community life
Coordinates multi-agency community improvement efforts

Establishes a system of community communication

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59

16. Serves as a community change agent

17. Affects ecology in a positive manner

18. Serves to arrest or decrease the crime rate

19. Serves to decrease juvenile delinquency

20. Serves to encourage population control

21. Is concerned with adequate housing for all

22. Is actively concerned with promotion of integration

23. Reduction of poverty

24. Economical utilization of a major community resource
Just below the set of Arabic numerals referring to the concepts
appears twenty-four sets of the ordinals l and 2. In these sets
1 (one) can be translated, "Yes the concept is a proper function of

' or 2 (two) "No the concept

the area of education under discussion,‘
is not a proper function of the area of education under consideration.
Below the sets of l and 2 appear the tally made by the respondents

as they evaluated or assessed each concept for propriety. Below the
bold lines are the tally totals for each set of ayes and nays.
Although N for the table is sixty-four several people did not record
their evaluation of concepts.

Table 3 follows the same format but is concerned with the
sufficiency of the concept in adult education, K-12 education, and
Community Education. Whereas Table 2 showed "1" and "2" being trans-
lated as "yes" or "no" the "a," "b," "c" on Table 3 need to be

translated:

a = attention to the concept is present in sufficient amount

n‘

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60

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ll

attention to the concept is absent in sufficient amount

c = attention to the concept is present but in insufficient

amount

Charts 1 through 4 consolidate the data put forth in Tables 2 and 3
and make it possible to visualize the difference that people have
in their feelings toward adult education, K-lZ education and Community
Education. On each chart the dotted line refers to adult education,
the dot-dash line refers to K-12 education and the solid line refers
to Community Education.

An examination of the graph on Chart 1 indicates that the
respondents felt that the majority of the listed concepts were proper
functions of Community Education, while less than total acceptance
of all twenty-four concepts was given to the concepts as proper
functions of adult education and K-12 education.

From the same graph on Chart 1 it will be seen that there
is considerable difference in how the population touched feels about:

5. Enriches the school program for children and youth

6. Provides a vehicle for teenagers to utilize in their
efforts to find a meaningful position in society

10. Raises literacy level of adults

11. Provides employment retraining experiences

14. Coordinates multi-agency community improvement efforts
15. Establishes a system of community communication

20. Serves to encourage population control

21. Is concerned with adequate housing for all

24. Economical utilization of a major community resource

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Chart 2 represents the feelings of the respondents to the
question, "If the concept is a proper function of adult education,
K-12 education or Community Education, is attention to the stated
concept present in sufficient amount?" Chart 2 graphically shows
that participants in the study felt that none of the twenty-four listed
concepts receive sufficient attention in American public education .
today. None of the concepts scored as high as 50 percent sufficient
in attention. Chart 2 also shows great variance concerning attention
to the twenty-four concepts between adult education, K-12 education
and Community Education. The following concepts showed great variance
in sufficiency of attention in the three areas of public education:

1. Helps people help themselves

2. Unifies influence of home, school, and community

3. Overcomes barriers to social progress

4. Serves the individual on a lifetime basis

13. Develops leadership for community life

14. Coordinates multi-agency community improvement efforts

15. Establishes a system of community communication

16. Serves as a community change agent

18. Serves to arrest or decrease crime rate

21. Is concerned with adequate housing for all

24. Economical utilization of a major community resource

Chart 3 represents the concerns of the respondents from a
different point of view. The items on the questionnaire from whence
derived Chart 3 asked the question, "If the listed concepts are not

properly the function of public education are these concepts absent

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from public education in sufficient degree?" The lines on the chart
representing adult education, K-12 education, and Community Education
are accordingly reversed from corresponding lines on Charts 1 and 2.
Concepts for which the chart shows a great spread are:

l. Helps people help themselves

2. Unifies influence of home, school, and community

4. Serves the individual on a lifetime basis

11. Provides employment retraining experiences

14. Coordinates multi-agency community improvement efforts

15. Establishes a system of community communication

17. Affects ecology in a positive manner

18. Serves to arrest or decrease the crime rate

19. Serves to decrease juvenile delinquency

20. Serves to encourage population control

24. Economical utilization of a major community resource

Chart 4 represents the concerns of the respondents for or
toward the listed concepts in still a different manner. The data
for Chart 4 were taken from the replies to the question, "If the concept
is properly the function of one or more of the listed areas of educa-
tion is attention to that concept present to a sufficient degree?"
Chart 4 is interesting in that a straight line drawn through the 50
percent mark for all concepts would find that 50 percent of the
evaluations are above the line and 50 percent of the evaluations are
below the line, but in neither case very far above or below. It must
be noted that there was strong feeling that not enough attention is

given by adult education to the efforts of teenagers to find a

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67
meaningful place in society and equally strong feeling that not
sufficient attention is given by K-12 education to the provision of
employment retraining experiences.

In the final chapter of the research report an effort will
be found to explain the above findings and to use those findings as
a basis for further study and as the basis for possible theory

development or problem solution.

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Chapter 6

DISCUSSION OF DATA INTERVIEWS

During the course of the study, data gathering interviews
were held individually with members of a three man panel of distin-
guished educators. This panel was composed of: Dr. Paul A. Miller,
President of Rochester Institute of Technology, Rochester, New York;
Dr. Ernest O. Melby, distinguished professor of education at Michigan
State University and Florida Atlantic University; and Dr. Guy Dean
McGrath, professor of education and former dean of the college of
education at Arizona State University. Documentation of the distin-
guished backgrounds of members of the panel was obtained from Whgls

Who in America (1970) and placed in the appendices of the study.

 

Appointments were arranged with the members of the panel
several days in advance of each interview and an outline of what
was to be discussed was given verbally to each member of the panel.

As explained to each member of the panel five purposes of the
interviews were put forth.

These five purposes were:

1. Distinguished documentation of the validity of describing
the seven facts of life in America at the time of the study as
verities.

2. Assessment of American public education in terms of the

values listed as being fundamental to education in America and

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69
satisfaction by public education of those values.

3. Verification of the concepts listed in the questionnaire
being circulated in the field as proper and sufficient or insufficient
components of adult education, K-12 education and Community Education.

4. Additional contributions to the fund of knowledge of
education decided upon as a goal of the study.

5. Recording content of interviews with distinguished
educators which would have to be classed as serendipity, the preser-
vation of this thinking and expression in a form that could be used
by others to guide their thinking at a later date.

All three members of the panel agreed to the interview, in
fact it seemed to the student that they readily agreed as an oppor-
tunity to discuss educational items that had been on their own minds.

Interviews were of the structured variety to the extent
that each of the panel members was asked to discuss in their own
words the seven verities put forth by the student and the six values
for education listed by Quillen (Totten and Manley, l969:xix). With
this guideline in mind the interviews were conducted with little
direction from the student.

Upon conclusion of the interviews the student prepared a
typescript of the interview at hand. These typescripts were classed
as data and made an integral part of the study by inclusion with
other data collected.

Upon completion of the typescripts the student read the
interviews once more and then proceeded to underline the various

concepts brought out in the course of each interview.

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Study of the presentation of these concepts or ideas made it
possible for the researcher to prepare the discussion at hand.

All three members of the panel verified six out of the seven
listed verities. For these six verities documentation was easily
found in the typescript. Verity number V was not specifically
documented by any of the panel members although all three did make
mention of the need for America to turn from the technological
material centered country to a people oriented country.

Melby was particularly eloquent when he paraphrased the
biblical story of Cain and Abel as he said, "the real question is:
who is my brother." Melby's use of this question contained great
relevance for each of the verities listed, because each of the
verities listed could not exist if every person in every country,
nation, and community could accept the challenge to be his brother's
keeper if he just knew who his brother is.

McGrath provided further documentation for the verities
when he said:

. . . and much of the harsher means involved the violence,
the narcotics and drugs, and things of that sort so that they
would make a greater impression on their difficulties, on their
questions, on their challenges, and it has probably affected not
only youth, but many of the adult population.

None of the panel members made specific assessments of the
three branches of education under discussion as to their satisfaction
of the listed values, because all three indicated, and strongly so,
that there should be just one system of education and that the

community must play a dominant role in that system of education.

Miller put this very strongly when he said:

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. . . then the folly of the whole idea of having hierarchal

separations in this business is seen . . . To me, Community
Education is, in a sense, the sum total of the living and
learning arrangements in the community.

After examining the typescript of the three field interviews
with the distinguished experts, the student turned to the questionnaire
and the listing of twenty-four concepts put forth as properly within
the realm of Community Education by Totten and Manley (1969:23-43).

To accomplish analysis the student prepared a mental matrix,
with the three distinguished experts arrayed in columns across the
top, and the listing of the twenty-four concepts distributed along
the left margin. With this mental arrangement it was possible to
look first at the concept and to then turn to the remarks of the
expert to see where they had placed emphasis on this or closely
related concept. In some cases the experts did not reply in succinct
words that could give the researcher an approximation of their
feelings about the concept. When this happened the researcher made
up his own mind as to the feeling of the expert but did not put this
personal assessment down on his matrix.

The first concept to be examined in the matrix was: "Helps
people help themselves.” Miller showed support for the propriety
of this concept when he said,

The only way you can really look at human learning is from

the position I call information theory . . . the ability to
take in information, the ability to code it, and encode it . . .
and very importantly to make the human judgments upon its use. . ..

Melby approached the concept from a slightly different tangent as

he said, "The only chance I think we have is through a motivated

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72
public. It's kind of like Miami. Only the public will get them to
act." McGrath also gave support to the inclusion of this concept as
a proper function of education when he said,

So it seems to me that adult education offers this challenge
to upgrade the quality of living for a massive group of people
that have much to offer, much to contribute in overcoming the
problems of our culture and in retaining and enhancing the values
that we would like to see for all mankind.

The above procedure was followed for each of the twenty-four
concepts for each of the distinguished experts. At the conclusion of
this search and examination the researcher felt that he was safe in
assuming that all three experts accepted the listed concepts as
proper functions of education and furthermore that education in
America should be one system free of the fragmentation and compart-
ments which now exist.

It should be stressed that there were no specific words
given in any of the typescripts for support of the concepts, 17 and

' and "Serves to encourage

20, "Affects ecology in a positive manner,‘
population control." Conclusions concerning these concepts and their
propriety as functions of adult education, K-12 education, and Community
Education could only be drawn by individuals reading the typescripts

in their entirety.

Following the examination of the opinions of the distinguished
experts concerning the propriety of the twenty-four concepts as
functions of education the researcher then listed cogent points made
by the experts for use in drawing conclusions from the data obtained

as a result of the field questionnaire. Cogent points made by the

panel were:

73

Miller

1. These traditional terms (adult education, K-12 education,
Community Education) are tremendously inhibiting.

2. The people of the world are not as sure about the outcomes
of education and its importance, as they were a few years ago.

3. Then the folly of the whole idea of having hierarchal
separations in this business is seen.

4. To me, Community Education is, in a sense, the sum total
of the living and learning arrangements in the community.

5. We spend millions of dollars in this society to train
executives, but spend nothing to prepare good family members.

6. . . . all of these artificial departments, classes.
7. The city is the university.

8. So I would say . . . I would go by Community Education,
and I would look at it in terms of the whole life span, the
unfolding, evolving, continuing combination of instruction,
information gathering, encoding, information retrieval and utili-
zation and dissemination, communicating to others what has been
tested out by experience.

9. Schools and colleges . . . custodial, polite penal
institutions for the young.

10. Our young want reality.

Melby
1. Who is my brother?

2. And until we can see the black man, the brown man, the
yellow man, indeed all human beings as part of us, this is the
way it is going to be.

3. So what we are really up against is that there has come
into our culture, into our morality, into our ethics, into our
politics, into every aspect of our lives, an insiduous kind of
deception . . . and the young people know that this is the case,
they see, they see this deception, this dishonesty, this lack
of integrity.

4. We don't face the truth in the university . . . in adver-
tising, in the relationship between labor and employees.

74

5. We will have to face up to the fact that we have not been
educating the children of the poor. We've been educating the
children of the rich.

6. . . . weakness of our education is not that our failure
with the poor, but our failure with the middle class.

7. . . . compassion is the key.

8. There is a direct relationship between the state of
repair (homes and neighborhood) and the achievement of children
in school.

9. We have to develop for America a program of education
that helps every mother, son, or daughter to learn . . .

10. Six people have combined their skill in a desperate
effort to mobilize every known medical principle to save that
child. (Implications for the school)

11. (Talking about a school system's refusal to put an
application for free lunches into Spanish) We don't care enough
to put it into English, let alone to put it into Spanish.

12. He took the GRE test and he got a score of 700 and at the
time he took it, the standard to get into the master's degree
was 850. He went to work and studied and retook the exam and got
910, but now they won't accept him because they say there's
something wrong with his second score . . . but they don't question
that first score.

McGrath
1. What works for some areas won't work for others.

2. We want to train people to think better, because this
is the chief ingredient of improving the quality of living.

3. We've had our sights misdirected so often as an educa-
tional process with the goal of mastery of facts, mastery of
events and names dates, and the like, without much focus on how
we put these together or use them to improve the quality of
thinking.

4. The two worst evils of mankind, that of murder and incest.

5. It may become infectious, and maybe we can combat the
bigotry and the violence, the war, the blights of the economy,
and poverty, and pollution and all these other things that beset
US.

75

6. With the complex makeup of individuals all of whom are
different, and all of whom have greater needs.

7. Sixty to ninety million adults standing in need of more
training.

8. Feels short changed because his educational experiences
haven't equipped him for what he needs to achieve well.

9. The good life here means an adjustment to the situation
in which they find themselves and a participation in it that's

comfortable.

10. For the child born in the decade of the sixties, he will
face typically, three different careers in his lifetime.

11. Young folks want to work with people, to live with
people, to participate with people at peace.

12. In our wild search for happiness, misplaced what happiness
derives from.

13. You can't stay withdrawn, because the mass of humanity
would pass you by.

14. One of the first things we have to do is to move away
from the cookbook approach . . . we're going to have to get
people into a questionning attitude.

With his analysis of the interviews with the panel of distin-
guished experts at hand, the researcher felt that he had documentation
for the reasonableness of his questions and felt that he could then
proceed to draw conclusions from the data he had collected and could
present these conclusions in a seventh chapter of the research report.

Specifically the researcher determined that the five purposes
for conducting the field interviews with the members of the panel
of distinguished experts had been accomplished.

l. The panel of distinguished experts did concur in the
researchers description of those seven features of American life as

verities.

76

2. The panel did concur that the Quillen (1958) list of
values have been held by the American people and that these values
have not been satisfied sufficiently well or enough to prevent the
seven verities of life in America.

3. The panel did verify the list of twenty-four concepts as
being proper functions of American education.

4. The panel did present additional thought and contributions
of value to persons reading the study.

5. The content and value of the interviews was far greater
than the researcher had envisioned and accordingly must be placed in
the serendipity category.

Conclusions drawn from the consolidated questionnaires were
then presented in a chapter devoted to those conclusions, allowing
a final chapter for recommendations for additional study related

research.

77
Interview with Dr. Paul Miller
President, Rochester Institute of Technology
Rochester, New York
August, 1970
In the fall of 1969, I gave a paper in Detroit for the

National Community School Education Association. I get into Community
Education, because continuing education has been a real thrust to my
career. Having started as a county agricultural agent, I was an
extension specialist, I was in agricultural extension work at Michigan
State University, and I have served as Dean of general extension.
They asked me to give particular focus to this, this probably isn't
helpful, but anyway . . . A handbook on adult education is just out.
I think it is published every ten years. I did a chapter in that.
The handbook is a collection of every facet of adult education. I
was asked to give a kind of forward look at adult education, and I
called this "A Glance Ahead," or something like that. You will find
that I hit the Community School concept. So here is my approach to
it . . . I've never had any work in elementary and secondary schools.
I've taught and been in higher education all my life. I served for
a while, as you may know, as assistant secretary in Washington, in
HEW education, and for a couple of years, in the Johnson administration.
During a lot of that period, I worked on urban school problems, inner-
city problems, and I came to the conclusion, based on that experience,
doing a number of studies, being on the scene in race problems, and
everything else we were in to during those years, (I was there in
1966 to 1968) I came to the conclusion that the inner city is as

much, and properly so, the center of the total community activity as

T1

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78
any other institution. So, that brief experience, plus my work in
continuing education, is about all I have to bring to any kind of
study of Community Education.

Now I don't know anything about the politics of these assoc-
iations. Even the people in adult education are so a part of the NBA
and the National Association for Public School Adult Education, the
Evening College Association, all these people, I've never really
spent much time with this, though I've been in this field all my life,
held more jobs than any other man in this country, at least on the
educational side, but it just seemed to me to be a waste of time to
fuss around with these associations. I believe in them, but I'm
really not one who's been much experienced in educational associations.
Years ago, I've said one had to make his choice: to be active,
politically, in the good sense, in his profession, in the associations;
holding offices, being on committees; or he had to write, do research.
So I decided to be more of a student . . . to write, and to do research.

Now, having said this, I want to respond to certain queries
and questions or comments of yours, so I just don't get off on a
monologue. What I've done is to qualify my remarks, I don't know
very much about community education, but I tend to look at it from
the standpoint of organization and institutional structure of the
community. So toss out what you think are your great concerns, and
I'll try to briefly respond to them.

"Well, the big thing that Clyde is after is this . . . is

there a difference between community education and adult education,

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79
or is adult education actually just one of the major portions of
community education." This is his concern.

Well, I'll tell you, the way I look at it, I see what you
are getting at here, the way I look at it, these traditional terms
are tremendously inhibiting, and any sociologist worth his salt is
always trying to shoot down these stereotypes . . . you take extension,
there's Ag extension, there's general extension, and they have been
on the odds with each other for fifty years, it's ridiculous. Just
mention the world "extension" and people say, "Which kind do you mean?"
I'll tell you, there's a number of crises, what I would call crises
of efficacy, and the great crisis is that the people of the world
are not as sure about the outcomes of education and its importance,
as they were a few years ago. There is no question about it, people
have lost some of their enthusiasm for what education produces in
their lives. And one of the reasons, is that we have refused to look
at education as (indeed it's trite, I know) as a kind of on-going,
meaningful, dynamic, synthesis and fusion of the acquisition of
knowledge, its processing and experience.

Every educator has known, I suppose since the time of Plato,
that simply the assimilation of data, of information . . . this is
not learning. You cannot learn unless you, at the same time, develop
judgments about it. You knOW'YOU have to assess it, learning how to
apply it, how to bring it together, how to re-combine it and take it
apart, re-combine the concepts, this is fundamental in kindergarten . . .
The only way you can really look at human learning is from the position

I call information theory. By this I really mean, the ability to sort

80
of take in information, the ability to code it and encode it, translate
it into various forms, and very importantly (and only this can come
with experience) how to make the human judgments, upon its use, its
communication to others and so on.

Well, and so, education has always been this kind of fusion

Once you start from that point, then the folly of the whole
idea of having hierarchal separations in this business is seen.

Having the kindergarten, elementary, secondary, higher education,
post-graduate education, and getting this so mixed up in the culture
that, if you are not 18 when you begin the college, people look at
you askance . . . if you're younger, you're some kind of nut . . .
too bright for your own good . . . if you're older, you're a dunce,
you know, all these things. So everyone lives through this beautiful
lockstep, all right, that's the formal school structure, then you
have television, now a media, you have the art galleries, you have
the philharmonics, radio, every facet of life is really what you mean
by education in the community. To me, Community Education is, in a
sense, the sum total of the living and learning arrangements in the
community.

Under a perfect situation, an ideal situation (there are radical
situations) means that everything you formally learn has a counterpart
in trying it out in experience. And everything that you experience
you had an opportunity to raise questions about it, examine it in the
light of a larger experience. So this interaction, this interplay,

really means that, learning is based upon a theory of information.

81
Every experience in the community and the family is learning. The
family is the greatest educational agency we have. We spend millions
of dollars in this society to train executives, but spend nothing to
prepare good family members. It will be worth investing in the
American, or any family, simply because it is our prime educational
agency. Here is where the personality disposition is formed, yet we
refuse to admit it. So, when you begin to take these threads and work
them all, based upon everything we know, you approach learning. The
great Swiss child psychologist ninety years ago really made a break-
through when he said and was able to prove that you can take the
average child, you can take the most deprived youngster whose mother
kills beetles to feed her babies, in the Kalahari Desert of Southeast
Africa, you can take the children there or of the royalty of England,
and they all learn the most complex disciplines of their whole lives
at the same age . . . learning their language, toilet training, walking
. . . They learn all of these when the agencies of the community are
all working together. But he says, "Then what happens?" They begin
to slow down, and what beings to happen, as he put it, they begin to
get the answers to questions . . . and then this begins to set up
all of these artificial departments, classes, and then society is
coming in to shape the young.

So, from every source, from psychiatry, psychology, the

whole works, they all say learning and living, the symbiosis between
the two, this is education. One educator said in an article, that a
city ought to be built so that driving to work and back was a complete

educational experience. Think about this, so that you would have

82
lessons, and there would be signboards, there would be master TV's
and there would be all numbers of things and that, as he said, you
could even build buildings with glass on the sides in such ways that
people would begin to understand how buildings are built and all of
this would be just driving back and forth to work, an educational
experience.

So, that's a long way around, because I have to base my remarks
on a certain amount of theory. I gave a speech on this before the
chamber of commerce here, the Rochester Chamber of Commerce, black
tie, fancy evening, and I got up and said that the city is the
university . . . the broadest term I would use, and I am delighted
you're using it at Arizona and in Community Education.

I served, last year, as a kind of planner, to help develop
and launch a new campus at the University of North Carolina. I
worked awfully hard to get them to call their college of education
the college of Community Education. Isn't it ridiculous, on our
campuses we have a school of education and then turn around and have
a division of continuing education, completely separate, right in our
own university set-up. Not only that, but isn't it ridiculous, why
many people don't even think about this. It took me thirty years
before it occurred to me. Here we have a university like yours, the
whole thing is devoted to education, yet we so disbelieve in the
total concept, we have to set up a special unit and call it education.'
And if that is so, what are the rest of us doing? Do I make my point

clear? Yes. So, I would say no, I would go by Community Education,

83
and I would look at it in terms of the whole life span, the unfolding,
evolving, continuing combination of instruction, information gathering,
encoding, information retrieval and utilization and dissemination,
communicating to others what has been tested out by experience. You
might say where the main points of experience have been brought in
to further examination in a more formal sense . . . this would be
the ideal school and the ideal university. My little caveat on these
things is that we have made our schools and colleges far too much
places for the young, and one of the troubles with them today is that
they are custodial, polite penal institutions for the young. Our
young want reality. But we don't think there's a place for it until
they've hit a certain level, our level . . . and so what we have done
is partially creating a great, elaborate structure of schools and
colleges which have really become high-paid, polite, penal colleges
for our young, until we can release them into the mainstream of our
society. All the while then we fed them better, you know, and their
health was better, which meant that their puberty and their adoles-
cence comes earlier. So what we have done in our society is beautiful
mismanagement. I'm not a radical, I've been in education all my life,
held more jobs than most have, and I speak out of some experience,
that what we have really done is, on the one hand, we have made our
young people mature younger, while, at the same time, insisted that
they remain in a custodianship longer . . . and it's that gap that's
become so explosive.

We ought to have a conception of Community Education where

you can come and go to school, what the hell difference does it

84
make if you finish that certain grade at a certain time, what the hell
difference does it make if you are 18 or 38. We ought to have our
places so that they could get rid of all this credit stuff, all of this
business which is certification to society that you have spent long
enough in the institution. What we ought to really be doing is to be
saying to our people . . . let's learn! Let's not have one class
judging the other . . . let's really sit down and talk and learn and
have this combination of learning and experience, certainly learn the
fundamentals, the hard stuff, got to learn mathematics the hard way,
but if you don't somehow feel up to it, take off and sail around the
world for a year. Come back, and without loss, try it again. You'll
learn about it, 61's have, a lot of them were atrocious students before
the war. So the trouble with Community Education is that we try to
make it work in this formalized structure, how to get all this stuff
working. Now I've probably answered a number of your questions in
that discourse . . .

I feel quite deeply about it, about the, this is a new campus
we have been on it almost two years. Who knows but what it will
turn out to be a wrong decision . . . We're four and one half miles
away from that city, the heart of one of the important cities of
America, but that four and one half miles, if we aren't careful, will
convert this thing into a kind of custodial citadel, new dormitories
hold 2,600 students. Those dormitories ought not to be there, the
dormitories are the vestiges of its old day and what we OUght to have
are townhouses, scattered over wonderful places, where old and young

can come and live together. Why throwing up places because it's

flU

:H

ft
A.\~

85
cheap . . . rabbit hutches you put all the young in . . . all 18 to
22 . . . you put it all up, eight floors of that, they do it everywhere,
you do it in Tempe. When the young people say, "We're interested in
these problems, we're interested in the community, we want to see what
it looks like, we want to help!" You say, "you're not ready to help,
you're not ready to help until you've put in your time living in one
of the institutions?"

I don't know, you know, what has to happen before Community
Education will really work, I'm of the opinion that the people's loss
of faith in education may be a good thing . . . It may be a very good
thing for us, first of all, I've been biting the hand that feeds me
for a long time, I so criticize myself, we mismanage our education
and there are times I get so, and I can say to you as a colleague,
sometimes I get so angry with myself for not having the guts, the
insight or wisdom to do it when I see the waste in education, I don't
mean so much waste of dollars, but waste of human talent, and what
could be, but so often, those of us who are teachers and administrators
really see the . . . we compete with ourselves through them and the
only way to start anything new is to get some new money . . . it is
so difficult . . . there are times I get so frustrated I just think
I'll have to leave education because you can't do more about it. But
I think maybe some good will come out of all of this change with this
society, some of it very dangerous, and that is that we may start
being more relaxed about education . . . we've been too compulsive

and for a conception of Community Education, we have to get over this

86
idea that, you know, you go to class for fifteen minutes and you've
got five classes a term, you sit around and argue about whether it's
going to be ten weeks long or fifteen weeks long, so you've fifteen
minutes and the bells ring, everyone runs from one place to the other,
and we add all this up, and not only that, but the credits you get
from one place are of considerably higher quality than you get from
another, although you may not have learned as much, but society says
that a credit from Harvard is, for instance, worth more than one from
Tempe or Rochester.

We ought to make up our minds to learn as long as we can,
you're going to do it anyway, and you might as well enjoy it. I
say to myself, and I swear on this one, what a hell of a situation
it is when we have a third of our people in education in this
country . . . a third of the population and most of them don't enjoy
it. I think they're going to start enjoying it when we start to relax
a little . . . when we go when we want to go and we don't go when we
want to. When a guy like Miller and the rest of us decide my son
may run a darn good filling station, insisting he'd just as soon
not put up with what his father's put up with, out six nights per week,
he'd rather have a canoe on weekends (as I very secretly would like
to do) he can have a filling station, and he can read his books on
the side because he wants to not because anyone tells him to. Which
is a better act? When you begin to relax, it's more fun.

This is, of course, philosophical, not very practical for

your purposes, but we'll get more practical.

87

Actually this is exactly practical, because you can say and
speak with authority, these things that I can't. I address many,
many groups, and I talk about Community Education as a field of
education that has a very special feel for people, all people, and
I try to portray the sense of feel of walking through the hills in
early spring and kicking the snow aside to find the trailing arbutus.
This is a feel that is hard to capture. And this is the sort of a
feel, so very special and so very personal our schools have lost for
children, for ourselves.

Oh, you are so right. During my lifetime, my career, we have
in our schools and colleges, presented only half the educational
picture . . . we've presented the intellectual half, the cerebral,
the intellectual component, and there is that, you remember I talked
about judgment awhile ago, information taken in without the judgment
to somehow rearrange it, and throw out, discard what you don't need
and what you do, all of this is judgment. And part comes out of the
affect of the emotion, the feeling side. We had our troubles here
in May, like a lot of other places, fire bombs, our branch of ROTC
. . . of course, I was up all night, night after night. One night,
over in the residence hall complex a young man came up to me, a perfect
example of what I am talking about . . . my generation, and yours,
too, which has brought this thing to education, half a job . . . what
about the feeling, the emotion. And this boy came up and he said to
me . . . he was very upset, a drug user, I would guess, hard to tell,

one of the more violent types, but he'd calmed down and he said to me,

88
"President Miller, I don't know what to do, I'm lost. I don't know
whether I'm frightened to stay here . . . I don't know what I'll do,
but I am afraid to go home." And he said, "I went to my advisor
(this advisor was one of our better men, we all think) and walked in
and he was sitting at his desk and I said I came because I had to
have someone to talk to . . . I didn't want to call by parents,
I had to have someone to talk to. I've come to see you and I don't
know what to do . . . I'm frightened, I'm frightened of what I may
do if I stay here." And the professor, so the boy told me, said,
"You got yourself into it, you get yourself out of it." Well what
was happening, this fellow (the professor) was not unkind, in his view,
his job was to teach the subject, and this other side is for somebody
else. Now, though, I don't know what will happen to the American
university now, this point you can put your finger on, unless we act.
We have one of our professors, training in Cambridge, possessed with
a brilliant mind, did a paper in May . . . and he has an insight . . .
he sees what's happening . . . he's saying this goes back to this
adolescent gulf. You see, when you and I went to college, few of us
went. We went there because we had intellectual aims or occupational
aims. We came, bright and we were poor, but somehow figured a way to
get there, we had a job to accomplish but you see now college has
become now a part of the puberty rites, speaking as an anthropologist.
But now college has become a place where one works at being an adult,
and many of our young people with mass education are not in college
for intellectual or occupational aims. They're there to work out the

emotional aspects in their life. That's why they come there.

89
They don't know it, but that's why they're there. And yet we meet
them at the gate and say, "fifty minutes unto a class, here's the
book, here's the assignment, go over to that big building by youself,"
and this guy isn't even here for that. He's here because he's in
emotional trouble. He's trying to work this out in his life. We
have nothing to give him and he gets so frustrated and so mad he
becomes radical even at an institution like this, which is mostly
science and technology . . . (even at this place out of a . . . we
have 4,500 students in the daytime last year, and 13,000 at night)
but those young men, half of them are in substantially emotionally
upset conditions. Much of it you can't see on the surface. They
are trying to work this out. They need the emotional side of it . . .
they need people to talk to . . . they come and they look for more
role types, they look for education,a role to emulate. And they
come, wanting to respect us educators, professors, and so on, and
then we turn them off, turn our back to them, saying, "you got your-
self into this, now get yourself out." That's when anticipation
comes crashing down, and . . . well, so you're right, the affect of
the emotional side, my generation, your generation, we had no interest
in him. We were talking about the intellectual side. It isn't all
bad, our society, I think, is a hell of a lot better for it. We've
conquered a lot of health, disease. Education has brought us great
science and industrial and economic development, fed upon this
intellectual approach to learning. But, I must say, and I'm a depression
fellow, farm reared, and of hard workers, I'm Calvinistic, I believe

in thrift and hard work and the harder work, the better. I'm sure my

90
hangups on these fundamental things as sex and other things of my
generation are no different. But of my mind, my experience tells
me that our young people are really saying "if you can't enjoy that
flower that you kicked in the snow this morning, then why do it?

What's its meaning, what's it add up to?" And then they say, in their

language, "The destruction of the countries of Indo-China."

Did you
read Lindbergh's statement that here in the last two or three days
in the newspaper, you want to read that . . . I've been reading it
and he'll be right back in trouble, Lindbergh will be right back in
trouble as he was in World War II, when he says in his statement in
the New York Times that we lost World War II. We lost World War II
because we became so self-satisfied with World War II we being the
United States we figured that we too, Rome, could rule the world.
And, by so trying to do it, as he says, this great arrogance, and
we have overlooked making things work right at home. I'm afraid
this is all cowboy drugstore philosophy.

No, it's exactly what I want to get. I would like to try
to tie it down a little bit. This is exactly what I want, because
coming from you it has status that coming from me it may not have.
Now, here's a thing that bothers me. If we have had these strong
beliefs in the value of education, and supposedly, we have had a
nation dedicated to education and belief in the dignity of man, basic
human rights for all, how is it that we have to tolerate this sort
of thing and treatment of the black people, treatment of the Mexican-
American, treatment of the Puerto-Rican, how have we been able to

allow substandard schools, which I feel has a direct bearing on the

91
prevalence of poverty, drugs, and alienation of youth, and so on?
If there is something to education, and we truly believe in it, how
can these other things exist?

Well, brother, I think I'm going to be very succinct . . .
first of all we can expect too much of education. As we know it,
we can expect too much of it. I'm not one of these fellows who'd
argue that by five years old or whatever, the fundamental makeup
of a person has already been formed. But it's a long way in that
direction, and I think it probably varies in families, cultures, a
lot of things, but it works in that direction. And so, we have tended
to think of education in much too narrow and formal a framework.

To be a top business executive, a college president, or whatever,
in this society, it brings you all kinds of prestige, and you can
be the world's worst father and who gives a damn. The son.

Yes, but not the world . . . the son. And so I'm saying that
this is why the family and the school can never really be fundamental.
So why did this happen? We expect too much of it as we say it, that's
why. Second . . . point two is education as we have known it is, to
great extent, to bring about equilibrium and stability in the society.
It is the instrument of the society to achieve continuity, therefore,
stability and equilibrium and that's why it is so inherently conser-
vative, because we have seen the education as an instrument of mainten-
ance values in the society. Are you following me? If your values
are religious, as they were in the early days of this society, the
schools contribute religious values. Higher education's aim at first

was to sustain the religious culture, brought to this country from

’4.

kn ;

92
abroad, by the early Baptists and so on. That's what we first set
up, the centers to train ministers. If it is science that has become
your rule of value and the leading theme of culture, then that is
what education becomes in the interest of. If it is making money,
that's what it becomes the instrument of. The second point is that
education in our society has been an efficacious instrument securing
equilibrium, sustaining society . . . they are all good points . . .
major values. But we haven't had the major value like worrying
about the Navajo or what happened when we translocated the Japanese
in World War II to Arizona to the deserts, or the blacks, or the
appalachians. Black people today on the plantations are still
starving. It has not been our value as a society to worry much about
this. It has been our value to get science, and get it to the moon.
It has been our value to get rich. It has been our value to build
nice buildings, and our educational system became the instrument that
sustained that. And that's why education has often seemed, by many
people as a maintainer of the status quo, and they don't want it to
change. So that's, to me, as dispassionate an analysis . . . when
we get . . . when these kids become of high value to us, you will
begin to find the instrument of education, in a formal sense as we
know it, turning to them.

When the society, in the 60's got frightened out of its pants
almost by black riots and so on, you started to see schools and
training of teachers and approaches, and even Bell Telephone and other
business companies getting intq,everyone got kind of interested . . .

this was something new and frightening. And, you know, it's a

93
scientific thing, let's look at the evidence . . . we have the problem
of desegregation, segregation in the inner cities, and racism . . .
what do we pick as the instrument to change it? Schools, I mean
after we get some housing . . . that's the best way to do it. I
think the school's the wrong way to do it. If all this heartache,
and these law courts, and everything else, if we could have simply
said that we were going to have a system of rents, a system of land
values, and so on, that a person could live any damn place he pleases
'in the community. You've been using another instrument to achieve
the integration of the races but we did what we always do, we used the
school to sustain the values which we have at the top of the list.

Am I making my point? And we just haven't seen fit.

We use these children as symbols.

Yes, if you want to build big buildings, you'll set up
schools of architecture. If you want to help transform American
agriculture, as we did in the 1850's, we had to get more food pro-
duction, we came up with the land grant school. In the Western world,
the school has been the carrier of our values. So don't expect the
school, if it's an instrument of what we value, to somehow turn around
and be able to knock that down again.

