A Plan for Improving the Guidance Services in a Virginia High ...

W&M ScholarWorks W&M ScholarWorks

Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects

1951

A Plan for Improving the Guidance Services in a Virginia High A Plan for Improving the Guidance Services in a Virginia High

School School

George Cameron Pitts College of William & Mary - School of Education

Follow this and additional works at: https://scholarworks.wm.edu/etd

Part of the Student Counseling and Personnel Services Commons

Recommended Citation Recommended Citation Pitts, George Cameron, "A Plan for Improving the Guidance Services in a Virginia High School" (1951). Dissertations, Theses, and Masters Projects. Paper 1539272231. https://dx.doi.org/doi:10.25774/w4-1ft9-f668

This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected].

IB A VIRGINIA HIGH SCHOOL

GEORGE 0. PIKS, JR.

A P ro jec t

Presented to

the .Faculty o f th e Department of Education

The College o f William and Mary

In P a r t ia l F u lfillm en t

o f the Requirements fo r the Degree

Master of Education

August 1951

i l l

The w rite r wishes to express h is apprecia tion

to the members of h is committee, Mr* George H, Myers,

Dr. Howard I* Holland, and Mr# Richard B. Brooks, fo r

th e i r encouragement and help fu l suggestions in w riting

th is project; and to Dr, George 1, O liver fo r h is a id

in defin ing the problem*

TABLE OF CONTENTS

CHAPTER PAGE

I., INTRODUCTION

The p rob lem ............................................. . ♦ ................... , . 1

Statement of the problem 1 '

Significance of the study 1

Scope and lim ita tio n s of the study 2

D efin itions of terms used * . . . * * . * ♦ « , * * * * 2

Guidance 2

Guidance serv ices . . . . . . . . . . . . . . . . . . 2

School s t a f f ........................ 2

V isiting committee . ........................................................ 2

Drop-outs 2

Follow-up ................. . . . . . . . . ................................. 3

Plan of the s tu d y ........................ 3

.D escription of sources of data * ........................ . * ♦ . 3

Report of evaluation by Matthew Whaley School S ta ff . 3

Report o f evaluation by the v is i t in g committee . . . . A

Statement o f Plans and Progress of Accredited Schools * A

Minutes of Matthew Whaley S ta ff Conferences . . . . . . A

Matthew Whaley Teachers* Handbook * . . . . . . . . . . 5

Individual pupils* records on hand a t Matthew Whaley

School 5

V

CHAPTER

I I .

I I I .

PAGE

SETTING OF THE PROBLEM . . . 6

School conmumty . • . » • • » . . * « « • . . * . . . 0

Stud ©nt holy . . . . . . • • • • . . . « ** . . . • * 10

Teaching s t s l f * ♦ • * .» . . . . . » * • « . # ♦ . * . . 12’

Guidance se rv ices 14

Guiding P rinc ip les . . . . . * . . . . . . . . . . . 14

Organization and personnel . • ............................. 15

Individual inventory serv ices . . . . . . . . . . . 15

Inform ational serv ices .................................... 20

Counseling s e r v i c e s ........................ 22

Placement serv ices 2*7

Follow-up and adjustment serv ices , . . . * . . . * 29

PRESENTATION AND DISCUSSION OF RESULTS OF

EVALUATIONS BY HIGH SCHOOL STAFF AND VISITING

COMMITTEE . . . . . . . . . . . . . . . . . . . . . . 31

R esults of evaluation by the school s ta f f . . . . . . 32

Recommendations of the high school s ta f f ................. 34

Results o f evaluation by the v is i t in g committee . . . 34

Recommendations of the v is i t in g committee . . . . . 36

Discussion of the findings of the school s ta f f

and the v is i t in g committee .................... 37

Vi

CHAPTER PAGE

XV, RECOMMENDED STEPS FOR IMPROVEMENT....................... . . . . . . 41

Recommendation fo r c loser coordination o f.se rv ic es , , 42

Recommendation fo r follow-up serv ice . . . . . . . . . 43

Recommendation th a t provision fo r occupational

inform ation he improved . . . . . . . . . . . . . . . 51

Recommendation concerning organization of

inform ation about pupils . . . . . . . . . . . . . . 54

Provision of student handbook . . . . . . . . 57

Placement Services 59

Concluding statement . . . . . . . . . . . . . . . . . 59

BIBIIOGRAPHf 61

APPENDIX ................................................................................................................ 63

v i i

LIST Of TABLES

TABLE PAGE

I . P rinc ipa l Occupation of Fathers of Students

Enrolled in Matthew Whaley High School . « • • • • , * 7

I I . P rinc ipal Occupation of Mothers of Students

Enrolled in Matthew Whaley High School . . . . . . . . 8

III* Educational S tatus of Parents of Students

Enrolled in Matthew Whaley High School » .............................. 9

17* Age-grade D istribu tion of Students, 1950~5l,

Grades 9-12, % tthew Whaley High School . . . . . . . 11

7* Tears of Teaching Experience o f Matthew Whaley

S ta ff Members Who Worked With Grades Nine Through

Twelve, as of September, 1950 . . . . . . . . . . . . 12

71# Academic Training of Matthew Whaley S ta ff Members

Who Worked With Grades Nine Through Twelve,

as of September, 1950 . . . . . . . . . . . . . . . . 13

711. Results of Evaluation by the School S ta ff . . . . * . . 33

V III. Results of Evaluation by the V isitin g Committee . . . . 35

CHAPTER I

INTRODUCTION

In November, 1950, the high school s ta f f of the Matthew Whaley

School began to prepare fo r an evaluation of a l l aspects o f the high

school program. The s ta f f was divided in to committees which worked on

various sections o f the Evaluative C r ite r ia , ,1950 E dition^. Reports of

these committees were presented to the e n tire fac ility group fo r discussion

and change before f in a l acceptance. In March, 1951, a v is i t in g committee

spent th ree days a t the Matthew Whaley School, studied the m ateria l com**

p iled by the s ta f f , and submitted a rep o rt of evaluation in w ritten form

to the school. One o f the areas o f the school program evaluated was, in

each in stance , the guidance se rv ices .

X* The Problem

Statement o f .the problem: The purpose o f th i s in v es tig a tio n was to

suggest sp ec ific means of improving the guidance se rv ices, grades nine

through twelve, in the Matthew Whaley School in the l ig h t o f two apprais­

a ls o f these serv ices during the 1950-51 school session.

Significance of the study; The Matthew Whaley guidance services

have been appraised and the find ings of two appraising groups are available*

The lo g ic a l next step seems to be to se t up some steps fo r improving the

serv ices in the l ig h t of the streng th s and weaknesses revealed by these

^Evaluative C r i te r ia . Cooperative Study of Secondary School Standards (George Banta Publishing Company, Menasha, Wisconsin, 1950).

2

appraisals*Scop© and lim ita tion s'o f the study! This study was limited to the

guidance services in. operation in grades nine through twelve of the Matthew Whaley School during the 1950-5.1 session.

■II. .D efin itions of Terms Used

Guidances Guidance wan in te rp re ted as f ru x le r does when he says f!guidance,»»«•.im plies f i r s t of a l l recognition and understanding of the indiv idual and creation o f conditions th a t w ill enable each in ­d iv idual to develop h is f u l le s t cap ac itie s and u ltim ately to achieve the maximum possib le self-guidance and secu rity both economically and so c ia l ly .11

Guidance Servicesi Throughout th is in v estig a tio n guidance serv ices

were thought o f as those organised a c t iv i t ie s of the secondary school nde-

signed to give system atic a id to p u p ils in solving th e i r problems and

making adjustm ents to various s itu a tio n s which they must

School s t a f f ! 4s used in th is study ” school s ta f f11 i s to be in te r ­

preted a s those members of the secondary1 school d iv is ion o f the Matthew

Whaley School facu lty and the principal*

V is itin g committee: 4s used throughout th is study the te rn 11 v i s i t ­

ing committee” means th a t group of nine educators who v is i te d Matthew

Whaley School in March, 1951? fu r the purpose of evaluating the high school

division*

Drop-outs; In this study the term "drop-outs” designates those pupils who withdraw from school before graduation and who do not enter another secondary school or its equivalent*

^Arthur E* T rax ler, Techniques of Guidance, (Mew York? Harper and B rothers, 1945)? p. 13*

^Cooperative Study of Secondary School Standards, op. c i t , , p* 221*

3

Follow-up: As used in th is study the term l,foilo¥*upw designates

th a t action on the p a r t o f the school fo r the purpose o f keeping in touch

with p u p ils who hare l e f t the school fo r any reason,

XXI, Plan o f the Study

The p lan o f th is study i s a s follows!

1, Sources o f data w ill he described in the l a t t e r portion o f

Chapter I#

2, The se ttin g o f the problem in Matthew Whaley School w ill bed#*

scribed l a d e ta i l in Chapter XI,

3, Appraisals o f the Matthew Whaley guidance serv ices by the

school s t a f f and the yds!ting committee w ill be presented in Chapter 111%

4». Recommended steps fo r e ffec tin g improvement in the guidance

services: in grades nine through twelve a t Matthew Whaley School w ill be

presented in Chapter I f ,

I f , D escription o f Sources o f Data

R eport. of Evaluation.. by the Matthew Whaley Staff! The unpublished

re p o rt o f evaluation by the Matthew Whaley s ta f f contained the findings

o f the s ta f f when i t sgudied a l l aspects of the high school program as

they are outlined in the Evaluative C r i te r ia . 1950 E dition , These find ings,

which represented the b e s t thinking of the e n tire high school s ta f f , were

recorded on the various 'sec tions o f the Evaluative C r i te r ia n 1950 E d ition ,

in the form of numerical ra tin g s and explanatory comments. Supplemental

sheets contained a complete statement o f the school philosophy, a d is ­

cussion of adolescent needs, the r e s u l ts o f s ta f f consideration o f the

conditions under which learning best takes p lace , and the outcomes of

facu lty consideration of experiences b est designed to meet the needs of

4

adolescents.

Report off Evaluation by the V is itin g Committee; th e rep o rt o f evalu­

a tio n o f the v is i t in g committee was both verbal and graphic, I t contained a

general statement concerning each of the areas evaluated which pointed out

strong p o in ts as observed by the committee and gave d e f in ite recommendations

fo r steps to be taken toward improving the serv ices. The graphic summaries

were p lo tte d from the average of evaluations made by the school s ta f f as

modified by the v is i t in g committee* The various sections of th is repo rt

were prepared by subcommittees and then presented to the whole committee*

A fter careful, consideration , each rep o rt as revised and adopted, became a

p a r t o f th is general report* The opinions and suggestions contained there­

in , th e re fo re , are those of the e n tire committee.

Statement of Plans and Progress of Accredited Schools - Progress

Reoort — Guidance Report, 1919. 1950. and 1951.$ Toward the end of each

school year the p rin c ip a l o f the Matthew Whaley School submits to the

V irg in ia S ta te Department o f Education a progress repo rt fo r th a t p a rticu ­

l a r school year. This re p o rt contains a re p o rt of guidance a c t iv i t ie s in

grades nine through twelve prepared by the two teachor-counselors fo r th a t

le v e l, a s amended and approved by the e n tire high school s t a f f , before i t s

f in a l inclusion in the principal* a re p o rt. Such rep o rts fo r the sessions

ending June, 1949, 1950, and 1951 have been used in th is study.

Minutes of Matthew Whaley High School S ta ff Conferences, Pre-school,

M id-year, and Post-schoolt The Matthew Whaley High School s ta f f meets

e a rly in September fo r th ree or four days of conference, in la te January

or e a rly February fo r two or th ree days o f conference, and fo r th ree or

four days immediately follovdng commencement in the spring. Many s ta f f

problems are considered a t these conferences and, in some eases, d e fin ite

5

steps toward th eir so lu tion are decided upon* S ecre ta ries keep accurate

records o f these conferences and complete copies o f proceedings a t each

conference a re typed (o ften mimeographed) and made availab le fo r s ta f f

study and review* Minutes of the conferences held during the years 1949

to 1951 were used in th is study*

Matthew Whaley Teachers* Handbooks The Matthew Whaley teachers'*

Handbook rep resen ts "a compilation of general and sp e c ific school p o lic ie s

which have evolved over a period o f yeargM and whose primary purpose i s

" to a id the e n tire s ta f f , not only in understanding Matthew Whaley School

and i t s program* but a lso to a s s is t each teach e r, student teach e r, sub­

s t i tu t e teacher, and the adm inistration in doing h is most e ffe c tiv e work.”5

The in v es tig a to r found the p resent format of the handbook to be a loose -

le a f binder with mimeographed, pages o f m ateria l inserted* Some movement

was found in progress during the 1951 post-school conference to rev ise the

handbook but there were no tang ib le r e s u l ts a t the time o f th is study*

Individual Pupil Records on Hand a t Matthew Whaler Schools Chapter I I

g ives a ra th e r d e ta iled account o f the records, used In th is in v es tig a tio n ,

and on hand a t the Matthew Whaley School a t the time of th is study*

"^"In troduction - Matthew Whaley Teachers1 Handbook" The Matthew Whaley School, W illiamsburg, V irg in ia .

^Ibid*

CHAPTER I I

SETTING Of THE PROBLEM

I* . School Community

Matthew Whaley School serves the white ch ildren of Williamsburg, the

Jamestown D istr ic t of James City County, and the Bruton D is t r ic t o f la rk

County. Williamsburg i s not only the s i te of the College o f William and

Mary but i s a lso the cen ter of the Williamsburg Restoration, an organization

which req u ires high educational .standards o f I t s employees. Williamsburg I s

near several m ilita ry in s ta l la t io n s and many serv ice o f f ic e rs make th e ir

homes in the c ity , th e population o f the c ity and the ru ra l d i s t r i c t s

served by the secondary school i s estim ated by the O ffice o f the C ity Sup­

erin tendent of Schools to be about 8500.

The p rin c ip a l a reas of occupation o f paren ts o f ch ild ren enrolled

in Matthew Whaley School a s revealed by a survey o f inform ation in pupil

fo ld e rs in November, 1950, are l is te d in Table 1 and Table I I , pages 7 and

8 resp ec tiv e ly .

?i

TABLE I

PRINCIPAL OCCUPATION OF FATHERS OF STUDENTS ENROLLED IN MATTHEW W M M HIGH SCHOOL

OCCUPATION PERCENT

Laborers, except farm and mine 22*4

Professional and sem i-professional workers IS* 4

Craftsmen, foremen, and kindred workers 17,0

P ro p rie to rs , managers, and o f f ic ia ls 13*4

Other 29, a

TOTAL 100,0

I t i s s ig n ific an t to not© from the above ta b le th a t , o f the fa th e rs

o f ch ild ren enrolled in Matthew Whaley High School, there i s almost as

la rg e a percentage (18*4) o f p ro fessional and sem i-professional workers

as there I s (22*4) o f laborers*

a

TABLE I I

PRINCIPAL 0CCI3PAT10N OP MOTHERS OF STUDENTS EmoLLED tn m m m vjhalby high school

OCCUPATION PERCENT

Homemakers 6a, 7

C le rica l and kindred workers 10*6

P rofessional and sem i-professional workers 6,9

Other 13*6

TOTAL 100,0

th e ta b le above ind icates th a t approximately two-thirds- of the

mothers o f students en ro lled in Matthew Whaley High School a re considered

by th e ir ch ild ren to be occupied primarily with homemaking,

Educational s ta tu s o f Matthew Whaley p a ren ts , a s revealed by a sim­

i l a r survey of Information in pupil fo ld e rs , i s ind icated in Table I I I ,

page 9.

9

TABUS H I

mmmioMM, arA tm of pa ren ts of studentsBNRGIUD IN MATTHEW WBU&E? HIGH SCHOOL**

mmmmM PEHOENf

Attended but did not complete elementary school 2-* 6

Completed elementary school 14*8

Attended but did not complete high school 19,0

Graduated from high school 28*0

Attended but d id not graduate from post*secondary school 5*2

Completed a two-year college or posi-secondary-school course 7*0

Graduated from four-year co llege (o r equivalent) course 18,4

Engaged in graduate study 5.0

T o m 100*0

*”F a r i n g I n d l 'S i i laoiK' ’FaiHers and. mc^erST " T irc ih f ig e s a r 420 men and women.

i based" oh

By finding the sum of the percentages of those p aren ts who graduated

from high school and those who did some work beyond the high school le v e l ,

■even to the po in t of engaging in graduate study. I t w ill be noted from the

ta b le on the preceding page th a t 63,6$ o f the paren ts o f -students enro lled

in Matthew Whaley High School have a high school education or better*

II* .. Student Body

During the 1950*51 session th ere were 222 p u p ils enrolled in grades

nine through twelve in the Matthew Whaley School* Of th i s to ta l , 112 were

boys and 110 were g irls* Records in the Office o f the C ity Superintendent

o f Schools in d ica te th a t during the 1950*51 session fo r ty -s ix percent o f

the p u p ils attending Matthew Whaley School, and enrolled in grades nine

through tw elve, lived ou tside the c i ty l im its o f Williamsburg and were

transported a t county expense*. Table X? in d ica te s the age-grad© d i s t r i ­

bution of the pup ils in grades nine through twelve fo r the 1950-51 session*

COLL

EGE

Or WI

LLIAM

&

MftB

Y

XX

fABIE I f

AGE-GRADE DISfRIBtJflO?? OF SftTOIfS, 1950-51, GRADES 9-12, MATTMM M&M- HIGH 'SGBOCfc*

GRADEAGE 13 14 15 16 17 18 19 20

tw e lfth 4 18 10 1 1

Eleventh 6 28 16 1 1

fen th 5 24 13

m ath 3 31 25 •4

fGfAL 3 36 55 49 34 '11 2 1

"^hls table^ i s based' on ’ the^9X" p ^ l i s _e iir o ilS in grad©©"'nine'""ttooTuih'twelve in November, 1950,

flie tab le above dees not rev ea l any abnormal age-grade placement

among p up ils enrolled, in Matthew Whaley School in grades nine through

twelve in November o f the' 1950-51 session .

I I I . Teaching S ta ff

F ifteen teachers o f the Matthew Whaley s ta f f worked with grades

Bine through twelve during the 1950-51 session* Two of these teachers de­

voted half-tim e to guidance serv ices and adm inistrative duties* th e re i s

one p r in c ip a l and on© lib rarian , fo r both the elementary and secondary

schools which are housed in the same building* the ta b le s below (ta b le V

and fab le VI) in d ica te the teaching experience and academic training- o f

the f i f te e n teachers, the l ib ra r ia n , and the p rin c ip a l, a s o f September,

1950*

ta b le v

years of m m tm i m m i m mOF MATTHEW WHALEY STAFF MEMBERS WHO WORKED

WITH 0BABES NINE THROUGH TWELVE, AS OF SEPTEMBER, 1950

TEACH1IG EYPBRXBIOB m m m peroeht

0-5 years 11 64*6

6-10 years 0 0*0

11-15 year s 3 17.6

16-20 years 2 n * a

21-25 years 0 0.0

26-30 years 1 5.9

TOTAL I f 100*0

13

The preceding ta b le indicate® that 64*6$ of the Matthew Whaley

staff Mho worked with, grades nine through twelve during the 1950*51

session had five years or- leas of teaching experience as of September, 1950*

m m n

ACADEMIC TRAlNim OFMATTHEW WHALEY STiiFT MEMBERS WHO

WORKS* WITH GRADES 9-12, AS OB' SEPTEMBER* 1950

ACADiaiC WMM1MQ- m m m PEROUlT

ffeM Doctor* a degree i 5.9

Held M aster1f & degree 3 17.6

Held Bachelor1 & degree 13 % .3

total I f 100.0

th e tab le above reveal a that a l l the s t a f f members who worked with

grades nine through twelve held a t le a s t a Bachelor1 s degree.

The foregoing paragraphs and ta b le s Ind ica te th a t the background o f

the student body o f Matthew Whaley School, grades nine through twelve, was

d iv e rs if ie d ! the occupational and 'educational range of p a ren ts was wide; a

la rg e percentage o f the p u p ils was ru ra l! and a la rge percentage of the

s ta f f had fiv e years or le s s o f teaching experience*

14

IV* Guidance Serv lce s « Grades Nine Through Twelve

Guiding P rin c ip le at Close examination o f the philosophy of Matthew

Whaley School, and th e outcomes of study by the school s ta f f o f adolescent •

needs, rep ea ls th a t the purposes o f th e school s ta f f fo r the guidance eexv

? ices a re in agreement with the purposes fo r guidance se rr ic e s m s ta ted

in the Statement o f Guiding P rin c ip le s« Section G* Evaluative C r i te r ia ,

1950 Edition* Seven purposes s ta ted in the Evaluative C r ite r ia ares

Guidance serv ices should

1* give system atic a id to p u p ils in solving th e ir problems and in

making adjustm ents to various situations* which they must meet*

2. a s s i s t each pupil in knowing him self as an ind iv idua l and as a

member o f society*

3* a s s is t each pup il in making the most of h is streng th s and-

co rrecting o r componsating fo r the weaknesses th a t In te r fe re with h is

progress*

4* a s s i s t each pup il in learning' about occupations so th a t he may

in te l l ig e n t ly p lan and p repare , in whole or in p a r t , fo r a career*

5* a s s i s t each pup il in learn ing about educational opportun ities

ava ilab le to him*

6* a s s is t each pupil in discovering and developing c rea tiv e and

le is u re in te res ts*

7, reveal fa c ts about the p u p ils enrolled and the community served

which the whole s ta f f should study and in te rp re t in the continuous evolu­

tio n o f the curriculum*

A complete statem ent o f the Matthew Whaley .School .Philosophy p lus

the b e lie fs of the school s t a f f concerning adolescent needs may be found

in the Appendix, E xhib its A and B, respectively*

Organization and Personnel: The following excerpt from the S ta te­

ment of Plans and Progress o f Accredited High Schools - Progress Report -

Guidance in Grades 9-12 - 1949-50”^ fo r the Matthew Whaley School w ill

serve to give a p ic tu re o f the organization and personnel of the guidance

serv ices. ’’The adm inistration and s ta f f a t Matthew Whaley believe th a t the

most e ffe c tiv e counseling i s done when a l l members o f the school s ta f f

recognize and understand the value of counseling and when they share in

counseling re sp o n s ib ilitie s* The major re sp o n s ib ility fo r guidance i s

carried by the homeroom teacher, who in tu rn , i s a ss is te d by o ther members

o f the s ta f f . Two members o f the facu lty (a woman and a man) serve as co­

o rd ina to rs of the ' counseling program.-for grades 9-12, They, with the

p r in c ip a l, serve as a general guidance committee. They work with the

p r in c ip a l, homeroom teachers, l ib ra r ia n , school nurse, classroom teachers,

teachers o f specia l f ie ld s , and people from the community in order to

counsel as e ffe c tiv e ly as possib le a l l students in the high school group*”^

Indiv idual Inventory Services; The indiv idual inventory serv ices

are usually re fe rred to as the cumulative' record and are so designated in

th i s study. The records consist o f a manila fo lder fo r each child in the

high school d iv is io n . Each fo ld er contains the current inform ation con­

cerning the ch ild and inform ation o f a more permanent nature* The content

o f these fo ld ers w ill be discussed in d e ta i l below. Folders a re arranged

and f i le d a lphabetica lly by homeroom groups and are stored in s te e l f i l in g

cabinets in the counseling o ff ice s on the f i r s t floo r o f the bu ild ing ,

j'Supra» p* 4.^“Progress Report - Guidance in Grades 9 -12 ,” The Matthew Whaley

School, Williamsburg, V irg in ia , 1950,

16

opposite the cen tra l office#

A v a rie ty of curren t inform ation i s contained in the folders* Ex­

amination revealed the following types o f records to be presents

I , A questionnaire (See Appendix# Exhibit 0) f i l l e d out by each child in

the 9 th grade and a sim ila r questionnaire responded to by p u p ils when they

are in th e 10th, 11th, and 12th grades* Such completed questionnaires con­

ta in the following types of inform ation about the child :

1* Radio programs lis te n e d to regularly*

2* Magazines read regularly*

3* Home duties*

4* I f transported by bus# approximate time of leaving home*

5* Church attended# i f regu lar attendant*

6. Sunday 'School attended# i f regu la r a ttendan t*

7* Money spent per week; allowance per week; earnings per week;

th ings fo r which money i s spent; how money i s earned*

8. Methods o f keeping in touch with outside world*

9* Attendance a t summer camp,

10* Hobbies*

11* fype o f movie best- Xlked*

12. Sports engaged in , in order o f preference*

13* Other spo rts enjoyed as spectator*

14* Membership in school and community organisations*

15. Kind of rec rea tio n a l reading.

16* M usical, a r t , w ritin g , and dramatic in te r e s ts .

1?* Future p lans and choice of occupations*

I I . A summary sheet o f the r e s u l ts o f standardised t e s t s which the pupil

has taken. This summary sheet includes space fo r recording the r e s u l ts of

mental a b i l i ty , reading, mathematics, language a r t s , and any o ther t e s t s

which may be adm inistered to the pupil* (See Appendix, Exhibit B)

111* A permanent Record Sheet (See Appendix, Exhibit S) on which i s re ­

corded the

1, date o f b ir th

2* place of b ir th

3# p resen t address

4* name, b ir th p la c e , occupation, and education o f father*

5* name, b ir th p la c e , occupation, and education of mother*

6* data re la tiv e to m arita l s ta tu s o f paren ts and number o f children

in the family*

7* p laces o f residence*

8, languages spoken in the home*

X1T* A ll records sent up from the elementary school* Perhaps the most

i l l u s t r a t iv e o f these i s a cumulative form which i s included in the Appendix

a s E xhibit F*

V* Copies o f the rep o rts sent to the home* These contain both l e t t e r

grades and short summarising statem ents by each c la ss teacher and homeroom

teacher o f the p u p il, A sample form may be found in the Appendix, E xhibit G.

VI, Records of interview s e ith e r by teachers or counselors* These records

are o f two types* One i s designed p rin c ip a lly to record the decisions of

p u p il, p a re n t, and counselor regarding the p u p il1s educational program* For

the type o f form turn to Appendix, Exhibit H* The other form I s la rg e r and

i s more .amenable to use when a running record of the interview i s desired

ra th e r than the decisions reached* This form i s included in the Appendix

xa

as Exhibit <1*

?II* The record of physical growth and development. This inform ation i s

recorded on a Grid fo r Evaluating Physical F itn ess in Terms of Physique

(Body B uild) . Developmental Level, and Basal Metabolism — A guide to In­

d iv idual Progress from Infancy to Maturity,, published by HEA Services, I n c . ,

1200 West 3rd S tree t Cleveland, Ohio. This g rid provides fo r a continuous

record o f the p u p il1s development as well as r e s u l ts of examinations given

by the medical p rofession . Progress i s reported as a lin e graph and the

record i s so organised th a t the amount of dev ia tion from normal develop­

ment i s shorn* For a copy of the Grid see Appendix, E xhibit K.

As was sta ted above, inform ation of a more ^permanent” nature i s

a lso a p a r t o f each p u p il’ s record. In th is category pup il fo ld e rs contain

inform ation of the following types;

X. A record of scho las tic achievement by sub jec ts . This record i s main­

ta ined by the adm in istration d ire c tly . See Appendix, Exhibit 1 ,

I I . A yearly q u a r t i le ra tin g sheet of the sub jects taken by the p u p il.

QuartiXes are recorded by subject teachers a t the end of each marking period,

A sample of th is form i s included in the Appendix, E xhibit M*

I I I , An informal record (See Appendix, E xhibit I ) executed by the p u p il1s

homeroom teacher a t the end of each school year* This record provides in ­

formation about the types of ex tra -cu rricu la r and community a c t iv i t ie s in

which the pup il has engaged and the manner in which he has met h is re­

sp o n s ib il i t ie s . There i s a lso space in which the homeroom teacher w rites

h is general estim ate o f the pupil*

I?* An add itional record for seniors (Appendix, Exhibit 0) which i s ex­

ecuted by each subject teacher who works with the senior. This record

19

provides fo r the teacher’s general estim ate of the pupil and has space fo r

a personal ra tin g of the ind iv idual on in te l le c tu a l c u rio s ity , a b i l i ty to

grasp id eas, o rig in a lity * personality* dependability*, ambition* m otiona l

control* leadership* and home environment*

¥* A recen t photograph o f the p u p il.

