have gained one important point, and with your 
permission, will dissect and describe a flower, 
Bhowing its parts, and the names by which they 
are known, for it is useless for any one to try to 
learn botany, without becoming entirely familiar 
with the rudiments. 
In figure I the reader will perceive a familiar 
flower, a species of atonecrop, which, with one 
other illustration, I take from Gray's Botany. 
The flower, liko the human body, is made up of 
several parts. First the calyx, which is the outer 
circle of green leaves seen in almost all flowers; 
second, the corolla or inner circle of leaves of 
bright colors, which gives the flower its beauty; 
third, a set of stamens, some nine of which are 
shown, each looking like an oval cap on a slender 
stem; and in the center of the flower, the pistils. 
METEOROLOGICAL OBSERVATIONS, MADE AT ROCHESTER, STATE OF NEW YORK, 
UNIVERSITY OF ROCHESTER-ANNUAL ABSTRACT-T. T. FILMER, OBSERVER, 
Latitude 43°, 8', 17*. Longitude 77°, 51'. Height of Station above the Sea, five hundred and sixteen feet 
Annum, Rksults. 
Thermometer Monthly Mean 
Hishest Degree* 
[Written for Moore's Rural New-Yorker.) 
SUGGESTIONS TO YOUNG TEACHERS, 
Lowest Degree 
Range. 
Warmest day 
Coldest day.. 
Tije two col limns devoted to the Educational 
Department of the Ritual aro always viewed 
with great intcrostby mo, and the articles perused 
with much eagerness, for I expect to find some¬ 
thing well worth reading, nor am I often disap¬ 
pointed, unless, perchance, it happens to be blank, 
i. r., occupied with other matters. My interest, 
perhaps, in that particular department arises 
from the fact that I have taught the “young 
idra," and I well know how to sympathize with 
those who follow so noble a vocation. 
Would it not bo a good idea for teachers to 
compare notes occasionally?—give each other’s 
experience in that greatest of all patience-trying 
professions?—for by so doing, not only would we 
benefit one another, but learu those w ho have just 
commenced, or are about to commence teaching, 
things that would otherwise cost them much 
trouble and experience. 
The great secret of successful teaching, as I 
have learned it, is in governing a school; and the 
secret of governing is in beginning right. It 
wants a combination of traits,—1 might say a 
decided talent, to make a good teacher. First of 
all wc want firmness,— it is more efficient than an 
acre of hazel and birch, decision, to determine 
in a moment what it is best to do under the most 
extraordinary circumstances,— confidence, to carry 
out our plans, anil lay down our rules, especially 
if they arc new ones,— quick perception, to tell at a 
glance bow matters stand when trouble is brew¬ 
ing,— kindness, so as to fill the minds of the pupils 
with affection and respect. And, lastly, wo should 
understand human nature, so as to read the dis¬ 
position of each now customer. Partiality should 
ever be discarded; it is a monster that will beget 
trouble whenever it enters within the walls of 
a school-room. Use every honorable means to 
beget a laudable spirit of competition, and so 
regulate it that all will be stimulated,'and none 
discouraged. Use the rod as little as possible. 
For my own part, I never use it unless iu extreme 
cases. Lot the pupil kuow that if lie obeys the 
rnles, studies bard, and endeavors to do as near 
right as possible, he will gain the esteem and 
respect of his teachor, and, in nine cases out of 
ten, lie will try and do Ids best. 
The idea of moving several spheres above the 
pupils, so as to cause them to think you arc better 
and greater than they, and should therefore be 
obeyed implicitly, is an erroneous one, and should 
be discarded at once. After governing the school 
right, then teaching commences. Teach them, 
not only by causing them to learu their lessons, 
but by questions, short lectures, practical illustra¬ 
tions, and interesting stories, and success will 
surely crown your effbits. IIeurqm Bell. 
Out West, 1860. 
lltb July. 
10th January, 
Barometer .Monthly Moan 
Highest 
Lowest Observation 
Range 
.North. 
North-East. 
East... 
South-East. 
South . 
South-West_ 
West. 
NorthWest. ... 
Total of uuch Month 
Prevailing Winds. 
.Fair days. 
Cloudy days. 
Total of each Month 
Rain. 
Snow. 
Rain and Snow . 
Winds 
Fig. 1. Fig. 3. 
In figure 2 the same flower is dissected, showing 
its parts more plainly, and every lady who reads 
this article and can obtain a flower should dissect 
it, and carefully observe its construction, a is a 
part of the calyx, b part of corolla, c stamens, d 
pistils. 