Hold that for a minute. The school is an instrument of our
values. Can the school not exert a leadership call, change values.

It's very dangerous.

Is it dangerous? If . . . we have a broad enough base of

people . . .

94

But you see, I'm keeping in mind your Community Education.
You see, here is . . . yes, you can change values, and especially
at the higher levels. You see, in the early years, one to five,
you're really learning just fundamental symbols. And then you begin
to get in, maybe the sixth to fifteenth year, or thereabouts, there's
a whole basic pounding in of fundamentals, what the society has stored
up and what you have to know to appreciate it. I haven't found too
much fault with that, except you do this in an unimaginative way,
without joy, without zest. Then you begin about fifteen or so, or
sixteen, if our social psychology works out, from there on then learning
begins to be concepts, and here now, one is beginning to put new
thoughts together, and that's when you know, when questions, problems,
other ways to solve them and why weren't they solved . . . and that's
where I think you have interplay between formal instruction and
experience in the community, and the sooner the better. Any professor
in this college will tell you that it is tougher to teach here, where
we have cooperative education for all of our students . . .

Our students are out for three months and they're in for
three. It's tougher to teach here. Why? Because these young men
in engineering have been out there on the production line, and they
know what is happening out there and they know something about the
sweat shop and labor conditions and even on the technical side
professors will tell you you can't fool these young guys who have
been out there, they go out there every other term, they see what's
going on and they're hard to fool and a professor may never have

been out there himself, never been through this. But when you've got

95
a lad who comes into engineering class and he's been out there on
production, you can't fool him. I think new values come out of that.
You can get emotion out of a book, you can get emotion out of exper-
ience. But most psychologists and psychiatrists say that when you
read a book and you get an emotional experience or when you see a
movie you want to weep over a love affair it isn't because it's
theirs, it's because you've experienced it. Righ_. And all it does
is set loose in you what you've experienced and you relive this
again. It may not be the exact thing . . . when a college student
really begins to care about and really fundamentally sees the Navajo
child, the black child, the white child what's the difference, they
all have the same look in their eyes. If anything the black child
and the Navajo child will haunt you more because there's sadness in
their eyes. It surrounds us. Then you have a feel of changing values
but I suppose in the traditional sense you can't take it too far.

How do you think education can tear the society down? Simply
the change of values. It is the custodian of the past. You know the
hell of it is it's always a balance. These things are not either/or.
After all our most violent expressions of education these days are
really simply trying to say we're better off to start all over again
and let education fashion the new kind of world in a brand new
society. I don't know why we would trust the educators to do this.
They don't know how to run the institutions very well. You name it
professors as a whole, and I am one who has on the whole been ultra-

liberal when it comes to criticizing the community but ultra-convervative

96
when it comes to changing anything in the university, so you

wouldn't trust them to build this. You can underline that. So

 

you don't go too far, if you go too far, the guys who are keeping the
major values will destroy it, and they will. We're already going to
probably have a whiplash in this society simply because the guys who
are the conservators of our major values which are stability, keeping
our structure in tact, in government and industry, find fault with
all this because they're not going to allow this to be torn down.
These are our major values; they don't make much room always for these
people. So when education takes on those institutions which carry
the major values, they're going to get kicked in the teeth. So it's
a different process . . . that gets back . . . how I long . . . see

. . . my own theory works family, the school (regardless what level
the . . . ) the community. I see it and why what you're on is so
fundamental. You see we are very sloppy in our language . . . you
see we call everything; we call this an institution, this college

of Arizona State; it's not that. It's an organization devoted to
certain purposes. You start talking about institutions you're
talking about an arrangement that carries on the values of the
society, shapes it, changes it, sustains it, keeps . . . all these
things together, and there aren't very many institutions which do
this. The school is one; the family's another, and the community.
And the community is, what you might say, a kind of collection of
impressions. You and I have been formed in part by the impressions
in the community. Walt Whitman--did you ever read his wonderful

little poem (you must look it up if you haven't; it's for everyone

97
in Community Education.) Walt Whitman wrote a poem one time that
said there was a child went forth (few people know about Walt Whitman)
there was a child went forth and everything that child looked upon
he became, the white and red morning glories, the peeping birds
singing in the meadows, the old drunkard recently risen from the
outhouse tavern, the clean smell of mother's apron, the wharves, the
boats in the harbor . . . there was a child came forth and everything
that child looked upon . . . As elegant a testimony why the community
is a great learning agent for the school and the family. That's why
somehow until they are all talking with each other you don't have

education in its best sense nor do you have Community Education.

98
Interview with Dr. Ernest 0. Melby
Distinguished Professor of Education
Florida Atlantic University
and

Michigan State University

Miami, Florida

February 2, 1971

In 1793, we made a treaty, saying that we would treat the
Indian peoples fairly and squarely, with kindness and consideration,
and yet we know that we've had over 400 individual treaties with the
Indian people and absolutely none of them have been kept . . . yet
we had our schools, we had our one room country schools in a community
where everybody had a voice in the operation of that school, and how
come we couldn't get across this idea of being kind and humane to
people?

Well, one of my friends at Michigan State says that, he
talks about Cain and Abel in the Bible, and says that Cain asks the
question, "Who is my brother?" or "Am I my brother's keeper?" is
the first question, and he answers that by saying, "About this there
is no question, there's no question but that you are your brother's
keeper, and he says, the real question is, "Who is my brother?"

This is the question that really confronts us, who is my
brother? The Indian was not our brother, the black man was not
our brother. We learned that we were responsible for each other,
but we didn't learn that we were responsible for others, but were
not in, not part of each other, and until we can see the black man,

the brown man, the yellow man, indeed all human beings as part of

us, this is the way it is going to be.

99

You can see one other example of it now, in reference to the
war. If we turntfluaradio on, and we hear the casualty figures, they'll
say that ten Americans have been killed, and 200 South Vietnamese
were killed and thousands of Viet Cong had been killed. We're
saddened by the Americans killed, maybe it's unfortunate that 200
South Vietnamese were killed, because they're on our side, but think
it's good that 3,000 Viet Cong were killed . . . We don't think of
them as being human beings. It's the same thing now . . . we are so
aware, I think, of this ambiguity in ourselves, that is responsible
for this credibility gap. We have another example of it now . . .
this invasion of Cambodia over there has been covered up for several
days. Our government won't dare to admit what they are doing there,
because of public attitude toward it, and now the paper this morning
tells us that we are now in the position in America where our news
about what is going on in Southeast Asia comes from Russian papers
. . . So what we are really up against is that there has come into
our culture, into our morality, into our ethics, into our politics,
into every aspect of our lives, an insidious kind of deception . . .
and the young people know that this is the case, they see, they see
this deception, this dishonesty, this lack of integrity. To them,
there is not only a credibility gap between the President and the
people, but there is a credibility gap, they feel, between the old
and the young . . . between the black and the white, between the
rich and the poor, that we won't face the reality . . . that's the

way they feel.

100

We've had editorials here in the paper pointing this out,
but how can you expect the young on the campus, for instance, to
believe in their parents and the faculty when every day they see
deception carried on by the federal government, by the administration.
Then, how can you tell young people that telling the truth is important
when, at the highest level in our society, we are engaged in wholesale
deception.

I think that this has now reached a point where this is so
insidious, it is in everything, it is in the university . . . we
don't face the truth in the university, we cover and we do it here,
so where do you go in society, in advertising, in the relationships
between labor and employers . . . it's an insidious thing, it's crept
into every aspect of life, and consequently I think that we're not
going to find a very easy answer. I think that we have to begin to
approach this at the lowest, the most fundamental level of society,
and the highest levels will have to face up to the fact that how can
we build different attitudes on the part of our young people when the
very government itself is basically dishonest. The very structure of
society is dishonest.

When I talk like that, or you talk like that, we're almost
ostracized, in other words, we are expected in the cultivated level
of society, the upper economic levels, to sort of maintain the
fiction of the honesty of this thing, you know . . . not to question
this establishment . . . if I question this, I'm a radical . . .
but I think it's going to take just that kind of questioning, and

I think we've got to do it at every level . . . one reason why that

101
I believe that in spite of the pitfalls that there are in what is
called community control that there may be a salvation in this, that
if you get your people around the schools together to begin to talk
about how that school ought to be run and what they think about it,
they may be wrong about some of the things they say, but as the process
goes on we will be subjected to a discipline, we will have to face
the reality, we will have to face up to the fact that we have not
been educating the children of the poor. We've been educating the
children of the rich . . .

No, we've failed to give the poor the skill and the knowledges
that would equip them for the . . . given them a salable skill, given
them the qualities of personality that enables them to share in our
society . . . we have done this with the rich, and with the help of
a lot of crutches, but we have failed to give the rich the attitudes
that would eliminate the ghetto.

You talk about the effect of the ghetto on the children, but
why do we have the ghetto? Why do we have the ghetto in the richest
society in the world? Clearly, we have the ghetto because the well-
to-do people in our society don't care enough to do anything about
it. Well, I could make a pretty good case, I think, to say that maybe
the whole crucial weakness of our education is not that our failure
with the poor, but our failure with the middle class. We send people
out with a kind of a veneer of culture, we have a bag of tricks and
skills that enable us to fend for ourselves in this kind of an economic
order, but we don't have the qualities of mind and heart that equip

us to change this order. The Indians can come through college and

102
graduate school, but neither the college, neither the elementary
school, high school, college, or graduate school teaches us that the
Indian is one of us. The Indian is an island, to use John Donne's
language. You said, "No man is an island," but the Indian is an
island to us, he isn't a part of the main, neither is the black man,
is a poor white man, neither is the migrant. I am coming more and
more to believe that compassion is the key.

Let me ask another specific question. The open door, by law,
school doors are open, they swing outward, but isn't there any term
we could use to describe an open school, meaning the personality of
the principal, the administrators, the teachers, their own personalities,
that can accept others who may be a little bit different? Don't we
have a closed mind, a closed door in our schools, even though the doors
are overtly open?

Tom, I'm worried about the Community Schools . . . I think that
the way that I have, I may be wrong, but those of you who are working
on the Community School, I think, have got to face this question one
way or the other, and either convince me that I'm wrong and show me
why I'm wrong or else we've got to do something else. Here's an
interesting thing . . . In America, we have had one educational inno-
vation after another . . . I see this, perhaps better than you do
because I am older, and I can go back to the Winnetka, the Dalton plan,
you know, all the schemes, Morrison's contract plan . . . how many
different kinds of curricula . . . we have had . . . HOW‘We have team
teaching, the teaching machine, the contract plan, the Community

Schools. Thesxriking fact is that none of these plans, including the

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Community School, has helped children in the ghetto to learn. Have
you seen the data they're collecting in Flint? You see, what happened
was . . . I've been trying to make this as striking as I could, so
I've written one piece that I used in St. Louis, the title of the talk
is "The Lighted Schoolhouse is not Enough," and what I am trying to
find out is, if the children don't learn, Tom, in school, then I
think the Community School movement is not going to survive if the
children don't learn, and children are not learning in Flint. You
can take a map of Flint, we've got 65 slides of Flint, and you can
take that street down through the inner city there where the houses
are in bad repair and all that kind of thing . . . these children
are not learning, the scores on the tests are way, way down, and out
where the houses are in good repair and all that kind of thing, there
the scores are good . . . there is a direct relationship between the
state of repair and the achievement of the children in school. They
got 65 variables of this kind of thing, after 35 years of Community
School movement in Flint.

We have to develop for America a program of education that
helps every mother, son, or daughter to learn . . . and it doesn't
make any difference if you open the school twenty-four hours a day,
if the children don't learn . . . the movement is going to fall
into disrepute. They're going to drop it like they've dropped all
kinds of other innovations. There's no single innovation that'll
do it . . . there's no teaching machine, there's no television set,
there's no team teaching, there's no single thing you can name . . .

it's going to take all of these things together and a changed

104
attitude . . . There's a marvelous TV program, maybe you saw it, "A

Day in the Life of America,’ and it shows the astronauts the day
Apollo 12 landed and Armstrong says, "One small step for man, one
giant step for mankind," and all of a sudden it shifts and down here
on the earth there is a ghetto or something like that and then it goes
on to some more of space and then down, and one striking example was
a poor mother in New York, whose little four year old child developed
a high temperature and the mother had to take this child to the
emergency room in the hospital and the girl's temperature mounted

and the doctor at the hospital . . . first there was a doctor and a
nurse, then there was two doctors and the nurse, they were struggling
and they said, "If we don't get this temperature down, this child
will go into convulsions, and if we can't stop these convulsions,
brain damage will take place, and still the convulsions are there,
and finally, there are now twelve hands on this girl, six people have
combined their skill in a desperate effort to mobilize every known
medical principle to save that child. I don't know how many hands
it's going to take to save the ghetto child but education . . .

but the point about it is that medicine recognizes the idea of pulling
all the stops using every bit of knowledge, skill and concern and

one of the striking things about it is, as you look at the picture of
this TV program, look at the faces of these nurses and these doctors,
and the faces, you can read the concern in the faces, these people
really care and America must put up that desperate struggle to save

these children from an educational death. I don't think we have, I

105
think we run them through a chute. You know, I don't think we get
really down to the nitty-gritty of concern about this child.

Let me quote from today's paper . . . "feels that the poor
children are not being given a chance with the free lunches." The
school system says that, "The poor children are being given free
lunches and application blanks were sent before the school year began,"
and then in the following paragraph, the Director of Public Information
for the school district says "The people want the application blanks
in Spanish, and we don't even have to put out an application blank."
Isn't this one of the factors that prevents that child from having
all hands placed on his education?

We don't care enough to put it in English, let alone to put
it into Spanish.

How can we get to this point?

I don't think we will ever get it. I don't see any chance to
get the administrators of school systems interested to alter their
tactic attitudes. The only chance I think we have is through a
motivated public. If we get the public to act. It's kinda like in
Miami. Only the public will move them to act. They're not gonna do
it. There's something happens to people who get into Ed. Administration.
They're really the monstrosity in educational administration. It's
like a machine. It's something like this computer. I have magazines.
When I leave to go to Michigan, I have to change the addresses for
all my magazines, and it's all done by computer. Sometimes they not
only don't change my magazines so that it doesn't come here anymore,

but I don't get it in Lansing either. I write letter after letter,

106
but nothing ever happens. And the same thing with this kind of
organization. In my class in Miami the other day, I was going to
get them to talk about education at a higher level and what did they
do, they came up and began to gripe because they say I ask for this
and never get it, "I want to get something out of this, but three
months go by and I've heard nothing." The thing has no ears, no eyes.

Every one of those administrators, those principals, those
classroom teachers, has been educated in our schools. Where did we
miss the boat?

It comes back to the same thing we were talking about . . .
our concern with the system, not with the people. We have a young
man now who's a Community School director in Miami who's a butcher.

He got to working. He took some work on the side and finally graduated
from college and then he became the Community School director down
there. A day teacher and a Community School director, and now he's
here as a master's degree candidate and he has completed all his work
for a master's degree except two courses, one of which he is now
taking. He took the GRE test and he got a score of 700 and at the
time he took it, the standard to get into the master's degree was
850. He went to work and studied and retook the exam and he got

910, but now they won't accept him because they say that there's
something wrong with his second score . . . he couldn't have made
that big a gain in that length of time, but they don't question

the first score.

I think that answers the question right there.

107
Interview with Dr. Dean McGrath
Professor of Education
Arizona State University
July 14, 1971
Tempe, Arizona

It seems to me that the basic problem is that we haven't
known the best methods to achieve these ends . . . we've been groping,
we've been testing and experimenting, we've tried a motley array of
ways to achieve these . . . it's just highly probable that no one
set methodology will achieve these ends. What works for some areas
won't work for others.

In other words, there won't be a development of a stereotyped
system to achieve this, but undergirding all of our efforts, has been
the fact that basically, we want to train people to think better,
because this is the chief ingredient of improving the quality of
living. The greatest challenge of all time is to improve the quality
of living as mankind moves forward in time. The best way to achieve
this, again, is unquestionably to improve the quality of thinking and
we've had our sights misdirected so often as an educational process
with the goal of mastery of facts, mastery of events and names, dates,
and the like, without very much focus on how we put these together or
use them to improve the quality of thinking.

Until we can actually improve the quality of thinking, we
are not going to have very much improvement in the quality of living
. . . the quality of life.

Now, this "how come" proposition . . . when things move too

slowly, people become too impatient. One big characteristic of the

108
American public is to stampede, to get on big, get on quickly, and
play it to death and then get off and move on to something else,
and when education didn't produce this great system of values for
all in a very short time, the people began to speak out, they began
to want to be heard, they wanted educators to listen to them, in
their protest, in their disenchantment, and so on, and when we didn't
listen very well, they took harsher means to make their points, and
much of the harsher means involved the violence, the narcotics and
drugs, and things of that sort, so that they would make a greater
impression on their difficulties, on their questions, on their
challenges, and it has probably affected not only youth, but many
of the adult population.

It seems to me that the most important thing is patience . . .
and that's a very difficult thing to achieve. As we learn more, as
we experiment more, as we do more research, we learn a little bit,
but slowly, on how we can bring about the ability for people to go
as far as they can . . . on how we can use reason, seasoned reason,
in attacking our problems, how we can maintain optimism, how we can
achieve the worth and dignity of the individual.

We've been at it now for 5,000 years and we haven't even
been able to correct the two worst evils of mankind, that of murder
and incest, actually, we haven't made too much progress in 2,000
years of concentrated effort to try to overcome these two great evils,
and many other evils as well, but probably, it's going to take
several hundreds of years more, but hope would be that, with each

ggeneration, we can elevate man slightly and instill these values more,

109
let us say, acceptably in the minds of a greater number of people,
and as these values become instilled, and people do see a little bit
of progress, it may become more infectious, and maybe we can combat
the bigotry and the violence, the war, the blights of economy, and
poverty and pollution and all these other things that beset us.

We lose ground in some generations and that's because the
people speak out more violently, there's almost a mob action of
following that kind of leadership, but those things, too pass away,
and if we can hang on with a little patience and keep struggling,
keep striving to enhance man's worth and dignity and to keep our goals
in view, to keep our values in mind. I think there will be a gradual
progression and elevation again, but very, very, slowly, and that
focuses on the chief problem, as I would see it, that we're here now
and we want to see great progress in short spans of time while we're
on the scene. With the complex makeup of individuals, all of whom
are different, and all of whom have greater needs it's very difficult
to see measurable progress in short spans of time and I think this
patience is probably our biggest factor.

There is another point that comes to mind, and that is that
we seem to need to take areas of concern at different intervals.

We can't get at all the problems at once. I think a very good

parallel is the development of the educational system. It took us a
long time to get the elementary school pretty well developed, then

the secondary schools came in for a term, then the community colleges
came in for a term. We couldn't move on all those three fronts rapidly

at the same time. Because there weren't enough resources, we sort of

110

focused on one at a time, and now adult education is coming in for a
look, it needs a term, because it has serious problems, too, and out
of that grows one of our difficulties in this value system. We have
various estimates of 60 to 90 million adults standing in need of
more training and many of those have a different perspective about the
problems of mankind. Most of them,however, agree that, if we could
have the right kind of training, they could make a contribution toward
overcoming some of these great problems and toward holding the values
intact and making some progress on them. I think the last third of
the 20“'1 century may well be characterized as the turning point toward
adult education which will equip these masses of adults that need
more training, education, to make a bigger impact on these problems,
to help overcome them. I see, as a corollary, or as a by-product,
the additional educational experience for adults. I see, as a by-
product of this kind of thing, very much greater progress in overcoming
the big problems that face our people and in enhancing the value system
in these great things toward which we all strive.

I was up in Canada three weeks ago with the Canadian Department
of Indian Affairs and Northwest Development, and read a speech by
the minister for that department and he talked about providing an
education for every Indian child that wants an education, as though
there is this fact out here in the sky someplace of an educated person.
I am wondering if we have had a value coming down through the years
of education for what purpose, what is the value of that education,
why an education, why learning? You just mentioned adult education,

what is the purpose of that education?

111

The real purpose here is to help the adult who often feels
short-changed because his educational experiences haven't equipped
him for what he needs to have to achieve well. But we need to have
these people provided with more training, more educative experiences,
that will help them have the good life. It's just that simple . . .
they feel that they're not having the good life. The good life here
means an adjustment to the situation in which they find themselves
and a participation in it that's comfortable. It's the kind of a
thing that causes them to "get with it" so to speak and participate
and meet the problems and solve them reasonably well, so that they
have a sense of satisfaction out of their so-called existence, their
living.

Now, we know full well that there are several aspects of this
kind of training or education (I use the words kind of interchangeably
for a moment). They may need it in conjunction with their jobs,
upgrading, or improving their skills on the job, though we're beginning
now to find they need a lot more about the things of getting along
well in life. There may be all kinds of opportunities to improve
workmen on the job by giving them educational experiences for the
problems they face that are off the job, or almost unrelated to the
job. So it seems to me that adult education offers this challenge to
upgrade the quality of living for a great massive group of people
that have much to offer, much to contribute in overcoming the problems
of our culture and in retaining and enhancing the values that we'd

like to see for all mankind. They've been a forgotten group. Now they

112
are beginning to be considered as an area of need, just like the
youngsters have been.

All right, now, in this adult education, the way I listen to
you, you feel that there is more emphasis on the values in adult
education than in our traditional K-12 or K through 8 type academic
endeavors. Am I reading you right?

In a sense, yes. These people have been up against the hard
knocks of life, they see where the gaps in their educational experience
are, they're quite aware of the difficulties of life and what they
need to make life better, therefore, they're conditioned to move with
greater interest into these areas of training or experience that will
help them have this better life and they will move more rapidly toward
it than would young people who haven't met the hard knocks sufficiently
to realize their importance of training.

I see you've got something there on a card. Is that . . .

I was looking for a little squib that I ran into that I think
fits into this. It was a summary of the needs of adults for adult
education which was published a year ago this summer after a conference
on needs of adult learners. Some of the informations that I abstracted
from this address and the later publication of it were that one
fourth of all the people born in the decade of the sixties will see
eighty-five years of age in an active state of affairs, with great
interest in continuing the good life. Now that means that those
people would have probably twenty years of post-retirement time to
have available for the good life, if they can be trained to enjoy

it . . . take advantage of it. Another factor was that 7,000

113
corporations have viewed the need for in-service education of their
workers, not upgrading skills for the job, but equipping them to live
the better life, such as Motorola's classes in English, and in speech
and in recreation . . . and in listening skills and a host of other
things not associated with, let's say, with integrated circuitry.

Another one is that we need to put forth a great valiant effort
to stamp out illiteracy, one of the great, one of the great blights
of this country, although we are a forward looking country in many
respects, we still have a very high percentage of illiteracy, worse
than some other countries, but perhaps the most important of those
points that was made was that for the child born in the decade of the
sixties, he will face, typically, three different careers in his
lifetime. This is to say that the first career will drop out of
existence and no longer be needed . . . that kind of job . . . he'll
train for another job that may not have been known ten years prior
to that point, this one, too, will disappear and he'll have to train,
tool-up for a third kind of career. That's a tremendous challenge
for adult education, in addition to, in general, enhancing the quality
of life. But adult education has a better chance to enhance the
quality of life and thus retain some of these values and take a poke
at some of these problems, because people are hungry for it . . . are
ready for it . . . and they're in a position to do something immediately,
they're in a position to move on it.

Let me push you a little bit further on this. The Hopi has a
strong faith and their philosophy sort of is a desire to live at peace

with man and nature. Now you know that's not too big a difference

114
between that philosophy and definition or value of life than what you
said about the good life. You were referring to this living in peace
with man and nature and self, rather than a collection of capital
goods, such as refrigerators and washers and . . .

Very definitely.

Now, my thought, to keep pushing on this, in education,
starting with the industrial revolution, have we had the concept of
living at peace with man, nature, and self, or have we had a concept
of gaining an education in order to acquire material things, considered
those material goods as the good life? Is this what we're getting
into rebellion with the kids about?

Unquestionably, young folks want to work with people, to
live with people, to participate with people at peace. We've had a
lot of this rebellion that is against the mechanized existence but
one that provides more relationship to people and more participation
with people. I have a hunch that there has been an underlying thread
all the way through our educational development of striving to help
people live at peace with themselves, at peace with fellowman and at
peace with nature and all those forces, but inevitably the very
competition of things . . . the same things that caused the rapid
growth of the high school . . . has put more focus, more importance
on this matter of competing to achieve, either for notoriety or for
possession of worldly goods or whatever and we kind of lose sight
of these other factors and I think youth is telling us that they'd
like to get back to some of the real social realities of working with

people and relating well to them.

115

Now, we've perhaps had false impressions growing out of
educational experience when we've produced an educational elite of
false concepts of happiness, false concepts, perhaps, of power, and
false concepts of higher status in life. We've permitted ourselves
to think that happiness rests in prestige or success, or far-away
places, pleasure accented items, fantasy or a host of things like
that, in fact we understand very little about pleasure, that is about
happiness in general, and it's so little achieved. I think that adds
into this whole picture of the problem, that we kind of, in our wild
search for happiness, misplaced what happiness derives from, and in
our schools we were trying to develop a psuedo characteristic, a
series of them, and they didn't bring us happiness at all. I think
youth are telling us that they'd like to get back to some of the
basic fundamentals of happiness and try to achieve it, rather than
to achieve these things which they thought would bring happiness but
which hasn't.

Just carry that one step further . . . when you mentioned the
number of adults that are illiterate and the need for them to learn
to read and write . . . why?

I suppose that the very nature of our economic life requires
a degree of this ability in order to participate successfully in our
culture. You can't stay withdrawn, because the mass of humanity would
pass you by . . . you've got to get with it . . . you've got to be
a participant in it, and the ability to read and write and to make
some occupational efforts, successful efforts, is pretty important

in just getting along in our culture.

116

Well, with what we've had to say here, and looking at the fact
that today is July 14, 1971, how can we bring about change in our
system of American public education that will have as a goal, a
value that is compatible with what we have been talking about here
this morning? What changes have to be made, the elementary school,
the kindergarten, the high school, the university, what has to be done?

One of the first things we have to do is to move away from
the cookbook approach, the formula approach, with respect to subject
matter content, we're going to have to get people into a questioning
attitude, and then direct their efforts, with much independent study,
toward finding solutions to the kinds of questions which they ask.
We've been a long time involved in quantity education where we have
prescribed minimum essentials of mastery. Now these are all right up
to a point, but we have sort of held down the questioning attitude
about all the problems of life that naturally occur to young people
and we've not given them much assistance in finding solutions to those
kinds of problems. We've got to put a lot more emphasis on how to
organize our activities in our attack on how to organize information
to help the informations become usable in the solution of problems
that confront us. A lot of it is going to be an individualized
approach with a lot of independent study, under the direction of
competent leadership in the classroom where there will be informations
available as needed to put into the matrix for a viable solution to ~
the problem.

How are we going to reach that individual?

ll7

Perhaps the best way would be to start with him early in a
type of ungraded classroom situation where he begins to see that he
can attack problems and solve them . . . he can add a great deal to
his ability to deal with the problems of life and he grows up under-
standing that he has some of this ability and it pays off, and as
he goes to more complex situations, he grows with it. I think it has
to start early to instill in youth the potential of this kind of a
system. There'll have to be some risk capital in trying some of these
kinds of organization . . . they won't all succeed, there'll be some
failures, but I think the potential is good for great achievement in
the ungraded, flexible system of education toward the solution of
problems that confront our pupils of any particular area, or at any
particular time.

How about involvement of the entire community? Where do these
ideas fit into the scheme of things that you've just been talking
about, starting with the child at an early age and flexible type of
learning experience, individualized learning experience, how do we
carry this through the whole community? Is this a meaningful and
valid approach to problems?

I'm a very great enthusiast for extending this kind and
quality of experience to the youth in the community in extra-school
hours and toward the adults of all ages in the community who can
become interested and, conceivably profit from it. Now, those are
vague words, but they mean, in simple language, that there should be
something there for all . . . all ages. . . to extend their educational

horizon . . . to extend their background of experience that will help

118
them achieve this better life. The very same techniques that could
be very successful for the youngster, even in the primary levels, could
be, in my judgment, equally, and even more, successful with the adult
groups.

All right. Now, where would be the best place to start . . .
This child that isn't born yet, we want to have him grow up to be a
. . . to live the good life, which I use the Hopi definition for,
where do we start today to approach that sort of atmosphere so that
he can . . .

It would really start in the home, in the pre-school years,
after having trained parents set the stage. But suppose we can't
achieve this, then it starts in the primary grade . . . it starts
there.

Is there a possibility that, if we can make our school a warm
humane place, where people are comfortable, that we can create some
changes in that family, then carry on with changes in the primary
school situation?

I'm convinced it's not only possible, it's plausible and it
must be done.

I would like for you to do me a favor, and that would be to
repeat your definition of the good life that's not the definition that
most people would give and yet I concur in what you said about the good
life is exactly what we are trying to reach for and strive for in
Community Education. So if you could just give that definition back
or maybe illustrate it a little differently or any way you'd like,

I'd like to get that captured and saved.

119

It can be stated several different ways . . . it really adds
up to the same kind of thing or the same kind of outcome. The good
life to me is characterized, primarily, by having a person who has
achieved the good life, or who is achieving the good life, by having
this person able to meet the daily life problems with reasonable
success, this is to say that he has adjusted well to the conditions
in which he finds himself, he will try to change those that can be
changed, but those he can't change, he will make the best of the
situation, but primarily, he is reasonably happy, well adjusted, and,
more especially, participating in his environment. He is using his
fund of information, his background and training to meet the problems
of daily living successfully, to adjust to his situation so that he
is in harmony with it and, that is to the maximum extent, in the end,
he is capable of solving the problems reasonably, well adjusted to a
good quality of life. You could state it many ways, but in a better
capsule form, he is sort of comfortably at home with his situation
and is meeting his responsibilities successfully, solving his problems
reasonably well and, above all else, participating regularly in his
situation with, let's say a reasonable approach to all of the problems
that confront him.

The instructor or the coordinator in the experience will be
watching for the signs of change in each individual, of growth, of
different ways of behavior, different ways of meeting his objectives
and when he had gone the reasonable distance with what the instructor

felt was expected or, let's say, achieveable, what his capabilities

120
permit, then he'd just be checked off that experience and would go
on to the next. There'd be no grades, A,B,C,D,E, or anything else,
he's checked off as having met this experience and moves on to
something else. If you prefer, he could be given satisfactory, but
he would stay with it until he got the satisfactory. Keep working
on it until he'd achieved a satisfactory end in that particular line
of experience and then move on to something else. It would do away
with the so-called harsh realities we have now, hitting a person over
the head with a two-by-four to say I'm sorry but you just did a D
work and because D work is not what we're after with anybody, and we're
not trying to compare everybody to this theoretical norm and this sort
of a thing, he keeps working with it until he has achieved reasonable
diligency and reasonable outcomes, and then he is just checked off and

then moves on to the next one.

Chapter 7
RESEARCH CONCLUSIONS

In the span of time from the adoption of the Northwest
Ordinance to the time of the study, here discussed, teachers have
been heard telling students, "You cannot add apples and oranges and
get pears." This is absolutely true, yet in many respects this is
what respondents to the study at hand were asked to do. Respondents
to the study were asked to assay or value three phases of American
education in comparison with those phases and satisfaction of certain
values.

Certainly this chore got into the realm of adding apples
and oranges. But there is a difference between the child in the
classroom adding five oranges to six apples and getting 13 pears.

The human mind and body can accept and receive a bite of apple and

a bite of orange and get a taste which is entirely different from the
taste of an orange and the taste of an apple. And that same human
mind can evaluate the resultant taste of apple and orange together
and decide if it likes or approves of the new flavor. The human mind
can do this without recourse to punch cards and computers, because
the mind was and is the original computer.

In the 1970-1971 era computers (mechanical and man made)

were available which could, when programmed by man, take the component

122
parts, by formula, of an apple and the component parts of an orange,
again by formula, and when properly programmed predict what the
resultant taste might be when eaten together.

This was then the essence, flavor if you will, of the research
conducted and reported and here extended. Persons were asked to sample
the products of adult education, K-12 education, and Community Education
to come up with flavors which might at a later time in history be
translated into computer formulae or programs for further exacting
analysis.

The door or opening to this type of research was provided
by educational literature, historical and current.

Paul A. Weiss, professor emeritus at Rockefeller University
and a distinguished researcher in the field of life sciences opened

the door the widest when he stated in the Saturday Review of

 

September 29, 1969:

Thus, looking at it from the worm's-eye view of the
macromolecule, brain action must deal in a lifetime with at
least 1022 (10,000,000,000,000,000,000,000) macromolecular
constellations in various degrees of instability and impermanence.
A fact that the individual molecule, of course cannot know, but
which our integral brain cannot help but ponder, is that through-
out all that churning and changing of a population of molecules
which is ten billion times as large as the human population on
earth, we do retain intact our sense of individual unity and
identity, our habits and our memories (1969:22).

In the same issue of the Saturday Review Harry Scherman,

 

the founder of the Book-of-the-Month Club, word's continued to open
the door with this statement,
Its lesson to me is that, if you are to deal with and think

about the American people enmasse, you can trust them as you trust
yourself. You can trust their consuming curiosity about all

123

the quirks and subtleties of human existences. You can trust
their fascination with every colorful aspect of history. You
can trust their immediate response to good humor and gaiety,
but also to the most serious thought. Above all, you can trust
their gracious open-mindedness, forever seeking new light upon
their troubled but wonderful world (1969:23).

In his book, The Dynamics of Educational Research, Barnes
(1958) provided additional direction to the open door when he stated,

If the ultimate aim of school research is to improve the
local school program, leaders in research must more fully involve
the community in the process. Such a multi-purpose nature of
research--fact finding, motivation through involvement, and
action process coordination--is needed in order to pitch the value
of applied research where it can be appreciated and implemented.
Many synthetic reasons for developing research projects in the
local community are escapes from real problems (51).

Daniel E. Griffiths, Dean of the School of Education at
New York University, widened the opening when on February 8, 1968
he wrote in the foreword to Understanding_Educational Organizations,
Theorizing may be defined as the process which must occur
prior to fruitful theory building. It is the time when concepts
are created defined, and refined; when relationships between and
among concepts are hypothesized and tested; and when explanations

are attempted for established relationships (Lutz & Iannaccone,
1969:iv).

Lutz and Iannaccone (1969) pointed to an important facet of

the research under consideration when they said,

Sentiment includes expressions of drives, feelings, attitudes,
and all affective states of human beings. Of particular impor-
tance are the complicated human phenomena of liking or disliking,
and approval or disapproval of others (64).

and "The social sciences become weak when they attempt to quantify
and measure the variables with which they are concerned (64)."
E. Wayne Courtney in his book, Applied Research in Education

(1965), gave further push to the research under consideration when

he said, ". . . that the most important instrument for research is

124
the mind of man and that there is no legitimate pecking order in
the methodology of research and scholarship (170)."

Best, in his volume Research in Education (1959) seems to
synthesize the philosophical statements of Weiss, Barnes, Griffiths,
Lutz and Iannaccone and all when he describes descriptive research
as,

Descriptive research describes and interprets "what is."

It is concerned with conditions or relationships that exist;

practices that prevail; beliefs, points of view, or attitudes
that are held, processes that are going on; effects that are

being felt; or trends that are being developed (102).

In The Methodology of Educational Research, Good, Barr and
Scates (1941) open the door to the research type of this study when
they state,

A third situation for which experimentation is not adapted

arises when one is more interested in discovering the
antecedents of a particular case than in discovering or
verifying a large generalization concerning such antecedents
(534).