The records which have been mentioned are maintained cooperatively

by the s ta f f and adm inistration* The adm inistration assumes o v era ll re ­

sp o n s ib ility fo r a l l records and d e f in ite re sp o n s ib ility fo r m aintaining

the sheet showing' the p u p il’ s sch o las tic achievement and c re d its earned*

A word about th e te s tin g program seems in order here* In the

"Minutes — High School Post-school Conference* June 9-15* 1949"^ a com­

p le te rep o rt o f the committee which worked on the rev is io n of the te s tin g

program may be found* A "Report o f the Testing Committee" i s included in

the Appendix, E xhibit P.

Subsequent to the work o f th is committee on rev is io n of the te s tin g

program* upon suggestion o f Mr* Mingo o f the Virginia S tate department of

Education, fu rth e r changes have been made. The s ta tu s o f the te s tin g pro­

gram in May* 1951, i s ind icated b r ie f ly to be as follow s: One s ta f f member

i s responsib le fo r supervision o f the te s tin g program* R esp o n sib ilitie s o f

th is coordinator do not include recording t e s t r e s u l ts o r making attem pts

a t in te rp re ta tio n of these r e s u l ts . The present program provides fo r ad­

m in istering and checking the following te s ts on the grade le v e ls indicated?:

^Supra, p. 4.

20

1. Reading t e s t s , 9 th , 10th, 11th, and 12th grade levels*

2. Aptitude t e s t , 9 th grade lev e l and new pup ils on entrance.

3* Aptitude t e s t , 12th grade le v e l.

4 . Achievement t e s t s , subject f ie ld s , a t a l l grade le v e ls accord­

ing to the d isc re tio n of the subject teacher*

Inform ational Services! The inform ational serv ices include those

designed to give vocational information and to dissem inate educational in­

formation*

Attempts a t lo ca tin g and defining pupils* vocational in te r e s ts are

made throughout the pupil*s high school l i f e through te s tin g , the study of

vocations in th e .so c ia l s tud ies c la sse s , and through conferences with the

counselors* The l ib ra r ia n m aintains a f i l e o f vocational inform ation and

p u p ils are urged by th e ir teachers and the counselors to av a il themselves

o f th i s information* A planned program o f vocational guidance i s contained

in the ^Teachers* Handbook, Matthew Whaley School1*,^ I t s s ta ted purpose

i s nfo aid p u p ils in se lec tion of a vocation and in choice o f e lec tives*11

The placement of th is program i s in the so c ia l stud ies and language a r t s

classes* I t provides fo r the following emphases by grades*

9 th —* Vocational inform ation in groups of occupations.*

10th — Study of spec ific occupations^ each pup il chooses th ree

which seem possib le fo r him*

11th — Individual guidance i s studying occupations*

12th — F ie ld experiences*

4-Supra, p* 5 .

21

The Handbook goes on to l i s t techniques which may be employed by teachers

in. carrying out the program* Those l is te d fo r the lOtfa grade w ill serve

to i l l u s t r a t e the type of a c t iv i t ie s in which pupils might engages

,{1. Hearing ta lk s by employers and professional men*

Panels

a* Educationi College* high school* elementary

b . Medical and Nursing

o* Social Sendee

d. Technologyt Chemist* engineer, draftsman

2* Seeing movies concerning individual occupations which the

group i s studying* d iscussion of tra in in g required* working conditions,

opportun ities fo r advancement, etc#

3* W riting business l e t t e r s

4* Studying the re la tio n sh ip of speech to personality

5. Dramatising interview s

6* Investiga ting data concerning a) Job trends b) types of work

ava ilab le in Williamsburg, the surrounding a re a , the sta te*

?* Studying opportun ities fo r advanced study; Colleges, N orfolk

D ivision Regional Vocational School*

8* (a) Making s e l f inven to ries; on appropriate forms, in essays,v

in conferences, etc* or

(b) Analyzing each o th e r .M

A copy of th is program i s included in Appendix, Exhibit Q*

The program of educational inform ation runs hand in hand with

vocational information# Copies of catalogues on in s t i tu t io n s of higher

learn ing u sua lly chosen by Matthew Whaley pupils a re av a ilab le in the

224E*A#

counselors* o ff ic e s , in add ition to these catalogues, inform ation concern**

ing any p riva te school, jun io r co llege , co llege, or u n iv ers ity i s availab le

in the counselors* offices# Pupils are urged to use th is m ateria l free ly .

Counselors attem pt, in interview s with ind iv idual studen ts, .to aid in the

wise se lec tio n of courses. Parents are urged to attend these interview s

with th e ir children* Appointments are made fa r enough in advance so th a t

they may a ttend I f they wish to do so. An appointment s l ip i s included in

the Appendix as Exhibit R.

Counseling Services; Counseling serv ices a t Matthew fhaley f a l l

in to th ree ca teg o ries i

1. Services rendered by counselors

2. Services rendered by homeroom teachers

3. Services rendered by sub ject teachers

1, Services rendered by counselors. The ^Progress Report — Guidance in

Grades 9 - 1 2 refe rred to in the d iscussion of Organisation and Personnel

has th is to say about the serv ices rendered by counselors to pup ils during

the 1919-50 sessions

'♦Counseling

The coordinators have arranged in terview s with each student in the

high school d iv is io n concerning the remainder of h is high school program in

the l ig h t of h is fu tu re p lans. Students have ind icated a d esire to av a il

themselves of these conferences by making special appointments when i t has

been necessary to miss one previously scheduled. The coordinators have

5supra, p. A*

23

been encouraged by the increasing number of students who follow the course

of study worked out in these interviews* All th is i s planned in coopera­

tio n with an on-going program of vocational guidance carried on through the

Social Studies and language Arts classes*

Under the supervision of the coordinators separate meetings of the

boys and g i r ls .have been held re la tiv e to personal and group problems*

The coordinators have arranged specia l meetings with rep resen ta tiv e

people fo r those in te re s te d in nursing. Navy, Army, or Air force e n l i s t -

meht, and various types of college se lec tio n .

The coordinators administered and in te rp re ted re s u lts of an a p ti­

tude t e s t to students in grades nine and twelve*

Coordinators have worked with parents and teachers of students who

had d e f in ite problems to solve* In some cases a so lu tion was effected in

the school by a conference or change of schedule — in o thers, r e f e r r a l was

made to the lo c a l mental hygiene c lin ic where d e f in ite help was received*

The coordinators have worked with several p o ten tia l drop-outs and

have effected a sa tis fa c to ry continuation of th e ir school programs,*^

IX, Counseling serv ices rendered by homeroom teachers. I t was s ta ted

above th a t "The major re sp o n s ib ility fo r guidance i s carried by the home­

room teacher, who in tu rn , i s a ss is te d by other members of the s ta f f ,

However, l i t t l e concrete evidence Was found as to what types of counseling

a c t iv i t ie s are engaged in by Matthew Whaley homeroom teachers, from con­

versa tions with the homeroom teachers i t appeared th a t a l l of them had a

^"Progress Report — Guidance in Grades 9-12, 1950** • ?Supra, p, 1’5*

2U

sincere d esire to work e ffe c tiv e ly with th e ir groups but th a t some of them

were not sure how to proceed* th a t i t i s a problem fo r the e n tire school

s t a f f i s evidenced by i t s inclusion in the post-school conferences in June,

1950 and June, 1951* Minutes o f the June, 1950* conference in d ica te the

following:? HIt was decided th a t a l l students report, to th e ir homerooms

fo r a five-m inute ro ll- ta k in g before going to th e ir f i r s t period c la s s e s* ^

Context of the minutes Ind ica tes th a t th is action was taken so th a t home­

room teachers could assume more re sp o n s ib ility fo r attendance counseling

of the pupils in th e ir homeroom g ro u p s .,

the Matthe?/ Whaley teachers* Handbook gives a complete descrip tion

of the types of counseling fo r a l l pup ils which- should be engaged in by a l l

Matthew Whaley homeroom teachers* In P art IX, R esponsib ility of Homeroom

'Teachers, Section B, Counseling fo r a l l P upils, of the Handbook one finds

the following?

**B. - Counseling fo r a l l pup ils

1* Health

a* Emphasising the necessity fo r c lean liness

b. Urging pupils to be neatly and appropria te ly dressed.

c . Working with home economics and physical education teachers

on ind iv idual health problems*

d* Checking with pupils on health records and urging correc­

tio n of physical d e fic ien c ie s .

2. Attendance

25

a , V isiting homes in cases of extended i l ln e s s

b, Calling homes in cases of absences

e* Seeing th a t anexcused absences and tard inesses are in ­

vestigated and se ttle d to the sa tis fa c tio n of both pupil

and teacher*

d* Informing o ther teachers i f pupil leaves school during the

day

3# Program of Studies

a . Helping pupils plan th e ir courses (1) to meet th e ir needs

(2) to have c re d its necessary fo r .graduation

b* Checking with each pupil and h is parents on h is *Pupil*s

Program1 sheet each year*

4* A c tiv itie s

a* Guiding pupils in the se lec tio n of a c t iv i t ie s

b, Seeing th a t pupils have well-balanced a c t iv i ty program

c* Offering opportun ities fo r those who are ta len ted in a r t ,

music, etc*

d* Helping c la ss o ff ic e rs recognize th e ir re s p o n s ib ili t ie s and

providing opportun ities fo r them and others to shoulder re ­

s p o n s ib ili t ie s and develop in it ia tiv e *

e . Acting as parliam entarian fo r homeroom and c la ss meetings,

5, Habits and A ttitudes

a* Emphasising good conduct in homerooms, c la sse s , auditorium ,

h a l ls , l ib ra ry , and c a fe te r ia

b. Guiding pupils in to se ttin g high standards and try ing to

reach those standards

26

e. Trying to build group fee lings in connection with c lass

a c t iv i t ie s and other cooperative en te rp rises

d. Guiding pupils in carrying out re sp o n s ib ili t ie s undertaken

e. Teaching importance of conserving and p ro tecting a l l school

property

6* Progress

a* Studying rep o rt cards with pupils

b. Studying rep o rt cards with facu lty members who teach pupils

c. Conference with parents a t appropriate times on a l l aspects

of th e ir c h ild 1s progress*

I I I . Counseling serv ices rendered by sub ject teachers; In P art XX?*

"Counseling”, of the .Matthew Whaley Teachers1' Handbook i s th is statem ent o f

po in t of view; t{Other (than homeroom) teachers should assume re sp o n s ib ility

fo r giving help to pupils as occasion a r i s e s . t! There i s l i t t l e evidence of

a planned e f fo r t in Matthew Whaley School fo r the classroom teacher to give

counsel to students* When ’’the occasion a r is e s 0 i s l e f t to the judgment of

the teacher concerned. The in v es tig a to r i s aware th a t much in c id en ta l

guidance i s don© by classroom teachers in connection with

1* opportun ities in various subject f ie ld s

2. acceptable so c ia l behavior in and out the classroom

3. promptness

4. neatness

5. work hab its

Matthew Whaley Teachers1 Handbook*0 The Matthew Whaley School* Williamsburg, V irginia •

6. tolerance

7* respect fo r properly constitu ted au tho rity

8 . in s t i tu t io n s of higher learn ing

9. course se lec tio n s fo r remaining high school years

10, respect fo r good workmanship

Other areas could be mentioned but th is l i s t of ten w ill give the reader

an idea of the types of counseling a c t iv i t ie s entered in to by Matthew

Whaley classroom or sub ject teachers*

Placement S erv ices; Placement serv ices in the Matthew Whaley School

w ill be considered in the th ree following areas;

I , Placement w ithin the school

11, Placement in in s t i tu t io n s of higher learn ing

III* Placement in work

X* Placement w ithin the schools I t has been pointed out th a t the coun­

se lo rs and homeroom teachers make a d e f in ite e f fo r t to guide Matthew Whaley

pup ils in to courses best su ited fo r them. This guidance i s done in the

l ig h t of the p u p il’s s ta ted fu tu re p lan , the ambitions of h is parents fo r

him, the r e s u lts of mental a b i l i ty , a p titu d e , and in te re s t t e s t s . Each

p u p ilfs problem i s discussed by the pup il, counselor, and paren t, i f i t i s

possib le for the parent to be p resen t. In the l ig h t o f the foregoing con­

sid e ra tio n s a program i s mapped out fo r the pupil and he i s placed in those

c lasses where i t seems he can derive the g rea te s t possib le good. These pro­

grams as worked out usually cover grades 10, 11, and 12, but they are

te n ta tiv e in nature and frequently change as the pupil progresses in

m aturity and h is plans begin to c ry s ta llise *

I I . Placement in in s t i tu t io n s of higher learn ing ; A ll Matthew Whaley

28

pupils who plan to go to college are encouraged, by counselors and homeroom

teachers a lik e , early in th e i r high school careers to begin to think of the

type of school they would l ik e to a ttend , As they proceed through high

school the counselors attem pt to help them find a su itab le school of higher

tra in in g of the type they desire* Entrance requirements are faced squarely

and sometimes cause pupils to elim inate some schools from th e ir possible

choices* I f deserving pupils are prohibited fin an c ia lly from attending

co llege , the school s ta f f attem pts to help them to obtain scholarships or

to se le c t a school where part-tim e employment i s available*

III* Placement in work; At Matthew Whaley the only organized e f fo r t to

place pupils in work i s made through the D istribu tive Education c la ss .

This program i s open to seniors and c e rta in se lec ted jun iors and i s de­

signed fo r any student who i s in te res ted in r e ta i l in g , but i s more helpfu l

to those pupils not planning to go to college than to those who plan to

pursue a course in a l ib e r a l a r ts college* Classroom in s tru c tio n , coupled

with supervision by teacher and employer, gives the pupil a reasonable chance

of establishing good working re la tio n sh ip s with the community*

The counselors have cooperated with the d irec to r of the D istrib u tiv e

Education program in suggesting and interview ing possible candidates for

work when employers in the community have requested him to help them find

su itab le youths to f i l l ex is tin g vacancies* On the other hand, the d ire c to r

of D istrib u tiv e Education has worked with the counselors in apprising them

of th© work opportun ities ex is tin g in Hie community* In the Progress Report -

Guidance in Grades 9-12, Matthew Whaley School, 1949, the following notation

appears under Vocational Guidance; nAt the suggestion of one o f the co­

ord inato rs (of guidance), the s ta f f member who d ire c ts the program in

29

D istrib u tiv e Education made a survey o f job opportun ities in the community

fo r use in vocational counseling# the coordinators have a ss is te d community

employers by recommending student employees# Coordinators have a ss is te d

students who desired part-tim e -employment in securing jobs* tf10

Follow-up and Adjustment Serv ices: Records in d ica te th a t sporadic

e ffo r ts a t follow-up have been made under th e d irec tio n o f the Matthew

Whaley guidance services* However, there i s no evidence o f a consisten t

and planned program of follow-up of the schoolfs drop-outs and graduates#

In October, 1949, an e f fo r t was made to study the withdrawals from the

school in the 1943-49 session* Results of these e f fo r ts were presented to the s t a f f with the suggestion th a t fu rth e r study would be helpfu l in view­

ing the whole school and i t s o ffering to a l l types of pupils* Documents do

not in d ica te th a t any fu r th e r ac tion was taken. During the 1949-50 session

one of the counselors made a tab u la tio n , by name and reason fo r dropping

ou t, of the drop-outs in the eighth grade during the years from 1942 through

1943# This m ate ria l, too , was presented to the adm inistration and s ta f f but

there i s no ava ilab le record o f fu r th e r ac tion on it# In February, 1951, a

thorough follow-up, through records and Interview s, of the 33 graduates in

the c la ss of 1950 was accomplished in preparation fo r the v is i t in g com­

m ittee on evaluation, of the Matthew Whaley .School, A question was posed

to the s ta f f about the inform ation revealed by th is study concerning i t s

use in the study of the secondary school program in re la tio n to human needs*

The recorded answer i s "Very l i t t l e *11

^ ’Progress Report - Guidance in Grades 9-12," Matthew Whaley School, 1949#

3 0

Matthew Whaley, l ik e numerous secondary schools, receives repo rts

from i t s graduate when they attend co llege. These repo rts have been l i t t l e

used during the l a s t five years and have not been made availab le to teachers

generally*

As was sta ted above some sporadic in te re s t in follow-up I s indicated*

However, there i s no ava ilab le record of any planned e ffo r t by the school to

keep in touch with those who are graduated or those who drop out p rio r to

being graduated* I t i s assumed th a t much informal follow-up I s done by some

s t a f f members in th e ir chance conversations with students a f te r they have

l e f t Matthew Whaley* There i s , however, no cen tra l school reposito ry of the

inform ation obtained in these inform al interviews*

CHAPTER, i n

PRESENTATION AND DISCUSSION OP RESULTS OP EVALUATIONS

BY HIGH SCHOOL STAFF AND VISITING CQfffillTEE

In th is chapter are presented the re s u lts of the findings of the

school s t a f f and the v is i t in g committee when they evaluated the guidance

serv ices of the Matthew Whaley School during the 1950-51 session* For

each evaluating group the r e s u lts of i t s app ra isa l in ta b lu la r form w ill

be presented f ir s t* This rep o rt of app ra isa l w ill be followed by a s ta te ­

ment of the recommendations o f th a t p a r tic u la r group* A comparison of the

findings of the two groups w ill follow* Points of agreement and d isagree­

ment w ill be sp ec ifica lly noted*

In order to c la r ify the inform ation given in Table VII and Table VIII

an explanation of the meaning o f the Arabic numerals and the c a p ita l M’s i s

necessary as well as an in te rp re ta tio n of the l i t e r a l symbols b, c, and

d under ’’Evaluations1’* The Arabic numerals and c a p ita l M's are p a rts of a

ra tin g scale which i s defined below?

j>*—* E xcellen t| the provisions or conditions, a re extensive and are- functioning ex ce llen tly

4 . — Very goodj the provisions or conditions are extensive and arefunctioning w ell, or the provisions or conditions are moderately extensive -and are functioning ex ce llen tly

2*— Good| the provisions or conditions are moderately extensive and are functioning well

2*— Fair* the provisions or conditions are moderately extensive but a re functioning poorly, or they are lim ited in extent but are functioning well

1 .—* Poor| the provisions or conditions are lim ited in extent and are functioning poorly

32

Missing; the provisions or conditions are missing and needed; i f p resen t, they would make a con tribu tion to the educational needs of the youth of th is community

L ite ra l symbols a , b , c , and d have reference to sp ec ific questions asked

about each d iv is ion and subdivision of Section 0 of the Evaluative C r i te r ia .

They do not have the same meaning in each case* In general, a re fe rs to

adequacy or extensiveness of the aspect of the serv ices; b re fe rs to e f­

fec tiveness or appropriateness; £ has reference to extent of use; d, in the

one instance where i t i s used, has reference to th is sp ec ific question; wTo

what ex tent i s use made of these data?** For a complete breakdown, by d iv i­

sion t i t l e , of spec ific questions symbolised by a , b, c , and d please see

Appendix, Exhibit S.

Average ra tin g s in each tab le are arrived a t by d iv id ing the sum of

the numerical ra tin g s fo r a p a r tic u la r section by the number of numerical

ra tin g s fo r th a t section .

I.. Results of Evaluation..by High School S ta ff

Table VII, which i s on the following page, Ind ica tes the ra tin g s ,

agreed upon by the high school s t a f f , of the d iv is io n s and subdivisions

of Section 0 of the Evaluative C r i te r ia . 1950 E dition,

33

TABLE ¥11

RESULTS OF EVALUATION BY THE SCHOOL STAFF

TITLE OF DIVISION EVALUATIONS AVERAGE ,

General,Nature and Orsani station .

a ’ b

A A

c d

A ! ............... ...4 . . . ....._........

Guidance Leadership . f.___ A..,...A .. . ...4. ..._ .._

R eferral Consultants .... ..... 5........A.. . 4 .1

Teacher P a r tic le s tlo n . ........... .4............4... . .. 4 ... .........

Sources of Information about Pupils 4

Home and Family Background A A

Physical and Medical S tatus . A A . 2

Scholastic Progress andTest Information A A L A

Personal and SocialDevelopment. - .. .....--4...,...............,.,4........ ....... ,.,... ,r

Maintenance and Use of Pur&l Information 4 4 4 3.7

Inform ational Services .......JH___ J L . .4__*_______

General P rin c ip les . . . ... A , A

Interview Procedures 4 4

Placement Services .. ....3. ...............2. . .....................2.....___... .

Follow-up and AdjustmentServices tit. M

Guidance

AVERAGE OF EVALUATIONS

Examination of Table VII reveals that* of the forty-one ra tin g s given

by the school s ta ff* two a re M, three are g , th ree are J , th irty -tw o are A,

and one i s *>. By turning to the meaning of the symbols a , b, e , and d., i t

w ill be noted th a t items rated as M (Missing and needed) are provisions fo r

follow-up serv ices and con tribu tion of follow-up serv ices to the improvement

of the educational program# Specific aspects of the serv ices considered to

be £ ( f a i r ) are (1) ex ten t o f use o f physical and medical data* (2) adequacy

o f provisions fo r employment placement services* and (3) function of educa­

tio n a l placement and employment placement services# The one item ra ted as

% (Excellent) was a v a i la b i l i ty o f ' the se rv ice s .o f specia l consultants# The

average of evaluations of 3*8 in the opinion of the school s ta f f ra te s the

sum -total o f the guidance serv ices as b e tte r than halfway between nGood n and

”Very good f t

Recommendations of the high school s t a f f s The high school s ta f f

made the following recommendations concerning the guidance serv ices of the

Matthew Whaley School!

1* That a system atic program of follow-up of graduates and drop-i

outs be begun# .

2. That the system of recording personnel data be improved#

3# That the operation of the program of occupational guidance be

improved*

IX# Results of Evaluation by the V isiting Committee

Table V III on the following page in d ica te s the r e s u lts of the

evaluation of the Matthew Whaley guidance serv ices by the v is i t in g com­

m ittee in March, 1931. Numerical and l i t e r a l symbols employed in th is

tab le have the same meaning as in Table VII, page 33, of th is report* (See

pages 31 and 32 of th is chapter and Appendix S fo r complete explanation of

35

TABLE VIII

RESULTS OF EVALUATION BI THE VISITING COMMITTEE

TITLE OF DIVISION EVALUATIONS average

General Nature and’ ll- 11 A"1 ' ' ' b1 ■

Organisation .......... A . 3 3.......... .... ,v,......... 3 #3._........

Guidance Leadership - .. ,....... 5 ..... 5__.. 5 ...... ........._

R eferral Consultants .5 . ... A.. . 4 .5

Teacher P a rtic ip a tio n A . ...... .

Sources of Informationabout Pupils 3

Home and Family Background L 3

Physical and Medical S ta tus L k 2

S cholastic Progress andTest Information L 4 ^ ^

Personal and SocialDevelopment L L L

Maintenance and Use ofPupil Information — ....... 3 ..... 3 .......A ... ....... .. 3,5

Inform ational Services _____

General P rinc ip les L L

Interview P r o c e d u r e s L k

Placement Services ............... 3 2 2

Follow-up and Adjustment Services M M

General Evaluation of the Guidance Services ... ............ 3.. .....A .... .. .._.....

average of evaluations 3.7

36

Examination of Table ¥111 indicates that* of the fo r g o n e ratings

given by the visiting committee, two are M, three are J, eleven are j, tv/enty-one are and four are 5* Items rated as J§ (Missing and needed) are provisions for follow-up services and contribution of follow-up ser­

v ices 'to the improvement of the educational program.*. Specific aspects of

the services considered to be £ (fair) are (1) extent of use of physical

and medical data, (Z) adequacy of provisions for employment placement ser­

vice,. and (3) function of educational placement and employment placement services# The average of evaluations of 3*7 in the opinion of the visiting committee rates the sum-total of the guidance services as approximately halfway between "Good*f and "Very good,”

Jtecosanendatlons of visiting committees The written portion of the report of evaluation by the visiting committee of guidance services at the Matthew Whaley School presents the committee*s recommendationss This re­port readsi

"The committee commends the staff of the Matthew Whaley High School on its capable and qualified counselors, the apparent general understanding and application of the guidance concept by the entire faculty, and the en­thusiasm and pleasure that pupils apparently derive from their association and work with counselors and teachers.

The convenient location of attractive rooms for' counseling and other guidance activities and the availability to pupils of counselors at de­signated periods further attest to the staff’s awareness of the importance of an effective guidance program*

The committee should like to make the following recommendations s1. That more consideration be given to close coordination among the guidance

37

counselors In planning a continuous o v e r-a ll program of guidance serv ices;

and in u t i l iz in g the experiences and knowledge of s ta f f members through

committee work in developing these services*

2* That a l l inform ation concerning the ind iv idual pupils be compiled and

kept up to date in ind iv idual fo ld e rs which are f i le d in a c en tra l o ffice

accessib le a t a l l times to s ta f f members working with pupils*

3. That more a tte n tio n be given to providing pupils with inform ation con­

cerning occupational opportun ities through improved occupational f i l e s .

Career Bay, .guest speakers in c la sse s , and assembly, e tc . That educational

inform ation perta in ing to fu rth e r study be extended and made accessib le to

those needing it*

4* That a student handbook or b u lle t in be provided in order th a t both

pup ils and parents may understand b e tte r the p o lic ie s and c u rr ic u la r o ffe r­

ings o f the school.

5* That fu rth e r study and a tte n tio n be given to the placement and follow -

up Services*

111. Discussion o f . the ..Findings of the School S ta ff

Examination of the foregoing tables-and recommendations in d ica te s

th a t the school s ta f f and v is i t in g committee are in agreement th a t

(1) Inform ational serv ices are '‘Good”. However, the v is i t in g com­

m ittee ra ted use of inform ation by pupils as 2 (Good) while the s ta f f had

considered i t to be ' & (Very good);

•^’Beport of the Evaluative C r ite r ia Committee V isiting the Schooltt, Unpublished rep o rt of v is i t in g committee, Matthew Whaley School, Williams­burg, V irg in ia , March, 1951.

(2) provision fo r and e ffe c tiv e function of employment placement

serv ices are g (F a ir);

(3) a l l aspects o f system atic follow-up and adjustment serv ices ar©

M .{Missing and needed);

(4 ) the following aspects o f the guidance serv ices of Matthew

Whaley School a re & (Very good) or % (E xcellen t);

(a) Guidance leadersh ip

ffe) R eferral Consultants

(e) Teacher P a rtic ip a tio n

(d) Scholastic Progress and Test Information

(0) Counseling Services (General P rinc ip les and Interview sProcedures);

(5) O ver-all Physical and Medical S tatus Information i s l,Goodf,|

however, the use made of these data by teachers was agreed upon by both

groups to be g (Fair)*

There were the following disagreements between the ra tin g s made by

the school s t a f f and the ra tin g s of the v is i t in g committee!

1* The school s ta f f ra ted Sources of Pupil Information and Main­

tenance and Use of Pupil Information as g (Very good), while in the opinion

o f the v is i t in g committee these aspects of the guidance serv ices were 2

(Good).

2* The school s t a f f ra ted Guidance leadersh ip as g (Very good); the

v is i t in g committee*s ra tin g was j> (Excellent)*

3* The v is i t in g committee found u t i l iz a t io n of the assis tance of

a l l in s tru c tio n a l s ta f f members to be J (Good); the s ta f f had considered i t

i (Very good)*

39

The rep o rts of the school s t a f f and the v is i t in g committee agreed

on the following recommendations fo r improving the guidance serv ices a t

the Matthew Whaley Schools

1. That a system atic program of follow-up should be in s titu ted *

2* That the cumulative record system be studied with a view to '

improved recording and use by teachers of the inform ation contained th e re in .