\Y collier 
Amount of water in inches 
Observations made at 7 A. M., 2 P. H., and 9 P. M. Barometer corrected + 037.— t. t. f. 
Remarks. —The average heat of the year was 48.3°, nearly the mean heat for 22 years. December was a cold month, 23°, very near the average 
of Dec., 1838, the two coldest Decembers in 22 years. The warmest December was in 1848, being 34.4°. The heat of Dec. 29th, was 0 degrees below 
zero. In only four Decembers in 2‘2 years, has the cold been so low as cypher, viz., of 1850, 1851, 1854 and 1850. Frost has occurred In every 
month in 1851), and that of June was considerably destructive. Corn, beans, potatoes, Ac., and even wheat was killed in many places; still, the 
harvest has proved to be large, except in hay, and especially abundant in apples and fruits. 
CULTIVATING THE FACULTY OF SPEECH. 
culties which sho encountered and overcome:— 
“When I was a child, I never could learn botany. 
There was something in the I innean system (the 
only one then taught) excessively repugnant to 
me; 1 never could remember the different classes 
and orders, and after several attempts the study 
was given up as mm too ilillioult for me to master. 
When 1 married, however, I soon found the neces¬ 
sity of knowing something of botany, as well as 
of gardening. I always accompanied my husband 
in Ins visits to different gardens; and when wo 
saw beautiful flowers, I was continually asking 
the names, though alas! these names, when I 
hoard them, conveyed uo ideas to my mind, and I 
was not any wiser than before. Still the natural 
wish to know something of what we admire, 
impelled me to repeat my fruitless questions; till 
at last, vexed at my ignorance, and ashamed of 
not being able to answer the appeals which gar¬ 
deners often made to me in doubtful cases, (sup¬ 
posing that Mr. Loudon's wife must know every¬ 
thing about plants,) f determined to learn botany 
if possible; and as my old repugnance remained 
to the Liuncan system, I resolved to study the 
Natural one. Accordingly 1 began; but soon I 
was in despair, for 1 thought it quite impossible 
that I over could remember all the hard names 
that seemed to stand on the very threshold of the 
science, as if to forbid the entrance of any but 
the initiated. 
Some time afterwards, as I was walking through 
the gardens of the Horticultural Society at Chis¬ 
wick, my attention was attracted by a mass of the 
beautiful crimson flowers of Alalupo grandiflora. 
I had uever seen the plant before, and I eagerly 
asked the name. ‘It is somo Malvaceous plant,’ 
answered Mr, Loudon, carelessly; and immedi¬ 
ately afterwards he left me to look at, some trees 
which he was about to have drawn for his Arbore¬ 
tum Britannicum. ‘Some Malvaceous plant,’ 
thought I, as 1 continued looking at the splendid 
bed before me; and thou I remembered how much 
the form of these beautiful (lowers resembled that 
of the (lowers of the crimson Mallow, the botani¬ 
cal name of which I recollected was Mnlva. ‘ 1 
wish I could find out some other Malvaceous 
plant,' I thought to myself; and when wo soon 
afterwards walked through the hothouses, t con 
tinued to ask if the Chinese Hibiscus, which I 
saw in flower there, did not belong to Malvaceae. 
I was answered in the affirmative; and I was so 
pleased with the newly-inspired knowledge, that 
1 was not satisfied till T had discovered every 
Malvaceous plant that was in flower in the garden. 
1 next learned to know the Cruciferous and 
Umbelliferous plants; and thus I acquired a 
general knowledge of three extensive orders with 
very little trouble to myself. My attention was 
now fairly aroused, and by learning one order 
after another, I soon attained a sufficient knowl¬ 
edge of botany to answer all. the purposes for 
which I wished to learn it, without recurring to 
the hard words which had so much alarmed me at 
the outset.” 
Now, the learner should not give herself any 
uneasiness about the long array of hard words. 
Let them alone. All will be easy enough at the 
right time. T will endeavor to give a few facts, 
as a starting point to the learner. 
Plants aro divided into orders, which are the 
grand divisions, and each order contains a num¬ 
ber of genera, ami the different plants of the genus 
have specific names. The order may be likened to 
a nation , the genera to the families in the nation. 