With these thoughts in mind the reader is asked to consider
the following conclusions which the student has drawn from the replies
of the respondents and the panel of distinguished experts, and his
readings in the field of Community Education.

Hypothesis 1. That there is a difference in perception of
adult education, K-12 education, and Community Education in attainment
of the value, RECOGNITION OF THE UNIQUE WORTH AND DIGNITY OF EVERY
INDIVIDUAL, as a system for the prevention of the seven listed verities
of life in America at the time of the study.

Respondents, taken as a total group, assessed adult educa-

tion as 60 percent effective in the attainment of the value while

125
K-12 education was judged 50 percent effective, and Community Education
scaled as 70 percent effective for the attainment of this value. From
this information the researcher is forced to the conclusion that there
is a difference in the perception of the three phases of education
considered in the attainment of the value as a system for the prevention

of the listed seven verities. Hypothesis 1 is therefore accepted.

Hypothesis 2. That there is a difference in perception of
adult education, K-12 education, and Community Education in attain-
ment of the value, BELIEF IN EQUALITY OF OPPORTUNITY FOR EVERY
INDIVIDUAL TO DEVELOP AND USE HIS POTENTIALITIES REGARDLESS OF RACE,
CREED, NATIONALITY, BACKGROUND OR ECONOMIC CIRCUMSTANCES, as a
system for the prevention of the seven listed verities of life in
America at the time of the study.

Concerning this hypothesis, adult education assayed out
at 59 percent, K-12 education 53 percent, and Community Education
71 percent. This indicates a difference of eighteen percentage

points, high to low, therefore the hypothesis was accepted.

Hypothesis 3. That there is a difference in perception of
adult education, K-12 education and Community Education in attainment
of the value, BELIEF IN THE BASIC RIGHTS AND LIBERTIES FOR ALL, as
a system for the prevention of the seven listed verities of life in
America at the time of the study.

There was again a difference of eighteen percentage points

between the high and low phase of education. Community Education

126
was assessed at 75 percent effective, K-12 education 54 percent and
adult education 64 percent. It must be noted that adult education
rose five percentage points in the attainment of this value in con-
trast to the previous value. With a difference of eighteen points

from high to low, the hypothesis was accepted.

Hypothesis 4. That there is a difference in perception of
adult education, K-12 education, and Community Education in attain-
ment of the value, BELIEF THAT THE BEST WAY TO SOLVE COMMON PROBLEMS
IS THROUGH COOPERATION AMONG EQUALS, as a system for prevention of
the seven listed verities of life in America at the time of the
study.

The spread between the high phase of education and the low
assessment increased for the judgment of this value. K-12 education
was rated as satisfying the value at the 50 percent level, adult
education at 62 percent level and Community Education at the 74
percent level. With this difference existing between all three
phases of education discussed and with the difference between the

high and low phases, this hypothesis was accepted.

Hypothesis 5. That there is a difference in perception of
adult education, K-12 education and Community Education in the
attainment of the value, BELIEF IN REASON AS THE MOST EFFECTIVE WAY
TO SOLVE PROBLEMS,as a system for the prevention of the seven listed
verities of life in America at the time of the study.

Study of the bar graph showing the mean percent score for

value satisfaction shows that all respondents assayed adult education

127
at the 58 percent level, K-12 education at the 52 percent level and
Community Education at the 70 percent level. Again there is a
difference of eighteen percentage points between high and low phases

so again the hypothesis was accepted.

Hypothesis 6. That there is a difference in perception of
adult education, K-12 education and Community Education in the attain-
ment of the value, BELIEF IN THE AMERICAN TRADITION OF OPTIMISM AND
HOPE FOR THE FUTURE, as a system for the prevention of the seven
verities of life in America at the time of the study.

The data on the bar graph showed that once more there was a
spread between the low assessment score and the high of eighteen
percentage points indicating that again there was a difference
between perceptions of education's attainment of this value.
Accordingly the hypothesis was accepted.

These six hypotheses were accepted for the study at hand.

The numbers of people represented in the study were restricted.

The questions asked were difficult and included several variables,

but the data did provide an indicator of how the university professors,
elementary school principals, teachers in elementary schools, community
school directors, secondary school teachers, adult education teachers,
Community Education center directors, and community council members
assess these phases of American education.

These same data convinced the student that there was great

need for additional study of a more definitive and statistical nature

128
along these directions. The student did place recommendations for
additional study in the concluding chapter of the study.

One of the major assumptions made by the researcher as he
began his examination of the data collected was acceptance of the
entire hypothesis if any difference was shown by the data collected.
In the case of Hypothesis 7, examination of the frequency tables and
resultant line graphs indicated that there was great difference
between judgments concerning propriety and sufficiency of the twenty-
four listed concepts as functions of the three phases of education
examined as part of this study. Since the data and graphs did show
great variances Hypothesis 7 was accepted.

Because there was considerable congruency between graph
lines for the concepts, the hypotheses were accepted, to be dis-
cussed further in the chapter devoted to recommendations for further

study.

Chapter 8

SUGGESTIONS FOR FURTHER STUDY

The most valuable contribution a study such as the one just
completed may be the suggestions for further study that developed
out of the original research. It is felt that this was the case in
the study presented in this research report.

Suggestions for further study developing out of this research
include, but are not limited to, the listing here presented.

1. Replication on a much broader base, and utilizing com-
puterized data processing techniques.

2. Investigation into the "Why" of the same or similar
populations' feelings toward education.

3. Investigation into the strength of peoples' feelings
toward education.

4. Investigation into the differences of perception and
feeling shown by the university professors and college and university
Community Education center directors.

5. Investigation into differences in assessments by teachers
and administrators.

6. Further investigation into the feelings of community
council members.

7. Major study delving into the feelings of students in

all three of the studied phases of education.

130

8. Study of the bureaucratic behavior of administrators
pin-pointed by the distinguished panel of experts.

9. Examination of the congruency of evaluations given to
several concepts. (Why and how does this congruency come about, what
are the factors allowing for this congruency.)

10. Simulation type research to search for patterns to
eliminate the fragmented system mentioned by the panel.

11. Isolation of the feelings of various representations
consolidated in the data for the study at hand. (i.e., Indian,
Mexican-American, Black and Anglo)

12. Examination of concepts rejected by each of the popu-
lations sampled and what additional concepts would have been rejected
if opportunity had been provided.

13. Study to determine educational values held by Americans
at specified periods or points in time.

14. Computer assisted study to indicate most frequently
held concepts not mentioned in the study.

15. Comparison of educational values held to be fundamental
by Black, Mexican-American, and Indian distinguished educators as
contrasted to the distinguished Anglo educators of this study.

The above fifteen (15) suggestions for additional study and
research do not exhaust the possibilities brought to light by this
study but they were put forth as samples of the type of research

called for by the limitations of the study here completed.

Chapter 9

THE FUTURE AND MEANING OF THE RESEARCH

In this, the final chapter of the research report, the student
changes the tense of the manuscript and looks back at his research
findings; looks at education and America at the time of the writing;
and tries to look ahead to solutions of today's problems in the
future.

In an essay in the Saturdangeview dated February 15, 1969

 

entitled, "The End of the Great Tradition," Peter Schrag paints
a dismal or pessimistic picture for the role of the university in
society for the future. In the essay, Schrag says:

. . . that the students don't know enough to make proper
judgments is misleading because it is now apparent most professors
don't know anything either. Which is to say that they don't know
very much about what people should learn, should be interested
in, or should be in order to have some comfort in their lives.
(And, needless to say, don't know anything about teaching.)
Technical questions yes, but a man who has established his
mastery as a molecular biologist is no more qualified to establish
a curriculum--that is, to tell a student what he should know--
than the student himself (except of course in the field of
molecular biology) (94).

This statement by Schrag ties in well with the research findings
presented in earlier chapters. The very people who are the experts

in Community Education: the professors of the Mott Leadership Program
of the National Community Education Training Center in Flint, Michigan;
the directors of eight university centers devoted to dissemination of

Community Education fact and philosophy; the training coordinators

132
providing guidance to people being trained in Community Education
skill and knowledges; active Community School directors; Community
School principals; teachers in Community Schools; adult teachers;
and community council members were all asked to assess adult education,
K-12 education, and Community Education as systems for eliminating:

I. The widespread poverty in this nation.
II. The nation's engagement in an unpopular war.

III. The alienation of young people from home, family,
community, and nation.

IV. The racial discrimination and bias found in all walks
of life.
V. The danger of the nation and world of polluting themselves
out of existence.
VI. The violence in the streets of the communities of the
country.

VII. The involvement of young people with dangerous drugs
and narcotics.

Admitting that the majority of the respondents to the research
questionnaire were closely allied to Community Education while remem-
bering that few of the respondents could relate their contact with
Community Education before 1964 and that the concepts of Community
Education had started to come to the Southwest in 1968, the research
indicated that it was felt that Community Education was more effective
as a system for the elimination of the above verities of life in

America in 1970 than adult education or K-12 education.

133

But the fact remains that those verities of life do exist

and may even be growing in magnitude and severity.

The student feels that the next phase of the research isolates

reasons for this continued existence of unwanted verities of life.

In the second phase of the research conducted, the respondents

were asked to make judgments concerning the propriety and sufficiency

or insufficiency of each of the following twenty-four concepts as

functions of adult education, K-12 education, and Community Education.

Helps people help themselves

Unifies influence of home, school, and community
Overcomes barriers to social progress

Serves the individual on a lifetime basis
Enriches school program for children and youth

Provides a vehicle for teenagers to utilize in their

efforts to find a meaningful position in society

10.
ll.
12.
and'society
13.
14.
15.

16.

Stimulates healthful living

Provides leisure time activity

Provides culturally enriching experiences
Raises literacy level of adults

Provides employment retraining experiences

Develops public understanding of government, economics,

Develops leadership for community life
Coordinates multi-agency community improvement efforts
Establishes a system of community communication

Serves as a community change agent

134

17. Affects ecology in a positive manner

18. Serves to arrest or decrease crime rate

19. Serves to decrease juvenile delinquency

20. Serves to encourage population control

21. Is concerned with adequate housing for all

22. Is actively concerned with promotion of integration

23. Reduction of poverty

24. Economical utilization of a major community resource

From the manner in which the listed twenty-four concepts are
put in Totten and Manley (1969) one would gather that there was either
unanimity or near unanimity in the field of Community Education about
the propriety of these twenty-four concepts as proper functions of
at least Community Education.

The research data does not bring out this agreement among
experts, however. Taking the professors of the Mott Leadership
Program as a starting point the research data shows that there is
a divergence of opinion for the propriety of the concepts as proper
functions of K-12 education in ten out of the twenty-four concepts;
15 out of twenty-four concepts for Community Education; and nineteen
out of twenty-four concepts for adult education.

Analysis and examination of all the other sub-populations
and their replies to the questions indicate that in almost all cases
a similar divergence of opinion concerning the propriety or suffi-
ciency of the concepts is found. This is not to say 100 percent

divergence but at least some amount of differing opinion is found.

135
With this thought of diverging opinions in mind attention

is directed once more to the words of Peter Schrag (Saturday Review,

 

1969) who said:

The mystery has suffered other blows. When the university
and its scholars lost their monopoly as disseminators of news
and ideas--as purveyors of information--the halo began to tarnish.
What printing and the Bible did to the church, mass media are
doing to the university. The Indes? The East? Outer space?
See it on television: take a plane; someone's been there. The
professor tells the kids about civil liberties, search and seizure,
habeas corpus. Hell, that's not the way it was in Selma, at the
Pentagon, in Chicago. The cops bust in; the sheriff is in with
the K.K.K.; the university has sold out to the Pentagon; the
scholarly paper about rural development was financed by the C.I.A.
Africa is going modern, sir. There are skyscrapers in Lagos.
What do the professors know that isn't accessible to anyone who
can travel, read, turn on the tube? Yes, they can deal endlessly
with technical questions, or with remote matters of scholarship,
but can they apply their disciplines to say something valid about
the human condition? (103).

To the researcher in the present case it seems as though the
research and the words of the distinguished panel and the words of
authors such as Schrag are saying is that: No one man or set of men
holds the answers to the wants and needs of people. They can't,
the world and its problems are too complex for a few to have the
dominant voice.

Melby in his interview tells of the administrator or bureaucrat
who felt that it was not necessary to inform parents in English of
the availability of free milk or lunch, let alone inform the parents
in their native and natural Spanish. Miller talks about the schools
as being the custodians of the institutions or values of the society.
The question that needs answering, by future research is, "Are the
schools the custodians of the values of all the people or are they

the custodians of the values or institutions of a few, the state

136
and national legislators, the board of education and the university
with its professors who will serve a community if employed as
consultants?"

If future research indicates, as is surmised, that the insti-
tutions and values being protected by the schools are the institutions
and values of a few, then the validity of this research which looks
so hopefully upon Community Education will be validated.

Now certain criticism or questions have been raised by the
research conducted and by those persons who have read the beginnings
of the research report. It is deemed vital to look at those criticisms
or questions and to make an effort to answer them feeling that
answers to these questions and criticisms can provide the needed
summation to the research report.

The first of those criticisms or questions says, "Over decades
of time Community Education has not eliminated those seven verities
of life that you talk about." This is a true statement. Community
Education as a process of education has not eliminated those verities
over the past decades and with good reason. Community Education as
a process and with sufficient support and leadership has not existed
for more than a single decade. Free public education as a philosophy
has been on the books of the nation for seventeen decades approxi-
mately, but it has not been universal nor free. Public education
has been tied to the property tax, that is the wealth of the family .
determining where the family could live and how much could be spent
on education. For the majority of those seventeen decades the nation

has been a large sprawling countryside where if people did not like

137
the way things were going; to hell with them and let them go open up
a new state and kill of the Indians who might be in the way. Suddenly “I
within the last two decades the picture has changed: no longer can
the dissatisfied go off to open a new state or territory, suddenly
we have instant communication and the black man in Selma and the Indian
at Oraibi and the Mexican-American in Douglas sees what others have
and they want in. And during those early decades, just as the
lumberjack took it for granted that there would always be another
stand of white pine to cut so what did it matter if the seed trees
were cut down so did the schools fed.free to eliminate those who
did not meet with immediate success--they could always get a job as
a lumberjack or mill hand and not need to know how to read and
cipher and to understand different people or differing cultures.
And even though the educational philosophers wrote of the ideas of
Community Education, the ideas were not implemented with assets and
authority and responsibility, for who needed improved schools--the
black man in Selma, the red man in Oraibi and the brown man in Douglas
were hundreds of miles and days and weeks away and were essentially
invisible. And the nation devoted itself to technology and material
wealth and out of that devotion to technology came the automobile,
the train, the airplane and jet plane and the radio and the tele-
vision and suddenly there was a need for a revision of values. And
it was with the advent of instant communication that the realization-
that there was sickness in the schools came about and the opportunity
for the philosophy of Community Education to be spread opened itself

to the nation. True,in the last decade Community Education has not

138
eliminated the seven un-wholesome verities of life listed, but there
are 28,000 school districts in the nation and only three or four
hundred are devoted to the concept that the schools belong to the
people who pay for them and accordingly should effectively serve the
wants and needs of the people. And even though Community Education
has not eliminated the verities talked about, starts and indentations
have been made. At Palmdale School in Phoenix, Arizona, a community
council meets every Thursday morning to talk over the problems facing
the community and the community's residents and what has happened
. . . the people have a better understanding of the school and its
problems, they have an understanding of the problems of dangerous
drugs and narcotics, and a better understanding of the role of the
police and the Palmdale School community supported a bond issue in
opposition to all the other communities of the district and by itself
passed that bond issue to bring a new concept to the district, and
lowered the rate of delinquency in the district, and increased the
average daily attendance of boys and girls at Palmdale School to the
very highest in the district from the very lowest and in the econom-
ically poorest community in the entire district. True Community
Education has not eliminated all of the verities of life in America,
but as the positive responses to the research show, a dramatic start
has been made in less than one seventeenth of the history of free
public education in America.

The second criticism that needs to be reacted to says, "Your
research favors Community Education above adult education and K-12

education and could give the impression that everything is being

139

done that needs to be done.” The research would be doing a disfavor
to American public education if it left the impression that everything
is being done that needs to be done. Two statements can give the lie
to this criticism. In the first place all of the respondents to the
research were somehow related to the beliefs of Community Education,
and they constitute a very minute percentage of the professional
and lay educators of this country, and their faith shows through.
In the second place there are only fourteen universities devoted to
Community Education and to the training of personnel devoted to the
philosophy and skilled in the organization and administration of
schools based on this philosophy. And furthermore the devotion of
the entire university where those centers exist is open to serious
question because those centers are supported with funds provided by
the Mott Foundation. At Arizona State University students in all
departments of the college of education are exposed to the ideas of
Community Education except in the department of elementary education
where the majority of the students graduating with a teaching certi-
ficate receive their training. No everything is not being done that
needs to be done, but a pathway has been shown.

A third question which must be met head-on asks, "How can
the Community School director or the person charged with the res-
ponsibility and authority to see that the school meets the wants
and needs of the community be a catalytic agent if the school is,
as Miller said, the guardian of the institutions' goals, and values
of society?” This question was really touched upon in earlier para-

graphs of this chapter of the research report but needs to be touched

140
again and again and again. In earlier paragraphs it was suggested
that quite possibly schools have been the guardians of not the values
of the people but of a few, the landowners, the power structure of
the community and the professional educator. If this be true then
the Community School director or other responsible person finds
himself in a difficult position. The concept of Community Education
can be prostituted if this be the case and the Community School
director will find himself a program director planning programs to
appease the residents of the community to keep them happy without a
deep look at the problems facing them and the nation. But if the
schools are or can become the guardians or custodians of the insti-
tutions and values of the people of the community then the job of the
director as a catalyst becomes intense but simplified. The peOple
of the community are not ignorant, they know what their problems
are far better than any researcher can know, and when given the chance
can express those problems succinctly. The Community School director,
as a professional, whether certificated or not, knows where the
resources and agencies of the community are located and can then
advise the community how to best bring these resources into play to
solve the problem at hand and then is a catalyst. Twenty-nine classes
in macrame is not Community Education unless it leads to improved
learning and living and quality of life.

Another question raised asks, "How can the person in the
ghetto feel good about himself and society if the schools are not
helping him become all that he is capable of becoming?" Closely

allied with the above question is the question, "How can you help

141
satisfy the needs of people without changing the educational program?"
The immediate reply to both questions is in the negative; "No" a
person in the ghetto cannot feel good about himself and the schools
if he is not being helped to become all that he is capable of becoming
and "No" you cannot help to satisfy the needs of people without
changing the educational program. These two questions taken together
truly become the gut of the questions facing America today. With the
operation of the schools based on the local property tax it is going
to be difficult to raise the quality of education in the ghetto or
rural slum because the economic resources just are not there to
bring quality of education to those areas of the country. And
furthermore professional educators are going to have to take a look
at their own values or they will be replaced. Why was there a diver-
gence of opinion among the respondents to the question of the
propriety of the twenty-four concepts listed and queried. Is there
something magic about the age of sixteen or twenty-one that says
schools no longer have responsibilities after those birthdates?

Can you divorce the child's diet and health from his ability to
learn? Is there no relationship between a child's ability to learn
and the quality of care he received as an infant? Schools are going
to have to change and Community Education with its emphasis on people
having a strong voice in operation can be a vehicle to assist in

the changing. Schrag, when he talked about the scholars' loss of
monopoly as disseminators of information and ideas with the advent

of instant communication and near instant travel, was getting to

142
the point. People are not ignorant and they know their problems
better than any one else and schools will have to acknowledge their
increased responsibility.

A final criticism provides the strongest possible argument
for total adoption of Community Education. That criticism goes
something like this, "People have to earn and learn a new way of life.
They can't get it by expressing ignorant opinions." Yes, people
have to learn a new way of life. No longer will the old way of being
treated by the schools suffice and Community Education can be the
vehicle for learning that new way of life. This is so because Commu-
nity Education is the one concept in American public education today
which is concerned with the wants and needs of people and invites
all people of all ages of all descriptions in to live and enjoy and
learn without the concept of the school as a malign authority and
with that invitation i2_can come the experiences with success which
will make the difference between intelligent considered opinion and
ignorant opinion. But the schools are going to have to change.
Witness the bureaucrat in Miami, Florida, who argued that the school
did not have to make the announcement about free lunches and milk in
English let alone make it in Spanish, the language of the people being
served by the school. Witness the public school near Tempe, Arizona,
where more than 95 percent of the children spoke only Spanish yet
only one teacher on the staff could speak Spanish to the children or'
their parents. Witness the Indian school near Phoenix, Arizona,
where 700 students were enrolled in September and where 200 had been

discarded before Christmas by being expelled. Witness that schools

143
can change. In that school where only one teacher could speak Spanish
it turned out that he was the Community School director and his first
step, his first official action, was to organize Spanish classes for
the teaching staff and thirty teachers enrolled and today sixteen
out of twenty-eight teachers on the staff can communicate with the
children and their parents.

(Yes, that last criticism of the Community Education holds the
answer, the very key, to the research here being reported. That last
criticism is the key to the research being reported because that is
the statement that tells us that the sense of values to be guarded
by the schools and perpetuated by the schools from the present value
of developing skill in order to acquire material goods and services
will have to change to a value respecting human beings. A value
which will paraphrase the value of Vernon Masayesva, the Hopi, when
he says he wants to live in harmony with self and nature. This is
the value that the schools will have to teach the skills to attain
because schools with this value for direction will not be in a
quandry as to what to teach or what is properly the function of the
schools.

If this research and research report has raised questions
such as those answered above and those questions can be studied in
depth by subsequent researchers then the study has made a contribution
to American public education far in excess of the hours and dollars.

expended in its development and execution.

BIBLIOGRAPHY

145

BIBLIOGRAPHY

A. SINGLE VOLUME WORKS

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Campbell, Clyde M. (ed.). Toward Perfection in Learnigg. Midland,
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Clapp, Elsie Ripley. The Use of Resources in Education. New York:
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Courtney, E. Wayne. Applied Research in Education. Totowa, New
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Cullum Albert. Push Back the Desks. New York: Citation Press,
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Dewey, John. The Child and the Curriculum and The School and Society
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Ehlers, Henry, and Gordon D. Lee (eds.). Crucial Issues in Education.
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Gephart, William J., and Robert B. Ingle. Educational Research,
Selected Readings. Columbus, Ohio: Charles E. Merrill Publishing
Co., 1969.

 

Good Barr, & Scates. The Methodology of Educational Research.
New York: Appleton Century Crofts, 1941.

Goodlad, John I., M. Frances Klein, et a1. Behind the Classroom
Door. Worthington, Ohio: Charles A. Jones Publishing Co., 1970.

146

Hamilton, Norman K., and J. Galen Saylor (eds.). Humanizing the
Secondary School. Washington: Association for Supervision and
Curriculum Development, 1969.

 

 

Hart, Joseph K. Education in the Humane Community. New York:
Harper and Brothers, 1951.

 

. Democragy in Education, A Social Interpretation of
Education. New York: Henry Holt and Company, 1929.

Herndon, James. The Way it Spozed to Be. New York: Bantam Books,
1968.

 

Kerlinger, Fred N. Foundations of Behavioral Research--Educationa1
and Psychological Inquiry. New York: Holt Rinehart and Winston,
Inc., 1967.

 

Kerner, Otto (chm.). Report of the National Advisory Commission on
Civil Disorders. New York: Grosset and Dunlap, Inc., 1968.

 

Fox, David J. The Research Process in Education. New York: Holt,
Rinehart and Winston, Inc., 1969.

 

Leinwand, Gerald. The City as a Community. New York: Washington
Square Press, 1970.

Levin, Henry M. (ed.). Community Control of Schools. New York:
Simon and Schuster, 1970.

Lutz, Frank W. (ed.). Toward Improved Urban Education. Worthington,
Ohio: Charles A. Jones Publishing Co., 1970.

Lutz, Frank W. and Laurence Iannaccone. Understanding Educational
Organizations. Columbus, Ohio: Charles E. Merrill Publishing, 1970.

 

 

Mager, Robert F. Preparing Instructional Objectives. Palo Alto:
Fearon Publishers, 1962.

 

Marston, John E. The Nature of Public Relations. New York: McGraw-
Hill Book Company, Inc., 1963.

 

McKelvey, Troy V., and Austin D. Swanson (eds.). Urban School
Administration. Beverly Hills: Sage Publications Inc., 1969.

 

 

Melby, Ernest O. Administering Community Education. Englewood
Cliffs: Prentice-Hall, Inc., 1955.

 

Minar, David W., and Scott Greer. The Concept of Community:
Readings with Interpretations. Chicago: Aldine Publishing
Co., 1969.

 

 

147

Moustakas, Clark E. Creativity and Conformity. Princeton: D. Van
Nostrand Company, Inc., 1967.

 

Olsen, Edward G. School and Community--A Chronological Bibliography
Through 1953. Flint: National Community School Education
Association, 1970.

 

 

Olsen, Edward G. (ed.). School and Community Programs: A Casebook
of Successful Practice from Kindergarten Through College and
Adult Education. New York: Prentice—Hall, Inc., 1949.

 

 

 

Olsen, Edward G. The School and Community Reader: Education in
Perspective. New York: MacMillan Company, 1963.

 

 

. School and Community--The Philosophy,_Procedureslgand
Problems of Community Study and Service Throggh Schools and
Colleges. New York: Prentice-Hall, Inc., 1945.

 

 

Rosenthal, Robert, and Lenore Jacobson. Pygmalion in the Classroom.
New York: Holt, Rinehart and Winston, Inc., 1968.

 

Silberman, Charles E. Crisis in the C1assroom--The Remaking of
American Education. New York: Random House, 1970.

 

 

Toffler, Alvin. Future Shock. New York: Random House, 1970.

 

Totten, W. Fred, and Frank J. Manley. The Community School--Basic
Conceptsli Function and Organization. Galien, Michigan: Applied
Education Council, 1969.

 

Townsend, Robert. Up the Organization-~How to Stop the Cogporation
from Stifling People and Strangling Profits. New York: Alfred
A. Knopf, Inc., 1970.

Twente, Esther E. Never Too Old: The Aged in Community Life.
San Francisco: Jossey-Bass, Inc., 1970.

 

White, Emerson E. School Management--A Practical Treatise for Teachers

 

and All Other Persons Interested in the Right Training of the
Young. New York: American Book Company, 1894.

 

Whitehead, Alfred North. The Aims of Education--And Other Essays.
New York: The New American Library of World Literature, Inc.,
1929.

 

Whitt, Robert L. A Handbook for the Community School Director.
Midland: Pendell Publishing Company, 1971.

 

Wriston, Henry M., Chairman, President's Commission on National
Goals. Goals for Americans. New York: Prentice-Hall, Inc.,
1960.

 

148

Young, Clarence H., and William A. Quinn. Foundation For Living--
The Story of Charles Stewart Mott and Flint. New York: McGraw-
Hill Book Company, Inc., 1963.

 

 

B. YEARBOOKS & SERIES

Clancy, Peter L. "Continuing Education in Community Schools--
Historical Role of Adult Education in the Public Schools. In
Shaw, Nathan C. (ed.). Administration of ContinuinggEducation.
Washington: National Association for Public School Adult
Education, 1969.

 

Combs, Arthur W. (ch.). ASCD Yearbook Committee. Perceiving Behaving
Becoming: A New Focus for Education. Washington: Association
for Supervision and Curriculum Development, 1962.

 

 

Bacon, Francis L. (chm.). Educational Policies Commission. Education
for All American Children. Washington: National Education
Association of the United States, 1948.

 

National Society for the Study of Education. Education in Rural
Communities: Fifty-First Yearbook. Chicago: University of
Chicago Press, 1952.

 

 

. The Community School: Fifty-Second Yearbook. Chicago:
University of Chicago Press, 1953.

Scobey, Mary-Margaret (chm. & ed.). ASCD Yearbook Committee. [:3
Nurture Humaneness: Commitment for the 70's. Washington:
Association for Supervision and Curriculum Development, 1970.

 

Venn, Grant. Man, Education, and Manpower. Washington: American
Association of School Administrators, 1970.

 

Who's Who In America. Chicago: Marquis Who's Who, Inc., 1970.

 

C. PERIODICALS

Community Education Journal. Pendell Publishing Company, Midland,
Michigan. Volumes I and II, 1971-1972.

 

Campbell, Clyde M. (ed.). The Community School and Its Administration.
Flint: Mott Program of the Flint Board of Education, Volume VIII,
June 1970.

 

Quillen, I. J. "The Evolving Objectives of Education in American
Life," The Educational Record, XXXIX (July, 1958), 223.

 

149

"Community Action Council to Meet With Schools Over Lunches," The
Miami Herald, February 4, 1971.

 

"Drug Treatment Centers Planned," Michigan State News, August 20,
1970.

"Definition Issue," NCSEA News. Flint: National Community School
Education Association, May 1971.

 

"Plan for Education," U. S. News and World Report, LXVII (January 26,
1970), 46.

 

Spotlight. Flint: Mott Program of the Flint Board of Education,
July 1971, p. 4.

"Youth Survives Fall from Tower at Rock Festival," The Sunday News,
Detroit, August 9, 1970.

"Washington Prevails Over the Protesters--The Biggest Bust,"
Newsweekz LXXVII (May 17, 1971), 20.

Schrag, Peter. "The End of the Great Tradition," Saturday Review
(February 15, 1969), 64.

Weiss, Paul A. "Living Nature and the Knowledge Gap," Saturday
Review (September 29, 1969), 21-22.

Woodring, Paul. "Retrospect and Prospect," The Saturday Review:
Education (September 19, 1970), 66.

 

"The Vandal: Society's Outsider," Time (January 19, 1970), 56.
D. OTHER SOURCES
Clancy, Peter L. "The Flint Community School Concept." Flint:

Mott Program of the Flint Board of Education.

"Designing Education for the Future--Phase III-The Economics of
Education." Phoenix: The State of Arizona, 1968.

Jackson, Kathleen O'Brien. "Annotated Bibliography on School-
Community Relations." Eugene: ERIC Clearinghouse on Educational
Administration, 1969.

. "The Politics of School-Community Relations." Eugene:
ERIC Clearinghouse on Educational Management, 1971.

150

Kilpatrick, William H. "Modern Education and Better Human Relations."
Los Angeles: Anti-Defamation League of B'nai B'rith, 1949.

Masayesva, Vernon. Personal Interview, Hotevilla, Arizona, 1969.

Moore, Harold E. (ed.). "Planning for Education in Litchfield
Park in 2000 A.D." Tempe, Arizona: Bureau of Publications,
Arizona State University, 1967.

"Teachers' Letter." New London: Croft Education Services 11:17,
May 12, 1962.

"Training for Community Leaders in Flint, Michigan." Flint: Mott
Program of the Flint Board of Education.

E. UNPUBLISHED WORKS

Berridge, Robert I. "A Study of the Opinions of Community Education
Leaders and Community School Directors Regarding an Intensive
Preparation Program for Community School Directors." Unpublished
Doctor's dissertation, Michigan State University, 1969.

Clancy, Peter L. "The Contributions of the Charles Stewart Mott
Foundation in the Development of the Community School in Flint,
Michigan." Unpublished Doctor's dissertation, Michigan State
University, 1963.

Ederle, Kenneth George. "Guidelines for the Preparation of Community
School Directors." Unpublished Doctor's dissertation, Arizona
State University, 1970.

Lee, William B. "A Study of the Educational Opinions of Selected
Teachers and Administrators." Unpublished Doctor's disserta-
tion, Michigan State University, 1967.

Nakashima, Mitsugi. "A Study of the Opinions of Selected Students
in the College of Education, Michigan State University, Concerning
Selected Public School Education Activities." Unpublished
Doctor's dissertation, 1967.

Smith, Rex Beach. ”A Comparative Study of the Expectations Which
Teachers, Administrators, School Board Members, and Citizens of
Three School Districts Have of the Teachers' Role in School and.
Community." Unpublished Doctor's dissertation, Michigan State
University, 1960.

151

Solberg, James Ronald. "The Evolution and Implementation of the
Community School Concept." Unpublished Doctor's dissertation,
University of Michigan, 1970.

Zimbardo. "The Human Choice: Individuation, Reason, and Order, VS
Deindividuation, Impulse and Chaos." Research paper, Experimental
Social Psychology Laboratory, Stanford University, 1969.

"'Jl“l’ll'.l ‘

APPENDICES

'IJJ"!

APPENDIX A

Definition of Community Education

I 'IJI‘E' \llll

154

COMMUNITY EDUCATION
Jack Minzey & Clyde Le Tarte
Ypsilanti, Michigan
Community Education is a philosophical concept which serves
the entire community by providing for all of the educational needs
of all of its community members. It uses the local school or some
other agency to serve as a catalyst to bring community resources to
bear on the community problems in an effort to develop a positive

sense of community, improve community living and develop the community

process toward the end of self-actualization.

COMMUNITY EDUCATION
Curt Van Voorhees
Muncie, Indiana
Basic to understanding the concept of Community Education
is an acceptance of three related premises-- (1) that every person,
regardless of age, economic status, or educational background has
unmet wants and needs which require the help of others for solution;
(2) that people in every community have untapped skills, talents, and
services to share with others, either individually or through exist-
ing organizations, and (3) that in all communities there are many
available public facilities that go unused a large portion of the
day and evening.
With the acceptance of these premises Community Education
can be defined as that process which coordinates existing facilities,

local talent, skills, and services to meet the needs and wants of

ll 1' J, ‘IIIII ~.|."l‘ ll:

155
people from all walks of life. The product of the Community Education
process is usually an educational, recreational, social or cultural
program for groups of local people with common wants and needs.
Community education maximizes positive human change through increased
opportunity--minimizing duplication and waste of time, talent, and
facility.

The Community Education coordinator, employed through local
organizations (often the public schools) is an important part of the
Community Education process. He serves to identify need, locate
talent and schedule local facilities for needed programs. He encourages
coordinated competition for human service not tax dollars.

Working through coordinators, Community Education is that
process that harnesses local capability to meet local human need;
it is people working together to help themselves and expand their

horizons.

COMMUNITY EDUCATION
Paul Tremper
St. Louis, Missouri
Community Education is the process of providing people with
resources to help them help themselves. It concerns itself with
all of the problems facing people not just part of them.

The school becomes a vehicle for delivering services to

people; people of all ages, backgrounds and needs.

156

COMMUNITY EDUCATION
Donald Weaver
Kalamazoo, Michigan
The development of a Community Education program must begin

with an examination of the meaning of the concept, Community Education.
Community Education is a theoretical construct--a way of viewing
education in the community, a systematic way of looking at people
and their problems. It is based upon the premise that education
can be made relevant to people's needs and that the people affected
by education should be involved in decisions about the program. It
assumes that education should have an impact upon the society it
serves. It requires that all who are worthy of the name "Community
Educator" are involved in all facets of the learner's life--both in
the school and in the community at large. Those who comtemplate
initiating Community Education programs would do well to involve
the entire staff in a careful examination of the concept and the
implied responsibilities of all personnel in implementing the

Community School idea.

COMMUNITY EDUCATION
Sol Fuller & Joyce Dahlgren
Boston, Massachusetts
A Community School is an effort to bring the school closer.
to the life of the community and citizens closer to the school and

its extended resources. The resources of the entire community are

made available to the school, which in turn serves the whole citizenry,

157
academically, culturally, and politically. Buildings, grounds,
special facilities and equipment, both public and private, are
broadly exploited by persons of all ages.