3. That the program of occupational guidance be improved*

The v is i t in g com m ittees rep o rt suggested two recommendations which

do not appear in the rep o rt by the school s ta ff* These were:

nl . That more consideration be given to close coordination among

the guidance counselors in planning a continuous o v e r-a ll program of

guidance serv ices; and in u t i l i s in g the experiences and knowledge of s t a f f

members through committee work in developing these services*

2. That a student handbook or b u lle tin be provided in order th a t

both pup ils and. parents m y understand b e tte r the p o lic ie s and cu rricu la r

o fferings of the school.

F i r s t observation of the ra tin g s and recommendations by the v is i t in g

committee would lead one to believe th a t th e ir recommendation concerning

c lo ser coordination among guidance counselors in u t i l i s in g the experiences

and knowledge of s ta f f members through committee work i s no t consisten t with

th e i r ra tin g s of ^ on a l l phases of Teacher Partic ipation* However, th e ir

recommendation i s supported by th e i r ra tin g of J on provisions made to

u t i l i s e the a ssis tan ce of a l l in s tru c tio n a l s t a f f members in providing

guidance serv ices to pupils*

^ v is it in g Committee, op* c i t .

40

fables VII and fill reveal, after careful analysis of their content, that-of the possible forty-one evaluations, there were eleven cases where the visiting committee disagreed with the school staff# In three of these eleven cases the visiting committee raised the rating given by the school Staff* In the eight remaining cases, where the visiting committee lowered

the rating agreed, upon by the school staff, six dealt with questions con­cerning the actual operation of the guidance services at the Matthew Whaley School.*

CHAPTER IV

RECOMMENDED STEFS FOR IMPROVEMENT

Wrenn and Dugan^ have pointed out th a t HAny attem pt to i n s t a l l a l l

guidance serv ices a t once would re s u l t in d iffu sio n and confusion* No

more should be attempted a t the s t a r t than the school and community are

e c tw lly ready fo r and fo r whleh there are s t a f f , tim e, and m ateria ls, " 2

This would, seem to be a lo g ica l approach a lso to the improvement of

guidance services in any school# Therefore, ra th e r than to suggest re ­

commendations fo r improvement In terms of reorgan isation of the e n tire

program a t Matthew Whaley th is chapter w ill be concerned with those areas

which are ind icated 'by the evaluations and recommendations of the two

appraising groups to be in g rea te s t need of improvement-* Wrenn and Dugan

have th is to say fu rther? "The sp ec ific guidance serv ice to develop f i r s t

poses a re a l planning problem fo r the ty p ic a l school* Che school may a l­

ready have a u se fu l record system and app ra isa l program in e ffe c t and may

wish to devote i t s next a tte n tio n to the improvement o f counseling services*

Another school may be fu lly s a t is f ie d with i t s f a c i l i t i e s fo r occupation

and educational inform ation, but may d esire to improve i t s Individual in ­

ventory. A th ird school may provide no p a r tic u la r guidance serv ices and

may d esire to begin with a planned o rien ta tio n program fo r new students, or

with plans fo r a more adequate use of the homeroom fo r guidance purposes*

Each of such s ta r tin g po in ts may have m erit in a p a r tic u la r school. The

« 1:1 ig^1'"gi2.bert Wrenn and W illis E, Dugan, Guidance Procedures in HighSchool (Minneapolis, The U niversity of Minnesota P ress, 1950) .

% bid*, p. 7.

42

im portant th in g ,is th a t each school should have studied i t s most urgentf'

needs and be-ready to devote time and a tten tio n to one service as the

i n i t i a l po in t in i t s orderly plan of s te p s . ”3

Since the recommendations of the school s ta f f and v is i t in g com­

m ittee have suggested fiv e areas in which improvement i s most needed in

Matthew Whaley guidance services* i t i s the purpose of th is chapter to

ou tline steps which should be taken by the Matthew Whaley School to e ffe c t

improvement in these five areas ra th e r than to suggest an e n tire ly new

program fo r the school. The recommendations w ill not be considered in the

order in which they are l i s te d in Chapter I I I hut ra th e r in the order in

which i t seems the program may be most expeditiously improved*

of Services

The f i r s t recommendation made by the v is i t in g committee is* :f,Thai

more consideration be given close coordination among the guidance coun­

se lo rs in planning a continuous o v e r-a ll program of guidance se rv ice s5 and

in u t i l i s in g the experience and knowledge of s ta f f members through com­

m ittee work in developing these se rv ices, '* This recommendation im plies

■that the .guidance serv ices would function b e tte r i f a l l phases were pulled

together and planned b e tte r from the po in t of adm inistration of the services*

Bather than an attem pt to bring c lo ser coordination among the counselors i t

i s suggested th a t one of the counselors be designated by the p rin c ip a l as

Coordinator of Guidance Services in grades nine through twelve a t Matthew

dd^, p* 7 .

43

fhaley School* This will pose no problem in time and training since there are now two coordinators who give half-time to guidance and administrative

duties and the recent evaluations rated their preparation* experience, and personal qualifications as ”Very goodn by the school staff and ''Excellent'* by the visiting committee*

This Coordinator of Guidance Services would be directly responsible to the principal for the operation of all phases of the guidance services in grades nine through twelve at Matthew Whaley School* lie should be as­

signed a separate office, preferably.the one where the pupil records are now filed*. He should have a private telephone and have available to him adequate clerical help for the hours when he is free to be in, his office* The need for such clerical help will be pointed out below in the further plans for improvement*

of Graduates and Drop-outsThe initial point of emphasis for the Coordinator of Guidance Ser­

vices in the- Matthew Whaley School should be the planning for a systematic program of follow-up of graduates and drop-outs from the school* this pro­gram of follow-up has been recommended by the school staff, as well as the visiting committee, as a service needed in order that the school may better fulfill its responsibilities to the students enrolled in the system and to enable the school better to examine i t s practices and offerings* In order to initiate this program the staff, under the leadership of the Coordin­ator of Guidance Cervices, should take the following stepst

STEP 1* A planning committee of four staff members, preferably volunteers,

kk

of which the Coordinator of Guidance Services i s chairman, should be formed

to t

A# l i s t the purposes fo r which the follow-up study i s being considered,

the l i s te d purposes should include the following:

1 , To gather data- which can be used in evaluating the school5 s

in s tru c tio n a l program and i t s guidance se rv ices. The school can have l i t t l e

idea about the strong po in ts of i t s program or the mistakes th a t are being

made 'unless i t has some data concerning the outcomes* th a t i s , what i s

happening to the product of the school.

2. To help the graduate or drop-out get se ttle d and adjusted in

h is next step in life*

3* To gather data of general in te r e s t concerning those who have

l e f t . This purpose should not be stressed in the Matthew Whaley School as

much as the two l is te d above. I t can, however, have some bearing on the

school’s work with the home and other community in s t i tu t io n s and can give

the s ta f f some inform ation which w ill be helpfu l in working w ith the young

people of the community*

B. L is t the possible b en efits to be derived from the study. Such re ­

s u lts would help:

1. In evaluating the school curriculum in the l ig h t of the ex­

periences of school-leavers* The data gathered in a follow-up study can

have far-reach ing re s u lts in bringing about changes in the school curricu­

lum, I t i s through the re s u l ts of such a study th a t the school s ta f f can

'determine the weak and strong places in i t s In s tru c tio n a l program*

2. In evaluating the guidance services* Pupils who leave the school,

e ith e r as graduates o r drop-outs, are the ones who have experienced the

45

attem pts of the school a t guiding them# I t i s through th e ir experience

th a t the worth of the serv ices in operation can be determined and through

th e ir suggestions can come changes in the program from which la te r students

w ill benefit#

3# In evaluating the e ffec tiveness of instruction# The program of

stud ies a t l&ithew Whaley may be adequate fo r the s itu a tio n but the in ­

s tru c tio n i t s e l f may not be effective* I t i s envisioned th a t out of the

data gathered in a system atic follow-up study there would come inform ation

concerning, weak and strong points in the actual instruction*

4# In forming c lo ser t ie s between the school, the Ind iv idual, and

the community* This i s c e rta in ly a d esirab le step since the school-leavers

of today w ill be, in many eases, the parents involved in the school tomorrow,'

I t i s im portant to have th e ir good w ill and to have them fe e l th a t the

school did i t s best to help them in a l l ways possible* One of these ways

I s helping them, to make adjustments as soon as they are out of school and

in d ica tin g a frien d ly in te re s t by keeping in touch with them fo r a period,

of time a f te r they have l e f t school*

5* In gathering data about the indiv idual during the f i r s t year of

h is post-secondary-school l ife * As i t now stands, Matthew Whaley gathers

inform ation about the ind iv idual before and during h is stay in grades nine

through twelve* When he leaves school Hie date of leaving is usually re ­

corded and h is record i s closed, A follow-up study would enable the school

to extend i t s inform ation about the Individual#

6* In ju s tify in g changes in the school program* Such changes as

were ind icated to be d esirab le from the re s u lts of the follow-up study

would not have to be ju s t i f ie d to s ta f f or adm inistration on any other basis*

46

At the present time i t i s believed th a t there should be inaugurated some type

of work-study program, sim ila r to the D istribu tive Education program, fo r

students of lim ited a b i l i ty on. the n in th grade lev e l a t Matthew Whaley, I t

i s almost ce rta in th a t a follow-up study of the drop-outs fo r the past two

years would ind ica te and support the need fo r such a course,

0* Examine the plans fo r follow-up in other schools, and -study par­

t ic u la r ly the state-w ide plan now in operation in V irg in ia . Such a

comparison w ill give in s ig h t in to the uses to which follow-up stud ies are

put in o ther schools and w ill give help in determining the types of in fo r­

mation which w ill be sought* Also, i t is.conceived th a t some obstacles

which other schools have found may be circumvented by the Matthew Whaley

s ta f f i f the procedures of these schools are ca re fu lly considered* Con­

siderab le help i s availab le from the S ta te Department of Education in view

of the recen t state-w ide follow-up which has been conducted by th a t organi­

sa tio n . Matthew Whaley p a rtic ip a ted in th is study and therefo re the re s u lts

should be mad© ava ilab le to the school,

D* Decide what personnel are to be used in making the follow-up study

and estim ate i t s probable cost* The Coordinator of Guidance Services

should have the major re sp o n s ib ility fo r seeing th a t the study i s made, but

he cannot be expected to do a l l the work. Three s ta f f members should be

su f f ic ie n t fo r such a study for Matthew Whaley School since the number of

people to be reached would not be very la rg e . Records from the Office of

the City Superintendent of Schools in d ica te th a t the usual number of gradu­

a te s from Matthew Whaley School i s approximately f i f ty , and th a t during the

period September 1949 to September 1950 there were f if te e n ac tu a l drop-outs

from the school* In estim ating the probable cost, the committee w ill have

m

to keep in mind such things as cost of printing of questionnaires, postage, and transportation of interviewers if much travel is necessary*. All in all, cost should not be a prohibitive or even restrictive factor in such a study at Matthew -Whaley*

STEP, II* the Coordinator of Guidance Services w ill than report the findings of this committee to the entire faculty for discussion and approval*- i t may be that the staff members will have other purposes which they will want to

add to those suggested and may wish in some way to modify the committee1$ ideas on the value of the study to the school* 'the real purpose of this discussion w ill be to secure participation from the entire school staff and let them begin to help, with the follow-up so that they will be ready for the study and its findings when the time comes for those two steps*IHLffi. the Coordinator of Guidance Services will then lead the school staff in deciding the following questions*

A. Will both graduates and drop-outs-be included in the study? There is value to be gained at Matthew Whaley in studying both groups. Graduates will be able to give- ideas on how they have found the entire school program has helped them to do the things which they are now doing, whether it be in further training or In work after graduation. This type of information is valuable to the school In looking at its offerings and services to all pupils of all ages. The drop-outs, however, will be sources of other types of information such, as the weaknesses in course offerings and instructional program which made school seem of no- further use to them. It may be that the reactions of the drop-outs will indicate that counseling in the school has not been effective in indicating the advantages of staying in school# Their eacperiencee will give insight into the adequacy of the program at

Matthew Whaley,

B, By what method, w ill the inform ation be obtained? A questionnaire

w ill be sent to those who l iv e so fa r away as to make a personal in te r ­

view burdensome to the th ree workers who w ill conduct the survey. However,

in a l l cases where i t i s p oss ib le , the questionnaire should be used as a

schedule fo r an in terview as the personal element w ill do much toward

bringing the school and the ind iv idual c lo ser together* The telephone

should be used only as a very l a s t re so r t because the person talked to

should .have ample time to think through the questions posed by h is ques­

tio n e r so th a t the school w ill have the b en efit of h is b est thinking*

Telephone conversations are often hurried and lack the warmth of ta lk ing

face to face* For Matthew Whaley, then, the personal in terview i s pre­

fe ra b le , with second choice being a mailed questionnaire accompanied by a

co rd ia l l e t t e r from the Coordinator o f Guidance Services,

C, Who w ill devise questions to be answered by graduates and drop-outs?

This type of work w ill b e s t be done by a small committee of s t a f f members.

I t s personnel should include one of the counselors, a language a r ts teacher,

and another in te re s te d member o f the school staff*

STEP IV. Questions fo r the questionnaire and in terview should be drawn up

by the committee o f th ree selected to phrase these questions* The re su ltin g

questionnaire should be subjected to the s t r i c t scru tiny of the e n tire s ta f f

before i t s content i s f in a l ly decided upon. Help from one of the members of

the Department o f Education a t the College of William and Mary w ill be

valuable a t th is time* Reasonable care should be exercised th a t questions

are c le a rly s ta te d , e a s ily responded to , and the whole form i s not very

time consuming*

23SLX* the questionnaire should he printed, A mimeographed form does not convey the feeling of importance that a printed form given. It is believed by this investigator that the return will he- greater if the forms are p r in t­

ed,

$fg:P VI, Pupils in the school* and the community at large,, should be pre­pared for the follow-up through the following meansf

1, Homeroom discussions. Homeroom teachers should explain the question® asked and the us© which the school plans, to- make of the responses. These explanations should ©mphasiae the need which, the school feel® for learning about the problems which the pupils will encounter after they leave school and how the school may aid each pupil .in later life. Discussions of this nature will help to Insure that future follow-up studies will be more easily conducted and the returns will be greater,

B. The school newspaper. The .Matthew Whaley School newspaper goes into a large percentage of the homes of Matthew Whaley students, so by this means not only pupils but also their parents will be informed of the impending study. Former students also subscribe to the paper and will in this way be prepared for the questionnaire or the interviewer,

0* The community newspaper* The community newspaper, the Virginia Gazette, Ms been very cooperative in carrying news of Matthew Whaley*. It could serve m another means of disseminating information about the pro­jected follow-up study,

D, 'Parent-Teacher Association meetings# The Matthew Whaley Parent- Teacher Association is an active organization and reaches a large number of parents of Matthew Whaley children. The organization has shown keen inter­est in projects undertaken by the school and will prove a good means of

50

providing information about the follow-up study,1, Special bulletin to parents* This will probably prove to be the

' least effective of all the means suggested fo r publicising the follow-up*It has been Matthew Whaley*s sad experience that there is a high rate of mortality of written bulletins given to children to take horn© to their parents* However, this method should not be overlooked, since it may reach someone who has been by-passed by other means of communication*

gXKP...VXjL Interested and responsible personnel should be selected to con­duct the survey* It was stated above that three persons should be suffi­cient to visit or correspond with the graduates and drop-outs* The coordinator of the Distributive Education Program should be a member of this committee as it has been pointed out In the description of the services at Matthew Whaley that he does seme follow-up of the members of his program each year.* The types of information which he needs can be included la the original questionnaire so that all information can be secured during one interview; it least one- of the counselors should be on the committee be­cause the counselors will be interested in getting in touch, with .pupils with who® they have worked closely* The other member should be an interest­ed member of the staff who will' handle in a professional manner the in­formation he receives.STEF TOI* Time of year for the completion of the study should be decided upon* The study should'be conducted during the first two weeks in. March of each school year* In this way information obtained can be tabulated and presented to the total staff before the.end of the school year and plans for detailed work on the results can be made for the post-school con­ference*

COLL

EGE

Or WI

LLIA

M &

MAf

ijf

51

STEP IX. After the:-resu lts of the survey are in , a committee composed of

the Coordinator o f Guidance Services, one of the mathematics teachers, and

one o ther in te re s te d s t a f f member should assemble, organise, tab u la te , and

in te rp re t the data* Plans should be made by th is committee to p resent the

find ings to the to ta l s ta f f pointing out p a rtic u la rly the im plications in

the r e s u lts fo r change in school curriculum and policy . The Coordinator

of Guidance Serv ices, as chairman of th is committee, w ill have the re**

sp o n s ib ility fo r seeing to i t th a t th is m ateria l i s presented to the s ta f f ,

STEP X, A fter the Coordinator of Guidance Services has presented the find-*

ings of the follow-up study to the e n tire s t a f f , the p rin c ip a l has the re ­

sp o n s ib ility fo r leading the s ta f f in fu rth e r study of the Im plications

fo r change, and he should begin to make plans to study the school to see

whether such changes can be made in the lo ca l situation* This discussion

o f changes in school policy .and curriculum would be b e tte r done i f l e f t

fo r consideration and ac tion in the post-school conference when there i s

time to follow through without in te rru p tio n .

II I ,. .Recommendation th a t Provision fo r

Occupational Information Be Improved

Simultaneous to the beginning of the study of the program of follow -

up, the Coordinator o f Guidance Services should tu rn Ms a tte n tio n to the

recommendation by both s ta f f and v is i t in g committee th a t the dissem ination

of occupational inform ation be improved. Examination of the program as i t

i s ou tlined in the Matthew fhaley Teachers1' Handbook^ in d ica te s th a t there

1 P* 2/1

i s provision made fo r occupational inform ation service, through the soc ia l

s tu d ies and language a r t s classes* However, course o fferings in the Matthew

Whaley School fo r the 1950-51 session do not include so c ia l s tud ies on the

n in th grade level* . The necessity fo r rev is ion of the program of occupa­

tio n a l guidance 'is therefo re apparent as the continu ity suggested in the

Teachers1 Handbook includes the n in th grade. The Coordinator of Guidance

Services should take the following steps to improve the program of oc­

cupational guidance!

STEP I * Meet with the so c ia l stud ies teachers to determine the present

s ta tu s of the program. I t i s qu ite fea s ib le th a t the outcome of such a

meeting may be the knowledge th a t the program of occupational guidance i s

not being ca rried put by any of the so c ia l stud ies teachers,

STEP IX* Gome to some decision with the so c ia l s tud ies teachers as to how

the program w ill operate without the c la ss in so c ia l s tud ies on the nin th

grade level* At Matthew Whaley the p o s s ib il i ty of re in s ta tin g the so c ia l

s tud ies on the n in th grade lev e l seems ra th e r remote since the problem has

been discussed in d e ta i l severa l times during the l a s t two sessions* The

most fea s ib le so lu tion to th is problem seems to be to combine the n in th

grad© program with th a t suggested fo r the ten th grade and offer' both in the

ten th grade* This procedure should present no major d if f ic u lty since the

m ateria l as outlined contains many phases which can be carried on in the

language a r ts c lasses a t the same time the study i s being condicted in the

so c ia l stud ies classes*

STEP I I I * With a ssistance from the l ib ra r ia n , acquaint the members of the

school s t a f f with the content o f the occupational f i l e s in the library*

I t i s possib le th a t the teachers a t Matthew Whaley are not aware of the

53

wealth of m ateria l which the l ib ra r ia n has f i le d in such a manner as to

make i t read ily accessib le to the. pup ils a t Matthew Whaley*

STEP I ? . Decide, with the so c ia l stud ies teachers, the approximate time of

the school .year to p resen t.the inform ation concerning occupations* As a

general ru le , th is w ill be more su itab le i f i t comes a f te r the end of the

f i r s t semester# This procedure w ill enable, the teacher to know h is pup ils

b e tte r and therefore be b e tte r able to help them with th e ir problems. I t

does no t seem p a r tic u la r ly 'desirab le th a t a l l the soc ia l stud ies c lasses

a ttack the problem sim ultaneously, but i t I s imperative to the success of

the program th a t soc ia l stud ies and language a r ts c lasses on the .same grade

lev e l c a rry 'o il the program a t the same time* I f d iffe re n t teachers are in-*

volved in these c la sses , carefu l planning w ill be Important*

STEP ? *. Consider the most e ffe c tiv e way to bring rep resen ta tives of busi­

ness, education, and Industry in to the occupational inform ation program,

A Career Day a t Matthew Whaley i s not ju s t if ie d from the standpoint of

time th a t i t w ill involve as compared with the number of persons who w ill

r e a l ly b en efit from i t . I t has been possib le fo r counselors to in v ite

rep resen ta tiv es o f industry and professions when a group of pupils has

expressed in te re s t in the same vocation. This p rac tice i s more economical

in time than holding a specia l Career Day*

STEP VI,. Inform the p rin c ip a l of the decisions reached and ask for .his

a id in seeing th a t the necessary supervision and help is given to teachers

in order th a t they .may carry out th e ir p a rt of the program*

STEP.¥11* hook ca re fu lly a t the program a t the end of one year * s operation

to determine what changes need to be made* These changes can be more

meaningful i f the r e s u l ts of the follow-up study are taken in to consideration

54

in rev is in g the program of occupational guidance*

STEP V III, Acquaint teachers with the following areas of a ids which w ill

help them in teaching about occupations?

1* Regularly published current annotated references, such ass

a . Guidance Index

e* Selected TJ. S. Government Publications

2* B ibliographies and specia l l i s t s , such as;

a*

b* Guide to Occupational Choice and Training

e. Free b ib liograph ies from the Occupational Information and

Guidance Service, U* S* Office of Education

3* Films and film strip s* For l i s t of sources see West V irginia

S tate Board of Education pub lica tion , ‘’Reference Manual of Occupational

Information M aterials , n page 72.

4* Current p e rio d ica ls , such as?

a* Guidance Chronical

b* Occupations

c. Prep

5* Community occupational surveys*

IV, Re comm end a tio n Concerning Organization

o f Information About Pupils

Early In the school year the Coordinator of Guidance Services should

tu rn h is a tten tio n to the recommendation made by the v is i t in g committee

55

’’That a l l information concerning the ind iv idual pupils he compiled and

kept up to date in ind iv idual fo lders which are f i le d in a cen tra l o ffice

accessib le a t a l l times to s ta f f members working with pup ils*1’ Chapter I I I

in d ica te s th a t the inform ation i s f i le d in a cen tra l o ffice which i s access

s ib le to a l l teachers* The Coordinator can hardly improve on the loca tion

in the lo ca l s itu a tio n . However, there a re some steps which he can take

to Improve the organization of the inform ation and to insure th a t i t i s

kept up to date* Some of the necessary steps w ill be*

STEP I * Determine what inform ation now contained in the fo ld e rs i s used

most frequently by the p r in c ip a l’s o ffice fo r the purpose of tra n s c r ip ts

and correspondence of a sim ilar na tu re . Such Information w ill probably be

the following*

1 .' P u p il’s name, b ir th d a te , sex, and paren ts1 names, occupation,

and address.

2. School grades*

3* Test re s u lts in raw scores and pe rcen tile ranks, giving name and

form of t e s t and norm group,

4. Attendance record,

3* Becord of p a rtic ip a tio n and leadersh ip in school a c tiv it ie s*

6* Hank in c la ss and date of graduation or leaving

7. Placement a f te r leaving by graduation or otherwise,

STEP I I * With the a id of the p rin c ip a l and one of the counselors work out

a form to be prin ted which w ill contain a l l the inform ation needed quickly

^See page 15 fo r d escrip tion of how the records are f i le d .

56

and often by the p r in c ip a lis o ffice ,

STEP I I I . See to i t th a t forms are p rin ted and the inform ation desired i s

tran sfe rred by the Coordinatorfs c le r ic a l help to the p rin ted forms. When

completed, these forms should be placed in the fro n t of each p u p il1s folder#

This step would mean the consolidation of several of the mimeographed forms

now in use a t Matthew Whaley and thus would lessen the bulk of the records

of each ch ild . What i s being suggested here i s a v a ria tio n of the 0v is ib le -

type permanent record!,. l

STEP IV# Keep other inform ation described as being a p a rt of the present

record in the fo ld e rs , but p r in t the ,fInformal Record of P u p ils0 blank so

th a t each homeroom teacher w ill add to the present form ra th e r than use a

new sheet each year# This w ill f a c i l i t a t e use of the record as i t w ill

give a sequential record of teacher comments,

STEP V. Continue the present p rac tice of f i l in g the records a lphabetica lly

by homeroom groups to encourage the use of the records by homeroom teachers.

STEP VI. Assume the re sp o n s ib ility fo r seeing th a t the Coordinator * s

c le r ic a l help records and f i l e s inform ation in the fo ld e rs . This i s es­

p ec ia lly true of the recording of t e s t inform ation, since no provision i s

made fo r th is important fea tu re of the record in the present te s tin g program

as described a t Matthew \Whaley.

STEP V II, Secure the a id of consultants from, the College of William and

Mary and the V irginia S ta te Department o f •Education fo r the purpose of

acquainting teachers with the im plications of the m ateria l now contained in

irenn and Dugan, op. c i t . , p. 22 •

57

the pup il fo ld e rs . This step i s espec ia lly necessary in connection with

the in te rp re ta tio n of t e s t re s u l ts since many teachers do not know how to

use the re s u lts a f te r the te s ts have been given and scored. Topics fo r

d iscussion with the consultants mentioned above should include?

1, The Cumulative Record

2, Use of Test Results

3, Making Anecdotal Records

4# Case Study Procedures

STEP .VIII* Encourage the language a r ts teachers to turn in to the Co­

ord inato r the autobiographies now required and used in the language a r ts

c lasses in order th a t they, too, may become an important p a rt of each pupil*s

cumulative record*

STEP IX, Work with the to ta l s t a f f concerning the need fo r including the

following data in information requested from pupils?

1, Marked ta le n ts or accomplishments of family members or close

re la tiv es*

2. Health s ta tu s of family members#

3* Absence due to i l ln e s s and reasons fo r excess absence o r ta rd in ess .

4, Explanation fo r subject fa ilu res*

5* A ttitude of the parents toward the school*

6* Parents* plans fo r th e ir ch ildren which are a t variance with

c h ild re n 's plans fo r themselves*

V* , P rov ision .o f Student Handbook

Although the school s ta f f did not include © student handbook in i t s

recommendations fo r improvement, such a handbook could help pupils b e tte r to

5$

understand the p o lic ie s , c u rr ic u la r offerings* and general operation of the

school, the following steps in providing a student handbook are suggested?

STEP 1. The advantages of a student handbook should be given consideration

by a committee composed of two student lea d e rs , two p aren ts , and two s ta f f

members. The Coordinator w ill be an ex -o ffic io member of th is committee

and w ill meet with them. Pupils, paren ts, and teachers w ill b en efit from

such a handbook. Pupils and parents w ill understand b e tte r the p o lic ie s

and c u rric u la r o fferings of the school# Teachers w ill be saved many ques­

tio n s to answer and w ill p ro f i t by the good-will such a move w ill c rea te ,

STEP I I , The committee o f s ix should rep o rt th e ir findings to the ex­

ecu tive board of the Parent-Teacher A ssociation, the school s ta f f , and the

Student Council in jo in t session*

STEP I I I , The re sp o n s ib ility fo r g e tting out the student handbook should

be given to the Matthew Whaley Student Council, Such a handbook should be

mimeographed on h a lf-sh ee ts and bound in an a tt ra c t iv e cover. The following

are Items which may need to be included in the handbooks

1, .Floor plan of the build ing

2, Master schedule fo r th© year

3, Daily schedule fo r periods and lunch hour

A, Course o fferings by grades

$, Requirements fo r graduation

6, C redits necessary to be c la s s if ie d as a member of a p a rtic u la r

grade, e .g , , 10th grade, 11th grade

7, Explanation of use o f any school permission forms

8, Explanation of planned study of graduates and drop-outs

9* School p o lic ie s concerning?