Thus iu the English nation there aro the Smith, 
Brown and Jones families, each havlnghfs generic 
or family name, and each belonging to the English 
order or nation. But there would be great confu¬ 
sion in the Smith and Jones family if the children 
were called only by their generic or family name, 
so Mr. Jones and Mr Smith give their children 
specific names, calling one John, another Robert, 
Ac. So it is with plants. Each has its specific as 
well as its family name, and by these two it is 
called. Thus, llosa alba, which means simply a 
white rose, Rosa is tile family name, common to 
the white rose family, while alba is the specific 
name, only applied to the white rose. The order 
is not usually given in the name of a plant, nor 
do we usually give the nation a man belongs to 
when stating his name. 
If I have succeeded in making this plain, I 
COMMON SCHOOL SYSTEM OF MISSOURI. 
Fig. 2. 
Figure 3 shows a s/amen and pistil attached to 
the receptacle, l>, which is the end of the flower 
stalk. The other parts of the flower have been 
removed so as to plainly show a stamen and 
pistil, that wo may examine their parts, a, c, d is 
the pistil; a is the part called the ovary, which 
contains the seeds; c is the style, and d the stigma. 
e,f is the stamen, which is composed of two parts, 
e, filament, f anther. Of the various offices of 
these parts and other things 1 will spoalc in my 
next. Old Gardener. 
We take the following Items from an address 
read before the Missouri State Teachers’ Associa¬ 
tion, July, 18.>!>, by W. B. Starke, State Superin¬ 
tendent of Common Schools, and published in 
the November number of the Missouri Educator. 
The State Constitution requires that “Schools 
and the means of education shall forever be 
encouraged. One school, or more, shall be 
established in each township as soon as prac¬ 
ticable and necessary, where the poor shall be 
taught gratis.” The present School Law was 
passed in 1353. There is at tho head a Superin¬ 
tendent, who is elected bienuially by the people. 
F.aeh county has a Commissioner of Schools, 
whose duty it is to examine teachers and grant 
certificates of qualification; apportion the school 
moneys of his county; call meetings of the voters 
when necessary, and visit the schools. Each 
Congressional township is a school township, 
which may ho divided into as many school dis¬ 
tricts, not exceeding four, as tho inhabitants may 
desire. Each district Is under the control of 
three trustees, who employ teachers, levy taxes, 
etc. Twenty-live per cent, of the State revenue, 
and the dividends arising from the funds invested 
in tho Bank of the State of Missouri, arc annually 
apportioned, by tho Superintendent, to tlje several 
counties, in proportion to tho number of children 
in each between live and twenty years of ago. 
This, together with the county funds, composed 
of the interest upon the monies arising from the 
sale of the sixteenth sections, the hues, penalties, 
etc., accruing to the county, and the income 
derived from tho proceeds of the swamp and 
overflowed lands, constitutes the amount annually 
appropriated to the payment of teacher’s wages, 
and is divided amongst the school districts in 
proportion to the number of children in each. 
The capital of the School Fund is now $680,- 
000. In the year 1858 there were in the Stale 
4,91U school districts; 3,878 school houses; 31 
colleges; 100 academies; 4,108 male, and 855 
female teachers; 367,248 children between live 
and twenty years of age; $580,707 were paid to 
teachers, and $107,599 for building and repairing 
school houses. * 
It is a hindrance to the complete and general 
introduction of this school system, that in some 
parts of the State the population is too sparse to 
admit the establishment of even one good school 
in a township six miles square. A greater evil is 
the apparent apathy manifested by many of the 
people. In some districts, the majority of the 
people, instead of regarding the public school 
monies as a simple encouragement to them to do 
their duty, trust to it to accomplish the whole 
work of educating their children. When the 
annual apportionment is made, such rt district 
will employ a teacher for three or four months, 
until their public money is exhausted, and then 
the school house will be Shut until the next year 
brings another apportionment. 
Missouri is not without her model schools and 
teachers. Especially has St. Louis set an example 
worthy of all honor. But there is a great want 
of a sufficient number of well-qualified, profes¬ 
sional teachers, who would take bold of the 
work, not from a selfish or temporary interest, 
but as a lifetime business. The man who would 
undertake to practice medicine to-day, law to¬ 
morrow, and blacksmithiug the next day, would 
be regarded either as a fool or a madman. Yet 
in this most difficult and delicate of all under¬ 
takings,—the proper training and developing of 
the youthful mind, —persons frequently enter 
upon the business without any adequate prepara¬ 
tion, and, what is fortunate for the pupils, many 
of these soon leave it iu disgust. 