It is understandable from the diversity of circumstances
found in different communities that there is no set pattern for
developing a Community School program. It is designed to meet needs,
and its basic adaptability to the local situation makes it particularly
attractive.

The Community School can be composed of several parts,
depending on the needs of the community. The recreational component
can integrate public and private resources within the educational
process, encouraging citizens of all ages to participate in recreation
activities including cultural pursuits as well as more traditional
sports and physical fitness. The academic complex can be expanded
to draw personnel from industry, business and volunteer associations
to share as well as upgrade their own technology. The community
service complex provides programs in health, counseling, employment,
safety, law enforcement, mental health, and other similar services
to all as needed. The center of community life provides citizens
with an opportunity to become acquainted with local political

machinery, to learn how to use and modify it, and to share in the

responsibility for successful operations.

158

COMMUNITY EDUCATION
Israel Heaton
Provo, Utah

The Community Education concept is based upon the fundamental
premise that the public schools belong to the people, and that local
resources can and should be harnessed to attack and resolve community
problems. Community Education provides a program of education for
all ages, utilizing not only the existing facilities and programs
of the public schools, but all other community facilities as well.
The community centered school which is the catalyst for bringing
about community education serves the purposes of academic and skill
development for children, youth, and adults; it furnishes supervised
recreational and avocational instruction; it supplies remedial and
supplemental educational needs; it furnishes meeting places for social
and civic groups it provides a forum for the discussion of social
problems; and it provides facilities for social and medical services.

The key requirement for a successful Community Education
program is the availability of trained and experienced Community
Education personnel who are charged with the responsibility of being
the catalyst that causes or allows the needs of the neighborhood or
community to be met at or through the school.

The potential of Community Education can best be summed up
in the words of a state legislator following a Community Education.
address by Dr. Walter Talbot, Superintendent of Public Instruction

in Utah: "Superintendent, that's the smartest thing I've ever heard

an educator say."

159

The number of persons both in and out of the educa-

tion system who are agreeing with the legislator, are increasing

rapidly.

Community Education is education's best hope for fulfilling

:its century-old promise to America that through education man can

become the master of his own destiny.

COMMUNITY EDUCATION
Bill Hooks
Phoenix, Arizona

Community Education is people coming together to . . .

o 0 th ink o o o

. . play . . .

. . love . . .

° . O laugh 0 o 0

° 0 . give . . .

o . . work 0 o o

' ' - just . . .

two heads are better than one. .
a new source of power

releasing anxieties and frustrations . .
perpetual growth

the only thing there's too little of . .
a God given privilege

a smile begets a smile . .
the costless commodity

a second chance to use that talent . .
self-fulfillment

creating atmospheres of understanding . .
that's success

BE TOGETHER . .
I'M 0.K.! YOU'RE O.K.!

WE'RE O.K.!

160

COMMUNITY EDUCATION
V. M. Kerensky
Boca Raton, Florida

There are many misconceptions regarding Community Education.
These misconceptions tend to have a common element, in that they fail
to grasp the totality of the educational enterprise.

One misconception views Community Education as a "new slogan"
an add on, a gimmick void of feeling and meaning. Many others mis-
takenly see Community Education as a neat package of programs. This
view perpetuates the myth that simplistic solutions, a course here,

a program there can solve society's complex problems. Other miscon-

ceptions of Community Education might be that it is:

- A lighted school - A public relations gimmick

An extended day - An after-school & summer
enrichment program

A series of adult programs

An expanded recreation program - A product

Although all of the above may be elements of a Community
Education/Community School program, they are only facets. Community
Education is a new form. A new process involving school and community.
The new form mobilizes heretofore untouched physical and human resources
in new dimension for educational, cultural, social growth and oppor-
tunities. All of the aforementioned are integral parts of a Community
Education program, but more important is the development of a process
that makes these and other outcomes possible.

Community Education is a process. Since it is a process it

lends itself more toward description than definition. A process is

161

a set of actions or changes in form; a forward movement; a course.
Consequently, efforts to define Community Education as a product
run the risk of delimiting the concept, to a static state. One of
the crucial elements in Community Education is its openness to dynamics
and change.

Community Education at its best educates all_and mobilizes
all in the educational process. Its distinguishing characteristic
is that it goes all out--it does everything that can be done--it
places at the disposal of each child, each person the sum total of
human knowledge, and human service. It leaves no stone unturned in
an effort to see that every human being has the optimum climate for

growth.

COMMUNITY EDUCATION
J. B. Elzy
Wilmington, Delaware
Community Education in its broadest sense is all the processes,
programs, and services that involve and directly affect the entire
lives of people. These continuous processes, some singular in cycle--
others multi-phased working interdependently with others--pervades
all the forces influencing the actions and the energies expended by
and upon people.
The programs and services are the component parts which when
involved on and for the people, cause movement to be created and 4
change to take place.

These processes can best be seen when problems detrimental

to the welfare of others are manifested. It is then that all the

162

processes affecting lives can be put into motion towards the solving
of these problems. The people themselves have the greatest power for
solving the problems, of all sources, when they are collectively

involved from the grass roots up.

COMMUNITY EDUCATION
George Eyster
Moorehead, Kentucky
Community Education provides maximum utilization of all
facilities and leadership of the educational enterprise in new
concepts of organization, management, and scheduling to serve the
educational needs of all. A contemporary community education program
must aim for the fullest possible participation in material and
spiritual rewards of a progressive community, otherwise the per-
missive paternalist community education program will yield community
tokenism leading to frustration and even greater disaffection with
the school system.
In this technological age of Aquarius, adults must continue
to learn. The consequence of the new fact is clear: American

education can no longer invest exclusively in youth.

COMMUNITY EDUCATION
Tom Mayhew
Tempe, Arizona
Some say process but I say feeling. But a feeling is just

as difficult to define as a process. Since a feeling is difficult

to define maybe I can draw a picture of feelings that have had great

J1! I'll I." \4' 4|" Ill 1 w

163
meaning for me and then relate that picture to Community Education.
Some special feelings in my life have been: kicking the snow aside
and finding the elusive trailing arbutus with its fragrance and
beauty; fishing the way my grandfather taught me to fish, by flopping
on my belly beside the creek and letting the brook trout tickle my
hand; sitting on a stump near a cedar swamp and watching a doe lead
her fawn to the lake for a drink.

Just as these refreshing pauses with nature have special
feeling for me, so, I feel, should a Community School and Community
Education have special feeling for all . . . children, youth, adults
and senior adults . . . for all who enter the doors.

The Community School should provide those children, youth,
adults, and senior adults with feelings of: warmth, understanding,
compassion, opportunity, friendship, concern, joy, freedom, achieve-
ment, union, beauty, hope and pride.

When all 100,000 public schools in this nation can provide
children, youth, adults, and senior adults with these personal and
meaningful feelings then, and only then, will the Community School

and Community Education be defined.

 

The Directors of the National Community School Education
Association, quoted from NCSEA News, May, 1971. The National Community
School Education Association, Flint, Michigan.

 

164

COMMUNITY EDUCATION
Phillip Clark
Kalamazoo, Michigan

Community Education means different things to people, both
in and out of the field. There exists a complete continuum of per-
ception of Community Education based on the experiences and creative
thinking of each individual. Personally, I have witnessed my own
perceptions of Community Education evolve from a most primer level;
that of offering programs in high school completion, basic education,
recreation and enrichment activities; to my current conceptualization
of Community Education as a vehicle for accelerating positive change
in our very antiquated and nomothetic regular school programs.

Currently, I visualize Community Education serving five pri-
mary functions:

1. A means for putting the ideas, wants and needs of the
people back into the education system that serves them.

2. A means for providing vocational, academic, recreational,
enrichment and leisure time educational experiences to community
members of all ages.

3. A means for cooperating with other educational agencies
serving the community toward common goals and identify overlapping
of responsibilities and voids in services provided.

4. A means for community members to understand, evaluate
and attempt to solve locally, such basic problems as, environmental

degradation. Overpopulation, under and unemployment, criminal

165
rehabilitation, health, personal anonymity and, probably the biggest
of all, man getting along with his fellow man.

5. A working model for faculty and community members to
use as a springboard for evaluating, restructuring, and making more
relevant the regular school programs incorporating the maximal use
of facilities, human resources and cooperation between educational
agencies.

Community Education is a philosophy of education, that
recognizes that learning is a lifelong experience as basic to the
human being as eating and sleeping. This philosophy is just as
applicable to the regular school programs as it is to the pre- and
post-school time. Our regular school programs are being justly
criticized for their lack of relevancy, humanization and applicability.
Change is essential and inevitable. However, the means for this
change is crucial. The disguised cries of revolution can be heard
in most regions of our nation.

Community Education can be a working model for education
leaders, faculty, and community members to use as a springboard for
evaluating, restructuring and making more relevant the regular school
program. Ultimately, Community Education and what is now known as
the "regular school" should be one and the same. We must recon-
struct a new total educational process incorporating the best ideas

of the "regular school" and Community Education.

166

COMMUNITY EDUCATION
William Kromer
Hazel Park, Michigan

Answers to the following will reveal the extent to which a
school district has implemented Community Education.

Extent to which the schools serve to coordinate, publicize,
and make available to residents the services of social agencies and
other community service groups.

Extent to which all efforts, activities, goals and programs
are an integral part of the total school curriculum and not just an
"add" on program.

Extent to which adult involvement and learning have gone
beyond formal class offerings (volunteer and service opportunities).

Extent to which the school provides "out-reach" to alienated
constituents.

Extent to which principals (especially elementary) have modi-
fied their role in relationship to the new demands of implementing
Community Education.

Extent to which pre-school children and their parents are
involved.

Extent to which the school cooperates with and maximizes
service of other local government functions, health department,
police department, public libraries, etc.

Extent to which the school program and student achievement

have been improved.

167

Extent to which neighborhood councils and the district-wide
community council are viable and effective.

Extent to which citizens are involved in planning and evalu-
ating the school program.

Extent to which the quality of human life has improved in
the neighborhoods or community.

Extent to which the Community Education concept has been

communicated and accepted by the total school staff and community.

APPENDIX B

Questionnaire Used for Collection of Data

169

PERSONAL DATA

 

Please check the statements which most fit your age, education and
present involvement with education.

1. I am in the age group:
21-30 31-40 41 and over

2. I am a:

___University professor ___Community school director
___Elementary principal ___Secondary principal
___Elementary teacher ___Secondary teacher
___School board member ___Adult education teacher

Community education center director
Community Council member

3. The highest level of formal academic training I have
received is:

___Elementary school
___Secondary school
___Some college
___B.A. or B.S. degree
___M.A. or M.S. degree

Ph.D. or Ed.D. degree

170

QUESTIONNAIRE

 

The following seven statements have been described as being
facts or verities of life in America today.

I. There is widespread poverty in this nation.
II. This nation is engaged in an unpopular war.
III. Many young people are and are being alienated
from home, family, community, and nation.
IV. There is racial discrimination and bias in
all walks of life.
V. This nation and this world are in danger of
polluting themselves out of existence.
VI. There is violence in the streets of the
communities of this country.
VII. Many young people have become involved with
dangerous drugs and narcotics.

Here are six values which have been described as being funda-
mental to education in America.

A. Recognition of the unique worth and dignity of
every individual.

B. Belief in equality of opportunity for every individual
to develop and use his potentialities regardless of
race, creed, nationality, background, or economic
circumstances.

C. Belief in basic rights and liberties for all.

D. Belief that the best way to solve common problems is
through cooperation among equals.

E. Belief in reason as the most effective way to solve
problems.

F. Belief in the American tradition of optimism and hope
for the future.

Please evaluate adult education, traditional K-12 education,
and Community Education by weighing in your mind each of these branches
of education attainment of the values as a system for eliminating the
listed facts or verities of life.

Record your judgment by circling a number symbol on the five
point scale for each value for each branch of education.

JUDGMENT SCALE

1. no attainment of the value

2. little attainment of the value

3. reasonable attainment of the value
4. considerable attainment of the value
5. almost total attainment of the value

-2-

VALUE

Recognition of the unique worth and
dignity of every individual.

Adult education

K-12 education

Community Education
A belief in equality of opportunity
for every individual to develop and
use his potentialities regardless
of race, creed, nationality, back-
ground, or economic circumstances.

Adult education

K-12 education

Community education

Belief in basic rights and liberties
for all.

Adult education

K-12 education

Community Education
Belief that the best way to solve
common problems is through cooperation
among equals.

Adult education

K-12 education

Community Education

171

ASSESSMENT

 

(Circle one)

2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5
2 3 4 5

172

Belief in the use of reason as the most
effective way to solve problems.

Adult education 1 2 3 4
K-12 education 1 2 3 4
Community Education 1 2 3 4

Belief in the American tradition of
optimism and hope for the future.

Adult education 1 2 3 4
K-12 education 1 2 3 4
Community education 1 2 3 4

If you wish, record here any additional judgment you may care to
render of the three branches of education just judged.

 

 

 

 

 

 

 

 

173

CONCEPT QUESTIONNAIRE

 

Here are several concepts held to be fundamental to Community
Education. Please assay each of these concepts as satisfied by
Adult Education, K-12 Education, and Community Education according
to the following assay method.

1: the concept is a proper function or concern
of education

2: the concept is not a proper function or concern
of education

a= attention to the concept is present in sufficient
amount

b= attention to the concept is absent in sufficient
amount

c= attention to the concept is present but in
insufficient amount

Please circle a number and a letter symbol for each concept for
each of the three branches of education shown

 

1. Helps people help themselves!
Adult Education 1 2 b

K-12 Education 1 2 a b c
l 2 b

Community Education

2. Unifies influence of home, school, and community!

Adult Education 1 2 a b c

K-12 Education 1 2 a b c

Community Education 1 2 a b c
3. Overcomes barriers to social progress!

Adult Education 1 2 a b c

K-12 Education 1 2 a b c

Community Education 1 2 a b c
4. Serves the individual on a lifetime basis!

Adult Education 1 2 a b c

K-12 Education 1 2 a b c

Community Education 1 2 a b c

174
CONCEPT QUESTIONNAIRE -2-

5. Enriches school program for children and youth!

Adult Education 1 2 a b c
K-12 Education 1 2 a b c
Community Education 1 2 a b c

6. Provides a vehicle for teenagers to utilize in their efforts
to find a meaningful position in society!

Adult Education 1 2 a b c
K-12 Education 1 2 a b c
Community Education 1 2 a b c

7. Stimulates healthful living!

Adult Education 1 2 a b c
K-12 Education 1 2 a b c
Community Education 1 2 a b c

8. Provides leisure time activity!

Adult Education 1 2 a b c
K-12 Education 1 2 a b c
Community Education 1 2 a b c

9. Provides culturally enriching experiences!

Adult Education 1 2 a b c
K-12 Education 1 2 a b c
Community Education 1 2 a b c

10. Raises literacy level of adults!

Adult Education 1 2 a b c
K-12 Education 1 2 a b c
Community Education 1 2 a b c

11. Provides employment retraining experiences!

Adult Education 1 2 a b c
K-12 Education 1 2 a b c
Community Education 1 2 a b c

12. Develops public understanding of government, economics, and

society!
Adult Education 1 2 a b c
K-12 Education 1 2 a b c
Community Education 1 2 a b c

175

CONCEPT QUESTIONNAIRE -3-

13. Develops leadership for community life!

Adult Education 1 2 a b c
K-12 Education 1 2 a b c
Community Education 1 2 a b c

14. Coordinates multi-agency community improvement efforts!

Adult Education 1 2 a b c
K-12 Education 1 2 a b c
Community Education 1 2 a b c
15. Establishes a system of community communication!
Adult Education 1 2 a b c
K-12 Education 1 2 a b c
Community Education 1 2 a b c
16. Serves as a community change agent!
Adult Education 1 2 a b c
K-12 Education 1 2 a b c
Community Education 1 2 a b c
17. Affects ecology in a positive manner!
Adult Education 1 2 a b c
K-12 Education 1 2 a b c
Community Education 1 2 a b c
18. Serves to arrest or decrease crime rate!
Adult Education 1 2 a b c
K-12 Education 1 2 a b c
Community Education 1 2 a b c
19. Serves to decrease juvenile delinquency!
Adult Education 1 2 a b c
K-12 Education 1 2 a b c
Community Education 1 2 a b c

20. Serves to encourage population control!

Adult Education
K-12 Education
Community Education

I-‘t-‘H

NNN
m
U
n

176
CONCEPT QUESTIONNAIRE -4-

21. Is concerned with adequate housing for all!

Adult Education 1 2 a b c
K-12 Education 1 2 a b c
Community Education 1 2 a b c

22. Is actively concerned with promotion of integration!

Adult Education 1 2 a b c
K-12 Education 1 2 a b c
Community Education 1 2 a b c

23. Reduction of poverty!

Adult Education 1 2 a b c
K-12 Education 1 2 a b c
Community Education 1 2 a b c

24. Economical utilization of a major community resource!

Adult Education 1 2 a b c
K-12 Education 1 2 a b c
Community Education 1 2 a b c

APPENDIC C

The Flint Community School Concept

.lll‘ I'll 'I VIII!" '4 ll. 'I‘ 'I

178

INTRODUCTION

 

Since its inception in Flint, Michigan in 1926, the Charles
Stewart Mott Foundation has had as its primary objective the develop-
ment of the human resources of Flint to such a degree that Flint
becomes a model community, worthy of emulation by other communities
around the world. Believing with Andrew Carnegie that the most

effective way to help people help themselves is to "place within the

 

community the ladders upon which the aspiring can arise," the Founda-
tion has worked in close cooperation with the public education in-
stitutions of the community in the development of a broadly based and
defined community education system. Flint, microcosmic of urban
America in its racial and ethnic make-up has thus constituted, for
nearly forty years, a human development laboratory for the nation.
The unique working partnership that has existed between the Founda-
tion and the Flint Board of Education has produced a concept of
education known as the Community School concept. The Community
School concept as practiced in Flint may be defined in the following

manner 0

PURPOSE
To mobilize the human and institutional resources of a community
in such a fashion that:
(a) Senseless and costly duplication is avoided.
(b) People of all classes and creeds are given the necessary
encouragement and opportunity to help themselves to a

better life.

(c) Local institutions--schools, government, business--become
genuinely responsive to human needs and wants.

179
METHOD
The traditional role of the neighborhood school is expanded
from that of a formal learning center for the young operating 6 hours

a day, 5 days a week, 39 weeks a year to a total community Opportunity

 

Center for young and old operating virtually around-the-clock, around-
the-year.

Schools make excellent community centers for the reasons
that:

1. They are located so as to serve neighborhoods.

2. They have facilities adaptable to broad community uses.

3. They are owned and supported by the public.

4. They are non-political.

The traditional school, operating six hours a day, five days
a week for 39 weeks each year is a luxury this era cannot afford. Too
many Americans are functionally illiterate. Too many Americans are
unequipped to meet job market demands. Too many Americans are lost
in a void of leisure time. Wasted talent and unfulfilled lives are
a blight in this most vibrant and productive of all nations.

A "Community Activities Coordinator” assigned to each school
promotes and coordinates use of the school for adult education and
re-training; after-hours educational, recreational and social enrich-
ment activities for the young; family education and counseling; civic
affairs meetings and discussions; health clinics and forums; teen
counciling; YMCA, YWCA, Boy Scout, Girl Scout, Big and Little Brother
activities; job counseling and placement; Senior Citizen activities,

and parent aid in development of curriculum.

180

Each school is advised by a neighborhood council, composed of
chairmen of school organizations such as home room mothers, PTA, safety
and health, neighborhood clergy and businessmen, and student repre-
sentatives. This council is the sounding board of the neighborhood.
The community council expresses explicitly the desires of its respective
neighborhood.

The Community School concept thus involves existing agencies
in a system of cooperation and referral. The Community Schools offer
their facilities, their close communication to neighborhood families,
and their familiarity with neighborhood problems to other local
institutions with problem-solving resources. Thus, the resources

are mobilized to serve without wasted effort and money . . .

 

Quoted from Peter L. Clancy, Ph.D. Director, Mott Program,
Flint Community Schools, Flint, Michigan.

APPENDIX D

Qualifications of Individual Members of

The Panel of Distinguished Experts

182

Miller, Paul Ausborn, govt. ofcl.; b. East Liverpool, 0., Mar. 22,

 

1917; 5. Harry A. and Elizabeth (Stewart) M.; B.S., U. W.Va., 1939;
M.A., Mich. State U., 1947, Ph.D., 1953; m. Catherine Spiker,

Dec. 9, 1939 (dec. December 1964); children--Paula Kay, Thomas
Ausborn; m. 2d, Francena Lounsbery Nolan, Jan. 15, 1966. County
agrl. agt. in W.Va., 1939-42; extension specialist sociology and
anthropology Mich. State Univ., 1947-55, asst. professor, 1947-52,
associate professor, 1953, professor 1953-61, provost, 1959-61; presi-
dent West Virginia U., 1962-66; asst. Sec. for Edn. Dept. Health,
Education and Welfare, 1966-68; distinguished prof. edn., dir. univ.
planning studios U. N.C. at Charlotte, prof. adult education N.C.
State University at Raleigh, 1968-69; president Rochester Inst. of
Tech., 1969. Columbian Commn. High Edn., 1960-61. Served as lst
1t. USAAF, 1942-46. Fellow Am. Sociol. Assn.; mem. Am. Acad. Polit.
and Social Sci., Adult Edn. Assn. U.S.A., Rural Sociol. Soc., Am.
Assn. Sch. Administra., Phi Kappa Phi, Epsilon Sigma Phi. Author:
Community Health Action, 1953. Contrbr. to publs. in field. Home:

1424 Burtonwood Circle, Charlotte 28212.

Melby, Ernest Oscar, educator; b. Lake Park, Minn., Aug. 16, 1891;

 

5. Ole Hanson and Ellen Caroline (Stakke) M.; B.A., St. Olaf. Coll.,
Northfield, 1913; M.A., U. Minn., 1926, Ph.D., 1928; LLd., N.Y.U.,
1956; D. Ped., Elizabethtown Coll., 1956; LLD., Bowling Green State
University, 1957; LL.D. Newark State College, 1960; married to Aurora
Marie Herbert, Dec. 29, 1914; one son, Stanley Herbert. High sch.
teacher and prin., 1913-15; Supt. Schs., successively Brewster,

Blackduck and Long Prairie, Minn., 1915-26; inst. edn. U. of Minn.,

183
and research asst. pu. schs. of Minneapolis, 1926-27; asst. dir.
Bur. of Ednl. Research, Univ. of Minn., 1927-28; asst. prof. edn.,
Northwestern Univ., 1928-29, asso. prof. 1929-31, prof. 1931-34,
dean sch. of Edn., 1934-41; pres. Montana State Univ., 1941-43, and
1944-45; Chancellor Univ. of Montana, 1943-44; dean Sch. edn. N.Y.U.,
1945-56, professor edn., 1945-56; distinguished prof. edn. Mich.
State U., 1956 -. Sec. Am. Council of Edn., 1937-40, president New
York State Citizens Council, Member N.E.A. (member National Commission
on Defense of Democracy through Edn., chmn., 1947-48) National Soc.
of Study of Edn. (dir. 1944-47). American Ednl. Research Assn.,
Nat. Soc. Coll. Teachers of Edn., Am. Edn. Fellowships, Am.
Association School Administrs., N.Y. Acad. Public Edn., National Child
Labor Committee, John Dewey Society (pres. 1947-48), Association of
Supervision and Curriculum Development, Phi Kappa Delta Fraternity.
Mason. Author or co-author several books, latest being: Administering
Community Education, 1955; Education of Free Men, 1956; Education for
Renewed Faith in Freedom, 1959; The Teacher and Learning, 1962.
Home: 615 Southern, East Lansing, Mich.; also 605 S.W. June Berry

Ct., Boca Raton, Florida.

McGrath, Guy Dean, coll. dean; b. Lamar, Colo., Nov. 13, 1913; 3. Guy

 

and Bertha Ethel (Dean) McG; A.B., Findlay Coll., 1934; M.A. U. Mich.,
1938; Ph.D., U. Colo., 1946; m. Zoe C. Bishop, July 8, 1936; children -
Larry William, Linda Kay. Tchr, Alta Vista Sch., Lamar, Colo, 1934,
Lamar Pub. Schs., 1935-39; head sci. dept. Jr. Coll. S.E. Colo.,

Lamar, 1939-41; tchr. Boulder (Colo.) Pub. Sch., 1941-43, 44-45,

184
asst. supt. 1947; faculty Eastern Ore. Coll. Edn., La Grande, 1943U44;
dir. tch. edn. U. 111., 1947-50; head edn. dept. Ariz. State Univ.,
1950-53, dean Coll. Edn., 1953-68. Memb. N.E.A., Am. Assn. Sch.
Administrs., Phi Delta Kappa, Kappa Delta Pi. Contrbr. articles on

edn. profl. publs. Home: 536 E. Erie Dr., Tempe, Arizona.

 

Who's Who In America, Vol. 36, 1970-1971, Marquis - Who's Who
Incorporated, 200 East Ohio Street, Chicago, Illinois.

APPENDIX E

Reflections on Urban Community Education
by
Paul A. Miller

 

186

REFLECTIONS ON URBAN COMMUNITY EDUCATION

 

PAUL A. MILLER

President, Rochester Institute of Technology
Rochester, New York

National Community School Education Association
Fourth Annual Convention - Detroit, Michigan

December 12, 1969

187

One of the interesting paradoxes today is that the public
places education high upon the agenda of the nation at a time when
the efficacy of education itself is doubted. This disparity not
only produces expansion in educational debate; it also have moved
the idea of education from the enclosures of schools and colleges
into the learning space of the community; indeed, "education" is no
longer as accurate a description of what we do as is human development.
Education is being displaced like everything else--an explosion of
human activity, forced outward by its own technology, sprawling across
the ramparts of old and outmoded institutions, withering still further
those present vestiges of more intimate primary relationships among
people, and centralizing man and his activity, and those questions
about who he is, in cities. Education, in the old-style version of
class-room centered instruction, is puny indeed when placed against
the fundamental issue of the technological society.

Analysis comes hard in a time of sorrow. This time of sorrow
and confusion finds us asking poignantly: "How long must we endure
it?" We shall have to endure it for so long as we refuse to know
ourselves. We shall have to endure it until we heed those voices
crying openly about us: "My relationship with you is ended."
Violence, blood, and fire all warn us that knowledge of oneself
is forged in the action of relationship--an action that can never end.
Our national sorrow and frustration is the continuing process of
isolation that deepens in our national life. To ignore it means

that the pain of self-centeredness will continue to grow--even more

188
unhinged from family love, from the community of faith, and from a
genuine Public.

This self-centeredness, isolated from the action of rela-
tionship and therefore from an understanding of self, now corrodes
our acts in the changing international order, in the urban contem-
porary community and, I must say, also in the lives of educated men.
As we were told that education was the last best hope of man, we took
it in and believed it. With exuberant pridefulness, we often viewed
society as some capricious infant, unable even to forge new instru-
ments if educational men were to fail. Thus, in such blissful
euphoria, we, who tend the centers of learning, turned partially
aside from creating new forms and imparting needs to society--without
which wisdom itself is isolated and unrenewed.

All of us--scholars, teachers, managers, public servants,
1aymen--are struggling to mount an urban movement. It is imperative
that we search out old achievements in order to derive new modes of
theory and practice. We also need the solace of believing that, once
accomplished before, it is possible to do it again. The contemporary
themes of urban change stand in this spirit.

The growing importance and utility of knowledge and talent
is a fundamental consequence of urban industrialism and of citizen-
ship. Both have become assets of social and economic power in indus-
trial 1ife, the provision of services, and professional practice.
They add to the quantity of power assets, just as they stimulate
larger numbers of groups intent on owning them. How knowledge and

talent are generated and used is among the major policy issues of

189
American society, and the issue is replicated over and over again
in concepts of equal educational opportunity, research and develop-
ment, creative federalism, comparative economic advantage, and the
functions of elites.

A second important consequence of the urban spirit is the
difference it has brought to the nature of problems and solutions.
Urban life, with all its variety of choices, is bound in the aggregate
by general and interdependent problems. Economics merges into politics
and both influence the quantity and assignments of social services.
Transportation joins with residence and job centers to stratify urban
populations and to vary the services consumed by them. Solutions,
on the other hand, in drawing on knowledge and talent, are specialized
and discreet. Fitting discreet solutions to interdependent problems
is part of the civic anguish of urban living.

A third important consequence of the urban spirit lies in the
disparity or imbalance between producing and processing knowledge.

Our emphasis seems clearly on the side of production, less on con-
version into use in policymaking. The abundance of information
outruns the definition of aims, a condition likely to weaken the
management of problem resolution. Conversely, in societies where
knowledge and talent are under-developed with reference to aims,
control of problem resolution tends to be greater if not excessive.
As we ponder the development of urban society, a quite considerable
problem of digesting knowledge and experience and carrying it forward

arises. This issue is particularly acute in education because, somewhat

190
different from health, agriculture, defense, and industry, no elaborate
system of research, development, and dissemination has grown up.

The fourth important consequence of the idea of urban change
is that technological change brings pressure upon human institutions
to accommodate but fails to include the instruments of integrating
institutional change with continuity. The proverbial lag of insti-
tutional adjustments not only reduces organization efficiency but
also interrupts the functioning of systematic input-output linkages
among specialized groups. Education, subject as all other institu-
tional forms to swift changes in society, has fostered few instruments
of continuous adaptation except as its perimeters. Much of this
unadaptability is occasioned by the singular power of education to
produce and accredit its own practitioners. No other sector has so
large a monopoly over the rules of entrance and conduct of its leaders,
added to as well by the taxonomy of curricular tradition, assignments
of rank and prestige, and of the symmetry of organization by content.

It is no longer possible to localize the term "community."
Satellite communications, the growth of official and tourist travel,
international commerce, and the common characteristics of an inter-
national middle class, all lend credence to the growing fact that
people who live in metropolitan areas, in cities, wherever they may
be in the world, share a common creed. K. E. Boulding speaks of
this condition when he says:

. . . the future of the city as an institution probably depends

more on the future of the international system than it does on

any other aspect of social life. More than any other aspect of
the socio-sphere, the international system is destroying the city,

191
either physically by bombing or more critically by eroding its
problem-solving capacity through the withdrawal of both intellec-
tual and physical resources into the international system itself.
The brain drain into the international system and the war industry
is one of the principal reasons why the city as a community re-
ceives so little attention . . .

Fifth. Noting these points sever simply to emphasize that the
function of the schools and colleges in urban society requires much
more than improvising perimeter linkages of public service, e.g.
extension, adult education, informal learning. A larger view of the
educational institution as a whole is necessary, together with appre-
ciation of how it may join in a constellation of groups in urban life,
which may come to form the outline of an urban development organization.

At the heart of our crisis of social relations, in rich and
poor countries alike, is a weakness in methodology.

Schools and colleges at home and abroad are looking for a
methodology of service, and, in the United States today, this means
a methodology attuned to urban life. In the search for new approaches
to the problems of the cities, it is tempting to nplore certain areas
of past and present success for useful analogies. One such is the
great saga, now more than a century old, of how informal community
educators helped turn American farms into the marvels of productivity
they are today. The analogy is particularly tempting because the
rural movement also changed and elaborated the character of community.
Indeed, it is so tempting that it is important not to go too far with
it without making sure how far it is truly applicable. Is the rural

precedent, this great American social invention, with education at

its heart, perhaps the world's best example of informal education,

192
really pertinent to contemporary urban needs, or is it only another
panacea promising more than it can deliver?

Let us look at the rural precedent. It revolutionized American
society by putting into practice a few straightforward principles.

. . . there is as much intelligence in the masses as in the
elite, and educational opportunity will find and release it.

. . . whatever people do, they can do better through education.

. . . since most people cannot come to school, school must go
out to them.

. . . education, which is learning for life, must involve the
basic institutions--the family, the community, the school, and the
church.

. . . new freshly developed knowledge is the well-spring of.
learning.

. . . one learns best by doing.

A review of what happened to rural society in America through
research and informal education reveals several hopeful parallels to
what we know about urban society. First of all, rural people wanted
to make more of themselves. They wanted to earn more, to influence
the centers of power, to help their children, to gain more comfort
for themselves, and, if need be, to pull up stakes and find their
way to another place and a better life. This kind of expanding
aspiration gave the rural movement its original impetus. But aspira-
tion remained aspiration only until rural people learned how much

could be achieved by working together. Wide-spread participation

193
gave the agricultural movement its dynamism for the long haul.
Volunteers provided the motive force, although professional advisors
helped give it direction.

Of singular importance to the evolution of rural society was
the manner in which education, both formal and informal, helped people
to escape the limitations of their environment. Educational history
offers no better example of how schooling outside the school can give
people upward mobility.

Rural society advanced by means of a complex network of
cooperation, at once local, regional, and national. A technique of
demonstrated usefulness in Iowa was certain to be tried soon in
Kentucky. A new program in California would soon be tested in
Indiana. The rural effort was an infinite number of local acts by
local people, shaped into a national constituency, sometimes social
and sometimes political, by the Department of Agriculture and the
Land-Grant Colleges.

The campus was the central clearinghouse for most of the new
ideas and activities; it was the place where the pulse-rate of rural
society could be measured. Only a limited part of the education
establishment--the agricultural colleges and the vocational
agricultural departments of the high schools--worked full time at
stimulating them, but the effects of fresh approaches and new
information were felt locally, statewide and regionally.

This is only the general outline of the rural precedent.
Aspiration, participation, mobility, communications, coordination,

and time, which is to say patience--these factors were made to

194

function creatively in rural society through a vast interdependent
system of community education. Can they be made to function as
effectively in urban society? A unique arrangement of institutions
made them the ingredients of progress in rural life. Can we find the
system of organization to help them do the same thing in urban life?

While there is much we do not know about urban problems and
how to cope with them, we do know enough to be aware that there are
some contrasts between urban and rural society that limit and analogy.
First, rural life built on the family. In every way, the family was
central to rural informal education. The farm family was at once a
social, economic, and occupational group. This kind of family
solidarity, grounded in interdependence and strengthened by the
habit of cooperation, is seldom found in the deprived centers of
American cities.

Second, the nature of work in rural work in rural America
produced a mutuality of interest among rural families. It made them
receptive to later cooperative activity. There is no such indigenous
mutuality in the daily life of the urban ghetto.

Third, rural life entailed a dispersed society, physically
and socially. The sharecropper hamlet may be a place of hardship,v
but it presents no such concentration of physical and cultural squalor
as the people of our inner cities endure. We have not confronted
anything like this before, especially, we have never seen any enclave
of deprivation where race figured so importantly.

Fourth, there was a symmetry about the organization of rural

society. It featured rather formal authority, embodied in counties,

195
states, universities, and federal agencies, each free to act on a
part of the total effort. There is no such clear-cut structure in
urban society. Our cities have become jungles of competing interests,
with power and responsibility divided and the citizen apathetic or
cynical from too bitter an experience of social chaos.

Fifth, the progress of rural society bypassed the really
poor, and even today, human dislocations remain extensive in rural
life. Since the great rural development programs did not directly
touch the truly rural poor, there may be serious limits on what
they can teach us about helping the urban poor.

Sixth, education was a central influence in shaping the
organization of rural life. Groups like marketing cooperatives came
into being as they were needed. Education made its contributions
in them and through them and side by side with them. No such tradition
has grown up in urban society. And, whereas the land-grant college
was the coordinator of rural development, and the key element in the
communication system of the society it served, the university is not
much more than a prestigious presence on the sidelines of urban life.