59

a* promotion

b* attendance

c. use of build ing

d* c a fe te ria

e* smoking

f . summer school work

g* so c ia l functions

VI. Placement Services

Placement serv ices in tile p resent program a t Matthew Whaley are

ind icated to be "Fair", No recommended steps fo r fa rth e rin g placement

se rv ices are mad© in th is study because lack o f personnel and time permit

l i t t l e more to be done than i s being done* The weakest point i s in places

ment in work and much i s being done by s t a f f members in an informal way in

th is phase of placement se rv ices. The D istribu tive Education Program,

though no t a p a rt of the guidance se rv ices , meets many of the p u p ils1 needs

in th is p a rt of th e ir high school l i f e ,

VII. Concluding Statement

Should the s ta f f and committee work suggested in the foregoing plans

be ca rried ou t, s t a f f members w ill be u t i l i s e d , as suggested by the visit**

ing committee, in fu rth erin g guidance serv ices a t Matthew Whaley*

Success of the recommended steps toward improving the Matthew Whaley

guidance serv ices cannot be determined informally* I t i s fu rth e r recommend­

ed to the P rinc ipa l of Matthew Whaley School th a t , when these suggested

steps toward improving the present guidance serv ices have been incorporated

in to the school and a period of a t le a s t two years has elapsed a f te r th e ir

60

in c lu sion , the guidance serv ices again be evaluated, using the

C rite r ia as an instrum ent o f evaluation.

61

BIBLIOGRAPHY

A. BOOKS

Davis, Frank G., Guidance Manual fo r P rin c ip a ls . New Yorks McGraw-Hill Book Company, Inc*, 1950. 63 pp.

Erickson, C liffo rd E ., A Basic Text fo r Guidance Workers. New York: P rentice H all, in c . , 1947. 566 pp.

Erickson, C liffo rd E*, and Glenn E. Smith, Organisation and.Adm inistration of Guidance Servicep. New York: McGraw-Hill Book Company, In c ., 1947*276 pp.

T rax ler, Arthur I . , Techniques of Guidance. New Yorks Harper and Brothers, 1945. 394 pp.

Wrenn, C. G ilb ert, and W illis E. Dugan, Guidance Procedures in .High School. Minneapolis; The University of .Minnesota Press, 1950* 63 pp.

B. PUBLICATIONS OF LEARNED ORGANIZATIONS

Brewster, Royce E*, and Franklin H. Zeran, Techniques of Follow-up Study of School-Leavers. Educational B u lle tin No. 17, Los Angeles, C alifo rn ia : C alifo rn ia Test Bureau, 1947

Commission on Teacher Education, Helping Teachers Understand Children. Washington, D* C .: American Council on Education, 1945. 46B pp.

Guidance Services Handbook. S ta te of Utah, Department of Public In s tru c tio n , 194B, 132 pp.

62

C* IWPDBLISHBD MATERIALS

"Minutes of High School ‘S ta ff Conferences”* P r in c ip a ls O ffice, The Matthew Whaley School, 1949-50 and 1950-51*

"Report o f Evaluative C rite r ia Committee V isiting the School". Unpublish­ed rep o rt of the v is i t in g committee, The Matthew Whaley School, Williamsburg, V irg in ia , 1951*

"Report o f Evaluation by the School Staff*1* Unpublished repo rt of the school s t a f f , The Matthew Whaley School, Williamsburg, V irg in ia , 1951

"Report of Plans and Progress of Accredited Schools". P rin c ip a l’s O ffice, The Matthew Whaley School, Williamsburg, V irg in ia , 1949, 1950, and 1951*

"Superintendent’s Report". Office of the City Superintendent o f Schools, Williamsburg, V irg in ia , 1951*

"The Matthew Whaley Teachers1 Handbook"* Matthew Whaley School, Williamsburg, V irginia

AW & m tt

05:0PI W)

•H p

£ *3Q©si © ft CQCi—I XO i—I

3(D O£ P

00s

o p Eh P h

o5*0 co P O

•H i—I O X Q p ftO CO

P5 X

0 Eh P<tj .p Sh<D CDx £ ©X3 i—1ca ft

,P X

>HEOCO0XEft Ift01

0 0 0 0 5*0p. 0 p CO •H P p •i P X0 X f tp p t O d p 0

>s•ft p

P d o 5*0 5*0 £ P P 1--1 > dP o 0 P •H o 0 •H p i—i ft 1--1 •HP

>*0 5*0 ft o CO p o 5*0 X o o 6 p X ©

3 o p 0 p o d P X o d cd £P| P p P 5*0f t f t f t •H d O © -p p K © f t O

•H 0 Q P p p P 0 o p iH b © P O PP pi 5*0 3 0 c 0 3 o X . o CO 5*0Cd 3 •H £5■ i? * 1—1 p P O ra ft P

ft>*> P

£ X O Pi X p ■H 0 •H © f t X o p C'jP g f--\ o

5*00 0 ft P P P P X 0 p ft o •H

P. o 0) 5*0 o P d d d p d X CDO o p 5*0 P d K •ft b l> P P X *» CO d <—1Pi

ftp P Q P 0 C:’ 0 3. 3 © © P © P f t

ft •H •H £ P P P 0 £ o p £ © •H cr1o0 o p d o !>* P 0 o P £ p o P P 0

X o o P o P •H P o d £ P P •H © ft0 p P 0 0 p d •H P ft

fto p 0 r—1P

3 o erf Pi 0 0 £ P |S 5*0 • 0 0 5*0 •H P 5*0O •ft f t 0 d « •H © P ra p P O P P *3 P ■co 0 o 0 0 P CO P •H © © P P •ft 5*0 3 XP COP f tp P 0 ft* P *»P 5*0 X

ftCO P o o

•H PI co 0 p d ft ■ft O X P •H 5*0 CO•H !>* oP X 0 X p X o ft • x © P •ft p 0 o P o j> pPi X P p P-11—1 0 o p

>5p ■H P o p •H f t o 5*0 b

O P 0 d p P o g 0 P P © o -p M p P COO O ft X o 0

ftg ft •ft P 'O £ p P CO ft Q

o P o p ft ft O 3 P • H P p<!

d O d £ P3 po X p d COP o o 6 ft X o p., ft* P X d d

E x h ib i t A

P (—1 0 5*0© P # X 3 erf 5*0 Pp •H CO b O P Hp 1 5*0 p CO 0 0 0 P 0 b ft! • P .X p © 5*0 •

1 X p P i—i 0 g p CO CO 3 P CO P 5*0 3 p d P 3 5*0X p p o X d X 3 p CO 0 3 X © X 0 X ft X P o 0 ii—i P © Co PCO •H d P P 5*0 d p p d p p t> b p o £ 3 b 0 ■X P P ■XCO p> © P 0 P P d 5*0 p FI p O d erf P X X o P 0 r~*« £ P 'p P 1Xo © o d P •H >■— o P P 0 X P b P w 0

l>*X P

Pd 1—t

ft b o p i—i 0 > CO p CO X 1—( d 2 erf .ft 0 £ 0 0 X •HP ft crt ft 5*0 X X « CO ft.’ •H P CO P •p r£ p 3 P d P P p P 3

CO o X o 0 p p d ft, •H o bPh

b X X erf X P COd •H X PP f t !>■*i—i P P CO CO © p p d p 3 WP 0 p o d P X

ft£ 0

0X •H O £ i—i b p o n O CO P* O 3 o > © i—i P 0X© ell W ft p 0 d p 3 •» P P 0 CO CO P! Pi ft X o X. M P X P

X l> 0 o i—I rP d o M CO 5*0 to b pp

P b b 0 o P erf p i—1 Pp •H p g •»ft P rP P d X

p© p 0 C/2 ft! o P erf P d d

ftd p •H . O CO o b o d P 0 • H P P P b p b • © XO g P CO p p ft p •fe c! r*. n |-X< ct •r f ft X 3 X ft P b o

© P >S 2 0 o ft 0 0 X b FI P 0 3 0 3 dJ CO 0 £ l>* o O O ©©£ P X p 0 p X P 0 P d erf 3 P P -f P 5*0X 0 I5-* 5*0 P o o X ft

o P 1—1 bOX 5*0 r> Php P p o CO b 3 P CO erf P p (S3 d P 0 •H p o p 0 0p CO d O P o p p p 1 p h-i

Pr<b ft: © X 3 1 X •H p p b d © 3

p X P p p O d P 3 •* p X 5*0 COCO P P o d 0 1—1 N0 o o f t g ft 0 P P 1 f t p P o P 0 •H b P 1 5*0 3' 0 g o X •* PP o © o £ to •r*f X b p 1—i X P • H d COP O P O P g 0 o P P XP Ph i—i p 1—1 0 -P i pi b £ |S5 P P X p P i b d b o o p p d 3

Xd CO o ft d r* p d —■, P 0 0 p .0 P■<!

© •H © £ 0 fti b p b 5*0 X0 © o O o © CO d "COP © 5*0 ft d X • P

f t0 0 P o

N 0 x p X P X p 3 X 0 P P., P p. b P © p o dX d •> b o X P*X 0 d d p X d P P r—1X o » P d 0

0P r3* COX t> Fi d _p P P 5*0 f t n © X X o • 0 W O o ■=2 p p5*0 COP p X X P r H *-( © P 0 WX • X •H P CO.p X o X 0 * X p ©O © •ft 5*0 d X X d ft X P X g •H X 0

Y' *w p P 0 P (—1 i—5

O •H P p p p 1—1X P o fe; d d 3 d X b COp b d H • X © p •- 30 P P X © X o > 5*0 o P X P • P 0 o X 0 d b CO

Prb ft P 0 ** 0 X

P X M ft o X b >*> b 5*0 0 p o > 1--1 P P P d 0 i—i 0i—1 jP o o p p X 0 © 0 O fti P Pi P d X 3 0 P d 0 p © p ^ p P

o o o o b p o © ift p fti P X 3 t0 b 0 cP p ft! P o p p o P d o X bft o 1—1 b ft. CO X ft P p CO P* i—1 O X CO OTP erf b EH £ P X d £ p 5*0 0

•* 5*0 P>s 0 O •> 0 P 3

P hP •

0 P ft P P P P 0 P •*•ft o P 0 XX 0 o o d X •>0 o 5*0 P p ft O • H b 0

•rHi—i X 3 p 0 •H •rH 0 P d d 3 £ P tslX b © p P b d 0 £ P £ •ft P O 0 d •ft X

0 o o r* d 0 P © o o d o P 0 5*0 P b © P 3 00 o 0 0 X ft P X P £ COp * P p 0 5*0 P X

PiP O d

X pc| X b P X b X 0 d X ♦rH P d p O P PP o p 0 © P 0 p © © p 0 © i—i P p o P X •ft O & 5*0 &X 0 X O P ft d t> 0 P d P > ft d p £ b ft P £ P £X P ft O Gop P 5*0X •rH d © d 0 •ft 0 ©X 0 0 ft o •> P d P p P ft P 0 0 b ft P P pP X 0 d p 0 0 O b b 3 0 d © b £ ft © P ©X p •rH d © £ P d O 0 © O P b t> 0 d o 0 P •ft0 b X P •rH © X b p •t—;; P P •ft P b o p oP p p p _ p 3 P P X •ft 3 p 5*0 o 0 p 0 • P p «

f t O d © © d P o P b d i> 0 o P X © b Is !>* erf 0 o P d ©o ft P 5*0 P d p o 3 P •ft 0 f t x © ,—i P x b b P

0 p d d 5*0 n 0 0 b 0 p P © P •f—e P 0 P •ft X0 P ft 0 © ft erf P

PhX P d P d X P i—i pg f t 0 0 X p X b P *» 3 X •ft i—i O P d 0 0 d IS. 0 o

£ l> P 0 X © © p P >*P P O •ft O x P P t> X P £ ft0 X 0 d 0 p X i—i p X P 0 P £ P P P d © •ft P p 2P p X fi O d b rc d a ■■-i •» ft 5*0•ft d P •ft Q •>* ft x © •ft 0 d

d 1—1 f t P o a. P P P d 0 P O 0 £ rft © i—I b £ d Op 0 5*0 P 0 0 P 0 3 b f t p P •ft P £ 0 0 0 X d•rH 0 P P 3 P X p • £ P 0 p p P o o !> P 0 X b f t 5*0

0 O f t 0 p 0 o £ 3 3 erf 0 d P h b •ft M d§

d 3 P0 0 g X d © o p o P 0 O P i—i 0 P P JP P

PP O •ft

o t e 3 0 d P X © o b P >* © © 0 0 b o b P Pft 0 3 X M X © x P P CO © 0 o 5*0 Pp © O <o © b 0 © 0 X £ X P

P h0 P h X 0 £ d

• P P P ft P © O p P P P o 0 o P P h o P P © P h r—1f t a fi d Q X 0 0 p P P d 0 p o O P © P P P X O ft*

COCO 1—i0 1 1— 1 bO ©

© d (—1 © d d t> d 1d 0 0 •H •d •H 1—1 df t 0 d f t d > s O > 5 f t d

d d © W d Co 0 f t •H 1—1 0 Cjf t 0 cd f t cd rH •H f t d f t0 W CO © rH © rH cd cd f t ©

CO © f t d CO cd 1—t © d dbO d d P h•O 1 f t d © d © 0d 0 © •H O © CO © O'1 d E J S•H ,h f t d d d f t © © d

d □ f t w P h Ph d •r-j © Ps d f td 3 © d I 0 O f t c cdcd f t f t 0 f t © d d f t f t E f t to

f t f t • t> bO P h>»

d f t rHCO © d f t © •H d d Cj cdd rd 0 cd •H 1 4-3

d.r 4 © 1—t g rH 0 *

© f t f t 1—1 © © 4-3 i> f t p d © bO-d

f t©

£•H •H '5 O d ©

rj© d f t Pj f t

Co© O is f t d CO

O MQ

f t f t P d 1 © •d•>0 © © g d bOrH d © d pd CO E f t g © O d © w d© © •H © * © O f t © O cd

f•H ©

f t CO d d d r-i d © O i> d rH df t 0 1—1 d 0 .O £ O O 0 CO d f t© f t d g E O d O d CO p-l d cj 0

f t d 0 g d f t P h •H cd f td £ 0 CO © •H O E f t d d CO d

.."S-L f t 0 cd CO f t 0 CO to © O

f t1 f t W

1 1 •d © © W•H 1 H f t f t f t d d

tO •rH O d cd O d <£S •rH f t•H © d g f t O f t

td * f t , f t O © g cd f t

1—1 d © f t © 0 © f t f t© cd E Cd © 45 3 cd •H © © 0 f t d ©

Ph 0 i> E f t d 1—i O P hf t f t © Wf t O •H rj rH j> d EH © © d ©f t

d f t W d cd O O f t f t © d f td © •H g O d f t d

cdd 0 ♦ cd

O cd •• rH Co d © fcjO • P h bO dCO Ph r© •H d 45 © f t © © d ©

d 1—1 d cd rH •H f t >s d f t d f t •H P h© •H •rH © f t O © f t 0 •Cj © cd f t O

•G © rri —! to O f t d •rH •rl CO W d rH OE d f t CO © 45 cd • 0 g W 0 d •H •H ©© d f t d © d bD w p cd r*5 d 0 f t dE 0 cd 'ft © • © © • d g 0 r—1 0 •rH d f t 1--1

0 d 1 P h © 0 d © © © 0 1 O©

>>rH h£> f t © © O ' p O 0 !> f t cd 0 © O

> cd d f t 1 45 O «» CO O •H © © f t 1 f t•H f t d 45 d f t © CO d f t P5 O f t ©f t •H g d f t © 1 © •1 0 cd O p 1 W0 d 3 P h•H 0 d CO © 1—1 • d d rH dcd d cd 00 cd f t © 0 f t © © 0 © © 'H ©

g 45 © d >s 0 CO © P *H E f t 45d E O © hO 42 rH 1—1 Cj f t © •H O d 0 4-3 f tcd O is r* d d 0 d © f t 1—1 O d w © d

O f t f t •H 0 © CO d f t © f t Ph © raCO

fc©f t t>s rd © © 0 E d d © cd

•H CO d CO f t •H f t © © © w © 0 0 © gd 43 d •H > Eh f t © ¥ f t d d f t

1—1 d •H cd CO f t f t f t tz w d f t hO P h wO f t CO •H r-> © cd 0 • •HO CO d f t cd ■d O • f t 0 is © © hD d

d E • H ft? d rd to CO f t cd d f t © W d f t0 cd tr is W) d >> •H d O rH d g © •H 0CO •H CO •H 0 E d 0 cd > © w O f t • H f t ©

1—1 © d 0 0 •H fS 0 d O P h P f t f t f t© rH f t © d d d E 0 f t

f t©Co

&■H Cd ©

ecd ©H 0 © p © >4 f t

P h f t •H cd *> O •H Pi w W f t O O f t P)

d wo ©

f t *H rH

fe.O *Hd e

•H O bO f t dCiJ P>J d f t d © d ©

• S "o

CO ftd© 03 +3 42 d © t© ft d I q d cj ft ftw co bfi Cod e

•H -pW ra

•H© d

f t f t 44 o

©d© o 42 ©

d d d© ft *ft O Eo o dO bO do bO

Co o>5, d4 d ft

•H rH O <rl

d© f t

d o• H. . f t f t bO cj

d © d *h d

•H Ph f t rH ©

© ©O ft—i (—|

♦H C'j© d od *H >H © © hOr-H >» d o ft o ft ft ft d © ft d © d o d•H © ft ft ft d 42 © © d d ft o© f t 'H

<© *d -pPh ;g cj

Id

© © do ofto w o ft ft>5 d

f t f t ft0 fto© o ft ft

f t © wft

d © •co d ft ■"§ d1 S g

t 13 Id >-j bO ft 1—I O © © d

f t f t Ph

d g d ft ft ftrH -p ^Hd fl Cj O H Ow kH© Tm ft d o ft H i d

I—Icj

1 ' d© oO ' f t ft o !> o

*«*f t f t f t d o o cd o

p j f t

ft

w

w © «43 CO in ft nd o o ©© o ©d f t d d f t o o ©O w f t > j ”© d

© f t bo f t d d d f t cd © d ©

f t f t © d CO 42 © g f t f t ©cd f t d

■H •rH Co1— 1 w rH1— 1 r3 •rH bO.‘rl Cj © di s r* cd d

(ft 43rHd

©d

©

*r! 0 * COd d cd *HO © © rH

rH fH d »—1O 3 © <H

O d t> •»

O bOd

W •Hf t dO •H

Co©*H>O td ©

Wd

©

0 ©

'd!Co

cd f tr> ©

d

- 3.©

*1© bO© df t dcd f t •d © ©© E f tP . cd dO •rH ©0 rH 15

1 0 1—1 dj • H f trHOO

r* ©

t—1 bOf t cd d© •rH •HW d f t0 •H© rH W

f t O •Hf t O i>

hD Pd © O

Ah•H bC1 © P ©

d d © rd rd0 O © d rH P d P•rH rd cj 1—1 ©P Pi P p O d d dd •H © O •H d ©O rd O p cj © d•H 03 P1 © © 1—1 p £Ah d d rd P h X•H 0 CO d P K © ©P •H P R © p3 P © W 03 ©H d rd •H •H d © rd0 1—1 O rH hD O

© d d d © cjP P © © 0 1— I ©0 P * P •H p■H © >3 d >

rd f>» P © d •H Rsd P © rH r* 0 P © -© 1—1 d © •H P 1—1© O Co 0 P P cjd P £ cj P Cj d r5{P5» Ah p d03 © © p cj'H t> £ © P W

•H © bO •H co ©© P rd © d d p rdP cj P 1—11—1•H rd P© 1—1 P rH d g bO PP © ,G$ O 0 d •H Cj-—1 P O 0 cj P

P 1 © d •HO'- * ©d p bD1 d P w 0 d P P ©d p © © cj © W•H ■—1 1 1 O P pp cj 1—1p © p •- p © •» d O d 0

P rH -R d cj © P C.j © rd M 0 P dX

gd d O d p rd © d p p bD © 0 ft •H

1 cj O ©>3

P © P © 0 0 © d g © • © w© d P P d 0 6 P •H p 0 P d d O w ©

d rd c* P 43 P Q Pd £ ■CDP g p d 0 © W d

Cj O © 0 rH d 6 P 0 P |5- © O © d d 1—1 rH dbD • • •H 0 d O w d •H © P © w p cj cj 1—1 •d 1>d w rg d P 0 CO © W g g © w rH d 0 d•H Co © r“ © d d d 0 © © cj 1—1 bD P •H p •H O w 0 d ©P e w p © P 0 d © rd

Pd d s O P Pi d p •H •H d

00 d O © £ •H •H •H P p •H 1—1 W•H d p ©•H 1—1 0 P HP P P p O p p p w • £ P •H © 0 p ©rH 0 rd

[>3© P cj © © •H P rH © •H 1—t W O p P © d

§0 d

0 P cj P i> © d © © bD© P d O P P dp

•H>303 rd © P P P-I © d •H P 0 rd £ 1 d ©

Pp rg•H 0 bD P © P d I 1—1 P P-I*H 1 P 1 w d CO © 1 r* rH

rtf K3 © © d d © d d O P p © O Pj P •H O © P d ©P 1—1 P © M 0 1 0 cj © cj 1 P d P cj 1 tS d p * ^ H P

© 1—1 O © 0 H c- P P p 0 © g P d © d Cj Cj •H03 rd O P •H rd •H pj 1 03 © d © 1 >3P p 1 *H O p p 1 P d© P O P bD P P d p rd ‘H P3 1—1 f © p • H cJ O bD•HO

ra P© d © P O © P P p d P W • p © ♦H O P

O P © O P P p P M d p cJ •H p d P Od p d P O •H •H P © d r—1 © •H © P bD 0 P r* T, d O s Pi d

p PQ d P •H rd •H © co rH d P •H •rH P © 0 1—( •H £S• © 0>3

w © •H rH O rd P d bD g P P Phd p r3 d WbO P 0 bDH 1—i d p d p •H •H © © 0 cj d 0 •H0 © 0 c- P d P! d © © w d d • 1— 1 © g d g cj P rHPH P •H

WrH rd w rH •H P d bO P © d •H 1—1 d © bO © w © © PCj O p d P d © p d O 0 1—1 © P •H © p w P p cj 1— 1P d d 0 © © 1—1 © © <£j © O cj 03 P W w © w >3 0 0 • Hcj © © d © l>3 t> 1—1 P p rH rd p © d © rH rH g d P-I0 p 6 P 6 d d O d 0 O O p 0 P P d p •H p d © d d

PQK O■ ETX...... rrj— *H CO P w H p EH O 0 H © bD O d •cl} © Ph

1g

p 0g 1—1 © •Hcj © d p © PH d 0

P© 3 P w © •» •» •

—1 0 3 P d g 1—1 © P ©H •H p O P >3 © 3 P Ph•H grl •* ■R P d © P d O Cu3=- 03 CJ r'S 03 •*» Cj d P CJ 0 P P

k*3 0 © g © p p P O bDP CJ d 1—1 3 P P © © d bD OO J5* d Cj P d •H •H

‘.,jP

>3© rj bD 0 rH >3 p P Ph

© O p © © d cibD P P bO © 1—11—1 g © '*zriP-H 13© 0 Pi bD Cj P d d r~H—H g ©

d1—1 © p P •H d P

H P p O 1—I 3 Wp gO d d p O O 1—I 3 © vO ©CD •H © p P O 1—l ri W

g 3| P O O ©• O g © g ©© © p r=i cj © p O r5 hD Cj cjP P p © © p P bD © •HP cj 3 d P P P p O 1—1 rH rH

p p d P © P£

© © H 1—1 Od © © © Cw P bD O •H Od Pi d p

dP P © O te; P

3 0 p O O 0 © 1—I O0 © 3 d p P H d © ©

H 0 p 3 d © © O d P0 p w d © © P O cj P d0 >3

p© © d •H rH O 0

P p g hD P p cj © W0 0 •H d • •H 3 © P © 3 p© s p •H <4 rH 1—1P P d 3

« 2 P • •H •H 1— 1 P ©© d p g © EH O 3 d © © O Pir~| d © 0 © « 3 i> d 03 •H d PiEH 3 p 03 g p P ci 3 d P © 3

d © ©fe O 43 bO bD ©©Ah 3 d d d P dP P 3 -g *H -P O 1p p © p p -h © o+)o fto >3 o d p g p3 © O K P Cj o o ^ ft ®S3 £L, O © * © 03 © d © p

co o i—i i> - p © d p © d pTj 0 d © © d P O ,H rH Rd p >i d d cd © d p d p P-i ©d rH p Sh. rd P-i ‘H rH *

9 -P X O -H '-© -P rH d P P Pr l g M M rH l ' 1 ^ d *H P 3 P3 O © d P W *H Ah P-i O © d © ©p co d O © © rd O -H d P -P D -P -P.H© o1 P P-i -!-i o o W d P -RP-II—I © r d I d P d d Cj 1 03 d Oco o P p d P © © * h i—i f t d d g• O <3 Ph d I © rd rQ P • d I O dP d P - P g £ n d i> 03 .H <r*

^ r d 0 I O © P © *- I co co o© 3 3 P © O P g © 3 .H ” R W+5 © 4 3 © 0 4 3 p o >3 o d dCj © o *H -H <J 4-3 P rH O O © 0

P far P P 1—I 1—' r d CO d 4JCO d d) d H O d bO d O »H d

d l r d o r H o © * H d P to • " d p ©d p cj *H r d I—I p Cj *H © d l W ^ "R "R "RP >3 O © © O r P © d P © O ^ « *H tu ^© © d 03 *H P P i P d , d *H rH bD P ^ © ©p r H r d r d ' n to 3 Ah © o p p P d 3 3 d d© d O p © O r—I P-i d dwxj d -h P P o p p o w A n d . g © ® . ,,H ^ © ^ 0 fH P-i E—1 03 hD *H O d ^ Go P CO © CO U1 45

« p

bod Ah© mbD ©P rd £

Pj ©

>3 >3 S> dd d P d

p P 1 Ah© 1 © Pi © W d d

•>3P O

bD P •H © •H •H •H1—t P d 0 © d •H g cj P bD0 d Cj Ph H p £ P 1’ O P P •H >3 d P d0 P r—1 O 0 •H © •H © P rH rH c © •H bO(p W © cj 1--f bD P rH

Ph> 1—1 P © © •rH d 0 P © d

'0 P h0 bO O P d © d •H •H O © PhP P O Ah P •Hw •H P d n P cj -P © •H r\ P O P Ph d

•>3cj • rH w 3 1 0

cj O m •H P © 3 O WP p 1—1p© © 1—i g P 1—1 O 0 P •H to P W d © © © O d d 0 d i—1

3 0 O •H •H P •H •H © p P P rH r—| O p ci d © rap © 3 P O iH 3 p-i O d, © O p P P P i Ah w r“ •H

•H P 3 P P •H W bO© d © d W 1-R P w d P 0 d P P O d © d P 1—1 g © © © g © PCJ . O •H © P w P- •H d O p 0 3 d O w P H P ©P 3 g M W © © d © 0 P 0 P 0 g P 0 P r©P © © • H •» © d P d Ph P P r“ p © 0 cj d

>3 P © d w P 0 0 d Cj Ah p © p P p rH P Pd© 1—1 © p p p r--< Pi IH © • H bD © O P p •rH cj

P P bp g d p w >ad d r> 1—1P >3 Cj © p© cj P d © d ©

<HP p © 0 P P bO > p p P

•H ©<H

cj p d 0 P • •H bD P • H 0 © P P 3 cj wrH d 3 cj 4 5 1—1 © © d P H P w w •H ♦H d ©© 0 *\ P h d 0 •H W •H p © 0 0 3 £ O 1— t w • H pP © w •I © d 0 i—1 © hO W P © p P i— 1 © cj 3

p © © p w i> cj P © O 3 d d p 1— 1d O cj 0 p ©© Q w P © w p . •H 0 P © P 0 0 © © rH © Ah d H Pis; g 0 d p 1—1 0 P w © d d •H •H P t>3 © bO d P © © bD