There is a power which each man should culti¬ 
vate according to his ability, but which is very 
much neglected in tho mass of the people, and 
that is the power «f utterance. A man was not 
made to shut up his mind In itself; hut to give it. 
voice and exchange it for other minds. Speech is 
ono of our grand distinctions from tho brute. 
Our poWCr over others lies not 80 much in the 
amount of thought within us, as in the power of 
bringing it out. A man of more than usual intellec¬ 
tual vigor, may, for want of expression, be a cipher 
without significance in society. And not only 
does a man influence others, but ho greatly aids 
his own intellect, by giving distinct and forcible 
utterance to his thoughts. We understand our¬ 
selves bettor, our conceptions grow clearer by the 
very effort to make them clear to others. 
Our social rank, too, depends a good deal upon 
our power of utterance. The principle distinction 
between what are called gentlemen and the 
vulgar, lies iu this, that the latter aro awkward 
in manners, and are especially wanting in pro¬ 
priety, clearness, grace, and force of utterance, 
A man who cannot open his lips without breaking 
a rule of grammar, without showing in his dialect 
or brogue, or uncouth tones, his want of cultiva¬ 
tion, or without darkening his meaning, by a con¬ 
fused, unskillful mode of communication—cannot 
take the place to which, perhaps, his uativc good 
sense entitles him. To have intercourse with 
respectable people, wc must speak their lan¬ 
guage.— Charming. 
A GRAND OFFER TO YOUNG PEOPLE! 
Boys and Girls, Young Men and Maidens, Listen! 
In tho Rural of Nov. 6th last, after quoting a 
letter from one. of our young agents, (A. J. Rum- 
sky,) in which be expressed the hope of being of 
enough service in obtaining subscribers to desorvo 
a copy of Webster’s Unabridged Dictionary, wc 
made the following offer: 
“ That’s right!—for a Dictionary will bo a good invest¬ 
in''nt And, by way of cncnurugcipotit to our young 
friend, ami all other Young Men ami Maidens of like dis¬ 
position, wn ft ill hero make a special tij/er to all Young 
KuuAi.imto— via., T« every minor who remits payment, 
according to our terms, for Forty Subscribers to tho 
Rural Nkw-Yorkkk previous to Christmas Day (Doc. 
25th, ISO!),) and competes for no other premium or gratu¬ 
ity, we will vivo a copy of Wkiihtku’s Unaiikidoku Dic¬ 
tionary (tie new and splendid PICTORIAL EDITION. 
‘ Hays, tin Ymi Hear Thai?' " 
We subsequently extended tho time of competi¬ 
tors from Christmas to Jan. 10th, and the result 
of the offer was that Master Rumsky and scvoral 
other boys and young men — and (wo or three 
maidens, we believe — became the happy recipi¬ 
ents of the splendid Pictorial Dictionary. One of 
the acknowledgments, juat roccivod (from Master 
G. W. Finlay, of Kalamazoo Co., Mich.,) reads in 
this gratifying wise: 
Mr. Mookh:— I received that Dictionary with great 
thanks. If I could see you I would thank you a dozen 
limes,■ but ;i» I cannot you will plcuise accept these writ¬ 
ten thanks instead. I am now attending school at tho 
above named instlrut,on, (Gregory'sCommercial College,) 
and have lb nod it of great utility to myself and others.” 
— Now, wc desire to make many other Young 
Ruralists happy in a similar manner, and at the 
same time increase the circulation of their favorite 
paper. Wc therefore make the following proposi¬ 
tion to our Young Readers: 
[Written for Moore’s Rural New-Yorker.) 
SUPPORT YOUR TEACHER. 
Yes, we say support your teacher. If a young 
gentleman or lady have been employed to teach 
your winter school, this is the more important, as 
such will need your influence. It may be their 
first attempt in baffling with the realities of the 
world. It may be the commencement of a bright 
career,—under your kindly guidance they may he 
laying tlio foundation of a character. How is it, 
parents, that you expect so much of a young, 
inexperienced teacher, having under his care 
from twenty to thirty blight-eyed, mischief-loving 
children, two Of which you may yourselves find it 
hard to govern even at home? How inconsistent 
for you to expect perfection from one so frail. 
Bui how shall we support our teacher. In several 
ways. 
1st. Support him by your influence at home. 