Finally, and more tragically, the rural and urban situations
differ in the kind of aspiration the people concerned can bring to
the development effort; the urban Negro, the product of long economic
and social confinement, has less of the optimism, and, consequently,
less of the drive, that characterized both the rural pioneer and the
city-dwelling immigrant of American success stories.

So much for the analogy and its limitations. What is the lesson

to be learned from them?

196

The contemporary educational institution is caught between
its own expectations and those of its popular constituencies. As the
outward explosions of the technological age found so many human
institutions wanting, it was assumed that the center which provides
the knowledge upon which the technological age is based would fill
the gap. Even the university, geared to centuries of nurturing a
necessary independence, elected to take up this challenge quite on
its own, at the very time when cooperative approaches seemed the only
antidote to social fragmentation.

It has become not unreasonable to ask if the university has

not gone far enough, as a unilateral force, especially when it comes

 

to intervention in the community. Rather, should not the university
devote more of its resources to adding strength to the whole fabric
of education in the community? Should it not be creating new
institutional forms, supporting them, preparing personnel for them,
devising research and development plans, demonstrating, evaluating,
all with the hope that every school and college might become attuned
to a more zestful, varied, individualized form of community learning?
Community education for civic competence cannot occur without
reference to almost every agency and institution, both private and
public. This multi-lateral requirement enables the institution
to concentrate on one of the most critical aspects of urban living--
learning to choose with discretion from alternatives for which a
growing body of knowledge is available. Moreover, this emphasis makes
direct intervention in policy-making unnecessary. Education for a

broadly conceived citizenship enables the schools with the help of

197
the academy to strengthen rather than compete with the agencies and
organizations devoted to servicing the fundamental social institutions.
Each of these agencies can be viewed as a center of learning; in turn,
each of them helps the university to relate its effort to the basic
institutional 1evels--the family, the community, and the nation.

It is possible to conceive of widespread community learning
which focuses still further on inter-cultural relations, whether in
an international or local community setting. This philosophy of
community education emerges from several sources, two of which are
particularly pertinent today. The first is the inheritance from a
more simple past that emphasizes the importance of people working
together, and of the necessary conditions for cooperation and mutual
aid. The second is the more modern conception of systems analysis.

The chief characteristic of community education is that it is
informal, involved in the several vocations of life rather than in the
curricula of schools. Community education is more than an off-campus
version of what goes on in a school or college classroom. Nor is
community education which emphasizes inter-cultural relations to be
thought of as extension work, devoted to improving vocational skills
or professional re-education, although both are necessarily parts of
it. Rather, community education establishes the community itself as
a center of learning resources and opportunities and employs these
arrangements in a fashion as to help people give meaning and
coherence to community living.

Within this view of community learning, the theme of inter-

cultural relations would encourage informal projects to amplify the

198

understanding of crucial problems all the way from urban to inter-
national problems. The accent is on participation, on rational inquiry,
on free discussion, all in the hope that more and more people will
learn to appreciate the roles played by others, how other people feel,
how they look at events about them, why their views may differ from
one's own. Such an approach cannot hope to save every life wasted

by want or solve every problem of foreign relations; but people can
better understand why there are problems. It may not be possible to
build every highway or write every book; people may not be able to

free themselves from the prejudice that was learned in the name of
nature or ability. But they can assert what they have learned, that
such problems will not disappear by being ignored. While the color

of skin cannot be changed, more people can discuss the agony of why
skin color makes a difference in gaining the prerequisites of the

good life. Not even the most affluent society in history may eradicate
urban blight and the poverty of thirty millions of Americans overnight;
but by study and discussion, it should be possible for Americans to
feel less insulted when they are criticized for being indifferent.

If the concept of community education focused on human develop-
ment and inter-cultural affairs is to supplant old style education and
improve on it, it must be a large concept. Large enough to accommodate
risky techniques, new matrices of time and place, unorthodoxies of
content, a clientele as big as the population. And it must be large
enough to recognize and deal with some human needs starved by affluence
and thwarted by permissiveness; for aspirations beyond egotism and

satisfaction beyond pleasure.

199
Given this analysis, all educators are called upon to meet the
following needs:

1. A new articulation of higher and lower education is needed:

 

Much of urban education is irrelevant. Instead of approaching a child
in terms of what he has experienced and understands, it offers him
middle class symbols and standards which reinforce feelings of
inferiority already generated by his home, the community, and the TV
set. Frequently, too, this irrelevant education is presented by a
teacher who lives in the suburbs and, on the job, symbolizes yet again
the slum child's exclusion from that other world outside the ghetto
where success and affluence are.

Ghetto education is low quality, no matter how you measure it.
The old, dirty building, the barren wire-fenced cement playground,
the meager library, the low-paid teacher--all of them represent the
bottom of the barrel; the leavings of a system geared to the service
of cheerful suburbanites.

Like any system long entrenched, it has a self-perpetuating
momentum. To change it as radically as it needs to be changed cannot
be effected wholly from within. There are just too many established
routines, too many people's jobs, and too many vested interests in-
volved; they can only operate to keep it going. Thus, even money,
which has become, in many people's minds, a kind of social patent
medicine, good for a cure no matter what the ailment is, may not
offer a solution to the problem. There are some situations where

spending more, if it is spending in the old patterns, will simply

200

produce more of the same old things: a continuation of the self-
defeating practices of the past.

Money, of course, is part of it, but it must be money used
in a new way. The most promising idea of hpw starts with a total,
rather than a fragmented approach to the meaning of education. It
recognizes that the classroom is only one of many learning sources;
that the child, the youth, the human person of whatever age, is
instructed by histotal environment. And this realization points to
a comprehensive effort, in which the whole community will be
systematically employed to provide experiences that stimulate learning.

2. There is a need for both full-time and part-time workers

 

in the urban field. The case history of rural development reveals a

 

pattern of full-time professional leadership in the agricultural
schools supplemented by the part-time and after-hours efforts of non-
professionals. Admittedly, the urban task is so enormous and the
interdisciplinary requirements are so great that the university as a
whole must support the service. Yet the rural experience with the
agricultural college commends the idea of setting up special academic
units dedicated to the solution of urban problems.

The specialists, of course, will not supplant the human re-
sources of the community. While it is not likely that the singular
relationship of the extension service to farm people can be
duplicated in the cities, there is a place for an extramural faculty
of volunteers in urban areas.

3. There is a need for more study of education as public

 

policy. Education is undergoing its own revolutions today. Educa-

tional technology may transform the very meaning of a school and

201

college within the decade. New satellite technology extends this
meaning into the world community. Yet, how many of our academic
disciplines have made it their business to review and project the
policy implications of education for national and international life?
We recognize, for example, that education must make its contribution
to urban planning. Yet the schools turn out a mere trickle of urban
planners. We are entering the era of human development without train-
ing the people who will be needed to fill the human service professions
it is creating a market for. No wonder every urban program shuttles
new people in and out and those who plan a project are likely to leave
before the action starts!

In summary, with reference to colleges and universities, it is
safe to say that there are three essential challenges confronting
colleges and universities as they move to a larger concern for urban
life. The first is to establish a new partnership with urban education
as a whole. There is no more stark necessity in the United States today
than to change drastically the kind of schooling provided for the youth
of the central city. While countless other aspects of urban planning
and development require the talent and knowledge possessed by colleges
and universities, none of them has the priority that attaches to a new
collaboration between higher education and urban schools.

The second challenge is to discover new ways of cooperating
within some overall and comprehensive plan of urban growth and
development. In the major urban center, no organization, agency or

institution may contribute much of consequence by going it alone.

202

While great flexibility must obtain, and recognition be given
to the importance of institutional integrity, educational institutions
must be more willing than they seem now to bend individual interests
in the service of cooperative action. Herein lies the promise of
sensible urban development. Otherwise, urban life will become ever
more fragmented, and institutions of higher learning will become even
more insulated from their surrounding environments.

The third challenge is for educational institutions to arrive
at a fresh institution-wide commitment to assist the communities around
them. Accepting this challenge will require new administrative devices,
greater involvement of incumbent faculty, an informed intellectual
discussion about community education, and, perhaps, most important,
additional financial support to make urban community service both
stable and continuing. Accordingly, we must hope that community
educational services will come into a parity of esteem with other
academic effort and that it will be accepted as a standard educational
function.

Finally, our imagination must soon catch up with the technology
of tele-communications, to help fulfill the wants and the bizarre
anxieties surrounding them, that the media now provoke. The meaning
of "communicate" is to make common. Its purpose is the creation of
community. In the same way, the meaning of publish is to make public.
EEE purpose is the creation of the public: a collective noun meaning
people with shared interests. The life-blood of free societies is

dialogue, its purpose, the formation of working models; its human

203
compulsion, the deep drive of our species to create communities to
belong to.

The creation of community--to make public--to create a Public

" "agriculture,"

of shared purpose have displaced "rural," "urban,
"commerce"--and other limited nouns. Our unhinged society needs

renewed conceptions of education for such a Public. This is your task

and mine.

APPENDIX F

Documentation From the Popular Press

 

lillll

 

I-D 1112mm minim:

CAC to Meet
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Over Lunches

 

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Smith Likes Town 1
That’s ‘Civilized’

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205

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STATE EDITION

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Jobless will be taken to work in suburbs

Opportunity buses to roll

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206

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STATE N EWS

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cla ah with a citizen in Vladiaon.
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Newsweek

208

THE BIGGEST BUST

Washington Prevails Over the Protesters—At a Price

mass march on the Pentagon, Eugene

g

files, peacclul rallies in the na-
tion's Capital. a lethal bomb exploded
utside a universitI research (enter—

ed with a wave of indiscriminate arrests
and quasi-legal detention that warped
the rule of Ian

result _was the largest mass arrest
in the natI isot ory: 7,2 ) single
day and a 0totalo 13.400 uring fotnlr
days of graduallI 0tie-escalating con nrfo
tIItI'oII. Alongth Americans were
treat ted to some :triking snapshots of
their Capital that seemed more appro-
priate tio Saigon in wartime than W ash-

ing the spring: youthful kpartisans
darting: innto the street to bloc or slow
c; hiuook lISlicopteIs

disgorging squads of flak-I'I ma -
rines on the Washington \lonument
grounds: thousands of captives herded
into an open-air, wire-fenced slot '
he week's action was not. on
whole, violent or even terribly
e demonstrators by and large,
the peace freaks— —a mo otley I’oung coun-
ter-army in denims. tatigues and head—
bands and even tIeir mo
ary tactiI csh had a certain p
them. There was little serious vandal sm
by the protesters and little real brutality
by the cops. III contrast to t e Went er-

man "Days of Rage' or the 1968 Chi-
cago “police riot the hard feelings this
tIme were caused—on both I'

week Washington demonstration season
in relative calm. And

the protesterss: had failed to tie up traffic
an“d overnment," which had

been their objective. Supporters of the
Administration policy argued that no gm -

eI-nment could countenance a tbrc

24

eI en an improbable one—to the ongoing
lite of its Capital. Under the -iIcuIn-
, . the use of
mass-arrest procedures did vood
than real harm and was pmbahh the
only way to contain the demonstrators as
they rampaged through the streets. But
even in official ranks. t ere were sonIc
doubts whether order had not been pur-
chased at too high a cost to the law. “We
new: doing OK "I fact we were '(loing

tosc mass swecps
mass arrests? Things like that haw got
to worry anyone with .In\ scIIsitiIitI
about the law
There was plentI off sensitivity about
o.rder The mere ideao top ers trying
to shut down the Capital infuriated most
citizens especially in Washington itsell.
n liberals on the Hill castigated the

demonstrators mg
seI veralm hs of hard work by the real
advocates0 (it peace

A Presidential Pep Talk

e demonstrators themselves “ere
initiallI discouraged y the air quick rout.
but as complaintsm ouhted over the gm -
emment's munter-insurgencI tactics
they began to suspectt ttha
sult might be a newt. charge ofl adrenalin
for the protest movement. , a
number of antiwar demonstrations—smut-

f them leading to clashes wit tIe pn-
lice—came ol'l later in the week in such
cities as Boston, New York Seattle San
Fran ncisco Denver and Madison Wis.

At first the government Ied to
have every advantage on it
\lavdav Collective sponsors of the plalu
to clog traffic. had published its intentions
for all to see. e 1.400-man District 0
Columbia National Guard had been

alled up to assist the DC. police. 5,100
stronga and 10,000 more Arm and \la-

etroops were held in readiness near-

President Richard M. nhad in-
structed Attorney General“ JohInI Mitch~
ell whose justice artment worked
and-in-glove with the Washington po-

lice throughout the week that the dem-
onstrators were tobe allowed no sem-

 

Thelm- uuvluu began on M-yD- In in In
In mid-y. but the mtuIm II" at»;
:llaylnfl:I on the ward "Mayday.” o IIIIcrnIIUunnt (II.-
II-c-n rail. and pretence! Ihnt IMIIIIII

May 17, 1971

APPENDIX C

Tables of Data Germane to the Study

210

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mm HH mm NN o mnemmwmoum mufimum>fics

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211

 

 

 

 

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00H HH HH mausomwu NumucmEmHm
00H N 0 mHmaHuaHua NumucmEmHm
00H 0 0 mnemmmmoua NuHme>NGD
Nmz $ mN< $ Nmz N wN< N mucmwcommmm N cowumHamom

 

onN<u=om NH-x No onNuzam < N< .NmozmHmNNxm
qumuHmzm NHH<NDNHNU NNQH>omm .NN

0H mHan

“unmoaoo map No NumHuaonm

238

 

 

HN «0 NH NN NN H38.

00H N N muoumchuooo
wchHmuu coHumosvw NuHc:EEou

00 00 q q 0 wuouomuwv umucwo
NuHmum>Ncn coHumoaww NuNCQEEoo
0N 00 H N 0 Numnomwu cowumusvm uH=0<
00 00 N N 0 mumnommu Numvaoomm
N N0 H NH NH muouowuHc Hoozom NuH::EEou
0N «0 q 0 HH mumcommu NumuamEmHm
0N 0N N H q mHmmHocHum NpmuamEmHm
NN NN N N 0 mnemmmmoua Nufimum>fic0

Nmz $ mN< $ Nmz N mh< N mucwuaommmm N coNumHsmom

 

ZOHB<UDQM NHIM mo ZOHHUZDm < m< .mBHDQ< mo

HN>NH NU<NNNHH NNNH<N .oHN

NH mHan

"ammoaoo may mo Nuwfiumoum

239

 

Nd N0 0N 0N N0 Hmuoe

00 00 H H N muoumchuooo
chcNmHu cowumosvm Nufic38500

N0 NH 0 H 0 muouuwufiv umquo
Nufimum>wns coHumuaww Nuwcssaoo

 

00 00 N N N wuwnomwu :owumoacw uHao<
N0 0H 0 H 0 mumnomwu Numvcoowm

N N0 H NH NH muouuwqu HOOSUN Nuwa:EEou

0N N0 d N HH muwnomwu NumucwEmHm

00H q q mHmQNocfiua NumucmEmHm

NN 00 N 0 0 mnemmmmoua Nuwmuw>wca
Nmz $ mN< $ Nmz N wN< N mummnaoammm N coNumHsmom

 

onN<oaom NH-x No onNozsm < N< NmuzmHmmem
quzH<mNmm NZNZNOHNEN NmoH>omm .HHN ”unaccou maH No NumHNNoum

0H mHan

240

 

 

N «0 N «0 N0 Hmuoe
00H N N muoumaHvuooo
wcchwHu coHumusvw NHHG:EEOU
N0 N 0 muouowHHv nmuamu
Nuwmum>Hcs coNumosww NuHa=EEou
00H N N muwsomwu cowumoncm uH=0<
00H 0 0 mumnommu Nuacaoowm
00H NH NH mucuomqu Hoocum NuNGSEEou
0 00 H OH HH mumnommu NumucmEmHm
0N 0N H N a mHmmHocHum NumuamEmHm
00H 0 0 mnemmmmoum Nufimum>Hca
Nmz $ m>< $ Nmz N mh< N mucmccommwm N coNumHnmom

 

.Hzmzzmm>ou mo UZHDZ<BmMMQZD UHHmDm mmOHm>mQ .NHN

ZOHE<UDQm NHIM mo ZOHHUZDm < m< N>EmHuow Dz< .mUHzozoum

0H wHamB

«unwocou may mo NuwHumoum

241

 

 

N N0 q N0 N0 Hmuoe

00H N N muoumchuooo
wchHmHu COHumosvw Nuwc=EEou

00H m 0 muouomnflu umuamu
Nuwmuw>fias coHumusvm Nufic=EEou
00H q q mumnommu cowumoaum uH30<
00H 0 0 mumcummu humanoomm
00H NH NH mucuowufiv Hoo:0m NHHGDEEOU
0 00 H 0H HH muwcommu NHMucmEmHm
0N 0N H N N mHmmfiuaNum NpmuameHm
NN NN N N 0 mnemmmwoua Nuwmum>Hca

Nmz $ wN< $ Nmz N mN< N mucmvcommwm N coaumHsmom

 

ZOHB<UDQm NHIM mo ZOHBUZDm < m< .mmHH NEHZDZZOU

mom NHNNNNQ<NN Nmoqm>mo .NHN

"unmocoo mnu mo Numfiumoum

0N mHnt

242

 

 

00 mq 0N 0N N0 Hmuoe
00H N N muoumchuooo
wchNmuu coflumoavm NuNCQEEou
00 NN N N 0 Nuouumuwv kuCmo
Nuflmum>fias :oHuwoscw NuHc=EEoo
0N 00 H N N Numnommu comuwoawm uH90<
N0 0H 0 H 0 mumnomwu Numvcoomm
0N H0 0 0 NH muouowuHc Hoonom NuH::EEoo
NN NN 0 N HH mumsomwu NumquEme
0N NN N H q mHmaHocHum humuamEmHm
NN 00 N 0 0 muonmmoum Nufimum>wca
Nmz $ mN< $ Nmz N wN< N muamvaoammm N coNumHsmom

 

one<u=om NH-M No onNuzom < N< .Nemommm
NZN2m>ommzH NNstszoo Nozmu<-HNH:z Nme<zHamoou .qHN “Hmmuaoo «nu ma NNmHNNoNN

HN oHNmN

243

 

 

0N 0N 0H 0c N0 Hmuoe
00H N N mucumchuooo
mewcwmuu cofiumuawm NuHGQEEou
NN 00 N N 0 mnouomuflv Hmuamo
NuHmum>Nas cofiumosvm NuHGDEEou
00H 0 q mumnomma cowumuscm uH=0<
00 NN N N 0 muwnommu Numvcoumm
NN 0N N 0H NH muouomun Hoozom NHHcseaou
NN NN N 0 HH mumsommu NumucmEmHm
0N 0N H N 0 mHmmfiocNua NumuamEmHm
NN NN N N 0 mnemmmwoum Nuwmum>wa0
Nmz $ wN< $ Nmz N mN< N mucowcommwm N aoNumHsmom

 

ZOHB<UDQM NHIX mo ZOHBUZDm < m< NZOHB<UHZDZZOU

Nestzzou No :NNNNN < NNNNHHN<NNN .NHN

NN anmH

”unmoaoo may no Numwuaoum

244

 

mN ON ON ON Nm Hmuoe

ooH N N mucumcwcuoou
waficfimuu cowgmonvm muNc:EEou

om om d c w muouomufiv nmucwo
Nuwmum>fics cowumuavm Nuwc:EEoo

 

mN on H N N mumnommu cofiumoanw uaav<
0H mm H m o mumnommu zumvcoomm
N No A NH MN muouomuwv Noosom NuH::EEou
qm m¢ o m NH muwnomwu NumucmEmHm
ooH q q mammwuawum Numufimfimam
mm co m o o mnemmwmoum Nuwwum>wca
Nmz N m>< N Nmz N mN< N muamncommmm N :oNumaaaom

 

one<usom NH-x mo oneuzam < m<
.ezmu< moz<mu NeHzozzou < m< mm>mmm .oHN ”unmoaou mag we Nuwfiuaoum

MN wanme

245

 

 

 

w mm m an Nm Hmuoe
ooN N N mucumcwcuooo
wawcfimuu cofiumoswm NuN::EEoo
Nm N w muouowufiv kuCmo
Nuwmuw>wcs :oNumosww NuNGSEEou
ooN q q mumnommu coaumoavm uazw<
0H mm H m o mumnommu Numccoomm
OOH NH ma muouomuwv Hoonom NuNGDEEoo
ma Hm N 0 NH mumcomwu NumuawEmHm
ooH c N mammwoawum NumuamEmHm
NN NN N N o mHOmmwwoum Nufimuw>waa
Nmz N mN< N Nmz N m>< N mucmncommwm N aoNumanqom
onB<UDQm NHnM mo ZOHBUZDm < m<
.mmzz<z m>HHHmom < zH wuoqoum meummm< .NHN uuamocoo mnu mo Nuwfiumoum

«N mfinme

246

 

 

mH Nw o Nq Nm Hmuoe
ooH N N mucumchuooo
wchHmuu coHumosum NuNGDEEou
NH mN H o w muouowqu Hmuawu
NuHmuw>Hcs :oHumosvw NuNaQEEou
ooH q q mumsommu GOHumosvm ust<
0H mm H m o mumcommu Numvcoomm
«H «m N HH mH muouowuwn Hoogom NuH::EEou
NN NN m m HH mumnomwu humuamEmHm
ooH q q mHmmHocHum NumuamEmHm
NN NN N N o mHOmmmmoua NuHmum>Nca
Nmz N mx< N Nmz N w>< N mucwcaoammm N :oNumHsmom

 

mszu mm<mmumo mo pmmmm< op mm>mmm .mHN

ZOHB<UDQN NHIM mo ZOHBUZDm < m< .mm9<m

nN anmB

"unmocoo mnu mo Nuwwuaoum

247

 

 

NH mm N oN Nm Hmuoe
ooH N N mucumawnuooo
wchHmuu coHumoavm NuafiDEEoo
Nw N m muouowqu kucmo
NuHmuw>ch coHumuacw NuwcaEEou
ooH N N mumnommu Gowumoacm uHsn<
0H mm H m o muwnomwu Numucoomm
mm cu m 0H mH muouumuflc Hoonom Nuwaseaou
wH Hm N ¢ HH mumnommu NHMuawEmHm
ooH N N mHmaNocHua NumucwEmHm
HH mm H w o mnemmmmoum NuHmuw>HcD
Nmz N wx< N Nmz N wN< N mucmwcommom N coHumHamom

 

one<usom NH-x mo oneuzam < m4 .wuzmpozHgma
mgHzm>sh mm<mmumo op mm>mmm .oHN

0N mHan

«ammocoo wzu mo NumHumoum

248

 

 

mm Ho 0N mm Nm Hmuoe

ooH N N mpoumcHwHooo
wchNmpu coHumuacw NuHc=EEou

mN No N m w mpouomqu pmuawu
Nuwmpw>ficn cofiumoavm NuHc=EEoo
ooH N N mpmnommu cowumosnm anv<
om on m m o mpwgumwu Npmccoomm
mm Ho m w NH mpouumpHv Hoocom NuHGDEEou
Nm nN o m HH mpmnommu humucmEmHm
ooH N N N mHmaNocHum NpmucmeHm
NN co N o o mROmmmmopm Nuwmpw>NCD

Nmz N mN< N Nmz N w>< N mucmccoamwm N coNumHamom

 

zopp<ooom NH-x mo zoppozom < m<
.qoMpzoo zopp<qomom mo<mooozm op mm>mmm .oNN

NN mHnt

«unwoaoo wcu mo Numemoum

249

 

 

mm Nm NN mm Nm Hmuoe
ooH N N mpoumchuooo
wchHmpu cofiumoacm NuNcDEEoo
mN No N m w mpouomqu pwuawo
Nuwmpw>fiaa coHumoscm Nuwc25500
mN mN H m N mpmzommu coaumosvm uH=c<
mm 0H m H o mumsommu Numwcoumm
mm Ho m w MH mpouompHc Hoosom NuNCDEEoo
Nm mN o n HH mpmnommu NumucmEmHm
mN mN H m N mHmmfioawpa NpmuamEmHm
NN co N o o mnemmwwopm NuHmpm>NcD
Nmz N mN< N Nmz N w>< N muawoaommmm N coHumHsmom

 

mN mHQMB

ZOHH<UDOM NHIM ho ZOHBUZDm < m< .AA< mom

oszoo: mp<oomo< app: omzmmozoo mp .HNN “nomocoo on“ we Numfluoopm

250

 

 

NH Nw m NN Nm Hmuoe
ON on H H N mpoumchpooo
waNcNmuu coHumosvm NuNCDEEou
NH No H m m mpouompwv pwucwo
Nuwmpm>was cofiumoscm NuficsEEou
ooH N N mumnommu cowumusvm uHaw<
oH Nm H m o mumsommu Npmwcoomm
NH Nw N HH NH mpouompwc H0050m Nuwcaeaoo
NH Hm 0 HH mpmnommu NumucmEmHm
ooH N N mHmaNuaNum NpmuawEmHm
HH mm H m a mnemmmmopm NuHmpm>NSD
Nmz N mN< N Nmz N mN< N mummvcommmm N coNumHnmom

 

ZOHB<UDQm NHIM mo ZOHBUZDN < m< ZOHB<MUMBZH
mo ZOHEOZOmm :BHz szmmuzoo wqm>HBU< mH .NNN

ow mHomp

«unmoaoo mnu mo Numwumoum

251

 

 

N Ho N Nm Nm Hmuoe

ooH N N mpoumaflvpooo
wcficwmpu COHumoscm NuHc:EEoo

Nw N N mpouompHc pmucmo
Nufimpm>fic= coNumoacm Nufic=EEou
ooH N N mpmnomwu cowumoscm uH=c<
0H Nw H m o mpmzommu Npmnaoowm
NH Nw N HH NH mpouompfiw Hoo:Um Nuwcseaou
o 00 H oH HH mnmnomwu NHMuawEmHm
ooH N N mHmmNocfipm NumuamEmHm
00H m o mHOmmwwopm Nuwmpm>wca

Nmz N mN< N Nmz N mN< N mucmncoammm N cofiumHsmom

 

ZOHH<UDDm NHIM mo ZOHBUZDm

< m< .ppmm>om mo zoppooomm .mNN

ON mHnt

"unwoaoo wnu mo NuwHHaopm

252

 

NN HR NH HN mm Hmuop

OOH N N mHOu mfiwvhooo
wcflcwmpu cofiumusnm Nufic3EEou

NH NN H o w mpouompHc paucmu
Nuwmpw>flca soNumuavm Nuwc=EEou

 

ooH N N mpmnommu cowumusvm uHsc<

Nm 0H. m H o mpwnumwu mumwcoowm

NN 0N N 0H NH muouompwv Hoonom NuN::EEou

NN NN N w HH mpmnommu NpmucwEmHm

mN NN H N N mHmaNocNum NpmucmEmHm

HH NN H N o mnemmmmopa Nuwmum>wcb
Nmz N mN< N Nmz N mN< N mucmccoammm N coHumHamom

 

onp<ooom NH-x mo zoppozop < m< .momoommm
pszozzoo mom<z < mo zopp<NHquo ANonozoom .NNN “Homoeoo may mo Numfiuoopm

HN mHnt

253

 

H No H mm mm Hmuop

ooH N N mucumavaoou
NGNcNmpu cowumusvw Nuwcsaéou

NN N N mpouompfiv pmucmu
Nuwmpm>Hc= coflumoscm NuNG=EEou

 

ooH N N mumnomwu coaumoscm quc<
ooH N N mumsommu Npmnaoowm
N No H NH NH mpouumufiv Hoonom Nuwcseaou
HN a HH mpwnommu NpmquEme
ooH N N mHmmHocHum NpmucmEmHm
ooH N o mnemmwwopm Nufimpw>ficb
Nmz N mx< N Nmz N mN< N mummccommmm N coNumHsaom

 

onp<ooom pszozzoo mo onpozom < m<
.mm>Hmmzm=p mam: mamomm magma .HN “Homoaoo an“ mo Numflpoouo

NN anmH

254

 

 

N No N Nm Nm Hmuoe
ooH N N mpoumchpooo
Newswmpu coHumuncw NuHCDEEoo
ooH N N mpouompHv pmucmu
Nuwmpm>fica cofiumosnw NuNCDEEou
NN NN H N N mpmnommu cofiuwosom uHsc<
ooH o N mumsommu Npmccoowm
N NN H HH NH mpouompHv Hoonom NuN::EEoo
om oH HH mpwaommu NpmucwEmHm
ooH N N mHmaHocwpm humuamEmHm
00H m o mnemmmm0pa Nufimpm>HcD
Nmz N wN< N Nmz N m>< N mquvcoawmm N cowumHamom

 

zopp<ooom przoZZoo mo onpozom < m< pszozzoo oz<
.Hoozom .mzom mo mozmoumzp mMHmpzo .NN

NN anmH

«pawocoo map mo Nupraopm

255

 

N No N mm NN Hmuoe

ooH N N mucumafivpooo
NCNCHmpu coHumosnm NuHasesoo

ooH N N mpouompfiv pmuamo
Nuwmpm>wca coNumoacw Nufic=EEou

 

ooH N N mpwnomwu comuwosnm uH3N<
ooH N N mpmzummu Npmccoomm
N N@ H NH NH mpouoprN Hoosom NuHSDEEou
o cm H oH HH mpmnomwu NumquEmHm
ooH N N mHmaNucHum NpmuameHm
HH NN H N o mnemmmm0pm Nuwmnm>HcD
Nmz N w>< N Nmz N mN< N mucwvcoammm N aoNumHamom

 

onpNooom pszozzoo mo onpozom < m<
mmmmoomm ANHoom op mmmpmm<m mmzoomm>o .NN ”unmoaoo «Nu No Numeooum

«m mHamp

256

 

 

H No H NN NN Hmuoe
ooH N N mpoumcHnuooo
NCHCNmpu cofiumoavm huNGDEEou
ooH N N muouompwc pqumo
NuHmHm>Na= coNumoacm NuHc=EEou
ooH N N mumsomwu cowumoscm uH3N<
ooH N N mpwnommu prvaoomm
No NH NH mpouowpwv Hoonom NuNGDEEoo
a om H oH HH mumnommu NumuawEmHm
ooH N N mHmaHocwpm NpmuawEme
NN N o mp0mmmwoum Nuflmpm>HcD
Nmz N mN< N Nmz N m>< N mucmvaoammm N cofiumHaaom

 

ZOHB<UDQM NBHZDEZOU mo ZOHBUZDm < N< mHm<m

mzppmmpg < zo q<oop>pozH mzp mm>mmm .NN

mN anwH

«unmozoo mag mo Numfipaoum

257

 

 

N No N NN Nm Hmuoe
ooH N N mpoumchpooo
Ncficflmpu coflumonvm NuN::EEou
ooH N N mpouowpwc pmucmu
Nuwmpm>Hcs cofiumosvw NuNSDEEou
ooH N N mpmzomwu cowumosvm uHsn<
ooH N N mpmzomwu Npmvaoomm
ooH NH NH mpouumpflc Hoonom NuHc:EEou
0 ca H oH HH muwsomwu NpmuawEmHm
ooH N N mHmmNocfiua NpmucmeHm
HH NN H N o mnemmmNOHQ Nuwmpm>wcs
Nmz N mN< N Nmz N m>< N mucmccoammm N aoflumHamom

 

oz< zmmqumo mom z<moomo qoomom mmmopmzm .nN

ZOHB<UDQm >EHZDZZOU mo ZOHHUZDQ < N< 2930»

on mHemp

«unaccoo wsu mo Nuprmoum

258

 

 

N Ho N NN NN Hmuoe
ooH N N mucumCNNpooo
NSNCNmpu Coaumoaww NuHG:EEou
ooH N N mpouompfln pmucmo
Nuwmpw>wcs coNumosvm NuH::EEou
NN N N mumcomwu cofiumuavm uH3N<
ooH N N mumnommu Npmvcoomm
ooH NH NH mpouowpwv Hoonom NuN::EEou
o oo H oH HH mumzommu NumucmEmHm
ooH N N mHmmHucwpm NumuamEmHm
HH NN H N o mnemmwmoum NuHmpm>NcD
Nmz N mN< N Nmz N mN< N muamvaoammm N coNumHamom

 

onp<ooom yppzozzoo mo onpozom < m<
ppmHoom zH onpHmom Nomosz<mz < osz op mpmommm mHmmp zH
mNHquo op mmmo<zmmp mom MHonm> < mmop>omm .NN

NN mHnt

«unmoaoo wnu mo Numflpmopm

259

 

 

H Na H mm Nm Hmuoe
ooH N N mucumcficpooo
NchNmpu coNumoavw Nuwfi3§Eoo
ooH N N mpouompHN pwucmo
Nuwmpm>fias coNumoswm NuNG=EEou
NN N N mpwnommu acmumoavw uH=N<
ooH N N mumnommu Npmvcoomm
ooH NH NH mpouoprN Hoonom NuHa:EEou
ooH HH HH mpwnommu NHmNCmEmHm
ooH N N mHmaHoafipa NpmucmEmHm
HH NN H N o mnemmwmopm NuHmpw>Ncs
Nmz N wN< N Nmz N wN< N mquwcommmm N aoNumHnaom

 

zopp<ooom Nszozzoo mo onpozam
.ozH>Hq qomzpq<mz mmp<qozppm .NN "nomuaoo

NN mHnme

< m<
map mo Numfipmopm

260

 

 

H No H Nm NN Hmuoe
ocH N N mucumcvaooo
Ncflcwmpu CONumuaom Nufic38Eou
ooH N N mpouomuwn pmucwo
NuHmpm>Haa cofiumoanw NuHSSEEoo
ooH N N mpmzommu GONumoanm uH3N<
ooH N N mumsummu Npmwaoumm
ooH NH NH mpouuprN HOOLUm NuNGDEEou
ooH HH HH muwnommu NpmucmEmHm
ooH N N mHmmNucwum NpmuawEmHm
HH NN H N o mnemmmNOHQ Nuwmpm>wcb
Nmz N w>< N Nmz N wN< N muawvcommmm N aofiumHsmom

 

onp<o=om Nszozzoo mo onpozom < m<
ppH>Hpo< msz mmomqu mmoH>omm .mN

oN mHan

«unmoaoo map mo Nuwwpmopm

261

 

 

H No H mm NN Hmuoe
ooH N N mpoumawupooo
Ncficwmpu cofiumusum NuNCDEEou
ooH N N mucuompHN pmufimu
Nuwmpm>fias aoHumoscm NuNG=EEou
ooH N N mpmcomwu cowumoanw uH=N<
ooH N N mpmnomwu Npmccoowm
ooH NH NH muouuwuHo HooNUm Nuflcoesoo
o HN H a HH mum:ommu NumquEmHm
ooH N N mHmmNocNum NpmucwEmHm
ooH o m mnemmmwoum Nufimum>wco
Nmz N mx< N Nmz N w>< N mucwwcommmm N cofiumHsmom

 

oq mBap

ZOHB<UDQM WBHZDZZOU mo ZOHHUZDm < N<

.mmozmpmmmxm oszopmzm Ngq<mopqoo mmoH>omm .oN «nomoaoo mg» mo Numflumopm

262

 

 

H No H mm NN Hmuoe
ooH N N mpoumafivpooo
NchHmpu :oHumoswm NNNCDEEOU
ooH N N mpouoprN pmuamu
NuHmHm>Ncs coNumoacw NuNCQEEoo
ooH N N mumcomwu cowumoswm uH=N<
ooH N N muonommu prvcoomm
No NH NH mpouompwv H0050m Nuflc:EEoo
ooH HH HH mpwsommu NumuawEmHm
ooH N N mHmmHocfipm NumucmeHm
HH NN H N o mnemmwNOHQ Nuflmum>fias
Nmz N mN< N Nmz N wN< N mucmccoammm N coNumHamom