P i © © •H rQ Cj © W 0 • d W p P is P © © d Od P CJ CJ P h g 1— 1 w © •H © 0 •H © CJ P •H ©• 3 d © © d © © 0 p P p d Pb d P i d w P Ah Ah P W P(M 0 P h g P Pi g P Pi P 43 p © O O O © c'j O O 3 © •H P

d

%*>

TJ of

©•0 ro

d

.5,00 £

•3s

0 rH > 0 cj 0 1 d ♦ 1d 0 0 w © TJ O cj •H o p cj d X d 0

X ?s 0 rd to d d o X O 0 p © 1—1 p o P 0 0P -P d Co d XJ 0 P © • d X 1—1 d p P P d P

TJ d o •H p O 1x x i—1 IS) d p © to d P p £ d o >5 Po •H w o -P >4 0 0 1p p o p o p 0 p o o o cj w p 0 Po P -p 0 P d p p d p d d d •H P Cj E5x0 •i TJ 0 rH 0 0 o d Cl(.0 p 0 © p P cj 0 tj 0 0 E

0 >> E P TJ Xl ,X p X 5x0 cJ X 0 & 0 d P* d d d o0 &©0 -p a d p 0 d d p p !—1X 0

1d P d cj © i—1 o

TJ d •H •H TJ Cj p 0 Cj O 0 o p d Cj d 0 P co•H 0 Ph 0 r'J; d d 0 o •r~! Cj 0 © 0 ft d ft

d +3 p—1 P 0 o *H 0 Cj 0 P h d r~j p d 0 P d o 0 “H fto 0 O O TJ p X X 0 P d cj o

E© O cj d d • o C'j ft p

0 0 o TJ d d P EH 0 02 x © p 0 d o P •H Eh X EH CjE x d O cj TJ >H O to P 0 o P & • o ft p

IG o Li d 0 o P h P d d 0 X o d 0 o Ph > 0 Ph p0 1 • 0 i d W | 0 J-J ft .p O i o p 0 X P 1 p p •H d d

Pp 0 o

P •~s to d ♦ d Cj o P d 0 p o p cj p d cj d 1Cj 1 • © d i 0 0 TJ « X’ r-0 0 P-f i o <H d d 1 o X 0 0 O cj 0

>5p

P Eh rd P rd rQ 0 0 -3 0 X o p <H •H X d d 0 p p 0 , d 1♦ 1 • -p TJ i -P E d 1 0 O P <H i p O cj 1 0 p i—i d i—1 d p X P

Pi to P<H

d • © P<H E 0

> >x,P P O E 0>>

p cj o p cj o0o Pi cj E p p •H 0 Cj i—1 p 0 0 > p o i> Eh p 0

P -P o -p cj O 0 0 X 5x0 d d d d pl X W 0 d p 0 O cj 0 X0 > d

E0 d TJ Ti 0 5x0 d P o o 5x0 O p 0 X cj p •0 d d d p

> O © d 5x0 d d E P p p •H E o X o p o p o P • 0 p0Cj g p tj 0 O O CJ 0 0 O -P d P d 0 0 o cj p © d P P > p

X & a1d TJ d •H o rQ X d P4 O Co cj Pi Q p d d 0 d p d d Q pe 0 to d Ph P rQ P o E Phd 0 P 5x0 0 X o 0 d Cj

0 •H G o P cj O X 0 ©4p 0 o•H

d •H 5x0 O d o cj >5 0 o£ <H d 1—1 N i—1 -p 0 .p -P o E 0 0 X d ft 0 Co p p d P

0 p 50 O P O p p d 0id

X p p © E P h X i—1X 0 0 d-P Tj 0 d O 1--1 O Xl •H 0 Cj 0 o d o p o •d 5x0 X o cj P d ©cj 0 d 0 •H rd Co rd O 04 O d p cj 0 p d E d P d ;H 0 d rH ©

0 o X d o 0 o P P o 0 O © © S. © d p © O E PCO X •H Pi X>X t=r> {ux* I P R fcf) • ■»,.

0 •v"‘kTP d

05x0

kTcj !g•—i

td o d i—1 p

d d E 0 c™J fS © •H 0 1Pi •H 0 5x0 t: d 5x0 o p 0 0 0 P d 0 0 d© 1 w O rd d • d 0 o i o d o X d d 0 cj 0 0 d •HP •H d O P P -P o X o <H p <H CO p cj © P X P P pP i—1rd 0 0 tJ Cj rQ p 0 C P 0 E P r=“ Cj CJ i—1

-P o i—1 <ft 5x0 d © o P 0 P o rH lCj( ft i—l p dd 0 d 0 d o d d X P p K 1—1 d 0 o •H ►=3 0 < p P P 0 P p

w P o p o P P cj d £ p 0 i—i © E p X 0 ft p P O •P cj pE •H d P d 0 d 0 P p i 0 o 0 p p P EH 0 d 5x0d pp •H CO ni M 0 p CD P P p o © a) 0 o c: j • •rH p 0 d CD !>> ©•H d 0 d d E d © 0 cj d P 0 d E 0 © 5x0 Ph f> P •rl d Cj X

G O «* p Co p 0 o o - 3 ° © X d 04 o P X 0 0 cj o P Co 0O •rH d o d £ rH d d d P X p p CO o p 0 P 0 0 0 0 p 1 0-P d © 0

5x0rQ Co © cr1 d 0 t> o © X p >5 p 0 >5•H

P P P •H 0 O ftp d O © d 5x0 0 X 0 d •H 0 P d rH 0 E P xtJ p O Tj d iH d 0 0 Cj - p d d d p • 0 © P 0.) P Cj O 1 •>d o *H P drH d 04 ‘P •X•r-f • © p p o 0 P d d • >5 0d G TJ i TJ d © P J 0 I 0 d E 1 X p d 0 p cj 9 o Co 0 . 0 <4 0 cj P

P4 0 0 P P rH > X > 0 o d cj o o d 0 d P O d O 0 d0 d

£0 i rH d cj 0 0 1 P P d l 0 cj d « Cj p Co X p p 0

$o d ©

XI o •H O d rH E •H 4-J X i—i 5x0 o 0 0 p 5x0 0 p ft Cj •> >-p 0 d > i d TJ O O 1 |3 Cj cj i o p O 1 p © d • 0 0 © d d d P h 0 0 o

50 M ft •H d P 0 0 p Cj d ■< d d E p o Cj d pPi Tj 0 © cj p tJ • 0 0 Pi 0 d P 0 P 0 • cj Vrr o p p • > Cj © d 5x0P 0 0 P o 0 cj Cj d P 0 O to p p d d 0 EH p CO 0 0 p © P ft

E IS] P cj 0 0 d *H #H O d cj d 0 • 0 •4 0 C©o 0 P P > X dt) P P 0 rH 0 0 d 5x0 TJ d 0 1—1 n d o cj d p d 0 E o CO 0 to Co © oP -P i—I P -P d O 0 0 0 p Co 0 © p 0 5x0 © 0 ft o 0 0 • H0 d >»

dp 0 <D d p d d d d * P X p p d O 0 0 0 >s 0 o o 0 P 0 P c j P

X X -P i—1 rd d rH rH O © 0 O 0 d p tj d o d rd d o 0 d X d o cj o Oo 0 P © E o c j p P tJ 0 o CD © a o p p4 P d p 1—1 0 0

Ep o o 0 o i—t 00 •H r"» d ,CJ E o TJ 0 d d p d c d 5x0 P d p

<4-4 <Hd cj P

p0 X d X i—1 d

g G 0 cj o 0 d P © P O p 0 p cj O , O" cj cj o d eH P 0 p o P o 0 Pci £ o 5x0 -p o -p Cj Co d O O 0 Po P h Ph P © p d o O p P cj 0 o 0 0 0 0 r* 0

»•H nd 0 0

p •i 1—1 0>5 E 0 Cj P PCo

0 1P 0 d d a d dP Cl 0 0 •rH X cj 0d 5x0 X •H t—1 P . po d E > . o 0 d

•H Q CO 0 •H P o d •HP E d E 0 > oP Co 0 d •h © d <HP ,_, 0 •H r * p d o0 P o d rC p p

d ci cj 0 P 0 p E0 © 0 O 0 o X d cjX E p X P 0 o dp 0 0 o 0 o 5x0

0 ft\ p 0 p £ O5x0 d CO o d •H cj dd 5x0 p o 0 X *> P

p Cj d X P p 0 00 o d 0 X 0•rl 5x0 d 0 p o 0 >

d d cj p P P •H •5x0 •H P •\ d P 0 P dO X 0 © 0 o d O oa o •» d X > cj E d p

c! CO o p •H d d pOh 0 rH p o p p © p C'j

d •H cj cj d 0 pP

p d 0 i—l0 © d 0d p 9 0 d X o d

o p 0 d p o P

1 TJ0 d o 0

1 «\ X p d TJ d•H d p 0 P i—i p<H d X « d ps E•H is p p O © O dd o > P X 05x0 G *H P d 0 Pp O 0 o 5x0 P •H 00 d d o 0 TJ

0 0 0 p 0 <H dp o X d X p O o *>Cj d E d cj <HH •H OP © •+j £■ 4-i o H p P•H P S Co

>5a cJ P

> d d p 0d p © p P 50 0 cj

0 p i—i X *HH 5x0 o d pX cj d d 0P 0 X 0 •H o d

p pd

p 0 0 •H X<;, o d p d >s P pG o X o p

p0 d X d

X P X d 3 d ©© o 0 (—1 0 p0 0 0 p d •x dd

<4H> >5 X •H 0 d Co

cj o P p d oO o •H •H 0 0 o 00 i—1 d d rH <4H d >PQ 0 0 d o o 0 o p

o X E p o G •H Od E 0 X 0 P >Cj 0 o 0 o X ci do £ o G 0 Eh P p

O >so P 1 Pp P TJ 0p TJ d

td >

X d Ph cj cj Pd 5 0 o P Pp 0 0 Pi 1—1 0 X O Co ft

0 d > Ph C©P 5-0 P d 60 i—i rH © d cj P 0 •H

o 50 O o 0 E TJ P PP o d > 5>0p TJ 0 o •9Pi

X •H G d 0 P p P o do TJ P 0 o O o p

o 0 d p © P o 0C'j TJ d Ph d X P 0 Tj

t0 p 1—1 © O o K X 0p d p G t J 0 0 d d

Cj p 0 0 0 P P o ©P X G o 0 © £ p

d 0 d PhX , J X x„0 o p d o p

>4p 50

**ip d 0 p a p •HP X X p p

tp X P P

p d o 0 0 dd o TJ X cj 0 p P cj 0o p d d P d rg cj

•H Cj p o > E 0 d

tPh d 0 p p > C'ji—i 0 • «\ © X Co 0 p 0

o 0 G 0 •rH p o p p . ;P XPh 0 Co 0 p d C'j 5x0 X PP h P X 0 cj d TJ o •0 O p0 •H 0 d p o © 5x0 P cj £

a • do i—1 ©P -P d 3 >5 O• 3 H rH ■3 P 3M rH © O Co 3 3o 3 X i -H -P © Coo P 3 P M w 3P P -P © 3

Pii—l •*

X i rH W 3 O C'J wJZl d © P* o > 33 p x i p ©p o P © © S i

o © o w rH o •-p to St 3 p d rH3 © 3 3 d © o© > d O o o B P o© CO •H o •H r3© © -p rH +3 P -3 oa P |I ci Ci I © © CO3 wp Si rH p © ©

To 11 p x i 1 P-I -P 3 3 ©p i—1 i—l S *H 3 s iO 3 11 © 3 1 o 3

PP p

O i> o o o COP3 £ © £ O

O •H rH £>5 •Vo♦H CO rH 3 d © COCO 3 © O P P 3 CO

•H © p o © © 3_ r* p a 3 3 r3 o© O © x i Co © rH o 33 Co B 3 o 3 3 ci +>

© o d r-j O © Cj

-P CO ,3.-1H 3 £ P P

3 © w3 3 3 © p CO3 ci © P 3

TJd > P 3 © © B © 0O o o © 3 !> 3 * 3 CO

P p ci 3 ci •H 3 i ci w o Co • COP © © Cj p bO ♦* © P-i 3 p w

© cjrH f t p 3 P P w o O © 3

Po © B 1—1

o © •H d © i—i 3 3 bC O •H 3 Co©

oo p £; P >1 o i—1 3 Pi 3 © P P •» © 3p CO © p , rH 3 ci P •H 3 •rH d © c~j bG o ♦ f lo 3 © •H P © 3 w rH P hr*p* o o O O 3 CO o© 3 © •H > 3 3 o 3 O © •c •H 3 d 3

W© ■g •H

© 3 « O © © •H o O © d to rH d • © o . H M _p© P 3 tiO rH 3 3 P W o P B •H © 3 x i © P

OCD 3 oa c©

p p © 3 3 o cr* 3 Co o 3 o » Eij 3 ©P

o o * ft Op O O 3 O •H 5? o O 3 © © © 3 © R © i—1 •H 3 P ©

kbd

3 3 P P< P 3 o o • 3 w © P . © P O P a o rH ci w 3 ndP d o CO o P o 3 ci © h!j p © o 3 3 O P •H

3P © o

wW

o o £ rH © © p 3 p P po

© O Co P 3 3 3 •H CO0© Co 1 O jjjj • •VP • *\ > I w p »H c P P Xi 3 o P-i O 3 P CO ©

to P © •H o •o w ci 3 rH 3 P B O 33

© •i ci •H3

P O d d w >£© COr—■! I p 3 3 > © O 1 o Pi © B »\ o S', P 3 O P w •H3 r—1 o 3 © o O •H -p i> 3 o ro o •i I—"i o p p 3

pa ■H © •H B d g

•H rH p •H I CO o P 3 .•H 1 3 B o rl Cj CO d i—1 ©CO

P-i i—i W o rH d

p •H p cS d Pi •H 3 P rH © w 3 ci P •HrH

Cj •H o O r Q© £ P 3 3 © p o « • rH O P

CO© b.0 © Co O 1—1 3 r> f t

-P•H

© 1—1 3 o •H p 3 3 © 3 •H .1 ci •H 3 O r | P rH •H o O©

CO £h

6 •H © o o r—1 o p • • © P i> ao © CO P Pi o © COrH -Pp ci !>j 3 •H o ci © E-HEHP d *ri o B 3 “5 3 3 p 3 B cj CO

3©

r—13 bO

3O

P•H

©3

3•H

O•H © © r a

p© • « *

•P

3P

3P h

•H O © cia .

P i oCO

©PH

oW C

l

.-HPi•HQ

P o 3 •H 3 •H B i—1 w P •H 3 PO d •H P O B 3 P •H 3 P hO©•o

P<H* O

•r-jd

3©

d 3Pi ©

©3

©3

3©

3o

*d

•P

•O

•Xi

•©

«P

•bO

•p

*•H

••o

•i—i B

o 3 •H 3 B p 3 M 3 © P 33 3 3 3 © 3 3 P cl 3 P

P-, d 3 © <3 3 d •H rH © EH •H P

Par

ents

wh

* w

ork

in c

afe

teri

a

take

si

ck

pu

pil

s to

me,

e

tc.

pp

*P* •

© r S3©

©P

o •H 1—1 P © P3 3 p 3 o © O

t© 3 d 3 Cj d P •Ho d 3 O © 3 3

d © © •H P P p P* ** © i—1 w w P ©

) 3p © bO > P oO i s © . 3 o o A

o © O •H 3 w ©

> »d P © P bO 3 3 o

0fi © o © s j

© © © © P ♦H P3 p 3 © 1 B 3 1 W o I ©

P Oj w © •H d ©« © I p o * £ © 1 3

t> A © cj w 3 P ©3p •H © o 1 3 © 1 © 1Ci P o d o p & £ P3 ci •H i—i p o 3 © O

© P P P i w © • w 3 .•H © W w d P

>5©

3 •H W © 3 P ©•H 3 © P P © d P 3© w © PJ o o B 3 P •3 3 P cj 3 Pi o d i—1 3© © O p P i © o © •rl 3 ©

P Cj 3 P P o P P© O 3 p © 3 © •H © Pi

t3 d cj w 3 P > © Pi PO © P © P, ci © © W ©

&s P o p f=-l 3 © < © P

£rH I | ©3 3 Ti O 3 *© © i—I .p bO O >52 'S 3 £ 'SH * 3 d o 3 © 3d co 3 p O p a . © .p

3 *p 3 © © o c/o o 3 ©© 3 © © -P Ci H © Cj•H © © © w 3 © Ci © Pj> 3 p © p © - p . H w o•H Cj -P Cj ■» 3 P1 3 a bO© P © w © p P © w 3 ©3 © 3 p 3 cj O p rH © ©•H © 3 o 3 ci d o p w

3 d 3 © P © w B o © 3o c j f . h o J 3 © p * © 3P w © P o 3 P o © | g o

a I -p P © i p S c p o w © oP ©' © 3 H © © W | rH© 3 t © O O « £ 3 © 3 w ©©© © p p © * p © © © I > ©p P d d © © o P p a © 3

o P p o o i ^ p p i—I ©P c i ObOP o b O p p O W | Po © 3 o d d © ©

p © © p 3 © p O © © ©© © 3 b D 3 3 > 3 p P dp n 3 P 3 O O P © 3

CO © O O p 3 W © bO ©© © 3 © © 3 o © p P 3P p © p 3 © © © P P 3 © ci3 P © 3 d 3 P P © O 3 ©2 5 id P -p o o P p p p o p

P a £ © S p © © t> © S o

i3

P © P © •rH Cj

© B ©

I>5 PP P P O3 3© P

P © © P£ 43 P Ow p bD 3»Hp©©B

© d P P P P

>s © ) 13 I©© 3 © O Cti <3

3•H

■9

r—I3C3

i—t3bC©3

W 3

P © P P d p P dco B

© © P3

bO O 3 £

•H© p 3 P d d P P w w

P 3A w p © B P

c © s © o P o ow PQ • o WP 3© w 3 >i •H cj P ©© bD © cj 3 B 3© 3 © © cj P © 335 p w © •H B •H © © P

3 © 525 3(>5

3 ©. cjp 3 o bO A •H © 33 d 3 P

3P w P 3

© rij 0) 3 3 3 o ©o P •H © O © © O w pw 3 o © P 3 p P •© P © w P P ' O © 3

1 1—1 o Pi © © Pi d © bD ©o © X r—I 3 © © B © 3 P© ,P W o 3 O P o 3 •H P© P* it © O O © 3 ©H «r"* © Cj 3 P

3 © 3 © 3 © cj' 3 © p O Mi—i © © © a

o © . 3 © Pi •H cj i> 3 rH ©3 © [3 © ©

3 P s 1=:*F=H © © P ©d A © P • H o© © © o p P •3 cj CO p

3 o p > © P 3 P 3o cj ©

PP P O o ©

© •H 1—t © o P o © ©P P Ph © 3 O P j—f p 3P •rH 3 •H cj cj © w PP

© w bO CO P f=3 3 p cj w3 © •H 3 3

p o kr* W •H © p t>i © ©cc: o Cj © o p Cj cj P PP E-h n p p 3 B P P

rH P wrH o 1 pd 1 P © ©3 P p P 3 d

<Ho

o 3 o P o P 3 3 1•H *H © © •H 3 a o © cj 3 ©.w O ■o ■a. © CO © O •H P © o 3d P P © •H 3 <H © Q © © © ©O 3 © o > O P 3 rH 3 P P P A 3O © w © cj B © P o & <3 o P P w ©o i> bO 1—1 © cj B d bO•H

o 3 3 p B bD © © o i—I © P 3 bDni p © •H o 3 r—1 3 cj o d o 3 © •H> ci P 00 P •H rH —» ♦ O 3 O 3 P wCj © •rH 3 © P w © CO O © P ci ©P © © © 3 W ci 3 i—i rH © d © 1—I

P © P W 3 d 3 P o •H W B dw P r-ir-j •H ci © W © • B p © r* © bC PbO rb> ro J--1 cj © 3 i B 3 P © 3 3 rH 3r< P ci ci © 3 © CO © P P Q •H cj ©•H o • A B P © 3 © 3 P 1 3 P

P3 B © 3 S

P "H © • P o O p P bO p P © Cj o© P! © © © tri 3 P 3 w © 1 O o P P 3 © •H ©© © bD 3 © © © P P 3 ©

bO•(HP 3 3 P P

B w 3 © 3 ci o 3 P © Q d Cj P3 © •H P © © © © © 3 © 3 3 © © o

Pi—i ■rH 3 P P i—I <H © © 3 © bO o • H 3 ci i—1 d 3© P © 00 P

Cj3 © rH cj 3 3 P © O 3 © o

> © w © O o B o P © •H 3 3 © © O o ©© l—1 B B 3 o © rH P 3 cj P •H P • •H wrH © w P © © ci bD•H © P P Co P © P bD

1 Hi •H a Cj © p cj 3 p ©<H

w 3 O © 3 W d 3© © © 3 P •H o P 3 © •H 3 © . © •H© 3 p © W © w 3 P © © P 3 •H © P © pd © © p •H 3 3 3 o rH 3 © © O •H W 3 O o ©3 © •H cj P o cj O p © > P p 3 O © © P 3 3 ©

p > B P O P •H C'j P Q Eh o 3 o O © © P Co B

i © PA

© 313

©P

© w £ bD A © © © 3 • Hp © © 3

tP • P hOi © P r* © A•H 3

© P 3 i—i A O •H o 3 w 3 P > •H © 3 3 OP © 3 I c j o bD 3 o WP © •H © •H Cj 3 3 © W wp p O •H P © 3 P p W 3 o 3 P • P © © 3 © pP

p 3 o © d •H P p o A 3 i—1 © O w Co P P © © > © 3©bO•H cj © © Pi w d © i © •ro © p p P £ P r—! ©

§w

o p 3 B w 3 P 3 >i p © H P i—i d i—1 3 pP

© •H ©©

Po •H © 3 o o Cj © w W 3 i—i d o o •H © WI—1 P © p P

© © d o •H p 3 3 d © o © © £ © © o P O B © £©3 w 3 WP © w O o 3 © © © d -P 3 »> 3 B © 3

o © d A *H O o 3 3 cj ci P 3 i> w WP © © o 3 p © P ©• H P w > B •H © © 3 •H P P © © © Cj © w •H p 3 o p © o 3p w 3 3 © P © 1—1 •H © P © P i> o © •H Cj o 3 • H i—l

Co •H 3 © © W 3 p P © P Pr>i

P 3 a © © P; © © 3 • r£ oP © © P Pi A •H 3 •H 3 B bD c r—1 Cj © o P ■H 3 3 r—i 3 |S 3P •H © o 3 1—1 3 w o 3 o 3 P •H p P P O •H •H o © •H

P 3 cj w cj © 3 W o r’J O © 0 § o p 3bD

© •H © B © Pi -3 P o>j© •H 3 © o p Co o

S3 3 p B c i © W W•H P 3 4~ p

!> W p © •H O p A P 3 o w p P 3 •H 3 W cj P P w 0 ©© 3 3

P3 W cj P © B P P i/0 © © p X •H is o W

PP p w ©

•H o d d 3 o w © P © © 3 © p cj 3 P 3 © ©rH Pi o P 3 •H 3 © 3 © p cj © cj © •H O © o © w

t© w w A Pi P CO ■H d © p p K* r—l © •H © O © P © dP © •H

tw O A B i—i © p p p © o B rH' 3 P 0 bD P P r> £ cj

©3 3 A © 3 P cj p o •H o rH 3 © © P© r—1 d o l—1i—1 * > © bD© P w 1—I © p © © i—I p •H O © B pa p O Pi P d Cj m © P 3 © w © cj 00 o r—1 P O •H © P 3 WPh ©

w o cj p •H P ■H © o © a*. © 3 p p w P P O W 3 ■H B 1—13 p © 3 3 O 3 i—1© 3 p o (—t ci 3 p P p W c-j

P© © © O

• •H o P P © O © © P © 3 3 © © •H w o O 3 P P HUto P ©P w B w o P cj P © M P Cj B £ o i—1 •H w P © P p £

W

© o w ©

r—1o

©d

WPP

©>©

©P©P

• • ©bOp3O d

3P 3 1—t

i—i •M Co d•H o © oP d i—1 •H3 P WP Cj w rb)

o i—1PA P •H P

o 3 P© 4 cj g 3 ©r—1 >5 © o P 3d © cjo © P w P

•H cj •rt ©W>H p P P d

O p • P PP o o © 3P © © P P © ©

> ci r* BA T i © bD 3 ©

>5 3 •H 3 •H a© d i—1 •H d r—1 •Hr—I © © © 0d A P 3 O P pP >5 o p3 © .© O © ©© l—1 £=- o •H 3B Cj d P ©

3 P3 o • w P • £© •H P 3 cj oP P 3 PP O d © w•H B © 3 ©© © r—I Cj P

P

f• ico P P CO ©

>s © © © 3 © - p ap © p 3 C o © 3 3 © ©

p P p © o © © P © © 3© 3 3 3 B 3 © © d ft © C o *

• © ci P o 3 0 3 3 3 3 0 o h w' d -P • a *h P P © 3 3 ©

g » M co * bD -P © © 3 „ 3 3 0 ©P 3 W - P© 3 © 3 © © © P

© P © © C O © © 3 d p O > s ra 3 ©P d P © © © 3 3 p © © E 3 3

p © _p • P 3 3 P w © c- >s © d 3 ©© c o © © © © dc o - p £ o p p 3 o p© p © © P i © 3 3 • © © * © bO I, o3 © d P O B P © © ca 3 H p 3 o c;. CjO O 3 © © o B O © Cj 3 © H Hp d - H p c o I © o I 3 p 3 I o © 3 © ‘ | P P P ©CO d 3 w C O © ©Ob D 3 ° ° B ® X O

© 3 © O J 3 3 I p © 1 © » p I © © © oco © o p P 0 3 © 3 i © o c o pp 3 © O I p c o I d o © l © c o p © I co O P o3 bOp P © 3 © © © d < P _ p p © © ^ P “O d © © P P a 3 >P ® 3 3 3 bD © I d d O © © © © P RP P P © bD - HP p N © 0 3 > ©©pco®© ©© 3© d p 3P©ft<

•rH X4 'XlJ rH 0 rH W rH 0*4 rO ki rH 0p a 3 P £> co P ci 3 d P 3 ^ 2 'S i.©co© p P© 3 3 0 3 P B aco 3 g p co 3 3 p d © OP© 3 3 O dd © P O © © co © p © © P bD P 3 s© p d © P 3 f>d p f e i p p co o dJh O O d O *H 0 *H *H *H rH 0o d © > © 3 © a p a p p 3 o a a © p3 © p © 3 o p o d d p 3 p a o o | > 3M 4 j p p b D S P s © > <=$ d pS bO ^ P O c_

3 p*

a• o © 3 p P CO o CO 13 CO © O CO © © © © 3 © © Pi CO© © 3 P £ d. p • © p © bD p •H p CO © BP © •H P p P P cj Pi a i© CO © o CO d • © ©P p ©

Pr-’i i—1 © © 3 B

P3 © © © rH © P CO i P . 1—IO © P © Ci i—I R P Pi P p p i> P 3 3 >4 CO © © p

3 t> P M 3 P © 3 p 3 CO © H5 O CO © © © CD i—I © 3 3 od ©

© d 1 £ © CO ©!>-

3 bO © © o © O P ci © © p 3 O i—( 3CO

p B £ P © O d a © p p CO P 1 d d Pi •H d Pio N o P CO P 3 i—i 3 CO © ci <3 bO_a 3 rH © d P© d P>a P p 1rb>

d © o P d CO 3 Pi © © CO © © i—1 •H © Pi cj 3 © o 3CO

© 3 3 © o a <3 P © © p p © P i> © CO 3 d P p ©Co c © Cj P d P © i—i 3 P © p P © CO CO P o © ©© 3 3 i> P a P CO 3 © O O i‘*Hp bD d © CO CO CO 3 P© © d CO o © CO P CJ* £ P cj 3 p © |S P P © 3 p © © P> 3 © B © B P 3 3 © ■ P © 3 cj o i—i o >s 3 B P CO © a P ©