If yonr children return from school, some after¬ 
noon, with the complaint that the teacher would 
not hear their lessons,—or that he had punished 
them too hard,—or some other wonderful news, 
be sure that it is really so before you blame the 
teacher, and thus encourage your children in dis¬ 
obedience. Listen to no petty complaints. Do 
not allow your children to speak disrespectfully 
of the teacher. 
2d. Aid him by your influence abroad. Always 
speak well of him, if you possibly can, especially 
before your children. This will inspire reverence 
and love in their hearts for him, without which 
be teaches in vain, 
3d. Support him by your presence in the 
school-room. Let him see that yon are inter¬ 
ested in the education of your children. Let him 
know that you wish to sustain him in his labor of 
love,—that, as far as you can, you will assist him 
in controlling the stubborn and uncontrollable. 
To these few remarks, add common sense in the 
treatment of yonr teacher, and he will fare well. 
Elk Horn, Win., I860. A- J. W. 
Apflication to useful study is a powerful 
guard, and a crown of glory to youth. 
BOTANY FOR LADIES. 
Messrs. Editors: —In the Rural for January 
14th, you gave some excellent advice to the boys, 
and also to the young ladies, telling them how to 
spend their winter evenings pleasantly and very 
profitably. To all there said, 1 give ray most 
hearty assent, and would urge all young persons, 
who have any desire for their own improvement, 
and wish to he fitted for usefulness in the world, 
in any position in which they may happen to be 
placed, to heed such wise counsel. But, I wish to 
say a word to young ladies about a very pleasant 
way of Bpending tlie leisure time of spring and 
summer, by the study of botany. This must bo 
done, first, in the books, bo as to obtain tho rudi¬ 
ments, and then in the fields, in the valleys and 
woods, and over tho hills. 
Wo hear much lately about the importance of 
athletic exercise for ladies, of the formation of 
skating clubs and rowing clubs among the fair 
sex. All this is well enough, but a half day spent 
in rambling over the country, climbing bills and 
jumping ravines, and walking logs, and scaling 
fences, will give more varied and better exercise 
than any of the proposed games—strengthen the 
body equally well—while, in addition, the mind 
will become stored with useful knowledge, and 
the heart enlarged and filled with gratitude to 
the All-Wise Creator, who hits clothed even the 
lilies of the field with a beauty and glory which 
man may imitate hut can never equal. 
Well do I know that those who attempt to study 
botany generally got discouraged at the first out¬ 
set, by the great array of difficult and apparently 
meaningless terms, but this is tbe fuult of most of 
our text books, and not of the science itself. 
Sometimes it is the fault of tho learner who 
attempts to grasp too much at first, without prop¬ 
erly understanding the first principles, or rudi¬ 
ments. Mrs. Loudon, the wife of the celebrated 
botanist and author of our best standard works 
on gardening, and who afterwards became an 
invaluable assistant to Mr. L., and the author of 
seve ral works of her own, thus describes the diffi- 
/f l 
J,S0 ° k’’ ' 
$+ 3 ' To every minor who obtains and remits 
payment, according to our terms, for Forty Yearly 
Subscribers to the Rural New Yorker (at least 
twenty of tho number being new subscribers— 
persons who did not take tho Rural last year,) 
previous to the first day of April, I860, and com¬ 
petes for no other premium or gratuity, we will 
give a copy of Webster’s Unabridged Diction¬ 
ary—Pictorial Edition —tho lowest cash price 
of which is Six Dollars; or, tho same prize to 
the minor remitting, as above, for Thirty new 
Subscribers, — persons who did not take the 
paper last year. 
2. To tho minor remitting payment, as above, 
for Twenty Yearly Subscribers (at least ten of 
which aro new ones,) we will give a handsomely 
bound copy of the Rural New-Yorker for 1359 
—cash price $3;—or, the same for Fifteen nf.w 
Subscribers. 
— There, Young Ruralists, is our proposition. 
What will be yonr response? We have recently 
purchased and received one hundred copies of the 
i'ictorial Dictionary for distribution as prizes to 
agents, and shall obtain more if necessary. Those 
Of you who wish to secure it can do so by proper 
effort, arid we will cheerfully furnish specimen 
numbers, show bills, Ac., to aid in rendering your 
canvass successful. There are hundreds of towns 
and neighborhoods in which from 30 to 50 sub¬ 
scribers may bo obtained, (we do not coniine com¬ 
petitors to one town or post-olfice, however,) and 
hope scores of our young friends will secure the 
Valuable Prize. Those who failed to win 
previous to the 10th, can now complete their lists 
and obtain the Dictionary. 