 

ZOHE<UDQM VBHZDZZOU mo ZOHHUZDm < N<

.mpqoo< mo qm>mq >o<mmppq mmmH<m .oHN

HN mHnt

”unmocoo mnu mo NumHnmopm

263

 

 

N No N mm NN Hmuoe
ooH N N mucumaHNpooo
NchHmpu coflumosnw Nuficaeaoo
ooH N N mpouomuwv kucwo
Nuwmpm>wcs :oNumusvm Nufic=EEou
ooH N N mpmnummu aowumosvw uH3N<
ooH N N mpwsommu Npmvcoomm
ocH NH NH mucuowpfiv Hoonom Nuwaaesou
o cm H oH HH mumzommu NumquEon
ooH N N mHmaNoaNHm NpmucmEmHm
HH NN H N o mnemmwmopm NuHmpm>Hca
Nmz N mN< N Nmz N mm< N mucwvaommmm N cofiumHamom

 

onp<ooom pszozzoo mo onpozom < m< .mmozmHMmmxm
oszH<Mpmm pzmzpogoZm mmop>omm .HHN

NN mHan

”unmocoo mnu mo Numwpmopm

264

 

m No N «m mm Hauop

ooH N N mpoumcflcuooo
NCNcNmpu coflumosww NuNCDEEoo

ooH N N mpouoprN pwuamu
Nuwmpm>was cowumusow NuNCQEEoo

 

ooH N N mpmcommu cowumuscw uHaN<
ooH N N mumsommu NpmNcoomm
ooH NH NH mpouompHN Hoonum NuNGDEEou
NH NN N N HH mumnommu NumuamEmHm
ooH N N mHmmHuchm NpmucmEmHm
00H 0 o mnemmmmopm Nufimpw>wcs
Nmz N m>< N Nmz N w>< N mucwucoammm N coNumHsaom

 

onp<ooom pszozzoo mo onpozom < m< ppmpoom oz< .mopzozoom
.pzmzzmm>oo mo oZHoz<pmmmozo qumom mmoqm>mo .NHN "uamuaoo mag No Numfiuoouo

NN mHnt

265

 

N No N NN NN HmuoB

ooH N N mucumcflupooo
NchHmpu coHumuawm Nuwcsesou

ooH N N mHONQmHNN pmucmu
Nuwmpm>wcs coNumoavm Nuafi2§Eou

 

ooH N N mpmnomwu cowumosvw uH=N<
ooH N N mpwnommu Npmtfiouwm
ooH NH NH mucuompHN Hoonom Nuwc:EEou

o oo H OH HH mpwnommu humucmeHm

NN NN H N N memNucwua NpmucmeHm

HH NN H N o mp0mm¢m0pm Nuwmpm>wca

Nmz N m>< N Nmz N wx< N madmvcoammm N coNumHaaom

 

onp<ooom przozzoo mo onpozom < m< .mmpg
przozzoo mom mHmmmmo<mg mmoqm>mo .NHN "unwoaoo map No Numfiuaoum

NN mHnt

266

 

 

N No N NN NN HmNOB
ooH N N mpoumchpooo
NCNcNmpu coflumosvw NuNCSEEou
ooH N N mpouumuHN pmuamo
Nuwmpm>wcs coHumoscm NuHa:EEoo
NN NN H N N mpmzommu cowumoscm uHsn<
ooH N N mpwnommu unavaoomm
ooH NH NH mpouumpfiv Hoozom NuNCDEEou
o oo H oH HH mumnommu NpmucmEmHm
ooH N N mHmQNocfipm NpmquEmHm
HH NN H N o mnemmwm0pm NuHmpm>NCD
Nmz N mm< N Nmz N wN< N mucwvaoamwm N :oNumHnmom

 

ZOHE<UDQM VBHZDZZOU mo ZOHBUZDN < N< .memommm Bzm2m>ommZH

pszozzoo >ozmo<-Hpqoz mmp<zHomooo .NHN

mq mHnmp

”unwocou map mo Numwpaopm

267

 

 

ooH Nm NN Hmuoe
ooH N N mucumcHNpoou
NchHmpu :oHumuswm Nuafi9€Eoo
ooH N N mpouompHN pwuamo
Nuwmpm>wca cowumosww NuN::EEou
ooH N N mpmcommu cowumonwm uH3N<
ooH N N mpmxommu Numvcoowm
ooH NH NH mucuowpfin Hoonom Nuficaesou
ooH HH HH mumnommu NpmucmeHm
ooH N N meaHucwpm NpmuameHm
00H 0 o mHOmmmNOpm Nuwmpw>fiaa
Nmz N w>< N Nmz N mN< N mucmwaoammm N aoNumHnmom

 

ZOHB<UDQM whHZDZZOU mo ZOHEUZDN < N< .ZOHB<UHZDZZOU

przozzoo mo zmpmwm < mmzmpqm<pmm .mHN

NN mHan

“ammocou mnu mo NuwNHQOHm

268

 

 

 

N Ho N Nm NN Hmuoe

ooH N N mpoumaflcpooo
NchHmpu cowumosom NuHcDEEou

ooH N N mucuompflc pmucwo
Nuwmpm>fics cofiumoacm Nufla=EEou
NN on H N N mpwzommu coaumoscm uH3N<
ooH N N mpmcommu Npmvcoomm
ooH NH NH mpouowufic Hoonom NuHGDEEou
NH HN N o HH mumnommu NpmucwEmHm
ooH N N mHmaNocwpa NpmucwEmHm
HH NN H N m mnemmwwopm Nufimum>HcD

Nmz N mx< N Nmz N mN< N mucwvcoammm N coHumHamom
20He<usam weHzmzzou mo onBUZDm < N<
.pzmo< moz<mo przozzoo < m< mm>mmm .NHN “ummocoo map No NumHuaoum

NN mHan

269

 

 

 

N Ho N NN NN Hmuoe

ooH N N mucumcwcpooo
Ncflcfimpu cofiumoscm NuNGDEEoo

ooH N N mpouompfin pmuamo
Nuflmpm>flcs cofiumoswm NuNGDEEou
ooH N N mpmzommu coaumonvm qun<
NH NN H N N mumsommu Npmvaoowm
ooH NH NH mpouomuHN Hoonom NuHSDEEou
NH HN N o HH mumnommu NpmucmeHm
ooH N N mHmmNochm NpmucmEmHm
NN NN N N o mHOmmmmopm Nuwmpw>fias

Nmz N mN< N Nwz N mN< N mucwwaoamwm N :oHumHsaom
onB<UDom westzzov mo onBozam < N<
.mmzz<z m>HpHmom < zH pooqoom mpommm< .NHN “nomoaoo ms“ mo Numfiuaoum

NN mHan

270

 

 

Hmuoe
ooH N N mpouchNpooo
Ncflcfimpu cofiumoavm NuNC:EEou
NN N N mpouumpwn pwucmo
\ Nuwmpw>was cowumoavw NuNCDEEoo
ooH N N muwnomwu cowumuswm uH3N<
ooH N N muwsommu prwsoomm
ooH NH NH mucuomufio Hoogom Nua¢3550o
o oo H oH HH muwnommu NpmuamEmHm
ooH N N mHmmHQCNpm NumuawEme
HH NN H N o mnemmmmopm NuHmum>Nca
Nmz N m>< N Nmz N wN< N mquNaommmm N aoNumHsmom

 

mm<mmomo mo pmmmmN op mm>mmm .NHN

ZOHH<UDQM >BHZDZZOU mo ZOHBUZDN < N<

mN mHnt

m9<m mszu

«unmocoo can we Nuwwpmoum

271

 

 

N No N NN NN Hmuoe
ooH N N mpoumaNNpooo
Ncflcfimpu cofiumosvm NuNGDEEou
NN N N mpouomufic pmucwo
Nuwmpm>wcs coHumuanw Nufla:EEoo
ooH N N mpmzommu coaumosvm uH5N<
ooH N N muwnommu Npmvcoowm
ooH NH NH mpouomuflw Hoosom NuNGDEEou
NH HN N 0 HH mpmnommu NpmuawEmHm
ooH N N mHmmHucapa NpmucmEmHm
HH NN H N o mnemmmmopm Nuwmuw>wcp
Nmz N m>< N Nmz N mm< N muamwaoammm N :oNumHaaom

 

ZOHB<UDQM MBHZDZZOU mo ZOHBUZDN < N<
.VUZmDUZHAmm quzm>Dh mm<mmumm OH Nm>mmm .oHN

ON mHan

«unmocoo wcu mo Numflpmoum

272

 

 

NN NN NH NN NN Hmuoe

ooH N N mpoumavaooo
Ncficwmpu cowumuanm Nuwc38800

NN NN N N N mucuompflc pmucwu
NuHmpm>wcs coHumoscm Nuwanssoo
ooH N N mpmzommu aofiumoacw uHDNN
ooH N N mpmnommu Numvcoomm
NN HN N N NH mpouowpwv Hooaum NuNGQEEoo
NN NN N N HH mpwnommu NpmuamEmHm
NN NN H N N memNoaHpa NpmucwEme
NN NN N N o mnemmwmopm Nufimum>fica

Nmz N w>< N Nmz N w>< N muamcaommwm N aoNumHamom

 

Hm 0Hemp

ZOHB<UDQm MFHZDZZOU mo ZOHBUZDm < N<
.AOMBZOU ZOHB<ADmom mo<m=ouzm OB Nm>MMN .ONN

«unwoaoo mnu mo Nuwfipmopm

273

 

 

N No N NN NN Hmuoe
ooH N N mucumcvaooo
Ncficflmpu cowumoswm Nuwc:EEou
NN N N mpouomuflv pmucwo
NuHmpw>Ncn cowumosnm NuNCQEEoo
ooH N N mpmgomwu aofiumoacm uH3N<
ooH N N mumnommu hpmwaoumm
ooH NH NH mpouumuww Hoonom NuHcaesoo
o oo H oH HH mpmnomwu NpmuamEon
ooH N N mHmmNochm prucmEmHm
NN NN N N o mHOmmwmopm Nufimpm>fica
Nmz N mN< N Nmz N mz< N mquvaoammm N aoNumHamom

 

ZOHB<UDDM NBHZDEZOU mo ZOHBUZDm < m< AA< mom

oszoo: mp<aomo< :ppz omzmmozoo mH .HNN

NN mHan

"unwocoo ms» mo Numflpmopm

274

 

 

H No H NN NN Hmuoe
0N H N mucumavaoou
Ncficflmuu coNuwosvm NuNGDEEoo
NN N N mpouompwv Hmuamo
NuHmpm>Nca coHumuacw Nuwcaeaou
ooH N N mumsomwu cowumonvm uH=N<
ooH N N mpmnomwu Npmnfioomm
ooH NH NH mpouompwv Hoosum Nuwcsssou
o oo H oH HH mpwnommu NumucmEmHm
ooH N N mHmmwochm NpmuawEmHm
00H m o mpOmmwwopa Nuwwpm>fias
Nmz N m>< N Nmz N w>< N muamucommmm N cowuanmom

 

ZOHB<UDQm NBHZDZZOU mo ZOHHUZDN < N< .ZOHB<MUMFZH

mo onpozomm =pH3 omzmmozoo pum>Hpo< mH .NNN

NN mHnmE

«unwoaoo an» no Nuwfipaopm

275

 

No NN NN Hmuoe

ooH N N muoumcHNuooo
Ncwcflmuu cowumosvm NuNCSEEou

NN N N mpouompwv pwucmo
Nuwmpm>wcs coflumuacm NuHa=EEou

 

ooH N N mpmzommu cowumosvm uH3N<
ooH N N mumsummu Npmcaoowm
00H NH NH mpouompflw Hoosom NuHc:EEoo
ooH HH HH mpwnommu NpmuamEmHm
ooH N N mHmmNoafipm NpmuawEmHm
00H 0 o mHOmmmmopm Nuflmpm>was
Nmz N mN< N Nmz N m>< N mucwvaommmm N cowumHamom

 

onp<oaom prZDZZoo mo onpozom < m<
.Npmm>om mo onpooomm .MNN ”uamoaoo may we Nuwfiuooum

Nm mSap

276

 

H mo H on mm Hmuop

ooH N N muoumaflwpoou
NchNmpu cowumuzvm NuHS:EEou

OOH N N mpouomuwc pmuamo
Nuwmpm>fics coNumuacm NuN::EEou

 

00H N N mumnommu cowumosvm uH3N<
ooH N N mpmnommu Npmcaoowm
ooH NH NH mucuumpfiv Hoozom Nuwcsesou
ooH HH HH mumcommu NumucmEmHm
ooH N N mHmawuafipm NumucwEme
HH NN H N o NHOmmwmoum Nuwmpw>fics
Nmz N mN< N Nmz N m>< N mucmvcoammm N cofiumHzmom

 

momoommm przozzoo mow<z < mo
onp<NHquo q<onozoom .NNN «ummuaoo on» mo Numfluaoum

NN mHnt

277

 

 

H No H NN NN Hmuoe
ooH N N mucumcvaoou
Ncflchpu coHumoan NuHGDEEou
ooH N N mpouomuwv pmuamu
Nuwmpw>wca coHumuzwm Nufia28Eoo
nun N N mpmnommu aofiumosnm uH3N<
ooH N N mpwnommu Numcaoowm
N No H NH NH muouumuHc Hoosum NNH:=EEoo
ooH HH HH mumsommu NpmucwEme
ooH N N mHmmNuchm NpmucwEmHm
OCH 0 o mHOmmwmopm NuHmpm>HaD
Nmz N wN< N Nmz N mN< N muamccoammm N aoNumHamom

 

onpNooom pqoo< No onpozam < m<
.mm>qmmzmzp mam: mamomm mmqmm .HN “unaccoo map No NumHuaoum

NN anmH

278

 

 

N oN N HN NN HauOB

OOH N N mpoumcwvuooo
NCNchpu :oHumonvw NuHcSEEou

OOH N N mpouowpfiv pwucmu
Nuflmpw>wcs coNumuaww NuHCDEEoo
ON ON N N N mpwnomwu cowumosvm uH3N<
NN NN N N N mumsomwu Npmvcoumm
N No H NH NH mucuumpfiv Hoonom NuHGQEEou
OOH HH HH mumnommu NumucwEmHm
OOH N N mHmaNusHpm NumuawEme
NN N o mnemmmwopm Nufimpw>fica

Nmz N mN< N Nmz N m>< N mucmcaommmm N coHumHsmom

 

92¢

ZOHB<UDQM BADD< mo ZOHHUZDN < m< weHZDZZOU

Noozom dzo: mo moszNzH $255 .NN

NN anmH

unamuaoo man mo Numwumopm

279

 

 

N No N NN NN Hmuoe
OOH N N mpoumaHNHooo
NchNmpu cowuwoavw NuHG:EEou
OOH N N mpouuprN pmuamo
Nuwmum>ficn cofiumuscw Nufia=EEou
OOH N N mpwnommu coaumosvm uH5N<
NH NN H N N Ampwnomwu Npmuaoomm
ooH NH NH muouomuNn HooNUm NNN::EEOo
o ON H OH HH muwsommu NpmquEmHm
OOH N N meaNuafium NumucwEmHm
HH NN H N o mp0mmwm0pm Nufimuw>wcs
Nmz N m>< N Nmz N mN< N mucmwcommmm N coHumHamom

 

mmmmoomm N<Hoom op mmmHmm<m mmzoomm>o .NN

ZOHB<UDQM BADQ< mo ZOHBUZDm < N<

NN mHnt

”unmoaoo an» mo NumNHQOHm

280

 

 

N No N NN NN Hmuoe
OOH N N mnoumcficpooo
NchNmuu Cowumuscw NuNGDEEou
OOH N N mpouowpfiv paucmo
NuHmpw>Hcs coflumoaww NuNG=EEou
OOH N N mpmnommu cowumusvw uH3N<
NH NN H N N mumnommu Npmvcoomm
No NH NH muouowpwv Hoozom Nuficasaou
o cm H OH HH mumsomwu NumuamEmHm
OOH N N mHmaHocHum NpmucwEmHm
NN N o mHOmmwmoum NuHmpw>NaD
Nmz N wN< N Nmz N m>< N mummvcommmm N coNumHamom

 

mszmNHq < zo q<=oH>HozH mzp Nm>mmm .NN

ZOHB<UDDM BADQ< mo ZOHBUZDN < N< .NHN<m

oN mHnme

"unmocoo map mo Numfiumoum

281

 

 

HN NN NH oN NN Hmuoe
OOH N N mpouchNuooo
NchHmpu coaumonvm Nuwasesou
ON ON N N N muouowuflw kucmu
Nuwmpm>flcs :oHumoanm Nufia=EEoo
OOH N N mumnommu coaumoavw uH=N<
NN NN N N N mpmnommu Numoaoumm
NH NN N HH NH mpouompwv Hoonow NuHcDEEou
NN NN N N HH muwnommu NpmucmeHm
NN NN H N N mHmmNucHum NpmuameHm
NN NN N N o mnemmmNOHQ Nuwmpm>HaD
Nmz N m>< N Nmz N mN< N mucmcaoammm N aoNumHsmom

 

ZOHH<UDQm HQDQ< mo ZOHBUZDm < N< 29:0» Qz<

zmmaqpmo mom z<moomm aoomom mmonmzm .NN

ON mHan

”unmocoo mnu mo Numwumopm

282

 

NN HN ON NN NN Hmuoe

OOH N N mpoumaflvuoou
NchNmuu sowumoavm NuNCDEEou

NN NN N N N mpouumuwv pwuamo
Nuwmpm>fics coflumusnm NuHGDEEou

 

OOH N N mpmnommu coaumuavm uH3N<
NN NN N N N mumnommu Numvcoomm
NN 0N N oH NH muouomuNc Hoozom NuHasasoo
NH NN N N HH mpmnomwu NpmquEon
ON ON N N N mHmmNuchm NumquEmHm
NN NN N N a mp0mm¢m0pm Nufimum>fiaa
Nmz N wN< N Nmz N m>< N mummwcoamwm N coHumHamom

 

onp<oonm pqon< mo onpozom < N<
ppmHooN 2H onpHmom Nomosz<mz < nsz op mpmommm mHmmp
zH mNHNHpo op mmmo<zmmp mom mgonm> < NmoH>omm .NN "ummoaoo mNu mo NumNHaoum

Ho mHemp

283

 

 

NH NN N ON NN kuoe
OOH N N mpoumaHNpooo
Ncficflmpu :oNumuzcw Nufiasaaou
OOH N N mpouumpfiw “mucmo
Nuwmum>wcs :oHumoscw NuN::EEou
OOH N N mumnommu nowumuscm uHav<
ON ON N N N muwnommu Npmvcoumm
N NN H HH NH muouomuNw Hoonom NuHaaeaoo
o 00 H OH HH mumnommu NumucwEmHm
OOH N N mHmaNoaHpa NumuawEme
NN NN N N o mnemmwmoum Nufimuw>Has
Nmz N m>< N Nmz N ma< N muawccommwm N coaumHamom

 

ZOHE<UDQM BADQ< mo ZOHBUZDm

.ozH>HN Nammpq<m= NmpNNDZHpN .NN

"unmocoo

NN mHnt

< N<
map mo NumNHQOHm

284

 

 

NH NN N NN NN HmuoB
OOH N N mpoumnwvuooo
Ncflchuu coHumoawm NuNG=EEou
NH NN H N N mpouowufic uwuaoo
Nuwmpm>was :oNumoavm Nuwcaeaoo
OOH N N mpmcomwu cowumuavm uH=N<
NN N N mpwnommu mumccoomm
NH NN N OH NH muouumuwv Hoo:om Nuwanaaoo
NN NN N N HH muwnumwu NuauawEme
OOH N N mHmmNucfium annuameHm
OOH m o mnemmwmoum Nufimum>gca
>mz N m>< N Nmz N wz< N mucmcaommmm N coHumHaaom

 

onp<oaom pqso< mo onpozom < N<
.ppH>Hpo< msz mmoNHmN NmoH>omm .NN

NN anmB

”unwocoo map mo Numwpmopm

285

 

 

N No N NN NN Hmuoe
OOH N N muoumcwvuooo
NCNchpu cofiumoavm Nuwcaaaoo
OOH N N mpouowuHN uwuamo
Nuflmpw>Haa cofiumoscw Nuwc:EEou
OOH N N mumnommu cowumoacw uH3N<
NN NN H N N mumnommu Nuwwcoowm
OOH NH NH mpouuouwv Hoonom NuHcaaaou
o Om H OH HH mpwnomwu NumucwEme
OOH N N mHmmHocfipm NumuamEmHm
OOH o o mnemmmmopm Nufimum>waa
Nmz N mN< N Nmz N mh< N mucwvaomwmm N aoNumHamom

 

onp<ooom pgoo< mo onpozam < N<
NozmHmmmxm oszonzm pag<mopqoo NmoH>omm .NN

NN anmB

”unmoaoo man we Numwpmoum

286

 

 

N NN N NN NN Hmuoa
OOH N N mpoumaHNuoou
Naficfimuu coNumoavm Nuwaafiaou
OOH N N muouumuwv pwucmo
Nuwmuw>wc= coNumuavm Nuwaaaaoo
OOH N N mpwnommu aofiumusvm uH=N<
OOH N N mumsumwu Numvaoumm
OOH NH NH mpouompav Hoonom Nuwcseaoo
NH HN N N HH wumnomwu NumucwsmHm
NN NN H N N NHmNNucHua NumucmEmHm
OOH N N mnemmmmoum NuHmum>Na=
mmz N w>< N Nmz N mz< N muamccoammm N aofiumHsmom

 

onp<ooom pqao< mo onpozam < N< Npqoo<
mo Nm>mg wo<mmpHN NNNHNN .oHN “unmoaoo man No NumNumoum

NN Hwisp

287

 

 

OOH NN NN Hmuoe
OOH N N mucumcHNuooo
waficwmuu cowumosvm NuNGDEEou
OOH N N muouowuwv umuawo
Nuwmpm>fiaa :owumuavm Nuanaaaou
OOH N N mumzommu cowumoacm uHan<
OOH N N mumnommu Nuavaoumm
OOH NH NH muouomufiv Hoonum NuHaaesoo
OOH HH HH mumnommu NumuamEon
OOH N N mHmNNoafium NpmuamEmHm
OOH N N mnemmmmopa Nuwmum>waa
Nmz N m>< N Nmz N mm< N mucmncoammm N aoNuwHaaom

 

onp<oaom pqao< mo onpozom < N< .NmozmHmmmxm
oszH<mpmm pzmzpoqmzm NmoH>omm .HHN

NN mHnme

”unmocoo mnu mo NumHHNoum

288

 

 

N NN N NN NN Hmuoe
OOH N N muoumaHNuoou
Ncficfimuu coNumosvm NuNGDEEoo
NN N N mpouuwuwv pmuamu
NuHmpm>Ncs aowumoscw NuHcaasoo
OOH N N mpwnommu cofiumosnm uH=N<
OOH N N mpmnommu Numvaoomm
N NN H NH NH muouowuHN Hoosom Nuwcaeaoo
N ON H OH HH mumnommu NumucmeHm
OOH N N mHmaHocHum NuwuawEmHm
OOH N N muonmmoum NuHmum>HaD
Nmz N mm< N Nmz N mz< N mucmccommmm N coNustmom

 

.BZMEZMM>OU mo QZHQZ<BNMMQZD UHAmDm mmoam>ma .NHN

ZOHH<UDQM HADQ< mo ZOHHUZDm < N< .NHMHUON OZ< .NUHZOZOUM

NN anmB

“unmoaoo map No Nuwfipmoum

289

 

 

OH NN N HN NN Hmuoe
OOH N N muoumaficuooo
waHGNmHu coNumosum NuHaSEEou
OOH N N mpouomuwv pmuamo
Nuwmpm>Hca :oHumoacw NuN::EEou
OOH N N mumnomwu :OHumoacm uHao<
NH NN H N N mumnommu Nuwcaoomm
OOH NH NH mpouomufiv Hoonom Nagaaeaoo
NN NN N N HH mumnomwu NpmuawEmHm
NN NN H N N mHmNNucHum NpmuawEme
HH NN H N N muommmmoum Nuwmum>waa
Nmz N mN< N Nmz N wm< N muamvaommmm N aofiumHaaom

 

onp<oaom pgon< No onpozom N N< .mNHN

Nszszzoo mom mHmmmmo<mN Nmogm>mo .NHN

NN anmH

«unmoaoo mag mo Numfipaoum

290

 

ON NN NN NN NN Hmuoe

OOH N N mucumchuooo
Nfiwcwmuu coNumoacm huNaQEEou

NN NN N N N mpouomuwc umucmu
NuHmpw>NG= aoHuwuawm NuHc:EEoo

 

NN NN H N N mumnowmu nowumoacm uHav<
NN NN N N N mumsummu Nuwvaoomm
NN NN N OH NH muouompHN Hoonom Nuchesou
NN NN N N HH muwzommu NuwucwEmHm
ON ON N N N mHmmNoaHum NumucwEmHm
NN NN N N N mpommmmoum Nufimum>wca
Nmz N mN< N Nmz N 0N< N mucwccommmm N cowuwHamom

 

onpNooom pqao< mo onpozsm < N< .Npmommm
pzm2m>ommzH Nszszzoo Nozmo<-HpN:z Nmp<zHomooo .NHN ”unaccoo man No NumNumoum

NN mHnt

291

 

 

NN NN NH NN NN
OOH N N mpoumaHNHooo
NchHmuu cowumosvw NuHc:EEoo
ON NN N N N mpouomuwc kuamu
Nuwmpw>Hcs cofiumuaww NuNaQEEoo
OOH N N Numsommu aoHumusvm uHsc<
ON ON N N N mumnommu Nuavfioomm
NH NN N HH NH mucuumuwv Hoonom Nuwcaeaou
NH HN N N HH muwsowmu huwucmeHm
NN NN H N N mquNucNum pruawEme
NN NN N N N whammmmoum Nufimuw>was
Nmz N mN< N Nmz N wz< N mucmwaommwm N coNumHamom

 

.onp<on:zzoo Nszozzoo mo ampNNN < NN=NHHN<me .NHN

ZOHB<UDQM BADQ< mo ZOHBUZDN 4 N4

ON «Home

«uanCOU mnu mo Numfipmoum

292

 

 

HN NN NH NN NN Hmuoe
OOH N N muoumcHNpooo
NchHmuu nowumunvm NuHcaasou
NN NN N N N mpouomuww pwuamo
NuHmpm>Na= cowumoaum NuHa=EEoo
NN ON H N N mpwgommu :oHuwuscm uH=N<
NH NN H N N mumnomwu Numvnooom
N No H NH NH muouumuNN Hooaom NuHaaeaoo
NN NN N N HH mumnummu NnmucmEmHm
OOH N N NHmNHocNHN NumuawEme
NN NN N N N mnemmmmoum Nuwmum>aaa
Nmz N wN< N Nmz N mz< N mucmucommmm N cowumHamom

 

.pzmo< Noz<zo NpHZDZZoo < N< Nm>mmN .NHN

ZOHH<UDQM BADQ< mo ZOHBUZDN < m<

HN mHan

«ammoaoo ms» mo NumHuaoum

293

 

 

NH NN N NN NN Hmuoe
OOH N N muoumcHNpooo
Newswmpu aoNumoaow NuH::EEoo
NH NN H N N mpouomuwn pwuamo
Nuwmum>fiaa cofiumuavm Nuwcaeaoo
OOH N N muwcommu nowumonvm uH=N<
NH NN H N N mpwnomwu Nuavaoumm
NH NN N HH NH mucuuwpfiu Hoonom Nuaaaeaou
NH HN N N HH mumzummu pruawEmHm
OOH N N mHmaNocNuN Numuawame
NN NN N N N mnemmmmoum Nuwmuw>wao
Nmz N mm< N Nmz N wz< N mucmvaoamwm N aoHumHamom

 

.mmzz<z m>HpHNom < zH wcoaoom Npommm< .NHN

ZOHB<UDQM BADQ< ho ZOHBUZDN < N<

NN mHnt

“unmocoo wcu mo Numeaoum

294

 

NN NN NH NN NN Hmuoe

OOH N N mnoumcfiwuooo
NGNCNNHu cowumoscm Nannaaou

ON ON N N N muouomuww pmucmu
Nuwmum>wc= cowumusvm Nuwcaeaou

 

OOH N N mumnommu cowumuscm uH9N¢
NH NN H N N mpmnuamu hpwcaoumm
NH NN N HH NH muouowuHN Hoocum Nuwcaeaoo
NN NN N N HH mumnomwu NumuawEmHm
OOH N N mHmmHoaHum thuamEmHm
NN NN N N N mnemmmwoum huwmum>flaa
Nmz N mm< N Nmz N wm< N muawcaommwm N cowuaHamom

 

onp<osom pqso< mo onpozam < N< .mp<m mszo
mN<mmomm mo pNNNNN op Nm>mmN .NHN "unmoaoo as“ No NgmHuNoum

NN mHemp

295

 

 

NN NN NH NN NN Hmuop
OOH N N mucumcwvuooo
NchNmpu cowumuscw NuHG:EEoo
NN NN N N N mpouompwv umuamo
Nufimum>Ha= cowumosum NuN=:EEoo
OOH N N mpmnomwu cowumusvw uHau<
NN NN N N N muwnommu unannouwm
NN NN N OH NH mucuowpwv HOOAUN NuHaaeaoo
NN NN N N HH mumnommu huauawEmHm
OOH N N mHmmHoafiua thuamEmHm
NN NN N N N mnemmmmoum NuHmHm>NGO
Nmz N wN< N Nmz N ma< N mucwvcommmm N cowustmom

 

onpNooom pqoo< mo onpozsm < N<
.NozmsozHNmo mNHzm>DN mN<mmoma op Nm>mmm .NHN

NN mHemp

«unmoaou map No Numemopm

296

 

 

NN HN Na HN NN Hmuoe

OOH N N mucumaHNHooo
Ncflawmpu coHumoacm NuHcSEEoo

NN ON N N N mpouompfiv pwuamo
Nuwmuw>fic= coHumusvm NuHansaou
OOH N N mumnowmu coaumoavm uH=N<
NH NN H N N muwnomwu Nuacaoomm
NN HN N N NH mpouomufiv Hoosom Nufiaaesoo
NN NN N N HH muwsomwu NumucwEmHm
OOH N N mHmaHucHHm NumuawEmHm
NN NN N N N muommwmoua Nuwmum>Hao

Nmz N m>< N Nmz N w>< N muamvcommmm N coauwHamom

 

ZOHH<UDQm BADQ< mo ZOHBUZDm < m<
.AOMBZOU ZOHB<ADmom m0<msoozm OB Nm>mmm .ONN

NN mHnme

”unmoaoo wnu mo Numwumoum

297

 

 

NN ON NH ON NN Hmuoe

OOH N N mucumafiwpoou
NGNCHmHu coHumosvm NuHcsesou

NN NN N N N mpouomuwv pwuamo
Nufimum>fina coNumuacm Nuwaaeaoo
OOH N N mpmnommu sowumoavm uH=N<
NN NN N N N mumnummu Numoaoomm
NN NN N OH NH muouompHN Hoonom Nuwaaasou
NN NN N N HH mumsommu NuwucmamHu
OOH N N mHmmNoaHua NumuamEmHm
NN NN N N N mnemmmmoum Nuwmum>fias

Nmz N mz< N Nwz N mN< N mucmvaoqmwm N coHumHzmom

 

ozHNDo: mp<oomm< msz amzmmozoo NH .HNN

ZOHH<UDQM BADQ< mo ZOHBUZDN < m< AA< mom

NN anmH

”ummocou mnu mo NumHumoum

298

 

 

NN NN NH NN NN Hmuoa
ON ON H H N muouchNHooo
wawcwmnu coflumoavw NuHGQEEou
NH NN H N N mpouowufiv umuawo
Nuwmum>was cowumusnw NuHcaeaoo
OOH N N mumnummu coaumoavm uH5N<
ON ON N N N mumsomwu Numvcoomm
NH NN N HH NH mucuomuwv Hoosum Nufiaaaaoo
NN NN N N HH mumnommu mumucmEon
OOH N N mHmaNucHum NumuawEmHm
NN NN N N N mnemmmmoum NuHmum>Nca
Nmz N m>< N Nmz N mN< N muawvcommmm N aowumHamom

 

ZOHB<UDQM BADQ< mo ZOHHUZDN < m< ZOHB<MUmBzH mo
ZOHEOZOmm mm? :BHB szmmozou >Am>HHU< NH .NNN

NN mHnt

"unwocoo mnu mo NumNHNOHN

299

 

 

N HN N NN NN kuoe
OOH N N muoumaNNpoou
NaNchuu cowumuscm NuHc=EEoo
NN N N mnouumqu pmucmu
Nuwmuw>ficz cofiumusvo NuHaseaou
OOH N N mumsomwu cowumuavw uHDN<
OOH N N mpwnomwu Nuwvcoomm
NN NN N OH NH muouomufiv HOONUN Nuwcnesou
OOH HH HH mpwnomou NumucwEon
OOH N N mHmmNochm NuwucmamHm
HH NN H N N mnemmmmoua Nuwmuw>ac=
Nmz N mN< N Nmz N mh< N .mucwvcoqmom N coaumHsaom

 

onp<ooom pqon< mo onpozam
4 N< .wpmm>om mo onpoaamm .NNN

NN anme

«ammocoo mnu mo Numfipmopm

300

 

 

NH NN N NN NN kuoe

OOH N N muoumawvuooo
Ncflcwmuu cofiuwosvm NuN=:EEou

NH NN H N N muouowuHN nmuamo
Nufimpm>wcs sofiumoacw Nufia38500
OOH N N mumnomwu cowuwunvw uH=N<
ON ON N N N mpwsowmu Numoaoumm
N NN H NH NH mpouomuwo Hoonom Nuwaaafiou
NN NN N N HH mnozomwu NumucmEon
OOH N N mHmmNuaHua NumudwEmHm
HH NN H N N mnemmmmoum NuNmum>NaD

Nmz N mN< N Nmz N mm< N mucmwaommmm N aowumHamom

 

VHHZDZZOU NOO<Z < mo ZOHB<NHAHBD A<UHZOZOUM .NNN

ZOHHEUDQM BADQ< mo ZOHBUZDm < N< .mumDONmm

NN anme

«unmocoo map No NumNHaopm

301

 

 

NN NN NH NN NH N NN Hmuoe
ON ON H H N . muoumcficuooo
NcHCNmpu aoNumuaom NuHcsaeou
NN ON N N N muouompwv pmucmo
Nuwmpw>wa= coHumoscm NuHanaaoo
NN NN N H N muwnommu :oHumuscm uH=n<
NN NN N N N mumnomwu Numvaoumm
NN NN N N N NH NH mucuomuwc Hoonom Nuficaeaou
ON N NN N H N NH muwnomwu NpmucmeHm
NN NN ON H H N N mHmaHoawum NumuamEmHm
NN NN HH N N H N mnemmwmoum Nufimum>wco
o N. N N < .N o N N N < N .3; N :oEmHaom

 

ZOHB<UDQm BADQ< ho ZOHBUZDN < N<
NN>QMNZMIB mqmm mumomm mmam: HN .ummoaoo mnu mo Noawwofimmsm

ON mHnt

302

 

 