Q 3 CO CO Pt

3 'H © 3 CO © p © cj 3 i—1 © o P CO Pi © P P ©B 3 i—i ■co i>> p © P P *- CO to p © P bO o d d p P oO © © © d • B © 3 i—I Pi B CO © B a 3 © 3 tel P 3 P di—i 1 Pi 3 P P P CO P P P d © 1 3 o 3 i> 1 © ’’i CO © i—1 1 © o © 1 P 3 P 3d ©i 3 P p o © 3 CO CO P Pi O o o 1—1 d > p 3 © CO P

cjp P CO 3 3© O 1 p d p © 3 O d 3 1 3 3 1—I ©

1 <3 © 3 Cr1 © 1 cj a 1 O ci Po© t p

© CO p P • o P © P P i bO CO 1—1 CO P © © P © p 3 P 3 p 3© £ d 3 © o pB'

PP

1 CO © B * 1 © P p CO 3 1 o p Pi O 1 P d CO cjPi o ©P

ci o cj d P © P Co CO © CO © p 3 3 © 3 B 3 •H 3 •CO 3 © CO P 3 © ©

P> O 3 © a p © P iis P O 3 © ©. 1 £ P © CO i>s

p© p 3 3 d p © © © ci o p © o >51 CO o © © 3 P © © P © ©

PO

ci o CO P i—i CO O P P o p 3 cr* p i—l CO © 3 © i—I3 © © © © 3 3 Co CO i—i p o p © © P i—I p O CO © d © © 3 3 p dci > P CO CO

rb>3 © P !>s CO i—1 © cj 3 3 © P ci cj a B 3 3 ■5 o P •H o© p © bO P © © p 3 3 3 O © cj d P 3 Co o 3 CO a g 1—I ©CO p o P P P P CO © P P o P © <3 B P CO •H 3 Pi © >5 0 cj P

P <3 P bO © © ©. o o P © 3 P © bD 3 CO p 3 © 3t

Pd

3 © O 3 © p 3 CO© O 3 3 p 3 P

rblCO 3 o a > 3 Co a a o 3 > © © p © © P p O ©

• H ,o © 3 P 3 © •H © O P © © bD© P o © P o © 3 3 CO 1—1O P P 3 a PP 3 © P P 3 © p p © O P P <3 3 P d 3 © bD 3 d

O © P P j? ci d P 3 a 3 P 3 3 o a 3 3 © <3 d cj © © O 3 3 © ©GO P P CO O B O B £ •H © M P bD 3 P i o Pi © P © 3 P p o cr* •H Pi 3P (>1

33 p 1cj © • COP 3 AP

© a Pi A o © CO bD CO1—1 3 © 3 bO© © 3 © CO1--1 P © 3 a © 3 d O d P 3 1 PP 3 B B © © d P O o 3 © p © a

t•H •H

*£o © o B P p 3 CO•H © B CO 1 O A is © © CO 3 >>1P o o © CO a d «- CO© P 0 © 3 O a © 0

© A o O Pi •H © CO o 1—1 CO 3 CO¥

p 3 1—1 3 O 3 © P 3 3 Pp © © P o P p o B CO© © B © 3 Cj © © 3 bO p 3 ci bD cip o p © © O © Pi 3 p Mi © © CO 0 © P CJ Pi 3

P3 •H R p

o p Pt

© B © d CO 3 3 <0 d 3 P w © 03

© pp p p © cj © P © Pi 3 P bO P P © P Cj 0 P P

pcj o p o © © © P Pi 0 CO • 3 P © « ci Pp COp 3 3 P Ap 3 cj © cj P © >1 © 3 © P p 0 P © © Pb. X 3p © © 3 1—t a bO

3c J 0 © P © © 3 P bO 0 p P- P 4-' © d

© £ © r—1 cj © © p; © P "j © •H r* to 3 3 P p P © O© p CO Cj o p P cj o O P 1—l cj © © © P © O CO 3 © © © 3 CO

p 3 © CO 3 © O p a Pi cj P p 3 © d p P O > © 1—i©

3o © P P CO Pi P p © CO A 3 a © © © P bD O © 3 cj

© © o © © *5 CO p © 42 CO O 0 CO 0 P © P P A 3 3 CO*3 >—f 3© O P 3 > p © © © 3 10 3 © COP 1—c ■e>

1--1 O 0 1—1 CtHP© d © © © Pi cj P

dt> © ci © >5 3 3 © © © CO ci

33 © p © 3 ©

P 3 3 bO P P •H © PiP B CO© © © i> co p © 0 P P 3 P ©o O d 3 A O © © © P P © CO p-i 0 © © c!Cl 3 P P 0 Cj ©

© © P P © © O 3 © P 0 CO 3 COp d? O bO © d P COPp cj 3 © c;j W bD © 3 © 1—1 ci 0 1—i © 0 3 3- O > CO 3 CO © 3o 1—1 © 3 P P p © CO © P © d 1—i © © P © © © 1—1 O ©3 1—1 P O o 3 P © P © > a P 0 3 P bO Cj ro B P cj 3

<©• 3 o P P cj © a P 5> 3 p © B ci 0 p 3 P 3 P 3 0 3 3 O3 o o CO © B Cj P •S • H p P © P P ci © O •H P •H 0 © P <© 0

© 1 r—Cp P 3 cj

<©1

© -g P © O 3 ©3 p P P O i>

0 d 0 p p P © ©CO 3 Cj O > bD•H

CO bD P <H © 3 p© 3 p O © P © 0

p O B P 3 1— 1 d•H 3 • *\ B © © ©

p CO B p t© i> © P© © © 3 3 O p <© 33 > X © bO 3 0 dO O cj 0 O P Cj dP 3 B CO 3 © PCO Pi © P P ©

© 1—1 rH 3 OCO P a 0 © 3 O 3 O© Co p p d 0 P © £0 p cj 3 P •H3 p 3 0 CO CO 3 1—1© 0 p © © © d

•H p p 0 PCj

© © P 33 © Cj 0 P X 0© •H © © 0 0 © © COPi 3 p 3 p 3 3X Cj cj <© P 0 3 O ©© i> B 0 © co P P P

COf t co po 3 >*ft 1—1 >s © © ft

d -P o (—I X i> ft of>5 1--1 H cj * d rH o X ©

13 Pb d ©f t

£ ft o d 3 Pd o o © CO CO © cj P

-P X d 3 o 1—I ft oCO © ft cj

>1f t fti O bO o

o o d ft i—1 3X •H X ■H ft p i—1 X 3d £ d f t X ft ft P cj ft of t cj f t X 1—1 © © X0 bO o S3 ♦H CO CO X bO p COP P ft bO f t X p 3 is •Hd O • •H d f t o o O COO 6 d co P ft f t 0 © cj

f t Cj 1 •H 1 S3 1 d }> f tXi f t P bD O CO d © X X & •3 •H- bD i 3 ft © o J 1—1 1 CO ft 6 XCj £ O •H X f t bD CO o © CD

p I f t CO bO 1 d S3 1 © © XX £ f t O d © S3 p X 3 f t © ©0 d X ftj X X X CO ft p ©

rH P bD © CO ft f t CO cj d © X 3•H bD S3 t> CO p © © • o XCj O •H © © X o X p £ •H o CO-P P > X S3 S3 r» © O f t X© f t O CO d © 3 X CO •X P p d CO f t o f t 3 © bO bD

bD f t o O bD p o o !> 3 30 S3 6 ft •H S3 © rbi CO p o •H •H XP H X O X ft cj f t f t f t rHo X X CO X o £ d © d rH£ cj P © S3 cj cj o © p i—i © ©

0 O © o © © ft p H o © ft ft< P ft 35 o p ft M hO ft S P CO CO

Pb bO © 6o 3 t> o

O i—1 X X of t f t 0) X * f t p o CO •

p s> M 3 CO d f t © bDCO o © >5 p d © f t © CO 3

X f t X f t o f t o X bO g p X■ © f t X S3- CO 3 p P 3 • d 3b© © o rH P © f t cj * p o ©3 f t •H 3 © X CO i—1 o bD O ©

X f t X X P X 1 f t O f t© © CO X 3 © Q 1 © P © aP H P CO © d f t i—i f t f t o© •H © 3 X X P d Cj o

f t £ f t o X P © O f t © © f t f tf t p o f t p © f t Pb o i—1

© cj CO f t f t i—i X cj f t o XX f t © © d o CO © 3b X f t 3o © f t p © © o r © co I K 1 Cjo X p P f t X © CO

f t X f t o bD o i f t © >5 « i—i f t 1 Xo X X O 6 CO •H f t d f t 3

. §CO 3 Cj df t

1 rH r-l 1 © •cj

f t© **» •H X f t © X © j

© CO CO X o O 1—1 CO P d otf t 03 o 3 f t pj cj d •H Q -p •H

f t d © 3 © ft 2 X 0 CO O oo

*CO © d £

dft ft

ft d X i—i X ft X O COd 3 d P d © ■Cj cj 3 ft Xo X ft © f t M i> 3 o *3 P cj P p

f t ft f t CO O o X o X ob0 3 © Cj X © •H f t f t © © f td o f t © bD f t f t d **

XX f t

o o f t p 3 I—1 f t •H o ♦ f t ft Xp bO O X X d bO © cj ft

o

©

£ be 3

o d 1©£

f tO

X X »©

©f t

3©

©ft

CO P f t tf t •H 1 bO 3 M

3 3 © •H w X bD i.j P bO© © f t > © f t 3 i—i o 3 i f t bD n

£P ft •H w

f tX o £ X i CO i to 3 1 CO

d f t o X © ft © B bDX o © 3 O o o ©o f t f t O f t o d f t P 1—1f t 3 1 o !> o o £ © X CO X

bOO • d p © © f t ro d f t X ♦H 1 f t X P ft d Pm3 ft «• cj

© © d ft P f t .—1f t X f tcj

X CD ft f t CO X d 1—1 p op H 0 X P r>. cl •H f t p X 3 cj P f t o ft © bO © £ X bD O f t Xd X P f t ci © © bO d © o p © d d © X 3 X P © r>, ft t=- 0

f t d •H i—1 P Pi f t i—1 d i—i • £ bD P CO ft ft ra cj «H •1 3 d ft d" f t oCO rH ft CO d X f t f t X o d bD © © cj ft CO £ ft CO d i—i f t Pb f t f t CO 3ft © cj © o © o

ftCj p o 3 p 3 f t © © © © •H © d rj 3 ft 1—1 d

3 ft 3 o X f t 1—1 f t X X o ft f t rH i—i P ra p CO CO bO £ ft •H d 1 i>©ft

f t p f t © o >s ft ft X X X X Cv f t o bO bD •H CO -P © o 3 £ O XP i—s p

ft1—1 P Cj cj r 1 X o

f t3 O d P p 3 cj i—I cj

d o d CO » d © 1 © 1—1 ra d © *H 3 1 p X •H P 1 f t © i—l d 1i X © © i—if t f t d o o X p d a Pm P O © I—( f t rH

ria m Pb P i> o © ft cj ra 3CO o i i 1 2 O © © CD © 1 o ra cj 1 O X © 1i f t ra f t f t 3 © X

f t 3 f t X d © X r* «H © ra 3 f t f t i> p © CO f t f t >5 bO f t © o O Xf t d X l P 3 © 1 o f t w ra X CO CD 1 bb 3 f t P ft; 1 f t o 3 cj 1i ra f t X Cj ©•H © © © ft o X O Cj ra i—I P-i o d o H © © Q d o ra f t bO f t P ra£ £ f t K 3 • © d X i—I 1—1 CO Cj cj X o © (T) f t £ bO ft cj p d d bC P

ft © w d f t X P 3 o rH p H © ft f t X X © f t 3 i—I Cj o o dCO CO © Cc< o ft f t •H o X 3 bD d t--1 © 3 c© • 3 o Pm p o 3 o© cj X Cj X p d I—1

f tw a © bD cj O £ d f t x f t X i—! 0 o f t i> •H o

oX

3 © © i o o f t CO 3 P p O f t ira Cj' © CO X t>s © ft3 cj 3 w f> i—i o o © P X bD • ra o P p bO ra 3 X f t P P

£p W CO

© © f t © X d i—i f t -p d © i—1 X 1 ra •H f t f t te; ra ■ © cj ft X i—t X O cj © ftP X CO P f t © i—1 o ra 3 t> cj Cj f t f t CO 3 f t CJ i—i X p 3 cj X f t d f t 3 p© 3 p X p ?=■ o w d © © O p © f t X cj *H 3 o X d © 3 X Cj f t P f t © ©

ft © © i—l © W o ft X bD P © P f t d f t © © ra o CO o X X P d X o bD o X f t3 ft X X f t © © f t © d d cj f t > bO © f t p X f t ra f t 3 o d l—1 d 3 •H O d ©o 3 3 f t d X f t o r-i f t f t d £ © 3 X © o Cj ft © o o 3 -p d o 3 d ft P © -p p

o •H d o CO f t f t w EH w © bD X CO X © p X f t 6 o 3 ra o © ra X •r~3 X £ £ Pb ft, CO Sft

•>lPb 1 Is

bD o 3 3 © d © ©3 i—1 o © 1 > ft f t P 1 © bO

•H © X CO o X © 3 ft cj p £ 33 ft i> f t X f t CO •H © © p X•H X CO © d ft 3 i—1 ft n X © X

P X X += O X !>j o © d cj © 3 f t © di—1 £ 1 ft d X © o ft Pb f t X f t bO p ft rH ©X 1 -p & CO P •H CO d 3 ft p o Pb PX •x bO CO f t £ d d © > © (© d cj 3 £

3a bD 3 © ft o f t •H p 3 X f t f t i—I •H bDCO 3 •H 1—1 o CO X -p X d 3 X

•H 3 X bO © f t X Pb p f t X © X ©f t X © d f t 3 3 P o CO d >5 • © 3 d P COd d ft f t 3 •H X d © 3 o P r'-s f t •v cJ r—1 © P 1—1ft © ra © X X ft © P o f t f t -P d f t f t 1—1ft P X © X i—I © f t CO bO f t © o 3 >2 !> ra CP •rj

1 i—i f t d i—I d o © r X cj f t cj a© l ft f t f t o ft X X o © ft © £ CO> ra X w a CO p p cj 3 3 o p P * i—1 •© ft 3 o CO P Pb o f t Cj ra d o CO ft X ra f t• H P cj f t >5 © f t ft £ Pb rH cj 3 i—i CjX ci 3 © X o X o © £ i—l £ Co d rj© •w1—1 d 1—1 3 X >5 X cj CO •H P X X X f t f t

f t © bD cj f t p f t p 3 d X f t © a f t bD 3to 3 X f t d X d d X cj f t rb> CO ra rH Ci) ©.© d X f t o 3 3 CO X r>S p ft i—I © ‘H £

Cjr=» d a 3 o X 3 ra ♦ •> !> ft o i—1 © 3 r~J, ©bD Cj © f t ra © © Pb X X Q -3 cj p X Pi X X3 © ra 3 d X X o •H i© 1—1 £ d o Co 3 1—1

* i Pb CO © © 3 o ©•ft 3 X © f t cr* x f t f t p ©f t i—l ra © P d CO 3 CO •H f t X ft © cj o CO f t ft

bD ftra .p

bn ©

CO X4-* rH

f t CO 3 CO 2Co d O CO Oft co ti o 0 i_p +3 |> i d 3 !> co•Hi—I p d ©

•» 3 CO © X CDO CD O - p H r HP d O Cj © f tO f t £ -P rH 40 X

• f t p © COp © © © 1rH i—i P © ra

X d p ra 1 d d P is c© i—i © o f t © P:

f t d f t p 1X bD f t nf t > f t © p 3 3 P f t

Pb| p X X © PbO p *1 d 3 f t O3 X © p o © f t f t

♦H © l> © © f t Co£

f t-p f t © f t © £ f t ©© f t X f t

cjf t f tp rH f t © f t

Pb X © £ X o o Pp 3 f t 3 Cj © ©© cj f t X £ is ■r-3f t © o © f t ©3 w Is; © © w d

X Pb •r-3 o •H > w f t

3•Hf t ■§

di—i f t A f t f t

•H CO CO Pb X H o ft

P ©

ft ri P <k 7© PrH I ft p 2 W i—1 Pi—1 2 o o d P 2 p 2Cj ©

cj© p 2 2 2 O CO O

o rH ft o •H bD © a P o© ft 2 © P 2 P •H w dft O o p •H 73 CO73 •H Co CO 2 ft •

o cj ra • i—i •ri © M ft d p o © o ©'o P 2 £j 2 COp o P P p P COp o © © o CO o co ra Co bO O p P CO ©

© p ft ft d o P •H P 2 o ft O rH pco ft o p CO ft P o p ft o © d p0© CO d © £ P d CO d © P o© Co 2 p o o © CO •H Co CO p d bD ©© *>•H i—i o 73 Cj © cj r*2 rH ra p h P P © © >S P P i—1 ©

2d 73 © p © o 2 © P P ra o bD Cj j •H•H P rH ft ft CO © 2 © P d 2 p 2 P

O O o P hD • P [=j © •H o O•H O Cj w co © •H 7* ri P •H P *k> •H cjP CO p 0© »- p P Cj p o CO•H o P£ P •H p © ft P o 3 2 § cj 7© P p cd O© © © ra cj 2 © p rH © 2 © © P o PP ft ft © 73 o >> p p o f t 2 P © d CO 2P p p i© 2 rH 2 o ft 2 d 7© Pd o Co p 2 •H © o © 7© 2 © CO

£ WP p •H p p 2 P •H w ©© O •ri CO•d Cj © p 73 © P cj 2 P © pp •H p ft P 2 o d © p 2 rHo 0© 2 bO p O ft cj 2 •H •k o 2 © P £d © • •> o 2 bo © d o P *H O CO CO © d C o

ra CO•H •H 2 o l CQ © 1—t © ft © P pp 2 0© 4 P •d d p P P p I—1 CO © •Ho O © cj P !> o o ft ft ft o p W7©

j d O © P © •ri p cj © ft 2 7© © bD © 2F=Hft 2 P m H ft © rH co ft cj P d 7© cj

7© © bD CO•H P 2 CO ©rH co •H ra p •* 1—1O P

Co© 2 p w f t © •k

CO Co •H © p 2 •H a © 2 •k raf t © 7© 7© cj o 7© 1

PO 2 P o CO © 1

7© © f t 2 2 f t •H r-l2Cj

2 © d •ri © •ri d*© ra CO P P P

dN

© •H CO •ri P CO i—i 7©co

o ' oCO ra ©

CO7©2

Pft

>ri oCO

COH

cio

raCo 'd

22

© 2 *H 1—1 Pcj

P •H p 2 © H d H © f tri r—1 rf P P o o f t 7© •ri 7© O COd CO P •H p d d 2 •H •ri 2 i j r-oi CO bD

rH • p 2 O p O f t •H f t 1—1 cj ra t—1 cj 2f t

fc*© f t O P d •H © d •ri

f t CO 7© P f t 7© P CO 7© f> •ri 2 f tO P f t P © w 7© o 2 2 Cj o 2 •ri O •ri o

P © o o 7d P © Co © 7© •ri d P P Hd 2 a •H *\ 2 11 •H 1 P 1 2 © t 2 ©

o o rH w d 2 P CO o 2 o -d Cj 2 P d • O r”•H 2 O o .7© •H 2 • H 11 o CO 2 d 1 © •ri d ra 1 -ri ©P o o •H CO 2 2 O P

cj• H © © 7© P o P P 7©

© bO p P P O 2 •H 11 P o CQ p I 2 P o P 1 Cjd •H O d P O P CO p Cj •H © p P CO ci f t 7©P P CO q cj P w 2 P CO p Co •ri •ri *k •ri PP P Cj o O 2 © 2 d f t d P « CO r—{ O Co•H © p © ra f t o CO f tP f t o ci •ri £P 7© p rd bC f t CO © d

f to 2 cj 2 •ri •ri P O

cj 2 p d © o •H p o p •ri •ri d p P 4JCj 2 2 P 7© f t o o r—1 o p Co

rH © •H bD d >0 7© cj 7© 2 CO P-i PCO £>s <H 2 2 rH 1—1 • 2 bD O • 2 © o 2 OO p •H CO CO d © d 2 •H 2 d f t © o f t o 7© P 2 CO•H p P © 1--i © d 2 P o •ri CO O © •ri O © 2 ri d 1—1P © S- ra CO d O •H i—1 7© CO rH CO P H © dO d P P CO © f t 2 r—1 2 © © CO d © © 7© CO Pd o 2 w d t> 7© •H •H Co o t> Co o r5- d 'Tj 2 © 2P © o o rH d 2 2 ft P p © © r—I o © o rj P O ©ft bD o d ■v p •H O to CO 2 xi o !> 7© p d CO xi d

CO•ri

2 ©2 P p Pcj 2 C j •rHo P f t

• ri pp 2 CO u

p•ri •ri CO.—i -P

P 7© 73ci 2

ci*1

P CO pP p ©

2 p >CO •ri o ©© P f t ■s

P f t o•ri © p2 obD o ra *kO p P do •ri© f t •rip H f t

© O f tr—i w co po •ri 2 Hp d i—1o 7© d •rira cj P

© xi CO© P 2P f t •ri ,©E-t CO ft ■j©

rH OO COP dO 0co a)

co©P © p i>

O ci •H>^p

-p H

f t •drH r> o© •ri CO

CO P O Hd d

© o xiP ra p ©P ©

•ri p© P

cj© O f t i—iw 2 d d P

•d © • © • ri o1—I p O • ri

■© cj o p o po d CO >>

•ri P pr—1 © o w © CO

P CO © p p© P o p ©P o © xi p

P © -Pf t p « d.

2 © p © S ° , ® 'cl 6• H f t i—I

‘H P H © Cj 2 >S ° ^ 5PP P O O 1—1 f t f l o flH © rH W 73 ° rj -B ^ S Sw > © © cj ° ri d *.» r p

2 -H X W OO -PCO© ii © © h* p* 2 "p pJ-r CH C* H ® ^ Cj CD O© p d ft ^ ^ r_l ^ P ®M f t CO rH 2 £Xt

'c i pj ch Ch O ® © - p c o

© CO -P ft

©

-p ft p

©pCj1—1© •p COp ©o oo 2

©o •rip P

©CO PHp X© ©

po •id P© ©P P

P>> dP d© P

73 od ©d •r-j

P© 2P CO

© i—i ©© p r—I xi i—i H £ IP © d 2 - P

d© cj H £

d CO © MCj

• d © i—I CO 2 d 73 p o 1—173 > > P P p d •ri xi © o rH d

CO© © o d f t cj i—t P p • r i 2 • r i f t • r i • r i i—1 oP © p

dCO ri, cj O bO > © O f t f o •ri * 73

© 2 73 •ri P 2 73 o o o •ri p CO f t ra ra w ©P 1—1 P O 2 p ra o 73 p P •ri 73 73 ©P P X) 2 Cj •k ra cj 1 © 2 O P w © P © © CO 2

2 © O CO P P 73 H p •ri © © c j 73 p P i © © 73P © 2 p © © CO © c j CO f t CO © p 2 2 © od o o ra o i> f t 2 2 2 .© © 2 CO © 73 © •ri

P CO •ri p O O o P © d © 2 © P o 2 >P © P H © © •ri H ra P ra p 73 Cj P •ri •ri

1—1 2 Ot

P t> P P P H> 5

bD 2 H P H o© o © O o d U © © • 2 •—i d 2 H r—1 cj © Cj 1

73 d P O d P O P f t P © o • r i © •ri O c j © P o o© d o f t •r i © © p o o p 73 2 p P P •r i • n

• r i © ra f t ra H xi 4> d p o p • 2 • r i 2 CO P oH P w © © 73 f t

[>5o CO rT> d © © P o

© © o © r> © d CO P © CO 1 2 H P © H IP CJP P p P bD © © •ri • r i P P H H d © CO CO

P p P 2 •ri 2 ci 2 © cj o P p • r i© o O H H P P O p 2 cj 2 2 « • • •

fe* ra P P © © cjr»

2 CO p a ra 2 O bD Cj P o 73> 1 © o P P CO •ri © 7J P ra 73 O'* o bD2 73 • ri CO © o O P © • Cj 73 P © © o

• d •ri P ,© P o P © p 2 © © 73 © 2CO d CO £ cj fg: P CO bD © 2 p d f t 2 ci p •ri

cot 3

2p •ricj

p ©'p O

ci•\

raCO © r—1 <—t

73 > f t •ri© © f t© •ri CO 22 H

©pp

f t

o P c j 2•ri p ©d©

P© p £xi P p

Cj P > COo P o rH

■-2 2 p Uf t bO 2

xi• © P •rift r=» ra

odP2

•rit32

•ri

bO2 TO -\ 73

Pi ©o ©• ri 2ra ©

> ft

I73 2

} - 2 Pd) Cj d *» -l_1O P © rd 2O CO rH Pi 2© P d CjP © p rH ft

73 O n f t CJ Oco Pi -h © 2P 2 ft O © rP2 £ d P© *% i—I H ,P CO P ft p ©d © Q d Pft © 73 CO P 73 ©

© pi © © pi ©73 fl d A f t Cj p2 dCj O CO P

•H PiCO CO o PP d 'H CO ftj «H P© ft p © bp ft ftft -ri ,0 2 2 dO © 73 O O ©co tsl pi hO P © P© *H O Pi d X PP Pi O -ri P © co

Oo •* oO 2 ft

o

r-, p B jS • d £I P | >H -P O ri•rt p l p > s W d p r i c o • p O fc>*

P • Cj P O CQ p '•Ci P O O >1 w * VI U©TJ S O P © -H .rt © P -H _ d O © © >j P ©P< © o M p £ © © p p g ^ r i P o r i r r t 2 ^X N p 2 © .H £ O 3 P © O .H O W P.,©•h d © o xs ft p o p p co r ' ^ P , P

CQ P p p © d <+H >5 O |s p p »rt © p £ o *1f t ! d CO O e h C j p d * r i H p P CQ © o P f t d

•H P ! Id 6 p ri Cj d O bD CQ CQ p CQ CO O Cjn . ^ •x *i w -u ^ cu vy vj w w Q c

■Si § S p § ^ s £§ p r° P ° ^ P ft rH p > 4 -h p - o p o p P 32 P o >h © o © cj p . c: ft, o x:> o <+h o p !^ P -H _ ^ ^ P © *H d ft P cj ’ M £ I CQ f t PM r bj ri rH rd r>j> *H rCl’ O U O i> -P S 0

^ 2 Pn 2 2 cj ^ ^ p « p o <h -h > 2© O V„ -w d ^ ^ P © *H cj P PP r'0 - 2 V w *H cj . p XI O cj P_1 UJ "U W ‘rt O P XI V C-j p © P »H rd © P hD phQ I © © *rt P h ft ft © p » « > O O P © > « • —< • Pd ® p O P O d O •» rH .rt © iS © P O P O r - j C Qp h i d r i f t o *h © o ft o p o ri © o o « ^ 2 *dp p © © P i O <»!—i P P ^ - r - i - H O P P f P ^ P H-H ft Po O I P © P-i O ri X j © P-i j£ > p d ri Ph © O Po p h O P P © © rH £ P ft >> P CO© , *H ,-,Cj CO P CO to © C.j CJ © ft © rH £ © t o p w rO « P© © © O p . H M P Q W P O O P © -H © CQ d

d P CQ © © ft p o o © p p . H p p p 3 P ,© o p . H j > d d © d g w f t p o o d w p 2 ^ ! oP . H <H © P O P © . H *H © £ P ri ri ft o ©o p <ft >i p ft co - h co P p -ft P £ ft © Cr< g © & b V

s cj O O O O O p w f P p j O P fP © P © rH p q p _ ( pp P d C M d - H © © . H O © w p p o p jd j) cj (• *H f f ^ O r H t > - 0 H H c! r-»O r H j > p d d g O P

ops <£? £ t? H H 2 ^ o o *h © to o pj »h d ri ri« O ;=» co v_> ri P O d f t t i l 'd d p .h E-< p cj «H