Death of Dana P. Colburn. — A correspon¬ 
dent of the Providence Journal, under date of 
Dec. 15, writes as follows:—“ With profound regret 
I hasten to inform you that Dana P. Colburn, the 
Principal of tbe State Normal School iu this town, 
is no mure. He was almost instantly killed this 
afternoon, at 20 minutes before 5 o’eloek, under 
the following circumstances:—lie had been taking 
a ride to Bristol Ferry iu a light two-wheeled 
buggy, and on his return, when near the corner at 
Wajker’s bridge, he was suddenly thrown out, aud 
in striking the frozen ground, as is supposed, his 
skull was badly fractured. He breathed but once 
or twice after he was taken up.” 
Mr. Colburn was an eminent and enlightened 
educator, and has done much for the schools of his 
State. His untimely death will be mourned by a 
large circle of bis professional brethren. 
Educational Affairs in Sacramento. —The 
School Census for Sacramento, California, for the 
years 1858 and 1859, is as follows! 
Census of 1858.—\Vhole number of children 
between 4 and IS years, 1,690; whole number of 
children under 4 years, 985; total, 2,675. 
Census of 1859.—Whole number of children 
between 1 and 18 years, 1,684; whole number of 
children under 4 years, 1,028; total 2,712. Whole 
number born in California, 1,432. 
Jan. 
Feb. 
March. 
April. 
Mat. 
Junk 
July. 
Auo. 
Sept. 
Oct. 
Nov. 
Dec. 
30.01 
30.00 
39.8 
42.58 
62.2 
64.8 
70.67 
69.8 
59.5 
46.44 
41.19 
23.0 
* 
51 
55 
68 
79 
83 
92 
94 
91 
79 
76 
68 
GO 
-7 
11 
20 
29 
47 
31 
51 
55 
43 
27 
27 
0 
58 
44 
43 
50 
21 
61 
43 
86 
36 
49 
41 
60 
20 
23 
23 
30 
25 
27 
11 
11 
19 
4 
4 
1 
10 
13 
2 
9 
10 
4 
4 
30 
15 
26 
14 29 
29.52 
29.45 
29.17 
29.23 
29.33 
29.31 
29.37 
29.24 
29.30 
29.30 
29.36 
| 29.33 
39.19 
29.76 
29.92 
29.71 
29.63 
29.65 
29.78 
29.44 
29.61 
29.66 
29.83 
j 30.01 
28.96 
28.85 
28.15 
28.60 
29.06 
29.15 
29.03 
29.03 
28.86 
28.92 
48.69 
| 28.91 
1.33 
.91 
1.77 
1.11 
.57 
.50 
.70 
.41 
.78 
.71 
1.17 
1.07 
3 
0 
K 
% 
0 
0 
l'K 
2 H 
1 
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H 
0 
OH 
IK 
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0 
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r> 
2.K 
5 
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5 
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6 
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•1 
0 
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2’-; 
IK 
2K 
0 
% 
IK 
2K 
•2% 
4 
3 
3 
IK 
2K 
2K 
K 
1 
2 H 
2 
IK 
IK 
IK 
7 
4K 
2"K 
2K 
8 
7 H 
5 % 
s 
5 
8K 
id 
9K 
9 
(>H 
13 
UK 
10 
7 
11 
6 
5K 
■ 2 H 
7 
8 
3 
V2H 
2H 
7.K 
15 K 
6 
8.K 
13-5 
4-1 
4% 
31 
28 
31 
90 
31 
30 
31 
31 
31 
31 
30 
31 
W 
N W 
W 
W 
\v 
N W 
w 
S W 
N W 
N W 
s w 
S XT 
3 
5 H 
835 
7 
17 
i2K 
935 
12 
fi 
7 
3 K 
IK 
28 
zi"H | 
21K 
23 
14 
17K 1 
21K 
19 
25 
24 
26 K 
29K 
31 
28 
31 
30 
31 
30 
31 
31 
30 
31 
30 
31 
3 
4 
7 
11 
5 
It 
6 
10 
13 
14 
11 
1 
6 
13 
1 
0 
0 
0 
0 
0 
0 
0 
1 
12 
0 
3 
i) 
0 
0 
0 
0 
0 
0 
0 
l 
1 
1.37 
1.07 
2.19 
4.03 
1.36 j 
U7 
4.06 
5.14 
2.86 
1.21 
1.92 
| 4.62 