NN NN N NN NH N NN HmuoH
ON ON H H N muoumaficuooo
NchNmuu cowumosww NuNCDEEou
Nu NN N N N muouumuHc umucmo
NuNmum>Na= :oNumusnw Numasesou
ON ON N N N mumnomwu :oHumuacm uH=n<
ON ON N N N mumnommu humvcoomm
NN NN N N N H NH mucuumuwo Hoonom NuNcaeEou
NN NH OH N NH mumnomwu NumucmeHm
ON ON N N N mHmmNocNum humuameHm
NN NN HH N N H N mnemmwmoua huNmuw>NaD
u .N m .N < N o N m N < N .mmwm N coflflaom

 

ZOHH<UDQm NHIx mo ZOHBUZDm < m4

mm>qmwzmzfi mam: mHmomm mmHm: HN .ummoaoo mnu mo NAucmHonmam

HN anmH

303

 

 

NN N HN NN N NN NN Hmuoe
ON ON H H N muoumcfivuoou
NchNmuu coNumoscm NuNGDEEou
ON NN N N N muouomuNN umucwu
NuNmum>Nc= :oNumoscm NuNcDEEou
ON NN NN N H H N mumnomwu coNumoavm uHau<
Nm NH on N H m N mumNommu Numucoomm
NN NN N N NH muouumuNN Hoosom Nufiaaesoo
NN N HN N H N NH mumnommu humucmEmHm
OOH N N mHmmNUSNHN NumuamEmHm
NN H NN N H N N mnemmwuoua huflmum>NGD
o N m N < N o N m N < N .mme N cofiumaamom

 

ZOHH<UDom WBHZDZZOU mo ZOHBUZDm < m<

mm>qmmzmmy mqmz mamomm mmqm: HN .ummoaou mNu mo Nocmflofimmsm

NN mHan

304

 

 

NN NN N NN ON N NN Hmuoe
OOH N N muoumcwcuooo
NCNcNmHu aoNumosnm NuNcnaaou
NN ON N N N muouomuNc uwucmo
NuNmuw>Naa :oNumosvm Nuwaaeaoo
NN NN H N N mumsomwu :ONuwusnm uHan<
NN NN N N N mnmnomwu Numvaoowm
NN NN N N N H NH mucuumuwc Hoon0m NuNasesoo
NN NN N N NH mumnomwu NumucwEme
NN NN N N N mHamNocNum NumacmEmHm
NN NN HH N N H N mnemmwmoum NuNmum>Nca
u N m N < N u N m N < N .Nmmm N 33333

 

one<u=om egan< mo oneuzam < m< NeHzazzoo az<
.NooNUm .mzom mo mozmsgmzH mmHmHz: NN .ummoaoo us“ No Noamfioflmmsm

NN mHan

305

 

 

NN NN N NN ON N NN Hmuoe
OOH N N muouchcuooo
NcflcNmuu aoNumusvw NuN::EEou
NN NN N N N muouomufic umuamo
Nuwmum>was :oNumoswm NuNG=EEou
NN om mm H N H N mumnomwu aoNuNoavm NH=N<
NN NH N H N mumnumwu Numvaoomm
NN NN N N N NH muouumuNN HooNom NNNcaasoo
NN HN N N NH muwcomwu NumuameHm
NN NN H N N mHmmNoaNum NumuawEme
NN NN N N N mnemmmmoua Nuwmnm>wca
N N N N < N u N N N < N .NmoN N :oNNNHaNoN

 

onNNNNNN NH-N No oneozaN < NN NeHzazzoo ozN
.Noozum .Nzoz No NUZNNNNZH NNHNHZN NN .NNmoaoo NNN No NoamNoNNNNN

NN mHan

306

 

 

NN N HN NN N NN NN Hmuoe
ON ON H H N muoumcHNuooo
NcNawmuu aoNumosvm NuNGDEEou
ON NN N N N muouomNNv uwucmo
Nufimuw>wc= coNumosvm NuNc:EEou
NN NN H N N muwsowmu :oNumoaww uH=n<
NN NH ON N H N N muwnommu Numwcoomm
NN NN N N NH muouumuwv Hoozom >uw¢3§Eou
NN N NN N H N NH mum£omou NNNNNNENHN
NN NN H N N mHmaNucNuN NumuamEmHm
NN NN N N N mnemmmmoum muNmum>Ncs
u N N N < N u N N N < N .NNNN N coHNNHaNoN

 

NN anmH

onNNNNNN Nestzzoo No oneuzaN < NN NeHzozzoo oz<
.Noozum .Nzom No NUZNNNNZH NNHNHZN NN .NNmoaoo mg» No NocmNoNNNsm

307

 

 

NN NN NH NN NH N NN Hmuoe
ON ON H H N Nuoumcwwuooo
NuflaNNuu coNumoaow NuNcDEEou
ON NN NH N N H N NuouoouHo umuawo
NuNmum>Naa coNumoanm NuHNDEEoo
on mm mm N H H N 3383 833:3 NHNNN
NN NH NH N H H N 3383 bmcaoomm
NN 2 8 N m N NH 88333 Hoofim 52:58
NN NN N N NH Numnommu humucwamHm
ON ON N N N NHNNNocNum NumucwEmHm
NN NN HH N N H N mnemmmmoum Nuwmum>Nc=
o N N N N N o N N N < N .NmmN N 83333

 

NN anmH

ZOHB<ODQM BADQ< mo ZOHHUZDm < m< mHm<m
mZHBmmHA < 20 A<DQH>HQZH mze mm>MMm NN .ummocoo mSu mo zocwfiowmmsm

308

 

 

NN NN NH NN NN N NN Hmuoe
OOH N N muouNchuooo
NGNNNNNN coNumunwm zuaneaoo
NN NH N H N muouomuwv umucmo
NuNmum>Na= coNumoscm huHasesou
ON ON N N N mumnomwu CONumosvm uHav<
NN oH NH N H H N 3.283 fiaoaoumm
NN NN NH N N N NH 83038 H028 33258
HN NN NN N N N NH mumnummu NuwucwEmHm
ON ON N N N mHmaNocNum NumudmfimHm
NN NN N N N mnemmmmoum muNmum>Hca
o N N N N N u N N N N N .NNNN N 83338

 

ZOHB<UDQM NHI¥ ho ZOHBUZDm < N< mHm<m
mZHBmmHA < 20 A<DQH>HQZH mme mm>mmm NN .uamocoo msu mo >0waowmmnm

NN mHnt

309

 

 

NN N NN NN N NN NN Hmuoe
ON ON H H N muouchNNooo
Ncwcwmuu cowuwuswm Nuwcaeaou
NN NN NN N N N N NuouumuHN umucmo
NuNmum>Ncs coNumoavm NNN::EEOU
NN NN N H N Nuwzomwu coHuNoaco uHan<
NN NN N N N Numnommu Numvcooom
NN NH NN N N N NH muouomuNN Hoosum NuNa=EEoo
NN NN N N NH mumnommu NumuawEmHm
OOH N N NHmmNocNum NumucmamHm
NN HH NN N H N N mnemmwwoum NuNmum>Nca
u N N N N N u N N N N N .NmuN N 833.58

 

ZOHB<UDQm VBHZDZZOU mo ZOHHUZDN < m< NHm<m

NN mHnt

mzHHmmHA < 20 A<DQH>HDZH are Nm>MMN NN .ummuaoo mnu mo hocmwowmmsm

310

 

 

NN NN OH NN NH N NN HNNOB
ON ON H H N mucuchcuooo
NchHmuu :oHumosom NuHcaeaou
NN ON N N N mucuowuHo uwucwo
Nuwmum>wa= coNumuzcw NNNGQEEOU
ON ON N N N mumnomwu coHuNusww uH=u<
ON NN HH N N H N 3233 ENESNN
NN NH NH N N N NH muouomuwv Hoonom NuNasesoo
NN NN N N N H NH muwnommu NumuamENHm
NN ON NN H N H N NHNNNUGNHN NumucmEmHm
ON NN N N N mnemmwmoum NuNmum>Has
u N N N < N o N N N < N .Nmmm N coauNHamom

 

ZOHH<UDQM PADQ< mo ZOHBUZDm < N< Nmmmuomm
A<HUON OB mmmHmm<m MZOUMM>O NN .ummoaoo wnu mo Nocwwowmwnm

NN anmH

311

 

NN NN N NN ON N NN Hmuoe

OOH N N NuouNanuooo
NCNCNNHN coNuNusom NNNGDEEOU

 

ON ON N N N mucuomNHN umuawo
Nuflmuw>Ncs :oNumoavm NuHcQEEoo

NN NN N H N Numnowmu coHumuscm uH3N<

ON ON N N N mumnommu Numocouww

HN NH NN N N N NH 3308.8 328 322:8

NN NN N N N H NH mNNSonu NNNNGNENHN

ON ON N N N NHNNHoaHuN NumucmEmHm

NN NN N N N mnemmmmoum NuNmuw>NaO

u N N N < N o N N N < N .Nmmm N aoHuNHsmom

 

ZOHB<UDQm NHIM mo ZOHBUZDm < N< mmmmuomm
A<HUON OB NmmHmm<m Nmzoumm>o NN .umwocoo mnu mo Noamfiowmmsm

ON mHnt

312

 

 

HN NH oN NN OH NN NN Hmuoe
ON ON H H N muouwcavuooo
NCHGNmuu :oNumoavm Nufianaaou
NN NN NN N N N N muouumnwv uwucmo
Nuflmum>was cowumoacw Nuwcseaou
NN NN N H N muwnomwu cowuwoscw uH=n<
0H 0H co H H N o mumnommu Nuacaoumm
HN NN N N NH mucuowuwu Hoonom hufla38800
NN NN HN N N N NH mumaommu thuawEmHm
NN NN H N N mHamNuawum Numuawame
NN HH NN N H N o mnemmwmoua Nuwmuw>fic=
o N m N < N u N m N < N .mmmm N coflumanqom

 

ZOHB<UDQM wBHZDZZOU mo ZOHBUZDm <

m< mmmmuomm

NNHUOm oe mmmHNNNm mmzoomm>o mN .uamoaoo man No Noamfiofimmam

Hm mange

313

 

 

NN HN NN NN NN N NN Hmuoe
ON ON H H N mucumcwcuoou
Ncflcflmuu aowumoscm NuN::EEoo
NH ON NH H N H N muouomuav umucmo
Nuwmnm>wcs cowumoscm Nuaaneaou
NN NN N H N mumnommu cofiumuavm uHan<
NN NN N N N muonommu Numccoowm
0N NN o N NH mpouuouwv HOOAUm Nuficseaoo
ON HN N N N H NH muonommu NumuamEmHm
OOH N N mHmmwocwum humuawEme
NN NN N N o mnemmmmoum Nufimum>aca
u N. m N < .N u N m N < N .mmmm N 83338

 

ZOHB<UDQm BADQ< mo ZOHBUZDM < m< IBDO> Qz<
zmmqumu mom Z<muomm Aoozum mmmuHmzm NN .umwoaoo mzu mo hocwflowmwnm

NN mHnt

314

 

 

NN NN OH NN NH N NN Hmuoe
ON ON H H N muoumcficuooo
Ncflcfimuu cowumoavm >uw¢38800
ON NN NH N N H N mucuuwuwv uwucwo
Nuflmum>fiaa aowumoacm Nuwcsaaou
NN NN N H N muwcuwwu cofiumoswm uH=N<
NN NH N H N mumnommu Numwcoomm
oN NH N o N H NH mucuowuwv Hoonom NuHG=EEou
NN NH NH N N N NH muwnommu NumuameHm
NN ON NN H N H N mHmmNoaqu mumucmeHm
NN NN N N o mnemmmmoua Nuwmum>was
u N m N < N u N m N < N .Nmom N :ofiumflaaom

 

ZOHB<UOQm Naux mo ZOHEUZDm < m< IBDO> Dz<

mo mfinmp

zmmogHmu mom z<moomm gooz0m mmzuHmzm mN .uamoaoo map No Nuamfioflmmam

315

 

 

NN OH NN NN N NN NN Hmuop
ON ON H H N muoumawouooo
NchNmuu nowumonvw Nuwc=EEou
NN NN NN N N N N muouowufic umucmo
Nuflmnm>wa= cowumusom >u«::EEoo
NN NN N H N muwsomwu aofiumuavm uHsu<
3 3 8 H H N o 2283 b22803
NN N NN N H N NH muouumuwv HOONUm NuN:=EEoo
NN N NN N H N NH mumsommu NumucwEmHm
OOH N N mHmmNocNua NumucmEmHm
NN NN N N o mnemmwmoum Nuwmum>wco
u N m N < N u N m N < N .3“; N 83238

 

No mHan

ZOHE<UDQm NPHZDZZOU mo ZOHHUZDN < m< 39:0? Qz<
zmmogHmo mom z<moomm AOOIUN Nmmonzm NN .umwocou mnu mo Nocmwofimmzm

316

 

ON NN OH NH NN N NN Hmuoe
muoumcfivuoou
ON ON H H N NCNchHu :oNumuscm Nuwcnaaou
NN NH N H N muouumufic kuCmo

Nuflmum>wca coNumoavw huflaafiaou

 

ON NN NN N H H N mumnowwu aoHumoacw uH=N<
NN ON N N N mumnommu Nuancouwm
ON on NH O N N mH mucuumpww Hoosum Nufiaaesou
HN NN N N N H NH muwnummu NumucwEmHm
ON NN N H N mHmmNoaNua NumucmeHm
HH NN H N o mnemmmwoum muwmum>wcs
u N m N < N o N m N < N .ammm N coHumHsaom

 

onN<usom eqam< mo onNuzom < m< NNmHUOm
zH oneHmom ammoZHz<mz < mzHN op memommm mHmme zH mNHNHea
ON mmmu<zmme mom mauHmm> < mmaH>omm NN .ugmocoo ms“ mo NoamHuNmmsm

mo mHnNN

317

 

 

NN HN OH NN NH N NN Hmuoe
OOH N N muoumcflouooo
Newswmuu Goaumusom auNCDEEou
NN ON NH N N H N muouomHHN Hmucwo
Nuwmuw>was cofiumusom NuNQQEEou
OOH N N mumzomwu cofiumusvw uH=n<
OOH N N mumnommu Numucoumm
NN ON N N N H NH muouowuwc Hoonom Nuwc:EEou
2. on NH N N N NH €233 bficmeflm
NN ON NN H N H N mHmmNocNum NumucwEmHm
NN NN HH N N H o mnemmwmoua Nuwmum>flaa
o N N N < N u N N N < N .Nmmm N :oENHaom

 

ZOHB<UDDM Nan no ZOHBUZDN < m< >BMHUON

ZH ZOHBHmOm ADNGZHz<mZ < QZHN OE mfimommm mHmmE ZH MNHAHBD
OH mmmU<ZMMB mom mAUHIm> < NMQH>Omm NN .uamocoo mzu mo Nocwwowmmsm

No mHnt

318

 

 

NN NH NN NN N NH NN Hmuoe
ON ON H H N muoumcwcuoou
Ncflcwmuu cofiumoacm zuflcaaaou
NN NN NN N N N N NuoNomuHO “magma
Nuwmum>ficz cofiumoncm Nuwa=EEoo
NN NN N H N muwsumwu cofiumoswm uH3N<
ON NH NN N H N N mumnummu NumcaouoN
HN N NN N H N NH NHONNNHNN Hooaom NuNaaeaoO
NN NH NH N N N NH mumnommu Numuam2mHN
ON ON N N N mHmaNocNum NumucmeHm
NN HH NN N H N o mnemmmmoum magnum>wcs
O N N N < N O N N N < N .NNNN N coNNNHsmom

 

ZOHNNODON NNHZOzzOO NO ZOHNOZDN < N< NNNHOON
zN onNHNON NONOZHZNNz < OzHN ON NNNONNN NHNNN 2H NNHNHNO
ON NNNONZNNN NON NNOHNN> N NNOH>ONN NN .Namoaoo NNN No NucmNuNNNON

No mHnt

319

 

 

NN NN NH NN NH N NN Hmuoe
OOH N N mucumcwnuooo
N:N:NmHu aoflumosvm Nuwc:EEoo
NN NN N N N muouomuwv uwucmo
Nuwmum>wcs :oNumosom NuNa:EEoo
ON NN NN N H H N muwnommu coaumoanm uH=n<
NN NN N N N mumnomwu Numccoowm
HN NH NH N N N NH muouomufic HOOSUN muN::EEou
NN NH NN N N N NH Numgummu Numuam2mHN
NN ON H N N mHmmNocNum humucmeHm
NN HH N H o mnemmmwoum Nuwmum>fics
O N N N < N O N N N < N .Nmmm N :oNNNHaaom

 

ZOHNNOOON NNOO< NO ZOHNOZON N N<
OzH>HN NONNNNNNN NNNNNazHeN NN .Namocoo map No NocmNoNNNDN

No anme

320

 

 

NN ON N ON NH N NN Hmuoe
OOH N N Nuoumcwcuooo
Ncflcfimuu coNumoan NuNGDEEou
ON ON N N N muouomuaw uwucmo
NuNmHm>NG= cowumoavm Nuwcaaaoo
NN NN N H N mumnomwu :oNumozvm uHan<
OOH N N mumzommu Numvcoowm
NN ON N N N H NH mHoOowuNN H0050m NuHaDEEou
NN NH NN N N N NH mumnomwu NumucmEmHm
ON NN N H N mHmmNoawua NumucmbHm
NN HH N H o mnemmwmoum huwmum>was
O N N N < N O N N N N N .NNNN N :oNNNHaaom

 

ZOHNNOOON NH-N NO ZOHNOZON N NN
OzHNHN OONNNNNNN NNNNNOzHNN NN .Namocoo NNN No NocmNoNNNNN

om mHnt

321

 

 

NN NH NN NN N oH NN Hmuop
ON ON H H N muoumcwcuooo
Ncflcfimuu cofiumusvo Nuwcafiaou
NN NN NN N N N N muouumufiv uwuawu
Nuflmuw>was :oNumoavm Nuwaafiaoo
ON NN NN N H H N mumsummu cofiumoavw uH3N<
NN NH ON N H N N 3283 imuaoomm
NN NN N N NH muouomuwv Hooaom NuNSSEEoU
NN NN HN N N N NH mumnommu NumucmeHm
NN ON H N N mHmmNOCNum NumucmsmHm
NN HH N H o mnemmmwoum Nuwmum>wca
O N N N < N O N N N < N .Nmmm N aoNNNHaom

 

ZOHB<UDDM VBHZDZZOU mo ZOHBUZDN < N<

UZH>HA ADNIBA<mI mmB<QDZHBN NN .ummocoo mnu mo Noamwowmmsm

OOH wand?

322

 

NN NN NN NN NH NH NN Hmuoe

ON ON H H N muoumawvuooo
Ncwcwmuu coNumuzcw Nuwcsasou

 

NN NN NN N N N N NuouoouNO amuswo
Nuflmum>was cofiumuavm Nagasaaou
NN NN N H N mumnommu coNumosww ann<
ON NN NH N N H N NHNNNNNN Numnaoomm
ON NN NN N N N NH NuouumuNN Hoonom NNNaseaoO
NN HN NN N N N NH mumnomou Numuam5mHm
ON NN N H N mHmaNoawum NumucmeHm
NN N H N o mnemmmmoum Nuwmuw>fiaa
O N N N < N O N N N < N .NNNN N coNNNHaaom

 

ZOHB<UDQm HADQ< mo ZOHBUZDN < m<
>9H>HBU< mZHB MMDNHMQ mmaH>Omm NN .ummocoo Gnu mo hocmNONmmsm

HOH mHnme

323

 

 

NN NN NH HN NH OH mN Hmuoe
ON ON H H N muoumcfinuoou
wawafimuu cowumoswm zuNcDEEou
NO NN N N w muouomqu umucwo
Nufimum>Hca cowumoavm Nuwc=EEoo
OOH q q mumaommu cowumuncm uH=v<
NO NN q N O mumnommu mumvcouwm
NN NN NH N N N NH muouomuwv HQOSUm mafiaaesoo
NN NN H¢ N d N NH mumnomou NumucwEmHm
NN NN NN H H H N meaHoaNHm humucwEme
No NN o N O muommmwoum NuHmum>NaD
u N m N < N o N m N < N .amwm N aoHumHaaom

 

ZOHB<UDQM NH|M mo ZOHBUZDm < m<

NNH>HNU< mzHe mmsmHmH NmaH>omm NN .uamocoo an“ we Nocmfiofimmsm

NOH mHnme

324

 

 

NN NH HN NN N NN NN Hmuoe
ON ON H H N mucumafivuoou
wchNmHu coHumoawm NuHcsesou
No NH NH N H H w muouumHHv kucwo
Nuwmuw>Ha= coNumosom NuHa:EEou
NN NN N H N mumnommu cofiumuscw quc<
NH NH NN H H N N NHNNNNNN NumNaooNN
NN NN c N NH wuouumuwv Hoosom NNH::EEOU
HN NN NN N N N NH mumnomwu NuwucmEmHm
NN N N mHmmNocHua NumucwEmHm
NN HH NN N H N o mnemmmmoum NuHmum>HGO
u N m N < N o N a N N N .mmmm N coNuNHsaom

 

ZOHB<UDQM WBHZDZZOU mo ZOHBUZDh < m<

NNH>HNu< mzHe mmamHmN NmaH>omm NN .Namoaoo NNN No NoaNNoNNNNN

NOH mHnt

325

 

 

ON NH ON NN N NH NN Hmuoe
ON ON H H N muoumaHNuoou
wchHmHu cowumosvm NuHCSEEou
NN NN N N N muouomuwv umuaoo
Nuwmum>fiaz :oHumuncw NNNGDEEOU
OOH N N mumnomwu :oNumosom uH3N<
NN NH NH N H H N wumzowmu Numwcoowm
oN NH NH o N N NH muouomuwv Hoonom NuNG:EEoo
HN NN NN N N N NH mumnommu NumucmEmHm
OOH N N mHmaNocHum NumuawamHm
NN NN N N a mnemmmwoum NuHmum>HaD
u N m N < N o N m N < N 45% N coEmHfiom

 

ZOHB<UDQM BHDQ< mo ZOHHUZDh < m< mMUZMHmmmXM
UZHEUHMZM >HH<¢DBHDU mmaH>omm ON .uamocoo mzu mo NUGNNUNNMSN

NOH mHan

326

 

 

NN oN w NN NH N NN Hmuoe
OOH N N muoumcwvuooo
chcNmuu coHumonom NuH::EEou
NN NN NN N N N w muouumHHN umuawo
NuHme>Haa coNumoscm Nuwazesoo
NN NN N H N NHNNUqu cofiumoscm uH=N<
NN NH N H N muwnommu Numvcoomm
HN NN N N NH muouomuwc Hoosom NNNG:EEOU
HN HN NH N N N NH muwnommu thucwEme
NN NN N H N mHmaNoaNum NumuawEme
NN NN N N o mnemmwwoua Nuwmum>Haa
o N m N < N u N m N < N .mmmm N coHNNHsmom

 

onNNQDQN NH-N mo onNuzam < NN NmozmHmmmxm
oszuHNZN NANNNDNNDU NmaH>omm oN .uamoaoo NNN No NoawfioNNNsm

NOH mHan

327

 

 

NN NH NN NN m HN NN Hmuoe
ON ON H H N muoumcHNuooo
wchHmuu :oNumusvm NuN::EEou
ON NN NH N N H w muouomuwc umuswu
NuHmum>Hc= :oNumosvw Nuwcaeaou
NN NN N H N mumnomwu cowuauaow uH3v<
NN NH ON N H N N muwnommu NHNNaooNN
NN NN N N NH mucuumufic HOONON NuH::EEou
NN NN NN N N N NH wuwnomou thucmEmHm
ON ON N N N mHmmfiucfium NumucmEmHm
NN NN N N O mnemmmmoum Nuwmum>wca
O N m N < N O N N N < N .NNNN N noNuNHsOom

 

ZOHH<UDQM wPHZDZZOU mo ZOHBUZDm < m< NMUZMHmmmxm

OszOHmzN NNNNNONNOO NmmH>ONm ON .Namocoo map No Noamfionmsm

NOH NHNNN

328

 

 

NN NH NN NN O OH NN Hmuoe
ON ON H H N muoumaficuoou
wchNmuu cowumuscm NuH::EEoo
ON NH NN N H N N muouomuNN umucmo
NuHmuw>Ncs cowumuawm Nuwc:EEou
ON NN NN N H H N NHNNONNO aoNONOOOw OH=N<
NN NH ON N H N N mumnommu NumNcoowm
ON N NN O H N NH mucuumuww Hoonom Nufic=EEou
NN NN HN N N N NH NHNNONNO NumuameOHN
NN ON H N N NHNONocHuO NumucwEmHm
NN HH NN N H N O muommmmoum Nuwmum>HaD
O N N N < N O N N N < N .ONNN N 833.58

 

ZOHH<UDQM BADQ< mo ZOHBUZDm < m<
NHHDQ< mo Hm>mq >U<MMBHH mmmH<m OHN .uamocoo man mo Nucmwofimmsm

NOH mHan

329

 

NN ON w NN NN N NN Hmuoe

ON H N muoumcHNuooo
chcNmuu :oNumuscm NuHaQEEou

 

NH NN NH H N H N NHONONNNO umucwu
NuHmuw>ch :oHumosvm NNNG:EEOU

OOH N N NHONONOO GONONOSNO qun<

NN ON NH N N H N Numgommu Numnaouwm

NN ON NH N N N NH NHONONHNN Hoogum NNNOOEEOO

NN ON N N N H NH NHNNONNN NNNNONENHN

NN ON H N N NHNOHOGNHO NumuameHm

NN NN N N O mnemmmmoua Nuwmum>wc=

O N N N < N O N N N < N .ONNN N aoNNNHsOoN

 

ZOHN<OOON NH-N NO ZOHNOZON N NN
NNHOON NO NN>NH NONNNNHO NNNHNN OHN .uOmocoo NNN No NoamNuNNNON

NOH mHan

330

 

 

ON N NN ON N NN NN Hmuoe
ON ON H H N muouwcHNuooo
NCHCNNHO :oHOmODNm NONC:EEOU
ON NH NN N H N N mnouomuwv Hmquo
NONNHN>HGD cowumoscm NuNGQEEoo
NN NN N H N mumnommu aoNumuavw uH=N<
NH NH NN H H N N mumsommu Numocoomm
HN NN N N NH NHOOONNNN HOONON NNNOOEEOO
NN NH ON N N N NH mumsomwu NnmucmEmHm
ON NN N H N mHmOHocqu NumuameHm
NN HH NN N H N O muommwmoua NuNmum>Nas
O N N N N N O N N N < N .ONNN N coHNNHOOON

 

OOH mHnt

ZOHB<UDDm VBHZDZZOU mo ZOHBUZDm < N<
NBHDQ< mo Hm>mA >U<MmBHH mmNH<m OHN .ummoaoo mzu mo Nocwfionmsm

331

 

 

NN NH NN NN N NH NN ku09
ON ON H H N muoumcHNuooo
NGHCHNHO coNumoscw NOH:=EEOU
NN NN NN N N N N muouumuNN uwucmo
Nuwmuw>Hcs :oNumOst NuHGQEEou
NN NN N H N mumnomwu cowumosvw uH3N<
NN NH N H N NHNSOmwu thucoomm
NN N NH OH H N NH NHONONHNN Hoonum NNN:OEEOO
NN NN HN N N N NH mumnommu NumucwEme
ON NN N H N OHNONOSNHO NumucmEmHm
NN HH NN N H N O mnemmmmoum Nuwmum>wao
O N N N < N O N N N < N .ONNN N coNNNHOOON

 

ZOHB<UDQM BHDQ< mo ZOHBUZDm < Nd NMUZMHmmme
UszH<MBmm Bzmz>oqmzm NMDH>Omm HHN .ummocoo mnu mo Nocmwowmmsm

OHH anmB

332

 

 

ON NN N NH NN N NN Hmuoe
ON ON H H N muoumcficuoou
NCHCNNHN aoNumoacm NNHGQEEOO
NN N N muouomHNN kucwo
NOHmum>Haa aoNumosww NON::EEOU
NN NN N H N mumnommu :oNumoscm uH3N<
NH NN NH H N H N Numsommu NHNNOOONN
NN NN N N N NH NH muoNumHNN HooNON NNNOOEEOO
N NN NH H N N NH Numsommu NumucNENHN
ON N N NHNONOCNHO NumucmbHm
NN NN N N O mnemmwwoum Nuwmum>waa
O N N N < N O N N N < N .ONNN N aoNuNHOOom

 

ZOHH<UDQm NHux mo onBUZDm < m< mmUZMHMmem

HHH mHan

OZHzHNNNNN NZNZNOHNNN NNOH>ONN HHN .OONocoo «Nu No NocNNONNNON

333

 

 

NN NH ON NN N NH NN Hmuoe
ON ON H H N Nuoumcwvuooo
NCHCHNHO aoNumoacm NONGQEEOU
ON NN N N N muouomuNN umucmo
NONNHO>NCD coNumoacm NuNcSEEoo
NN NN N H N muwsommu :oNuwoacm uH=N<
ON NH NN N H N N NHNNONNN NNNNNONNN
HN NN N N NH mnouomuNN Hoonum NuHa=EEoo
NN HN NN N N N NH mnmnommu NumucwEmHm
ON NN N H N NHNONOcNuO NumuameHm
NN HH HH N H H O mnemmmmoua NuNmum>Haa
O N N N < N O N N N < N .ONNN N aoNumHaOoN

 

ZOHB<UDQM VBHZDZZOU mo ZOHBUZDm < m<

mmUZmHmmmxw

oszHNNNNN szzNONNzN NNOH>ONN HHN .NONano ONN No NOONNONNNON

NHH mHnt

334

 

 

NN ON NH NN NH N NN Hmuoe
OOH N N NuouchNuooo
NchNmuu coHOmusow NONcQEEou
NN NH NN N H N N muouomuwo umuamo
NuHmum>Hcs cowumoswm NONGOEEOU
ON NN NN N H H N mumnomwu coHuNuacw OH=N<
NN NN N N N mumnomwu Numvaoowm
NN NH N OH N H NH muouumuwn Hoo:ON NNNCDEEOU
NN NH NH N N N NH 323qu baucmeflm
ON NN N H N NHNONOcNuO humusmEmHm
NN NN HH N N H O wuommwmoum NuHmum>Naa
O N N N < N O N N N < N .ONNN N :oNNNHOOON

 

onNNOOON NOONN NO ZOHNOZON < N<
NNNHOON nz< .NOHzOZOON .92N22NN>OO
NO OzHOZNNNNNOZO OHNNOO NOONN>NN NHN .OOmoaoo NNO No NoamNONNNON

NHH mHan

335

 

NN NH NH ON N HH NN Hmuoe

OOH N N muoumcfiwuooo
NchHNuO cowumosom NONCDEEOU

NN NN N N N muouomuHN uwuamo
Nuflmuw>wan :oHumoscm NuH::EEou

 

OOH N N mumsomwu :oNumoscw OH=N<
NN N N N N NHONONNN Nuwvcoomm
HN N ON N H N NH NHONONHNN HooNoN NNNOOEEOO
ON NH NN N N N NH mumsommu Numuam5mHN
ON NN NN N H H N NHNOHOcNHO NumucmEmHm
NN NN N N O mnemmwmoua Nuwmum>fiaa
O N N N < N O N N N < N .ONNN N :oNNNHOOON

 

ZOHNNOOON NH-N NO ZOHNOZON < NN
NNNHOON oz< .NOHzOZOON .NZNZZNN>OO
NO OzHNZNNNNNOZO OHNNON NNOHN>NN NHN .NOmocoo may we NOONNOHNNON

NHH anmB

336

 

 

NN NH HN NN OH NH NN Hmuoe
ON ON H H N muoumafivuooo
NchNmuu cowumoscm Nuficseaou
NN NN NH N N H N muouumufic “mucmu
Nuflmum>wca cowumoavm Nufic3EEoo
ON NN NN N H H N mumnommu coNOmoan OHan<
N NN H N o mumnomwu Numnaoowm
ON N mH OH H N NH muouuouNc HOONOm NON:OEEOO
HN mN NN m m m NH muonommu NumucmEmHm
NN NN H N N mHmmNuaNua NumucmEmHm
NN NN NN N N N O mnemmmmoum Nufimum>was
O N m N < N O N m N < N .Omwm N coNOmHaOom

 

ZOHB<UDQm VBHZDZZOU mo ZOHHUZDm <

m< NNNHOOm oz< .mOHzOZOOm .szzzmm>oo
OO OZHOz<NmmmOZO OHNNON mOOOm>mO NHN .uamoaou map No NocmNONNNOm

NHH anmH

337

 

 

NN NN N NN NH N NN Hmuoe
ON ON H H N mnoumaaouoou
NCNGNNNO aowumoscm NuHcDEEoo
NN NN N N N muouuwuwc uwucwo
Nuwmum>wc= cowumoanw NuNGDEEou
NN NN N H N mumnomwu cowumosco uH=N<
NN NH N H N mumnomwu Numuaouwm
NN NH N OH N H NH mucuompNO Noonom NUNaOeeOO
HN NN NN N N N NH mumsommu thucmEmHm
ON NN NN N H H N mHmmNocHum NumuamEmHm
NN NN N N o mnemmmmoum Nuwmum>HaD
O N m N N N O N m N N N .Ommm N aoHumHnOom

 

ZOHNNOOON NNOON NO zOHeOzam N N< NNHN NestzzOO
mom mHzmmmn<mq mmoqm>mm NNN .Ommocoo ms» No NoawNONNNON

NHH anmH

338

 

 

NN HN NH HN NH N NN kuoe
OOH N N muoumawcuooo
NchNmuu coNumoawm Nuficaaaou
ON NN N N N muouomuac uwucmo
Nuflmum>was coNumosvm NHN::EEOU
NN NN N H N muwnomwu cofiuwonwm uHsn<
NN NN N N N mumsommu Numvcoomm
NN ON NH N N N NH muouomnav Hoonom Nuwaseaoo
HN NN NN N N N NH mumcommu NumucwEmHm
NN ON NN H N H N mHmmNocNHa humuamEmHm
NN NN HH N N H o mnemmmuoum Nuwmum>wc=
O N N N N N O N N N N N .NmmN N NOHNNNONON

 

ZOHNNOONN NH-N NO ZOHNOZON N NN NNHN NNHZOzzOO
NON NHNNNNNNNN NNONN>NN NHN .NNmano map No NONNNONNNON

NHH mHan

339

 

 

NN NH NN NN N NN NN Hmuoe
ON ON H H N mucumcwvuoou
Nawawmuu cowumuscw NuNcDEEou
ON NH NN N H N N muouumuwc uwucmo
Nuwmuw>fic= coNumuawm NuHc:EEou
ON NN NN N H H N mumzommu cowumoawm uHsv<
NN NN N N N mumnummu unavaoumm
NN N NN N H N NH muouumuww Hoonom huficsesoo
ON NH NN N N N NH mumnomwu NuqumEmHm
NN NN ON H H N N mHmaHocNum NumuamEmHm
NN HH NN N H N O NNONNNNONN NNNNNN>NNO
O N N N N N O N N N N N .waN N aoNuNHaNON

 

ZOHH<UDQM VBHZDZZOU mo ZOHHUZDh < N< mmHA VPHZDZZOU

NON NHNNNNONNN NNONNNNN NHN .NNmOcoo «Nu No NoamNoNNNNN

NHH mHan

340

 

 