• • t> 5 p C 0 M g © P ri P P

r i ^ c o c o P p © g p © t > i © i - d i o cj ri© O d P O . H P © p *H P *H © pH P P ri *H P > s C j p

p o o © < p p w p © j O t - p - p M © ri ri © o p p p ri ri<h p .h © ri -h •• ri p ri cj d w) co ri • a p o p >> o *h io c o r i o - j r i o p © ^ © p o i—i p © o « r i d > - i r i © r i p ri

co d P P d c o r i O r i p o r i i—I © © © c o c o P P o c j P P r i O « »to d ! > r i P d f i d - H K * H © O P o P p P o . H p p r i P c J O O O > 3

• H P © Cj g ri © P P © O O P © . H *H cri d C.j W © w ri O *H Po P p © © p © c j . n ! > © r i o p o p o P o r i p ri o p p •» ri

bO P d ri p p p ri O P ri -H P © P P P O P-4 >H . H O M O d w P •*r i > s b O r i t O P P d O p C j > , b J D p © ‘P r i p Cj Ci d i W p O in 0 (Oi O-i CQ hO•h ri ri g - h «h p ri © o p p o d d ) p © d © p © © - h «h ri> d • O P d ^ W w i—I P P © CP ri v) Cl O' *-> j ri *H f © CP ri o p P p

•h ^ cq *. ri rd ri p <+h o d p ri Ph © ri >s •» ri .h d Pn h © w ri p >h -h p © riP © p cj ri P o P O p > Cj <P O p cj rH © © P © p p -H © CQ p o ri

< P o p d o f t f t © p © g o ^ c j m w o © © w p r i p © p p ri d© o r i C Q S H - H C Q r i C Q * « d p P cj 9 P-i C Q r i p W g © © O t > W c j C Q d P

P © w p P © &» >s >> O w p o p d w >s .H w © Cj P © © o P Cj P © P-i bO {> Pip © *h p ri © ^ P cj p p © P d © p ri P o P ri ro P P i> © » d © © P ri P•H r* P Pu © P W ^ © W | © O O r i O r i O P - H r i r i - ^ 0 © P W © * » - . H cJ P hW P © g P P biD p © t> ;S o © P S > cj .H ri P p ri ri *H ri p P » co £ p CQ p rir i p r i i ® r i ri ri o p p o cii i n tn p o P o r i d i 1 p w Ph o p > j © r i © d * » oo O p p © p d ri © P P p p O g W ri ©• .H P-I cj O P CQ p g 'd » p © P *H *H © CO PCP © © p w P J> d © o ri I i—i p © co o ri co © co ■© o ri © *h d O p P p P © hD© -r-j d d P p . P p © rd Oh d © *H *H p *H © p ri p O P *H d P P© p p p-4 i—i ri © P o r i © © w g p p {> p P i o o o o o p p p © . » > « r i * *

rin o ri p p P © ri hOdH d ri p © P Cj CQ ft, p ri, O Cj d P O © ^ t> >3 »H P P W- " - - ■ ri © O p p © p © P i—I P) © © O P p P O hi)

•H •> P, CQ <H O p., ri ric *» © rP c, P p p © W ^ t P P O O O r itq >5 ^ £h *r4 r,s; r? *-r rn r* r-i f . . —

© p p hD ©P h © ri ri ri oX p p © •H ri© p CO p >d d •H p pp pH P ri CQri P rH PC'J © rid O 0> P hO•H

O p •£ ri •Hm P © P ©P o o o i—( gri co p © CQ © o© to © P CQ

© CQ •H P rif f p Xi ri o •H rihO Eh o hO P M•H p O d ©W p o PW © © ri od g p •H £

^ v .» -i p w ES 5h r H O OP .H © c!' o ' m P o ri p P © O 2 2 ^ d ^ ^ !o

5 -H ^ P O d © P P d d ^ p © P g ^ S w r i M P ^ T J ^ © O i I ri dp © w ~ r i o P r n r ic I jC i-j m d H n f f l o ri © ri d P co c! c j © P O O © P5 5 ” | £ 5 I 5 5 o o £ .5 5 5 e § 5 § 5 5 g 5 s a e « a«> » > “

1 © PP p •H P ri •

wri o P P •» © P p© o r i © p •H CJ P -Ep 1 p d Ph r i © O P c P

© © •H © o X •H r * •H P d © r*1 P o oP! w i—1 P! © CO P © © 4h P • P p p po ri d P P ci P £ <P © ri P rH P P ri i—1 d hOC j©

ri P © P o O ri © O P o O P Cj p >»o o O p P P cj ,d w P ri d o o P ri ri w p ©

p p © P P p p* r i CO •H P p ip: d o p Cj •H Op ri

<VhP © © •• © d r“j © o ri P P •H

p £ © CQ cj ri t> p © p P cj P > w pCo

ri p •rt >d o Ph© o d •H Ph d is o •rH © !>s ri P Pp r i CO O

P© p ri p © P P PhP o •rt ©

P © <> oH© CQ »*> ri •H p hOcj © p P ri i—i >rt CQ CO© CQ •H CQ © P p P P ri p p o 55 d P

C )ri 1

© p © ri O • H ri ri ri © o O CQ ri p © o o ri o rip -H p Ph P o o o P 3 P •H cj<p

<+H r5 P o P Ph•rt© P o P •H o P w o © © P j •H P CQ•H © •H © ri i—( p CQ ,© ri r i CO o •H p CQ CQ © h f lP > P p Ph•H © ©

ri© O o •H f> S P d o CQ •H P ri© IS •H P •H p p •H *H w rX P © p © ri •rt

P p 'S p © • rt fti © o © CQ P cj P f tP CQ <P © hOp

d ri X CQ P •H •• p •rH O p o o p hD O I P d,2 cj P ri d Ph P P p > ri w © © ri P Tj •rt Pr=“ 1—1 P O o CO Cj O P p p © o P •H Phd ri r iri •H w P Ph O p o p © p ri £ p o •rt o

o © © VO 10 © £ ri p Ci ril CO ri Cj •H cj © P © <rt o• P p •H p © ft p © o P ri ri o p P © © rid

P © rit- w P P p ft, cj d £ CQP CQ•H CO<HH Oh p CO P fd ©

*8 POCft ® o ri Po o co hO o £ri P co•h £p * © ftri p p ©© o p rH cj P O ft rt ftl ft ri *rtri o o m p ©ri © cj

©© • r i f t P £ o ri © *rt p .rt p © rrt > ft © ri © © o P P p P o p P © d p ft)© ri p oft *rt ©© O © P

P P h Cj OEh © cj

© ft ©*H Op ri riP »H O

©fto

p p

ri w•rt ©

o *x i ri ©ri © wd •rt cj

rift© r-l

o P< O■rt X OP © PO Ori i—I wft rip p pOT hO hOri ri •rt•rt •rt Pxi

ricj P

© © Ot> £o pft © p& ft ri£ o O

£ r*S

W © P ft rH

P ri © P hP © O P Op M p © o ©hO ft CJ p d P hri cj p ©cj ^ m p ud

p © ri © ft rift "rt cj P *H rio p ^ O 0 o

rri *• -P -ri fti^ >1 <. p p

© p ri ft p* •> rH © O Cj P P

W ft d © -rt Ph ri *Hri © p p ri d ^O £ p -rt ©

• H O © P h P CO h£>p o ^ p o p o r i■ Cj £ © p > .rtp © p ft ri rH P•H ri P P © O © ftto p cj P © O

•rH d d P P £ |S§ p ri ft ©>> -rt O P <H

i—I rrt p tD <hH p OO p Cj ri •* PO ri "rt rH © © ©

p © w i> o i> ©o o f t o o p o r i© © Cj © p ri ft CT1| Ph © i—I © cj P h ‘rt

ft ^ t>s © p £ ri© ri © «rt Pp o o © ri ori ^ P h P O o ©

•h p ri p o p p

o •ri P © p ftd O ri ri ©

1 x i rrt P o P h•rt •rH OT d p Xri ri P !> •s ©•rt hO O w p p£ © © 2 © ri ©x i »» P , r» r» p 1—id ri w d rrt d •rto d P © rrt ri •P •rH © © o ©rt © ft £ £ ft •rH P PPP •rt> ©P d

ft©P ©

Po •rtPhft P tD p ft ri o ri© © O O d ft »> P .r* Ph ft P p

© ri P P h O >5 © bO•rt w ri © HM rH rirrt i—1P P *H hO Q© •» O ri P ri £P ri •V O CJ P •rto hJD p © © w,Q> •rt ri o ri cj > cj ©P •rt © •h

>1o © ©d P ft ft oft © © p rrt & o ri* P © p o ri £ ri ©

CO w P p ri o •H •rt •rt

© ©P ftO cj p© ©Ph © riw ft £ ocj cj ri p ■ri

rH © ft1—1 P O £ ri •d o o o © ©ft •rt i—1© p p . p Ph> > ri £ o O© d •rt ©© ,—I P © Ph

o 1 P £© o O ft fcJD

P p P © riP o © w P rt

w P £ Ow ft rii>i r ’l © © •rtcj ft P P ft

cj P ft OrH P o Pcj ri ri •Ho •H ri ©p o Xi o ©© © p © •rt oo © © ft P ri£ ri © O ©

p © o P ri •H•ri P •H •rt ft ftp p W p O

ri ri © PhP © o ri XO £ o •rt ©

E x h ib i t B

ADOLESCENT NEEDS

The m a t e r i a l s in c lu d e d h e r e in 'w e r e d e v e lo p e d

by th e M atthew W haley H igh S c h o o l s t a f f d u r in g a

s e r i e s o f f a c u l t y and co m m ittee m e e tin g s , 1948-

1949* B ackground r e a d in g was em p h asized as a p r e ­

r e q u i s i t e f o r th e m ost e f f e c t i v e g ro u p d i s c u s s i o n s ;

p a r t i c u l a r em p h asis was p la c e d on th e in te r c h a n g e

o f id e a s w i th in th e g ro u p . C o lle g e c o n s u l ta n t s

a s s i s t e d in th e s e d i s c u s s i o n s , some o f w hich w ere

l e d by t e a c h e r s , some by th e p r i n c i p a l , and some

by th e c o n s u l t a n t s .

A lth o u g h an e d i t o r i a l - com m ittee was r e s p o n s i ­

b le f o r th e f i n a l w o rd in g o f th e s e n e e d s , no id e a

i s in c lu d e d w h ich d id n o t have th e a p p ro v a l o f th e

s t a f f .

A d o le sc e n t Needs

A l l n eed s a r e p e r s o n a l and s o c i a l ; and g ro w th i s d e te rm in e d to th e e x te n t t h a t p e r s o n a l - s o c i a l n e ed s a re m e t.

Only when th e i n d i v i d u a l and th e s c h o o l r e c o g n iz e th e p e r s o n a l - s o c i a l a s p e c t o f a l l n eed s can th e y he s a t i s f i e d a d e q u a te ly . R e c o g n iz in g t h i s s i t u a t i o n , th e s c h o o l th e n has th e tw o - fo ld r e s p o n s i b i l i t y f o r h e lp in g e a c h a d o le s c e n t u n d e r s ta n d , b e l i e v e i n , and r e s p e c t h im s e l f ; and a t th e same tim e to a s s i s t him in u n d e r s ta n d in g h i s r e l a t i o n s h i p s w ith o th e r s and h i s r e s p o n s i b i l i t i e s to w a rd s o c i e t y .

In th e a r e a o f p e r s o n a l - s o c i a l n e ed s th e s c h o o l r e c o g n iz e st h a t em p h asis m ust be p la c e d on th e f o l lo w in g s p e c i f i c n e e d s : m e n ta l and p h y s i c a l h e a l th n e e d s , a e s t h e t i c n e e d s , e t h i c a l n e e d s , c i v i c n e e d s , v o c a t io n a l and econom ic n e e d s .

M e n ta l and P h y s ic a l H e a l th Needs

D e v e lo p in g a se n se o f s e c u r i t y and a f e e l i n g o f b e lo n g in g w i th in th e g ro u p : f e e l i n g t h a t o n e ’s c o n t r i b u t i o n sa re w o r th w h i le ; f e e l i n g t h a t one i s u n d e rs to o d and a c c e p te d f o r h i s own w o r th ; f e e l i n g t h a t th e g ro u p r e s p e c t s th e i n d i v i d u a l a s an im p o r ta n t member o f th e g ro u p .

D e v e lo p in g th e a b i l i t y to f a c e r e a l i t y : t o r e c o g n iz e th ep o t e n t i a l i t i e s and l i m i t a t i o n s o f o n e s e l f and o f o t h e r s ; t o r e c o g n iz e th e n e c e s s i t y f o r m aking c h o ic e s and f o r a c c e p t in g th e c o n se q u e n c e s o f o n e 's c h o ic e s ; t o r e c o g n iz e th e n e c e s s i t y f o r a c c e p t in g l i f e s i t ­u a t i o n s o v e r w h ich one h as no c o n t r o l and to m od ify th o s e s i t u a t i o n s o v e r w hich one does have c o n t r o l ; t o be a b le t o d i s t i n g u i s h be tw een w hat i s r e a l and w hat i s n o t r e a l .

D e v e lo p in g th e a b i l i t y to d i s c i p l i n e o n e s e l f : t o f o l lo wth ro u g h t o satisfactory c o m p le tio n th e r e s p o n s i b i l i t i e s w h ich one u n d e r t a k e s ; to know and to p r a c t i c e good m anners ; to p r a c t i c e p ro m p tn e s s ; to work a s th e o c ­c a s io n dem ands, e i t h e r in d e p e n d e n t ly o r c o o p e r a t iv e ly in g ro u p s ; to s a c r i f i c e o n e ’ s p e r s o n a l d e s i r e s f o r th e good o f th e g ro u p ; t o c o n t r o l o n e ’ s a c t i o n s so t h a t th e i n d i v i d u a l and th e g ro u p p r o f i t from th e s e a c t i o n s .

2

D ev e lo p in g th e a b i l i t y t o p r a c t i c e t o le r a n c e and th e w i l l i n g ­n e s s to r e s p e c t th e w e l l- fo u n d e d and s i n c e r e o p in io n s o f o t h e r s ; d e v e lo p in g wholesom e a t t i t u d e s to w a rd th e members o f o n e 's f a m i ly , to w ard o n e ’s p e e r s ’ o f b o th s e x e s , and to w ard th e members o f o th e r s o c i a l g ro u p s .

D e v e lo p in g th e a b i l i t y to grow to w a rd m a tu r i t y , in d e p e n d e n c e , and in maximum u s e f u ln e s s t o s e l f and o t h e r s : tod i s c u s s p rob lem s w ith u n d e r s ta n d in g a d u l t s ; to p la n i n t e l l i g e n t l y ; and to make w o rth w h ile d e c i s i o n s .

D e v e lo p in g s k i l l s - a c a d e m ic , v o c a t i o n a l , s o c i a l , and p h y s ic a l - t o su ch a s a t i s f a c t o r y d e g re e t h a t e v e ry i n d iv i d u a l i s s t im u la te d a s o f te n a s p o s s ib l e by th e e x p e r ie n c e o f s u c c e s s ,

U n d e rs ta n d in g th e c lo s e r e l a t i o n s h i p s be tw een m e n ta l and p h y s i c a l h e a l t h .

R e c o g n iz in g and s a t i s f y i n g th e n e ed f o r r e l a x a t i o n ; d e v e lo p in g a v a r i e t y o f i n t e r e s t s w h ich can be p u rsu e d in d e p e n d ­e n t l y o r c o o p e r a t iv e ly ; b u d g e tin g l e i s u r e tim e so w is e ly t h a t a c t i v i t i e s and e x p e r ie n c e s w h ich b e n e f i t o n e s e l f w i l l be b a la n c e d by th o s e w hich b e n e f i t o t h e r s ; d e v e lo p in g th e a b i l i t y to u se s o l i t u d e a d v a n ta g e o u s ly ; d e v e lo p in g s k i l l s s u f f i c i e n t l y w e l l t h a t one u s e s them v o l u n t a r i l y and n a t u r a l l y .

D ev e lo p in g good h e a l t h h a b i t s - r e s t , d i e t , e x e r c i s e , c l e a n ­l i n e s s - th ro u g h a p ro p e r u n d e r s ta n d in g o f th e m ech an ics and f u n c t io n s o f th e human body ; a c q u i r in g a c c u ra te and m e a n in g fu l s e x in f o r m a t io n .

A e s th e t i c Needs

D e v e lo p in g a p p r e c i a t i o n f o r b e a u ty in l i t e r a t u r e , a r t , m u s ic , and n a t u r e ; a p p r e c i a t i o n o f b o d y , fo rm , and m ovem ent.

D e v e lo p in g a p p r e c i a t i o n f o r o n e 's own c u l t u r e and f o r th e c u l t u r e s o f o t h e r s ; r e c o g n iz in g and a p p r e c i a t i n g o p p o r t u n i t i e s f o r a e s t h e t i c s a t i s f a c t i o n in o n e ’ s im m ed ia te e n v iro n m e n t ; d e v e lo p in g an a p p r e c i a t i o n f o r th e f e e l i n g s o f o t h e r s .

A p p r e c ia t in g and p r a c t i c i n g s im p le , s i n c e r e , and wholesom e l i v i n g .

3

E t h i c a l Needs

D ev e lo p in g a code o f p r i n c i p l e s as a g u id e f o r i n d iv i d u a l b e h a v io r ; d e v e lo p in g th e a b i l i t y to t r a n s l a t e th e s e i d e a l s o r p r i n c i p l e s i n t o e f f o r t and e v e n t u a l l y i n to h a b i t ; d e v e lo p in g th e a b i l i t y to make w ise c h o ic e s .

D e v e lo p in g s p i r i t u a l v a lu e s ; r e s p e c t f o r human w o r th , a p ­p r e c i a t i o n and d e s i r e f o r th e f i n e r t h in g s o f l i f e , a c c e p ta n c e o f r e s p o n s i b i l i t y d i r e c t e d to w a rd th e common g o o d , th e d e s i r e t o make o n e s e l f a b e t t e r p e r s o n .

A ssum ing r e s p o n s i b i l i t y f o r a c t i o n s o f o n e s e l f and f o r th e a c t i o n s o f o th e r s : d e v e lo p in g i n t e l l e c t u a l andm a t e r i a l h o n e s ty ; p r a c t i c i n g t r u t h t e l l i n g and dem and­in g i t in o t h e r s ; a ssu m in g r e s p o n s i b i l i t y f o r p r o t e c t ­in g p r o p e r ty b e lo n g in g to o n e s e l f and t h a t b e lo n g in g t o o t h e r s ; b e in g l o y a l t o i n d i v i d u a l s , g ro u p s , and c a u s e s t o w hich one s u b s c r i b e s .

M a in ta in in g h ig h s ta n d a r d s o f "work and c o n d u c t; p r a c t i c i n g th e p h i lo s o p h y 'o f d o in g o n e ’s b e s t .

C iv ic Needs

R e c o g n iz in g th e a d v a n ta g e s o f g ro u p a c t i v i t y and g ro u p a c t i o n ; a ssu m in g r e s p o n s i b i l i t y f o r p a r t i c i p a t i o n in g ro u p e f f o r t s ; r e c o g n iz in g th e n eed f o r c o o p e r a t io n among members w i th in g ro u p s and betw een g ro u p s th e m s e lv e s .

R e c o g n iz in g th e n e c e s s i t y f o r a c c e p t in g r e s p o n s i b i l i t y f o r o n e 's own a c t io n s and f o r s h a r in g th e r e s p o n s i b i l i t y f o r th e a c t io n o f o t h e r s .

R e c o g n iz in g comm unity p ro b lem s and a s s i s t i n g i n s o lv in g them ; r e c o g n iz in g th e o b j e c t i v e s and r e s p o n s i b i l i t i e s o f v a r io u s s o c i a l g ro u p s and o n e 's i n d i v i d u a l r e s p o n s i ­b i l i t i e s to su ch g ro u p s ; u n d e rs ta n d in g th e p rob lem s o f th e u n d e r p r i v i l e g e d and a ssu m in g r e a s o n a b le r e s p o n s i ­b i l i t y f o r a s s i s t i n g su c h i n d iv i d u a l s o r g ro u p s .

R e c o g n iz in g th e s t r e n g th s and w eak n esses o f dem ocracy as com pared to o th e r fo rm s o f g o v e rn m e n t; a ssum ing r e s p o n s i b i l i t y f o r m aking dem ocracy f u n c t io n in hom e, s c h o o l , com m unity , and n a t i o n a l l i f e ; r e c o g n iz in g th e n e ed f o r a c c e p t in g d e c i s io n s made by th e m a j o r i t y , and f o r r e s p e c t in g th e r i g h t s o f th e m in o r i ty .

4

U n d e rs ta n d in g th e m anner i n w hich com m unity a g e n c ie s o p e ra te and o n e 's r e s p o n s i b i l i t y f o r t h e i r im provem en t; r e c o g n iz in g t h a t th e s c h o o l i s one o f th e s e v e r a l com m unity a g e n c ie s whose prim e o b je c t iv e i s th e im provem ent o f th e com m unity.

V o c a t io n a l and Econom ic Needs

Knowing v o c a t io n a l o p p o r t u n i t i e s w i th in c i t y , s t a t e , andn a t i o n ; know ing g e n e r a l r e q u ir e m e n ts and s p e c i f i c q u a l i f i c a t i o n s demanded in th e s e v o c a t io n s ; know ing w here and how th e s e r e q u ir e m e n ts can b e s t be s a t i s f i e d .

D e te rm in in g o n e 's p o t e n t i a l i t i e s and l i m i t a t i o n s r e l a t i v e to any g iv e n v o c a t io n ; m aking w ise c h o ic e s b a sed on a know ledge o f o p p o r t u n i t i e s o f f e r e d p lu s a .know- le d g e o f o n e ’ s own a b i l i t i e s ; im p ro v in g o n e 's g e n e r a l b ack g ro u n d t r a i n i n g as w e l l a s o n e 's t e c h n i c a l t r a i n i n g f o r a s p e c i f i c v o c a t io n .

R e c o g n iz in g th e v a lu e o f w ork e x p e r ie n c e s a s p a r t o f th ed ev e lo p m en t o f a w e l l - r o u n d e d , e f f i c i e n t i n d i v i d u a l ; u n d e r s ta n d in g th e n e c e s s i t y f o r l a b o r and r e ­s p e c t in g th e d i g n i t y o f l a b o r .

R e c o g n iz in g and u s in g w is e ly a l l com m unity r e s o u r c e s - human and m a t e r i a l , n a t u r a l , c u l t u r a l , h i s t o r i c a l .

Knowing th e b a s ic f a c t s r e l a t i v e to consum er b u y in g : d e t e r ­m in in g a w e l l - b a la n c e d sp e n d in g and s a v in g s p rog ram ; u n d e r s ta n d in g p r a c t i c a l b u s in e s s r e l a t i o n s , su ch a s , u s in g c r e d i t ; and o b ta in in g p r o t e c t i o n th ro u g h i n s u r a n c e .

T H E it fiI l_iii 1H | iili-J

iiiiiijU ,» a a L n X i»; v Siij in liivL 1 ■ ijns _lH au,11n,i_i Ui-

u H 0 0 L ., . ^u:hioat 0

^IIUnw.iRL

N ame Age ; (3 r ;de DateWhat raido programs' do you like to listen to regularly?

*. *

List the magazines which you read regularly

List the magazines found in your home

f ha t no me dut ies uo vou have?

If you come on the bus, what time do you usually leave home?If you attend church services regularly, which church?______If you attend Sunday school regularly, what Sunday School?__fhat jobs or chores are you responsible for oaeh iay?^ _y

How much is your allowance?______ How much do you earn?____________If you earn money, how do you earn it? ___________________________If you try to keep in touch with what is going on in the world fromday to day, what sources of information do you use?______________ _

>

What countries other than the United States have you visited?______

Have you ever attended a summer camp?_______If so, where?__________Recreational Interests:What is your favorite pastime?_____________________________________V/hat hobby or hobbies 'do you have?________________________________ _

How often do you attend the movies?_ What type of movie do you like best?

In what s p o r t s do you engage? ( L i s t in o r d e r o f p r e f e r e n c e ) ,

What games ( o t h e r th a n s p o r t s ) do you l i k e e s p e c i a l l y ? .

In what o u t - o f - c l a s s a c t i v i t i e s do you engage a t schoo l? .

Of w hat o r g a n i z a t i o n s a r e you a member?In sc h o o l . In community________

r h a t k i n d s , o f r e a d i n g do- you do p r i m a r i l y ' f o r r e c r e a t i o n ? ___________

Do you l i k e t o w r i t e ? ________:______I f s o , w hat?___________________ _______

Do you e v e r c o n t r i b u t e a r t i c l e s * ' o o 'y o u r s c h o o l p a p e r? ________ ;_______

Do you e n jo y m u sic?____________Vi h a t t y p e s o f m usic do you l i k e b e s t ?

What ...musical instruments do you play? ; * ;_____Do you like to sing? _______ . _________________________________What kinds of art work do you yourself do?__________________________In staging a play v/hich is most appealing to you: work on sets, pro- pert irs, make-up, directing, acting?___________________________ . .. .What pets do you have, if any?_____________________ ' '.....In addition to the activities you have mentioned, what do y«u do in your leisure time?________________________________________________ __Plans for vcur'Future:Do you plan to do any kind of study beyond^high school?_____ _______What institution do you plan to attend?.___________ ;_________________V/hat a r e your first, second and third choices of occupations?

1 ^

2 , _________________________________________________________________

3 ._________________________________________________________________

MATTHLN l: HALEY SCHOOL

Standardized Tests

L i X h ib i t D

:ame

Date Grade Test

Date o f B irth

In te llig e n c e

R a wScore

C aliforn ia - Total

Language

Non-Ian r.ua ge

I . Q. Score Norm.

Reading

Mathematics

Language Arts

Languages

: h i b i t H

T H E M A T T H E W W H A L E Y S C H O O L

IEPHANENT PEOOPD SHEETDa t e

General Information:Name

( la s t" )

Flace of Birth present Address

Tf irsT) (Middle )~Date of Birth

TyTTJ C557T (day)

Date of entrance to The Mat the w_ Last School AttendedFather’s or IfU ci rdian's Name

BirthplaceEducation: Grade School_Occupation_____________Addre ss

High School College Bus iness Profcss ionaT

Mo the r1s or Guard i an * s N am e BirthplaceE d t i on: Gr ade Sc h o o 1_O ccir at ion_____ ___ ____Address _______________

Home :JLive with both parents JLive with father L ive w i th mo ther 1 i ve w i th relativ e s or gu a r d i a nFather deceased

High School Colle >7'. Bus me s g P r o f ‘i. ss ionaT

Mother deceased

_Fat he r decease 1; mo t her re mar r ie d Jlother deceased; father remarried _par e nt s se par ate d JParents divorced ^Father divorced and remarried Mother divorced and remarried

Number of brothers: 01der_ Numher of s i s t e r s : Older

_Yo unger^ Younger'

In what places other than Williamsburg have you lived?

Is any language other than English regularly spoken or read in the home ? ________ i____ ________________________ ________Place of residence (underscore correct one):

Pam, Country (not farm) , Town

■ t

CUMULATIVE RECORDMatthew Whaley School, Williamsburg, Va.