NN NN N NN NH N NN kuoe
ON ON H H N Nuoumcfivuoou
Ncwcfimnu aoNumosvm NuNG:EEou
NN NN N N N muouomuwv umucmo
Nuwmum>was :oNumoacm NuN::EEoo
ON NN N H N mumnomwu aoNumoscm uHan<
NN NH N H N mumnommu Numucoowm
NN NH HH N NH muouomuwv Hoozom Numc:EEou
NN HN NN N N N NN mumnommu NNNNNNENHN
ON NN NN N H N N NHNONONNNN NumuamawHN
NN HH N H O muommwmoum Nuwmum>fica
O N N N N N O N N N N N .NmmN N :oNuNHaNON

 

ZOHB<UDDM HADQ< mo ZOHBUZDm < N< Nfimommm Bzm2m>ommZH

NNNZONNOO NOZNON-HNNO2 NNNNzHNNOOO NHN .NNmoaoo NNN No NONNNONNNNN

OHH mHnt

341

 

 

NN HN N HN ON N NN Hmuoe
OOH N N muoumaflcuoou
NchNmuu cowumuavw NuN:=EEoo
NN ON N N N muouomuwo umucmo
Nuwmum>wan cowumoacw NuNc:EEou
ON NN N H N mumnomwu cofiumoscm uH=n<
NN ON N N N mumnommu Numccoomm
ON HN N N N H NH muouowuwv Hoonom NuNGDEEou
NH NN N O NH muwnommu NumuawEmHm
ON NN N H N mHmmwoawum NumucwEme
NN NN N N O mnemmmwoua Nufimum>wab
O N N N N N O N N N N N .NNNN N 833.58

 

ONH mHnt

ZOHB<UDQM NHI¥ mo ZOHHUZDm < N< memommm Bzm2m>ommZH
weHZDzzou wusz<IHBHDE NNB<ZHQMOOU NHN .ummocoo wnu mo hoawfloflmmzm

342

 

 

NN N NN NN N NN NN ku09
ON ON H H N muoumcficuoou
NGNCNNHN Gowumoswm NuNG=EEou
NN NH NN N H N N muouuwuwv Hmucmo
Nuflmum>was coNumosvm NuNG=EEoU
ON NN N H N mumnommu cofiumoswm uH=N<
NH NN H N N mumnomwu Numvcoumm
NN NN N N NH muouomuwv Hoosow Nuficaesou
HN N HN N H N NH 3283 #385;
NN ON H N N mHmaNocfiuO NumunwEme
NN HH NN N H N O mnemmwmoum Nuwmuw>Ncs
O N N N N N O N N N N N .NNNN N NONNNHONoN

 

ZOHB<UDQM VEHZDZZOU mo ZOHBUZDm < N< Nemommm Hzmzm>ommZH

HNH NHNNN

>BHZDZZOU wuzmo<nHHHDz mmB<ZHQmOOU NHN .ummoaou mnu mo NonHuHMHSN

343

 

HN NN N ON NN N NN Hmuoe

OOH N N muoumcwcuooo
Naflcfimuu cowumoaom NuNNOEEou

 

NN ON NH N N H N 33033 “3:3
Nuwmum>flcs cofiumoscw NuNGQEEou

ON NN N H N Numnommu cofiumuavm uH=N<

NN NN N N N mumnomwu thvcouwm

NN NN OH N NH Npouomnwv Hoonom Nuwc98500

HN HN N N N H NH muwnomwu mumucmeHm

ON ON N N N NHNONocNum NumuamEmHm

NN NN N N O mnemmmuoum Nufimum>fias

O N N N N N O N N N N N .NNNN N aoHNNHsNoN

 

ZONNNOOON NNOON NO ZOHNOZON N NN ZOHNNONNONNOO
NNHzazzOO NO NNNNNN N NNNNHNNNNNN NHN .NOmocoo «Nu No NuchONNNON

NNH mHnt

344

 

 

NN NN NN HN N NN Hmuoe
OOH N N muoumawwuoou
NCNCNNHN aoNumoscm NuN::EEou
NN ON N N N muouomuav Hmuamo
NOHme>Nca :oNumosom NON::EEOU
ON NN N H N wumnomou aowumuzcm uHav<
ON ON N N N muwcommu Numcaoomm
ON HN N N H NH mucuumufiv Hoonum Nuficaeaou
NN NN N N H NH mumcommu NumucmEmHm
NN NN H N N NHNONocqu NumucmeHm
NN NN N N O mnemmmmouq Nuwmum>waa
O N N N O N N N N N .NNNN N SENHNNON

 

NNH anmH

ZOHB<UDQm NHIM mo ZOHEUZDm < N¢ NZOHB<UHZDZZOU
>BHZDZZOU mo ZmHNwm < mmzmHHm<ENm NHN .uawocoo wnu mo mocmwowmwsm

345

 

 

NN N NN NN N NN NN Hmuoe
ON ON H H N muoumcwouoou
Ncflcwmuu :oNumosvw NNNS=EEOU
ON NH NN N H N N Nuouomuwo uwucmo
Nufimum>ficn coflumoscw Nagasfifiou
NN N N mnmnommu :oNuNoswm uHac<
NH NH NN H H N N mnmnommu Numcaooww
NN NN N N NH mucuumuww Hoosom Nuwcseaoo
ON NH NN N N N NH mumaommu NumucmEmHm
OOH N N mHmONocNua NumucwamHm
NN NN N N O whammmmoum Nuwmum>fiaa
O N N N N N O N N N N N .NNNN N SENHNNON

 

ZOHH<UDQM MBHZDZZOU mo ZOHBUZDm < N< ZOHB<UHZDZZOU
wBHZDZZOU mo Ememwm < mmmmHHm<BNm NHN .uamocoo m3» mo mommwofimwnm

NNH mHan

346

 

NN NN N NN NH N NN HNuoN

ON ON H H N muoumaficuoou
NchNmuu cofiumoscw Nuwcaeaou

NN NN N N N Nuouomufio umucmo
Nuflmuw>wc= coflumosom Nuwaaeaoo

 

ON NN N H N mum£omwu cowuwoawm uH=n<
NN NH N H N Numnommu Numvcoomm
NN NH HH N NH muouowuwc Hoonom NuNG=EEoo
NN HN NN N N N NH 32.83 KNOSENHN
ON NN NN N H H N mHmmNoawum NumucmamHm
NN HH N H O mnemmwmouo Nuwmum>wa=
O N N N N N O N N N N N .NNNN N coNuNHaNON

 

ZOHB<UDQM BADQ< ho ZOHBUZDm < N<
Bzmw< moz<mu weHZDZZOU < N< Nm>mmm NHN Nuamoaoo mnu mo hocmNONwmsm

NNH mHan

347

 

 

NN NN N NN NN N NN Hmuoe
ON ON H H N muoumcacuooo
NchNmuu cowumonom Nufia=EEou
NH NN H N N muouompwo HmNCmu
Nuwmum>was cowumoswm NuNCQEEoo
ON NN N H N mumsomwu :oNumoavm uH=n<
NN NN N N N mumsomwu thvcouwm
HN ON N N N H NH mnouumuwc Hoozom Nuwaseaou
NN ON NH N N N NH mumsomwu thucmeHm
ON NN NN N H H N NHNNNONNNN NNNNNNENHN
NN NN N N O mnemmmwoua Nuwmum>fica
O N N N N N O N N N N N .NNNN N NONNNHONON

 

NNH anmH

ZOHH<UDQM NHIM mo ZOHBUZDm < N<
Bzmu< muz<mo VBHZDZZOU < m< Nm>mwm NHN .ummocoo mnu mo Nucmwowmwam

348

 

 

ON N NN NN N NN NN Hmuoe
ON ON H H N muouchvuooo
Ncflcwmuu :oNumuavm Nuwcsaaou
ON NN N N N Nuouumnwc “magma
Nufimuw>fics :oNumosvm NHNG:EEOU
ON NN N H N mumzomwu cowumosvw uH=N<
NH NH NN H H N N 3283 NNNOEONN
NN NN N N NH mucuomuwv Hoonum NNNGDEEoU
NN NH ON N N N NH 3.233... Emuameflm
NN NN ON H H N N mHmONocNuO NumucmEmHm
NN NN N N O mnemmmmoua Nuwmum>fica
O N N N N N O N N N N N .NNNN N :oENHaNON

 

ZOHB<UDQm VBHZDZZOU mo ZOHBUZDm < N<

Bzm0< moz<mo >HHZDZZOU < N< Nm>mmm NHN .ummocoo mg» m0 Noamwowmmnm

NNH mHan

349

 

 

NN NN N HN HN N NN Hmuoe
OOH N N muoumcflvuooo
NcNGNmHu cowumoavm Nuwcaeaou
NN NN NH N N H N NuoNONHNN umucmo
Nufimum>fias cowumoacw NuNGQEEou
ON NN N H N mumnomwu aoNumoavw uHao<
NN NN N N N muwsomwu Numvaoowm
HN ON N N N H NH muouomufin Hoonum Nuwcaeaoo
HN ON N N N H NH mumnommu NumucmEmHm
ON NN NN N H H N mHmmNoafium NumuamEmHm
NN NN N N O mnemmmwoum Nuwmuw>wc=
o N N N < N o N N N < N .Ommm N coNumHamom

 

NNH mHan

ZOHB<UDQM BHDQ< mo ZOHEUZDh < N< mmzz<z
m>HBHNom < ZH wooaoom NBUmmm< NHN .uamocoo wSu mo hoamNONmmsm

350

 

 

HN NN NH ON ON N NN Hmuoe
OOH N N muoumcficuoou
wcwafimuu :oNumosom Nufiaseaou
mN NN N N m muouomuwc “mucmo
Nuwmum>wca :oNumozwm Nufiaaeaou
ON NN N H N mumnommu coHumoavo uH=n<
NN NH N H N mumzommu unaccooom
NN NN ON N N N NH muouuwuwo Hoonom huNGSEEou
NN HN N N NH mumSQQmu NumuawEmHm
NN NN H N N mHmmHocNum NumucwEmHm
NN NN N N o mnemmwmoum huwmum>wcs
o N m N < N u N m N < N .Nmmm N cofiumasaom

 

onN<usom NH-N mo onNuzpm < m< mmzz<z
m>HNHmom < zH Nuoqoum meummm< NHN .uawocoo mg“ no Nocmfioflmwsm

oNH mHQmB

351

 

 

NN NH NN NN OH NH NN Hmuoe
ON ON H H N wuouchNuooo
NcNaHmHu :oNumozvm NuNG=EEoo
om NH NN N H N N muouomuNc umucmo
Nufimum>wcs :oNumoswm NuNc:EEou
ON NN N H N muwnumwu cofiumoswm uHan<
mm mm mm N N N N mumsomou Numuaoomm
NN N NN N H N NH mucuomuwc Hoosom NuHG:EEou
ON NN NH N N N NH mumzommu thucwEmHm
ON ON N N N mHmmwocNum NumucmEmHm
NN HH N H o muommmmoum Nuwmum>fic=
o N m N < N o N m N < N .Nmmm N :oNumHaaom

 

ZOHH<UDQm VBHZDZZOU mo ZOHBUZDh <

m4 mmzz<z

m>HNHmom < zH Nuogoum meummm< NHN .ummocoo may No NoamNuHNmam

ONH mHnt

352

 

 

NN NN N NN ON N NN Hmuoe
ON ON H H N muoumcHNHooo
NchNmuu aowumoacm NuNGQEEou
ON NN NH N N H N mucuomufiu “mucwo
NuHmum>Nas cowumoncm >uw¢2§Eou
ON NN N H N mumnomwu cofiumosnm uH=n<
OOH N N mumnommu Numvaoowm
om Ho N N w H NH muouomuNo Hoonom NuNasesoo
NN HN N N NH mumsomwu NumucwEmHm
ON ON N N N mHmmwuawua NumucmEmHm
NN NN N N o mnemmmwoua Nuwmum>wca
u N m N < N u N m N < N .qmmm N :oNumHamom

 

ZOHB<UDQm BADQ< mo ZOHBUZDm < m<

HNH anmH

m9<m mZHmo

mm<mmumo mo ammmm< oe mm>mmm NHN .ummocoo map No NucmNuNNN3m

353

 

 

NN NN N HN NN N NN kuoe
OOH N N muoumaHNuooo
NchNmuu :oNumoacw NuNCDEEou
ON NN N N N muouomufiv uwucwo
NuHmum>Nca cowumoacw NuNGJEEou
ON NN N H N mumzommu cowumoscm uH=n<
NN NN N N N mumnomwu Numvcoomm
NN NN N N N H NH muouumufio Hoonom Nuwc38800
ON ON N N NH muwcomou NumucoEmHm
ON ON N N N mHmmNocfium NuancmBmHm
NN N N N o mnemmmmoua Nufimum>Hcs
o N m N < N u N m N < N .Nmmm N coHumHaaom

 

onN<usom NH-N mo zoNNozsm < m< NNNN mszo
mm<mmomo mo 9mmmm< oe mm>mmm NHN .uamoaoo us“ No NoamNoNNNsm

NNH mHnt

354

 

 

NN NH HN HN N NH NN Hmuoe
ON ON H H N muoumcfivuooo
Ncflcfimuu :oNumoscw NuN::EEou
NN NN NN N N m N muouomuflu kucwo
Nufimum>fics :oNumoscm Nuwcaaeou
ON NN N H N mumnommu GONumusvm uHac<
NN NN N N N mumsommu Numvcoowm
oN ON N N NH muouoouwv Hoonom Nuwcsesoo
NN NN HN N N N NH mumnommu NumucwEmHm
ON ON N N N mHmmNucNum NumucmEmHm
NN N N mnemmmwoua Nuwmum>wco
o N m N < N o N m N < N .ammm N :oNumHaaom

 

ZOHH<UDQm VBHZDZZOU mo ZOHBUZDm < m4 me<m mZHmo

mm<mmuma mo Nmmmm< op mm>mmm NHN .uamoaoo mag No NoamNonmsm

NNH mHnt

355

 

 

NN NN N NN oH N NN kuoe
ON ON H H N muoumcHNuooo
Newcfimuu aowumusww NuNG:EEou
on NM NH N m H w mHouowHHv Hmufimo
Nuwmum>wcs coNumoavm NuN::EEou
ON NN N H N mumnomwu :oNumoswm uH=n<
NN NH N H N muwnummu thvcoowm
NN NN N N N H NH muouoouwv HOOSOm NuNG=EEou
NN HN N N NH muwnummu NumuawEmHm
NN NN ON H H N N mHmaNocfiua NumuamEmHm
NN HH N H o mnemmmuoum huwmuw>wcs
u N m N < N u N m N < N .ammm N :oNumHsmom

 

ZOHP<UDQM BADQ< mo ZOHBUzam < m< VUZMDOZHAMQ

quzm>ph mm<mmomn ON mm>mmm NHN .uamoaoo man No NoamNonwsm

NNH mHnmN

356

 

 

NN NN N NN ON N NN Hmuoe
OOH N N muoumaHNuooo
NchNmuu cowumosvm NuNa=EEou
ON ON N N N muouomuww umucmo
Nuwmum>wca coNumosvm Nuwazeaou
ON NN N H N mumnommu cowumoavm uHav<
on mm NH N N H N mumNummu Npmucoumm
NN HN N N NH mucuumuHN Hoosom Nuwcaeaou
NN NN N N N H NH muwnummu NumucwEmHm
NN NN ON H H N N mHmmNucfium humucmEmHm
NN HH HH N H H o mnemmmmoum Nuwmum>ficb
O N N N < N u N N N < N .ammm N :oNumHHaom

 

onN<usom NH-N No onNuzom < NN NuzmsozHNmo
NNHzm>NN mm<mmumo oe mm>mmm NHN .Nmmoaoo mNu No NoamNuHNNsm

NNH mHan

357

 

 

HN NH NN ON N oH NN Hmuoe
ON ON H H N muoumchuooo
Nchwmuu coHumoavw NuNGDEEou
ON NN NN N N N N muouomuHN umucmo
NuHmum>Ncs coHumoscm NuNCDEEou
ON NN N H N mumnommu :oHuwoawm uH3N<
NN NN N N N mumnomwu Numccoomm
NN N NN N H N NH muouomHNN HooNom NuNsaee°u
NN N NN N H N NH muwsommu NumucmEmHm
NN NN H N N mHmaHoaNHm NumucmeHm
NN HH HH N H H o mu0mmwuoum Nufimuw>Hca
u N N N < N u N N N < N .Nmmm N aoHumHaaom

 

ZOHH<UDQM VBHZDESOU mo ZOHBUZDm < m< WUZMDOZHHmQ

NNHzm>NN mm<mmumo op Nm>mmm NHN .ummoaoo NNH No NoamNoNNN=N

NNH mHan

358

 

 

NN NN OH NN NN N NN Hmuoe
OOH N N muoumaHnuooo
NaHaHmuu coHumoacm Nufiasaaou
NN NH N H N muouomHHN Hmucmo
NuHmum>Haa cowumoznm zuwa=EEou
NN N N mumnommu coHumoan uHan<
NN NN N N N mumnommu thccoomm
NN NN NH N N N NH muouumuNN Hooaom NNNaseaoo
NN NN N N N H NH mumgommu humucwEmHm
NN NN ON H H N N mHmaNocNum NumuameHm
NN NN N N o whammmwoua Nuwmum>HcD
u N N N < N o N N N < N .Nmmm N :oNNNHaaom

 

ZOHB<UDQN BADQ< mo ZOHEUZDm < m< AOMBZOU

NNH mHNmN

ZOHH<HDmom m0<mDouzm OB Nm>NMN CNN .ummocoo map mo Noawwowmmzm

359

 

0N On n NN oN N Nm HmuoP

OOH N N muoumcwvuooo
NCNchuu cowumoscm NuN::EEou

NN NN N m N muouuwuwc Hmucwo
Nufimum>Ha= cowumusom NuNcSEEou

 

NN N N mumnommu cofiumoscm uHsn<
NH NN NH H N H N mumcommu Numwcoumm
NN NN N m N H NH muouomuwv Hoonom NuNC=EEoo
NN NN N N N H NH mumnommu NumucwEmHm
NN NN H N N mHmmNocNum NumuamEmHm
mm NN m N o mnemmwmoum Nuwmum>fiaa
u N m N < N u N m N < N .Nmmm N cofiumasaom

 

onN<u=mm NH-N mo oneuzam < m< Nomezou
one<qamom mu<m=ouzm op mm>mmm omN .ummocoo man No Noamflofiwmsm

NNH mHnme

360

 

 

Om NN NH NN NH N NN Hmuoe
OOH N N mucumnwcuooo
Ncficfimuu aowumuscm Nuwanaaoo
mN Om NH N N H N muouomufiv umucmo
Nufimum>was aowumoaow Nu«::EEou
NN N N mumnomwu CONumuavm quv<
ON NH NN N H N N mumnommu thuaoowm
Ho mm mg m m N mH mpouompflu Hoonom Nuflaaeaou
NH NN NH N N N NH mumnomwu NumucmEmHm
ON NN NN N H H N mHmmNocwum NaugameHm
NN NN N N o mnemmmmoum Nufimum>waa
o N m N < N u N m N < N .mmmm N cofiumflamom

 

ZOHB<UDQm VPHZDZZOU mo ZOHBUZDm <

N< AOMBZOU

ZOHB<ADmom m0<m=ouzm OB mm>mmm CNN .uamocoo map mo Noamwuwmmzm

oNH mHnme

361

 

 

NN NN N NN NN N Nn Hmuoe
OOH N N muoumcwonoou
Ncfiawmuu coflumoanm NuNC:EEoo
NH NN NH H m H N muouomufiv Hmucwu
Nufimum>waa coHumusvw NuNcSEEou
NN N N mumsomwu nowumoswm uH=n<
Om NN N N N mumnomwu thvcoowm
HN NN N N NH mucuumuww Hoo:Um NuNGSEEoo
NN NN N N NH muwsommu thuamEmHm
mN NN on H H N N mHmmNocNum NumuamEmHm
mm NN m N o mnemmmmoum Nuwmum>was
o N m N < N u N m N < N .amom N aofiumdaaom

 

one<oaom egam< No onNuzam < m< qg< mom
qumso: me<aoma< meHz amzmmuzou mH HNN .ummoaoo map No

ONH anmB

NocmHuNmmsm

362

 

 

NN NN H ON NN H NN kuoe
ON ON H H N muouchNuooo
Ncficwmuu coflumoawm Nuwcseaou
NN NN N N N muouomuww kucmo
Nuflmuw>flc= nowumonvm NuNcDEEoo
NN N N mumsomwu cofiuwuscm uH=N<
NN NH N H N mumnommu Numwcoomm
NH NN N HH NH muouumuwc Hoonom NuN::EEou
NN NN N N N H NH mumzommu NumucmEmHm
NN NN H N N mHmmNucfium NumucmEmHm
NN NN N N o mnemmmmoum Nuwmuw>wcs
o N m N < N u N m N < N .mmmm N 83338

 

ZOHB<UDQM NHIM mo ZOHBUZDm < N< AH< mom
UZHNDOE MH<DOMQ< :BHB szmmozou NH HNN .ummocoo ms“ mo Nocmwoflmmsm

HNH mHnt

363

 

 

HN NH ON ON OH NH NN Hmuoe
ON ON H H N muoumcwouoou
NCNGNmuu aofiumoscw Nuwcsaaou
NN NN NN N N N N muouomuwv umuamo
Nuwmum>wc= cowumoscm Nuwcaeaou
NN N N mumnommu coflumoavw ann<
ON ON N N N mumnommu thwaoomm
HN mH mN m N M NH muouomuflc Hooaom Nuflc=EEou
mm mm mm N N N NH mumsommu Numuam5on
OOH N N mHmaNocNum humucmEmHm
NN HH N H o mnemmmmoum Nuwmum>fica
u N m N N N u N m N N N .Nmmm N coNuNHamom

 

ZOHB<UDQM VBHZDZZOU mo ZOHBOZDm < N< 44¢ mom

NNH mHan

oszao: me<somm< meHz amzmmozoo mH HNN .uamoaoo mag No NoamHoflmwsm

364

 

 

HN HN OH ON NH N NN Hmuoe
OOH N N muoumcwuuooo
NchNmuu cowumoacm NuNGQEEou
NN ON NH N N H N muouowufiw HNquo
Nuflmum>ficn cowumoawm Nufiazeaou
NN NN N H N muwnomwu cowumuscm anv<
om NN NH N N H N NNNNUNNN NNNNcoumN
HN NN N N NH muouomuwc Hoonom NuN:=EEou
HN NN N N N H HH mumnommu NuwucmeHm
NN ON H N N mHmmNocNum NumucmamHm
NN NN N N o mnemmmwoum NuNmHm>Nas
u N N N < N o N N N < N .NNNN N aoNNNHNNoN

 

ZOHB<UDQm BADQ< mo ZOHHUZDm < N< ZOHB<NUMBZH mo
ZOHBOZomm :BHB szmmuzou WAM>HHU< NH NNN .umwocoo wnu mo Nocmfiowmmam

NNH mHnmE

365

 

ON NN NH oN ON N NN Hmuoe

ON ON H H N muoumcficuooo
NchHmuu cowumosom Nuwaaeaou

NH NN NH H N H N muouomufiw umucmo
Nuflmum>waa aoNumoaww NuNa:EEou

 

NN NN N H N wumnomwu cowumoscw uH=N<
NN NH NH N H H N mumsommu Numcaoomm
NN NN N N N H NH NNNNQNHNN HoONom NNNNNEENU
NN NN NH N N N NH mumnomwu NumucwEmHm
NN NN ON H H N N mHmmNocNHm NumucmEmHm
NN NN N N o muommmmoum Nuwmum>wcs
u N N N N N u N N N N N .NNNN N aoNNNHNNoN

 

zoNNNUNNN NH-N No onNuzaN N NN oneNNoNNzN No
20Heozomm NNNz NNZNNuzou NNN>NNNN NH NNN .NNmoaoo NNN No NoamNoNNNNN

NNH anmB

366

 

 

NN NH NN NN N NN NN Hmuoe
ON ON H H N mucumcfinuooo
NchNmuu cowumoavm NuNa:EEoo
NN NH oN N H N N NuouomuNN “Nuamo
Nufimum>wc= cowumoacm NuNGsEEou
NN NN N H N mumnommu cowumonvw uHan<
NN NH NN N H N N mpmNonu NNNNcoomN
HN NN N N NH muouumuflo Hoosom Nuwaseaou
NN NN ON N N N NH muwzommu NumucmEmHm
OOH N N mHmmNocNum NumuamEmHm
NN NN NN N N N o whammmmoum Nufimum>waa
u N N N < N u N N N < N .mmwm N coNuNHamom

 

NNH mHan

ZOHB<ODQm VBHZDZZOU mo ZOHBUZDm < N< ZOHH<MUMBZH mo
ZOHBOZOmm mBH3 szmmozou MHm>HBU< NH NNN .umwodoo mg» mo kouwNuNmmsm

367

 

 

ON ON NH NN NH OH NN Hmuov
ON ON H H N muoumcwnuooo
NCNCNmuu :oNumoaNm NNN::EEOU
NN NN NH N N H N muouomnNN “mucmo
NNNNHN>N53 coHumoscm NuNaDEEou
ON NN NN N H H N mumnomwu coNumoavw uH3N<
NN NN N N N mumnomwu Nuancoowm
oN NN N o N H NH mucuomuwv Hoonom Nuficseaou
NN NH NH N N N NH Numnomwu NNNNNNENHN
NN NN H N N NHNQNUGNHQ NumucmEmHm
OOH o o mnemmmmoum Nuwmum>waa
u N N N N N u N N N N N .NNNN N coNNNHNNoN

 

onNNuNNN NNNNN No onNuzsm N NN
NNNN>ON No zoNNUNNNN NNN .NNmocou NNN No NONNNNNNNNN

NNH mHnt

368

 

 

ON NN OH NN NH N NN Hmuoe
OOH N N muoumnwvuooo
NCHSHNHN :oflumuscw Nuwcaeaou
NN ON N N N NuouomuHN kucwo
Nufimnm>wca :oNumoavm NuNa:EEou
OOH N N wuwnommu :oNumoanw uHSNN
NN NN N N N mumnommu Numwcoowm
HN ON N N N H NH mNoNUNHNN HooNom NNNNNEENO
ON NN NN N N N NH mumnomou NNNNNNENHN
NN NN ON H H N N mHmaNoaNHm NumucmEmHm
NN NN N N o mnemmmmonm Nufimum>waa
o N N N N N O N N N N N .NNNN N NONNNHNNON

 

ZOHNNONNN NH-N NO oneuzsN
NNNN>ON NO ZOHNOONNN NNN .uNmoaoo NNN

NNH mHnt

< N<
mo Nocmwofimwsm

369

 

 

ON OH ON mm N NH mm Hmuoe
ON On H H N muoumawcuoou
chCNmHu :oNumozom NuNcaEEou
Om NH Nm N H m w muouumuNN “mucwo
NuHmuw>Nca aoNumusvm NuH::EEou
NN mN m H N mumnummu CONumosow uH=O<
On ON m m N mumzommu thccoomm
ON N MN O H m NH mucuomuwc HOOSOO NuHc=EEoo
ON NH NN N N N NH NNONONNO NNNOONENHN
NN NN Om H H N N mHmmHocNuO NumuamEmHm
Nw HH w H O mnemmmwoum Nuwmum>fica
O N N N < N O N N N < N .ONNN N coNNNHOOom

 

onNNOOON NNHZOzzOO NO oneOZON < N<
NNNN>ON NO ZOHNOOONN NNN .NNmano NNN No NOONNOHNNON

wNH mHnNH

370

 

 

NN NN w NN OH N NN Hmuoe
OOH N N muoumchuooo
wcficNmuu aoHumOaNm Nuwcaeaou
NN NN N N w muouowuflu umufimo
Nuflmum>mcn :oHumost Nuwaaeaoo
OOH N N mumnommu coNumoscm uH=o<
ON ON N N N mumcommu Nuancoomm
NN ON NH N N N NH NNONONNNN Hoosom NNNasesoO
HN ON m N N H NH mumnommu NumucmEmHm
ON ON N N N NHNON0:NHO NumuameHm
NN HH N H O mnemmwmoum Nuwmum>fica
O N N N N N O N N N N N .NNNN N coNNNHONON

 

onNNOOON NNOON NO ZOHNOzON N ON NONOONNN NNHZOzzOO
NOON: N NO onNNNHOHNO NNOHzonON NNN .ONoucoo NNN No NONNNONNNON

ONH mHan

371

 

 

ON NN N NN NN N NN Hmuoe
OOH N N muoumafiuuooo
chcNmuu aoHumoacm NONaOEEou
NN NN N N N muouomufic umucwu
NOHmuw>Naa coNumOsnm NuNcssaou
OOH N N mumsommu :oNuwuavw uH=n<
NH NN H N N mumnommu Nnmccoomm
ON HN N N N H NH mNoNONNNN Hooaom NNNOOEEOO
ON ON N N NH mumnommu NumuawEmHm
ON ON N N N NHNONO:NHO NumucwEmHm
NN NN N N O mnemmmmoum Nuwmum>wao
O N N N N N O N N N N N .NNNN N coNuNHONON

 

ZOHB<UDQM NHIX mo ZOHBUZDm < m< MUMDOmmm VBHZDZZOU

MOO<E < ho ZOHH<NHHHBD H<0Hzozoom NNN Nuamocoo mfiu mo hoamNoNMMSN

ONH mHnt

372

 

 

NN N HN NN N NN NN kuoe
ON ON H H N muouchcuoou
NchNmuu cowumoaow NuNcnano
ON NN N N N mnouomuHN umuamo
NONNHO>NGD cofiumoacm Nuwa=EEoo
NN NN N H N mumnowwu :oNumonnw qun<
NH NH NN H H N N NNNNONNN NNNNNOUNN
HN NN N N NH mNoNomNNN HooaoN NNNNOEEOO
HN N ON N H N NH mumaomwu NHNNCmEmHm
NN NN H N N NHNONocNHO NumafimSme
NN HH NN N H N O mnemmmmoua NuHmum>NaD
O N N N N N O N N N N N .NNNN N coNNNHONON

 

ZOHB<UDQm VBHZDZZOU mo ZOHBUZDm < m< mUMDOmmm VBHZDZZOU
MOO<E < mo ZOHB<NHHHHD A<UHzozoom NNN Nummocoo may mo Nocwflofiwwsm

HNH mHNNN

APPENDIX H

Description of a Community School

374

LEARNING AND LIVING CONVERGE

What does a community school do? First of all, it meets as
best it can, and with everyone's help, the urgent needs of the people,
for it holds that everything that affects the welfare of the children
and their families is its concern. Where does school end and life
outside begin? There is no distinction between them. A community
school is a used place, a place used freely and informally for all
the needs of living and learning. It is, in effect, the place where

learning and living converge.

Elsie R. Clapp

 

Quoted from Community Schools in Action (New York: The Viking
Press, 1939), p. 89.

APPENDIX I

Characteristics of the Community School

376

Characteristics of the Community School

1. The community school seeks to operate continuously as
an important unit in the family of agencies serving the common
purpose of improving community living.

2. The community school shares with citizens continuing
responsibility for the identification of community needs and the
development of subsequent action programs to meet these needs.

3. The community school begins its responsibility for better
living with the immediate school environment.

4. The curriculum of the community school is sufficiently
comprehensive and flexible to facilitate the realization of its
purpose.

5. The community school program is dynamic, constantly
changing to meet emerging community needs.

6. The community school makes full use of all community
resources for learning experiences.

7. The community school develops and uses distinctive types
of teaching materials.

8. The community school shares with other agencies the
responsibility for providing opportunities for appropriate learning
experiences for all members of the community.

9. The community school recognizes improvement in social
and community relations behavior as an indication of individual growth

and development.

377

10. The community school develops continuous evaluation
in terms of the quality of living for pupils, teachers, and admin-
istrators; for the total school program; and for the community.

ll. The pupil personnel services of the community school
are cooperatively developed in relation to community needs.

12. The community school secures staff personnel properly
prepared to contribute to the distinctive objectives of the school,
facilitates effective work and continuous professional growth by
members of the staff, and maintains only those personnel policies
which are consistent with the school's purposes.

13. The community school maintains democratic pupil-teacher-
administrator relationships.

14. The community school creates, and operates in, a situation
where there is high expectancy of what good schools can do to improve
community living.

15. The community school buildings, equipment, and grounds
are so designed, constructed, and used as to make it possible to
provide for children, youth and adults those experiences in community
living which are not adequately provided by agencies other than the
school.

16. The community school budget is the financial plan for
translating into reality the educational program which the school
board, staff members, students, and other citizens have agreed upon

as desirable for their community.

 

National Conference of Professors of Educational Administration,
Madison, Wisconsin, 1948. Quoted by Edward G. Olsen in School and
Community Programs (New York: Prentice Hall, 1949).

 

APPENDIX J

The Evolving Objective of Education in

American Life

379

A people's values are the things they consider of most
worth. What are the values that the American people want to preserve
and realize more fully through education? Certainly, the first of
these is a recognition of the unique worth and dignity of every
individual--a belief that individuals cannot be just means, that they
must always be ends as well, and that the good society rests on the
fullest development of the individuality of each person. This might
be considered the ethos of American culture. A belief in the worth
of the individual leads to a faith that mutual respect will develop
among individuals when they have the opportunity to become acquainted
with each other. Hence, American schools have served as a significant
unifying force in a pluralistic culture by providing opportunity for
children and youth from a wide range of backgrounds to develop mutual
acquaintance and respect.

A second value, which emerges from the first, is a belief
in equality of opportunity for every individual to develop and use
his potentialities regardless of race, creed, nationality, background,
or economic circumstances. Equality of educational opportunity,
which is essentially the opportunity to develop individual poten-
tialities, is basic to equality of opportunity of any kind. Hence,
there can be no true equality of opportunity without equality of
opportunity for education. A recognition of this fact has been a
driving force behind the development of the American public school

system.

380

A third value is a belief in basic rights and liberties for
all. This is expressed in the American concern about civil liberties.
In education, it has meant that the right of the individual to make
basic choices about his education and future vocation has been kept
open as long as possible. It also means that American schools should
stress self-discipline and self-direction in learning where possible,
while recognizing that discipline is necessary in any group situation
and that children and youth require much parental and teacher guidance
if their education is to be effective.

A fourth value is a belief that the best way to solve common
problems and promote common concerns is through cooperation among
equals. This value is deeply rooted in American culture. Alexis
de Tocquerville, in his famous book, Democracy in America, published
in 1835, devotes considerable attention to the American use of public
associations of all kinds to get things done. It has been said that
when Americans have a common problem, the first thing they do is to
call a public meeting, elect a chairman, a secretary and treasurer,
and get to work. In this way, individualism is tempered by coopera-
tion, unity is furthered amidst diversity and self-government is
developed and practiced. The American school has furthered this
value by providing the opportunity for children and youth of different
backgrounds to work together in common endeavors.

A fifth value is a belief in the use of reason as the most
effective way to solve problems. This value derives from the Greeks

and is the essence of education. The major function of education is

381
to develop the intellectual potentialities of the individual so that
he can use his mind effectively in disciplined thought to solve
problems and direct effective actions.

A final value that is important in the American tradition

is optimism and hope for the future. This has been called the
"mission of America" and the "American dream"--the mission to preserve
and extend liberty and individual opportunity and the dream of equality

and greater well-being for all. The faith of the American people in

 

education and their concerns about its quality are continuing evidence

of their hope for the future of the democratic way of life.

 

"The Evolving Objective of Education in American Life," The
Educational Record, American Council on Education, July, 1968, Vol.39,
No. 3, p. 223. Quoted in Totten-Manley, The Community School, Allied

Education Council, Galien, Michigan, 1969.

 

Original documents purloined from library, therefore not conveniently
available for citation.

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