ELEMENTARY DEPARTMENT

______________________________________ DATE O F BIRTH______________

ESS

sIT ( S ) or Gua r di a n ( s ) __________________________________________________________________________________________

:ED O N _____________________________________________________ I N ________________________________ GRADE( D A T E )

( s c h o o l ) r c i T Y ) Es t a t e )

-

DATE IN TE LL IG EN CE T E S T Si

C. A. M. A. 1. Q. C O M M E N T S

DATEA C H I E V E M E N T T E S T S

( B A T T E R Y ) FOR MT O T A L

G. P.R E A D .

V O C A B .R E A D .

C O M P .A R I T H .F U N D .

A R I TH .R E A S .

L A N G . S P E LING

-

------------

--------

------------

DATE S P E C I A L T E S T S FORM R E S U L T S

—

CHARACTER TRAITS TYPES O F INTEREST

YEAR

GRADE

TEACHER

YEAR

GRADE

TEACHER

YEAR

GRADE

TEACHER

YEAR

GRADE

TEACHER

YEAR

GRADE

TEACHER

YEAR

GRADE

TEACHER

INFLUENCE OF HOME AND CO M M UNITYFAMILY L A S T N A M E FI R ST NA ME O R INITIALS O C C U P A T I O N

F A T H E R

M O T H E R

C H I L D R E N FIR ST A N D MIDDLE N A M E S D A T E O F B I RT H C O M M E N T S

L I S T A L L

C H I L D R E N

( I N C L U D I N G

P U P I L

H I M S E L F )

F R O M

O L D E S T T O

Y O U N G E S T .

MARITAL STATUS: Living w ith both p a r e n ts ___________________Living w ith fa th e r ______________ , m o th e r _____________ , guardianD iv o r c e d _____________ , se p a r a te d _________________ M o th e r ______________ , father rem arried.

COMMENTS:

DATE G R A D E

PLACEMENT RECORDC O M M E N T S TE A C H El

’HYSICAL - EMOTIONAL ANALYSIS ABILITIES AN D A C A D E M IC SKILLS

R e p o r t of P r o g r e s sTHE MATTHEW WHALEY SCHOOL

High School Division

W IL L IA M S B U R G . V IR G IN IA

il’s Name ............................................................................................. Grade

ie Room Teacher ........................................................................................... Yeai

E X P L A N A T I O N OF M A R K I N G S Y S T E MThe purpose of this report is to inform parents of the educational progress of each pupil, ational progress includes the developm ent of good attitudes and habits and also the lopment of skill in each subject the pupil is taking.

Com parative ratings used in this report— Outstanding, A b o v e A v e r a g e , A v e r a g e , B e lo w \age and Unsatisfactory— show how the achievem ents of a pupil in M atthew W haley com- w ith those of pupils in the sam e grade throughout the nation. Comments by teachers w ill frequently indicate a pupil’s progress in relation to his own abilities.

3 U T S T A N D I N G means that the work of a pupil is superior; it does not m ean, how ever, the pupil cannot do better.

VBOVE A V E R A G E means that the work of a pupil, though not outstanding, is better that o f pupils w hose work is average.

W E R A G E m eans that the work of a pupil is equal to that o f pupils of average ability.

BELOW A V E R A G E m eans that the work of a pupil is barely passing.

U N SA T IS F A C T O R Y m eans that the work of a pupil is not passing.

REASONS W H IC H M A Y A F F E C T T H E Q U A L IT Y OF A P U P IL ’S W O R K

The quality o f work done by a pupil is determ ined by some of the fo llow in g .factors: Extent to which work is thoroughly, accurately, and promptly prepared Participation in class activities Cooperation w ith teachers and pupils Interest and in itia tive W illingness to assume responsibility Independent thinkingA bility to read, w rite, and speak e ffectivelyUse of availab le learning m aterials in the classroom , in the library and in the com munity U se of time E ffort expendedExtent to which outside activities contribute to or interfere with school workScholastic background for course or activityG eneral aptitude for course or activityH abits of promptness and regularity in attendanceD esire to im prove

Certain types of inform ation not found in this progress report are ava ilab le through the ’s teachers and through the principal’s o ffice. Parents are cordially invited to v isit the d at anv time for purposes of inquirv, for sharing inform ation, and for m aking suggestions.

Subjector

Activity

F IR S T M A R K IN G P E R IO D

Teacher Comment

S E C O N D M A R K IN G

Teacher Commen

LanguageArts

. .

PhysicalEducation

. .

. .

. .

. •

. .

IIR D M A R K IN G P E R IO D

Teacher CommentF O U R T H M A R K IN G P E R IO D

Teacher Comment

. .

. .

• .

. .

. •

. .

Statem ent of P u p il’s Future Plans

Mid-year Comment on Quality of Pupil’s W ork in Reference to His Plans :

End-of-the-Year Comment on Quality of Pupil’s W ork in Reference to H is Plans

Harking Period First Second Third F

Days Absent

Times Tardy

MarkingPeriod

Opportunity for Parent Comment

First

Signature .............................................................. ...........

iecond

Signature .........................................................................

1'hird

Signature ........................................................................

Fourth

Signature ........................................................................

i n h i b i t HName_____________________________________ ________________________Da t e__

HomeRoom T e a c h e r_______________________________________________ Grade

F u tu r e P la n _______________________________________

T e n t a t i v e P rogram f o r G rades 1 0 f 11 , 12

Grade Ten Grade TwelveGrade E lev en

R e q u ire d E l e c t i v e R e q u ire d E l e c t i v eE l e c t i v e R e q u ire d

Approved By:

, p u p i l

, p a r e n t

, c o u n s e lo r

E x h i b i t J

Matthew Whaley School Conferences with Pupils

Name of Pupil Name of Teacher

Directions* Date each report* State nature of interview, pupilreaction, recommendations made to pupil, what was accom­plished in the interview, follow-up and other pertinent facts*

G R ID for Evaluating PHYSICAL FITNESSin T erm s o f P H Y SIQ U E (Body B u ild ), D E V E L O P M E N T A L L E V E L and BA SA L M E T A B O L ISM

— A Guide to Individual Progress from Infancy to Maturi ty —I x h i b i t K No..

40 InchesI IH E I G H T

1 1 0 C / n

S&AWf/S / :-,eo! 7 0 0

— 1 500

140-rr

I 30—■I 60

1 400

I 5 0 0

on—

— I 300

— 2 0 0I 301

I 2 0 0

— II 00

4—1 1 00

I000_

0 00

— 900

i 30 — >AGE SCHEDULES O F DEVELOPMENT

(Auxodromes)

BO YS G IRLS

— 800 _

C opyrigh t 1940. 1941 & 1948 By N O R M A N C. W E T Z E L , M.D

C opyrigh t un d e r In te rn a tio n a l C opyrigh t U nion ; a ll r ig h ts reserved u n d e r In te r

A m erican C o pyrigh t U nion (1910)Aq A2 BOYS -G IR LS111 100 Centimeters 110 120 | 130gi ' i i— i— i— j-1—i— —r—|— r—t—■i^ - " 4 0 Inches 45 HEIGHT 50 2 Yn 55 4

A , M B

CH RON O LO GICA L AGE Years

N am e,____

Address(es)

School (s). Parent or Guardian.

No.

Tel.

Month

Day

Year

G R A D E

PHYS.STATUS

PHYS.PROG.

Grid

Clin.

Direct

S p eed

lO 11 12

P H Y S I C A L F I N D I N G SSkin

N O S E -O bs tr .

EYES ( s e e also

V. A.)

EARS( s e e

H ea r . )

T e e t h

R

Temp.

Perm.

Tongue & M M.

Tonsils

Cerv. G lands

Thyroid

Heart

Lungs

Abdom en

Hernia

Genit.

Posture

Orthoped .

Nerv. Syst.

S p eech Def.

Endocrine

M E N T A LM. A.

PLR

D I S E A S E S - S U R G E R Y - A C C I D E N T S

F L U O R O S C O P I C — O T H E R T E S T S - E X P L A I N

PHYS. E D . — G y m . C o n s e n t . No A t h l . C o n s e n t . .No.T e s ts

Athletics

H O M E C O N D I T I O N SEcon. Tenth

M anagem en t

A C T I O N : F O L L O W — N O T F O L L O W — C O R R E C T I O N S

P aren tC onsu l t ,

Co-operat ion

V I S U A L A C U I T YD a t e

C O D E S : P o s i t i v e + , + + , + + + N e g a t i v e O Q u e s t i o n a b l e ? D e f e c t XD e f e c t C o r r e c t e d (R) G - G o o d , F - F a i r , P - P o o r

H e a r i n g(A u d i o )

S P E C I A L A T T E N T I O N _________ M a rk X__________

!. Growth-Nutrition

S i m p l e M a i ________

O b e s i t y _____________

A l l e r g y _____________

A n e m i a _____________

D i e t _________________

F a t i g u e _____________

H a b i t s _____________

H o m e _______________

I n f e c t i o n s __________

T o n s i l s _____________

2 . V I S I O N

M u s c l e I m b a l . ____

H y p e r o p i a __________

M y o p i a _____________

L a t e r a l - D o m i n . ____

C o l o r B l i n d ________

3 . H E A R I N G ____________

4 . C A R D I A C

R h e u m . _____________

M u r m u r ____________

C o n g e n . ____________

5 . O R T H O P E D I C _______

6 . M E N T A L

M. A ________________

I Q ___________________

M a j o r W o r k ________

E x c e p t i o n a l ________

7 . N E U R O - P S Y C H ^

R o r s c h a c h __________

R e a d i n g D i s . ______

S p e e c h D e f . ______

8 . M I S C E L L A N E O U S

D i a b e t e s ___________

E p i l e p s y ___________

R i n g w o r m __________

FAMILY- Nationality F; L D M; L D

P R E V I O U S D I S E A S E SChic kenpox__________ Whoop. C ____________ Typhoid.M eas le s______________ D ip h th e r ia___________ Polio___Ger. Meas___________ R h e u m a t i s m _________ T b c ____S car le t F .___________ H ea r t________________ P n e u m . .M u m p s______________ S m al lpox_____________ ________

I M M U N I Z A T I O N S T E S 'W hoop. C ____________ D i c k ________D ip h th _______________ S c h ic k ______T e ta n u s ______________ R e - S c h i c k__V acc in a t io n __________ T b c __________

" S c a r -------------- R^ ( + ) ------- (

P R O G R E S S N O T E S - E x p la i n p o s i t i v e ( + ) f i n d i n g s & d e f e c t s ( X ) ; g iv e d a t e s :

Published by N E A Service, Inc., 1200 W. 3rd St., Cleveland, O. Offices: N ew York, Chicago, San Francisco. A ll r igh ts reserved. This G rid rec< not be reproduced, in whole or in part, in an y form , w ithou t w ritten perm ission fro m the author and the publisher. Printed in L

Name

THE MATTHEW WHALEY SCHOOL, WILLIAMSBURG, VIRGINIA

P a r e n ts

Date o f B i r t h

Date o f Exit_

T r a n s f e r r e d From

D ate o f E n tr a n c e

Date o f G ra d u a t io n

E x h i b i t L

Sex

S c h o o l w i th c r e d i

F i r s t Y ear - 7 th Grade (1st (2nd |Yr FS u b je c t

Language A r t s S o c i a l S t u d i e s Gen. M athem atics Gen. S c ie n c e F in e A r t s MusicI n d u s t r i a l A r t s P h y s . E d . !

Second Y e a r - 8 th Grade | l s t J2nd|Yr

S u b je c t j !

!Language A r t s S o c i a l S t u d i e s _Gen. M athem atics 'Gen. S c ien c e : Music:I n d u s t r i a l A r t s G e n e ra l Language

I P h y s . Ed.

T o t a l c r e d i t s » I T o t a l j c r e d i t sT h i r d Y e a r - 9 t h Grade

S u b j e c t

R eq . Language A r ts B io lo g y S o c i a l S t u d i e s P h y s . E d .

S l e c .

_______ T o t a l c r e d i t s 1 t | i ?______T o t a l c r e d i t s jF i f t h Y e a r - l l t H Grade l i s t - [2nd iYr. Or . j -S ix th Y e a r - 1 2 th G rad e jls t i Snd j Yr

1 s t |2nd |Y r . |C r ♦ ! ;F o u r th Y e^r 1 0 th G rad ^ jls t j 2nd

I Sub j e c t

Yr

,Req. Language A r ts1 S o c i a l S t u d i e s' Fhys . Ed.

Ele c .

T o t a l c r e d i t s

S u b je c t

Req. Language A r ts S o c i a l S t u d i e s

[Sub jec t

T o t a l c r e d i t s+ 4 T o t a l c r e d i t s

Number i n g r a d u a t in g c l a s s

C r e d i t s s e n t t o ____________

C r e d i t s s e n t t o

G la s s s t a n d i n g o f t h i s p u p i l

___________________ Date__

Date

_Quar

C r e d i t s s e n t to Date

Q U A R T I L E R A T I N G - S

Name Y ear

P a s s e dSUBJECT 1 s t 2nd 3 rd 4 t h o r

R e p o r t R e p o r t R e p o r t R e p o r t Y ear R e p ea t

NOTE:

To d e t e r n i n e In w hich q u a r t i l e (1 ~ h i g h e s t , 4 ~ lo w e s t ) a p u p i l sh o u ld be p l a c e d , c o n s i d e r i n w h ich f o u r t h o f an a v e ra g e c l a s s ( l a r g e and u n s e l e c t e d ) i n y o u r s u b j e c t he w ould belong,,

Note t h a t i n a l a r g e and u n s e l e c t e d g ro u p t h e r e would be th e same number o f p u p i l s i n each q u a r t i l e ( 1 /4 o f th e g r o u p , ) But In y o u r c l a s s t h e r e may be none in q u a r t i l e 1 ( o r any o t h e r q u a r t i l e ) o r t h e r e may be more th a n 1 /4 o f y o u r c l a s s i n t h a t q u a r t i l e , .

PUPIL ’ 3 INFORMAL RECORD

Pupil * s Name_________________________________

Year _________________ Grade ________________ Teacher _____

School and community organization to which pupil belongs:

E xtent to which p u pil i s a c tiv e in such organ ization s. (For example was he an o f f ic e r or leader? Did he take an important part in some program or p ro ject or do w e ll the jobs assign ed him?)

Mention any other inform ation which seems p ertin en t in g iv in g a p ictu re o f the p u p il’ s school l i f e and a c t i v i t i e s during the year a s: sp ec ia lin t e r e s t or a b i l i t y , a tt itu d e , outstanding q u a lit ie s , sp ec ia l handicaps (other than su b je c ts ) .

>13 il

II, S i j U U i .1 .

Y 0 8, P

i l l

T e a c h e r ’ s Name

to CD CoO•

• •c+ P P ■to o ‘SRO o P P o

w P 0 P p pO 0 ct ct ct ctO' P P0 toH* 0 Pi o pi0 Hj 0 0 to 0P 0 cm OQc <<to p p Pi P0 o O O 0 O 0to£ £ -=-t0 0 0P P 0P toO OP o to P to<Jto 00 to 1—1 0

P 0 0 3P to P X oP O Pi 0 ctto £ 0 P toP o Oo O 0 H*Po to P 0 Po to 0 Hp P to •o0 ]_j.to 0

-sj cm cn to H

o£

hH ffi to toto O to p to toO O o O P O o' o b ogi P , to ct

^ £ H £ 0 £P P p P to P to P H Pto B p O P P ct pj to pto P ct P ct to ct 0 ctH* to to p ct p

O3m ct 0 o to P P P0 to X £ c+ 0 O 0 £ 0P O ct to cm cm p cmct £ 0 P to HJ cm p to p0 p 0 0 p 0 0to Ct cm 0 p 0 O 00 to P 0 £0 to p P to P P Pp 0 P O o to O0 P 0 to 0 o 0

0 P P 0 P 0 0 0H* •o 0 to 0 to£ 0 P P P ct pr

P 0 0 0 to 00 to •o

to to to to to0 0 p O o O

0 0 0 00 p o 0 0 0ct p p 0 0 0£ p p 0 0 0Pi i—1 H 0 0 0to 0 to0 to ct0to *-o

B CO co CO cn to 03 to H

£p p 00 to£cm on

8°

CD£ P

h~j-J .^

O ££ 0 3 P

H 0 £ £ 0 ct£ P O P 0 H

to£I

to PI £ PR> p H B £ to

w P £ to ct p. COp £ CD

o <£ W o P tFJ £3 £3r Jx{ b 0 x to 0 0 O to X X X XO P to o £> 0 to CD to 3 to ct o o o

0 p 0 ct £ p O 0 0 tj 0 p CD 0 0to P to p 0 p £ to P 0 to to to

J ct p to ct P pi ct CD p 0 to 3 ct ct ctto to o to 0 p. 3 £ < p ct to CD to to toO & to 2 0 to £ £ 0 aJ 0 £ to o O o£ £ 0 £ to to P to p to to cm <<; £ £ £P O 0 P cm. o 0 ct to 0 P P Pto 0 p I—1 £ £ t-j to to to to

P to 0 H*to p ip p

o toco

CD b* >£ toto CD 00

p cf to £ £ ££ P £ O 0 Q o o 0 to to toto to £ £ to O P <j to c p 0 0 00 p cm 3 3 CD 0 0 0 p p Pp 5 £ 0 £ to to to K to to toto O P 3 1—1 to £* 0 &> toe 0 o OO 0 i—1 go 0 0 P < £ < P p PP p to

to£ P

P ct CD O 0 0

to 0 O P £ P

P 0 P p to p

£ O cm to cm>0 £ £ P 0 to 0 o to' >

to P i—• 0 to o < <to P P l ct to 0 0 0o to to o P P P

> «<; P 03 Hj P P P< o o 3 £J 1—1 CO cm cm0 p < to o to to: 0 0 0 0P 0 0 3 fcJ to £ 0 O 0P £ P to to O ct 0 to p 03cm £ i cm £ 0 to to 30 P CD £ to 0 O 0 p p

CD 3 3 3 £ to oJ to 0 W to to0 o 0 £ o o to to

0 to1to { 0 0 0to p £ 3 £ p to to to to

O to p to p i—1 o o oto

£ O p f- c Pi 0 £ *<*,0 £ 0 to £ P

to0 h* P 1 P o £ 0 0 to K¥to C to to p to P < < <o 0 0 0 to to»;I—' 0 0 0•m p CO

3 toto £ ct P P P

O to to to P P PP o to P P to Q p ct am Om cm

< 0 p to P P to £ O' 0 0 0 00 to P 0 p ct 0 to toP P ’ 0 to to p P w 0 «<P © p to 0 H- O £om 0 0 0 0 O £ o0 0 to p 0

PERSONAL RATING

OF CANDIDATE

9.Report o f T es tin g Committeo ■■xhibit p

The T esting Committee recommends th a t the fo llow in g jobs be done during the summer:

1 . That recording o f t e s t r e s u lt s w i l l be accomplished through the cen tra l o f f ic e and th at the f i l i n g o f t e s t s agreed upon fo r fu ture use w i l l a lso be taken care o f through the o f f ic e .

2 . That Mr. P i t t s w i l l prepare an inventory o f a l l t e s t s on hand.3 . That hr. P it ts w i l l examine samples o f t e s t s on hand and check a g a in st

t e s t s which we now p ossess and w il l order a d d ition a l sam ples.

The committee lik ew ise recommends:1 . That before any t e s t s be given In the f a l l the fa cu lty work with Dr. Martin

and Mr. Brooks on adm inistering and in terp re tin g t e s t s .2. That we continue the present plan o f scoring.3. That the adm inistration provide c le r ic a l help for recording r e s u lt s .4 . That the C aliforn ia T est o f P erson a lity and B ell Adjustment Inventory be

dropped.5 . That cou n sellors g ive adjustment or p erso n a lity t e s t s as needs a r is e .6 . That the school obtain a wider v a r ie ty of these t e s t s for examination and

p o ss ib le u se .7 . That summary sh eets o f reading t e s t s be made a v a ila b le to teachers through

grade le v e l meetings of teach ers.

R e la tive to Mental T ests the committee recommends:1. That in the 7th grade the Terman-McNemar be elim inated and the C aliforn ia

Short Form be used, with the Henman-Nelson t e s t as a check.2 . That e ith e r the C aliforn ia Short Form or the Henman-Nelson be adm inistered

to students entering above the 7th grade.3 . That we g ive another mental t e s t in the 9th grade - e ith e r the ACE or the

C aliforn ia T est of Mental M aturity.4 . That we g ive another mental t e s t in the 12th grade - preferably the c o lle g e

form of Ohio State P sycholog ica l Examination. That W illiam and Mary con­tin u e to g ive t e s t s to those students planning to enter th a t in s t i t u t io n . That in d iv id u a l t e s t s be given to those students about idiom there seems to be a question a t any tim e.

R ela tive to S p ec ia l Aptitude and In te r est T ests the committeerecommends:

1 . That Germane’s V ocational In te r e s t Inventory be given in the spring o fSth or '9th grades.

2. That Minnesota V ocational Test fo r C ler ica l Workers be given in the spring of 8th grade.

3 . That Revised Minnesota Paper Form Board Test be given in the spring o f Sth grade.

4 . That Prognostic t e s t in La.tin be given in the Sth grade.5. That the Seashore T est o f Musical Talent be given in the spring o f the

8th grade.6 . That Kuder Preference Inventory be given in the 11th gx-ade.

R elative to Achievement T ests (S p ecia l F ie ld s) the committeerecommends:

That Achievement t e s t s be d iscu ssed w ith the p r in c ip a l and con su ltan ts beforeany are decided upon to be used; th at orders should be placed throughMr. Fdilholland,

1 0 .

Relative to General Achievement tests the committee recommends!That we follow the present scheme now in use and that we study carefully throughout next year our present system with a view to making changes which seem necessary.

This committee has worked only on the simplification of the present high school testing program, It is their recommendation that a committee com-* posed of staff members from both elementary and high school study this problem for the whole school at as early date as is possible.

VOCATIONAL GUIDANCE PROGRAM Grades 8 - 1 2

E x h ib i t QT entative Outline

I . Purpose: To a id pu p ils in s e le c t io n of a vocation and in choice o fe le c t iv e s

I I . Placement: S ocia l S tud ies and Language Arts c la s s e s

I I I . Major emphasis by grades

8th Plan a High School program o f stu d ies based on recognized in te r e s t s and a p titu d es

9th V ocational inform ation in groups o f occupations

10th Study o f s p e c if ic occupations: each pupil choose three whichseem p o ss ib le for him

11th Individual guidance: t r a i t comparisons

12th F ield experiences

IV. Techniques

8th 1 , Surveying ways in which people in Williamsburg make th e ir l iv in g

2. Reading vocation a l f i c t io n and biographies3 . L isten ing to d escr ip tio n s of High School courses by other

p u p ils , e sp e c ia lly e le c t iv e sA. D iscussing a p titu d es and in te r e s t s in r e la t io n to High School

courses: What pupil l ik e s b est, and has done b est in .Sources o f inform ation: pupil statem ent o f l ik e s and d is ­l ik e s , hobbies, e t c . : q u estion n aires, marks, judgments o fteach ers, e sp e c ia lly sp e c ia l teach ers.

5. Planning a program of stu d ies fo r fo llow in g four years

9th 1. Studying groups o f occupationsa . A gricu lture, b u sin ess, mechanics or trad es, homemakingb. In d u str ie s , tran sp orta tion , communicationc . P ro fessio n s, the A rts, the Sciences

2. Reading v oca tion a l f ic t io n and biographies3. Seeing movies concerning occupationsA. Study o f p erso n a lity : importance, development5. Checking ap titu d es in l ig h t o f y e a r ’s work: Teachers*

judgments o f su b ject matter d if fe r e n t ia ls

10th 1 . Hearing ta lk s by employers and p ro fessio n a l men Panels

a . Education: C o llege, High School, Elementaryb . Medical and Nursingc . S oc ia l Serviced . Technology: chem ist, engineer, draughtsman

2, Seeing movies concerning in d iv id u a l occupations which group i s studying: d iscu ssio n o f tra in in g required , working con­d it io n s , op p ortu n ities fo r advancement, e tc .

3. Writing business l e t t e r sA. Dramatizing interviews5. Studying the re la tion sh ip of speech to personality6. Investiga ting data concerning a) job trends b) types of

work availab le in Williamsburg, the surrounding area, the s ta te

7. Studying opportunities fo r advanced study: Colleges, Norfolk Division Regional Vocational School

8. a) Making s e l f inventories: on appropriate forms, inessays, in conferences, or

b) Analyzing each other

11th 1, Battery of te s t s fo r college and non-college aptitudes2# Vocational autobiography3* Many conferences with teachers and parents based on a l l

availab le information

12th 1. Careful study of job areas in which pupils are in te res ted : v i s i t s and reading

2. Interviews with persons in these job areas3. Oral reports to c lass on f ie ld experiencesA. Reports on f ie ld experiences w ritten to be f i le d fo r

fu ture reference5. Pre-college seniors have individual interviews with William

and Mary Counselor (fey)

&• How adequate i s the preparation o f members o f the guidance s ta ff?

b. How adequate i s the experience o f members o f the guidance s ta ff?

c . How sa t is fa c to r y are the personal q u a lif ic a tio n s o f members of the guidance s ta ff?

R eferral Consultants:

g . IIow adequate are the p rovisions fo r securing the ser v ic e s of consultants?

b. How e x te n s iv e ly are the ser v ic e s o f consu ltan ts used?

Teacher P a rtic ip a tio n :

To what exten t do teachers in d ica te in te r e s t in and understanding of the fu n ction s o f the guidance serv ices?

b, How e x te n s iv e ly do teachers and counselors cooperate in appropriatephases o f the guidance serv ices?

c . How e f f e c t iv e ly do teachers and counselors cooperate in appropriatephases o f the guidance serv ices?

Individual Sources o f Information about P u pils:

How adequate are the p rov ision s for obtaining inform ation aboutpupils?

Home and Family Background:

a . How ex ten sive i s the inform ation concerning home and fam ily background?

b. How w ell i s the inform ation concerning home and fam ily background kept up to date?

Physical and Medical S tatus:

a,. How ex ten sive i s the inform ation concerning p h ysica l and medical status?

b, To what exten t are p h ysica l and medical records kept up to date?

£• To what extent i s use made o f th ese data?

S ch o la stic Progress and T est Information:

a . How exten sive i s the inform ation concerning sc h o la s t ic progress?

b. To ’what exten t are t e s t s used in studying pupils?

c . How up to date are sc h o la s t ic progress records?

d . To what extent i s use made o f th ese data?

Personal and S o c ia l Development:

How ex ten sive i s the inform ation concerning personal and s o c ia l development?

b . How up to date are records o f personal and s o c ia l development?

c* To what extent i s use made o f th ese data?

Maintenance and Use o f Pupil Information:

How w ell are records organized, f i l e d , and protected?

b. How ex ten s iv e ly are records used by teachers?

<3 , How e x te n s iv e ly are records used by counselors?

Inform ational S erv ices:

&• How ex ten sive i s the supply o f inform ation u se fu l to pu p ils for guidance purposes?

Tji. How w e ll i s th is inform ation organized fo r use?

£* How e x te n s iv e ly i s th is inform ation used (by pupils and counselors or homeroom teachers)?

General P r in c ip les (o f Counseling S erv ices):

g . How ex ten sive are the p rov ision s fo r counseling?

b. How e f fe c t iv e i s the counseling?

Interview Procedures:

a* To what extent i s carefu l preparation made fo r the interview?

b. How e ffec t iv e ly are the techniques used in the interview?

Placement Services:

How adequate are provisions fo r educational placement services?

b. How adequate are provisions for employment placement services?

How e ffec tiv e ly do these services function?

Follow-up and Adjustment Services:

How adequate a re provisions for follow-up services?

b. To what extent are follow-up a c t iv i t i e s contributing to the improvement of the educational program?

General Evaluation of the Guidance Services:

a . How well do the guidance services meet the needs id en tif ied in Section B and Section G?

b. To what extent i s the school iden tify ing the problems in the guidance services and seeking th e i r solution?